FIVE-YEAR STRATEGIC PLAN

(1)

FIVE-YEAR STRATEGIC PLAN

PENDLETON COUNTY BOARD OF

EDUCATION

PENDLETON COUNTY MIDDLE/HIGH

SCHOOL

PO BOX 40

147 MAPLE

_AVENUE

FRANKLIN WV 26807-40

Telephone:

(304) 358-2573

Fax:

(304) 358-7701

"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

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SCHOOL STRATEGIC PLANNING COMMITTEE

Administration Principal Charles Hedrick

Teachers Teacher Lynn Beatty

teacher Mary Beth Lambert Teacher Donald Wagner Teacher Nicole Hevener teacher Patty Sickler teacher Frank Skavenski teacher Vickie Skavenski teacher Gary Smith teacher Judy Waggoner

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SCHOOL MISSION STATEMENT

Providing Children Success

CORE BELIEFS THAT DRIVE SCHOOL IMPROVEMENT

We believe...

1. We believe that all children will achieve mastery of the essential

curriculum given appropriate time and conditions.

2. We believe that schools and school systems are responsible for

creating the conditions necessary for all student for all students to

achieve mastery.

3. We believe that commitment to high standards in all aspects of

the organization is essential to produce mastery for all.

4. We believe that strong instructional leadership and highly

qualified personnel are required to build the systems and develop

the culture to achieve mastery for all.

5. We believe that parents, treated as valued and respected

partners involved in the activities of the school, enhance student

learning.

6. We believe that the primary measure of school and system

success are the increase of students who achieve mastery and

beyond and the decrease in the achievement gap among student

sub-groups.

7. We believe that transforming a school system to produce

"mastery for all" requires a systemic continuous improvement

process.

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Annual Budget

Required Strategic Plan Budget Funding Source Totals

Funding Source Amount

County 5,000.00

Step 7 6,300.00

Title II 1,350.00

Total $ 12,650.00

Required Strategic Plan Budget Detail

Program Function Type of Expenditure Funding Source Amount

None 131 Substitute Regular Title II 1,350.00 None 131 Substitute Regular Step 7 6,300.00 None 331 Employee Training and _{Development Services} County 5,000.00 None 331 Employee Training and _{Development Services} County 0.00

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DATA ANALYSIS

A. EXTERNAL DATA

ANALYSIS

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

Downward trend of enrollment, less state funding and increased reliance on special state funding.

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

Increased elderly population and decreased under age 18 population and this trend will continue.

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

There is an increase in free and reduced meals.

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

Less school enrollment (money), more of the population traveling to jobs which means more time away from home. Parent involvement is affected due to these facts.

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

There is a 76% increase in single parent home and grandparents are now caregivers. We have dysfunctional family trends such as divorce. All of this affects parent involvement.

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?

There is an increase in Juvenile delinquency cases and the Pride survey shows increased use of alcohol, drugs and tobacco among the student population. There is an increase of children living in poverty. All of this affects attendance, discipline and test scores.

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

Due to our isolated area, technology has introduced the world to our students.

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

School to work gives students an opportunity to be successful in the business world. Also, the internship program gives students a chance to earn money as well as see if their chosen field is really what they want.

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B. STUDENT ACHIEVEMENT DATA

ANALYSIS

No Child Left Behind School Reports

Pendleton County Middle and High Schools made AYP.

WESTEST Confidential Summary Report

All grades in the middle and high school were at mastery or above with the exception of the 7th grade in math and social studies.

SAT/ACT Results

Our scores have remained stable in line with state mean scores. The data does not show a significant different between verbal and math mean scores on SAT. A concern is that core students are prepared to take ACT/SAT and that non core students score lower on ACT/SAT.

C. OTHER STUDENT OUTCOMES

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GOALS, SPECIFIC OBJECTIVE AND PERFORMANCE TARGET

Goal 1:

To assure that all students master an appropriately

prioritized and sequenced K-12 curriculum that develops enduring

understanding, essential skills, and critical knowledge as defined

through the policies of the West Virginia Board of Education and the

West Virginia Content Standards and Objectives.

Objective

Baseline

5-year

_Target

1.1 Increase the number of students who meet

mastery & beyond in Math. 67.76 .02

1.2 1.2 Increase the number of students who meet

mastery & beyond in Language Arts. 78.67 .02

1.3 1.3 Increase the percent of students who meet

mastery and beyond in social studies. 72.82 .00

1.4 1.4 Increase the percent of students who meet mastery and beyond in science.

