OHIO COUNTY SCHOOLS
2203 NATIONAL ROAD
WHEELING WV 26003
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: September 29, 2008
Ohio County Schools is a nationally recognized school system that serves approximately 5,200 students, grades
Pre-K-12, with a total of 13 schools: Eight elementary (K-5); one (K-8); three middle schools (6-8); and a
consolidated high school, with an enrollment of almost 1,800 students in grades 9-12.
Ohio County Schools has begun a major initiative in curriculum alignment and management of academic
performance with the goal that all students will make significant academic progress for the 2008-2009 school
year.
Teachers are implementing the 21st Century Content Standards and Objectives for West Virginia Schools that
align with the West Virginia Education Standards Test (WESTEST 2), and have mapped out activities and
strategies to improve rigor and relevance for each grade level in Mathematics and Reading/Language
Arts. Previous student test data have been analyzed, and the results are being used as diagnostic tools for
improving instruction. Professional development has been on-going to teachers in the areas of Classroom
Assessment for Learning, Teacher Leadership, Math Leadership, K-3 Reading Instruction, and Technology
Integration in order to ensure high quality classroom instruction. All activities are being monitored by school-level
and county-level Leadership Teams.
The Five-Year Strategic Plan represents the combined efforts of all school and county-level personnel, as well
as with input from students, parents, and community members. The plan outlines the county’s efforts to achieve
local goals and the requirements mandated by the federal No Child Left Behind legislation.
The Five-Year Strategic Plan contains all the mandatory components, including: planning participants; district
core beliefs, mission, and goals; data analysis, high quality instructional activities, monitoring implementation,
professional development, integration of technology, and budget projections.
All components of the Five-Year Strategic Plan are geared toward preparing our students for success in the 21st
Century.
FOUNDATION FOR SUCCESS
http://wphs.ohio.k12.wv.us/ocbe
Page 1 of 45 Page 2 of 45 Planning Committee
Name
Title Representation
April Henry
Mrs. *Service Personnel
Bernard Dolan
Mr.
*Administration
Beth Musser
Dr.
*Business Community
Charles Schlegel
Mr.
*Teacher *Business Community *Parent
Dianna Vargo
Ms.
*Title I *Title II *Title III *Title IV *Administration
Edward Breiding
Mr.
*Parent
George Krelis
Mr.
*Administration
James Freeland
Mr.
*Special Education *Administration
Jeff Laird
Mr.
*Title III
John Chacalos
Mr.
*Teacher
Joseph Ripoly
Mr.
*Business Community
Kathy Finsley
Ms.
*Administration
Kathy Paulus
Ms.
*Technology *Administration
Kimberly Miller
Mrs. *Administration
Lawrence M. Miller Mr.
Leah Stout
*Administration
Mrs. *Special Education *Administration
Mary Kay Reisinger Ms.
*Administration
Mary Palma
Mrs. *Teacher *Parent
Nancy Holden
Mrs. *Teacher *Parent
Patrick Durkin, Jr.
Mr.
*Teacher *Parent
Richard Thomas
Mr.
*Teacher *Parent
Robert Dunlevy
Mr.
*Business Community
Sandra Chapman
Mrs. *Parent
Sue McGuier
Ms.
*Administration
Terry Sterling
Mr.
*Business Community
Timothy McCormick Mr.
*Teacher *Business Community
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.
The Ohio County Schools' mission, academic goals, core beliefs, and target areas have been disseminated throughout the
system and the community. This information has been discussed at Board Meetings, Principal meetings, Central Office
meetings, and with teachers and parent groups within the schools. The plan is presented and discussed as a vehicle to align
all the system's resources, allowing a strong focus on the mission to be accomplished. Written, oral, and anecdotal feedback
has provided ongoing dialogue for the continual school improvement process.
Page 3 of 45 Page 4 of 45 Core Beliefs 1. All students can learn. 2. Teachers have the skills and expertise to help all students achieve.
3. High expectations must be the norm.
4. Principals must be strong instructional leaders.
5. Every employee plays a vital role.
6. Student academic progress must be monitored frequently.
7. Instructional time must be protected.
8. School climate must be conducive to teaching and learning.
9. Decisions must be data driven.
10. A cooperative, positive attitude is necessary.
11. Diversity enriches student achievement.
12. The curriculum must be relevant.
13. Education is a shared responsibility with the family and the community.
Mission Statement Ohio County Schools will provide educational opportunities that ensure each student a Foundation For
Success.
Page 5 of 45 Page 6 of 45 Data Analysis Key Outcome Indicators
Ohio County Schools need to continue their continued emphasis on student achievement and high quality education for all students. A
continued focus will be to meet the academic and social needs of students in the economically disadvantaged subgroup. Early
interventions with pre-school and transitional kindergarten programs will identify students' academic weaknesses and provide necessary
support. The final focus is to assure that students with disabilities have their academic and social needs fully met in all Ohio County
Schools.
External Trend Data
Ohio County is one of 55 counties in West Virginia. It is part of the Wheeling, WV-OH Metropolitan Statistical Area. The total population
of Ohio County is estimated at 44,662 people, ranked 13th in the state, with 5.2% of persons under 5 years old, 20.3% under 18 years
old, and 18.8% were 65 years old and over. There has been a decrease in student enrollment from 2002 to 2008 of approximately 700
students in Ohio County Schools. Ohio County has had a decrease in population from 2000 to 2006 of -5.8% which is significantly higher
than the state average of -0.6%. The greatest drop in population has been in the 10 to 24 age group, with birth to 5 being the next
greatest. The greatest increase has been in the 75 and over age group. The median age has risen from 33 years old in 1970 to 42 in
2005. Although the county’s population is primarily middle class Caucasian, the Black population has increased by about 240 over the
last ten years. The percent of the population age 25 and over not completing high school has dropped by 35.3% since 1970; those
completing high school only increased by 21.1%; and those completing four or more years of college increased by 14.3%. The school
system must work to gain continued support from the increasing number of senior citizens whose votes are needed for the operational
levy and in other areas. The school system must understand the needs of minority students and implement programs to ensure their
academic success.
The median household income is $33,956, ranked second in the state and was 121 percent of the state average and 93 percent of the
national average. 14.9% of persons in the county are below poverty level, and this has remained at a fairly stable level since 1990 with
approximately 5,900 household incomes under $20,000. The unemployment rate has varied from 3.4% to 4.5% since 2001. With new
economic development in the area, it is expected that the unemployment rates may decrease. Since there has been a significant
decrease in local small businesses, the new economic development in the county brings anticipation that the number of available jobs will
increase, and in 2007 employment growth showed a 1.1% increase. Ohio County showed an annual growth of 2.7% in personal income
nd in42
between 1997 and 2002, and Ohio County ranked
the state in annual economic growth during that same time period. The school
system needs to support economic development and growth wherever possible, and several new franchise, service-oriented businesses
are now open or soon to open in the area of the county called the Highlands.
The changes in family characteristics or background of the students from the Kids Count report indicates the following data for Ohio
County:
The percent of single-parent families increased from 15.8% in 1980 to 27.3% in 2000.
The percent of children living in poverty increased from 14.7% in 1980 to 20.0% by 2004.
The percentage of students approved for free and reduced lunch K-12 increased dramatically from 26.9% in 1990 to 48.5% in
2007. The child abuse/neglect rate in Ohio County has increased from 8.4% in 2003 to 13.8% in 2006 and 12.5% in 2007.
There has also been a moderate increase in the percent of the minority population in Ohio County from 5.4% in 2002 to 6.0% in
2006.
Ohio County Schools will need to monitor closely the academic progress of at-risk and low socio-economic students to assure
early interventions with sustained support to keep these students at acceptable proficiency levels for their academic performance.
Student Achievement Data
Student Achievement Data
NCLB
All Ohio County Schools met the benchmarks for Adequate Yearly Progress in 2005. In 2006, 2007, and 2008, all but one school in the
county met the benchmarks for Adequate Yearly Progress. The one middle school that did not meet AYP in 2006 and 2007 had a
Students with Disabilities subgroup not meet in both math and reading. In 2008, Wheeling Park High School did not meet the
benchmarks in Reading/Language Arts in the Economically Disadvantaged subgroup. Several interventions were designed to address
these problems. Three other schools (two elementary schools and the high school) are continuously monitored closely for the
achievement levels of Students in the Economically Disadvantaged subgroup.
