five-year strategic plan funding year...

FIVE-YEAR STRATEGIC PLAN FUNDING YEAR

2006-2007

MERCER COUNTY SCHOOLS MERCER COUNTY SCHOOLS CENTRAL OFFICE 1403 HONAKER AVENUE PRINCETON WV 24740-0

Telephone: (304) 487-1551 Fax: (304) 425-5844

"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

SCHOOL SYSTEM STRATEGIC PLANNING COMMITTEE Administration Superintendent Dr. Deborah S.

AkersAsst. Superintendent Mr. Don WhiteAdm. Assistant/Human Resources Director Mr. Roger Daniels

Elementary Supervisor Ms. Sharon DyerSecondary Supervisor Mr. Tom ChaffinsTitle I Supervisor Ms. Pat EastSpecial Education Director Ms. Karen HallTechnology/Math/Science Supervisor Mr. Garry Taylor

Asst. Special Ed. Director Mr. Mike PauleySpec. Ed. Instructional Supervisor Ms. Joyce Tedder

Principal Ms. Phoebe Meadows

Career Connections Coordinator Ms. Carol McClaugherty

Career Connections Facilitator Ms. Candy Stanley

Principal Ms. Mona PolingMCTEC Director Mr. Bill Sherwood

Facilitator of WVEIS Ms. Ernestine Battlo

Information Specialist Ms. Kellan SarlesBusiness & Community MCBOE Member Mr. Gene Bailey

Academy of Adult Learning Ms. Marcia WareAttorney Mr. Charles Pace

Bluefield Chamber of Commerce Mr. Marc Meachum

Bluefield State College Mr. Don SmithFrontier Communications Mr. Gene LeedyCity of Princeton Mr. R. C. MartinCMS, Inc. Ms. Kim BoggsConcord University Ms. Tammy Monk

First Community Bank Ms. Karen Browning

The Dean Company Ms. Alicia Hypes

Frye Roofing, Inc. Ms. Teresa Robinson

Lamar Advertising Mr. Jim McMillanMercer County Drug Free Mr. Greg PuckettPrinceton Comm. Hospital Mr. Rick PuckettPrinceton Comm. Hospital Mr. Jay Valeyko

Princeton Health Care Mr. Roger Topping

Princeton/Mercer Co. Chamber of Commerce Mr. Robert Farley

Prudential Insurance Richard AllenSoutheastern Tech. Prep Ms. Ruth BoydUSDA Forest Service Ms. Melody Akers

Wal-Mart Mr. Matt Keesecker

Workforce for WV Career Center Ms. Joy WalkerCole Chevrolet-Cadillac Mr. Bruce Puckett

Mr. Ron Satterfield

First Century Bank Mr. Randy PriceMs. Kimberly

of 50WVDE - School System Strategic Plan

10/12/2006https://wveis.k12.wv.us/oneplan2006/district/plan_print_abstract_district.cfm

Mercer County Probation Office Moore

Princeton Health & Fitness Ms. Brenda Woodward

Parents Parent Volunteer Ms. Jane White

Parent Volunteer Rev. Rob Buchanan

Parent Volunteer Ms. Donna ShayStudents Student John Fredeking, II

Student Paul Redden

Teachers Guidance Counselor Ms. Cathy Blaylock



SCHOOL SYSTEM MISSION STATEMENT To provide students of all ages equitable opportunities to achieve their full potential by offering the highest quality education utilizing all available resources efficiently and effectively.

CORE BELIEFS THAT DRIVE SCHOOL SYSTEM IMPROVEMENT

We believe...1. The statements listed below express the core beliefs of Mercer county

Schools. I. Key elements to a student's success are a skilled and caring staff who practice the following: a. Respect personal worth b. Provide opportunities for the development of problem-solving abilities c. Provide for individual differences d. Foster the love of learning e. Promote decision-making skills that result in the wise use of leisure time and the development of social skills f. Seek to develop a respect for the dignity of work g. Enhance positive attitudes toward school and the process of lifetime learning h. Promote good mental, emotional, and physical health i. Foster belief in the democratic process j. Seek to develop an appreciation of the aesthetics k. Teach students to accept responsibility for their decisions and behaviors II. All students can learn; all students have potential that can be developed. III. Education is a shared responsibility: Achievement requires the commitment and participation of students, staff, family, and community. IV. High expectations yield high achievement. V. School climate contributes to achievement; learning occurs best in an environment of mutual respect.



Annual Budget Required Strategic Plan Budget Funding Source Totals

Funding Source Amount

Basic Skills Technology 123,350.00

County 183,600.00

Ed Tech Federal 75,230.13

General 250,000.00

Grants 45,000.00

Rural and Low Income Schools 288,655.00

Step 7 200,000.00

SUCCESS Technology 150,214.00

Technology Basic Skills E-rate 1,617.60

Technology Basic Skills E-rate County Match 404.40

Technology E-rate 366,060.00

Technology E-rate County Match 86,265.00

Technology SUCCESS E-rate 47,618.84

Technology SUCCESS E-rate County Match 18,652.16

Telecommunications 131,600.00

Title I 4,446,838.00

Title II 853,309.00

Title V 280,431.00

Total $ 7,548,845.13



DATA ANALYSIS A. EXTERNAL DATA

ANALYSISWhat enrollment increases or decreases have occurred in your school system? How has this impacted the system?Mercer Co. has had a steady enrollment decline over the past 30 years. Since 2002-2003, we have lost 231 students or 2.4% of our population. IMPACT: Decreased enrollment has necessitated reduction in teaching staff and closure of one school. According to available data, what changes have occurred in the age, ethnic, or racial population demographics of your county? What are the implications?The population of Mercer County has steadily declined by 4.5% over the past 15 years but its demographic composition has changed little: 92.6% White, 5.8% African-American, .2% American Indian, >.5% Asian, and .5% Latino. The county's median age is 41.2, with 61% of all citizens over age 45. IMPLICATIONS: Most county residents do not have children in the public schools. Generating community support for excess levies and other programs is more difficult. Bi-lingual and ESL programs are underdeveloped because the need for such has been minimal. Have there been any significant changes in the socio-economic demographics of your county? If so, what are the implications?Over the past 10 years, Mercer County has enjoyed a per capita personal income growth rate of 3.7%, slightly below the state and national averages --partly from growth in manufacturing, transportation, construction, and sales/service jobs. In contrast, jobs in coal mining have plummeted with many miners leaving the area. In 1990, 29.3% of all children lived below the poverty line. By 2002, the percentage had increased to 31.2%. These numbers are even higher in households with a female as head. According to latest data, 59.4% of Mercer County students qualify for free or reduced lunch --an increase of 26% in 13 years! IMPLICATIONS: More and more low SES students are requiring additional educational and support resources to excel in the classroom and graduate. Have there been changes in the economic stability or economic trends in your county? What are the implications?Large numbers of new jobs are in the service sector, paying low wages without benefits. Local hospitals have reduced their workforces. IMPLICATIONS: High school students are lured to retail and fast food jobs, often at the sake of their schoolwork. High school graduates leave the county in search of competitive jobs and wages. Teacher recruitment in specific fields is becoming difficult. What are the changes in family characteristics or background of the students served in your county? What are the implications?Increasingly, many Mercer County children are being raised by surrogate parents, usually a grandparent. Of all grandparents living in a household with grandchildren, 55.4% are responsible for their care. Since 1990, the percentage of children living in a single-parent home has gone from 18% to 26%. Further,based on 2003 reporting, 8% of West Virginia children live in households wherein no adult worked in the preceding 12 months. IMPLICATIONS: Single working parents and older caregivers often face challenges in accessing educational resources and opportunities for their children. Many struggle with low income. Some lack the knowledge and technology to help at home. 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?Mercer Co. students in grades 6-12 abuse tobacco, alcohol, and illicit drugs in that order of frequency. Among students age 15 and younger, 18. 7% report using alcohol 1-2 times/month. This age group is especially prone to non-substance risk behaviors as well. Over 71% of high school students report that cigarettes are readily available; 64.5% say beer is readily available; and 59.4% report liquor is readily available. Cultural trends among some subpopulations reinforce cigarette smoking and alcohol. Adult methamphetamine abuse is pervasive in Mercer County. Product marketing, lack of supervision (after-school), and general disengagement of youth from their caregivers and community contribute to substance abuse problems. Another grave concern in Mercer County and all of WV is the high percentage of teens not attending school and not working, and the high teen death rate. What are the possible implications of technological change for your students?Technology is positively impacting Mercer Co. students by providing distance learning opportunities, Internet research capability, vocational training, high-tech communication, and innovative teaching methods. Negative influences would be disproportionate time at home spent playing video games, in chat rooms, surfing, etc. at the expense of active and interactive pursuits.What outside student activities or commitments may be affecting student achievement? What are the implications?

Mercer Co. secondary students are negatively impacted by low-paying after-school jobs and too many hours of employment, premature automobile ownership, too little structure and responsibility the tradition of a "light" senior schedule, school and community disengagement, sexual promiscuity, drug and alcohol use, insufficient sleep, and lack of adult supervision/guidance. IMPLICATIONS: Negative implications include poor attendance and academic performance, low high- school



completion rate, and a senior year that does not adequately prepare students for post- secondary study.

PRIORITIES1. More and more low SES students are requiring additional educational resources to excel in the classroom and graduate. Many of are being reared by single parents, grandparents, and other guardians who face challenges in accessing educational resources and opportunities for their children.2. Mercer Co. students in grades 6-12 abuse tobacco, alcohol, and illicit drugs in that order of frequency.3. Mercer County has an unacceptable number of teens not attending school and not working, and a high teen death rate. 4. Mercer Co. secondary students are negatively impacted by low-paying after-school jobs and too many hours of employment, premature automobile ownership, too little structure and responsibility, the tradition of a "light" senior schedule, school and community disengagement, sexual promiscuity, drug and alcohol use, insufficient sleep, and lack of adult supervision/guidance.

B. STUDENT ACHIEVEMENT DATAANALYSIS

No Child Left Behind School ReportsBased upon 2004/2005 measures of accountability, Mercer County did not meet Average Yearly Progress (AYP). Areas out of compliance were special needs students at the middle school level in math and special needs students at all instructional levels in reading/language arts. Additional areas of concern include African- American,low SES, and special needs students at all levels in both math and reading/language arts. Three schools did not meet AYP: Princeton Middle, Bluefield Middle, and Glenwood School. The county was fully in compliance with attendance rate (96.3%)and graduation rate (85.8%). The new data shows improvement from 2003-2004 when Mercer Co. did not meet AYP in reading/language arts or math with these middle and high school subgroups: African-American, low SES, and special education students. The county did not meet AYP in reading/language arts or math at the elementary level with special education and African-American students. One elementary school, 4 middle schools, and 2 high schools did not meet AYP. In 2003-2004, the percentage of core classes taught by highly qualified teachers did not equal the target of 96%. Finally, one high school fell below the 80% graduation rate. WESTEST Confidential Summary ReportIn 2005, Mercer County tested 4,465 students (number adjusted for non-continuously enrolled). Of that number, 90.4% were White, 8.8% African- American, 58.5% low SES, and 15.7% special needs. As in 2004, the performance gap was widest for special needs learners, less wide for African- American students, and narrowest for low SES test- takers. Only one-third (33%) of special needs students demonstrated proficiency in RLA, and only 35% showed proficiency in math. Among African- American students, 67% scored at the proficient level in RLA, and 57% in math. 73% of low SES students showed proficiency in RLA; 65% in math. Rate of proficiency for mathematics improved over 2004 rate for African-American secondary students, low SES learners in elementary school, and low SES students in elementary and secondary schools. The proficiency rate also improved in RLA for low SES students at the elementary and middle school levels. WESTEST Confidential Item Analysis Summary

2005 WESTEST performance revealed these and other less-prevalent grade-level deficiencies in math: Grade 3: fractions/decimals; meaning of operations and relationship between multiplication and division; solving story problems; geometric patterns; identifying the rule of a pattern; basic polygons; lines/rays; conversions within measurement systems; reading time to 5-min. intervals. Grade 4: adding/subtracting fractions with unlike denominators; fractions to decimals; input/output model; quadrilateral shapes; volume of rectangular prism; tree diagram; mean/median/mode/range. Grade 5: fractions with like and unlike denominators; fractions/decimals/percents/ ratios; multiplication and division of fractions to solve algorithms; recognizing images of rotated/reflected figures; drawing a figure to scale; determining actual measurement from scale drawing; measuring angles with a protractor. Grade 6: greatest common factor and least common multiple; simplifying expressions using order of operations; perfect squares, square roots, exponents; add/subtract/multiply/ divide integers; formulas for perimeter, circumference, area, volume. Grade 7: absolute value; solving application problems with whole numbers, decimals, fractions, percents; solving with ratios and proportions; scientific notation; plot lines within coordinate plane; determine slope; formulas for perimeter, circumference, area, distance, temperature; Pythagorean Theorum; mean, median, mode, range from data and graphs. Grade 8: add/subtract polynomials; apply algebraic equations; graph linear equations and inequalities using ordered pairs table and approp. technology; determine slope using equation; classify polyhedrons; create scale models; estimate and solve for perimeter area, volume of plane and solid figures. 10th: scientific notation; solve and graph linear equations; literal equations; absolute value of equations; analyze data from a pattern; factor simple polynomials; similar figures/ proportion (open-ended questions); Pythagorean Theorem; apply formulas e.g. volume; probability; percents. 2005 WESTEST performance revealed these and other less-prevalent grade-level deficiencies in Reading/Language Arts: Grade 3: simile/metaphor; meaning clues; author’s purpose; research process i.e. brainstorming, webbing, etc. Grade 4: graphic organizers/visualization; comparing self to text; research strategies; conventions of spelling; dictionary use. Grade 5: identifying organizational pattern i.e. compare/contrast, cause/effect; types of poetry; roots/prefixes/suffixes; identifying traditional reference sources. Grade 6: transition words; comparing self to text; correct punctuation; parts of a book; card catalog/data base. Grade 7: literary elements; author’s purpose; figurative language; connecting text to self; types of poetry; compose and punctuate simple, compound, complex sentences. Grade 8: figurative language; connect text to