87.45 .00

Goal 2:

To assure that each teacher utilizes research-based

instructional design, management, delivery, and assessment systems

that result in highly engaged students who achieve mastery and

beyond of the essentials curriculum.

Objective

Baseline

5-year

_Target

2.1 2.1 Implement a differentiated instructional model

.00 .25

2.2 2.2 Increase the use of a variety of instructional strategies at the middle and high school levels. (Marzano's 9 Instructional strategies)

.00 1.00

2.3 2.3 Increase student awareness and use of varied study skills. (action plan to be developed for years 2-5).

.00 .05

Goal 3:

To assure that all schools exemplify the leadership, culture,

and organizational practices consistent with effective schools

research and possess the commitment, knowledge, and support to

create structures and services that result in all students mastering

the essential curriculum.

Objective

Baseline

5-year

_Target

3.1 3.1 Increase satisfaction rates related to culture and climate within the school. (Develop and administer in first two years)

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3.2 3.2 Increase opportunities for meaningful staff planning, collaboration, data analysis and problem solving.

9.00 10.00

3.3 3.3 Maintain a high quality faculty during periods of staff attrition. a. Recruit and select highly qualified personnel. b. Develop a school mentoring program for new teachers.

25.00 50.00

Goal 4:

To assure that all students receive the support they need to

achieve mastery and beyond of the essential curriculum and that all

parents are treated as valued partners in their student's educational

process.

Objective

Baseline

5-year

_Target

4.1 4.1 Increase percentage of parent involvement (PTSO, parent/teacher conference, workshops, awards assemblies, open house, IEP meetings)

.00 .02

4.2 4.2 Create and maintain a school-wide process for connecting students and families to

community agencies, health services,

counseling, and other services that promote student success.

.00 .00

Technlogy Goal:

To continue to expand all aspects and utilization of

technology for increased student achievement.

Technology Objective

Baseline 5-year

_Target

Technololgy Objective

Pendleton County Middle/High School students will meet average yearly progress (AYP) in Math.

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STRATEGIES AND ACTION STEPS

Goal 1:

To assure that all students master an appropriately prioritized and

sequenced K-12 curriculum that develops enduring understanding,

essential skills, and critical knowledge as defined through the policies of

the West Virginia Board of Education and the West Virginia Content

Standards and Objectives.

CURRICULUM INSTRUCTION SCHOOL

_{EFFECTIVENESS}

STUDENT/

PARENT

SUPPORT

CONTINUOUS

IMPROVEMENT

Standards-Based Curriculum Prioritization and Mapping Formative Assessments Curriculum Support System Curriculum Monitoring Process Culture of Support, Trust, and Collaboration Time for Planning, Collaboration, Problem Solving Change as an On-Going Continuous Process Identification of System-Wide Core Beliefs Well-Articulated Mission Systemic Design and Implementation Use of Data to Target Improvement Efforts Collaboratively Developed Strategic Plan

Objective 1.1 Increase the number of students who meet mastery &

beyond in Math.

Action Step Purpose Person/Group _Responsible Funding _Source 1.1.1 1. Identify strengths

and weaknesses using WESTEST item analysis data and formulate a priority list to address student weaknesses. Specify Student needs Test Coordinator, Teachers and Principals

1.1.2 2. Schedule days for teachers to continue to analyze additional data at the school level. Address individual student needs Test Coordinator, teachers and principal

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1.1.3 3. Provide professional training & development activities to transition to a standards-based model for mathematics by scheduling on-site training and school visitations. Design and initiate in year 1 and continue in plan years 2-5. Prepare staff to implement new curriculum Curriculum Director, Staff Development Coordinator, principal 1.1.4 4. Align curriculum with the WV Content Standards & Objectives - horizontally and vertically in year 1 for implementation with accompanying professional development and evaluation in plan years 2-5. Increase student

performance Teachers, principal, Department Heads, team leaders Professional Development Topic: Type of Professional Development/ Training: Target

Audience: Funding Source

1.1.1 Standards Based mathematics instructional model

Trainer-led Site

visitations Mathematics teachers (all levels) Principals Administrators 1.1.2 Standards based mathematics instructional model. Trainer-led Site visitations Mathematics Teachers (all levels) Principals, Administrators

As Measured by: WESTEST

Monitoring Process: Select days on school calendar for data analysis, sign-in and evaluation sheets for staff development, informal math assessment,

monitor documentation related to carrying out plan actions steps.

