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innebago, IL 61088 to the communityReport Card

Winnebago CUSD #323

At the conclusion of another school year, it is important to give our

community a brief update on the state of our school district.

Much of the emphasis of this report will be placed on finance and character development. It is virtually impossible to estimate state revenues. Due to the uncertainty of the economy and state funding, our financial plan requires us to minimize operating costs, reduce capital expenditures, and limit future spending. We will continue to follow strict fiscal guidelines to insure the best use of public dollars.

In spite of the dwindling economic times, this has been an exceptional year for students in Winnebago CUSD #323 in local, regional, state, and even national competitions. In the classroom, we have seen very positive results from our students and families.

The key to the success of Winnebago students lies both in the instructional design and in the implementation of the curriculum in every classroom. Winnebago teachers

and administrators are working together to raise expectations for all students. Our focus remains on assessing individual student growth to increase each student’s academic achievement. We will continue to develop, implement, and monitor district-wide strategies designed to achieve annual improvements in reading, writing and mathematics.

The “bottom line” is our children are learning. Winnebago students are receiving access to high quality programs. Winnebago teachers are not only highly qualified, they are caring and dedicated to helping each student.

Our success would not be possible without the support that we receive from parents and the community. Engaged parents contribute greatly to our success. Thank you for your continued support of the Winnebago Community Unit School District.

Sincerely,

DennisDennis M. HarezlakSuperintendent

WinnebagoSchoolsCommunity

An educational community that inspires and assists each individual to make the greatest use of his or her potential.

Our Mission

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Our SchoolsSeward Elementary 815.247.8441Our preschool and kindergarten center

Dorothy Simon Elementary 815.335.2318Our first through third grade center

Jean McNair Elementary School 815.335.1607Our fourth and fifth grade center

Winnebago Middle School 815.335.2364Our sixth, seventh, and eighth grade center

Winnebago High School 815.335.2336Our freshmen through senior center

Local School districts receive revenue from three basic sources: local,

state and federal revenue. Fifty-eight percent of the revenue for Winnebago School District comes from local sources. Fifty percent of our income is derived from local property taxes and the rest is from other local sources such as book rental and student fees, cafeteria receipts, interest income and other miscellaneous income sources.

Our property tax revenues for next year (2009-10) will be calculated based on last year’s property values, which increased. Since Winnebago is a tax-capped district, the increase in tax revenue from one year to the next is limited by the value of the Consumer Price Index (CPI) and any new property added to the tax roles. The CPI value for the coming year is 4.1 percent, which is larger than past years. The CPI for the following year (2010-11) however will be near zero, with very little new property added so there will be little, if any increase in our tax revenues for 2010-11.

StateOur revenue from the State of

Illinois is 39 percent comprising of 31 percent General State Aid and

eight percent other reimbursements for transportation, special education and a few other minor sources.

State aid is determined by: 1) the amount of taxable property in the district, 2) student daily attendance and 3) the state Foundation Level, which determines the amount of money appropriated for state aid each year.

Taxable ValueThe amount of taxable property

in a district is calculated by local assessors (at 1/3 of a property’s market value) and equalized by a state multiplier. The total equalized assessed value (EAV) and the district’s tax rate determines how much money can be raised through property tax. The higher a district’s EAV per student, the lower its state aid will be, since a “wealthy” district has more capacity to raise money locally.

District #323 EAV Summary

Residential 76%Farm 15%Commercial 6%Industrial 2%Railroad 1%

District RevenueSources

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Student AttendanceAverage daily attendance is a

measure of student attendance. State aid does not depend on enrollment, but attendance. Student attendance on a daily basis is very important. When students are absent from school, it can lower the district’s state aid for the next school year.

Foundation LevelThe other major factor that

determines state aid is the annual state appropriation. The legislature determines how much money will be available for state aid when it sets the Foundation Level each year. The current state budget crisis is a concern for us as we plan for next year. It is likely there will be less state aid available to schools next year. We are also experiencing smaller class numbers in the lower grades, which will mean lower attendance rates decreasing state aid.

Local Income $10,278,666.00 (includes $1,009,500 in bonds)

General State Aid $ 4,985,957.00Categorical grants $ 652,617.00Title/federal grants$ 222,003.00

FederalWe receive very little money

directly from the federal government. We receive some reimbursement for the Free and Reduced school lunch program and some money to help pay for remedial instruction (Title I funding). Last year, we received a competitive grant for $98,000 to improve district security and safety. We are applying for other grants for next year. Most of the federal money available to schools is targeted for districts that have a high poverty count and ours is quite low compared to many other districts.

There may be more federal money available next school year as Congress passes a major funding bill. The concern is that the new federal money may have strings attached which will make it difficult to use for regular operations of the district. This may require the district to add new programs that will ultimately add costs as this special federal funding ends in two years.

