VISION
Winnebago Community Unit School District cultivates forward thinking learners for success in a
rapidly changing, technological world. By promoting 21 st century skills, teachers will integrate
instructional technology in order to encourage a progressive curriculum that actively supports
teaching and learning. The district will utilize current and future telecommunications and
information technology to expand accessibility to students, staff and community.
I. A. Data and Analysis – Report Card Data
Data Summary
 Cohorts of students with disabilities that met or exceeded AYP in math dropped from
77% to 62% from 6th to 8th grade
 Students with disabilities test scores fell below AYP target by 10.7% in Reading in 2010
 Students with disabilities test scores fell below AYP target by 12.1% in Math in 2010
Data Analysis
 Cohorts of students with disabilities in grades 6-8 are not growing at the same rate as
they did in grades 3-5
 Although students with disabilities test scores improved by 2% from 2009 to 2010, it was
not enough to reach the safe harbor target
Key Factors




Students with disabilities in grades 6-8 are being taught with curriculum materials that
were outdated and inconsistent with the materials being used in other classrooms
The district does not taking advantage of the co-teaching model in all grades
A significant percentage of the staff lacks training and experience in data analysis, coteaching, differentiation and effective use of technology in the classroom
In recent years there has been significant staff turnover in secondary grades
Conclusions




Textbooks, specifically in mathematics, should be updated to current curriculum
Co-teaching strategies and inclusion model (move torward) should be implemented in
grades 6-8
Implement resource periods for grades 6-8 to receive additional assistance and
intervention in the areas of reading and math
Ongoing professional development opportunities are needed, specifically in the areas of
data analysis, co-teaching, differentiation, and technology integration
I. B. Data and Analysis – Local Assessment Data
Data Sources
 2009-2010 NWEA Data
Data Summary
 2009-2010 NWEA data shows that 51% of students in 4th and 5th grade are proficient on
grade-level standards
 2009-2010 NWEA test scores show that students involved in the RtI program in grades 15 grew, on average, between 150-231% of their growth targets in reading between Fall
2009 and Spring 2010
 2009-2010 NWEA test scores for RtI students in grades 6-8 showed 5.4 percentile point
growth between Fall 2009 and Winter 2010
Data Analysis
 While students in 4th and 5th grade math are proficient, a look at growth between fall 2009
and Spring 2010 indicates these students are not growing at a rate equivalent to their
national peers
 For students starting in the 20th percentile and below, a growth of 5 percentile points is
not enough to bring those students up to grade-level, therefore we need to see more
growth in the RtI program
Key Factors
 Groupings for students in math does not currently easily allow for differentiation
 2009-2010 was the first year for RtI implementation in grades 6-8
 For 2009-2010 the district devoted additional resources and personnel to grades 1-5
Conclusions
 Additional opportunities are needed for teaching staff for data analysis for student cohorts
 Grouping students differently for math
 Continue NWEA testing in all grades
 Review current RtI program and evaluate the current practice of grouping of students by
ability as opposed to grade and by skill need
 Evaluate new Wilson reading strategies and programs
Section I C Item 2
Educator Qualifications and Professional Growth and Development Data
Data Sources
 Spring 2010 Professional Development Survey
 Action Step E from the Curriculum Task Force Professional Development Action Plan
(March 2010)
 International Society for Technology in Education (ISTE) National Educational
Technology Standards (NETS)
 2010 Report Card Data
 2010 ISAT Data
 2010 PSAE data
Data Summary
 Spring 2010 Professional Development survey results show that 47.3% of staff surveyed
want professional development related to “reaching the reluctant learner”
 Spring 2010 Professional Development survey results show that 39.6% of staff surveyed
want professional development related to “current Winnebago technology tools”
 The Curriculum Task Force Professional Development Action Plan (March 2010) action
Step E provides opportunities for professional development to support district technology



initiatives including ongoing time for teachers to meet, discuss and follow through on new
products
NETS-T Goal 5: Teachers should participate in local and global learning communities to
explore creative applications of technology to improve student learning
The 2010 ISAT and PSAE data show that students with disabilities fell below AYP target
of 10.7% in Reading in 2010.
The 2010 ISAT and PSAE data show that students with disabilities fell below AYP target
of 12.1% in Math in 2010
Data Analysis
 Student population has become more diverse due to a changing student socioeconomic
status
 State testing requires students to be exposed to more rigorous curricula
 The district is currently in the middle of a 3-year technology grant that has drastically
increased the amount and the type of available classroom technology
 Beginning in FY2011 the district began providing teachers designated training
opportunities and shared planning periods for grade-level teams to work with new
technology.
 Professional development time has been provided for teachers specifically on My
Access, SMART technologies, and Aegom. As familiarity with the new technology tools
grows, ongoing time to meet with other teachers and grade level teams would still be very
beneficial
Key Factors
 Due to increasing demands to meet NCLB and AYP, district staff needs additional means
of reaching a more diverse student base, which includes increased number of students in
the economically disadvantaged group, as well as an increase in English Language
Learners
 With state mandated Response to Intervention programs, staff also needs to address
additional means of reaching struggling students that do not qualify for Special Education
services
 Classroom teachers have been introduced to technology that many are unfamiliar with
and in order to utilize effectively for instructional and management purposes ongoing
training is a necessity
 There are several areas in which staff still lacks significant training, such as data
analysis, co-teaching, differentiation and effective use of technology. Staff turnover has
created a wide variety of computer and technology skills, therefore creating a large gap
between teachers and their individual knowledge of how to effectively use technology in
the classroom.
 The implementation of technology tools has increased at a higher rate than staff
proficiency with the new tools and how to best use them for instruction within their
classrooms.
Conclusions
 Plan and provide opportunities that include ongoing discussion and participatory
exercises of current Best Practices for staff growth and professional development relating
to reaching and respecting all learners
 Plan and provide opportunities that include ongoing discussion and participatory
exercises that increase the level of knowledge and familiarity of the technological tools
 In addition, teachers will increase their knowledge through district professional
development opportunities for improvement of lesson planning by incorporating the new
technology
 Plan and provide opportunities that include ongoing discussion and participatory
exercises that increase the level of knowledge and familiarity of the technological tools,
specific to reading and math needs