self; literary techniques; capitalization; compose and punctuate simple, compound, complex sentences; traditional reference sources. Grade 10: Word meaning from context clues; timed and untimed writing that is focused, coherent, logical; predictions/opinions/conclusions/ inferences. In 2004,Mercer Co. students showed weaknesses in some of the same skill groups: Math 3: geometric patterns, elapsed time Math 4: Adding fractions,volume of a rectangle, probability, tree/diagram. Math 5: Fractions to percent/decimals; identifying figure after rotation Math 7: Determining absolute values, solving word problems/application/percents, solving proportions, sum/measure/interior angle; use ratio to solve, problem solving with formula Math 8: subtracting polynomials,creating scale models, application problems, fractions. Math 10: percents; scientific notation; literal equations, multi-step linear equations; similar figures/proportions, develop/apply formulas, calculate percents/probable/dependent events. RLA 3: Story elements RLA 4: supporting sentences RLA 5: compare/contrast RLA 6: reference skills, RLA 7: elements of literature RLA 8: editing strategies, figurative language/ metaphor. RLA 10: inferences, research strategies, WESTEST Confidential Roster ReportThis year, Mercer County administered the WESTEST to 4,665 students in grades 3-8 and 10 (number adjusted for non-continuously enrolled students.) The number represents 99% of all eligible students. Additionally, 42 students were "tested" using alternate assessment. The rate of proficiency, by grade level, was as follows: Grade 3: 75% math; 76% RLA. Grade 4: 74% math; 83% RLA. Grade 5: 75% math; 78% RLA. Grade 6: 77% math; 81% RLA. Grade 7: 67% math; 80% RLA. Grade 8: 64% math; 78% RLA. Grade 10: 71% math; 75% RLA. Although 2005 rates improved for African- American, low SES, and special needs students at almost every level, there remains an achievement gap. Scores indicate that students begin to slump in math at the 7th/8th grade level, and RLA proficiency declines at grades 8 and 10. WV Writing AssessmentAs per 2005 data, Mercer County 10th grade students taking the on-line assessment demonstrated competence with all four modes of writing: 88% writing at or above mastery on expository assignments; 85% on persuasive prompts; 82% on narrative prompts, and 81% on descriptive prompts. Sixty-five percent of seventh grade students wrote on-line responses at or above mastery on persuasive and expository assignments; 64% on narrative; 63% on descriptive. Countywide, 4th grade writers achieved or exceeded mastery at the rate of 73.6 percent with wide variance between schools. In 2003-2004 , 78%of all 4th graders scored a 2.0 or higher, 80% of all 7th grade students and 92% of all 10th grade students scored a 2.0 or higher. A comparative analysis is difficult because of the change to on-line assessment and the adoption of a 6-point rubric and "mastery" level reporting. This year's data suggest the need for teaching students to write in all four modes of discourse and to organize/edit with the help of a rubric. Special attention should be given to writing in the elementary and middle school grades. Seventh grade students need a keyboarding class prior to taking the on-line Writing Assessment. They also need practice composing and "publishing" on-line. SAT/ACT ResultsSince 1994, ACT composite scores for Mercer County students have shown little change, rarely varying by more than eight-tenths of a point. In 2004- 2005, 268 Mercer County ACT test-takers scored an average composite 19.7 points, seven-tenths of a point below the state, with the lowest content score (18.8) in math. There was a 3.3% variance between the composite scores of White and African- American students who took "core or more" courses, and 3.8 point difference between White and African-American students who took less than the precribed core courses. In 2003 (latest data available)only 18% of WV students completed the core preparation for the SAT. ACT Explore - Grade 8 Middle SchoolIn 2004 Mercer Co. students scored below state averages in all areas tested by EXPLORE. Consistent with state scores, Mercer County's highest average scale score was in science; its lowest, in reading. Trend data indicate scores have been constant over a 3-year period, within four- to six-tenths of the national mean. The overall percentage of students reporting needing help in particular areas declined; however, 78% indicated they would need financial assistance, 72% requested help with study skills, 65% with selecting courses, 62% with test-taking options, and 61% with math skills and higher education options. ACT Plan - Grade 10 High SchoolIn 2004, county test-takers fell below state means in all areas, but with a composite mean score just two-tenths of a point below the state. Following the state trend, the highest average scale score was in Science;the lowest, in mathematics. Over a three-year period, PLAN scores have consistently remained within five-tenths of the national mean. This year, fewer students identified needs but, of those who did, the most requested assistance was in public speaking, study skills, test-taking skills, and mathematics. AP Testing Report/AP RateMercer County offers 10 AP courses to students in grades 10-12. Last year (2004-2005) 67.4% of all seniors taking an AP exam qualified with a score of 3 or higher --an increase of 19.7 percentage points over the preceding year. Juniors who took an AP exam passed at a rate of 48.1%. Over the previous seven years, this rate of qualifying has varied widely as has the number of students taking the tests. A statistical mean extrapolated from a small pool of test-takers only partially represents performance. End of Course Testing Report for Career and Technical Education2003-2004 Vocational End-of-Course testing data reveal that Mercer County students are meeting the state's benchmark rate of passing (46.05% of students scoring 76% or better.) Mercer County students' average rate of passing all technical skills tests was 60.14%. Informal Reading Assessment

Areas of concern identified by the Informal Reading Assessment are listed by grade level: Kindergarten: High frequency words, matching final sound to word/phoneme isolation, segmenting.



First Grade: Oral reading rate (fluency), comprehension (prediction, beginning/middle/end, story elements, summarization). Second grade: same as first grade plus decoding nonsense words. Third grade: suffixes/prefixes/word meanings, oral reading rate (fluency), and comprehension skills as listed under grades 1 and 2. Informal Math AssessmentInformal Math Assessment for grades K-3 indicates students have difficulty with elapsed time and word/story problems. Other areas of concern include values of money, making change, rounding and estimating, 3-dimensional shapes, 2 and 3 digit addition/subtraction, angles, and decimals.

PRIORITIES1. Areas out of compliance with NCLB standards were special needs students at the middle school level in math, and special needs students at all instructional levels in reading/language arts. 2. Additional areas of concern include African-American,low SES, and special needs students at all levels in both math and reading/language arts. Three schools did not meet AYP: Princeton Middle, Bluefield Middle, and Glenwood School.3. Among 124 students tested, 2003 SAT scores exceeded the state verbal mean by 21 points but fell below the math average by 6 points. From 1998 until 2003, scores in both math and verbal ability showed no upward trend. 4. Sixty-five percent of seventh grade students wrote on-line responses at or above mastery on persuasive and expository assignments;64% on narrative; 63% on descriptive. These numbers show a marked decline from the preceding year and may indicate the need for more writing instruction and/or practice, weakness in keyboarding skills, and/or glitches in the on-line testing procedure.

C. OTHER STUDENT OUTCOMESANALYSIS

Attendance Report (by subgroup if available)In 2004-2005, the attendance rate for all students increased .8% --from 96.6% to 97.4%. Subgroup attendance varies, with traditionally lower rates for low SES and special needs students.Discipline Referral ReportIn 2004-2005, the most frequently referred discipline infraction for Mercer County students is reporting to class tardy. In descending order of frequency, infractions are as follows: disruptive in class; disobeying rules; inciting disruption to educational process; disrespectful/ rude behavior; refusing to obey a bus driver; and profane/derogatory/racial/sexual remarks. All schools follow an assertive discipline plan. Dropout Rates/Graduation Rates (by subgroup if available)In June 2005, Mercer County's adjusted graduation rate was an average 84.6%, the highest rate since 2002. School rates follow: PikeView 91%; Bluefield High 89%; Montcalm High 83%; and Princeton High 81%. The percentage of African- American students graduating exceeds the rate for White students. Economically disadvantaged and special needs students graduate at a rate below that of other groups. College Enrollment RateThe college enrollment rate for Mercer Co. students was 54% in 2003, with rates for individual high schools varying from 33% to 61%. Pikeview and Montcalm High --the most rural of the four high schools-- had the lowest college-going rates (42% and 33% respectively). College Developmental Course RateIn 2003 (latest data available), 35% of Mercer Co. students required developmental math courses, 18% needed developmental English, and 41% required other/multiple developmental courses. PRIDE Survey2005 Pride Survey data shows that Mercer County students in grades 6-12 abuse alcohol, tobacco, and illicit drugs in that order of frequency. Although the data indicate decreased marijuana usage among middle school students, a much higher percentage of high school students report engaging in beer consumption during the preceding year. Violent behavior among students of all ages declined from 2003 according to self-reported information. Cultural trends among some subpopulations reinforce cigarette smoking and alcohol. Adult methamphetamine abuse is pervasive in Mercer County. Product marketing, lack of supervision (after-school), and general disengagement of youth from their caregivers and community contribute to substance abuse problems. Results of Nationally Recognized Physical Fitness Test53.96% of Mercer County students who took The President's Physical Fitness Test in 2003-2004 passed. The rate was higher at elementary/K-8 schools where all students were given the test (mean rate of 57.55%)and lower for secondary school (especially high schools) where only a part of the student body was tested (mean rate of 43.8%). Both scores indicate an unacceptable rate of physical fitness for young people in Mercer County. Youth Risk Behavior SurveyAs a group, WV secondary students spend too much time with TV and video games, and get too little exercise. 34.6% report watching TV 3 hours/school day and 76.1% report not participating in 20 minutes of vigorous exercise at least 3X/week. Approx. 15.9% of WV students are overweight. More than half of all 11th grade students who took the Risk Behavior Survey reported that they were sexually active.

PRIORITIES



1. Although all four high schools are meeting the 80% target of NCLB, the county wants to bring each of its high schools to 90% graduation rate.2. In 2003, 35% of Mercer Co. students required developmental math courses, 18% needed developmental English, and 41% qualified for other/multiple developmental courses.

D. CULTURE AND CONDITIONSANALYSIS

Office of Performance Audits Compliances and RecommendationsOEPA audited 6 Mercer County schools in May 2005: Princeton Middle, Bluefield High, Oakvale School, Memorial Elementary, Whitethorn Elementary, and Princeton Primary. The following concerns were cited at more than one school: Need to have complete lesson plans,need for cohesive, school- wide multicultural activity plan; and need to maintain and more fully integrate technology into classroom instruction.North Central Report on SchoolsNorth Central recommendations for MCTEC: (1) Focus on student achievement in preparation for end-of-course exams. (2) Review methods of evaluation. (3) Collect and analyze drop-out data and possible interventions. (4) Implement activities to attract more secondary students. (5) Develop syllabi to drive instruction. Monitoring Reports (Special Education and NCLB)At point of OEPA review in 2002, Mercer County was found to be compliant for all indicators. Indicators marked "Needs Improvement" were subsequently addressed through corrective activities. Through self-assessment in 2004, Mercer County Schools' Office of Special Education submitted USIP/HSTW Site Action Plan/NCA School/ Special Education Improvement Plan to address weaknesses and direct planning. The six schools audited in May of 2005 have corrected or are presently correcting any indicators for which they were cited. Their action steps will be included in their Strategic Plans as submitted by October 15. Walkthrough SummmariesUsing "walkthrough monitoring," principals report that county teachers are implementing Learning Focused Schools strategies to deliver content standards-based instruction. High Schools that Work Assessment ReportIncrease percentage of students countywide meeting HSTW performance goals in science, reading, and math as measured by EXPLORE and PLAN. HSTW Technical Assistance Team recommends revisiting/refining the guidance/advisement and advisor/advisee programs in secondary schools. High Schools that Work Annual ReportOnly 48% of our high school students take 4 credits of math, and only 34% take 3 credits of science. Less than 1/3 say they complete a 1-3 page composition for English class at least monthly. Even fewer are required to write a 1-3 page assignment for social studies. Thirty-nine percent take math their senior year. Less than 1/5 of students polled believed their high school courses successfully prepared them for college or career. IMPLICATION: Develop more rigorous high school curriculum focused on math and RLA proficiency.Highly Qualified Personnel ReportMercer County continues its efforts to increase the percentage of core courses taught by highly qualified teachers to meet target of 100%. Digital Divide Report (Technology)Digital Divide reports that 34% of county classrooms have no computers running Windows 98 or higher. Implication: Upgrade hardware and operating systems to latest Windows and software to meet the academic needs identified by data analysis.

PRIORITIES1. Continue to increase the percentage of core courses taught by highly qualified teachers to meet target of 100%.2. Implement activities to attract more secondary students to vocational/technical courses including developing course syllabi to drive instruction.3. Develop more rigorous high school curriculum focused on math and RLA proficiency.4. Develop county- and school-wide multicultural activity plan.



GOALS, SPECIFIC OBJECTIVE AND PERFORMANCE TARGET

Goal 1: To increase student achievement in math.

Objective Baseline 5-year Target

1.1 To annually decrease by 10% the number of Low SES students scoring below mastery in mathematics.

.35 .20

1.2 To annually decrease by 10% the number of African-American students scoring below mastery in mathematics.

.43 .25

1.3 To annually decrease by 10% the number of Special Needs students scoring below mastery in mathematics.

.65 .38

Goal 2: To increase student achievement in reading and language arts.


2.1 To annually decrease by 10% the number of low SES students scoring below mastery in Reading/language arts.

.27 .16

2.2 To annually decrease by 10% the number of African-American students scoring below mastery in Reading/language arts.

.33 .19

2.3 To annually decrease by 10% the number of Special Needs students scoring below mastery in Reading/language arts.

.67 .40

Goal 3: To increase the graduation rate at all Mercer County high schools.