Currently, the budget is balanced, but concerns about the national economy, local property values and state funding are contributing to a sense of financial uncertainty for the next two to three years.

District RevenueSources District RevenueSourcesAdditional Revenue Sources Fiscal Year 07-08GrantsIllinois State Library Grant $29,866.72

Winnebago PTO $28,568.11Foundation for Excellence inEducation (FEE) $34,810.52Evelyn Schaap $ 2,500.00

Winnovations Robotics Team Supporters

Anonymous $ 7,500.00Excelon $ 5,000.00Haldex Hydraulics $ 3,000.00Misc. Donations $ 2,770.00Community Foundationof Northern Ill. $ 2,500.00Women of Today’s Manufacturing $ 1,500.00Institute of ElectricalEngineers $ 1,200.00

Alpine Bank $ 1,000.00Seward Screw Products $ 1,000.00FMA Intl. $ 1,000.00Winnebago Fan’s Club $ 1,000.00Woodward Governor $ 1,000.00Cadbury Adams $ 500.00National City Bank $ 500.00Forest City Gear $ 500.00Nelson & Storm Tools $ 500.00S&B Jig Grinding $ 500.00Quantum Design $ 250.00Blackhawk Bank $ 250.00SSI Technology $ 250.00

Heidi Huffington $ 100.00 RR Flody $ 100.00Rockford Process Control $ 100.00Specialty Screw Products $ 100.00Dale Falconer $ 75.00Farm & Fleet $ 50.00Ernie Johnson $ 25.00

Gift-in-kindDeena Goodrich $ 500.00Piano and trombone

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StructureWinnebago High School is now

organized into departments with eight department heads leading these groups. Appointing teacher leaders and working in small groups helps us to communicate and work together to support all students—whether gifted or at-risk.

Another period was added to the students’ day in order to allow students access to a third year of science and other college or career preparatory classes. The additional period also gives students the ability to take more elective classes, helping them make decisions about their future college and careers.

To prepare our students for their future, course and curriculum changes are being made.

In the Math Department, a new course, Finite Statistics/Trigonometry Concepts was added. Also, younger students now have opportunity to take advanced courses earlier in high school.

In the English Department, students must successfully complete courses before advancing to the next year in English 10, 11, and 12. Honors English at the freshmen level also is now offered.

In the Science Department, Honors Physics was added, allowing students to continue into a fourth year of science. This was designed for students considering a science related field for post high school study. Freshmen students now can take an Honors level class.

.

Secondary EducationAn OverviewSecondary EducationAn Overview

Winnebago High School Class of 2009 All Students % Proficient % needed Performance to make by Subject AYP 2008

Math 57.4% 62.5% Reading 62.6% 62.5% Science 58.7% N/A

Winnebago High School Class of 2009 Males Females Percentage of non-proficient* 30% 46.3% students on the PSAE reading portion (2008 Test)

*As determined by State of Illinois Standards

The students of today are not the same as they were years ago and as a result, we have to meet their needs differently in order to prepare each

and every graduate for their post high school dreams.

Winnebago High School Students made Adequate Yearly Progress (AYP) in 2008 in both math and reading. However, if scores do not increase, Winnebago is in danger of not making AYP in 2009 and beyond.

What if the same group of students were measured by 2009 standards with 70% as the standard for proficiency.

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Beginning in 2009-2010, for the first time, incoming freshmen will be placed into their core classes (English, Math, and Science) based on their Explore test score, MAP scores, ISAT scores from seventh grade, and teacher recommendations.

Ultimately, students meet and exceed on standardized tests when

exposed to rigorous course content. It may seem like a good idea to take classes that will allow a student to get a 4.0, but you put your child in a much better position to perform well on the ACT and be prepared for college level classes if they take a difficult course.

At-Risk Students/Response to Intervention (RtI)The District’s 2010 Strategic Plan

calls for academic improvement in all areas with focus on special needs students.

Response to Intervention (RtI) is a multi-tiered approach to help these struggling learners. Students’ progress is closely monitored at each stage of intervention. This determines the need for further research-based strong positive student gains using RtI.

The District’s RtI plan was developed to focus on improving academic performance for individual students. It is intended to assist schools in making Annual Yearly Progress (AYP). It is structured to build teams in each school to design, implement, and evaluate educational interventions. Each team will be staffed with individuals to assist classroom teachers and special education support staff to achieve this goal.

Our school improvement team, attendance committee, and RtI team have analyzed data. The team looked at local data-- daily attendance, testing, and national data to see what areas need to be addressed.

Last fall the school day for upper elementary, middle and high school was lengthened an extra 20 minutes per school day. Winnebago Middle School implemented components that positively affects the social-emotional and intellectual development of young adolescents. This is accomplished through an advisory program that includes topics and activities of community service, anti-bullying, positive peer interaction while not adversely impacting the core or elective curriculum.

