FIVE-YEAR STRATEGIC PLAN FUNDING YEAR 2007-2008wvde.state.wv.us/technology/techplan/cosp07/WebsterSP07.pdf · FIVE-YEAR STRATEGIC PLAN FUNDING YEAR 2007-2008 ... SBA 4,098.00 Technology

FIVE-YEAR STRATEGIC PLAN FUNDING YEAR

2007-2008

WEBSTER COUNTY SCHOOLS WEBSTER COUNTY SCHOOLS 315 SOUTH MAIN STREET WEBSTER SPRINGS WV 26288-1123

Telephone: (304) 847-5638 Fax: (304) 847-2538

"Good plans shape good decisions. That's why good planning helps to make elusive dreams come true."

Lester R. Bittel, The Nine Master Keys of Management

WVDE - School System Strategic Plan

SCHOOL SYSTEM STRATEGIC PLANNING COMMITTEE

Administration Curriculum / Instruction Early/ Middle Schools

judith Woods

Principal J.D. Holbrook

Principal Rhonndlyn Cool

Superintendent Kay Carpenter

Business & Community CEO United Bank Louise

Hamrick

Other Retiree WVDE Dee Braley

Parents Parent Terri Gillespie

Service Personnel Secretary Lisa Miller-

https://wveis.k12.wv.us/oneplan2007/district/print_plan.cfm?action=p (2 of 35)3/7/2007 3:03:05 PM


SCHOOL SYSTEM MISSION STATEMENT The Webster County Board of Education will assist in creating system conditions, process, and structures that result in (1)all children mastering the essential curriculum and (2)closing the achievement gaps among sub-groups of the student population.

CORE BELIEFS THAT DRIVE SCHOOL SYSTEM IMPROVEMENT

We believe...1. 1. All children can learn the essential curriculum given time and

appropriate instruction. 2. Webster County Board of Education and county central office staff control the conditions that result in all students achieving mastery of the essential curriculum. 3. The achievement gaps in all schools will close when there is (a)individual school improvement coupled with systemic restructuring, and (b)dedication to the process of continuous improvement.



Annual Budget Required Strategic Plan Budget Funding Source Totals

Funding Source Amount

Grants 22,258.00

Rural and Low Income Schools 45,866.00

SBA 4,098.00

Technology Basic Skills E-rate 0.00

Technology Basic Skills E-rate County Match 0.00

Technology E-rate 111,982.20

Technology E-rate County Match 17,077.80

Technology SUCCESS E-rate 0.00

Technology SUCCESS E-rate County Match 0.00

Title II 207,855.00

Title V 5,654.00

Total $ 414,791.00



DATA ANALYSIS

A. EXTERNAL DATAANALYSIS

What enrollment increases or decreases have occurred in your school system? How has this impacted the system?

Webster County Schools has seen a steady decline in student enrollment since 2002. We have lost a total of 121 students. There has also been a slight increase of minority students entering the school system since 2002. With the decrease in student enrollment there has also been a decrease of state aid funds. Webster County has not and does not support an excess levy. The county depends on state monies entirely for the education system. Federal Programs generates money into the county however those funds are earmarked. This is presenting a problem in teacher reduction. With teacher reduction comes elimination of classes. We can no longer afford CSR Teachers, some fine arts classes have been cut, administrators have been cut, and some advanced classes have been eliminated.

According to available data, what changes have occurred in the age, ethnic, or racial population demographics of your county? What are the implications?

Th demographics of the county has not changed in great detail over the last 10 years. The population has shown a steady decline, the mass majority of people are senior citizens, and white. There is a slight increase in ethnic and African American population. The work force remains about the same. With this information, one can see that the younger population is moving elsewhere where work is available. The young families between the ages of 20 and 25 are choosing to live elsewhere, therefore, there are not a lot of children being born in Webster County. With this trend, Webster County will remain the same: rural, low income, decreasing population, and mostly senior citizens who more than likely, will not invest in the educational system. Webster County must put technology in the hands of teachers, as well as students. if we want our young people to stay in Webster County, we must afford them the opportunity to stay at home while doing bussiness, trade and communicate outside this county as well as the state and county with the help of technology.

Have there been any significant changes in the socio-economic demographics of your county? If so, what are the implications?

There has not been any significant changes in the socio-economic demographics in Webster County

Have there been changes in the economic stability or economic trends in your county? What are the implications?

Th economic stability and economic trends indicate Webster County is continually losing poputation because of the lack of industry. There is not a significant tax base in the county. The economic trend is continuing..... a downard spiral. The implications of these trends indicate that people must go out of the county for jobs and the youger generation is leaving the county.

What are the changes in family characteristics or background of the students served in your county? What are the implications?



The number of children (3-4 years) served by Head Start is increasing, the percent of low birth weight for babies is 7.3 which is close to the state average of 8.9%. Only 23.9% of mothers giving birth have a 12th grade education, 90.5% of teens die from a violent death, more students are eligable for free/reduced meals and child abuse is at a high of 22.4%. Webster Co. is spending $8,550 expenditures per pupilThe implications to this data indicates that Webster County's schools and the community will have to use more interventions to try and help these family characteristic trends.

What are the significant social issues in your county? Are such things as drug abuse, homelessness, poverty, juvenile delinquency rate, or crime an increasing problem?

Students are experiencing drugs/alcohol at an earlier age. Marijuana is being used frequently. The use of hard drugs is on the rise. We have seen a slight increase in the homeless population. The sheriff of Webster County reports that juvenile delinquency is also rising. About 1/3 of our students surveyed, indicate they have been harassed and threatened at school or elsewhere.

What are the possible implications of technological change for your students?

Technology is the key to Webster County students. Due to the educational conditions and geographical confinds of the county, students must depend on technology for instruction and college course work.

