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Oklahoma School Performance Review Office of Accountability April 2011 Education Oversight Board / Office of Accountability Susan Field, Chairman • Robert Buswell, Executive Director 655 Research Parkway, Suite 301 Oklahoma City, OK 73104 (405) 225-9470 Fax (405) 225-9474 www.SchoolReportCard.org April 2011 Fellow Oklahomans: The Education Oversight Board and the Office of Accountability are pleased to present this school performance review for Eldorado Public Schools (EPS). This review is intended to help EPS contain costs, improve management strategies and operations, and increase student performance. To conduct this review the office contracted with Prismatic Services, Inc. Eldorado Public Schools has a number of commendable programs and enjoys support from district residents; however, it is faced with several challenges. The review contains recommendations to help EPS meet those challenges and improve the efficiency of their operations. The review also highlights a number of “Commendable Practices” in programs, operations, and services provided by the administration, teachers, and staff. We are grateful for the cooperation of EPS Board of Education, administration, staff, parents, and community members. They are to be commended for their dedication toward improving educational opportunities for their community. We are pleased to announce that this review is available in hardcopy through the Office of Accountability and on the office’s web site at www.SchoolReportCard.org. For the Education Oversight Board, For the Office of Accountability, Susan Field Robert Buswell Oklahoma School Performance Review Eldorado Public Schools April 2011 Education Oversight Board Office of Accountability Susan Field, Chairman Robert Buswell, Executive Director Patrick Gilmore, Vice-Chair Jeff Wallace, Assistant Director Dr. Sherry Labyer Jerry (Yu-Chao) Hsieh, Database Design Analyst Ami Shaffer Dr. Lonnie Melvin, School Improvement Coordinator Edward A. Petersen Reed Downey Millard House II Senator John Ford Representative Ann Coody Prismatic Services, Inc. Tatia Prieto, President, Asst Project Manager Rick Cobb, Project Manager Dianne Lane – Chapter 1, Management, Personnel, & Communications Loretta Schmidt – Chapter 2, Instructional Delivery Jerry Williams – Chapter 3, Business Operations Bob Holdredge – Chapter 4, Facility Use/Management; Safety/Security Tatia Prieto – Chapter 5, Child Nutrition Courtney Lockridge – Chapter 5, Technology Scott Allen – Chapter 5, Transportation This publication was prepared by the Office of Accountability as authorized by Title 70 of the Oklahoma Statutes, Section 3-118 and 1210.5331. It was printed by the Oklahoma State Regents for Higher Education Central Services Department, as authorized by the Education Oversight Board. Forty copies have been prepared at a cost of $1,518.00. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries, April 2011. Eldorado Public Schools Table of Contents i Page Executive Summary 1 Acknowledgements 1 Eldorado Public Schools 2 Commendations 4 Recommendations and Projected Costs and Savings 6 Chapter 1: Management, Personnel, and Communications 1-1 A. Management and Organization 1-9 B. Personnel Management 1-21 C. Communications and Community Involvement 1-28 Chapter 2: Instructional Delivery 2-1 A. Instructional Delivery and Student Performance 2-1 B. Professional Development 2-19 C. Gifted and Talented Education 2-26 D. Special Education 2-30 E. Career and Technology Education 2-34 F. Guidance and Counseling 2-36 G. Federal Programs 2-37 Chapter 3: Business Operations 3-1 A. Financial Processes 3-8 B. Asset and Risk Management 3-20 C. Activity Funds 3-25 D. Auditing and Internal Controls 3-27 Chapter 4: Facilities Use and Management 4-1 A. Facilities Planning and Construction 4-4 B. Maintenance and Custodial Operations 4-13 C. Energy Management 4-25 D. Safety and Security 4-35 Chapter 5: Support Services 5-1 A. Child Nutrition 5-1 B. Technology 5-23 C. Transportation 5-45 Table of Contents Eldorado Public Schools ii Appendices: A. Staff Survey Results A-1 B. Parent Survey Results B-1 C. Student Survey Results C-1 D. Community Input Focus Group Comments D-1 E. Enrollment Projections E-1 F. Thermal Images of Facilities F-1 Executive Summary The Oklahoma School Performance Review (OSPR) Program was authorized by the Oklahoma Legislature during the 2001 session and amended during the 2005 session. The responsibility to conduct school performance reviews was assigned to the Office of Accountability, which is under the