Support Process: professional development, feedback, discussions at faculty senates and other staff meetings.

Evaluation Process: Positive trend in student achievement data as measured by WESTEST and other data.

Objective 1.2 1.2 Increase the number of students who meet

mastery & beyond in Language Arts.

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1.2.1 1. Identify strengths and weaknesses using WESTEST item analysis data and formulate a priority list to address student weaknesses. Specify student needs Test Coordinators, All Teachers, Title I

1.2.2 Schedule days for teachers to analyze additional data.

Address individual

student needs Test Coordinator, Curriculum & Title I Director, teachers, principal 1.2.3 Finalize curriculum alignment and inititate implementation. Increase student

performance Teachers, principals, dept. heads, team leaders Professional Development Topic: Type of Professional Development/ Training: Target

1.2.1 Language Arts, eg. Guided Reading, Phonics Awareness, Accelerated Reader Site visitation Coaching Study Groups Teachers, k-12

1.2.2 Language Arts, eg. Guided Reading, Phonics Awareness, Accelerated Reader Site visitation. Coaching. Study-Groups. Teachers, 7-12

Monitoring Process: WESTEST - Language Arts Section, Informal Reading Assessment, monitor documentation related to carrying out plan action steps.

Support Process: Continue using programs that work, such as Accelerated Reader & Language, Staff development in differentiated instruction, thime for collaborative planning by teachers.

Evaluation Process: Positive trend in student achievement data as measured by WESTEST and other data.

Objective 1.3 1.3 Increase the percent of students who meet

mastery and beyond in social studies.

Monitoring Process: Support Process: Evaluation Process:

Objective 1.4 1.4 Increase the percent of students who meet

mastery and beyond in science.

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STRATEGIES AND ACTION STEPS

Goal 2:

To assure that each teacher utilizes research-based instructional

design, management, delivery, and assessment systems that result in

highly engaged students who achieve mastery and beyond of the

essentials curriculum.

CURRICULUM INSTRUCTION SCHOOL

_{EFFECTIVENESS}

STUDENT/

PARENT

SUPPORT

CONTINUOUS

IMPROVEMENT

Differentiated Instruction Research-Based High Yield Instructional Strategies Instructional Support System Instructional Monitoring System Highly Qualified Teachers

Objective 2.1 2.1 Implement a differentiated instructional model

Action Step Purpose Person/Group _Responsible Funding _Source 2.1.1 Develop, administer,

compile,and analyze survey to determine needs.

Evaluate knowledge & interest of staff regarding differentiated instruction Instructional Goal Team, Principals

2.1.2 Form and train middle/high school cadre to train others (elementary cadre added in later years.)

To train in and implement differentiated instruction in their classrooms School Instructional Goal Team, principals, cadre group Elementary Instructional Goal Team, Elementary Principals, cadre group

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2.1.3 Develop staff development

programs in the field of differentiated instruction. Initiate implementation and continue in subsequent years as needed based on evaluation data and turnover.

Exposure for all High School Instructional Goal Team, Principal, Cadre group, Elementary Instructional Goal Team, Elementary principals, cadre group Professional Development Topic: Type of Professional Development/ Training: Target

2.1.1 Differentiated instruction across subjects & grades

Trainer-led Study Group Site

visitations Coaching

Cadre first, then all teachers

2.1.2 Differentiated instruction across subjects & grades.

Trainer-led Study Groups. Site

visitations. Coaching.

Cadre of teachers first, then all teachers.

As Measured by: Walkthroughs, lesson plans, evaluations and staff development

Monitoring Process: Lesson Plans, Walkthroughs, evaluations/reflection, monitor documentation related to carrying out plan action steps.

Support Process: Prioritization of time and resources: professional

development, feedback, discussions at faculty senates and other staff meetings.

Evaluation Process: Lesson Plans, increased use of differentiated instruction.

Objective 2.2 2.2 Increase the use of a variety of instructional

strategies at the middle and high school levels. (Marzano's 9

Instructional strategies)

Action Step Purpose Person/Group _Responsible Funding _Source 2.2.1 1. Each school will

choose two strategies to implement.