What outside student activities or commitments may be affecting student achievement? What are the implications?

Webster County provides a shuttle service for after school activities. Extra Curricula activities are popular, esp sports. During school hours students are getting home later which is affecting home work. Also, about 15% of high school students work after school. In addition, some students are responsible in watching younger siblings while mom and dad are working. In a lot of these instances, students are prioritizing there commitments and unfortunately, school work and attendance is not high on the list.

PRIORITIES1. Intervention in social issues (drugs, alcohol, crime, etc.) This priority is addressed in the RESA IV Grant

2. Technology intergration

3. Early Intervention for 3 to 5 year olds

4. Enrollment issues

B. STUDENT ACHIEVEMENT DATAANALYSIS

No Child Left Behind School Reports

Webster County did not meet AYP this school year because of the Special Needs subgroup at Glade Middle

WESTEST Confidential Summary Report



Math remains a concern. Although some schools, at different grade levels, did meet or exceed the state average of students meeting mastery or above, the county level is still below the state average. In reading, the county is still below the state average in students scoring at mastery or above. Webster Springs and WCHS 10th grade are the only schools scoring at the state average. All grades 3-8 scored below the state average except the 6th grade. All elementary/Middle schools, except Webster Springs, scored below the state average in reading

The low SES subgroup at all grade levels showed improvement from the 2004-05 school year. The Sp. Needs subgroup is still below the state average in both reading and math. At the county level, the 5th grade math scores showed 71% of Sp. needs students scored mastery or above

WESTEST Confidential Item Analysis Summary

See Above

WESTEST Confidential Roster Report

See Above

WV Writing Assessment4th grade writing scores revealed that 50% of students scored at mastery or above and 50% was below mastery.

7th grade writing scores revealed that 62% of students scored at mastery or above and 38% was below mastery.

10th grade writing scores revealed that 81% of students scored at mastery or above and 19 was below mastery

SAT/ACT ResultsThe ACT PLAN for 10th grade revealed that the students had correct responses less often than the reference group. Content areas with less correct: Earth/Space Science, Biology, Prose Fiction, Coordinate Geometry and Sentence Strategy. Areas where students scored above the Reference group: Sentence Structure,Punctuation, Basic Grammar & Usage

ACT Explore - Grade 8 Middle SchoolData reveals: In English, Webster County's 8th graders scored @13.2 while the Nat. average is 13.9. In Mathematics, 8th graders scored 14.2, the Nat. average is 14.2. In Reading, 8th graders scored @ 13.0, while the Nat. average is 13.9. In Science, 8th graders scored 15.3 and the Nat. average is 15.9. The composite score is 14.0 and the Nat. composite is 14.7 The subscores shows that our 8th graders scored 6.8 in Usage/Mechanics while the Nat. average is 7.3. The Rhetorical Skills revealed 6.5 and the Nat. average is 6.9

Trend data revealed: In 2003-04, in English, students scored 13.8 In 2004-05 and 2005-06 scores remained the same at 13.2, In Math, 2003-04, students scored at 13.8, in 2004-05, they scored at 14.2, and 2005-06, 14.2. in Reading, 2003-04, students scored 13.1, in 2004-05, 13.1, and in 2005-06, 13.0.

ACT Plan - Grade 10 High School



WCHS scored above the state mean in English and just below the state mean in Math.

AP Testing Report/AP Rate

No 10th Grade Test Takers in 03/04 11th Grade Test Takers 2003-6.3% 2004- 5.4% 12th Grade Test Takers 2003-20% 2004-17.4 11th Grade Test Takers with APT Score 3 or Higher 2003-0% 2004-66.7% 12th Grade Test Takers with APT Score 3 or Higher 2003-50% 2004-30%. The 2005 results indicate that there is no increase nor decrease in the APT outcomes.

End of Course Testing Report for Career and Technical Education

81.85% of students made 74% or above on test taken which is well above the state standard of 46.5.

Informal Reading Assessment

The county does not use the IRA consistantly throughout the county.

Informal Math Assessment

The county does not use the IMA consistantly throughout the county.

Formative and Benchmark Assessments

We have more students in grades K-3 meeting county benchmarks, however, the WESTEST scores indicate that students are having difficulty in reading. DIBELS assessment was given in grades K-3 at Webster Springs Elem. beginning in mid December. Students showed mastery after interventions were put into place. webster County is moving to a county wide Reading First Model in grades K-4

PRIORITIES1. Increase reading and math achievement in Middle schools for all students

2.

Implement research based interventions in the early childhood grades

3. Increase 4th grade writing assessment scores

4. Increase reading/Math scores on the ACT Explore

C. OTHER STUDENT OUTCOMESANALYSIS

Attendance Report (by subgroup if available)All schools meet the accrediation standard for AYP.

Discipline Referral Report

Discipline referrals are down by 5% from 05-06 school year.

Dropout Rates/Graduation Rates (by subgroup if available)



The graduation rate has increased since year 2002 2002 = 86.5% 2003 = 86% 2004 = 88.9% 2005 = 90% . Special Needs students : 2003 = 100% 2004 = 77.8% 2005 = 83.3% Low SES: 2003 = 79.5% 2004 = 86.3% 2005 = 81.8%

College Enrollment Rate

Webster Co. has a 40% College Going Rate. Students are taking the same amount of classes each sem- ester. 39% of students are completing 30 hours the first year. 24% of students are enrolled in Dev. Math Courses and 11% in Dev. Englis Courses. 29% of our students are enrolled in some kind of developmental courses.