In addition, teachers will increase their knowledge through district professional
development opportunities for improvement of lesson planning by incorporating the new
technology
Implement Professional Learning Communities through the professional development
program
Develop a professional development library in effort to do ‘more with less’ for in-house
differentiated professional development
Partner with local colleges and universities to align 6-12 curriculum with college courses
Section I C – Item 3
Parent/Community Involvement Data
Data Sources
 Illinois Interactive Report Card (http://iirc.niu.edu)
 Survey Results from 2010-2011 Registration Packets (July 2010)
 2008-2011 Technology Plan
Data Summary
 Between 2000 and 2010 the percentage of low income students in the district has
increased from 5.6% to 17.1%
 Between 2000 and 2010 the percentage of low income students in the state has
increased from 36.7% to 45.4%
 In 2008 tech plan, TeacherLogic and HomeLogic were scheduled to be expanded to the
elementary grade levels
 Of the respondents to the parent survey during registration for the 2010-2011 school year
95.3% said that there is a computer in their home. Of the 95.3% that responded 91.8%
indicated that they have Internet access
 Of the respondents to the parent survey during registration for the 2010-2011 school year
approximately 75% had elementary students
 Of the respondents to the parent survey during registration for the 2010-2011 school year
51.6% would like communication of grades, lesson plans, assignments and requirements
from teachers for elementary schools
Data Analysis
 Although Winnebago is still well below the state low income percentage of 45.4%, there
has been a significant increase of 300% in low income households over the past ten
years
 Parents expect better and more timely information from administration and teachers of
which include academics, performance, and assignments
Key Factors
 The economic crisis between 2008 and 2010 has increased the population of low income
families everywhere
 Due to technology issues and the need for changing the standard report card format
TeacherLogic and HomeLogic was not levied at the elementary levels
Conclusions
 The school district should become an active partner in increasing technology access in
the community
 Parent portal (HomeLogic) needs to be implemented at the elementary level while
improvements may be made at the secondary levels
Section I D. Data & Analysis — Technology Deployment Data
Data Sources
 District and School Report Card Data
 Hardware and Software Inventories
 FY2005 and FY2011 Technology Budgets
 District Network Infrastructure Maps
 Parent Survey for Technology - Summer 2010
 ICN Traffic Logs - Ongoing
 SchoolMessenger Logs – Ongoing
INFRASTRUCTURE AND COMMUNICATIONS
Data Summary
 The district data network is in a constant state of growth and change as new components
and services are added regularly
 Teachers, students, and staff are utilizing more and more Internet and streaming
resources each year which has produced a demand for added Internet bandwidth
 The district is using three separate PBX phone systems within the school buildings. Only
one of which is E-911 compliant
 A single T1 and 8 POTS lines providing telephone service to all buildings
 SchoolMessenger is used regularly as a communications tool between schools and
parents
Data Analysis
 Additional Bandwidth is needed to keep up with the demand in classrooms and offices for
web services
 The district is not e-911 compliant in most of the school buildings
 The need for additional bandwidth is constantly growing
 SchoolMessenger maintenance needs to be continued
HARDWARE AND SOFTWARE
Data Summary
 The district has 5 buildings, each with a minimum of one computer lab and one or more
workstations per classroom
 Between the high school, middle school and one of the elementary buildings there are a
total of 16 mobile laptop labs
 Computer to student ratio is approximately one per 1.3 students
 According to current hardware inventories, the oldest workstation hardware is 7 years old
 Classrooms for grades K-3 have five workstations for curricular use
 There is a mounted projector in each classroom in the district and mounted SMART
boards in all core curriculum classrooms grades 4-12
 Teachers in core curriculum classes grades 4-12 have laptops
 Approximately 30% of our curricular software is 7y years old or more
 Software systems and databases are not currently connected by SIF or other
management software solution
Data Analysis
 The oldest workstations in the district are in need of replacement according to the
replacement cycle
 In the span of three years we have more than doubled the number of workstations and
laptops in the district from 550 to almost 1200


The district will need to connect student databases with SIF or other management tools
A comparison of FY2006 technology budget to FY2011 technology budget reflects a 20%
decrease in technology funding district-wide with an additional 20% reduction slated for
FY2012
Key Factors
 Lack of funding
 Failure to update hardware as necessary has led to aging workstations in inventory
 Added use of hardware, software, and Internet resources increases the need for
bandwidth
Conclusions
 The district needs to investigate additional sources for Internet connectivity and add
bandwidth
 Phone systems need to be replaced to comply with E-911 requirements
 Calling services must be maintained for emergency communications with parents and
community
 Aging workstations need to be replaced according to the current standards and policies
 Budget figures for capital outlay and infrastructure needs must either reflect current
inventory levels or reductions must be made in aging inventory