To improve student

achievement. Faculty Senate

2.2.2 2. Implement

chosen strategies To improve student achievement Faculty

2.2.3 3. Review/revisit at Faculty Senate meetings

To discuss

effectiveness, make changes, and revise

Faculty Senate Professional Development Topic: Type of Professional Development/ Training: Target

2.2.1 Training in

Marzano's 9 Individual specialist County forums/ discussions

All Faculty Secondary Faculty

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As Measured by: Walkthroughs, lesson plans, evaluations and staff development

Monitoring Process: Walkthroughs, optional by school, lesson plan

documentation, monitor documentation related to carrying out plan actions steps.

Support Process: No supports identified: Professional development and feedback; discussions at faculty senates and other staff meetings.

Evaluation Process: Increased use of Marzano's strategies.

Objective 2.3 2.3 Increase student awareness and use of varied

study skills. (action plan to be developed for years 2-5).

As Measured by: Lesson Plans

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STRATEGIES AND ACTION STEPS

Goal 3:

To assure that all schools exemplify the leadership, culture, and

organizational practices consistent with effective schools research and

possess the commitment, knowledge, and support to create structures and

services that result in all students mastering the essential curriculum.

CURRICULUM INSTRUCTION SCHOOL

_{EFFECTIVENESS}

STUDENT/

PARENT

SUPPORT

CONTINUOUS

IMPROVEMENT

Culture of Support, Trust, and Collaboration Performance Goals to Provide Focus to Improvement Efforts School Improvement Support System Time for Planning, Collaboration, Problem Solving Clear and Focused Mission

Safe and Orderly Environment Climate of High Expectations Frequent Monitoring of Student Progress Positive Home-School Relations Opportunity to Learn and Student Time on Task

Objective 3.1 3.1 Increase satisfaction rates related to culture and

climate within the school. (Develop and administer in first two years)

Action Step Purpose Person/Group _Responsible Funding _Source 3.1.1 1. Collect and review

resources on culture and climate.

Identify effective

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3.1.2 2. Determine criteria and targets (who) for the desired level of satisfaction related to culture and climate within and across school-wide.

Know what we are working toward. Administrative Team 3.1.3 3. Research/develop an instrument and/ or process to survey personnel related to culture and climate.

Have a tool to help us assess current status to get

baseline and later to measure increases,

Administrative Team.

3.1.4 4. Develop tasks and timelines for survey process administration, compilation and analysis in 2006-2007. Be ready to administer survey process at beginning of next school year.

Administrative Team.

As Measured by: Satisfaction Surveys, discipline/Referral Reports, PRIDE Surveys

Monitoring Process: Culture and climate survey process developed; monitored documentation related to carrying out plan action steps.

Support Process: Time allocated at or between Administrative Team Meetings for this work, access resources through the internet, research/professional journals such as ASCD and NSCD, contacts at WVDE and RESA and higher education.

Evaluation Process: Data from culture and climate surveys to determine satisfaction rates.

Objective 3.2 3.2 Increase opportunities for meaningful staff

planning, collaboration, data analysis and problem solving.

Action Step Purpose Person/Group _Responsible Funding _Source 3.2.1 1. Analyze school calendar to determine possible additional planning and collaborative time. Provide additional time for purposes noted in objective 3.2. Central office and administrators. 3.2.2 2. Implement collaborative planning time, separate form planning period (possibly) by paying an after school stipend or using substitutes. Provide additional time for purposes noted in objective 3.2 Central office, Administrators, and Calendar committee.

As Measured by: Number of days in school calendar that are specified for these opportunities.

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Monitoring Process: Substitute records, lesson plans, completed data analysis, walkthrough, monitor documentation related to carrying out plan action steps.

Support Process: School calendar additions, stipends provided, subs provided, use faculty senates to discuss strategies for maximizing limited planning time.

Evaluation Process: Data from teacher survey related to impact of planning time on collaboration and student performance, lesson plan rubric

demonstrating collaboration, walkthrough.

Objective 3.3 3.3 Maintain a high quality faculty during periods of

staff attrition. a. Recruit and select highly qualified personnel. b.

Develop a school mentoring program for new teachers.

As Measured by: Log of Contact Hours.