College Developmental Course Rate

24% of students are enrolled in Dev. math courses and 11% are enrolled in Dev. English courses. 29% of students are enrolled in some sort of dev. courses

PRIDE Survey

Survey indicates students are drinking and experiencing drugs at an earlier age. 25% of Students report they have been harrassed at school. 10% of students indicitate they are afraid at school. 10% of students say they have experienced drugs at school-

Results of Nationally Recognized Physical Fitness Test

Webster County Schools scored above the state average in the percentage of students qualifing for school years 1997-98 and 1998-99.

Youth Risk Behavior Survey

Survey indicates a decline in high school students risk behaviors. However, female results are slight ly highter

CIMP Self AssessmentTwo special education teachers have been identified as not being highly qualified. Title II funds are being used to support the cost of classes in order for the teachers to complete their degree programs

Special Education Survey

Review of current IEPs indicates a need to support the academic achievement of identified special education students by: (1) continuing to employ a physical therapist; (2) continue to employ 6.0 support aides; (3) employ two new support aides; (4) contract for tw0 lifts; (5) purchase equipment per IEPs; (6) provide speech/language services for identified special education students; (7) continue to provide OT services; and continue to support extended year activities.

Due to the death of the administrator of special education, need to provide assistance to the special education administrator and the need to provide support to the schools in the implementation and monitoring of the special education process, the demonstration of high yield instructional strategies via modeling and demonstrating the county will employ a 1.0 FTE special education support specialist, .50 FTE secretary and a .25 FTE special education administrator ( paid from special education, title I, and state funds).

In order to support parents in the special education process and assist parents with other concerns and supports, the county will continue to contract with an individual to maintain the Parent Resource Center

Due to the requirements of 2525, the county will continue to contract for audiological, eye examinations, pschological, and academic assessment.



In a recent survey conducted with stafff, the survey results indicated a need for staff development activities to focus on high yield instructional strategies, IEP process , and extended year determination and a need to purchase lap tops for use in writing IEP and in delivering instruction. Funds have been budgeted to support these needs.

21st Century Skills

Twenty-first century skills must be intergrated into the delivery of the CSOs. As a result, Webster County Schools will employ a Technology Intergration Specialist to assist teachers in intergrating technology into teaching of the content standards. The Technology Intergration Specialist will assist teachers in lesson planning, intergrating technology into their teaching of the contend standards, modeling and demonstrating, scheduling of vitual field trips, etc. The position will be funded via special education, Title II and Rural and Low Income funds

PRIORITIES1. Increase the college going rate

2. Decrease the number of students taking developmental classess

3.

Increase the percentage of special education teachers who are highly qualified.

4. Increase the number of teachers who are intergrating 21st century skills into the teaching of the content standards.

D. CULTURE AND CONDITIONSANALYSIS

Office of Performance Audits Compliances and Recommendations

The office of the OEPA has not made a visit to Webster County in 5 years. But at the time of the visit, there were issues in facilities and curriculum. Those issues were corrected and Webster County was granted full compliance.

North Central Report on Schools

Full Compliance

Monitoring Reports (Special Education and NCLB)

A monitoring was conducted in 2002. The required corective activities and asssurance statements were submitted on March 2003.

Walkthrough Summmaries

Teachers are focusing more on the Pacing Guides that were developed in summer of 2005. Researched Based teaching strategies are needed in class-rooms.

High Schools that Work Assessment Report

The high school is doing well. SREB practices have been implemented and the SREB monitoring went well.

Making Middle Grades Matter Report



Although two of the four Middle Schools have made progress over the last two years, as indicated from the 2003 SREB report, there are still concerns. The two small middle schools are still struggling with curriculum/instruction issues. This is due mostly to the smallness of the schools and teacher resource. Both schools are a Multiage configuration and are unable to departmaterialize which would allow for more of an indepth curriculum. The two larger schools have made gains but still need to add more rigor to the curriculum in language arts and math. Glade Middle is on school improvement for the school year 2006-07

High Schools that Work Annual Report

The high school has made great gains since joining in the SREB initiative. There are still concerns in math. Students are still struggling in Algebra I. We have implemented Math Learning Communities at WCHS via the SIG grant and the MIP project

Highly Qualified Personnel Report

We have 2 Special Needs teachers who are on permit One Title I teacher will become certified in May 2006.

Digital Divide Report (Technology)

Webster County has a slightly higher ratio of computers to students than the state average. There are also many computers that utilize Windows95 technology. Schools will move to replace all Wndows 95 and Windows 98 computers by 2010. Schools are moving to include wireless technology for classroom integration.

PRIORITIES1. Increase the number of teachers who are Highly Qualififed

2. Implement SREB Research Based teaching strategies into Middle Schools

3. Increase Windows 2000 software technology



GOALS, SPECIFIC OBJECTIVE AND PERFORMANCE TARGET Goal 1: By 2010, all students will be proficient in reading/language arts

Objective Objective Short Name Baseline 5-year

Target1.1 1.1 There will be an annual

increase in the percentage of students in the SES and SE subgroups scoring at mastery or above in reading/language arts

increase % of students in ses and se Rdg

.57 .10

1.2 1.2 4th Grade students will score at or above the state average on the WV Writing Assessment

WV Writing Assessment 4th

.52 .10

1.3 1.3 8th Grade students will score at the national average or above in reading/language arts on the ACT EXPLORE

ACT EXPLORE reading/LA

13.20 13.90

1.4 1.4 10th Grade students will score at the national average or above average in reading/language arts on the ACT Plan

ACT Plan 10th Reading/ LA

15.60 16.10

1.5 1.5 The percentage of students taking the ACT scoring at or above the national average will increase

Increase % by taking ACT

.00 .00

1.6 All 7th Grade students will score at or above the state average on the WV Writing Assessment

WV Writing Assessment 7th

.67 .10

Goal 2: By 2010, all students well be proficien in math


Target2.1 2.1 There will be an annual

increase in the percentage of students in the SES and SE subgroups scoring at mastery or above in mathematics

increase % in SES and SE Math

.56 .10

2.2 2.2 8th Grade students will score at the national average or above in mathematics on the ACT EXPLORE