3.1 To increase the graduation rate to 90% or higher at all county high schools.

.86 .90

Goal 4: To enhance students' preparedness for successful post-secondary education.


4.1 To annually decrease by 5% the rate at which Mercer County graduates qualify for college developmental courses in math.

.35 .21

4.2 To annually decrease by 5% the rate at which Mercer County graduates qualify for college developmental courses in English/language arts

.18 .14

Goal 5: To increase the percentage of highly qualified teachers in NCLB-identified core subjects.


5.1 By June 2006, Mercer County will meet 100% highly qualified teachers in NCLB-identified core subjects; thereafter, the county will maintain 100% rate.

.96 1.00

Technlogy Goal: Mercer County Schools will install/maintain technology to support/enhance academic programs, improve communication, and ensure a safe learning environment.

Technology Objective Baseline 5-year Target

Technololgy Objective

100% of all computers will run the Windows XP or later operating system.

.15 1.00



STRATEGIES AND ACTION STEPS Goal 1: To increase student achievement in math.

CURRICULUM INSTRUCTION SCHOOL EFFECTIVENESS

STUDENT/PARENT SUPPORT

CONTINUOUS IMPROVEMENT

Standards-Based Curriculum

Performance Benchmarks

Standards-Based Unit and Lesson Design

Acceleration of Low Achievers Instructional Support System

Highly Qualified Teachers

Performance Goals to Provide Focus to Improvement Efforts

Positive Home-School Relations

Culture that Values All Students Innovative Approaches to Meeting Subgroup Needs

Proactive Parent Involvement System

Data Analysis Process for Monitoring Student Success and Targeting Specific Interventions

Use of Data to Target Improvement Efforts

Objective 1.1 To annually decrease by 10% the number of Low SES students scoring below mastery in mathematics.

Action Step Purpose Person/Group Responsible

Funding Source

1.1.1 Increase the number and effectiveness of academic coaches through use of on-going professional development and periodic, on-going evaluation/modification

Increase teacher effectiveness and student achievement

Title I Supervisor Principals Academic Coaches

1.1.2 Implement quarterly benchmark performance assessments

Increase student achievement Elementary and secondary supervisors Principals Teachers

Title II

1.1.3 Implement revised mathematics content maps, applying this prioritized curriculum to newly adopted textbooks

Increase achievement for all students and inform IEPs and lesson plans for Special Needs learners

Assistant Superintendent Elementary and Secondary Supervisors Principals Teachers of mathematics

1.1.4 Strengthen/expand extended-year and outside-of-class tutoring programs to remediate math deficiencies

Increase achievement for targeted students

Superintendent Asst. Superintendent Elem., Secondary, and Title I Supervisors Principals Teachers

Title V

1.1.5 Expand professional development for teaching standards-based math in grades K-12

Student achievement Teacher effectiveness

Staff Development Coordinator Superintendent Asst. Superintendent

Title II

1.1.6 Increase the percentage of highly qualified math teachers

Student achievement Superintendent and Asst. Superintendent Human Resources Director

Title II

1.1.7 Facilitate the use of school and county websites to communicate with parents and support academic curriculum.

Improve parent communication and student achievement

Technology coordinator Title I Supervisor Elementary and Secondary Supervisors Principals Teachers

Title V Technology

1.1.8 Develop a county-wide multicultural plan applicable to every school. Create an academic climate wherein children of all cultures and abilities feel physically and emotionally safe and are known and encouraged by teachers and staff

Increase student achievement Support/enhance cultural awareness and acceptance

Superintendent and Asst. Superintendent Coordinator of Pupil Services Special Education Director and Specialists Elementary and Secondary Supervisors Principals Teachers and Aides

1.1.9 Offer an extra period (beyond required units) of math to targeted middle school students

Increase student achievement Elementary and Secondary Supervisors Principals Guidance Counselors

Title II Title V



Professional Development Topic:

Type of Professional Development/Training: Target Audience: Funding

Source1.1.1 Learning Focused Math

TrainingTrainer led Teachers of math (K-12) RLIS

1.1.2 Training on newly-adopted math textbooks

Trainer-led Teachers of Math k-12) Title II

1.1.3 Standards Based Math Workshops

Trainer-led, math coaching

1.1.4 Differentiated Instruction Trainer-led Inclusion Teams (Special and regular educators)

RLIS

1.1.5 Compass Introductory Course Trainer-led and hands-on Teachers (K-6) who have not had the 3-day training on the Compass Program

Technology

1.1.6 Embedded math coaches at selected schools

embedded peer coaching and book study

Teachers in Title I schools RLIS

1.1.7 School-based Data Analysis Led by principals/ guidance counselors

All teachers and administrators

1.1.8 DreamWeaver program for website design

Trainer-led and hands-on Interested teachers Technology

As Measured by: WESTESTMonitoring Process: Mercer County will use the following activities to monitor progress toward meeting Goal I: Classroom Observation; academic coaches' Activity Logs; data from extended-year and outside-of-class tutoring; student assessment data including progress reports, WESTEST performance, ACT/SAT scores, Informal Math Assessment, and Quarterly Benchmark evaluations; staff/student/community surveys; evaluations from Continuing Education Sessions.Support Process: Mercer County will provide administrative leadership, financial and supervisory support, assist with data collection and analysis, and facilitate staff development to meet the needs of educators. The county will facilitate the development a county-wide multicultural plan.Evaluation Process: Evaluation will be by comparative analysis of WESTEST and other data, compilation of data from evaluations and observations. The county will employ WVEIS, TESTMATE Clarity, and other databanks to assess progress toward meeting this goal.

Objective 1.2 To annually decrease by 10% the number of African-American students scoring below mastery in mathematics.


Funding Source

1.2.1 Same action steps as per Objective 1.1

As Measured by: WESTESTMonitoring Process: See Objective 1.1Support Process: Evaluation Process:

Objective 1.3 To annually decrease by 10% the number of Special Needs students scoring below mastery in mathematics.


Funding Source

1.3.1 Enhance differentiated instruction and inclusion practices through professional training and support

Student achievement Director of Special Ed Inclusion Teams School principals/deans

1.3.2 Other action steps as included in Objectives 1.1 and 1.2

As Measured by: WESTESTMonitoring Process: In addition to processes decribed in Obj. 1.1, the Mercer County Office of Special Education will complete its self-assessment as mandated by Wet Virginia Continuous Improvement Monitoring Process.Support Process: See Objective 1.1 Evaluation Process: In additional to evaluation described in Obj. 1.1, the county will study compliances found in West Virginia Continuous Improvement Self-Assessment Status Report.



STRATEGIES AND ACTION STEPS Goal 2: To increase student achievement in reading and language arts.




Standards-Based Curriculum Prioritization and Mapping

Curriculum Support System

Research-Based High Yield Instructional Strategies

Acceleration of Low Achievers Instructional Support System Instructional Monitoring System Highly Qualified Teachers

Performance Goals to Provide Focus to Improvement Efforts

Positive Home-School Relations

Culture that Values All Students Innovative Approaches to Meeting Subgroup Needs

Proactive Parent Involvement System

Data Analysis Process for Monitoring Student Success and Targeting Specific Interventions


Objective 2.1 To annually decrease by 10% the number of low SES students scoring below mastery in Reading/language arts.


Funding Source

2.1.1 Increase the number and effectiveness of academic coaches through use of on-going professional development and periodic, on-going evaluation/modification

Increase teacher effectiveness and student achievement

Title I Supervisor Principals Teachers/coaches

Title II

2.1.2 Implement revised English/language arts content maps based on prioritized curriculum

Student achievement Teacher effectiveness

Assistant Superintendent Elementary and Secondary supervisors Teachers of reading/English/ language arts

Title II

2.1.3 Use the "Writing Roadmap" program to better prepare middle and high school students for "mastery-level" performance on the on-line Writing Assessment. Employ the 6-point rubric for evaluating process writing in the language arts classroom.

Increase student achievement Assistant Superintendent Elementary and Secondary Supervisors Technology Supervisor Teachers of Reading/English/Language Arts

Title II Technology

2.1.4 Strengthen/expand extended-year and outside-of-class tutoring programs to remediate reading/English/ language arts deficiencies

Increase student achievement Superintendent and Asst. Superintendent Title I supervisor Elementary and Secondary Supervisors Principals Teachers

Title V

2.1.5 Evaluate and expand research-supported professional development for teaching standards-based English/language arts in grades K-12.

Increase student achievement and teacher effectiveness

Coordinator of Staff Development Assistant Superintendent

Title II

2.1.6 Increase the percentage of highly qualified staff teaching reading/English/language arts courses

Increase student achievement Human Resources Director

Title II

2.1.7 Facilitate the use of school and county websites to communicate with parents and support academic curriculum.

Improve parent communication and increase student achievement

Technology coordinator Teachers of Reading/English/ Language Arts Principals Title I, Elementary, and Secondary Supervisors

Title V Technology



2.1.8 Develop a county-wide multicultural plan applicable to every school. Create an academic climate wherein children of all cultures and abilities feel physically and emotionally safe and are known and encouraged by teachers and staff

Increase student achievement Support/enhance cultural awareness and acceptance

Superintendent and Asst. Superintendent Coordinator of Pupil Services Special Education Director and Specialists Elementary and Secondary Supervisors Principals Teachers and Aides



Source2.1.1 Standards-Based Strategies for

Middle School Language ArtsTrainer-led Middle School Language

Arts teachers2.1.2 Reading in the Content Area Trainer-led Middle and High School

teachers of Language Arts,Reading, Social Studies, Science, Art,and Driver's Education

2.1.3 Inclusion Support Strategies Trainer-led On-going, embedded support from special education teachers and specialists

Middle and High School language arts teachers and other content area teachers

RLIS

2.1.4 Embedded literacy coaching Peer coaching and book study Teachers at Title I schools RLIS 2.1.5 Components of Reading:

Fluency and ComprehensionTrainer-led Elementary teachers RLIS

2.1.6 Mercer County Reading Academy

Trainer-led/book study Teachers at Lashmeet/ Matoaka and Oakvale School

2.1.7 School-based Data Analysis Led by administrators, counselors

All teachers and administrators

2.1.8 Writing Roadmap Training Trainer-led and hands-on Middle and High School teachers of language arts

Technology

2.1.9 Compass Introductory Course Trainer-led and hands-on Teachers (K-6) who have not had the 3-day training on Compass Program

Technology

2.1.10 DreamWeaver program for website design

Trainer-led and hands-on Interested teachers Technology

As Measured by: WESTESTMonitoring Process: Mercer County will use the following activities to monitor progress toward meeting Goal II: Classroom observation; academic coaches' activity logs; data from extended-year and outside-of-class tutoring; student assessment data including progress reports, WESTEST performance, ACT/SAT scores, and Writing Assessment evaluations; staff/student/community surveys; evaluations from Continuing Education Sessions.Support Process: Mercer County will provide administrative leadership, financial and supervisory support, assist with data collection and analysis, and facilitate staff development to meet the needs of educators. The county will facilitate the development of a county-wide multicultural plan.Evaluation Process: Evaluation will be by comparative analysis of WESTEST and other data, compilation of data from evaluations and observations. The county will employ WVEIS, TESTMATE Clarity, and other databases to assess progress toward meeting this goal.

Objective 2.2 To annually decrease by 10% the number of African-American students scoring below mastery in Reading/language arts.

As Measured by: WESTESTMonitoring Process: See Objective 2.1Support Process: Evaluation Process:

Objective 2.3 To annually decrease by 10% the number of Special Needs students scoring below mastery in Reading/language arts.


Funding Source

2.3.1 Enhance differentiated instruction and inclusion practices through professional training and support

Increase student achievement Director of Special Ed Inclusion Teams School principals/deans

As Measured by: WESTESTMonitoring Process: In addition to processes decribed in Obj. 2.1, the Mercer County Office of Special Education will complete its self-assessment as mandated by West Virginia Continuous Improvement Monitoring Process.Support Process: see Objective 2.1



Evaluation Process: In additional to evaluation described in Obj. 2.1, the county will study compliances found in West Virginia Continuous Improvement Self-Assessment Status Report.



STRATEGIES AND ACTION STEPS Goal 3: To increase the graduation rate at all Mercer County high schools.




Curriculum Monitoring Process

Adjustment of Instructional Time Climate of High

Expectations

Effective Transition PreK - Post Secondary Use of Data to

Target Improvement Efforts

Objective 3.1 To increase the graduation rate to 90% or higher at all county high schools.


Funding Source

3.1.1 Increase enrollment in and marketing of courses at the Mercer County Technical Center

Expand academic/vocational opportunities for high school students Improve attendance and graduation rate Increase student achievement Improve students' preparedness for post-secondary education

Technical and Adult Education Director MCTEC and high school guidance counselors High school advisors

3.1.2 Increase student participation in dual-enrollment courses and market these options more aggressively

Expand academic opportunities Improve attendance and graduation rate Increase student achievement Improve students' preparedness for post-secondary education

Technical and Adult Education Director MCTEC and high school guidance counselors High school advisors

3.1.3 Maximize distance learning and cooperative scheduling opportunities Employ interractive classrooms in delivery of college courses when available

Expand academic opportunities Improve attendance and graduation rates Increase student achievement Improve students' preparedness for post-secondary education

Technology Director High School Principals

Technology

3.1.4 Enlist the help of area institutions of higher education to provide direct, on-line, and/or interactive/video college courses to seniors on high school campuses during and after the regular school day


Superintendent/ Asst. Superintendent Principals

Technology

3.1.5 Research/study alternatives to the present 4 X 4 block schedule and modify as needed

Expand academic opportunities Improve attendance and graduation rate

Superintendent/Asst. Superintendent Secondary Supervisors and Principals

3.1.6 Collect detailed, accurate data from students who drop out of school and research effective drop-out intervention practices

Increase student achievement Improve attendance and graduation rates

Superintendent and Asst. Superintendent Information Specialist Principals and guidance counselors

3.1.7 Research drop-out intervention and reintegration programs that have proven successful elsewhere

Increase the graduation rate Data/Information Specialist Superintendent and Asst. superintendent



Source3.1.1 "The Facts that Matter" session

to apprise educators of relevant data including graduation and attendance rates, college remediation rates, drop-out data, other academic and demographic data

Trainer-led Secondary teachers and appropriate support personnel

As Measured by: School and county reporting; data available on WVEISMonitoring Process: Mercer County will use the following activities to monitor progress: Course enrollment figures, attendance and graduation rates, course evaluations.