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STRATEGIES AND ACTION STEPS

Goal 4:

To assure that all students receive the support they need to

achieve mastery and beyond of the essential curriculum and that all

parents are treated as valued partners in their student's educational

process.

CURRICULUM INSTRUCTION SCHOOL

_{EFFECTIVENESS}

STUDENT/

PARENT

SUPPORT

CONTINUOUS

IMPROVEMENT

Culture that Values All Students Developmental Guidance with Strong Character Education and Career Development Strategies for Providing Social/ Emotional and Academic Support Parents as Respected and Valued Partners Proactive Parent Involvement System Connecting School and Community

Objective 4.1 4.1 Increase percentage of parent involvement (PTSO,

parent/teacher conference, workshops, awards assemblies, open

house, IEP meetings)

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4.1.1 1. Identify critria for desired parent involvement, eg., parent conferences, workshops, PTSO.

Have a measure for our work. Committe of staff and parents, and parent coordinator. 4.1.2 2. Develop, administer,compile and analyze a parent survey to determine topics of parent workshops, their preferences and challenges related to involvement with the school. Identify strategies for

responding to needs including this plan and if appropriate additional plans for subsequent years.

Determine possible topics for parent worksops and parent preferences and challenges related to involvement with schools. Committe of staff and parents, and parent coordinator.

4.1.3 3. The school will provide volunteer logs, invite parents to awards assemblies, workshops, open house, ect. by avariety of communication tools.

Increase and track parent involvement in their children's academic experience. Principal/Staff, and parent coordinator. 4.1.4 4. Provide workshops and resources through the Parent Education Resource Center and Title I Program.

Involve and educate

parents. Title I Coordinator, and Parent Education Resource Center. Professional Development Topic: Type of Professional Development/ Training: Target

4.1.1 Working with Parents Trainer/teacher led Teachers

As Measured by: PTO Attendance, Open House attendance, Parent Education Attendance - "Classes"

Monitoring Process: Monitor volunteer logs, monitor sign-in sheets for various activities, monitor documentation related to carrying out plan actions steps.

Support Process: Parent Coordinators, provision of necessary resources/time.

Evaluation Process: Analyze for positive trend in parent involvement in relationship to established criteria.

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Objective 4.2 4.2 Create and maintain a school-wide process for

connecting students and families to community agencies, health

services, counseling, and other services that promote student

success.

Action Step Purpose Person/Group _Responsible Funding _Source 4.2.1 1. Establish criteria

and related measurement procedures for "having access to the social, physical and emotional

supports required for student success".

Establish way to measure progress and define what we are really trying to achieve. County Parent/ Student Support Team. 4.2.2 Map community resources for student support. Raise systems awareness. County Parent/ Student Support Team. 4.2.3 3. Provide Professional

development for all school staff on responding to social, physical, and emontional needs and recognizing when to refer to outside agencies. Insure early identification and response to needs. Director of Student Services. 4.2.4 4. Develop/expand collaborative teams to address multi-agency cooperation on specific topics. Ensure efficiency acrsoo agencies. Director of Student Services. 4.2.5 5. Include outside agencies in SAT meetings when appropriate. Improve student access to needed services.

Principal and SAT chairpersons. Professional Development Topic: Type of Professional Development/ Training: Target

4.2.1 Training on the effective response to physical, social, and emotional needs of students and when to refer

Trainer led All Staff

As Measured by: Analysis of referrals to community agencies/services.

Monitoring Process: Monitor volunteer logs, monitor sign-in sheets for various activities, monitor documentation related to carrying out plan action

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Support Process: Parent Coordinators, provision of necessary resources/time.

Evaluation Process: Analyze for positive trend in parent involvement in relationship to established criteria.

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Technology Plan

Digital Divide Report Analysis from Strategic Plan

Required Federal Strategies for Technology

Planning

Technology Goal To continue to expand all aspects and utilization of technology for

increased student achievement.

Technology

Objective Baseline Data

Target 2005-2006 Target 2006-2007 Target 2007-2008 Target 2008-2009 Target 2009-2010 Pendleton County Middle/High School students will meet average yearly progress (AYP) in Math.

67.76 .02 .02 .02 .02 .02

Actual-> .00 .00 .00 .00 .00

As Measured by Westest Scores.

Technology Integration

Goal To continue to expand all aspects and utilization of technology for increased

student achievement.