ACT EXPLORE 8th Math

14.20 14.70



2.3 2.3 10th Grade students will score at the national average or above in mathematics on the ACT Plan

10 th Math ACT Plan

15.60 16.30

2.4 2.4 The percentage of students completing Algebra I with a grade of B or better will increase

increase % in completion of Algebra I

.00 .00

Goal 3: By 2010, schools will integrate 21st Century Skills into classrooms


Target3.1 Teachers will integrate

technology into classroom for 21st Century Learning

Technology Integration 50.00 100.00

3.2 Teachers will become familiar with 21st Century resources for classrooms

Technology Staff Development

50.00 100.00

3.3 Schools will provide teachers with technology tools for 21st Century Learning

Technology Hardware Upgrades

50.00 100.00



HIGH YIELD STRATEGIES THAT WILL BE UTILIZED TO COMPLETE

THE FIVE YEAR PLAN

CURRICULUM INSTRUCTION SCHOOL EFFECTIVENESS

STUDENT/PARENT SUPPORT

CONTINUOUS IMPROVEMENT

Standards-Based

Curriculum Classroom

Environments

Culture of Support and Trust and

Collaboration

Culture that Values

All Students

Leadership to Create Learning Centered

School

Prioritization and

Mapping Instructional

Management

Performance Goals to Provide Focus to

Improvement Efforts

Innovative Approaches to

Meeting Subgroup

Needs

Change as an On-Going Continuous

Process

Performance

Benchmarks

Standards-Based Unit and Lesson Design

Leadership

Development

Developmental Guidance with Strong Character Education

and Career

Development

Identification of System-Wide Core

Beliefs

Formative

Assessments Self-Directed

Learners School Improvement

Support System

Strategies for Providing Social/

Emotional and Academic Support

Well-Articulated

Mission

Pre K-12 Literacy

Model Differentiated

Instruction

Time for Planning, Collaboration and

Problem Solving

Effective Transition PreK - Post

Secondary

Change Based on Internal and External

Factors

Pre K-12 Mathematics Model

Research-Based High Yield Instructional

Strategies

Presence of the Correlates of Effective Schools

Parents as Respected and Valued Partners

Systemic Design and

Implementation

Curriculum Support

System Performance

Assessments Instructional

Leadership

Proactive Parent Involvement System

Use of Data to Target Improvement Efforts

Curriculum Monitoring Process

Adjustment of Instructional Time

Clear and Focused

Mission

Coordinated Two-Way Parent

Communication

System

Change Processes that Address

Interrelatedness of Activities and

Resources Integration of

Literacy Strategies

Safe and Orderly

Environment Connecting School

and Community

Plan and Do and Study and Act Cycle



Acceleration of Low

Achievers Climate of High

Expectations

Data Analysis Process for Monitoring

Student Success and Targeting Specific

Interventions

Collaboratively Developed Strategic

Plan

Instructional Support

System

Frequent Monitoring of Student Progress

Instructional

Monitoring System

Positive Home-School

Relations

Highly Qualified

Teachers

Opportunity to Learn and Student Time on

Task

Other Strategies



HIGH YIELD STRATEGIES MULTI-YEAR IMPLEMENTATION

High Yield Strategies Identified

Year 1 (2006) Year 2 (2007) Year 3

(2008)Year 4 (2009)

Year 5 (2010)

Formative Assessments

Highly Qualified Teachers


Innovative Approaches to Meeting Subgroup Needs



Prioritization and Mapping

Performance Benchmarks

Betty Salvatore will be contracted to work with Glade Middle to ensure all students are making mastery and above on the WESTEST. Curriculum issues will be addressed as well as data monitoring. Sue Postlewait (reading cadre) will be utilized to implement he Reading First Model in Glade Elementary, grades K-4. Diana elem. will put into place the Response to Intervention model in grades K-3. Webster Springs will receive funds this school year to implement the RF model in grades K-3. A core reading program will be used at Webster Springs and Diana Elem. to respond to the RF and the Response to Intervention Models. Curriculum Mapping and Pacing Guides will continue to be utilized in



Differentiated Instruction

Integration of Literacy Strategies

Instructional Monitoring System

grades 2-8 with teachers using the i know web-site for benchmark assessments. Technology interventions and strategies will be utilized in the classroom via a Technology Intergreation Specialist. Webster County is entering into a collaborative with the WVDE to put into place a monitoring system to monitor all programs that will be implemented into the system.



HIGH YIELD STRATEGIES SCIENTIFICALLY BASED RESEARCH

High Yield Strategies Identified

Scientifically Based Research

Formative Assessments Title I compliance If the purpose of the assignment is to improve student learning, then the teacher should employ formative assessment. This focuses on giving students frequent quick feedback as written comments. The results of formative assessment often drive changes in instructional strategies, collaboration among staff, modification of school schedules, and realignment of resources. To be most effective, formative assessment must be ongoing.If the purpose of the assignment is to create a finished product, then the teacher should employ summative assessments. The teacher gives the feedback needed to “justify” the grade assigned. The teacher must establish sound assessment criteria and inform students of this criterion. Doing these two things enables student and faculty expectations to match. It makes defending your summative assessments much easier. (Erin Hogan Fouberg, Summative versus Formative Assessment, Teaching and Learning Technologies, TIP)

Highly Qualified Teachers Title I compliance"" /> The US Department of Educations’ Secretary's Third Annual Report on Teacher Quality, (2004) states: “A highly qualified teacher matters because the academic achievement levels of students who are taught by good teachers increase at greater rates than the levels of those who are taught by other teachers. In fact, highly qualified teachers are able to raise the academic achievement levels of all students to high levels--not just the students who are already performing well.” Thus, the need for highly qualified 21st Century proficient teachers is apparent.Secretary’s Third Annual Report on Teacher Quality. Available at http://www.ed.gov/about/reports/annual/teachprep/2004/index.html


http://www.ed.gov/about/reports/annual/teachprep/2004/index.html

http://www.ed.gov/about/reports/annual/teachprep/2004/index.html


Title I compliance Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. Darling-Hammond, L., (2000) Teacher Quality and Student Achievement: A Review of State Policy Evidence Education. Education Policy Analysis Archives, Vol. 8 Number 1.