Support Process: Mercer County will provide administrative leadership, financial and supervisory support, assist with data collection and analysis, and facilitate professional development to meet the needs of educators. County administrators will develop contracts with local institutions of higher education and monitor college courses as offered to high school seniors.Evaluation Process: Evaluation shall be based on indicators of student achievement, attendance, and graduation at all four county high schools.



STRATEGIES AND ACTION STEPS Goal 4: To enhance students' preparedness for successful post-secondary education.




Standards-Based Curriculum Prioritization and Mapping Instructional

Monitoring System

Climate of High Expectations

Developmental Guidance with Strong Character Education and Career Development


Objective 4.1 To annually decrease by 5% the rate at which Mercer County graduates qualify for college developmental courses in math.


Funding Source

4.1.1 Interest and enroll more students in Advanced Placement and upper level math courses

Student achievement Assistant Superintendent Principals Guidance Counselors Advisors

4.1.2 Initiate and implement policy to require students in grades 9-12 to take at least one math course at each grade level

Increase student achievement Enhance preparedness for post-secondary success

Superintendent and Asst. Superintendent Secondary Supervisors Principals Guidance Counselors

4.1.3 Implement rigorous standards-based strategies and prioritized content maps for use in all high school math courses

Increase student achievement Enhance preparedness for post-secondary success

Superintendent and Asst. Superintendent Math/Science Supervisor Principals Teachers



Source4.1.1 Learning Focused Math Training Trainer-led Teachers of math (K-12) RLIS 4.1.2 Training on newly-adopted math

textbooksTrainer-led Teachers of math (K-12)

4.1.3 "The Facts that Matter" session to apprise educators of relevant data including graduation and attendance rates, college remediation rates, drop-out data, other academic and demographic data

Trainer-led Secondary teachers and appropriate support personnel

As Measured by: WV Higher Education Policy Commission ReportMonitoring Process: Mercer County will monitor ACT/SAT scores, Advanced Placement and upper-level math enrollment figures, college acceptance rate, and rate at which students enroll in developmental college courses. Supervisors and principals will employ walk-throughs and lesson plan checks to meaure compliance with prioritized curriculum and standards-based strategies.Support Process: Mercer County will provide administrative leadership, financial and supervisory support, assist with data collection and analysis, and facilitate staff development to meet the needs of educators. Evaluation Process: Attainment of goal will be assessed based on evidence of increase in the number of students enrolling in and completing 2- and 4- year post-secondary study and reduction in the percentage of students requiring remediation in mathematics at the college level.

Objective 4.2 To annually decrease by 5% the rate at which Mercer County graduates qualify for college developmental courses in English/language arts


Funding Source

4.2.1 Emphasize/refine rigorous, standards-based strategies and prioritized content maps for use in all high school language arts courses

Increase student achievement Enhance post-secondary success

Superintendent and Asst. Superintendent Secondary Supervisor Principals Teachers

Title II

4.2.2 Interest and enroll more students in Advanced Placement and Honors courses, and in elective courses in


Secondary Supervisor Principals Guidance Counselors Faculty Advisors



language arts4.2.3 Increase expository writing and

independent reading requirements in high school English/language arts courses


Assistant Superintendent Secondary Supervisor Principals Teachers

Title II

4.2.4 Provide continuing education for all middle and high school teachers on Writing Across the Curriculum --including (1)writing in the four modalities --description, narration, exposition, argumentation; and (2) use of a rubric for developing/assessingstudent writing. Monitor use of writing strategies both inside and outside the language arts classroom.


Superintendent and Asst. Superintendent Continuing Education Coordinator Secondary Supervisor Principals Teachers

Title II



Source4.2.1 Standards-Based Strategies for

Middle School language artsTrainer-led Middle School language

arts teachers4.2.2 Reading in the Content Area Trainer-led Middle and high school

teachers of Language Arts, Reading, Social Studies, Science, Art, and Driver's Education

RLIS

4.2.3 Writing Roadmap training Trainer-led and hands-on Middle and High School teachers of language arts

Technology

As Measured by: WV High Education Policy Commission ReportMonitoring Process: Mercer County will monitor ACT/SAT scores, Advanced Placement and elective language arts course enrollment figures, college acceptance rate, and rate at which students enroll in developmental college English courses. Supervisors and principals will employ walk-throughs and lesson-plan checks to confirm compliance with prioritized curriculum and standards-based strategies.Support Process: Mercer County will provide administrative leadership, financial and supervisory support, assist with data collection and analysis, and facilitate staff development to meet the needs of educators. Evaluation Process: Attainment of Goal IV will be assessed based on evidence of increase in the number of students enrolling in and completing 2- and 4- year post-secondary study and reduction in the percentage of students requiring remediation in English at the college level.



STRATEGIES AND ACTION STEPS Goal 5: To increase the percentage of highly qualified teachers in NCLB-identified core subjects.




Highly Qualified Teachers

Objective 5.1 By June 2006, Mercer County will meet 100% highly qualified teachers in NCLB-identified core subjects; thereafter, the county will maintain 100% rate.


Funding Source

5.1.1 Collaborate with Concord University, pending Board of Regents approval, to certify Mercer County special needs teachers through a 21-hour program

Increase rate of highly-qualified teachers in core content areas

Personnel Director

5.1.2 Collaborate with Marshall University to certify Mercer County teachers in Reading and Early Childhood certification

Increase percentage of highly qualified teachers

Title I Supervisor Elementary supervisor



Source5.1.1 Special Needs teachers who are

not highly qualified will be notified of opportunities to gain course work toward certification

Personal communication Special needs teachers who are not highly qualified

As Measured by: Monitoring Process: Monitoring of enrollment in courses toward certificationSupport Process: Mercer County develops cohort groups with institutions of higher education to provide county teachers assess to courses toward certification. The county disseminates information about certification opportunities and, through Title I funds, pays partial or full tuition.Evaluation Process: WVEIS printouts are used to identify the teachers who are not Highly Qualified



Title I LEA Improvement District Has the LEA been identified for improvement?

No

Yes

1. The Five-Year County Strategic Plan has been revised to address the following items: §1116(c)(7)(A)

Consult with parents, school staff, and others for revisions.

Incorporate scientifically based research, strategies that strengthen the core academic program in schools served by the LEA.

Identify actions that have the greatest likelihood of improving achievement of participating children in meeting the State's student academic achievement standards.

Address the professional development needs of the instructional staff by committing to spend not less than 10 percent of the LEA Title I part A allocation for professional development for each year in which the LEA is identified for improvement.

Include specific measurable achievement goals and targets for each of the groups of students identified in the disaggregated data that did not meet AYP.

Address the fundamental teaching and learning needs in the schools of the LEA.

Address the specific academic problems of low-achieving students.

Incorporate, as appropriate, activities before school, after school, during the summer, and during any extension of the school year.

Include strategies to promote effective parental involvement.

2. Technical Assistance 2a. Responsibilities of the LEA, including the technical assistance to be provided by the LEA under section 1120A of the No Child Left Behind Act of 2001. §1116(c)(7)(A)(vii)

The responsibilities of the LEA include compliance with the requirements of the Elementary and Secondary Act of 1995 (20 U.S.C. 2701 et.seq.) as amended

by the No Child Left Behind Act of 2001, Section 1120(A)(a) in the areas of maintenance of effort, supplement not supplant, comparability of staffing and comparability of materials and supplies. Also,the County Support Team will

assist schools in reviewing, revising,and implementing its 5 year plan. The team is made up of individuals knowledgeable about data analysis, budget analysis,

and research-based instructional strategies and professional development activities. In the area of maintenance of effort, Mercer County Schools will

maintain a combined fiscal effort per student, or aggregate expenditures, of state and local funds with respect to the provisions of free public education in

the LEA for the preceding fiscal year that is not less than 90% of the combined fiscal effort per student, or the aggregate expenditures, for the second

preceding fiscal year. In the area of supplement not supplant, Mercer County



Schools will utilize Title I Part A funds only to supplement, not supplant, funds made available from non-federal sources for the education of students

participating in Title I programs. In the area of comparability of staffing, Mercer County Schools will assign teachers, administrators, support personnel, and service personnel to school in such a way that ensures the equivalence of

personnel among schools. In the area of materials and supplies, Mercer County Schools will distribute curriculum materials and supplies in such a way that the equivalence of such materials is ensured among schools. Additionally, once a school is "one year out" of being identified for improvement and after a school

has been identified for improvement, and before the beginning of the next school year, a meeting will be held with the principal and school staff to explain

why the school has been identified for improvement. Additionally, academic coaches will be assigned to selected schools that are in year two of not meeting

AYP. We currently have one school, Oakvale, entering its second year on improvement status. School choice was offered for the 2004-2005 school year to all students and will continue in the 2005-2006 school year. A letter will be

sent to all Oakvale parents outlining the options they have for transferring their child to a school that did meet AYP, even though Oakvale did meet AYP on the 2005 WESTEST. Following the letter, a meeting with the parents will be held to review the progress Oakvale has made and answer any questions parents may

have about the school choice option. 2b. Description of the technical assistance that shall be provided by the SEA, if requested by the LEA, to develop and implement the LEA plan and work with schools in need of improvement. §1116(c)(9)(A)Technical assistance provided to the LEA by the SEA may include a review of the LEA plan; research-based staff development

activities in data analysis, team building, goal setting, and instructional strategies. The SEA has also provided technical assistance through the Reading First initiative at Oakvale and Lashmeet/Matoaka Schools. Training in coaching/mentoring

strategies continues to provide a base of support for the classroom teachers. Also, the assistance from the SEA in writing and reviewing the CSR grant for Oakvale was instrumental in the school being successful in receiving the grant. More specifically, the SEA provided District Leadership Team training last year and has 2 additionally sessions planned for this year. The District

Leadership Team in turn provides guidance to the school teams as they develop their own strategic plan. The community Resource packets developed by the SEA Office of School Improvement has provided guidance to the District Leadership Team

and principals as they work with the school teams in developing the strategic team. The SEA has also provided school improvement information through Title I Director's meetings on June 27, 2005 and September 6, 2005. Additional meeting to assist school teams in revising their strategic plan are scheduled for October and November of 2005. The academic coaches training provided by the SEA has helped meet the coaching/mentor requirement for school in need of improvement. When a request for additional training for new coaches was made to the SEA, training was scheduled immediately in our RESA. This

gave our new coaches direction regarding the expectations of academic coaches.



Local School Improvement Assessment Review LEA requirements:1. Review of the State academic assessments and other accountability indicators to determine AYP of all Title I schools. Indicate how the schools will be notified of meeting or not meeting AYP before the beginning of the school year. §1116(a)(1)(A)

After receiving the WESTEST results from the WVDE, each individual school's results are reviewed by the Central Office supervisory staff. Additional AYP indicators reviewed are the attendance rate in the elementary and middle schools, the

graduation rate in the high schools and the WESTEST participation rate for all schools. After reviewing this data, a determination is made as to whether or not an individual school made AYP. At a principals' meeting in mid-August, the results

are shared with each school principal. During the staff development sessions held prior to students returning to school, the principals share the results with teachers. Also, a day to further analyze the WESTEST results is provided to schools through a

Curriculum Development day in the calendar. 2. Review of the results of academic assessments utilized, (in addition to those mandated by the State) and addressed in Section V #1 of the LEA Subgrant Application. §1116(a)(1)(B)

The assessments utilized by Mercer County Schools include those that come with reports detailing assessment results, such as WESTEST, WV State Writing Assessment, DIBELS, TPRI, NAEP, Informal Math and Reading Assessment and PALS and the Writing Assessment. The results from these assessments are reviewed by the Central Office supervisory staff to identify

individual school and county wide instructional needs. Through this review process, the county identifies deficiencies and develops goals, objectives and research based strategies that will most likely achieve the desired standards. The principal and

his/her curriculum team also review the individual school results to identify curriculum areas that did not meet the State standards and individual students who need assistance with specific instructional objectives. Results are then shared with the

staff and goals, objectives and research-based strategies are developed to address the identified deficiencies. The results show that, as an LEA, we continue to struggle with meeting AYP in the Low SES, Special Education and Black subgroups in

math and Reading/Language Arts. Our DIBELS results show an increase in the reading skills for our K-3 students. 3. Publication and dissemination of the results of academic assessments to principals, teachers, parents and the community. §1116(a)(1)(C)

The results of the academic assessments are dissemianated to teachers, parents and students in an effort to provide assistance towards identifying and addressing needs, and for planning instruction and intervention measures. Communicating assessment results to parents occurs through the distribution of the State Testing Student Reports, TestMate Clarity Reports,

student report cards, interim reports, data reports from computerized programs, data from skill reports, parent/teacher conferences, county and school informational meetings, parent involvement training/workshops, and Family Reading Nights held at individual Title I schools. Teachers attend data analysis staff development sessions to discuss results, identify needs

and plan intervention strategies. Also, progress towards meeting the goals and objectives of the school plan is discussed at the bi-monthly faculty senate meetings.