WESTEST
2004
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
Math-At or
above Mastery
83
82
81
75
73
72
69
RLA-At or
above Mastery
82
78
81
78
78
83
79
Science-At or
above Mastery
89
86
84
82
83
84
86
Page 7 of 45 Social Studies-At
or above Mastery
80
77
75
65
68
67
X
Page 8 of 45 Grade 10
2005
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
2006
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
2007
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
2008
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
69
Math-At or
above Mastery
87
84
87
86
82
78
77
Math-At or
above Mastery
90
89
87
84
85
79
74
Math-At or
above Mastery
90
88
91
86
81
82
79
Math-At or
above Mastery
88
90
85
85
82
78
69
79
RLA-At or
above Mastery
83
84
82
82
81
86
83
RLA-At or
above Mastery
84
88
83
81
85
83
78
RLA-At or
above Mastery
89
87
88
89
87
84
76
RLA-At or
above Mastery
85
89
84
88
87
87
74
86
Science-At or
above Mastery
93
89
87
86
85
86
91
Science-At or
above Mastery
90
91
88
88
85
88
88
Science-At or
above Mastery
93
91
89
93
86
89
87
Science-At or
above Mastery
92
88
85
92
89
91
83
X
Social Studies-At
or above Mastery
83
82
77
75
75
77
X
Social Studies-At
or above Mastery
83
86
82
77
76
74
X
Social Studies-At
or above Mastery
86
81
82
79
76
74
X
Social Studies-At
or above Mastery
85
88
79
78
80
78
X
In 2005, the WESTEST results revealed a need for emphasis on academic interventions for Students who are Economically
Disadvantaged.
In 2006, the WESTEST results identified three areas of critical focus: reading/language arts and math for Students with Disabilities;
reading/language arts and math for Students who are Economically Disadvantaged; and reading/language arts and math for Black
students. Several interventions were designed to provide support to these at-risk students.
In 2007, the WESTEST results identified the same three areas of critical focus: reading/language arts and math for Students with
Disabilities; reading/language arts and math for Students who are Economically Disadvantaged; and reading/language arts and math for
Black students. Several interventions were designed to provide support to these at-risk students.
In 2008, the WESTEST results identified the same three areas of critical focus: reading/language arts and math for Students with
Disabilities; reading/language arts and math for Students who are Economically Disadvantaged; and reading/language arts and math for
Black students. Of particular concern are the scores at Wheeling Park High School in both math and reading/language arts since scores
have declined for three consecutive years. Several interventions were designed to provide support to these at-risk students.
Writing AssessmentSAT
Ohio
County
2005
2006
2007
Page 9 of 45 2008
o” to a
Change
Answer
Change
nding Sources
nding Amount
unty Funds culty Senate hool Funds ecial Education Page 10 of 45 %At or Above
Mastery
87%
78.5%
90%
Writing
Assessment
Grade 4
Grade 7
Grade 10
%At or Above
Mastery
91%
80.5%
89.5%
%At or Above
Mastery
84%
89%
89%
%At or Above
Mastery
Field Test
Field Test
Field Test
In 2007, Ohio County Grade 7 ranked first in West Virginia with the highest scores. Grade 10 ranked fourth in West
Virginia. Grade 4 ranked third in West Virginia. In 2008, all students in Grades 3-11 participated in the WESTEST 2 Online Writing Field Test, and no individual scores
were reported. SITE SCORES OF TOTAL STUDENTS
WPHS
West Virginia
National
Year
2000-01
Verbal
518
Math
501
Writing
---------
Verbal
527
Math
512
Writing
----------
Verbal
506
Math
514
Writing
---------
2001-02
513
502
---------
525
515
----------
504
516
---------
2002-03
515
513
---------
522
510
----------
507
519
---------
2003-04
516
499
---------
524
541
----------
508
518
---------
2004-05
510
500
---------
523
511
----------
508
520
---------
2005-06
500
495
508
519
510
515
503
518
497
2006-07
504
516
498
516
507
505
502
515
494
486 512
502
515
494
2007-08
496 497 501 498
Wheeling Park High School’s SAT scores are in the same range of scores as the national and state average.
ACT COMPOSITE SCORES OF TOTAL STUDENTS
YEAR
2001-02
2002-03
2003-04
2004-05
2005-06
WPHS
Composite
20.6
21.1
20.9
20.7
21.0
West Virginia
State Composite
20.3
20..3
20.5
20.4
20.6
National
Composite
20.8
20.8
20.9
20.9
21.1
2006-2007
20.6
20.6
21.2
2007-2008
20.9
20.7
21.1
Page 11 of 45 Cost:
Change
nding Sources
nding Amount
unty Funds culty Senate ecial Education Cost:
Change
nding Sources
nding Amount
unty Funds ecial Education Cost:
Change
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unty Funds ecial Education Cost:
Change
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Page 12 of 45 Wheeling Park High School's composite is above the average composite score for West Virginia.
ACT Plan
ACT PLAN Scores
Longitudinal Scores
English
WPHS
National
17.5
16.1
English
WPHS
National
17.4
16.9
English
WPHS
National
15.8
16.9
Math
WPHS
National
17.7
16.3
Math
WPHS
National
17.7
17.4
Math
WPHS
National
16.6
17.4
2005-2006
Reading
WPHS
National
17.3
15.8
2006-2007
Reading
WPHS
National
17.2
16.9
2007-2008
Reading
WPHS
National
16.3
16.9
Science
WPHS
National
18.6
17.4
Science
WPHS
National
18.6
18.2
Science
WPHS
National
17.2
18.2
Composite
WPHS
National
17.9
16.5
Composite
WPHS
National
17.8
17.5
Composite
WPHS
National
16.6
17.5
Wheeling Park High School's ACT Plan scores have traditionally been comparable to the national scores, and a plan is in place to
review test-taking practices prior to the 2008-2009 ACT Plan administration.
ACT Explore
2005-2006 Composite Scores
OCS
National
15.1
14.7
BSMS
National
15.9
14.7
TMS
National
15.8
14.7
WarMS
National
15.8
14.7
WhMS
National
14.2
14.7
2006-2007 Composite Scores
OCS
National
15.5
14.9
BSMS
National
15.1
14.9
TMS
National
16.2
14.9
WarMS
National
16.0
14.9
WhMS
National
14.3
14.9
Page 13 of 45 Change
unding Sources
unding Amount
unty Funds ecial Education Cost:
Change
nding Sources
nding Amount
unty Funds ecial Education Cost:
Monday Jul 28, 2008
Main Menu nt of all
iploma
ool for
Page 14 of 45 2007-2008 Composite Scores
OCS
National
15.5
14.9
BSMS
National
15.0
14.9
TMS
National
16.4
14.9
WarMS
National
16.1
14.9
WhMS
National
14.2
14.9
The ACT EXPLORE longitudinal data reveals that all four middle schools in Ohio County have traditionally scored near or above the
national composite score.
Advanced Placement testing 2004
10th
11th
12th
% of Test Takers
0.2%
8.2%
11.6%
% Students with AP Score 3 or Higher
100%
76.50%
85.40%
2005
10th
11th
12th
% of Test Takers
0.2%
15.0%
17.1%
% Students with AP Score 3 or Higher
100%
54.8%
85.9%
2006
10th
11th
12th
% of Test Takers
0.2%
4.6%
8.1%
% Students with AP Score 3 or Higher
100%
61.7%
81.48%
2007
10th
11th
12th
% of Test Takers
3.1%
4.1%
10.6%
% Students with AP Score 3 or Higher
48.5%
68.7%
65.9%
2008
10th
11th
12th
% of Test Takers
3.4%
10.3%
9.4%
% Students with AP Score 3 or Higher
27.9%
58.3%
45.2%
Page 15 of 45 State
ut are
4.00% cts that
isability
Page 16 of 45 The number of students enrolled in AP courses has continued to increase each year as well as the number of AP courses offered at
Wheeling Park High School.
End of Course--Career Technical Exams
Career-Technical End of Course—WPHS
Formative and Benchmark Assessments
In 2006, 2007. and 2008, CSO Skills Tests were given weekly for 10 weeks prior to the WESTEST. The goal is
to have students at mastery on grade level in math and reading/languge arts by the May WESTEST
administration. This is, by design, an informal assessment that is used as a diagnostic tool; therefore, no formal
data exists. Anecdotal data, however, indicates that it is a useful tool for determining each child's instructional
needs. Additional benchmarks based upon items from the i-know website are also being used in all elementary
schools.