Title I compliance Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more appropriate instruction and more informed instructional decisions and higher expectations for students by teachers. Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which, together, move all students to faster attainment of important state standards for their achievement. Fuchs, L.S., Fuchs, D (2002)



Innovative Approaches to Meeting Subgroup Needs

Title I compliance"" /> Instructional strategies and models in a targeted assistance school must focus on enabling participating students to meet the State's student performance standards. The selection of instructional models to use in a targeted assistance school will be made by each school based on the needs of participating students. Although extended time strategies are strongly encouraged, other strategies such as in-class models and collaborative teaching among Part A and regular classroom teachers can also benefit participating children. Given that the students who will be participating in targeted assistance programs are those who are failing, or most at risk of failing, to meet the challenging standards, thoughtful consideration to program design is essential. Policy Guidance for Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies - April 1996

Title I compliance Research has shown that severely at-risk youth benefit from interventions to prioritize services, expanded learning activities, pre-teaching and re-teaching activities, social interventions, and resources for the home.Prioritized services may be accommodated through a student referral process that identifies at-risk factors to trigger interventions. Extended learning activities with quality instruction and engaged learning may be provided through extended day or extended year programs, and should be of sufficient duration for improvement to occur.Pre-teaching and re-teaching activities will assist the student to be able participants in classroom learning, attain grade level proficiency, and experience success in the classroom. Social interventions, especially for English Language Learners, migrant, and homeless students will ease the students feeling of isolation, make them feel part of the culture of the school, and better enable the student’s participation in all learning. Resources for the home, such as basic homework materials (pencils, pens, crayons, paper, etc.), dictionaries, calculators, etc. may enable students the successfully complete class-work. Research has shown that at-risk families generally use sparse assets to provide basic living essentials. Marzano, Robert J. (2003). What Works In Schools. Alexandria, Va. Association for the Supervision and Curriculum Development Payne, Ruby K. (1996). A Framework for Understanding Poverty. Highlands, TX. Aha! Process, Inc.




Title I compliance More than thirty years of research shows a strong link between educational benefits to children and various forms of family involvement. The educational benefits to children include higher grades and test scores, better school attendance, higher graduation rate, greater enrollment in post secondary education and more positive attitude about school (Henderson and Berla, 1994). Similar finding have been sited in A New Wave of Evidence: The Impact of Family and Community Engagement on Student Achievement, by Anne Henderson and Karen Mapp. “The evidence is consistent, positive and convincing: families have a major influence in their children’s achievement.”


Title I Compliance High performing schools increasingly use data systems to inform decisions, manage processes, determine program effectiveness, forecast problems, and ultimately improve system responses to student needs. The use of high quality, targeted data can effectively improve learning. (Bernhartdt, V. (2004) Data Analysis for Continuous School Improvement (2nd ed.) Larchmont NY: Eye on Education). Student achievement data are the most important type of data on which to focus. Educators should understand that achievement data comes in forms other than standardized test data. A comprehensive assessment plan can make use of data from each of three tiers: annual, large-scale assessment data; periodic assessment data; and ongoing classroom assessment data. (Guide to Using Data in School Improvement Efforts. Retrieved March 13th, 2005, from Learning Point Associates, North Central Regional Education Laboratory. Gathering data is only the beginning step of a system of analysis which extends the process by disaggregating subgroups and specific content areas. Data must aggressively pursue other areas that impact student learning: qualified teachers, curriculum, challenging courses, effective instruction, adequate time, and sufficient resources. Jerald, Craig. (2002) Dispelling the Myth Revisited. Washington, D.C.: The Education Trust.)

Prioritization and Mapping

Performance Benchmarks

Differentiated Instruction

Integration of Literacy Strategies

Instructional Monitoring System



Technology Plan Federal CompliancesIn order to ensure the continuation of school/district funding for federal programs, E-rate and Ed Tech (Title II, Part D), the Strategic Plan will include the following technology action steps (activities and strategies) that address the required federal technology components of the strategic plan. The E-rate federal program allows funding discounts for schools' Internet access, long distance and local telephone service, maintenance of the telecommunications network, etc. The Ed Tech (NCLB) federal program funds formula and competitive funding to schools and counties in West Virginia.