4. Review of the effectiveness of parent involvement, professional development, and other activities in the school that are funded by Title I. §1116(a)(1)(D)

In reviewing the “effectiveness” of any initiative or program you must first stipulate how “effectiveness” will be measured. In terms of parent involvement, we review the evaluations completed by the parents at the conclusion of the activity. We also

consider the percentage of targeted parents that attend the activity. In evaluating the effectiveness of a professional development activity, we also review the evaluations completed by the participants. Additionally, the principals and central

office supervisory personnel monitor the staff for evidence of implementation of the professional development. By reviewing the evaluations, we are able to determine if the participants understand the rational for the training and believe the training to be

relevant to increasing student achievement for their students.



LEAs with Title I Schools Identified for Improvement

Does the LEA have Title I schools identified for improvement?

No

Yes

1. How the schools will be notified before the beginning of the school year following the failure to meet AYP if the school is identified for improvement. List the sanction(s) that are applicable to the school's identification. §1116(b)(1)(A-B) Describe how the LEA will notify parents of school improvement status in accordance with §1116(b)(6)(A-F)After a school has been identified for improvement, and before the beginning of the 2005- 2006 school year, a meeting will be

held with the principal and staff to notify them that the school has been identified for improvement and the reasons for the identification. Currently, Oakvale will begin its second year of school improvement and continue to offer school choice. Parents whose children attend a school identified for improvement will be sent letters explaining why the school has been identified for improvement and what options, such as school choice and supplemental services, are available. The letter will also state the progress the school has made and that the parents may leave their child at the school. Information about the schools will also

be placed on our website and in the school's newsletter. 2. Description of how the LEA will ensure technical assistance to each school identified for improvement as the school(s) develop and/or revise and implement the school's plan §1116(b)(4) Technical assistance provided under this section by a local educational agency or an entity approved by that agency shall be based on scientifically based research. §1116(b)(4)(C) Technical assistance must be offered in:

Revising and peer review of the school plan §1116(b)(3)(E)

Analyzing test data and student work §1116(b)(4)(B)(i)

Assisting in identifying and implementing research based professional development and instructional strategies proven effective in addressing instructional issues that caused the school to be identified for improvement §1116(b)(1)(E)(ii)

Assisting in analyzing and revising the school budget so that the resources are allocated to activities most likely to increase student academic achievement §1116(b)(4)(B)(iii)

Ensuring that the school allocates not less than 10% of the total allocation for professional development §1116(b)(3)(A)(iii)

The County Support Team, which is made up of individuals knowledgeable about data analysis, budget analysis, and research-based instructional strategies and professional development activities, will assist the schools in reviewing, revising,

and implementing the plan. For Mercer County's one school on improvement status, the SEA and LEA have provided an abundance of support through assistance, via the CSR grant and Reading First initiative, in data analysis, reviewing and

revising the school plan, writing the CSR grant, training the academic coaches, reading mentor teachers, and staff in research-based strategies.

3. Description of how the LEA shall ensure that an amount equal to 20% of the LEA allocation will be available to meet the requests for school choice and supplemental educational services. §1116(b)(10)A set-aside amount of $805,742, which is 20% of Title I 2006 allocation, has been reserved to meet the needs of school choice and supplemental education services, if needed. Of the $805,742, Title I will provide $605,742 and the remaining $200,000 will come from county funds. The set-aside funding will cover transportation costs for those students choosing to transfer schools.

4. School Choice §1116(b)(1)(E) - How the LEA will address the following requirements: Provide all students in a school identified for improvement the option to transfer to another public school not

identified for improvement §1116(b)(1)(E)(i) Grant priority to the lowest achieving children from low income families §1116(b)(1)(E)(ii)

Enroll students, who elect to transfer, in classes and other activities in the same manner as other children in the receiving school §1116(b)(1)(F)

Provide students who elect to transfer the right to remain in that school until the child has completed the highest grade and notify the parents of the LEA's obligation to provide transportation concludes at the end of the school year in which the original school is no longer identified for improvement. §1116(b)(1)(E) Note: Provide an explanation if school choice is not provided. Section §1116(b)(11) requires LEAs to establish a cooperative agreement with other LEAs "to the extent practicable" for the provision of school choice. Submit written documentation with the plan that an effort to establish a cooperative agreement did occur.Prior to the beginning of the school year, a letter will be sent to the parents of all students eligible for school choice. The letter will outline the options the parents have for transferring their children to a school that did meet AYP. Also, as a follow-up to the letter, a meeting will be held with parents to further explain the transfer process, but also to outline the progress the school has

made towards meeting AYP. Students who transfer will be provided transportation and have the opportunity to remain at the new school until they complete the highest grade in that school. However, when the original school is no longer identified for

improvement, the LEA will not be responsible for providing transportation for the students who choose to remain in the schools to which they transferred.

5. Supplemental Educational Services §1116(e) - Discuss how the LEA will address the following requirements: Provide annual notice to the parents of eligible students of the availability of SES §1116(e)(1)



Provide information to parents concerning service providers available in the LEA and a description of the services, qualifications, and demonstrated record of effectiveness §1116(e)(2)(A)

Assist parents in choosing a provider (if requested) §1116(e)(2)(B)

Apply equitable procedures for serving students should the demand for SES exceed the number of spaces available (These procedures should be consistent with those who applied for school choice.) §1116(e)(2)(C)

Ensure the privacy of students eligible for and participating in SES §1116(e)(2)(D)

Arrange for services and develop an agreement with the provider that meets the requirements of §1116(e)(3)(A-E)

Assist the SEA with identifying potential SES providers and monitoring these providers. §1116(e)(4)(D-E) Mercer County does not have any schools identified for supplemental services.

6. Corrective Action - §1116(b)(7) for each school identified, outline how the LEA will implement a system of corrective action in accordance with the options viable for WV. Choose one or more options below and explain how this will be implemented in the school(s):

Replace the school staff relevant to the failure of the school to meet AYP - (viable option commensurate with WV Policy 5310)

Institute and fully implement a new curriculum (standards based) See the Tool Kit for school improvement for the elements of a standards based curriculum that must be addressed.

Significantly decrease management authority at the school level (reassign administrative authority)

Appoint an outside expert to advise the school (distinguished educator, coaching consultant, RESA)

Restructure the internal organization of the school Once the corrective action is identified, discuss how the LEA will publish and disseminate information regarding any corrective actions to the parents and the public.

The county does not have any schools identified for corrective action. 7. Restructuring - §1116(b)(8) For each school identified, outline how the LEA will address the following requirements of restructuring by choosing one of the following options for preparing a plan and making necessary arrangements to carry out alternative governance:

Replace the school staff relevant to the failure of the school to meet AYP - (viable option commensurate with WV Policy 5310)

Turning the operation of the school over to the state according to WV Code §18-2E-5(1)(5)(c)(iii)

Implementing any other restructuring that makes fundamental reforms (employ an assistant principal for curriculum and school improvement, reassign administrative authority, implement a school within a school). Once the restructuring action is identified, discuss how the LEA will publish and disseminate information regarding any restructuring action to the parents and the public. Parents and teachers must participate in the development of the plan and be permitted to comment before any action is taken.

Mercer County has no schools identified for restructuring.



Rural and Low Income Schools Use of Funds for LEAs not Meeting Adequate Yearly Progress The purpose of the use of funds for the Rural and Low-Income School Program narrows if the LEA does not meet Adequate Yearly Progress as described in NCLB Section 1111 (b)(2). If not meeting AYP in the 3rd year of participation the LEA is limited to using the funds from this grant for meeting the requirements of NCLB Section 1116, school improvement activities. Adeqate Yearly Progress status

Our LEA has made Adequate Yearly Progress Our LEA has not made Adequate Yearly Progress

If the LEA does not meet AYP describe why and in which schools in the space below. (Even if your LEA has not been identified for not meeting AYP please list those schools below that have been identified in their first or second year of "Needs Improvement."

Based upon 2005 WESTEST scores, the following 3 schools did not meet AYP: Bluefield Middle School, Princeton Middle School, and Glenwood School. In all three schools, the special education subgroup did not meet proficiency standards.

Rural and Low-Income School Program Purposes Activities Purpose Amount

Allocated

2. Teacher professional development and retention (See legislation and non-regulatory guidance for Title II, part A, Preparing, Training and Recruiting High Quality Teachers.) 288,655.00

Action Steps and Professional Development are indicated and described in the action step section of the 5 year plan.

Rural and Low Income Schools Budget

Program Function Type of ExpenditureFunding Source

RLIS Purpose Amount

Instruction 11111 114 Professional Personnel Stipends

Rural and Low Income Schools

RLIS-Teacher Professional Development

8,150.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions



620.00

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I)



1,160.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation



70.00

Professional Personnel Staff Development 12213

114 Professional Personnel Stipends



24,500.00





81,400.00





48,800.00


131 Substitute Regular Rural and Low Income Schools


20,000.00




221 Fixed Charges/Employee Benefits: Social Security Contributions



1,850.00





6,200.00





3,700.00


231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I)



3,420.00





11,700.00





7,050.00


261 Fixed Charges/Employee Benefits: Workers Compensation



230.00





700.00





450.00


582 Travel/Out of County Rural and Low Income Schools


30,000.00


611 Supplies/General Rural and Low Income Schools


38,655.00

Total$

288,655.00



Title II Targeting Locally Identified Education NeedsDescription of how the LEA's needs assessment provided for systematic consultation with eachgroups listed below to receive additional input data for determining needs. 1. Parents:Mercer County’s Title I program provides opportunities for parents and community members to have input into theand design of the FY’05 Title II Project by the following formal consultation activities: 1) Although the LEA is onlyrequired to have one annual public meeting with parents, we have elected to have two annual meetings, as adverttwo occasions by local newspapers, to discuss and provide input in relation to the Title II grant application; 2) annually the Local School Improvement Council (comprised of parents, educators and community members) meets with the Board of Education to review school goals and achievement; and 3) the individual Title I projects are developed with parental input and the information garnered is used to develop other grants available in the No Child Left Behind legislation. Additionally, parent involvement and informal consultation are conducted through the following activities: 1) yearlyhome visits for the Kindergarten Four Program students; 2) Read Aloud Program, over 400 volunteers have been 3) Training sessions for parents (on-going) according to areas identified by parent input on a school needs basis; 4) Energy Express, a summer program which contains the component of parent training to enable them to work wchildren in academic areas; and 5) Education Expo, a showcase of Title I programs to parents--a yearly event heldthe local mall. 2. Teachers:Consultation opportunities for teachers, both Title I and all others, are many. Yearly, the Staff Development Counsurveys all Mercer County Schools’ employees to determine their needs. This information is used to formulate thedevelopment provided throughout the year. Monthly, the superintendent meets with Faculty Senate Chairs, MerceEducation Association officers and American Federation of Teachers representatives to answer questions and to rinput into the educational program. Additionally, Local School Improvement Councils, which include teacher representation, meet annually with the Board of Education to address concerns and goals. Perhaps most importantly, teachers are the major authors of each school's Strategic Improvement Plan. The planneeds assessment, goals, activities and evaluation. This information informs and correlates with the county StratePlan. Although Title I teachers are included in all of the above activities, they also meet regularly with their supervisors and the director regarding concerns and successes of their programs. 3. Administrators:All school administrators meet monthly with the superintendent to receive information, address concerns, and offeinput into the educational process. On an informal basis, school administrators and central office staff, supervisordirectors, coordinators, and the superintendent often collaborate on many issues concerning student achievement School administrators are the coordinators of their school Strategic Improvement Plan. The plan includes a needsassessment, goals, activities, and evaluation system for their schools. This information informs and correlates witthe county Strategic Plan, primarily drafted by central office administrators. Planned Strategies & Implementations4. The LEA will target funds to schools that ... - have the largest average class size.



Action Steps and Professional Development are indicated and described in the action step section of the 5 year plan.

5. Description of how the Action Steps funded by Title II have an Academic Impact and what the StrategiesTargeting Underrepresented GroupsMercer County adopted strategies from Learning Focused Schools after evaluating data from 800 schools that hadthe 90/90/90 designation: 90%(+) students on free or reduced meals, 90%(+)minority students, and 90%(+) studescoring at or above grade level on state standardized tests. The data show these strategies to be successful withall students, in a variety of settings, and measured by many standards of accountability. Information reveals thatunderrepresented groups of students profit from the Learning Focused model --currently the major restructuring pain 300 schools across 16 states. The program, developed over a 15-year period, focuses on schools continually aand improving the performance of all students. Title II funds used for class-size reduction will offer children more individualized attention. Mercer County Schoolsis dedicated to reducing the number of students in the classrooms being served by Title II teachers to 16 or less, arecommended by research. Technology is an attractive motivator for many students regardless of race, sex, or socio-economic level. Technoldistance learning provides advanced classes to schools with insufficient enrollment to warrant a teacher in the buiMontcalm High School, a school that graduated 33 in 2005), is not large enough to afford a teacher for third-year foreign language and/or trigonometry. With 68% of students receiving free or reduced lunch, however, these studqualify to receive Title II assistance for distance learning. Title II funds also enable teachers to stay abreast of technology and its integration into the curriculum. 6. Scientific Basis of Action Steps funded by Title II

Learning Focused Model: The Learning-Focused® school model recommends the following sequence of staff development: 1. Leadership Institute: Exemplary Practice 2. Learning-Focused Strategies Workshop 2a. Learning-Focused Strategies Workshop 2b. Learning-Focused Training-of-Trainers 3. Learning-Focused Walk-Through 4. Reading Comprehension 5. Acceleration for Catching Kids Up 6. Learning-Focused Benchmark Writing 7. Learning-Focused Math Strategies 8. Differentiated Instruction & Assignments Research conducted at the Center for Performance on the “90/90/90 Schools” has identified the characteristics of achieving schools (Reeves, 2000). The characteristics were: 1) focus on academic achievement; 2) clear curricuchoices; 3) frequent assessment of student progress and multiple opportunities for improvement; 4) an emphasis owriting and 5) external scoring. However, the first and most important characteristic was that the “90/90/90 schoolhad a laser-like focus on student achievement (p. 188). The Learning-Focus Model that Mercer County Schools ais rooted in the aforementioned principles. Many other researchers have looked at best practices for classroom teachers and have come to similar conclusionMarzano studied research based strategies for increasing student achievement (2001) and found that school distrmust provide high-quality staff development relative to effective practices. Again, the Max Thompson Learning-FoModel includes the effective practices identified in research.