In 2007 and 2008, CSO Skills Tests increased from a 10-week period of use prior to the WESTEST to 18
weeks. This intervention allows teachers to provide more opportunities for reteach areas of skill deficiency and
to involve students as the "users" of assessment data in this formative assessment activity. Therefore, the CSO
Skills Tests serve as learning targets with the goal of having all students at mastery level.
In 2008-2009, all Ohio County Schools will utilize the Acuity benchmarks for math, reading/language arts,
science, and social studies. Benchmarks will be developed for administration quarterly to provide diagnostic data
for reteach areas for students with skill deficiencies. Acuity is aligned with the WESTEST 2 as well as including
criterion-referenced items and some performance assessment items.
DIBELS
In the 2007-2008 school year, Ohio County implemented DIBELS in K-Grade 2. The results for the first year of
implementation follow:
Kindergarten
Beginning End
Benchmark Benchmark
Bethlehem
56%
100%
Elm Grove
46%
79%
Madison
36%
80%
Middle Creek 57%
57%
Ritchie
40%
49%
Steenrod
93%
100%
Warwood
61%
57%
West Liberty
57%
100%
Woodsdale
77%
98%
Ohio County
Total
58%
76%
First Grade
Beginning End
Benchmark Benchmark
Bethlehem
100%
94%
Elm Grove
69%
71%
Madison
58%
45%
Middle Creek 51%
89%
Ritchie
50%
74%
Steenrod
76%
93%
Page 17 of 45 t with
by the
s with
els:
Page 18 of 45 Warwood
88%
71%
West Liberty
50%
65%
Woodsdale
74%
84%
Ohio County
Total
68%
76%
Second
Grade
Beginning End
Benchmark Benchmark
Bethlehem
72%
68%
Elm Grove
50%
42%
Madison
43%
33%
Middle Creek 45%
54%
Ritchie
42%
44%
Steenrod
86%
77%
Warwood
78%
38%
West Liberty
68%
68%
Woodsdale
61%
65%
Ohio County
Total
60%
53%
In 2008-2009, DIBELS will expand into Grade 3 to provide formative data for all students in Grades K-3 in all Ohio County Schools.
Other Student Outcomes
Enrollment Trends
https://wveis.k12.wv.us/nclb/private/nclbdata08/nclbmenu.cfm
Enrollment for Ohio County Schools indicates the following:
1. There has been a decline of nearly 300 students since 2001.
2. By ethnic group, the greatest decline in among white students.
3. Pre-K enrollment has increased significantly since 2001.
Attendance Rates
https://wveis.k12.wv.us/nclb/private/nclbdata08/nclbmenu.cfm
Attendance rate data for Ohio County Schools indicates the following:
1. Attendance rate ranges from 97.35% to 99.5% for all schools.
2. No attendance issues are evident for any ethnic group.
DI scipline Reports
Discipline Referral Report
Schools by Incident
Ohio County reported 647 incidents in 2007 – 2008. Wheeling Park High School had 43% of the incidents. The middle
schools had 49% of the incidents and the elementary schools had 8% of the incidents.
Page 19 of 45 icant
school
te rate
e of a
Page 20 of 45 Incidents by Type
The majority of incidents resulting in suspension included physical fights at 17%, followed by indecent acts at 15%, and
disobeying at 12%. Incidents by School/Student
This chart indicates the total enrollment and number of non-duplicated students suspended at each school. School
Females
Males
Enrollment
Bethlehem
Elm Grove
Madison
Middle Creek
Ritchie
Steenrod
West Liberty
Woodsdale
Bridge Street
Triadelphia
Warwood
Wheeling
Wheeling Park
# Student
suspended
0
5
14
2
12
1
2
4
40
76
29
36
179
0
0
4
0
1
0
0
1
10
19
10
13
57
0
5
10
2
11
1
2
3
30
57
19
25
122
114
333
244
307
254
270
96
348
298
411
554
214
1636
% of Total
Enrollment
0
1%
6%
.007
5%
.005
2%
1%
13%
18%
5%
17%
11%
TOTAL
402
115
287
5,079
8%
Incidents by Grade
Twenty-one percent of the suspensions were to students in the eighth grade followed by seventh graders at 18% and tenth
graders at 16%. Special Education vs. Regular Education
Students identified with special needs were suspended for 196 incidents compared to non-special education students at
451 incidents. Ethnic Graph
The ethnic graph illustrates that 499 incidents that resulted in suspension occurred by white students. Non-white students
had 148 incidents that resulted in suspension.
Males vs. Females
The male student population had 483 incidents that resulted in suspension, while the female population had 164 incidents
that resulted in suspension. Students by Gender
Three-hundred ninety-nine students were suspended in 2007 – 2008. One-hundred fifteen students were females and
two-hundred eighty-four students were males. Dropout Rates
Year
Total
Students (%)
2002
2.3
2003
2.9
2004
3.0
2005
2.6
2006
2.2
2007
2.7
2008
2007
83.9
2008
83.9
Graduation Rates
Year
Total
Students (%)
2002
79.5
2003
80.1
2004
88.9
2005
85.4
Page 21 of 45 2006
83.6
l
6
ated
rvices
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e West
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Page 22 of 45 College Enrollment Rate
The Fall 2007 West Virginia Higher Education Policy Commission’s West Virginia College Going Rates by County and
High School reports the following data:
· An estimated 57.5% of students who graduated from public or private high schools in West Virginia enrolled in
higher education institutions, almost a 1% decrease in the overall rate since the previous year.
· The number of WV high school graduates rose by 2.7%.
The following data was reported for Ohio County Schools:
· Wheeling Park High School’s College Going Rate is 65.3%, well above the state average.
· 36.8% enrolled in WV Public 4-Year Institutions
· 12.1% enrolled in WV Public 2-Year Institutions
· 5.5% enrolled in WV Independent Colleges and Universities
· 54.5% enrolled in WV Institutions of Higher Education
· 10.8% enrolled in Out-of-State Colleges and Universities
LEP
Ohio County Schools have less than 1% LEP population.
Analysis of Culture, Conditions, and Practices
Ohio County's Digital Divide Survey shows 55% of all computers are Windows XP or above. There is a need to replace all
Windows 95, 98, and 2000 computers in the next four years or sooner.
Status of all schools--fully approved.
Ohio County's Title I program was reviewed on February 25-26, 2004. Findings: None. Recommendations: 1. Continue efforts to
collaborate with the Special Education Administrator to address the needs of all students. It was further recommended that a
district-wide parent advisory council provide input on all matters. 2. Focus on providing professional development for data
analysis and scientific related strategies to enhance parental involvement in federally funded programs. 3. Focus on providing
professional development for data analysis and scientifically research-based teaching strategies. Commendations: 1. All Title I
schools in Ohio County met AYP. 2. Innovative programs, including Parents as Teachers, Reading Coarches, and Home-School
Intervention Coordinators. 3. Fiscal management procedures are excellent. 4. Documentation supporting Title I expectations was
excellent. 5. Collaborative efforts with local university pre-service teacher education programs is excellent. 6. Individualized
school plans based on school needs. 7. The principals and teachers are enthusiastic and comfortable with their program and are
open to constructive improvement suggestions. 8. All schools are appreciative for the support they receive from the Federal
Programs Director. The director is organized, efficient, and readily available to assist them.
Special Education Self-Assessment Report: December 22, 2004 Action Steps - Purposes 1. Hire only qualified personnel - To
decrease the number of teachers on permits and out-of- field authorizations by 20%. 2. Hire only qualified personnel - To
decrease the number of service personnel who are supervised by unqualified personnel by 50%. 3. Evaluate testing instruments
for appropriate- ness - To reduce the percentage of students with exceptionalities, by race/ethnicity, currently being served in
special education, (specifically Learning Disabled). 4. Building relationships with students - Provide intervention strategies to
decrease the dropout rate by 5% per year. 5. Develop a suspension form that principals will utilize to identify students who
maybe in jeopardy of long term suspension - Special education teachers and administrators will consult on an individual basis to
determine appropriate IEP services for students removed for more than 10 days. Special education teachers and administrators
will conduct Functional Behavior Assessments, develop appropriate behavior intervention plans, and conduct manifestation
determinations 100% of the time when needed. Policies and procedures will be followed whenever a student is removed and the
removal constitutes a change of placement. 6. Provide time on a regular basis for articulation between Special Education and
Regular Education teachers - To reduce the percentage of school age students with disabilities receiving services in a separate
class placement (reduce LRE 1's and 2's). 7. Continue to include agencies in IEP development/meetings - Ohio County Schools
will increase by 1%, the percentage of students ages 3-5 being serviced in Early Childhood inclusive settings. 8. Universal
screening will continue across agencies to identify students - Ohio County Schools will decrease by 1%, the number of students
3-5, being serviced in non-inclusive Early Childhood settings, for the 2005-2006 school year. 9. Contact students by certified mail
and phone calls - Improve the post-secondary placement of students 5% per year.