Required Federal Planning Strategies

Technology -01 – USING TECHNOLOGY EQUIPMENT FOR STUDENT ACHIEVEMENTList one or more activity/strategy that describes how the county/school will budget for and use the computer equipment in schools for the effective integration of technology to improve student achievement. Technology 02 - TECHNOLOGY INTEGRATION FOR STUDENT ACHIEVEMENTList one or more activity/strategy that focuses on using technology to improve achievement of all students with special emphasis on high need and high poverty students. Technology 03- PROVIDING COMMUNICATION TOOLS AND USING THE INTERNET/EMAIL FOR STUDENT ACHIEVEMENT (TELECOMMUNICATIONS NETWORK)List one or more activity/strategy that describes how the county/school will ensure that the internal connections in the schools will improve the use of the telecommunications network. Technology 04- INCREASED ACCESS FOR STUDENTS AND TEACHERSList one or more activity/strategy that describes how the county/school will provide increased access to technology for students and teachers. Technology 05 – DELIVERY OF COURSES THROUGH TECHNOLOGYList one or more activity/strategy that describes how the county/school will use innovative strategies (e.g., distance learning) to provide for the delivery of rigorous and specialized courses that may not be available without the use of technology. Technology 06- PARENT INVOLVEMENT



Include strategies for promoting parental involvement and improved communication with community/home through the effective use of technology. Technology 07- PROFESSIONAL DEVELOPMENTInclude professional development activities for using the telecommunications network for training teachers and administrators to improve the integration of technology. Technology 08- MAINTENANCE AND REPAIRList one or more activity/strategy that describes how the school/county will maintain and repair all computer equipment and internal connections. Technology 09- ADULT LITERACYList one or more activity/strategy that describes how the county will collaborate with adult literacy providers when appropriate. TECHNOLOGY BUDGETInclude technology expenditures. (Section 10 – Annual Budget). Counties – COUNTY COMPLIANCE CHECKLIST Schools - DIGITAL DIVIDE SURVEYComplete the digital divide survey for accurate reporting information to federal e-rate compliance data. (Section 10 – Digital Divide Survey)

West Virginia Department of Education

Narrative SummaryWebster County has TI lines for internet access at Glade Elementary, Glade Middle, Webster Springs Elementary, and WCHS. Hacker Valley and Diana need to upgrade their access lines to allow students to take the online Writing Assessment and access Virtual School classes with a better connection. All schools have some dated technologies including Windows 95 systems that are unable to run technologies that provide the students with access to higher level classes. Webster County has Interactive Videoconferencing at all school sites. This technology is currently an internal system. An additional switch that will allow connection to WVNET will allow all schools to access classes and staff development at remote sites outside the county.

Technology Needs AssessmentWebster County has a slightly higher ratio of computers to students than the state average. There are also many computers that utilize Windows95 technology. Schools will move to replace all Wndows 95 and Windows 98 computers by 2010. Schools are moving to include wireless technology for classroom integration.

Action Steps

Technology 01-Using Technology Equipment for Student Achievement



Action- To provide 3 students with laptop computers as per IEP documentation

Begin- August 21, 2006

End- September 11, 2009

Purpose- To implement benchmarks of IEPs

Responsible- Teachers

Audience- Targeted Students

Goals/Objectives- None

Strategies- None Compliances- Special Education 03. Materials Supplies and Equipment, Technology 01-Using Technology Equipment for Student Achievement

Prof Dev- Prof Dev Description-

Intended Impact-

Federal Compliance Monies $ 3,000.00

SpecEd School Age $ 3,000.00

Action- Provide data and voice lines for online testing and writing practice through Writing RoadMap


End- June 10, 2009

Purpose- Improve student writing performance

Responsible- County-wide Techology Specialist,Technology Instructional Support Specialist and Principals

Audience- Students

Goals/Objectives- WV Writing Assessment 4th ,WV Writing Assessment 7th ,Technology Integration

Strategies- Formative Assessments

Compliances- None, Technology 01-Using Technology Equipment for Student Achievement


Intended Impact-

Action- Provide students with interactive lessons and teachers with tools for instruction through SchoolKit software.


End- June 10, 2009

Purpose- Provide a broad curriculum and interactive instruction to achieve student mastery of the CSOs.

Responsible- Principals Teachers

Audience- Staff

Goals/Objectives- increase % of students in ses and se Rdg,increase % in SES and SE Math ,Technology Integration

Strategies- Frequent Monitoring of Student Progress ,Innovative Approaches to Meeting Subgroup Needs


Prof Dev- Trainer Led

Prof Dev Description-

Intended Impact-



Action- Webster County will maintain equipment and purchase computer equiment through Basic Skills, SUCCESS and Technology Integration funds


End- June 10, 2009

Purpose- To improve student achievement through the use of technology

Responsible- County Technology Coordinator Principals School Technology Contacts

Audience- Students

Goals/Objectives- increase % of students in ses and se Rdg,increase % in SES and SE Math ,Technology Integration ,Technology Hardware Upgrades

Strategies- Innovative Approaches to Meeting Subgroup Needs



Intended Impact-

Technology 02-Technology Integration for Student Achievement

Action- Employ a .25 Technology Intergration Support Specialist


End- June 29, 2009

Purpose- To support special education teachers in the use of technology to deliver the content sandards and to serve as a technology ooach to special education teachers

Responsible- Admin. of State and Federal Programs and 21st Century Skills

Audience- Special Education Teachers


Strategies- None,Innovative Approaches to Meeting Subgroup Needs

Compliances- Special Education 01. Personnel, Technology 02-Technology Integration for Student Achievement

Prof Dev- Coaching


Intended Impact- Intergration of 21st Century Skills into the classrooms


SpecEd School Age $ 15,000.00



Action- Employ a .25 Technology Intergrationalist/Coach to model technology intergration within the classroom


End- June 8, 2009 Purpose- To train teachers in the use of technology to teach 21st Century Skills within the curriculum

Responsible- Administrator of State and Federal Programs

Audience- Teachers

Goals/Objectives- Technology Integration

Strategies- Differentiated Instruction

Compliances- Title I 04. Professional Development for LEA Improvement, Technology 02-Technology Integration for Student Achievement

Prof Dev- Coaching


Intended Impact- Intergration of 21st Century Skills into the classroom

Action- Utilize COMPASS Learning to address student deficiencies and promote mastery of CSOs. Migrate licenses to Odyssey Software