As a recent presentation for educators in West Virginia, Lawrence Lezotte said we must place an emphasis on child-centered learning, not teacher-centered classrooms. Further, he said that we must be driven by results, not process. With the Learning-Focused model, Mercer County Schools makes these changes. The Learning-Focused Schools Model has kept data and statistics from July, 1998 through December 2001. The used to indicate achievement was the schools’ state test scores and the percent of gain from the previous year. The following chart is the results of the data collected. Grades 3-5: 893 Teachers: 1998-1999 1999-2000 2000-2001 Math 23% gain 20% gain 27% gain Reading 27% gain 24% gain 30% gain Social Studies 25% gain 19% gain 24% gain Science 25% gain 21% gain 26% gain Grades 6-8: 1,377 Teachers: 1998-1999 1999-2000 2000-2001 Math 17% gain 18% gain 23% gain Reading 21% gain 22% gain 24% gain Social Studies 22% gain 23% gain 22% gain Science 20% gain 20% gain 25% gain Grades 9-12: 1,805 Teachers: 1998-1999 1999-2000 2000-2001 Math 14% gain 16% gain 16% gain Reading 20% gain 18% gain 22% gain Social Studies 20% gain 23% gain 24% gain Science 21% gain 21% gain 22% gain The data shows empirical research evidence that the “Learning Focused” Model is successful. Data clearly supports the practice of employing additional teachers to enable lower student/teacher ratio: In 1999Pritchard concluded that small classes were associated with higher achievement at all grade levels, especially if students were in small classes for more than 100 hours, and if the student assignment was carefully controlled. Thfindings were a result of Smith and Glass’ 77 empirical studies pertaining to the relationship between class size anachievement. Robinson and Wittebols reviewed 100 relevant research studies and concluded that the clearest evipositive effects of class size reduction is in the primary grades, and especially promising for disadvantaged and minority students. The Student Achievement Guarantee in Education (SAGE) Program, in 30 schools from 21 school districts, found benefits of reducing class size occurred where the number of students in the class was fewer than twenty. Also, thdiscovered that small classes were superior in terms of students’ reactions, teacher morale, and the quality of the instructional environment. The pattern of findings reveals that, in addition, if class size is reduced to below twenty students, the related increase in student achievement moves the average student from the 50th percentile to someabove the 60th, and the effects are somewhat larger for the disadvantaged and minority students. Ferguson found significant relationships among teacher quality, class size and student achievement, using data frmore than 800 districts containing more than 2.4 million students in the Texas education system. For first through seventh grades, Ferguson found that district student achievement fell as the student/teacher ratio increased for evstudent above the 18 to 1 ratio. A commissioned study entitled, Class Size and Students At-Risk, (1988 Finn), emtwo recent large-scale investigations, Tennessee’s Project STAR (Student-Teacher Achievement Ratio), and the L(Lasting Benefits Study). Project STAR’s controlled study was conducted in 79 elementary schools for a five-year The primary results were highly statistically significant for all sets of achievement measures in small classes. The LBS study was initiated as a follow-up study. It tracked the STAR students who were now 10th graders. Their findiconcluded that the students who had been in the smaller classes had higher achievement in all academic areas coto students in regular classes. Also, the findings showed the small-class size effect ranged from 0.11 in social studto 0.16 on the criterion-referenced mathematics test, and pupils were reported expending more effort in the classrotaking greater initiative with regard to learning activities and displayed less disruptive or inattentive behavior compared to their peers who had been in regular-size classes. Additional findings indicated that a smaller proportion of students in the smaller classes were retained in-grade, and there was more early



identification of students’ special educational needs. Helmich and Wasem conducted a review of the research in thof class size in kindergarten and primary grades, and concluded that there is agreement that at the primary gradessmaller classes facilitate learning and that class size must be sufficiently small—-at least below 20—-for significanbenefits (1985). In 1997, Wenglinsky analyzed data regarding the relationship between class size and student achievement drawn from three national level databases. Based on an analysis of data on fourth-graders in 203 disand eighth-graders in 182 school districts from across the United States, he found that class size served as an important link in the following areas: 1) at the fourth grade level, lower student/teacher ratios are positively related to higher mathematics achievement and 2) at the eighth grade level, lower student/teacher ratios improvedschool social environment, which in turn leads to higher achievement. The impact of student/teacher ratio has been studied for decades. Taken together, the Tennessee studies (STAR have been viewed as the landmark research. Fin concluded that this research leaves no doubt that small classes advantage over larger classes in school performance. Other researchers (Mosteller, Light, Sachs) agreed that the was of monumental importance. Krueger, in an external re-analysis of the STAR data, reconfirmed the original findthat students in small classes scored higher on standardized tests than did those students in regular classes. 7. Description of how the Action Steps funded from Title II are helping to TeachThe National Research Council (1998), and other researchers, indicate that children must be actively engaged in learning. Research stated that every minute counts and teachers must adjust the pacing, content and emphasis oinstruction for individuals and groups of children, including English language learners and those having difficulty learning to read. The staff development planned will address the needs and assist administrators and teachers in developing strategies to enhance the learning process of the aforementioned groups of students. The Learning Focus Model gives extensive staff development in the areas of advanced organizers, scaffolding anddifferentiated cognitive strategies. All of these strategies will facilitate different learning styles. 8. Description of how the Action Steps funded from Title II are helping to Improve student behavior.To garner the most positive student achievement, students must be active, involved learners; therefore, student behavior is an important component in the learning process. Student behavior will be addressed in the staff develparticularly in the programs addressed in the “Learning Focused” Model.

9. Description of how the Action Steps funded from Title II are helping to Involve parents in their child's educationInvolving parents in their children's education is integral to every activity outlined in this project. The class size reduction teachers will have less students and be better able to initiate contact with parents. Additionally, parents will be invited and trained to assist their children in school activities.

10. Description of how the Action Steps funded from Title II are coordinated with each of the listed areas:Similar State and local activities, Title I Part A resources, RESA services, Title V activities and resources, Individuals with Disabilities Act, Business, Industry, Public and Private organizations, Enhancing EducatioTechnology Program (Title II, Part D and other federal programs)

The LEA will coordinate and collaborate, to the extent feasible and necessary as determined by the local educatioagency, with the State educational agency and other agencies providing services to children, youth and families wrespect to school improvement, corrective action, or restructuring under section 1116 if such a school requests assistance from the local educational agency in addressing major factors that significantly affect student achievemat the school. · Coordination with Title I, Part A resources: The LEA will coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with Title



This collaboration will be essential in the areas of staff development, parent involvement and training, and lower student to teacher ratio. · Coordination with RESA Services: RESA I will be the fiscal agent and grant deliverer for portions of the Title II funds, which deal with staff development. They will assist in the search for consultants and provide staff development to the various target gro · Coordination with Title V activities and resources: Title V activities will utilize the highly qualified teachers at each school to deliver the after-school program. All schools in the county will profit from staff development for new teachers and administrators. · Coordination with resources provided by the Individuals with Disabilities Act: The LEA will coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with otheagencies providing services to children, youth, and families, including addressing children’s handicapping conditiolimited English proficiency, health and social services. · Coordination with resources from business, industry, public and private organizations: The LEA will coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with busindustry, public and private organizations. Currently, there are very active avenues established for this exchange and collaboration. The Careers Connection Board is made up primarily of business people and educators. They meet monthly to exchange information. Additionally, the businepartners are actively involved in each of our schools. Public and private organizations are involved in our school system, contributing local grant dollars and collaborating with programs. · Coordination with Enhancing Education Through Technology Program (Title II, Part D) and other federaThe LEA will coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with the Enhancing Education Through Technology Program and other federal programs. This Title II application addresses four of the Education Goals of the State of West Virginia. Research confirms thstudent performance increases when class size is reduced; therefore, the additional teachers provided by this granwill address the following State Goals: 1) Student performance will equal or exceed national averages with an emphasis on science and mathematics achievement. Performance measures for students in the lowest quartile wimprove by 50 percent and 2) Ninety percent of ninth grade students will graduate from high school with the knowland skills necessary for college, other post-secondary education or gainful employment. The number of high schograduates entering post-secondary education will increase by 50 percent.

Title II - Classroom Size Reduction Note: A separate entry is required for each CSR teacher or portion thereof in each grade.

FacilityBefore CSR

Teachers FTE

After CSR

TeachersFTE

Teacher Type

Regular (R)or

Special Education

(S)

Grade AnticipatedStudents

CSR Last

Year? (y or n)

Average

Class Size

without CSR

Average

Class Size with CSR

051-214 MERCER ELEMENTARY SCHOOL 14.00 15.00 R - Regular

TeacherGrade 03 326 Y 23.29 21.73

The research on CSR indicates that there is little or no sustained impact on student achievement unless the class sizes are reduced to the level of 17 students or below. Title II indicates that you must use the research to inform your practice.



051-240 BLUEFIELD INTERMEDIATE 15.00 15.50 R - Regular

TeacherGrade 03 320 Y 21.33 20.65


051-221 STRALEY ELEMENTARY SCHOOL 8.00 9.00 R - Regular

TeacherGrade 03 182 Y 22.75 20.22


051-225 WHITETHORN ELEMENTARY SCHOOL 8.00 9.00 R - Regular

TeacherGrade 02 166 Y 20.75 18.44


051-245 PRINCETON PRIMARY 25.00 26.00 R - Regular

TeacherGrade 01 547 Y 21.88 21.04


051-213 MEMORIAL ELEMENTARY SCHOOL 8.00 9.00 R - Regular

TeacherGrade 01 177 Y 22.13 19.67


051-208 GLENWOOD SCHOOL 22.00 23.00 R - Regular

TeacherGrade 02 477 N 21.68 20.74


051-204 BRUSHFORK ELEMENTARY SCHOOL 11.00 12.00 R - Regular

TeacherGrade 03 250 Y 22.73 20.83


051-205 CERES ELEMENTARY SCHOOL 8.00 9.00 R - Regular

TeacherGrade 02 171 N 21.38 19.00

The research on CSR indicates that there is little or no sustained impact on student achievement unless



the class sizes are reduced to the level of 17 students or below. Title II indicates that you must use the research to inform your practice.

Title II Budget Program Function Type of Expenditure Funding

SourceTitle II Purpose Amount

Instruction 11111 111 Professional Personnel Regular Title II 1 321,000.00

Instruction 11111 112 Professional Personnel Supplemental Salaries Title II 2 55,250.00

Instruction 11111 114 Professional Personnel Stipends Title II 2 32,500.00

Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title II 1 63,730.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title II 1 24,557.00



Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title II 1 48,150.00

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title II 2 4,707.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title II 1 3,313.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title II 2 523.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title II 2 308.00

Intrafund Transfers Out 76271 911 Transfers out-including indirect costs Title II 2 255,990.00Professional Personnel Staff Development 12213 321 Purchased Professional Educator Services Title II 2 8,569.00

Professional Personnel Staff Development 12213 582 Travel/Out of County Title II 2 10,000.00

Professional Personnel Staff Development 12213 643 Supplemental Books Title II 2 18,000.00

Total $ 853,309.00



Title V Description of how the LEA's needs assessment provided for systematic consultation with each of the groups listed below to receive additional input data for determining needs.

Targeting Locally Identified Education Needs 1. Parents:Mercer County’s Title I program provides opportunities for parents and community members to have input into theand design of the FY’05 Title II Project by the following formal consultation activities: 1) Although the LEA is onlyrequired to have one annual public meeting with parents, we have elected to have two annual meetings, as adverttwo occasions by local newspapers, to discuss and provide input in relation to the Title II grant application; 2) annually the Local School Improvement Council (comprised of parents, educators and community members) meets with the Board of Education to review school goals and achievement; and 3) the individual Title I projects are developed with parental input and the information garnered is used to develop other grants available in the No Child Left Behind legislation. Additionally, parent involvement and informal consultation are conducted through the following activities: 1) yearlyhome visits for the Kindergarten Four Program students; 2) Read Aloud Program, over 400 volunteers have been 3) Training sessions for parents (on-going) according to areas identified by parent input on a school needs basis; 4) Energy Express, a summer program which contains the component of parent training to enable them to work wchildren in academic areas; and 5) Education Expo, a showcase of Title I programs to parents--a yearly event heldthe local mall. 2. Teachers:Consultation opportunities for teachers, both Title I and all others, are many. Yearly, the Staff Development Counsurveys all Mercer County Schools’ employees to determine their needs. This information is used to formulate thedevelopment provided throughout the year. Monthly, the superintendent meets with Faculty Senate Chairs, MerceEducation Association officers and American Federation of Teachers representatives to answer questions and to rinput into the educational program. Additionally, Local School Improvement Councils, which include teacher representation, meet annually with the Board of Education to address concerns and goals. Perhaps most importantly, teachers are the major authors of each school's Strategic Improvement Plan. The planneeds assessment, goals, activities and evaluation. This information informs and correlates with the county StratePlan. Although Title I teachers are included in all of the above activities, they also meet regularly with their supervisors and the director regarding concerns and successes of their programs. 3. Administrators:All school administrators meet monthly with the superintendent to receive information, address concerns, and offeinput into the educational process. On an informal basis, school administrators and central office staff, supervisordirectors, coordinators, and the superintendent often collaborate on many issues concerning student achievement School administrators are the coordinators of their school Strategic Improvement Plan. The plan includes a needsassessment, goals, activities, and evaluation system for their schools. This information informs and correlates witthe county Strategic Plan, primarily drafted by central office administrators. 4. Other groups deemed appropriate by the LEA in the allocation of funds for assistance authorized by thiprogram:n/a



Action Steps and Professional Development are described and indicated in the action step section of the 5 year plan.