A required reading class will be offered for freshmen who are reading at least two grades below grade level when they enter high school.

Reaching Their Potential Reaching Their Potential

The Illinois Standards Achievement Test (ISAT) is administered to students grades 3 through 8. The Prairie State Achievement Examination (PSAE) is administered to students in grade 11. Reading and mathematics are tested in grades 3 through 8, and 11. Science is tested in grades 4,7, and 11.

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Character DevelopmentWinnebago Middle School

initiated anti-bullying activities including programs to help encourage students to accept differences, find similarities, and form connections with others. The Future Friends program was formed during lunch to give students the opportunity to challenge their social boundaries and get to know others better. Students are not assigned seating in the cafeteria, however they often sit in the same spot day after day. A few tables are decorated and set aside each month for this activity, and students are randomly assigned a seat with plenty of fun conversation starters to help them.

The guidance counselor speaks in the classrooms on different aspects of bullying. Methods used in the classroom have included group discussions, video clips, role-playing, peer speakers, and other hands on activities. Discussion topics have included verbal and physical bullying, as well as cyber-bullying. Students discuss how to best respond to a bully and how not to be just a “bystander.”

Jean McNair Elementary School is committed to its focus on Character Education, which will result in developing and maintaining

a positive climate. The District’s 2010 Strategic Plan includes goals for Character Education and Bullying Prevention programs. Students receive additional character education materials that not only address Bullying Prevention, but also assertiveness training for students. Staff receives training in identifying and handling bullying issues on the playground, in classrooms and in the cafeteria. Counselors from Rockford Area Sexual Assault Agency visited individual classrooms for 30 minutes a week for 12 weeks teaching students and staff what behaviors constitute bullying and how to stand up to peer bullying.

At Jean McNair students receive recognition for positive behaviors and related improvements. with Student of the Week and High Five awards.

In Early Childhood and at Dorothy Simon Elementary, a program called “Second Step” serves as a conflict resolution program to help children learn to solve their conflicts and improve their interactions with others without resorting to violence. The program includes a number of photo posters, which provide a basis for classroom discussion and role-playing. This is incorporated into lesson

presentations, which the teachers use to help children identify feelings, solve problems with peers, and reduce anger in frustrating situations. Kindergarten students follow the 6-Pillars of Character program. Students focus on each character pillar at certain times of the school year. The pillars are trustworthiness, respect, caring, fairness, responsibility, and citizenship. All students can attain positive character

awards for individual recognition by the principal.

Character Development

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At the end of each year, students were recognized for their positive efforts during the school year. Each child received a certificate identifying their positive efforts throughout the school-year.

At Dorothy Simon, students serve as positive peer models to other children who might have special needs or a child who may need to work through a problem with a peer. There is a teacher committee for PBIS team (Positive Behavioral Intervention Services). This team meets periodically throughout the year to plan school-wide activities, which reinforce and reward students for good behavior. The school-wide expectations are followed by all the students and staff.

Students are recognized in a positive manner using “Simon Pride Tickets” earned when students are following the school-wide expectations. Students can earn positive awards and recognition from the principal for exceptional behavior within their school-wide expectations.

Dorothy Simon Elementary students earned many academic and physical education awards for their outstanding efforts.

Staff and students at Jean McNair began a relationship with the Prairie

View Assisted Living Center in Winnebago, visiting them at Halloween and during the Christmas holiday. A student-walking club was started in the fall of 2008 to increase student awareness on the wellness benefits of walking.

Mrs. Crandall and Mrs. Rankins’ classes at Jean McNair Elementary, with the help of Mrs. Whitney, prepared the Jean McNair Prairie. This included trying to eliminate the weeds that had the opportunity to grow. Students learned how to remove seed heads to prevent them from spreading. Canadian Thistle plants were dug out.

After removing as many weeds as possible, more grass and forb seed was planted. The students each donated $.50 toward the purchase of a bluebird house to add to the prairie.

Winnebago CUSD #323 continues to foster community stewardship through many different venues. Throughout the district, staff and students contributed to food and clothing drives. The elementary schools participated in the St. Jude’s Math-a-thon, raising over $5,000. At the middle and high schools, community service days were conducted with students visiting different agencies volunteering their time and talents to help those in need.

Winnebago Middle School initiated a new program called Community Recognition Honor. In cooperation with local businesses and community organizations, students who improve academically, perform community service and write letters will receive this recognition.

Winnebago High School students must complete two hours of community service as part of their graduation requirement.

In addition to the community recognition program and the service requirement in secondary education, students and staff chose community service projects at the grade levels as well as building levels to help agencies throughout Winnebago County.

Character Development Character Development

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