The Ohio County School's Title I program was monitored in December, 2006. There were no findings.
Beginning in 2007, administrators were trained to conduct EWalk classroom observations.
During the November 2006 HSTW on-site review, several concerns were noted. The lack of common planning time has been an
on-going issue for several years because of the size of Wheeling Park High School; however, the ten department chairpersons
have common planning. The EDGE program was noted as a point of commendation and a significant benefit for many
career-technical students. In addition, adding College 101 for students whose parents never attended college was another
incentive for sophomore students in career-technical fields. Previous technical assistance visits have been very positive. Another
technical assistance visit will take place in November of 2006. The HSTW Technical Visit in November 2006 noted the major
Page 23 of 45 ation
d
100. tion
of 2.0
lysis is
er
ation
tation,
ether
rs are a
and
truction,
guide
e
nt.
related
ability
f
or
of
Staff
Page 24 of 45 problem as a lack of common planning time for academic and career-technical teachers. The team also noted concerns about
students being actively engaged with rigorous and relevant curriculum in a few content areas. On a positive note, 21st C. skills
of problem-solving, critical thinking, and transition have been focal points for the 2007-2008 school year. The Faculty Senate
focus teams have been realigned to meet HSTW standards. The transition of freshmen to the high school has been a major
target area for the 2007-08 school year with the development of a mentor program. The purpose of the program is to reduce
failure, to improve student relationships, and to reduce the student drop out rate. In addition, peer tutoring is being provided after
school as well as transportation and healthy snacks for the students involved. A visit from HSTW to monitor the freshmen
transition program occurred in September 2007 with no major findings.
All the issues in relation to Highly Qualified teachers have been resolved. They centered around Special Education certification
and teachers on permit. This area is being closely monitored and the List of Certified Personnel will be submitted at the end of
the second month.
Wilson Reading, Kansas Writing Program, Kurzweil Reading Program, Linda Mood-Bell Reading programs have been put into
place. The most significant initiative that has impacted student performance countywide is the prioritization and alignment of the
Language Arts and Mathematics curriculum, Grades K-12. Performance-based benchmark testing has been put into place in
Grades 3-11, and teachers will utilize the Acuity diagnostic benchmark process beginning in the 2008-09 academic year.
Benchmarking may be done either electronically or by paper-pencil testing as students prepare for the WESTEST 2 operational
test in May, 2009.
In August, 2008, teachers expanded the DIBELS program to include grades K-3.
The OEPA Checklist should be one source of data to assess school or county needs as you prioritize your strategic issues. There are no negative consequences to checking “No” to a
high quality standard since the checklist is not used for changing accreditation or approval status or selection for on-site reviews.
OEPA Analysis
Prioritized Strategic Issues District Self-Assessment Workbook
School Year 2007-08
Response
Compliant
Need
Improvement
Noncompliant
Not
Applicable
Not
Answered
Total
Responses
26
3
4
1
0
Improvement Plan Info
#
1.7
Compliance
Indicators
Citation
SPP Indicator 1
Cluster
The graduation rate of students with disabilities, graduating with a standard diploma, is comparable to the
graduation rate for all students.
Action Step to Address Citation SPP Indicator 1
Evaluation
Component
Begin/End Date:
Monitoring Priority
Area: I.
Person/Group Responsible
IP Done
Change
Answe
YES
Chang
Funding Sources
Funding Amount
Measurable Objective:
To increase the graduation rate of stuents in Ohio County receiving a standard diploma to 76.5% 1. 1. All 3 and 4 year olds in Ohio County will be screened as part
of the early identification/ intervention process. 2. Each student
in K-3 at each of the 9 elementary schools will receive Tiered
instruction. 3. The academic progress of each student K-12 will
be monitored as part of Ohio County's MAP process. 4.
Scientifically-based instructional interventions will be provided
at each grade level. 5. SWD in grade 8 participating in APTA
will be on track for a Modified Diploma. 6. All SWD exiting
WPHS will complete an exit survey. 7. The number of students
participating in the work-based program as part of the WPHS
Transition to Work class will increase. 8. The test strategies
1. Records of screenings for each public and
parochial school. 2. RTI Intervention Logs and
daily lesson plans of each K-3 teacher. 3.
Management of Academic Performance plans at
each of the 13 schools. 4. RTI Intervention Logs
and daily lesson plans. 5. IEP Review. 6. Review
Exit Surveys 7. WPHS class schedules,class
rosters. 8. WPHS class schedules, daily lesson
plans. 9. WPHS Mentoring Plan Start Date
08/26/2008 Ending Date:
08/26/2009
Special Education Director and Coordinator,
WPHS Principal, job coach teacher, Test strategy
class teachers, RESA VI resources County Funds Faculty Senate School Funds Special Education Page 25 of 45 egories
e
t
gible
ned X
y
have an
consent
ess and
P goals
6 or
s
n
Page 26 of 45 classes at WPHS will include more focused interventions such
as: Linda Mood Bell, Wilson Reading, LIPS/LETTRS. 9. A
comprehensive peer/adult mentoring program for all students at
WPHS will be utilized to help ease transition, especially for
incoming students. 1.8
SPP Indicator 2
Estimated Cost:
27100.00
Monitoring Priority
Area: I.
Dropout rates for students with disabilities are comparable to those for all students.
Evaluation
Component
Action Step to Address Citation SPP Indicator 2
Begin/End Date:
Person/Group Responsible
YES
Chang
Funding Sources
Funding Amount
Measurable Objective:
To decrease the drop out rate of students with disabilities by 3.5% to a rate of 4%. 1. 1. All 3 and 4 year olds in Ohio County will be screened as part
of the early identification/ intervention process. 2. Each student
in K-3 at each of the 9 elementary schools will receive Tiered
instruction. 3. The academic progress of each student K-12 will
be monitored as part of Ohio County's MAP process. 4.
Scientifically-based instructional interventions will be provided
at each grade level. 5. SWD in grade 8 participating in APTA
will be on track for a Modified Diploma. 6. All SWD exiting
WPHS will complete an exit survey. 7. The number of students
participating in the work-based program as part of the WPHS
Transition to Work class will increase. 8. The test strategies
classes at WPHS will include more focused interventions such
as: Linda Mood Bell, Wilson Reading, LIPS/LETTRS. 9. A
comprehensive peer/adult mentoring program for all students at
WPHS will be utilized to help ease transition, especially for
incoming students. 1.16
Chapter 5. Section 2.J SPP
Indicator 6a
1. Records of screenings for each public and
parochial school. 2. RTI Intervention Logs and
daily lesson plans of each K-3 teacher. 3.
Management of Academic Performance plans at
each of the 13 schools. 4. RTI Intervention Logs
and daily lesson plans. 5. IEP Review. 6. Review
Exit Surveys 7. WPHS class schedules,class
rosters. 8. WPHS class schedules, daily lesson
plans. 9. WPHS Mentoring Plan Start Date
08/26/2008 Ending Date:
08/26/2009
Special Education Director and Coordinator,
WPHS Principal, job coach teacher, Test strategy
class teachers, RESA VI resources Faculty Senate Special Education Estimated Cost:
27100.00
Monitoring Priority
Area: I.
Students ages 3-5 receive services to the maximum extent appropriate in early childhood settings.
Action Step to Address Citation Chapter 5.
Section 2.J SPP Indicator 6a
County Funds Evaluation
Component
Begin/End Date:
Person/Group Responsible
YES
Chang
Funding Sources
Funding Amount
Measurable Objective:
To increase the percentage of students ages 3-5 in universal programs and inclusive settings to 81.4%. 1. 1. All 3 and 4 year olds in Ohio County will
be screened as part of the early identification/
intervention process. 2. Interagency
agreements and contracts will be signed by all
entities participating in the preK initiative. 3.