End- June 10, 2009

Purpose- Improve student achievement by providing practice

Responsible- Clasroom Teachers Principal

Audience- Students and Staff

Goals/Objectives- increase % of students in ses and se Rdg,increase % in SES and SE Math ,Technology Integration

Strategies- Formative Assessments ,Frequent Monitoring of Student Progress ,Innovative Approaches to Meeting Subgroup Needs

Compliances- None, Technology 02-Technology Integration for Student Achievement

Prof Dev- Other Prof Dev Description- Integration of Odyssey Software and Benchmark Assessments into Curriculum

Intended Impact- Teachers will utilize Odyssey Software and Benchmark Assessments to promote student learning and close the achievement gap

Action- Provide Data and Voice lines for internet and web pages


End- June 10, 2009

Purpose- Increase course offerings Provide access to research, lesson plans Communicate with parents through technology

Responsible- County-wide Techology Coordinator, Principals POMEROY IBM

Audience- Students Staff







Intended Impact-

Action- Provide students with interactive lessons and teachers with tools for instruction through SASinSchool subscription and SAT prep materials.


End- June 10, 2009

Purpose- Provide a braod curriculum and interactive instruction to achieve student mastery of the CSOs.

Responsible- School staff Afterschool Program

Audience- Students and Afterschool Program Participants

Goals/Objectives- increase % of students in ses and se Rdg,ACT Plan 10th Reading/ LA ,10 th Math ACT Plan ,Technology Integration



Prof Dev- Other Prof Dev Description- Teachers will receive instruction on use of SAS and SAT Prep materials by the County TIS

Intended Impact- Increased use of technology for core curriculum and SAT Test Preparation

Action- Employ a .25 technology specialist


End- June 6, 2009 Purpose- To provide technology support to Title I teachers

Responsible- Superintendent Judith Woods

Audience- Title I teachers



Compliances- Title I 03. Professional Development, Technology 02-Technology Integration for Student Achievement

Prof Dev- Coaching

Prof Dev Description- Spend 25% of time within the classroom giving support with intergration of technology

Intended Impact- A more knowledgeable Title I staff with regard to technology intergration

Technology 03-Providing Communication Tools and using the Internet/Email for Student Achievement

Action- Internet and E-mail Security Training CIPA Training

Begin- July 1, 2006

End- June 30, 2009

Purpose- Provide staff and students with internet security protocols

Responsible- Principals Mary Anne Carpenter

Audience- All Staff



Goals/Objectives- Technology Staff Development

Strategies- None Compliances- None, Technology 03-Providing Communication Tools and using the Internet/Email for Student Achievement

Prof Dev- None Prof Dev Description-

Intended Impact- Understanding of county and state policies

Action- To provide long distance and access to the Internet and WVEIS, to maintain a stable network

Begin- July 1, 2006

End- June 30, 2009

Purpose- To increase communication between home, school, and community To provide proper reporting to WVDE and the community

Responsible- RESA IV Mary Anne Carpenter WVDE WVEIS Staff

Audience- Staff and School Internet Connections

Goals/Objectives- Technology Hardware Upgrades

Strategies- None Compliances- None, Technology 03-Providing Communication Tools and using the Internet/Email for Student Achievement


Intended Impact-

Action- Provide contracted services (WVDE Reading Cadre member) to train teachers in utilizing DIBELS assessment


End- June 8, 2009 Purpose- Provide DIBELS assessments 3x per year in grades K-3

Responsible- Title I Director

Audience- Teachers


Strategies- Use of Data to Target Improvement Efforts

Compliances- Title I 03. Professional Development ,Title I 11. Assessments, Technology 03-Providing Communication Tools and using the Internet/Email for Student Achievement



Intended Impact- Teachers Knowledge of DIBELS Assessment



Action- utilize the DIBELS screening to assess student progress in grades K-3 (3x per year)

Begin- September 21, 2006

End- May 18, 2009

Purpose- Determine the success of children in meeting the state student academic achievement standards

Responsible- K-3 Teachers

Audience- Students in grades K-3


Strategies- Frequent Monitoring of Student Progress

Compliances- Title I 11. Assessments, Technology 03-Providing Communication Tools and using the Internet/Email for Student Achievement


Prof Dev Description- Training on the DIBELS Screening K-3

Intended Impact-

Technology 04-Increased Access to Computers for Students and Teachers

Action- Provide students with access to computers with Windows2000 or higher

Begin- July 1, 2006

End- June 30, 2009

Purpose- To improve student achievement through access to computers that have the capacity to support interactive and integrated learning actvities.

Responsible- Mary Anne Carpenter School Technology Contacts Principals



Strategies- None Compliances- None, Technology 04-Increased Access to Computers for Students and Teachers


Intended Impact-

Action- To provide 7 special education with a laptop computer


End- July 30, 2009

Purpose- For instructional use and development of computerized I.E.Ps

Responsible- Admin. of Federal and State Programs and 21st Century Skills

Audience- Teachers


Strategies- None Compliances- Special Education 03. Materials Supplies and Equipment, Technology 04-Increased Access to Computers for Students and Teachers

Prof Dev- Coaching ,Trainer Led

Prof Dev Description- Technology Support Specialist will assist teacher on how to utilize computers to reinforce instruction

Intended Impact- Increased student achievement




SpecEd School Age $ 5,000.00 SpecEd Pre-School $ 2,000.00

Action- Install 2 Base Wireless Units for access at Webster County High School to centralize access points

Begin- October 1, 2006

End- June 10, 2009

Purpose- Provide wireless access at Webster County High School

Responsible- Mary Anne CArpenter WVDE SBA



Strategies- None Compliances- None, Technology 04-Increased Access to Computers for Students and Teachers


Intended Impact-

Technology 05-Delivery of Courses through Technology

Action- Maintain computer labs and internet connections


End- June 10, 2009

Purpose- Provide access to Virtual School classes

Responsible- Principals Mary Anne Carpenter

Audience- Students


Strategies- None Compliances- None, Technology 05-Delivery of Courses through Technology


Intended Impact-

Technology 06-Using Technology for Parent Involvement

Action- Utilize Bridges software and WV Clearinghouse data storage for career awareness and student 5 year plans.