Objective Baseline _Data Target 2005-2006 Target 2006-2007 Target 2007-2008 Target 2008-2009 Target 2009-2010 Pendleton County Middle/ High School students will meet average yearly progress (AYP) in Math. 67.76 .02 .02 .02 .02 .02 Actual-> .00 .00 .00 .00 .00

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Technology Integration 1

1. Teachers will supply materials/programs to improve student achievement--Skills Tutor, Skills bank, "I Know" web-site to be used by students. Using technology to improve student achievement. Classroom teachers, Tech Mentors, and Principal.

Improving Achievement

Goal To continue to expand all aspects and utilization of technology for increased

Action Step Purpose Person/Group _Responsible

Improving Achievement 1

Teachers will supply materials/programs to improve student achievement--Skills Tutors, Skills Bank, and "I Know" web site to be used by

students.

Improve student

achievement. Classroom teachers, Tech Mentors, and Principal.

Telecommunications

Maintenance and Repair

Goal To continue to expand all aspects and utilization of technology for increased

Objective Baseline _Data Target 2005-2006 Target 2006-2007 Target 2007-2008 Target 2008-2009 Target 2009-2010

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Pendleton County Middle/ High School students will meet average yearly progress (AYP) in Math. 67.76 .02 .02 .02 .02 .02 Actual-> .00 .00 .00 .00 .00

Maintenance

and Repair 1 County technology service person will maintain all

computers and network in order for students to utilize the existing technology.

To maintain and repair all computer equipment and internal connections.

County Tech Person.

Increased Access

Goal To continue to expand all aspects and utilization of technology for increased

Increased Access 1

Deignate one computerlab to be open daily for individual teacher/ student access.

Increase access for students and teachers.

Principal.

Innovative Strategies

Goal To continue to expand all aspects and utilization of technology for increased

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2009-Pendleton County Middle/ High School students will meet average yearly progress (AYP) in Math. 67.76 .02 .02 .02 .02 .02 Actual-> .00 .00 .00 .00 .00

Innovative Strategies 1

Students will utilize the Verizon lab by taking distance learning classes to increase student achievement. To provide student delivery of rigorous and specialized courses.

Principal and County Distance Learning coordinator.

Adult Literacy

Parental Involvement

Goal To continue to expand all aspects and utilization of technology for increased

Parental Involvement 1

Office will install and maintain Phone Mate system to alert parents of student truancy. Promote parental involvement and improve communications with home. Principal, secretary, and County Attendance Director. Parental Involvement 2 Administration will implement the Phone Mate ststem to communicate with parenst concerning child's aatendance. Promote parental involvement and improved communication with community/home. Attendance Director, Dean of Students, and Secretary.

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Professional Development

Section 6: Technology Budget

Both federal technology programs (E-rate and Ed Tech) require a

budget to be included in the school and county technology plan.

The school and county plan should include a budget description of type and

costs of technology to be acquired with Ed Tech formula and/or

competitive funds. In addition, the school/county plan must include a

budget that describes the existing or budgeted maintenance contracts to

maintain computers. (E-rate compliance)

Schools and counties must complete a budget under the Budget section of

the annual updates. Please proceed to the budget section and complete

the technology budget for the school/county.

Required Strategic Plan Budget Detail

Program Function Type of Expenditure Funding Source Amount

None 131 Substitute Regular Title II 1,350.00 None 131 Substitute Regular Step 7 6,300.00 None 331 Employee Training and _{Development Services} County 5,000.00 None 331 Employee Training and _{Development Services} County 0.00

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Digital Divide Survey

Section 1: Profile Information

1.1 School Profile

Please type in the total numbers within your school for the following locations Location _NumberTotal

1.1.1 Classrooms: 36

1.1.2 Buildings: 3

1.1.3 Administrative Offices: 8

1.1.4 Instructional Offices: 7

1.1.5 Library Media Center: 1

1.1.6 Stationary Computer Lab: 4

1.1.7 Mobile Computer Lab: 0

1.1.8 Students: 0

1.1.9 Grade Configuration: Grade 07 - Grade ₁₂

Definitions

Classrooms Any room where instruction takes place on a regular basis Buildings For E-Rate purposes indicate the number of buildings_{at this location} Administrative Offices e.g., Administrators, Guidance Counselors, School Support_Personnel Instructional Offices e.g., Teacher offices or instructional workrooms