The Ohio County Schools PreK Collaborative
and Steering Committee will meet monthly. 4.
More students with IEPs will be placed in
universal collaborative sites. 1.17*
Chapter 5. Section 2.J SPP
Indicator 6b
1. Records of screenings for each public and
parochial school. 2. Signed agreements and
contracts. 3. PreK Collaborative and Steering
Committee meeting Agendas and minutes. 4.
Creative Curriculum Start Date
08/26/2008 Ending Date:
08/26/2009
Special Education Director/Coordinator, Placement Coordinator, PreK
collaborative Committee and Steering Committee, Birth to Three,
Director of Student Services, Elementary Principals County Funds Special Education Estimated Cost:
1000000.00
Students ages 3-5 are not removed from age appropriate educational settings solely because of needed
modifications in the early childhood settings.
Action Step to Address Citation Chapter 5.
Section 2.J SPP Indicator 6b
Evaluation
Component
Begin/End Date:
Monitoring Priority
Area: I.
Person/Group Responsible
YES
Chang
Funding Sources
Funding Amount
Measurable Objective:
To increase the percentage of students ages 3-5 in universal programs and inclusive settings to 81.4%. 1. 1. All 3 and 4 year olds in Ohio County will
be screened as part of the early identification/
intervention process. 2. Interagency
agreements and contracts will be signed by all
entities participating in the preK initiative. 3.
The Ohio County Schools PreK collaborative
and Steering Committee will meet monthly. 4.
More students with IEPs will be placed in
universal collaborative sites. 2.1*
Chapter 9. Section 2 SPP
Indicator 9
1. Records of screenings for each public and
parochial school. 2. Signed agreements and
contracts. 3. PreK Collaborative and Steering
Committee meeting Agendas and minutes. 4.
Creative Curriculum Start Date
08/26/2008 Ending Date:
08/26/2009
Special Education Director/Coordinator, Placement Coordinator, PreK
collaborative Committee and Steering Committee, Birth to Three,
Director of Student Services, Elementary Principals County Funds Special Education Estimated Cost:
1000000.00
Students with exceptionalities disaggregated by race/ethnicity are appropriately identified.
Action Step to Address Citation Chapter 9. Section 2 SPP
Indicator 9
Evaluation
Component
Begin/End Date:
Monitoring Priority
Area: II.
Person/Group Responsible
YES
Chang
Funding Sources
Funding Amount
Measurable Objective:
Students with exceptionalities regardless of race/ethnicity are appropriately identified. 1. 1. Positive Behavior Support will continue in 3 elementary and 2
middle schools. 2. Allocations will be provided to each PBS school
to support the program. 3. All BD teachers will be trained in PBS.
4. All special education teachers will be trained to write an FBA
and BIP. 5. All 3 and 4 year olds in Ohio County will be screened
as part of the early identification/ intervention process. 6. Each
student in K-3 at each of the 9 elementary schools will receive
Tiered instruction. 7. The academic progress of each student K-12
will be monitored as part of Ohio County's MAP process. 8.
Scientifically-based instructional interventions will be provided at
each grade level. 9. As part of the SAT process, the family history
questionnaire will contain ethnic/race information. 10. The family
history questionnaire will be reviewed as part of the SAT process. 1. List of PBS schools 2. Purchase Orders 3.
Records of training 4. Records of training 5.
Records of screenings for each public and
parochial school. 6. RTI Intervention Logs
and daily lesson plans of each K-3 teacher. 7.
Management of Academic Performance plans
at each of the 13 schools. 8. RTI Intervention
Logs and daily lesson plans. 9. SAT logs,
Family History 10. SAT Logs Start Date
08/26/2008 Ending Date:
08/26/2009
Page 27 of 45 Special Education Director and Coordinator,
Principals, special education teachers, and general
education teachers, WVDE Placement Coordinator,
PreK Collaborative Committee and Steering
Committee, Birth to Three, Director of Student
Services, Elementary and Secondary Principals County Funds Special Education Estimated Cost:
41600.40
n
. s? ement of
ult
nts? tional
ition
Page 28 of 45 2.2*
SPP Indicator 10
Students in each category of exceptionality disaggregated by race/ethnicity are appropriately identified.
Evaluation
Component
Action Step to Address Citation SPP Indicator 10
Begin/End Date:
Monitoring Priority
Area: II.
YES
Chang
Funding Sources
Funding Amount
Person/Group Responsible
Measurable Objective:
Students with exceptionalities regardless of race/ethnicity are appropriately identified. 1. 1. Positive Behavior Support will continue in 3 elementary and 2
middle schools. 2. Allocations will be provided to each PBS school
to support the program. 3. All BD teachers will be trained in PBS.
4. All special education teachers will be trained to write an FBA
and BIP. 5. All 3 and 4 year olds in Ohio County will be screened
as part of the early identification/ intervention process. 6. Each
student in K-3 at each of the 9 elementary schools will receive
Tiered instruction. 7. The academic progress of each student K-12
will be monitored as part of Ohio County's MAP process. 8.
Scientifically-based instructional interventions will be provided at
each grade level. 3.7*
SPP Indicator 13
1. List of PBS schools 2. Purchase Orders 3.
Records of training 4. Records of training 5.
Records of screenings for each public and
parochial school. 6. RTI Intervention Logs
and daily lesson plans of each K-3 teacher. 7.
Management of Academic Performance plans
at each of the 13 schools. 8. RTI Intervention
Logs and daily lesson plans. Start Date
08/26/2008 Ending Date:
08/26/2009
Special Education Director and Coordinator,
Principals, special education teachers, and general
education teachers, WVDE Placement Coordinator,
PreK Collaborative Committee and Steering
Committee, Birth to Three, Director of Student
Services, Elementary and Secondary Principals Special Education Estimated Cost:
41600.40
Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition Monitoring Priority
services that will reasonably enable the student to meet the post-secondary goals.
Area: III.
Action Step to Address Citation SPP
Indicator 13
County Funds Evaluation
Component
Begin/End Date:
Person/Group Responsible
YES
Chang
Funding Sources
Funding Amount
Measurable Objective:
IEPs for students approaching 16 years of age and above will be written containing measurable post secondary goals that address education, training, employment and independent living. 1. 1. The Transition to Work class will be taught
at WPHS beginning with the 2008-2009
school year in conjunction with the
expansion of the work-based program. 2.
Training in writing IEPs for students 16 years
of age will be provided for all secondary
special education teachers 3. Local agencies
will be invited to IEP meetings for students
approaching their 16th birthday. 4.
Information about transition services will be
given to parents of students approaching their
16th birthday during the IEP meetings. 5.
The job coach from WPHS will identify
additional work sites for the work-based
program. 1. WPHS class schedules and class roster, lists
of students participating in the work-based
program. 2. Training agenda, IEP review. 3.