direction of the Oklahoma Education Oversight Board. The purpose of a performance review is to develop findings, commendations, and recommendations regarding (1) containing costs; (2) improving management strategies; and (3) promoting better education for Oklahoma children. The Office of Accountability began the performance review of Eldorado Public Schools (EPS) in August 2010. The Office of Accountability contracted with Prismatic to assist with the review. The Prismatic consulting team conducted individual and small group interviews with district personnel and board of education members. The team conducted a community focus group of business and community leaders. The team also reviewed operations by touring facilities, observing cafeteria operations, and riding school bus routes. Administrators, teachers, support staff, parents, and students completed confidential surveys. The consulting team tabulated the surveys and used the results in this review. Survey results are contained in Appendices A through D. Based on size, geography, and demographics, the Office of Accountability selected five Oklahoma school districts as peer districts for comparison purposes. They are: Blair, Duke, Felt, Olustee, and Ryan. These are called peer districts throughout this report. For further comparison, a Community Group average is also used throughout the report. EPS falls into community group H2, which includes districts with an ADM of fewer than 250 students. The “2” indicates that the percentage of EPS students eligible for free and reduced price meals is above the state average. During this review, Prismatic Services developed 73 recommendations designed to improve operations and support increased academic performance. In some cases, these recommendations should result in a net savings to the district, in some cases a net cost, and in some cases should have no fiscal impact but should improve district effectiveness. A detailed list of costs and savings by recommendation appears in Exhibit 4. ACKNOWLEDGMENTS The Office of Accountability and Prismatic wish to express their appreciation to the Board of Education of Eldorado Public Schools, its Superintendent, Dr. Harold Hayes, and the many district employees, students, parents, business leaders, and community residents who helped during this review. Prismatic Services, Inc. Page 1 Executive Summary Eldorado Public Schools Page 2 Prismatic Services, Inc. ELDORADO PUBLIC SCHOOLS Eldorado Public Schools are located in Jackson County, Oklahoma, a county with a total land area of 803 square miles. Jackson County is located in the southwestern corner of Oklahoma. Its county seat, Altus, is home to Altus Air Force Base. In 2009, the city of Eldorado’s population was estimated at 455 by the U.S. Census Bureau. The EPS student body is dispersed across a total land area of 181 square miles within Jackson County, with 0.6 students per square mile. Demographic data reflect the following information regarding Eldorado, compared to the Oklahoma state average: • a lower median household income; • a significantly lower median house value; • a higher percentage of residents with income below the poverty level; and • a significantly lower percentage of residents with a bachelor's degree or higher.1 EPS has one campus, divided for accreditation purposes into an elementary school (EC-8), and a high school (9-12). Exhibit 1 shows average daily membership (ADM), ethnicity, and eligibility for free or reduced price meals for EPS and each of its schools for the 2008-09 school year. Exhibit 1 EPS Student Enrollment and Socioeconomic Characteristics 2008-09 School Grade Span Fall Enrollment Caucasian Black Asian Hispanic Native American Eligible For Free or Reduced Price Meals Elementary School EC-8 93 71% 5% 0% 18% 5% 76.0% High School 9-12 28 68% 0% 0% 29% 4% 86.0% EPS Totals EC-12 121 70% 4% 0% 21% 5% 79.0% Source: Office of Accountability, Profiles Database Exhibit 2 shows demographic information for EPS, peer districts, and the state for 2008-09. EPS’s average property valuation per student of $40,618 is third highest among its peer districts. It is $1,743 higher than the state average of $38,875. EPS has a higher percentage of Hispanic students than any other ethnic minority; at 21 percent, this is tied for second lowest among its peer districts. Eldorado’s percent of students eligible for free or reduced price meals is higher than the state and all of its peers. 1 Data from http://www.city-data.com/city/Eldorado-Oklahoma.html. Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 3 Exhibit 2 Demographics of EPS, Peer Districts, and State 2008-09 Ethnic Group Entity ADM Caucasian Black Asian Hispanic Native American Average Assessed Property Valuation Per Student Eligible for Free or Reduced Price Meals Eldorado 115.7 70% 4% 0% 21% 5% $40,618 78.5% Blair 271.6 73% 3% 1% 17% 6% $83,925 55.0% Duke 180.5 68% 1% 0% 27% 4% $55,193 59.2% Felt 60.8 59% 0% 2% 39% 0% $21,196 72.9% Olustee 173.4 56% 3% 1% 40% 1% $22,350 72.9% Ryan 232.6 74% 3% 1% 21% 1% $24,161 71.4% State 1,194.3 57% 11% 2% 11% 19% $38,875 56.3% Source: Office of Accountability, Profiles Database Exhibit 3 shows the ADM of EPS and its peer districts over the five year period between 2004- 05 and 2008-09. EPS’s ADM has decreased by 5.2 percent during this period. That represents the second-lowest rate of decline among the peer districts. Exhibit 3 EPS, Peer Districts, and State Student ADM Trends ADM Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Percentage Change *Eldorado 122.0 123.1 117.2 109.2 115.7 (5.2%) **Blair 303.2 307.1 282.3 266.6 271.6 (10.4%) *Duke 187.0 206.0 201.9 190.3 180.5 (3.5%) *Felt 88.4 81.9 82.6 74.2 60.8 (31.2%) *Olustee 192.7 184.9 177.9 163.0 173.4 (10.0%) *Ryan 268.0 266.9 250.9 243.1 232.6 (13.2%) *Community Group H2 151.3 148.7 146.3 144.8 148.5 (1.9%) **Community Group G1 303.2 352.6 346.0 348.0 339.6 12.0% Source: Office of Accountability, Profiles Database COMMENDATIONS The Office of Accountability identified “exemplary” or “best practices” in Eldorado Public Schools that led to 24 separate commendations. The Office of Accountability recommends that other school districts throughout Oklahoma examine these exemplary programs and services to see if they could be adapted to meet their local needs. The commendations are listed below and explained in detail in each chapter. Executive Summary Eldorado Public Schools Page 4 Prismatic Services, Inc. Chapter 1: MANAGEMENT, PERSONNEL, AND COMMUNICATIONS The superintendent and board exemplify team collaboration in leading district improvements. The Eldorado School Board and superintendent have a strong commitment to training, making them well-prepared to lead the district. The superintendent and board are commended for updating the district’s entire policy book. Eldorado Public Schools has uniform processes to maintain the security of personnel records. The superintendent and board have planned ahead to make accommodations to keep the district running smoothly during the secretary’s maternity leave. Chapter 2: INSTRUCTIONAL DELIVERY EPS has implemented a mandatory after school tutoring program for students in grades five through twelve. EPS uses EPAS EXPLORE and PLAN data to support student career planning and to increase student achievement. Chapter 3: BUSINESS OPERATIONS Eldorado Public Schools is commended on timely reports prepared by the superintendent that keep board members and staff informed of anticipated state aid funding and the impact it will have on operations. EPS provides a secure location for district warrants waiting to be distributed, monies waiting to be deposited, and for other valuables. Eldorado Pubic Schools is commended for establishing policy for student activity funds and communicating guidelines to staff. Receiving substantially clean audit reports helps maintain EPS credibility among staff and the community. Chapter 4: FACILITIES USE AND MANAGEMENT The superintendent and School Board successfully worked with the parents and other constituents within the school district to forge a coalition which resulted in passing a much needed bond initiative. Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 5 The elementary and junior/senior high school building has been updated with new air conditioning systems within the past five years. The maintenance on the roofing systems for the elementary and junior/senior high school building and the vocational-agriculture building have been effective toward keeping those systems watertight. EPS employs sufficient custodial personnel to properly clean the district facilities. EPS installed a new 18 camera high security monitoring system with digital data recording capability on all cameras. This addition significantly improves the security posture of the school. Chapter 5: SUPPORT SERVICES The district is commended for implementing technology in its cafeteria operations. EPS meal participation is commendable. EPS successfully gained outside grant funding to target technology needs. EPS is commended for acquiring SmartBoards for classroom use and for providing initial professional development for the teachers who will be using them. The