Stationary Computer Labs

Fixed locations containing multiple computers for sign-up use by classes or groups of individuals (not a lab where classes are assigned to meet every day - count this as a classroom)

Mobile Computer Labs Portable carts containing multiple labtop computers that _{can be transported to a variety of locations}

Section 2: Equipment Information

2.1 Computer Access in Classrooms

Complete the table below indicating the total number of classrooms meeting the stated requirements

Number of CLASSROOMS with ...Only count computers with a Windows 98 operating system or higher

Only count Windows 98

or higher 2.1.1 Three or more Computers 18

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2.1.3 One Computer 12

2.1.4 No Computers 4

Total (This total number of classrooms (2.1.4) should align with total number of classrooms in 1.1.1)

36

2.2 Network Connectivity in Classrooms

Complete the table below indicating the total number of classrooms for each different type of network connectivity listed.

Number of Classrooms with these types of Network Connectivity

2.2.1 Number of Classrooms with Internet Access 36

Total 36

Section 3: Network Access and Capabilities

3.1 Network Access and Capabilities

Complete the table below indicating the total number of voice telephone lines in your school.

Total Number 3.1.1 How many rooms in the school

have telephone drops (service)?

Count all rooms including administrative and offices.

20

3.1.2 Of these rooms, how many of these classrooms in the school

have telephone drops (service)? 1 3.1.3 Our school's TV/Video reception is through

(check all that apply)

Cable TV

Closed Circuit/Media Retrieval System Satellite Dish Antenna ATM/Video IP Video None 3.2 Home/School Communication

3.2.1 The following type of Home/School communication systems are in place in our school.

Voice Broadcast Bulletins Voice Mail

School Web Site E-Mail ✔ ✔ ✔ ✔ ✔ ✔

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Other (Specify)

3.3 After School Hours

3.3.1 Check any of the technology resources that are available for student or community use after school hours.

Computer Lab

Library/Media Center Classrooms

Other (Specify)

Section 4: Computer Count by Location

4.1a Desktop Computers

Complete the table below making sure to count each computer once. Place each computer workstation in your school into the best category below based upon location. Computers with Operating Administrative Non Instructional Areas Classrooms Library/ Media Center Stationary Computer Lab Mobile Computer Lab Total 1. Windows _3.1 0 0 0 0 0 0 0 2. Windows ₉₅ 0 2 5 0 0 0 7 3. Windows ₉₈ 1 2 39 5 18 0 65 4. Windows _NT/2000 1 0 8 1 0 0 10 5. Windows _XP 0 1 25 6 75 0 107 6. Macintosh (All versions) 0 0 0 0 0 0 0 Totals 2 5 77 12 93 0 Total Desktops 189 4.1b Laptop Computers

Complete the table below making sure to count each laptop only once. Place each laptop in your school into the best category below based upon location.

Computers with Operating System Administrative Non Instructional Areas Classrooms Library/ Media Center Stationary Computer Lab Mobile Computer Lab Total 1. Windows _3.1 0 0 0 0 0 0 0 ✔ ✔ ✔

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2. Windows ₉₅ 0 2 0 0 0 0 2 3. Windows ₉₈ 0 0 0 0 0 0 0 4. Windows _NT/2000 0 1 0 0 0 0 1 5. Windows _XP 0 2 0 0 0 0 2 6. Macintosh (All versions) 0 0 0 0 0 0 0 Totals 0 5 0 0 0 0 Total Laptops 5

4.2 Connectivity REVISED QUESTION!!!

Of all computers (desktops and laptops) in the school, please answer the following revised question in order to comply with new federal accounting requirements.

Total Number of Computers (desktops and laptops) Number of Computers with Network Connectivity 1. Number of computers (desktops and laptops) in the _{school with Internet access} 192 2. Number of drops in the school (drops are defined as _{connections that access the Internet)} 215 3. Do you have wireless connectivity in the school? _Yes _No 4. How many computers in the school can connect to the _{wireless network?} 1

4.3 Servers

4.3.1 Complete the table below making sure to count each server only once.

Network Operating

System Administrative BasicSkills SUCCESS

Web

Hosting Please Specify: TotalOther -

1. _{NT Server}Windows 0 0 1 0 0 1 2. Windows 2000 Server 0 0 0 0 0 0 3. Netware_5.x/6.x 0 0 0 0 0 0 4. Netware_3.x/4.x 0 0 0 0 0 0 5. Netware_2.x 0 0 0 0 0 0