IEP Review, Notice of IEP Meetings 4. IEP
Review 5. Agreements with work sites. Start Date
08/26/2008 Ending Date:
08/26/2009
Special Education Director and Coordinator, WVDE, Teachers,
Principals, local agencies,employers, WPHS job coach County Funds Special Education Estimated Cost:
42000.00
Total Questions Needing Improvement Plan = 7
Today Date: Monday Jul 28,
Office of Special Programs,
Extended & Early Learning
Indicators, Measurement and Targets
District Name:
OHIO
Main Men
Annual Performance Targets for 2006-07
Indicator 1: Percent of youth with IEPs graduating from high school with a regular diploma compared to percent of all
youth in the State graduating with a regular diploma. For students with disabilities (SWD), the graduation rate is the total number of SWD graduates with a regular diploma
divided by the sum of the total number of SWD graduates plus the SWD dropouts for the four years of high school for
this class (dropouts in grades 9-12). Target: At least 76.5% of youth with IEPs will graduate from high school with a regular diploma. Page 29 of 45 Graduates
Met or Exceeded
Target
(76.50%)
Dropouts
OHIO
Students with
Disabilities
22
14
61.11%
No
STATE
Students with
Disabilities
2,388
880
73.10%
No
STATE
All Students
17,375
3,174
84.55%
Indicator 2: Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State
dropping out of high school. Dropout Rate Calculation for Students with Disabilities = The number students with disabilities who dropped out are
divided by the number of students with disabilities in grades 7-12 X 100. Dropout Rate Calculation for All Students: = total number of dropouts divided by total number of students in
enrollment in grades 7-12 X 100. Target: The percentage of youth with IEPs who withdraw from enrollment during high school will decrease to 4.00% Enrollment
Grades 7-12
Dropouts
Dropout Rate
Met or Exceeded Target
(4.00%)
OHIO
Students with Disabilities
21
281
7.47%
No
STATE
Students with Disabilities
926
19,740
4.69%
No
4,015
126,818
3.20%
STATE
All Students
Indicator 3: Participation and performance of students with disabilities on statewide assessments: A. Percent of districts meeting the State’s AYP objectives for progress for disability subgroup. Percent of districts that
have a disability subgroup that meets West Virginia’s minimum size of 50 meeting WV’s AYP objectives for disability
subgroup. Target: A. Fifteen districts ( 27.7%) will make AYP for the students with disabilities subgroup Achieved
AYP
50 or more students with
disabilities in accountability
Missed AYP for Students
with Disabilities Only
Made AYP for Students
with Disabilities Subgroup
OHIO
Yes
Yes
No
Yes
STATE
No
Yes
No
No
Page 30 of 45 B. Participation rate for students with IEPs in a regular assessment with no accommodations; regular assessment with
accommodations; alternate assessment against grade level standards; alternate assessment against alternate
achievement standards. Participation rate = number of students with disabilities who were tested on the WESTEST and APTA divided by the
number of students with disabilities who were enrolled X 100. Target: Maintain participation rate of 95% or higher C. Proficiency rate for students with IEPs against grade level standards and alternate achievement standards. Proficiency rate = number of students with disabilities who were proficient divided by the number of all students with
disabilities who were enrolled (in grades tested) X 100. Proficiency rate includes the following performance levels:
mastery, above mastery and distinguished. The denominator for all percentages is the number of students with
disabilities in the grades assessed who were enrolled at the time of the statewide testing (May 18). Targets: Reading - Increase 6.4% to 48.5% Math – Increase 6.6% to 47.7% Annual Performance Targets - District Participation and Proficiency in State Assessment
Mathematics
OHIO
Number
Students with IEPS
STATE
%
Number
%
375
100.00
23,173
100.00
Students tested
356
94.93
20,864
90.04
Students tested - with accommodations
225
60.00
13,216
57.03
97
25.87
3,759
16.22
Students tested - without accommodations
131
34.93
7,648
33.00
Proficient without accommodations
103
27.47
4,467
19.28
Total WESTEST Proficient
200
53.33
8,226
35.50
WESTEST
Proficient with accommodations
WV Alternate Performance Task Assessment
Students tested
15
4.00
1,718
7.41
Proficient
14
3.73
1,280
5.52
Students tested
371
98.93
22,582
97.45
Proficient
214
57.07
9,506
41.02
Total Students Tested
Met or Exceeded Target Participation (95.0%)
YES
YES
Met or Exceeded Target Proficiency (47.7%)
YES
NO
Percent = number students with disabilities proficient on all tests/ number of students with disabilities
enrolled) X 100
Reading Language Arts
OHIO
Page 31 of 45 STATE
Number
Students with IEPS
%
Number
%
375
100.00
23,173
100.00
Students tested
355
94.67
20,875
90.08
Students tested - with accommodations
150
40.00
8,927
38.52
64
17.07
2,339
10.09
Students tested - without accommodations
205
54.67
11,948
51.56
Proficient without accommodations
128
34.13
5,725
24.71
Total WESTEST Proficient
192
51.20
8,064
34.80
WESTEST
Proficient with accommodations
WV Alternate Performance Task Assessment
Students tested
15
4.00
1,713
7.39
Proficient
14
3.73
1,253
5.41
Students tested
370
98.67
22,588
97.48
Proficient
206
54.93
9,317
40.21
Total Students Tested
Met or Exceeded Target Participation (95.0%)
YES
YES
Met or Exceeded Target Proficiency (48.5%)
YES
NO
Percent = number students with disabilities proficient on all tests/ number of students with disabilities
enrolled) X 100
Indicator 4: Rates of suspension and expulsion: A. Percent of districts identified by the State as having a significant
discrepancy in the rates of suspensions and expulsions of children with disabilities for greater than 10 days in a school
year. Significant discrepancy for a district is defined as a relative difference of 160 between the rate for students with
disabilities and the rate for students without disabilities. 160 is twice the 2004-2005 state relative difference (state rate
is 80). Relative difference is the Student with Disability rate – Student without Disability rate X 100.
B. Percent of districts identified by the State as having a significant discrepancy in the rates of suspensions and
expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity. Districts were not required to report on B.
Target: An increase of 5% (from 82% to 87%) in the number of WV’s districts (from 45 to 48) without evidence of a
significant discrepancy between SWD and non-disabled students will occur Rate Comparison Using Relative Difference
Rate SWD
Rate Non
Met or
Students
Students
Total
Enrolled
Enrolled
SWD
SWOD
Exceeded
with
without
Relative
Unduplicated
with
without suspended/SWD suspended/SWOD
Target
Disabilities Disabilities
Difference
Suspensions Disabilities Disabilities
enrolled
enrolled
(less than
Suspended Suspended
160)
OHIO
STATE
15
46
61
910
4,449
1.60
1.00
59.40
YES
834
2,514
3,348
48,980
232,318
1.70
1.10
57.30
YES
Page 32 of 45 Indicator 5: Percent of students with IEPs aged 6 through 21:
A. Removed from regular class less than 21% of the day. Percent = # of students with IEPs removed from regular class less than 21% of the day divided by the total
# of students aged 6 through 21 with IEPs times 100. Target: The percent of students with IEPs ages 6
through 21 removed from regular class less than 21% of the day will increase by 1% (57.5%). B. Removed from regular class greater than 60% of the day. Percent = # of students with IEPs removed from regular class greater than 60% of the day divided by the
total # of students aged 6 through 21 with IEPs times 100. Target: The percent of students with IEPs ages 6
through 21 removed from regular class greater than 60% of the day will decrease by 1% (7.6%). C. Served in public or private separate schools, residential placements, or homebound or hospital placements. Percent = # of students with IEPs served in public or private separate schools, residential placements, or
homebound or hospital placements divided by the total # of students aged 6 through 21 with IEPs times
100. Target: The percent of students with IEPs aged 6 through 21 served in public or private separate
schools, residential placements or homebound or hospital placements will decrease by 0.1% (1.4%). Number Students
with Disabilities
(aged 6 through 21)
A. General Education:
Full-Time
Number
%
B. Separate
Class
Number
735
524
71.29
Yes
42,573
27,282
64.08
Yes
OHIO
STATE
Met or Exceeded
Target
(57.5%)
Met or Exceeded
Target
(7.6%)
%
Number
74 10.07
3,494
C. % Out-of-School Enrivonment,
Special School, Residential
8.21
Met or Exceeded
Target
(1.4%)
%
No
15
0.00
Yes
No
528
1.24
Yes
Indicator 8 – Percent of parents with a child receiving special education services who report that schools facilitated
parent involvement as a means of improving services and results for children with disabilities. Percent = # of responding parents who report schools facilitated parent involvement as a means of improving services
and results for children with disabilities divided by the total # of responding parents of children with disabilities times
100. Target: 30% of parents report that schools facilitated parent involvement as a means of improving services and results
for children with disabilities. To collect statewide and district-level data regarding parent partnership efforts, the West
Virginia Department of Education, Office of Special Programs (OSP) conducted the School Efforts to Partner with
Parents survey developed by the National Center for Special Education Accountability Monitoring (NCSEAM). The
survey is being conducted according to a sampling plan approved by OSEP. All districts will be surveyed once within a
six-year period Part B Partnership Effects Measure
Standard - 95% likelihood of a response of "agree", "strongly agree" or "very strongly agree" with item on
Partnership Effort Scale: "The school explains what options parents have if they disagree with a decision of the
school." Target = 30% or the parents responded ar or above the standard
# of Surveys Sent Number of Surveys Returned % Response Rate Percentage Agreement with Item Met Target
Brooke
625
77
12%
36%
yes
Cabell
1467
185
13%
31%
yes
Clay
280
25
9%
44%
yes
Gilmer
121
19
16%
42%
yes
Hardy
290
50
17%
16%
no
1806
229
13%
37%
yes
McDowell
611
62
10%
32%
yes
Nicholas
679
107
16%
25%
no
Harrison
Page 33 of 45 Ritchie
287
36
13%
14%
no
Note: These results must be interpreted carefully due to the small number of parent surveys returned.
