Technology Plan - Section I
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Section I A. Data & Analysis — Report Card Data

Summarize the Data: A higher percentage of District 13 students at nearly every grade level meet or exceeds state standards in mathematics as compared to reading. Though, in 2007, seventh and eighth graders experienced greater "meets and exceeds" rates on the ISAT reading test, the historical data for previous years show that District students experienced greater success, in terms of "meeting and exceeding" state standards, on the mathematics achievement battery of the state test as opposed to the reading battery.

Key Factors: The district employs a mathematics program which is directly linked to state standards. Since the first year this program was implemented, student achievement in mathematics started their climb to current levels. The district reading/language arts program, on the other hand, employs a complex balanced literacy approach. Teachers are given a great deal of choice in crafting experiences for their youngsters. Additionally, reading/language arts are more complex instructional areas.

Conclusions: District students fare less well on the ISAT reading test compared to their success on the ISAT mathematics test.

Section I B. Data & Analysis — Local Assessment Data

Description: There was other data collected locally during the development of this action plan:

• Each fall all eighth grade students take the Explore Test which is part of the ACT series.
• During the fall and spring, primary students in grades K-2 are assessed with the Illinois Snapshot of Early Learning instrument (ISEL).
• Each spring, students in grades 2-7 are assessed with the Otis Lennon School Abilities Test (OLSAT).
• In the fall of 2007, the district began giving the Measures of Academic Progress (MAP) by NWEA. This test will be given each fall and spring, henceforth.

Summarize the Data:

• Eighth graders scored higher in the area of mathematics on the Explore Test than in the English section.
• Students in the district scored significantly higher than the national average on the OLSAT assessment, and mean scores rose as students spent more time in District 13.
• In the fall of 2007, district students scored higher on the mathematics portion of the MAP assessment as compared to the reading and language arts sections.
• Interestingly, the mean scores for Grades 2-7 on the verbal component of the OLSAT were higher than the mean nonverbal scores in each case.

Key Factors: The results of local assessments are consistent with results from the ISAT test.

Conclusions: Given their abilities, district students should be able to reach higher levels of achievement in reading/language arts
when considering their levels of mathematics achievement.

Section I C. Data & Analysis – Other Data

Item 1 – Attributes and Challenges of the District and Community That Have Affected Student Learning

Description:

• Surveys were administered to parents and community stakeholders in March of 2006. (Administered by Education Consulting Research Associates, Inc.)
• Surveys were administered to student and staff stakeholders in March of 2007. (Administered by Education Consulting Research Associates, Inc.)
• The National Study for School Evaluation administered the Inventory of School Effectiveness to all staff in March of 2006.

Summarize the Data:

• The mean rating for "The district's balanced literacy approach to reading/language arts is effective" was 3.2 on a 4.0 scale on the parent survey of 2006.
• The mean rating for the parent survey question, "The mathematics program in District 13 is effective" received a 3.01 rating on a 4.0 scale.
• The mean rating on the parent survey for the question, "The school curriculum is preparing students for success in high school and in life" was rated 3.2 by parents, and 3.02 as rated by the community.
• The mean rating for the question, "The academic standards and expectations of the schools in District 13 are appropriate" was 3.19 on the parent survey.
• The mean rating for the parent question, "Does the school library meet students needs" was 3.33.
• The mean rating on the student survey to the item, "I like my reading/language arts class" was 3.0 for all district students.
• The mean rating for the student survey question, "I like my math class" was 3.0, though elementary mean ratings were 3.35 compared to middle school mean response of 2.8.
• The mean response to the item, "Maintaining high expectations for student achievement" on the NSSE Inventory of School Effectiveness answered by certified staff in March of 2006 received a 3.61 mean rating on a 4.0 scale, the highest of all items rated.
• Other top rated items on the NSSE Inventory included: "Creating a classroom environment conducive to learning", "Designing and delivering staff development to enhance teacher quality", "Being compelled by a common belief that, collectively, staff, students, and other stakeholders can impact the desired results of the school", "Maintaining a relentless focus on improving student learning that permeates all levels of the school".
• The bottom rated item by certified staff on the NSSE Inventory of School Effectiveness in March of 2006 was "Identifying performance targets, indicators, and measures for comparing and improving effectiveness", which received a 2.65 on a 4.0 scale.
• Another bottom five related item from this inventory included "Using data to inform decision making about teaching and learning", which received a 2.80 rating.
• On the 2007 teacher survey, the mean response to the question, "I understand the school improvement plan" was 2.9.
• The mean response on the teacher survey to the item, "The reading/language arts curriculum meets the needs of students" was 3.0.
• The mean response on the 2006 teacher survey to the item, "The mathematics program meets the needs of students" was 3.1.
• The mean response on the 2007 teacher survey to the item, "The curriculum satisfies the Illinois Learning Standards" was 3.2.