district has used the resources of the Southwest Technology Center to keep its drivers licensed and trained. The Eldorado drivers exhibit concern and caring for all students in their charge and provide on-time transportation services. EPS is appropriately providing transportation to selected students who live within 1.5 miles of school. The district does a thorough job of controlling fuel cost. RECOMMENDATIONS AND PROJECTED COSTS AND SAVINGS A list of recommendations with their associated costs is provided in Exhibit 4. In each chapter, implementation strategies and the estimates of fiscal impact follow each recommendation in this report. The implementation section associated with each recommendation highlights the actions necessary to achieve the proposed results. Many of the recommendations have no costs or savings attached, but are designed to formalize, improve, and streamline operations. In some cases, the consulting team has made recommendations that will likely generate savings for the district, but in an effort to be conservative, no specific savings were estimated. It must be understood that not all of the recommendations can be started at one time. The consulting team did not want to place priorities by indicating which should be implemented Executive Summary Eldorado Public Schools Page 6 Prismatic Services, Inc. immediately and which ones implemented later. It will be up to the district to decide which ones to implement and the timelines for beginning implementation. The Office of Accountability recommends that the EPS Board of Education ask district administrators to review the recommendations, develop an implementation plan, and monitor its progress. Office of Accountability staff is available to help implement the recommendations. Exhibit 4 Summary of Costs and Savings by Recommendations Estimated (Costs) or Savings Recommendation 2011-12 2012-13 2013-14 2014-15 2015-16 Total Five- Year (Costs) or Savings Chapter 1 Management, Personnel, and Communications 1 Develop a comprehensive strategic plan for the district and ensure that all parts of the CLEP are included in the plan. ($1,500) $0 $0 $0 $0 ($1,500) 2 Embed accountability into district operations so that all district activities are aligned with established district goals. $0 $0 $0 $0 $0 $0 3 Revise time spent on discussion during board meetings to focus it on decision making and answers to board member questions, instead of reiteration of previously available information. $0 $0 $0 $0 $0 $0 4 Update the Board meeting agenda format to incorporate a consent agenda. $0 $0 $0 $0 $0 $0 5 Commit a portion of board meetings to reports on current educational programs and achievements, and to the recognition of outstanding accomplishments and contributions. $0 $0 $0 $0 $0 $0 6 Ensure that all policies that are approved by the school board clearly denote the date of the board action and continue annual review of policies and procedures. $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 7 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 7 Establish regular weekly meetings for the superintendent and principal to discuss key educational topics, plan for the district and develop written policies and procedures for each area of responsibility assigned. $0 $0 $0 $0 $0 $0 8 Create systematic processes that provide support and direction for all staff members. $0 $0 $0 $0 $0 $0 9 Address the need for cross-training and develop controls for central support staff responsibilities. $0 $0 $0 $0 $0 $0 10 Develop a salary schedule for non exempt employees and establish a clear cut procedure for staff to earn raises. $0 $0 $0 $0 $0 $0 11 Develop job descriptions for each position, explain them to employees, and link them to performance evaluations. $0 $0 $0 $0 $0 $0 12 Expand the district’s approach to professional development to include regular training for all staff based upon needs assessments related to job responsibilities and student achievement. $0 $0 $0 $0 $0 $0 13 Improve the EPS website as a part of an overall public communications strategy. $0 $0 $0 $0 $0 $0 14 Develop a coordinated volunteer program that promotes parent and community involvement in the district’s schools. $0 $0 $0 $0 $0 $0 Subtotal ($1,500) $0 $0 $0 $0 ($1,500) Chapter 2 Instructional Delivery 1 Develop and implement grade level curriculum pacing maps in the core content areas based upon Oklahoma PASS, testing blueprints, and student data. $0 $0 $0 $0 $0 $0 Executive Summary Eldorado Public Schools Page 8 Prismatic Services, Inc. Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 2 Implement an ongoing, systematic process to establish, monitor, and adjust vertical alignment of curriculum in core content areas. $0 $0 $0 $0 $0 $0 3 Provide training for all EPS administrators and teachers on disaggregating test data, analyzing and interpreting test data, integrating results-based solutions into daily instruction, remediation and intervention, and creating and updating curriculum and vertical alignment maps. $0 $0 $0 $0 $0 $0 4 Develop a long-range plan to update and expand the library/media center to better serve the needs of the school and community. $0 $0 $0 $0 $0 $0 5 Develop a long-term professional development plan based upon the effective schools research that drives comprehensive school improvement. $0 $0 $0 $0 $0 $0 6 Provide training in school improvement models that increase the professional expertise of administration and teachers. $0 $0 $0 $0 $0 $0 7 Create scheduled opportunities for teachers to collaborate regarding technology and soft-ware use, the appropriate applications for grade level and content skills, and for remediation and intervention. $0 $0 $0 $0 $0 $0 8 Implement the district’s Gifted and Talented program with total compliance to the adopted plan to ensure all identified students are appropriately tested and served. $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 9 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 9 Implement a consistent, ongoing training program to assist all teachers in designing and delivering differentiated instruction to mainstreamed special education students. $0 $0 $0 $0 $0 $0 10 Develop and implement a counseling program for PreK through 12th grade incorporating state guidelines and school counseling best practices. $0 $0 $0 $0 $0 $0 Subtotal $0 $0 $0 $0 $0 $0 Chapter 3 Business Operations 1 EPS should develop a payroll reconciliation process to help ensure that all changes needed to employee payroll records are made prior to running payrolls. $0 $0 $0 $0 $0 $0 2 Establish a budgetary process that is timely, easily understood, and communicated throughout the district. $0 $0 $0 $0 $0 $0 3 Expand the current monthly financial reports to include types of revenues and expenditures, a comparison with the previous year’s financial information, and a more detailed treasurer’s report. $0 $0 $0 $0 $0 $0 4 Revise the district general fund balance policy to establish a minimum fund balance, provide guidance on to achieve the minimum balance, and require fund balance status reports to the board. $0 $0 $0 $0 $0 $0 5 Develop desk procedures for the important duties performed by the treasurer and encumbrance clerk, and the two should be cross-trained in each other’s duties. $0 $0 $0 $0 $0 $0 Executive Summary Eldorado Public Schools Page 10 Prismatic Services, Inc. Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 6 Revise the process for deducting the cost of lunches from employees’ pay warrants so that monies deducted from pay warrants of employees are deposited directly into the child nutrition account. $0 $0 $0 $0 $0 $0 7 Establish selection criteria for the local banking services contract and solicit proposals. $0 $0 $0 $0 $0 $0 8 Negotiate with the district’s bank to provide a sweep of idle cash balances into higher-yielding investments on an overnight basis and require a sweep account in future bids for banking services. $0 $0 $0 $0 $0 $0 9 Develop and implement a policy outlining the duties surrounding textbook issuance and maintenance. $0 $0 $0 $0 $0 $0 10 Track fixed assets acquired with district funds and develop fixed asset policies. $0 $0 $0 $0 $0 $0 11 Establish and implement a policy on direct deposit for pay warrants. $0 $0 $0 $0 $0 $0 12 The EPS treasurer should review the encumbrance clerk’s bank reconciliations and the encumbrance clerk should review the treasure’s bank reconciliations. $0 $0 $0 $0 $0 $0 13 Develop a policy that requires a signature on receipts for all materials and services rendered before payments are made to vendors. $0 $0 $0 $0 $0 $0 14 Develop a policy requiring competitive proposals for professional independent auditing services at a designated interval of at least every five years. $0 $0 $0 $0 $0 $0 Subtotal $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 11 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings Chapter 4 Facilities Use and Management 1 Develop a long-range facilities master plan and a capital improvement program with specific timelines to address facility improvement needs. $0 $0 $0 $0 $0 $0 2 Replace existing T-12 lights with T-8 energy saving lights. ($5,729) ($5,729) ($5,729) ($5,729) ($5,729) ($28,645) 