End- June 10, 2009

Purpose- To provide students with tools for competion of the ficve year plans and selection of career clusters and majors.

Responsible- Advisors Counselors Principals

Audience- Students in Grades 8-12


Strategies- None Compliances- None, Technology 06-Using Technology for Parent Involvement


Intended Impact-



Action- Provide Parent trainings through video conferencing from the June Harless Center in Huntington, WV

Begin- September 4, 2006

End- May 21, 2009

Purpose- Provide parents with high yield parent workshops

Responsible- central Office, Parent Coordinators

Audience- Parents, Community


Strategies- None Compliances- Title I 06. Parent Involvement, Technology 06-Using Technology for Parent Involvement



Intended Impact- Parents will have better understanding of the importance of home/school connections

Technology 07-Using Technology for Professional Development

Action- Provide partial cost of TI lines that provide PD from the June Harless Center


End- June 28, 2009

Purpose- To provide staff PD trainings/classes in high yield instructional strategies from the June Harless Center in Huntington, WV

Responsible- Central Office

Audience- Webster Co. Staff


Strategies- None Compliances- Title I 03. Professional Development, Technology 07-Using Technology for Professional Development



Intended Impact- Increase high yield instructional strategies

Action- Videoconference labs will be maintained at each school site. These will be used to provide classes for subjects with low enrollment and specialized classess such as foreign language and parent classes


End- June 10, 2009

Purpose- To provide specialized course offerings To offer a rigourous curriculum

Responsible- Technolgy Instructional Support Specialist and Principals

Audience- Students



Goals/Objectives- Technology Staff Development

Strategies- Proactive Parent Involvement System

Compliances- None, Technology 07-Using Technology for Professional Development

Prof Dev- College Courses ,Learning Community


Intended Impact- Increase access to classes and increase access to programs for parents and community members

Technology 08-Maintenance of Technology

Action- Apply for and obtain e-rate discounts for voice, long distance and data lines.

Begin- July 1, 2006

End- June 30, 2009

Purpose- Continue access at all schools in Webster County through e-rate

Responsible- Mary Anne Carpenter Educational Funding Group

Audience- Schools


Strategies- None Compliances- None, Technology 08-Maintenance of Technology


Intended Impact-

Technology 09-Using Technology for Adult Literacy

Action- Provide GED classes and instruction for ABE through technology

Begin- July 1, 2006

End- June 30, 2009

Purpose- To increase the number of Webster County adults with a high school and/or post-secondary education To promote adult literacy in Webster County

Responsible- RESA IV ABE Coordinator ABE Instructors GED Test Administrator

Audience- GED Students


Strategies- None Compliances- None, Technology 09-Using Technology for Adult Literacy


Intended Impact-

E-rate Budgets

Funding Source Year Annual Disc% Commit County Match



E-rate funds 2007 Cellular 0.00 0.00 0.00

Data Lines 63,420.00 55,175.40 8,244.60

Internal Conn Maint 30,000.00 25,800.00 4,200.00

Internal Connections 0.00 0.00 0.00

Internet Access 0.00 0.00 0.00

Long Distance 5,040.00 4,384.80 655.20

Paging 0.00 0.00 0.00

Voice 30,600.00 26,622.00 3,978.00

WAN 0.00 0.00 0.00

Web Hosting 0.00 0.00 0.00

E-rate Totals 129,060.00 111,982.20 17,077.80

State Basic Skills E-rate Application 2007 State Totals - BS/CE 0.00 0.00 0.00

State SUCCESS E-rate Application 2007 State Totals - SUCCESS 0.00 0.00 0.00



Data Lines 63,420.00 55,175.40 8,244.60




Long Distance 5,040.00 4,384.80 655.20

Paging 0.00 0.00 0.00

Voice 30,600.00 26,622.00 3,978.00

WAN 0.00 0.00 0.00

Web Hosting 0.00 0.00 0.00

E-rate Totals 129,060.00 111,982.20 17,077.80





Data Lines 79,425.00 69,099.75 10,325.25





Long Distance 3,000.00 2,610.00 390.00

Paging 0.00 0.00 0.00

Voice 21,000.00 18,270.00 2,730.00

Web Hosting 0.00 0.00 0.00


E-rate Totals 133,425.00 116,079.75 17,345.25



E-Rate Compliance

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? 01/23/2006

3. When was the public meeting held for CIPA Compliance? 10/07/2002

4. Provide the URL to your acceptable use policy.

5. Please identify for E-Rate requirements the number of schools in your county that have Dial Up modem connections to the Internet?

0

6. Please identify for E-Rate requirements the number of schools in your county that have 56K frame relay connections to the Internet?

2

7. Please identify for E-Rate requirements the number of schools in your county that have T-1 frame relay connections to the Internet?

4

8. Please identify for E-Rate requirements the number of schools in your county that have ATM T-1 Internet connections?

6

9. Please identify for E-Rate requirements the number of schools in your county that have cable modem connections to the Internet?

0



WORK PLAN SUMMARYSupport/Capacity Building Process

Process Monitoring

Evaluation Process


Documents

FIVE-YEAR STRATEGIC PLAN FUNDING YEAR 2007-2008wvde.state.wv.us/technology/techplan/cosp07/WebsterSP07.pdf · FIVE-YEAR STRATEGIC PLAN FUNDING YEAR 2007-2008 ... SBA 4,098.00 Technology