Key Factors:

• In looking at the teacher survey results, the results would seem to indicate a slight acknowledgement by teachers that they are bit more effective with the mathematics curriculum.
• Elementary students seem to equally like reading/language arts and mathematics. Middle school students seem to favor reading/language arts a bit more than mathematics class.
• It is important to note that district teachers believe in a data-based school improvement model.
• It is important to note that district teachers do not believe that they have been using data to inform decision making about teaching and learning.
• Parent surveys would seem to indicate that parents believe the reading/language arts program is more effective than the district's mathematics program despite the differences in student achievement in the opposite direction. Local stakeholders believe this is due primarily to the fact that the mathematics program looks so different from the mathematics program experienced by parents when they were in school

Conclusions:

• Student and parents have high regard for the reading/language arts program employed by the district.
• It is believed that the district and its teachers could more fully benefit from a school improvement process that uses data to inform decision making about teaching and learning.
• There are not significant differences in how district students, parents, and teachers rate in the quality of the mathematics and reading/language arts programs.

Item 2 – Educator Qualifications and Professional Growth and Development Data

Description: Data considered in the writing of this plan included a review of the state school report card data on teacher information, as well as a review of the teacher survey administered by the Education Consulting Research Association, Inc. group in the month of March 2007.

Summarize the Data:The mean response on the 2007 teacher survey to the item, "The district provides me with the training necessary to implement the curriculum" was 3.0 on a 4.0 scale. Likewise, the mean response to the survey item, "Continuing staff development is a priority for the district" was 3.1. However, the mean response to the item, "Objectives and Goals are Carefully Sequenced Across Grade Levels" was 2.8 by teachers on this survey.

Key Factors: Although the district benefits from highly trained and experienced teachers on staff, it would appear that there is room to
more carefully sequenced set of goals and objectives for student learning, particularly in reading/language arts. Curriculum mapping was not instituted in the school district until the fall of 2007.

Conclusions: District teachers have the training and background to be successful in implementing this school improvement plans. The district needs to pay more attention to the sequencing of student goals and objectives, particularly in the area of literacy.

Item 3 – Parent/Community Involvement Data (such as adult literacy providers, public library services and district emergency crisis planning)

Description:

• The state school district report card was reviewed for parent involvement data.
• The parent and community surveys administered by the ECRA Group in March of 2006 were also reviewed.

Summarize the Data:

• Despite an 89.8% parental contact rate on the 2007 Illinois District Report Card, a data error occurred, and the parental contact rate is actually 100%, 4% above the state average.
• On the 2006 parent survey administered by ECRA Group, 87.5% of the parents described themselves as actively or occasionally involved with District 13.
• In response to the question, "Would you like to become more involved with District 13", only 32% of the parents surveyed in 2006 responded "yes", while only 11% of the community responded "yes".

Key Factors:

• Parental involvement in schools and children's education in District 13 is very high.
• Community support of the school system is extremely positive.
• Parents are active partners in the education of their children.

Conclusions: District 13 benefits from having both the support of parents and general community.

Section I D. Data & Analysis — Technology Deployment Data

Description:

• Technology Request Database - Ongoing
• Software Inventory - Ongoing
• Hardware Inventory - Ongoing
• Internet Access Usage Reports - Ongoing
• Hardware Replacement Cycle - Ongoing
• Computer Lab Signup Database - Ongoing
• Staff Technology Survey - Spring, 2007
• Student Technology Survey - Spring 2007
• Community Technology Survey - Spring, 2007
• End-of-the-Year Staff Feedback Survey - Spring, 2007
• ECRA Parent and Community Surveys - Spring, 2006
• ECRA Staff and Student Surveys - Spring, 2007
• School Improvement Meeting Minutes - Fall, 2005 - Spring, 2007
• Technology Committee Meeting Minutes - Fall, 2006 - Present
• Staff Development / Professional Growth Committee Minutes - Fall, 2006 - Present
• School Improvement Plans - 2007-2008 school year
• 2007 District and School Report Cards
• District Budget Report - 2007-2008 school year
• Local Assessment Data - 2007-2008 school year

Summarize the Data: The mean response to the survey item, "Technology is current, and has been used effectively throughout the schools' educational program" on the 2006 parent and community surveys were rated 3.14 and 3.04 respectively. The mean response to the item, "I have access to sufficient equipment, technology and supplies" on the 2007 teacher survey was 3.3 on a 4.0 scale. The PTOs in District 13 continue to augment the district expenditure of nearly $150,000 per year for technology hardware.

Infrastructure

• Summary: District 13 is connected to the Internet through an 11mb fiber connection between the ICN and the middle school. Two 10 Mb fiber lines connect the middle school to the two elementary school buildings for voice and data transmission. CAT 5 wiring and wireless access points are used within the buildings to provide access to the District network and Internet.
• Analysis: At present, the network infrastructure is meeting the needs of staff and students. As the use of online software, video streaming and other electronic resources continues to increase, ongoing monitoring and upgrading of the network infrastructure will be necessary to support the use of online tools.