Title V Budget Program Function Type of Expenditure Funding

SourceTitle V Purpose Amount

Instruction 11111 111 Professional Personnel Regular Title V 22 127,000.00Instruction 11111 112 Professional Personnel Supplemental Salaries Title V 22 19,800.00Instruction 11111 112 Professional Personnel Supplemental Salaries Title V 22 39,650.00Instruction 11111 121 Service Personnel Regular Title V 03 8,600.00Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title V 03 2,400.00Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title V 22 37,500.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title V 22 1,515.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title V 03 660.00



Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title V 22 2,970.00




Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title V 22 156.00


Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title V 22 1,200.00


Total $ 280,431.00



Technology Plan Mercer County's Technology Vision Statement is this: To provide students with the training and technology skills necessary to

succeed in a competitive, changing society. Implicit in the above statement is the need to (1) provide and maintain state-of-the-art technology and (2) train educators to effectively use that technology. Mercer County's Technology Plan complements and

supports the county's instructional goals while meeting objectives/requirements of each school, county/state policies, state/federal programs, and competitive grants. Examples of these requirements include: Policy 2320: A Process for Improving Education Performance Based Accreditation System; Policy 2450: Virtual Distance Learning; Policy 2460: Use of the Internet

by Students and Educators; Policy 2470: Use of Technology by Students and Educators; Policy 2510: Assuring Quality of Education; Policy 2520: Content Standards and Objectives; Federal Communications Commission (FCC) in order to receive

Universal Service Fund Program E-rate Funds; the No Child Left Behind Act of 2001 which establishes the Enhancing Education Through Technology Program; West Virginia House Bill 4319; Basic Skills/Computer Education (BS/CE); WV

SUCCESS; and WVDE Reinvention Education. The most important function of the plan is to ensure that the effective use of educational technology supports achievement and lifelong learning. In Mercer County, technology is employed for classroom instruction, research, and learning stations; distance learning through interactive classrooms; publications, word processing,

and business and computer application courses; simulated driving experiences, media center indexes and cataloging; alternative school self-paced instruction; Computer-aided Drafting (CADD) and graphic design; assisted programs for special needs learners; group presentations/senior projects; adult education courses; and a host of instructional and administrative

uses. Federal Strategy 5.4, though not directly addressed in the 5-Year Plan, relates to the maintanence of this equipment. At present, Mercer County employs one full-time technician and contracts with RESA 1 for 3 full-time technicians. The county's

annual budget for parts (hardware) is $100,000. Approximately $190,000 is budgeted for technical support, of which $120,000 will come from e-rate reimbursement. The county's immediate objective is to repair or update all educational technology within

ten (10) working days of the request being filed. A long-range goal is to employ/train enough technicians to complete repairs/updates within 1 working week of the request. Federal Technology Strategy 5.7, also not directly addressed in the 5-Year Plan, will continue to be met through offerings at the Adult Learning Center, Technical Education Center, and through

Community Education. Surveys to determine needs are conducted annually through Local School Improvement Councils and the School to Work program. The goal remains to provide access to adult education by offering a wide variety of courses within

a flexible schedule.

Digital Divide Report Analysis from Strategic PlanDigital Divide reports that 34% of county classrooms have no computers running Windows 98 or higher. Implication: Upgrade hardware and operating systems to latest Windows and software to meet the academic needs identified by data analysis.

Required Federal Strategies for Technology Planning Technology Goal Mercer County Schools will install/maintain technology to support/enhance academic programs, improve communication, and ensure a safe learning environment.

Technology Objective Baseline Data

Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00

As Measured by Digital Divide and actual inventory of all buildings indicate that 15% of all current computers are running Windows XP.

Technology Integration

Goal Mercer County Schools will install/maintain technology to support/enhance academic programs, improve communication, and ensure a safe learning environment.

Objective Baseline Data

Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00





Technology Integration 1

Purchase smart board technology, lap tops, and projectors for classroom use at all school sites

Improve integration of technology into the classroom

Superintendent, assistant superintendent, Director of technology

Technology Integration 2

Teachers will use classroom computers and computer labs for writing instruction, Compass software lessons, Internet research, and standards-based lesson plans

Increase student achievement through integrated technology

School administrators, Computer lab facilitators,sysops, teachers

Improving Achievement

Goal To increase student achievement in reading and language arts.


Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010

To annually decrease by 10% the number of low SES students scoring below mastery in Reading/language arts.

.27 .24 .22 .20 .18 .16Actual-> .00 .00 .00 .00 .00

As Measured by WESTEST


Improving Achievement 1

Use the "Writing Roadmap" program to better prepare middle and high school students for "mastery-level" performance on the on-line Writing Assessment. Employ the 6-point rubric for evaluating process writing in the language arts classroom.

Increase student achievement Assistant Superintendent Elementary and Secondary Supervisors Technology Supervisor Teachers of Reading/English/Language Arts



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00



Improving Achievement 2

Increase student participation in SAS (on-line) instructional lessons aligned with the secondary WV CSOs

Improve achievement School administrators, faculty, computer lab facilitators

Telecommunications

Goal To increase the graduation rate at all Mercer County high schools.


Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010

To increase the graduation rate to 90% or higher at all county high schools.

.86 .87 .88 .89 .89 .90Actual-> .00 .00 .00 .00 .00

As Measured by School and county reporting; data available on WVEIS


Telecommunications 1

Maximize distance learning and cooperative scheduling opportunities Employ interractive classrooms in delivery of college courses when available

Expand academic opportunities Improve attendance and graduation rates Increase student achievement Improve students' preparedness for post-secondary education

Technology Director High School Principals


Target Target Target Target Target




2005-2006

2006-2007

2007-2008

2008-2009

2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00




To provide telephone service (local and long distance) to all schools

For enhanced communication with schools/home and community and for a safer school environment

G. Taylor


Teachers and students will access Internet for research, communication, professional development, on-line testing including Writing Assessment, lesson enhancement, and cultural literacy and awareness.

Increase student achievement Technology Coordinator, administrators, and teachers


Increase bandwidth and provide data lines and telephone service, paging, long-distance, network connections, and maintenance on all systems.

To support student achievement, communication, safety.

Technology Coordinator and staff

Maintenance and Repair



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00



Maintenance and Repair 1

Repair or update all educational technology within ten (10) working days of the request being filed.

Maintain computers in working order to facilitate instruction and achievement

Technology Coordinator and technicians

Maintenance and Repair 2

Upgrade computer hardware and operating systems to latest Windows, and software to meet needs of students and teachers

Maintain equipment for student/teacher instructional use

Technology coordinator, RESA technicians, building sysops and computer lab facilitators

Increased Access



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00



Increased Access 1

Improve/increase Internet access for students and personnel

Enhanced communication and research capabilities

Technology Coordinator, technicians, Building SYSOPS

Increased Access 2

Provide computer lab access to all students and classes within each school

Increase access; increase achievement

School administrators, computer lab facilitators, teachers

Increased Implement Basic Skills, Success, Improve student/teacher access Technology Coordinator and staff



Access 3 and Telecommunications funds to provide updated workstations which will increase and improve student and teacher access to networks and Internet

School administrators

Innovative Strategies

Goal To increase the graduation rate at all Mercer County high schools.


Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010

To increase the graduation rate to 90% or higher at all county high schools.

.86 .87 .88 .89 .89 .90Actual-> .00 .00 .00 .00 .00

As Measured by School and county reporting; data available on WVEIS


Innovative Strategies 1

Enlist the help of area institutions of higher education to provide direct, on-line, and/or interactive/video college courses to seniors on high school campuses during and after the regular school day


Superintendent/ Asst. Superintendent Principals



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00



Innovative Strategies 2

Use video classrooms to deliver Advanced Placement, upper-level science and math, and college courses

To enhance the curriculum offerings at high schools and middle schools

Administrators, teachers, guidance counselors

Adult Literacy



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00



Adult Literacy 1

Expand access to adult technology education by offering a wider variety of courses within a flexible schedule.

Improve adult literacy and related skills

Director, Technical and Adult Education Coordinator, Community Education and Adult Education County Coordinator of Technology

Parental Involvement

Goal To increase student achievement in math.


Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010



To annually decrease by 10% the number of Low SES students scoring below mastery in mathematics.

.35 .31 .28 .25 .23 .20Actual-> .00 .00 .00 .00 .00



Parental Involvement 1

Facilitate the use of school and county websites to communicate with parents and support academic curriculum.

Improve parent communication and student achievement

Technology coordinator Title I Supervisor Elementary and Secondary Supervisors Principals Teachers



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.27 .24 .22 .20 .18 .16Actual-> .00 .00 .00 .00 .00






Technology coordinator Teachers of Reading/English/ Language Arts Principals Title I, Elementary, and Secondary Supervisors



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.15 .20 .40 .60 .80 1.00Actual-> .00 .00 .00 .00 .00




Provide cellular service and pagers to school administrators, nurses, and bus drivers as needed

Improve safety and communication with homes, county office, and community

Technology Coordinator, technicians, Director of Transportation, Coordinator II of Pupil Services




Technology coordinator and his designees

Professional Development

Goal To increase student achievement in math.


Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010

To annually decrease by 10% the number of Low SES students scoring below mastery in mathematics.

.35 .31 .28 .25 .23 .20Actual-> .00 .00 .00 .00 .00


Professional Development Type of Professional Development/Training Target Audience

Professional Development 1

Compass Introductory Course Trainer-led and hands-on Teachers (K-6) who have not had the 3-day training on the Compass Program


DreamWeaver program for website design

Trainer-led and hands-on Interested teachers



Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010


.27 .24 .22 .20 .18 .16



Actual-> .00 .00 .00 .00 .00As Measured by WESTEST



Writing Roadmap Training Trainer-led and hands-on Middle and High School teachers of language arts


Compass Introductory Course Trainer-led and hands-on Teachers (K-6) who have not had the 3-day training on Compass Program


DreamWeaver program for website design

Trainer-led and hands-on Interested teachers

Goal To enhance students' preparedness for successful post-secondary education.


Target2005-2006

Target2006-2007

Target 2007-2008

Target 2008-2009

Target2009-2010

To annually decrease by 5% the rate at which Mercer County graduates qualify for college developmental courses in English/language arts

.18 .17 .16 .16 .15 .14

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

As Measured by WV High Education Policy Commission Report



Writing Roadmap training Trainer-led and hands-on Middle and High School teachers of language arts

County E-Rate Compliance QuestionsAcceptable Use PolicyLook 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? 02/22/2005

3. When was the public meeting held for CIPA Compliance? 09/25/2001

4. Provide the URL to your acceptable use policy.boe.merc.k12.wv.us/policy.htm

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? 1

7. Please identify for E-Rate requirements the number of schools in your county that have T-1 frame relay connections to the Internet? 26

8. Please identify for E-Rate requirements the number of schools in your county that have ATM T-1 Internet connections? 0

9. Please identify for E-Rate requirements the number of schools in your county that have cable modem connections to the Internet? 0

E-rate Requests to USAC/SLD



Funding Source Year Annual Disc% Commit County Match

E-rate funds 2006 Cellular 14,400.00 11,520.00 2,880.00Data Lines 185,685.00 148,548.00 37,137.00Internal Conn Maint 144,000.00 119,400.00 24,600.00Internal Connections 0.00 0.00 0.00Long Distance 15,000.00 12,000.00 3,000.00Paging 3,240.00 2,592.00 648.00Voice 90,000.00 72,000.00 18,000.00Web Hosting 0.00 0.00 0.00Internet Access 0.00 0.00 0.00E-rate Totals 452,325.00 366,060.00 86,265.00

State Basic Skills E-rate Application 2006 Sun Valley ES 2,022.00 80 1,617.60 404.40State Totals - BS/CE 2,022.00 1,617.60 404.40

State SUCCESS E-rate Application 2006 Bluefiled HS 2,256.90 80 1,805.52 451.38Lashmeet Matoaka 3,888.80 90 3,499.92 388.88Montcalm HS 2,256.90 80 1,805.52 451.38Princeton HS 57,868.40 70 40,507.88 17,360.52Spanishburg K-8 7,152.60 90 6,437.34 715.26State Totals - SUCCESS 66,271.00 47,618.84 18,652.16


E-rate funds 2005 Cellular 14,400.00 11,520.00 2,880.00Data Lines 185,685.00 148,548.00 37,137.00Internal Conn Maint 144,000.00 119,400.00 24,600.00Internal Connections 0.00 0.00 0.00Long Distance 15,000.00 12,000.00 3,000.00Paging 3,240.00 2,592.00 648.00Voice 90,000.00 72,000.00 18,000.00Web Hosting 0.00 0.00 0.00Internet Access 0.00 0.00 0.00E-rate Totals 452,325.00 366,060.00 86,265.00

State Basic Skills E-rate Application 2005 Sun Valley ES 2,022.00 80 1,617.60 404.40State Totals - BS/CE 2,022.00 1,617.60 404.40

State SUCCESS E-rate Application 2005 Bluefiled HS 2,256.90 80 1,805.52 451.38Lashmeet Matoaka 3,888.80 90 3,499.92 388.88Montcalm HS 2,256.90 80 1,805.52 451.38Princeton HS 57,868.40 70 40,507.88 17,360.52Spanishburg K-8 7,152.60 90 6,437.34 715.26State Totals - SUCCESS 66,271.00 47,618.84 18,652.16


1. E-rate funds 2004 Cellular 0.00 0.00 0.00CSU/DSU 0.00 0.00 0.00Data Lines 166,455.00 131,499.45 34,955.55



Internal Connections 40,934.00 36,840.60 4,093.40Internet Access 0.00 0.00 0.00Long Distance 15,000.00 11,850.00 3,150.00Paging 3,240.00 2,559.60 680.40Voice 91,200.00 72,048.00 19,152.00Web Hosting 0.00 0.00 0.00E-rate Totals 316,829.00 254,797.65 62,031.35