Indicator 9: Percent of districts with disproportionate representation of racial and ethnic groups in special education
and related services that is the result of inappropriate identification. Percent = [(# of districts with disproportionate representation of racial and ethnic groups in special education and
related services that is the result of inappropriate identification) divided by the (# of districts in the State)] times 100. Overrepresentation Overrepresentation occurs when the proportion of students in racial and ethnic groups is higher in special education
than in the general population. For a district, disproportionate representation is defined as a weighted risk ratio of 2.0
or higher for a racial or ethnic group being identified. When any group reaches a cell size of 10 or more, the analysis is
reported. The weighted risk ratio method was selected because it is a more reliable method for states with smaller
minority populations. Underrepresentation Underrepresentation occurs when the proportion of students in racial and ethnic groups is lower in special education
than in the general population. A weighted risk ratio of .25 and a cell size of 50 were selected for underrepresentation,
with input from the WVACEEC. Calculating disproportionate representation (over- and under-) is the first step in the process for determining whether
districts inappropriately identified students. The second step is determining whether the disproportionate numbers are a
result of inappropriate policies, practices and procedures related not only to discriminatory prereferral, referral and
evaluation practices, which are important, but also to access to educational opportunities including effective instruction,
access to and participation in the general curriculum and consideration of achievement data that are analyzed to guide
instructional improvement. The districts meeting the definition of disproportionate representation based data are
required to conduct the review and submit the completed rubric to WVDE as part of the District Self-Assessment.
Upon submission, WVDE compliance staff reviews the documentation and determines the districts with
disproportionate representation that was a result of inappropriate identification. Target: 0% of districts with disproportionate representation of racial and ethnic groups in special education and related
services that is the result of inappropriate identification. Indicator 10
Data Source
Indicator 10
Underrepresentation
Target Met
Indicator 10
Overrepresentation
Target Met
OHIO
Weighted Risk Ratio
YES
YES
STATE
Weighted Risk Ratio
YES
YES
Indicator 10: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability
categories that is the result of inappropriate identification. Percent = [(# of districts with disproportionate representation of racial and ethnic groups in specific disability
categories that is the result of inappropriate identification) divided by the (# of districts in the State)] times 100. The same procedures are followed as in Indicator 9 but the data is analyzed for over- and underrepresentation of
specific disability groups according to racial and ethnic groups. Once a group has been identified as being over- or
underrepresented the district completes a self-assessment to determine whether that identification was the result of
inappropriate policies, practices and/or procedures. The Office of Assessment and Accountability Compliance Staff
monitors this process and provides technical assistance and follow-up to the districts as needed. Page 34 of 45 Target: 0% of districts with disproportionate representation of racial and ethnic groups in specific disability categories
that is the result of inappropriate identification. Indicator 10
Data Source
Indicator 10
Underrepresentation
Target Met
Indicator 10
Overrepresentation
Target Met
OHIO
Weighted Risk Ratio
YES
YES
STATE
Weighted Risk Ratio
YES
YES
Indicator 11: Percent of children with parental consent to evaluate, who were evaluated within 60 days (or State
established timeline). Students for whom parental consent for initial evaluation was obtained and that were either found eligible or not
eligible for special education services within the 80-day timeframe established by West Virginia Policy 2419. Percent = number of students who were found not eligible within 80 days plus the number of students found eligible
within 80 days divided by the number of students for whom parental consent for the initial evaluation was obtained X
100. Target: 100% of students with parent consent for initial evaluation have evaluations completed within the 80-day
timeframe established by West Virginia Policy 2419. Consent to Test
Number out of Pecent out of Indicator 11
Timeline
Timeline
Target Met
OHIO
165
6
4%
NO
STATE
7,868
548
7%
NO
Indicator 12: Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an
IEP developed and implemented by their third birthdays. Referrals are families contacted by the district upon notification by West Virginia Birth to Three provider who consent
to evaluation to determine eligibility for Part B public preschool special education services. All students receive
referred and found to be eligible are required to have IEPs and services by their third birthday. Target: The percentage of students exiting Part C and eligible for Part B services completing the eligibility process and
receiving services by their third birthday will be maintained at 100% for 2006 – 2007. (a)
Number of
Referrals
OHIO
STATE
(b)
Determined Not
Eligible
(c)
Received
IEPs
(d)
Parent
Declined
%
Referred with IEPs by 3rd
Birthday
Met Target
(100%)
9
1
8
0
100%
YES
645
82
449
111
99%
NO
Indicator 13: Percent of youth aged 16 and above with 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 districts filled in the following questionnaire for ten percent of the files of students with disabilities aged 16 or
older as part of a transition file review. The review is a part of the Continuous Improvement Monitoring Process
conducted annually by each district. Transition File Review Checklist: Does IEP meet the transition services requirements? If any of the answers to Questions 1 through 6 were "No" then the IEP was determined to not meet the transition
Page 35 of 45 If any of the answers to Questions 1 through 6 were "No" then the IEP was determined to not meet the transition
standards. If any of the total IEPs did not meet standards then the district did not meet standards on Indicator 13. Question 1: Are there measurable post-secondary goals that address education or training, employment, and (as
needed) independent living? Question 2: Is/are there annual IEP goals that will reasonably enable the student to meet the postsecondary goals? Question 3: Are there transition services in the IEP that focus on improving the academic and functional achievement of
the student to facilitate movement from school to post school? Question 4: For transition services that are likely to be provided or paid for by other agencies with parent or adult
student consent, is there evidence that representatives of the agency(ies) were invited to the IEP meetings? Question 5: Is there evidence that the measurable postsecondary goals were based on age-appropriate assessments? Question 6: Do the transition services include a course of study with focus on improving the academic and functional
achievement of the student to facilitate movement from school to post school? Three possible answers were available for each question: "no", "yes" or "not applicable". Target: 100% of IEPs for youth aged 16 and above include coordinated, measurable, annual IEP goals and transition
services that will reasonably enable the student to meet the post-secondary goals Number of IEPs IEPS Do Not Meet Total: IEPS Do Meet Indicator 13
Reviewed Total:
Requirement
Requirment
Target Met
OHIO
STATE
11
10
1
NO
932
448
507
NO
Page 36 of 45 21st Century/Technology: All students will be able to use technology as a tool to increase their learning in a 21st-century
context.
4.1 Teachers and students will acquire and implement 21st Century skills and tools to increase student achievement. Measure
Percentage of Win XP or above machines in county schools as reported in each school's Digital Divide Survey. Base 26.00 Target 100.00
Measure: Digital Divide Survey: http://wvde.state.wv.us/data/digitaldivide/
Percentage of Windows XP and above
Actual
2004-2005 26%
2005-2006 55%
2006-2007 72.5%
2008-2009
2009-2010
2010 Target 100%
Mode
Date
Topic
Audience
August 2008
Numonics Whiteboard Training
Grades K-12
Art/Music Teachers
Trainer Led
August 2008
DIBELS Training
Grades K-3 Teachers
Trainer Led / Coaching
September 2008
Odyssey Training
Grades 9-12 Teachers
Trainer Led
September/October
techSteps
2008
Grades K-8 Teachers
Trainer Led
October 2008
DIBELS Training
Grades K-3 Teachers
Trainer Led / Coaching
January 2009 May 2009
Thinkfinity Training
Grades K-12 Teachers
Trainer Led
September December 2008
Acuity Training
Elementary &
Secondary Teachers
Trainer Led / Coaching
(Coaching, Learning Community, or Trainer
Led)
Tech 01: Ohio County Schools will budget for and use the technology equipment/infrastructure that supports the acquisition of twenty-first
century skills.
Technology
Tools for Schools Secondary funds will be used to add or replace computers in our secondary schools.
Tools for Schools Secondary funds will be used to add a computer lab at Wheeling Park High School.
Tools for Schools Secondary funds will be used to replace the server at Wheeling Park High School.
Tools for Schools Secondary funds will be used to purchase Numonics Whiteboards and projectors.
Technology Infrastructure and Local Share funds will be used to purchase Numonics Whiteboards and mounted data
projectors for Elementary School classrooms.
Tools for Schhols Elementary funds will be used to purchase the upgrade of Compass Learning Odyssey for all Elementary schools.
Tools for Schools Elementary funds will be used to add or replace computers in our elementary schools.
Tools for Schools Elementary funds will be used to purchase a laptop, data projector and cart for every Elementary
school.