Hardware

• Summary: Distirct 13 owns and maintains over 650 workstations/laptops that support the daily workings of the District and curriculum goals. Each classroom and office has at least one computer available for staff and student use. Each of our three schools has a hard-wired computer lab consisting of 30 desktop computers. The middle school has an additional computer lab, which also consists of 30 desktop computers, for use with its Communications class. In addition, there is a 30-laptop mobile lab in each of the two elementary schools and two 30-laptop mobile labs in the middle school.
  
  The District Hardware Replacement Cycle calls for replacing computers and servers every five years, if District funds are available. The computers used throughout the district range in age from brand new to seven years old. A staff laptop program was implemented during the 2007-2008 school year in an effort to provide certified staff with a laptop and docking station. A limited number of multimedia carts, containing a laptop connected to an LCD projector, are available in each building; only one includes a document camera.
  
  In addition to desktop computers, the District also manages over 20 servers, which are used for printing and file management, student and financial management systems, e-mail and website hosting, VOIP telephone management, electronic document storage, running a wide variety of software for educational and safety purposes.
  
  A complete listing of hardware is on file in the Technology Office.
• Analysis: As the use of technology continues to increase throughout the District, getting access to computers for instructional purposes becomes more challenging each year. The second mobile lab in the middles school consists of laptops that are over six years old. They are not only struggling to keep up with the demands of current software, but are also showing signs of wear. The introduction of online MAP testing to the District this year has reduced the amount of lab time available to staff and students. Several of the servers are also more than five years old and need to be replaced. Additional multimedia carts and document cameras need to be purchased for each building.

Software

• Summary: District 13 owns a variety of software licenses to support the daily workings of the District and curriculum goals. Many of the applications owned by the District are used to help teachers differentiate instruction to help meet the needs of their students. When possible, the District has purchased web-based software to replace local applications. Web-based software is generally easier to maintain and has the added advantage of being accessible outside the District. The District also subscribes to several online resources through the Internet for staff and student use.
  
  A complete li sting of software is on file in the Technology Office.
• Analysis: District 13 has recently purchased a number of major software applications (Skyward Financial, Powerschool Student Management, NWEA MAP, Curriculum Mapping Software) within a short period of time. It has been challenging for staff to learn all these applications at one time, especially since much of the District's professional development time is spent supporting other District initiatives. The District would like to upgrade to a more current version of the Microsoft Office suite, as Office 2000 is currently being used district wide.

Telecommunications

• Summary: In the summer of 2005, a 3Com VOIP phone system was installed throughout the District, providing every classroom and office with a phone and the certified and office staff with voice mail. Cell phones used by the health and maintenance staff and emergency phones and phone lines are used to provide a safe environment. District 13 is in the process of installing the 3Com Education Module to facilitate broadcast calling, homework hotlines, and e911 management.
• Analysis: The current telecommunications infrastructure is currently meeting the needs of the District.

Internet access

• Summary: District 13 is connected to the Internet through an AT&T OptE-MAN connection to the ICN. Every classroom and office has Internet access. Internet content is filtered by The SonicWALL Content Filtering Service.
• Analysis: Currently staff and students have sufficient Internet access. Internet use and performance will be continuously monitored to help plan for future growth.

Technology Support

• Summary: District 13 currently employs three full-time technology staff: a Technology Coordinator; a Technology Assistant; and a Technology Secretary. The District is currently in the process of hiring a Network Manager, a position that was created during the 2007-2008 school year, to assist with upgrading and maintaining servers, switches and other network hardware, and to help with other technology needs. The majority of work involved with maintaining the District technology infrastructure is done in-house by the Technology Staff. On rare occasions, outside consultants are hired for specific needs.
• Analysis: While the response time to staff technology requests is generally sufficient, the technology staff is struggling with keeping up with the demands placed on them due to the addition of new hardware and software and increase in computer use. It is hoped that the addition of a Network Manager to the technology staff will help in keeping up with current demands and in introducing new technologies to the District.

Acceptable Use Policy

• Summary: The Staff and Student computer Acceptable Use Policy is updated every few years to include new technologies and regulations.
• Analysis: The current Acceptable Use Policy was implemented in the fall of 2006.

Key Factors:

• Age of equipment - Computers and servers need to be updated to keep up with the demands of current and future software use.
• Increase in computer use by staff and students - Additional computers, laptops, projectors and document cameras need to be purchased to allow greater access by students and staff.
• Staff training - Technology-related professional development must be offered on an ongoing basis.

Conclusions: There is a great deal of pride in the District 13 community with respect to the level of technology programming, as well as the availability of technological hardware. The staff, administration, and Board pride themselves on the breadth of technology employed on a regular basis throughout the school district, to not only support student learning and school improvement efforts, but also to ease workload for staff and provide a safe working and learning environment. Continued monetary support will be necessary to support hardware, software and infrastructure upgrades and purchases. Opportunities for technology training must be included in the District's five-year professional development calendar to help staff keep current with newer technologies.

Section I E. Data & Analysis — Meta Analysis
S.M.A.R.T. Goal(s): At least 90% of District 13 students will meet or exceed state standards in the areas of reading and writing, in a safe environment.