6. _{(All versions)}Linux 0 0 0 0 0 0

(31)

Total Servers 1

Section 5: Assistive Technologies

5.1 Assistive Technologies

5.1.1 Is assistive technology (e.g. portable word processors and braillers, electronic

communication aids for speech, or computers with adaptive devices) used by teachers

in your school for students with disabilities or students with learning difficulties? (Select the answer that best reflects the situation in your school)

Yes, for both students with disabilities who have an Individualized Education Plan or a 504 Plan and for students who experience

difficulties learning but don't receive special education services or support through a 504 Plan.

Yes, primarily for students with disabilities who have an Individualized Education Plan or a 504 Plan.

No, most teachers are not aware of these options.

No, there are no students with assistive/adaptive technologies IEP/504 Plan.

No, most teachers are aware of these options but have not been trained on how to use with students.

No, there is not a clear process in place in our school for obtaining assistive technology.

Section 6: Equipment Count

6.1 Telephones

Complete the table below indicating the phone type by location.

Phone Type Administrative Non Instructional Areas Classrooms Library/Media Center Total 1. Conventional_(Wired) 9 8 2 1 20 2. Cellular (School Owned) 0 0 0 0 0 3. _TelephonyIP 0 0 0 0 0 Total for each area 9 8 2 1 Total Phones 20 6.2 Pagers

Complete the table below indicating the total number of pagers by location.

Pagers Classrooms Non Instructional_{Areas* Total}

1. Pagers (School Owned) 0 0 0

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6.3 PDAs - Palms, Pocket PCs, etc.

Complete the table below indicating the total number of PDAs for each location.

PDAs Classrooms Non Instructional_{Areas* Total}

1. PDAs (School Owned) 0 1 1

*Non Instructional Areas: e.g. Cafeteria, Conference rooms, career centers

6.4 Projection Devices

Complete the table below indicating the total number of projection devices (i.e., Data Projectors, LCD panels, etc. Does not include overhead projectors) for each category.

Projection Devices Mobile _PermanentlyMounted Total

1. Projection Devices 4 1 5

Section 7: Professional Development

New question - WV is required by E-rate (the federal funding that provides Internet access in the

schools) to track the amount of professional development course that WV teachers have taken

in order to use technology to improve student achievement. Courses could include the following

BSCE training, SUCCESS training, Reinvent training MARCO POLO, Connected University, EETT

training course, EdVenture training courses, technology planning seminars, etc. In order to

answer this question, the teachers may need to be surveyed individually or by a show of hands

at a faculty sentate/or faculty meeting. A survey to use is available.

Estimate the number of teachers in the school that have been trained in the last year to use

technology to improve student achievement.

7.1 Number of teachers in the school. 40 7.2 Number of teachers trained for 0 hours. 0 7.3 Number of teachers trained for 1-5 hours. 30 7.4 Number of teachers trained for 6-15 hours. 10 7.5 Number of teachers trained for 16-25 hours. 0 7.6 Number of teachers trained for 26-50 hours. 0 7.7 Number of teachers trained for 50+ hours. 0 7.8 Total number of teachers trained in the school (Should match 7.1). 40

Section 8: Distance Learning: Instruction Delivered by Technology

These questions should be completed in collaboration with the guidance

counselor, virtual school contact or person in the school who deals with course registration.

8.1 Do students in your school take courses delivered by

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8.2 Do students in your school take on-line courses through the WV

Virtual School? Yes No

8.3 Does your school have video conferencing (mobile or

classroom) capability? Yes No 8.4 Do students in your school take courses via video-conferencing

technologies? Yes No

8.5 Do students in your school take on-line courses through the WV

Virtual School? Yes No

Section 9: User Profile

9.1 User Profile

9.1.1. Indicate the position(s) of persons completing this survey. (Check all that apply)

School Technology Contact

School Technology Team Designee Administrator

Virtual School Contact Guidance Counselor Other (Specify)

9.2 Summer Contact Information

Name of Person Completing the Survey: Charles Hedrick Summer Contact Telephone Number of Person Completing the

Survey: 304-358-2573

Email of Person Completing the Survey: [email protected]

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