3 Implement a formalized maintenance program that includes a documented work order management and preventive maintenance. $0 $0 $0 $0 $0 $0 4 Paint the cafeteria building. $0 $0 $0 $0 $0 $0 5 Improve electrical safety throughout the district. $0 $0 $0 $0 $0 $0 6 Implement an energy management program (EMP) to conserve energy. $600 $600 $600 $600 $600 $3,000 7 Conduct a fire safety inspection and correct deficiencies found. $0 $0 $0 $0 $0 $0 8 Conduct an electrical safety inspection and correct deficiencies found. $0 $0 $0 $0 $0 $0 9 Develop a planned safety program that includes training, inspection, and certification of life safety equipment as required by applicable codes. The district should also obtain an AED and conduct training to ensure all teachers, staff, and high school upperclassmen are competent in the application and use of the AED. $0 $0 $0 $0 $0 $0 10 Create an up-to-date district-wide crisis management plan. $0 $0 $0 $0 $0 $0 11 Obtain access keys to the storm shelter and place them with both the superintendent and the principal. $0 $0 $0 $0 $0 $0 Subtotal ($5,129) ($5,129) ($5,129) ($5,129) ($5,129) ($25,645) Executive Summary Eldorado Public Schools Page 12 Prismatic Services, Inc. Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings Chapter 5 Support Services Child Nutrition 1 Sponsor a Summer Food Service Program for children. $250 $250 $250 $250 $250 $1,250 2 Improve the accuracy of the meal count procedure. $919 $919 $919 $919 $919 $4,595 3 Improve and enhance the financial operations of the child nutrition program. $500 $3,750 $5,750 $7,750 $7,750 $25,500 4 Develop and implement a staffing plan consistent with state staffing guidelines. $2,538 $2,538 $2,538 $2,538 $2,538 $12,690 5 Implement menu planning software. ($1,500) ($1,500) ($1,500) ($1,500) ($1,500) ($7,500) 6 Allocate a percentage of the annual child nutrition budget for equipment replacement. ($529) ($529) ($529) ($529) ($529) ($2,645) 7 Schedule recess before lunch. $0 $0 $0 $0 $0 $0 8 Close the campus to all students during the school day, including the lunch period. $1,397 $1,397 $1,397 $1,397 $1,397 $6,985 9 Include funds for constructing or renovating the child nutrition facilities in future bond initiatives. $0 $0 $0 $0 $0 $0 Technology 10 Improve the technology plan with the recommended suggestions. $0 $0 $0 $0 $0 $0 11 The district should create a part-time, non teaching technology coordinator position. ($10,000) ($10,000) ($10,000) ($10,000) ($10,000) ($50,000) 12 Develop and implement a disaster recovery plan. $0 $0 $0 $0 $0 $0 13 Develop a software needs assessment and adoption process. $0 $0 $0 $0 $0 $0 14 Continue to update and expand the district website. $0 $0 $0 $0 $0 $0 15 Develop a curriculum for technology that implements Priority Academic Student Skills (PASS) standards for instructional technology. $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 13 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 16 Develop procedures to assess technology use and satisfaction, with a goal of high utilization. $0 $0 $0 $0 $0 $0 17 Develop a disposal plan for obsolete equipment. $0 $0 $0 $0 $0 $0 18 Develop a training program that focuses on increasing basic technology skills and integrating technology into the instructional program. $0 $0 $0 $0 $0 $0 Transportation 19 Review all turn-arounds on private property. $0 $0 $0 $0 $0 $0 20 Review compensation of substitute drivers. $0 $0 $0 $0 $0 $0 21 EPS should track their bus maintenance. $0 $0 $0 $0 $0 $0 22 Address bus safety problems in a timely fashion. ($300) ($100) ($100) ($100) ($100) ($700) 23 Install sufficient lighting at the bus barn to enable drivers to carry-out a complete and thorough Pre-Trip inspection. ($500) $0 $0 $0 $0 ($500) 24 Conduct a thorough cleaning and safety review. $0 $0 $0 $0 $0 $0 Subtotal ($7,225) ($3,275) ($1,275) $725 $725 ($10,325) Total savings $6,204 $9,454 $11,454 $13,454 $13,454 $54,020 Total costs ($20,058) ($17,858) ($17,858) ($17,858) ($17,858) ($91,490) Total net savings and costs ($13,854) ($8,404) ($6,404) ($4,404) ($4,404) ($37,470) Chapter 1: Management, Personnel, and Communications Chapter 1 Management, Personnel, and Communications This chapter addresses the management, personnel, and communications of Eldorado Public Schools (EPS) in the following sections: A. Management and Organization B. Personnel Management C. Communications and Community Involvement The organization and management of a school district involves cooperation between elected members of the board of education and staff of the district. The