State Basic Skills E-rate Application 2004 Mercer ES 11,080.00 70 7,756.00 3,324.00State Totals - BS/CE 11,080.00 7,756.00 3,324.00

State SUCCESS E-rate Application 2004 Bluefield MS 5,523.00 80 4,418.40 1,104.60State Totals - SUCCESS 5,523.00 4,418.40 1,104.60



Section 6: Technology BudgetBoth 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 Technology BudgetProgram Function Type of Expenditure Funding Source Amount

None Technology E-rate 366,060.00None Technology E-rate County Match 86,265.00None Technology Basic Skills E-rate 1,617.60

None Technology Basic Skills E-rate County Match 404.40

None Technology SUCCESS E-rate 47,618.84None Technology SUCCESS E-rate County Match 18,652.16

Instruction 11111 694 Technology related hardware (between county limit and $5000) Basic Skills Technology 123,350.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) SUCCESS Technology 150,214.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) Telecommunications 131,600.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) Ed Tech Federal 75,230.13

Total $ 1,001,012.13

Required Strategic Plan BudgetProgram Function Type of Expenditure Funding Source AmountInstruction 11111 112 Professional Personnel Supplemental Salaries Title I 24,000.00Instruction 11111 114 Professional Personnel Stipends Title I 25,000.00Instruction 11111 131 Substitute Regular Title I 220,000.00Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title I 120,733.00Instruction 11111 111 Professional Personnel Regular Title I 1,116,509.03Instruction 11111 212 Fixed Charges/Employee Benefits: Dental Title I 5,800.00Instruction 11111 213 Fixed Charges/Employee Benefits: Optical Title I 5,800.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title I 74,786.00

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title I 86,639.00

Instruction 11111 232 Fixed Charges/Employee Benefits: Defined Contribution Plan (II) Title I 60,000.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title I 22,974.00

Instruction 11111 291 Other Employee Benefits Title I 8,400.00Instruction 11111 321 Purchased Professional Educator Services Title I 62,000.00Instruction 11111 581 Travel/In County Title I 4,000.00Instruction 11111 582 Travel/Out of County Title I 8,000.00Instruction 11111 642 Books Title I 39,240.92Instruction 11111 611 Supplies/General Title I 76,671.09Instruction 11111 647 Periodicals Title I 4,250.00Instruction 11111 653 Software (less than cty. inventory control limit) Title I 32,480.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) Title I 16,189.76

Instruction 11111 911 Transfers out-including indirect costs Title I 605,742.20



Professional Personnel Regular - PreK 11121 111 Professional Personnel Regular Title I 348,269.00

Professional Personnel Regular - PreK 11121 121 Service Personnel Regular Title I 117,500.00

Professional Personnel Regular - PreK 11121 131 Substitute Regular Title I 50,000.00

Professional Personnel Regular - PreK 11121 141 Service Personnel Substitute Regular Title I 20,000.00

Professional Personnel Regular - PreK 11121 211 Fixed Employee Benefits: Health/Accident Life Title I 11,487.00

Professional Personnel Regular - PreK 11121 212 Fixed Charges/Employee Benefits: Dental Title I 2,800.00

Professional Personnel Regular - PreK 11121 213 Fixed Charges/Employee Benefits: Optical Title I 2,800.00

Professional Personnel Regular - PreK 11121

221 Fixed Charges/Employee Benefits: Social Security Contributions Title I 40,986.00


231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title I 50,000.00


232 Fixed Charges/Employee Benefits: Defined Contribution Plan (II) Title I 19,865.00


261 Fixed Charges/Employee Benefits: Workers Compensation Title I 10,945.00

Professional Personnel Regular - PreK 11121 291 Other Employee Benefits Title I 4,200.00

Professional Personnel Regular - PreK 11121 582 Travel/Out of County Title I 2,700.00

Professional Personnel Regular - PreK 11121 611 Supplies/General Title I 3,300.00

Professional Personnel Regular - PreK 11121 643 Supplemental Books Title I 2,700.00

Parent/Family Involvement 12170 321 Purchased Professional Educator Services Title I 10,315.00Parent/Family Involvement 12170 441 Rental Land and Building Space Title I 500.00Parent/Family Involvement 12170 531 Postage Title I 37.00Parent/Family Involvement 12170 611 Supplies/General Title I 24,444.00Parent/Family Involvement 12170 642 Books Title I 14,852.00Parent/Family Involvement 12170 647 Periodicals Title I 2,400.00Parent/Family Involvement 12170 653 Software (less than cty. inventory control limit) Title I 4,000.00Professional Personnel Staff Development 12213 111 Professional Personnel Regular Title I 209,095.60

Professional Personnel Staff Development 12213 112 Professional Personnel Supplemental Salaries Title I 5,000.00

Professional Personnel Staff Development 12213 114 Professional Personnel Stipends Title I 25,000.00

Professional Personnel Staff Development 12213 211 Fixed Employee Benefits: Health/Accident Life Title I 12,000.00


221 Fixed Charges/Employee Benefits: Social Security Contributions Title I 15,776.00


231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title I 20,000.00


232 Fixed Charges/Employee Benefits: Defined Contribution Plan (II) Title I 10,934.00


261 Fixed Charges/Employee Benefits: Workers Compensation Title I 4,847.00

Professional Personnel Staff Development 12213 321 Purchased Professional Educator Services Title I 17,325.00

Professional Personnel Staff Development 12213 331 Employee Training and Development Services Title I 7,000.00

Professional Personnel Staff Development 12213 581 Travel/In County Title I 200.00

Professional Personnel Staff Development 12213 582 Travel/Out of County Title I 19,580.00

Professional Personnel Staff Development 12213 583 Travel/Out of State Title I 1,680.00

Professional Personnel Staff Development 12213 611 Supplies/General Title I 28,151.00

Professional Personnel Staff Development 12213 642 Books Title I 21,500.00



Professional Personnel Staff Development 12213 645 Movies Filmstrips Videotapes Title I 760.00

Professional Personnel Staff Development 12213 647 Periodicals Title I 500.00

Professional Personnel Staff Development 12213 653 Software (less than cty. inventory control limit) Title I 2,000.00


694 Technology related hardware (between county limit and $5000) Title I 400.00

Indirect Costs 76191 911 Transfers out-including indirect costs Title I 128,700.51Administration at County Level 12331 111 Professional Personnel Regular Title I 57,703.00Administration at County Level 12331 121 Service Personnel Regular Title I 40,000.00Administration at County Level 12331 122 Service Personnel Supplemental Title I 2,500.00Administration at County Level 12331 211 Fixed Employee Benefits: Health/Accident Life Title I 21,776.00Administration at County Level 12331 212 Fixed Charges/Employee Benefits: Dental Title I 1,000.00Administration at County Level 12331 213 Fixed Charges/Employee Benefits: Optical Title I 1,000.00

Administration at County Level 12331 221 Fixed Charges/Employee Benefits: Social Security Contributions Title I 7,251.00

Administration at County Level 12331 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title I 13,518.00

Administration at County Level 12331 232 Fixed Charges/Employee Benefits: Defined Contribution Plan (II) Title I 700.00

Administration at County Level 12331 261 Fixed Charges/Employee Benefits: Workers Compensation Title I 2,227.00

Administration at County Level 12331 291 Other Employee Benefits Title I 1,000.00Administration at County Level 12331 581 Travel/In County Title I 4,000.00Administration at County Level 12331 582 Travel/Out of County Title I 8,000.00Administration at County Level 12331 611 Supplies/General Title I 10,000.00Administration at County Level 12331 653 Software (less than cty. inventory control limit) Title I 260.00

Administration at County Level 12331 694 Technology related hardware (between county limit and $5000) Title I 5,140.00

Instruction 11111 241 Tuition Reimbursement Title I 201,435.80Instruction 11111 251 Unemployment Compensation Title I 3,000.00Guidance - General 12120 111 Professional Personnel Regular Title I 10,500.00Guidance - General 12120 211 Fixed Employee Benefits: Health/Accident Life Title I 1,170.00

Guidance - General 12120 221 Fixed Charges/Employee Benefits: Social Security Contributions Title I 804.00

Guidance - General 12120 232 Fixed Charges/Employee Benefits: Defined Contribution Plan (II) Title I 1,575.00

Guidance - General 12120 261 Fixed Charges/Employee Benefits: Workers Compensation Title I 247.00

Transportation - Monitoring 12721 121 Service Personnel Regular Title I 94,000.00Transportation - Monitoring 12721 141 Service Personnel Substitute Regular Title I 6,000.00Transportation - Monitoring 12721 211 Fixed Employee Benefits: Health/Accident Life Title I 8,300.00Transportation - Monitoring 12721 212 Fixed Charges/Employee Benefits: Dental Title I 600.00Transportation - Monitoring 12721 213 Fixed Charges/Employee Benefits: Optical Title I 600.00

Transportation - Monitoring 12721 221 Fixed Charges/Employee Benefits: Social Security Contributions Title I 7,650.00

Transportation - Monitoring 12721 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title I 10,000.00

Transportation - Monitoring 12721 232 Fixed Charges/Employee Benefits: Defined Contribution Plan (II) Title I 4,100.00

Transportation - Monitoring 12721 261 Fixed Charges/Employee Benefits: Workers Compensation Title I 2,209.00

Transportation - Monitoring 12721 291 Other Employee Benefits Title I 1,200.00Instruction 11111 111 Professional Personnel Regular Title II 321,000.00Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title II 63,730.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title II 24,557.00

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title II 48,150.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title II 3,313.00

Instruction 11111 114 Professional Personnel Stipends Title II 32,500.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Title II 2,485.00



Security Contributions

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title II 4,707.00

Instruction 11111 112 Professional Personnel Supplemental Salaries Title II 55,250.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title II 4,227.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title II 523.00

Professional Personnel Staff Development 12213 321 Purchased Professional Educator Services Title II 8,569.00

Professional Personnel Staff Development 12213 582 Travel/Out of County Title II 10,000.00

Professional Personnel Staff Development 12213 643 Supplemental Books Title II 18,000.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title II 308.00

Instruction 11111 112 Professional Personnel Supplemental Salaries Title V 19,800.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title V 1,515.00

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Title V 2,970.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title V 156.00

Intrafund Transfers Out 76271 911 Transfers out-including indirect costs Title II 255,990.00Instruction 11111 121 Service Personnel Regular Title V 8,600.00Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title V 2,400.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Title V 660.00



Instruction 11111 111 Professional Personnel Regular Title V 127,000.00Instruction 11111 211 Fixed Employee Benefits: Health/Accident Life Title V 37,500.00



Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Title V 1,200.00

Instruction 11111 112 Professional Personnel Supplemental Salaries Title V 39,650.00




Instruction 11111 114 Professional Personnel Stipends Rural and Low Income Schools 8,150.00

Instruction 11111 221 Fixed Charges/Employee Benefits: Social Security Contributions Rural and Low Income Schools 620.00

Instruction 11111 231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Rural and Low Income Schools 1,160.00

Professional Personnel Staff Development 12213 582 Travel/Out of County Rural and Low Income Schools 30,000.00

Professional Personnel Staff Development 12213 131 Substitute Regular Rural and Low Income Schools 20,000.00

Professional Personnel Staff Development 12213 611 Supplies/General Rural and Low Income Schools 38,655.00

Instruction 11111 261 Fixed Charges/Employee Benefits: Workers Compensation Rural and Low Income Schools 70.00

Professional Personnel Staff Development 12213 114 Professional Personnel Stipends Rural and Low Income Schools 24,500.00


221 Fixed Charges/Employee Benefits: Social Security Contributions Rural and Low Income Schools 1,850.00


231 Fixed Charges/Employee Benefits: Defined Benefit Plan (I) Rural and Low Income Schools 3,420.00

Professional Personnel Staff 261 Fixed Charges/Employee Benefits: Workers



Development 12213 Compensation Rural and Low Income Schools 230.00Professional Personnel Staff Development 12213 114 Professional Personnel Stipends Rural and Low Income Schools 81,400.00






261 Fixed Charges/Employee Benefits: Workers Compensation Rural and Low Income Schools 700.00

Professional Personnel Staff Development 12213 114 Professional Personnel Stipends Rural and Low Income Schools 48,800.00






261 Fixed Charges/Employee Benefits: Workers Compensation Rural and Low Income Schools 450.00

None Technology E-rate 366,060.00None Technology E-rate County Match 86,265.00None Technology Basic Skills E-rate 1,617.60

None Technology Basic Skills E-rate County Match 404.40

None Technology SUCCESS E-rate 47,618.84

None Technology SUCCESS E-rate County Match 18,652.16

Instruction 11111 693 Control Level Furniture & Fixtures Title I 16,439.09Professional Personnel Staff Development 12213 693 Control Level Furniture & Fixtures Title I 1,123.00

Administration at County Level 12331 443 Rental of Equipment Title I 3,046.00Administration at County Level 12331 693 Control Level Furniture & Fixtures Title I 3,000.00Instruction 11111 114 Professional Personnel Stipends Grants 45,000.00Instruction 11111 432 Repair of Technology Equipment General 250,000.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) Basic Skills Technology 123,350.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) SUCCESS Technology 150,214.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) Telecommunications 131,600.00

Instruction 11111 694 Technology related hardware (between county limit and $5000) Ed Tech Federal 75,230.13

Instruction 11111 694 Technology related hardware (between county limit and $5000) Step 7 100,000.00

Instruction 11111 432 Repair of Technology Equipment Step 7 10,000.00Instruction 11111 611 Supplies/General Step 7 90,000.00Instruction 11111 432 Repair of Technology Equipment County 183,600.00

Total $ 7,548,845.13



five-year strategic plan funding year...

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