Local Share funds will be used to purchase the upgrade of Compass Learning Odyssey for all Middle Schools.
Local Share funds will be used to purchase Bridges for all secondary schools.
Local Share funds will be used to purchase a new computer lab for Warwood School.
Local funds will be used to purchase hand held palms for the K-3 teachers for the implementation of Wireless
Generation's DIBELS program.
Local funds will be used to purchase Numonics Whiteboards, laptops and projectors for every Art teacher, Secondary
Music teachers and Middle School Math teachers.
Local funds will be used to purchase servers for techSteps for every Elementary & Middle School.
Page 37 of 45 Tech 02: Ohio County Schools will focus on using technology to improve achievement of all students with special emphasis on students
with special needs and students who are economically disadvantaged.
Technology
Teachers will use DIBELS to conduct benchmark testing to monitor student progress.
Ensure Microsoft Office is provided on every computer in the county.
All students in every Elementary & Middle School will use Compass Learning Odyssey software lessons that are
aligned to the WV CSO's.
All students in every elementary school will use River Deep software lessons that are aligned to the CSO's that are
being taught in the classroom.
All students in every elementary school will use SuccessNet software lessons aligned to their textbooks.
Students with learning disabilities in all county schools will use Kurzwell Educational Systems reading technology for
people with learning difficulities.
Use SAS, Marco Polo, United Streaming, Thinkfinity and Chalkwaves curriculum modules that align with WV CSO's.
All teachers in grades K-8 will Implement techSteps into their curriculum.
Tech 03: Ohio County Schools will ensure that the use of telecommunications and internal connections in the schools will enhance
student learning.
Technology
Provide an efficient telecommunications network -data lines (2 existing), high bandwith(15 existing, up to 1 new), cellular (126 existing, up to 1
new), long distance (217 existing, up to 1 new), voice (217 existing, up to 1 new) and paging (40 existing), 10MB lines (0 existing, up to 6 new),
100MB lines (0 existing, up to 1 new) or greater band width as part of a district wide WAN.
Maintain a structured network environment in all schools.
Web hosting used to inform parents of student progress.
Teachers will use Internet sites such as virtual field trips, webquests, Reinvent Education, SAS, Teach 21, Thinkfinity and sites correlated to
their textbooks.
Encourage staff to use e-mail for internal communication and as a means of communication with students, faculty, and the community.
Develop school web pages and post daily announcements/newsletters.
Develop county web pages with parent/community needed information. Provide ACT test prep and career counseling for all secondary schools in the county through Bridges Career Software.
Tech 04: Ohio County Schools will provide increased access to technology for students and teachers.
Technology
Computers will be purchased to replace out dated computers in classrooms.
Provide an efficient telecommunications network (data lines, cellular, long distance, voice, DSL)
Upgrade Bethlehem Elementary from DSL to T1 to increase telecommunications.
Tech 05: Ohio County Schools will use innovative strategies (e.g., distance learning) to provide for an effective model for the distance
delivery or virtual delivery of instruction.
Technology
Implement and support video-conferencing facilities to provide for distance learning opportunities in the schools and community.
Offer and monitor courses taken via WV Virtual School.
Tech 06: Ohio County Schools will promote collaboration with various partners including parents, community organizations, higher
education, schools of colleges and universities, employers and content providers.
Technology
Provide and maintain a county web page with a link to all schools.
Page 38 of 45 Tech 07: Ohio County Schools will plan for professional development activities for using the telecommunications network for training
teachers and administrators to improve the integration of technology.
Technology
Offer Staff Development on basic trouble shooting of classroom computers.
Staff Development will be offered on DIBELS, SuccessNet, Whiteboards, Power Point, Excel, Thinkfinity, Odyssey, techSteps, Acuity, and
Writing Roadmap.
Tech 08: Ohio County Schools will implement, support, maintain and repair all computer equipment and internal connections.
Technology
Collaborate with RESA VI for the repair of equipment.
Collaborate with Tools for Schools Help Desk for warranty work on computers.
Train students in computer repair.
Have a teacher-tech in every school to maintain equipment.
Tech 09: Ohio County Schools will collaborate with adult literacy providers when appropriate.
Technology
Offer Basic and Advanced Computer Literacy classes through Adult Education. Page 39 of 45 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 40 of 45 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.
Ohio County's Digital Divide Survey shows 72.5% of all computers are Windows XP or above. Need to replace all
Windows 95, 98 and 2000 computers in the next year. Page 41 of 45 County E-Rate Compliance Questions
Acceptable Use Policy
Look at the information included in this section. Revise if any of the information listed is incorrect or needs to be updated.
1. Do you have an Acceptable Use Policy?
Yes No
2. If yes, what is the last date of adoption/revision?
3. When was the public meeting held for CIPA Compliance?
09/24/2001 (mm/dd/yyyy)
4. Provide the URL to your acceptable use policy.
wphs.ohio.k12.wv.us/ocbe/aup.pdf
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?
12
1
13
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?
1
1
2
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 42 of 45 Technology Planning Budget
Funding
Prof.
Hardware Software Infrastructure Maintenance
Salaries Benefits Stipends Supplies Other TOTALS
Source
Development
TFS $87,767 $87,767
elementary
TFS-secondary $82,767
$5,000
$87,767
TI
$75,229
$75,229
Local share
$28,484 $6,462
$951
$35,897
EETT
County/school $77,000
$100,000
$177,000
Grants
Title I
SpEd
Other
Other
Other
TOTALS
$351,642 $6,462 $5,000
$100,000
$951
$463,660
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 Annual
Disc% Commit
52,920.00
84,680.00 0.00 0.00 0.00 4,947.60 0.00 78,320.00 0.00 171,400.00 12,000.00 232.867.60 County Match
35,456.40
17,463.60
56,735.60
27,944.40
0.00
0.00
0.00
0.00
0.00
0.00
3,314.89
1,632.71
0.00
0.00
52,474.40
25,845.60
0.00
0.00
114,168.00
56,232.00
8040.00
3,960.00
156,021.29
76,846.31
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 TFS/Elementary E-rate Application 2008 State Totals - TFS/Elementary Annual
Disc% Commit
52,920.00
80,280.00 0.00 0.00 0.00 4,947.60 0.00 78,320.00 0.00 0.00 0.00 216,467.60 0.00
County Match
35,456.40
17,463.60
53,787.60
26,492.40
0.00
0.00
0.00
0.00
0.00
0.00
3,314.89
1,632.71
0.00
0.00
52,474.40
25,845.60
0.00
0.00
0.00
0.00
0.00
0.00
145,033.29
71,434.31
0.00
0.00
Page 43 of 45 TFS/Secondary E-rate Application 2008 State Totals - TFS/Secondary 0.00
0.00
0.00
Funding Source
Year
E-rate funds 2007 Bundled Voice/Long Distance 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
37,627.20
18,532.80
42,772.80
21,067.20
0.00
0.00
0.00
0.00
1,146.42
564.66
4,180.80
2,059.20
2,251.20
1,108.80
53,835.84
26,516.16
0.00
0.00
0.00
0.00
141,814.26
69,848.82
0.00 0.00
0.00
0.00
0.00
0.00
0.00
0.00
56,160.00 63,840.00 0.00 0.00 1,711.00 6,240.00 3,360.00 80,352.00 0.00 0.00 211,663.00 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
27,480.00
74,880.00 0.00 0.00 0.00 4,920.00 0.00 84,348.00 0.00 10,090.90 201,718.90 County Match
18,136.80
9,343.20
49,420.80
25,459.20
0.00
0.00
0.00
0.00
0.00
0.00
3,247.20
1,672.80
0.00
0.00
55,669.68
28,678.32
0.00
0.00
6,659.99
3,430.91
133,134.47
68,584.43
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
28,435.80
80,850.00 0.00 0.00 0.00 28,800.00 0.00 118,600.00 County Match
19,051.99
9,383.81
54,169.50
26,680.50
0.00
0.00
0.00
0.00
0.00
0.00
19,296.00
9,504.00
0.00
0.00
79,462.00
39,138.00
Page 44 of 45 Web Hosting 0.00
E-rate Totals 256,685.80
State Basic Skills E-rate
Application 2005 State Totals - BS/CE State SUCCESS E-rate Application 2005 State Totals - SUCCESS 0.00
0.00
171,979.49
84,706.31
0.00
0.00
0.00
0.00
0.00
0.00
Page 45 of 45