board’s role is to set goals and objectives for the district in both instructional and operational areas, determine the policies by which the district will be governed, approve the plans to implement those policies, provide the funding sources necessary to carry out the plans, and evaluate the results of the plans. Once the goals and objectives of the district are adopted by the board, it is the responsibility of the superintendent and staff to establish policies and procedures to achieve these end results. This achievement involves the hiring and retention of employees as well as ongoing communication with the community to ensure an understanding of those goals and the district’s efforts to accomplish them. Background Eldorado Public Schools are located in Jackson County, Oklahoma, a county with a total land area of 803 square miles. The district is located approximately 85 miles from Lawton in the southwestern corner of Oklahoma. In July 2009, the city of Eldorado’s population was recorded at 455, having decreased since 2000 by nearly ten percent. The EPS student body is dispersed across a total land area of 181 square miles within Jackson County with .6 students per square mile. Demographic data reflect the following information regarding Eldorado compared to the Oklahoma state average: • a lower median household income; • a significantly lower median house value; • a lower median household income than the state average; • a higher percentage of residents with income below the poverty level and with income below 50 percent of the poverty level; and Prismatic Services, Inc. Page 1-1 Management, Personnel, and Communications Eldorado Public Schools Page 1-2 Prismatic Services, Inc. • a significantly lower percentage of residents with a bachelor's degree or higher.1 Demographics EPS has one elementary school serving early childhood through eighth grade and one high school serving grades 9 through 12. Exhibit 1-1 shows average daily membership (ADM), ethnicity, and eligibility for free or reduced price meals for EPS and each of its schools for 2008- 2009. Exhibit 1-1 EPS Student Enrollment and Socioeconomic Characteristics 2008-09 School Grade Span Fall Enrollment Caucasian Black Asian Hispanic Native American Eligible For Free or Reduced Price Meals Elementary School EC-8 93 71% 5% 0% 18% 5% 76.0% High School 9-12 28 68% 0% 0% 29% 4% 86.0% EPS Totals EC-12 121 70% 4% 0% 21% 5% 79.0% Source: Office of Accountability, Profiles Database Exhibit 1-2 shows demographic information for EPS, peer districts, and the state for 2008-09. EPS’s average property valuation per student of $40,618 is higher than all but two of its peer districts, its community group, and the state. It is a little under $2,000 more than the state average of $38,875. EPS has the highest percentage of Native American students among its peers with the exception of Blair. Eldorado’s percent of students eligible for free or reduced price meals is higher than the state, the community group, and all of its peers. 1 Data from http://www.city-data.com/city/Eldorado-Oklahoma.html. Eldorado Public Schools Management, Personnel, and Communications Exhibit 1-2 Demographics of EPS, Peer Districts, and State 2008-09 Ethnic Group Entity ADM Caucasian Black Asian Hispanic Native American Average Assessed Property Valuation Per Student Eligible for Free or Reduced Price Meals Eldorado 115.7 70% 4% 0% 21% 5% $40,618 78.5% Blair 271.6 73% 3% 1% 17% 6% $83,925 55.0% Duke 180.5 68% 1% 0% 27% 4% $55,193 59.2% Felt 60.8 59% 0% 2% 39% 0% $21,196 72.9% Olustee 173.4 56% 3% 1% 40% 1% $22,350 72.9% Ryan 232.6 74% 3% 1% 21% 1% $24,161 71.4% Community Group H2 148.5 51% 3% 0% 6% 39% $39,900 76.1% State 1,194.3 57% 11% 2% 11% 19% $38,875 56.3% Source: Office of Accountability, Profiles Database *Not Available Exhibit 1-3 shows the ADM of EPS and its peer districts over the five year period between 2004-05 and 2008-09. EPS’s ADM has decreased by 5.2 percent during this period. That is more than Community Group H2’s rate of decrease of 1.9 percent, but less than all but one of the peer districts, Duke. Blair is the only district chosen as a peer that is in a different Community Group G1. Whereas the ADM in Community Group H2 and all peer districts have decreased during those five years, the ADM in Community Group G1 has risen. Exhibit 1-3 EPS, Peer Districts, and State Student ADM Trends ADM Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Percentage Change *Eldorado 122.0 123.1 117.2 109.2 115.7 (5.2%) **Blair 303.2 307.1 282.3 266.6 271.6 (10.4%) *Duke 187.0 206.0 201.9 190.3 180.5 (3.5%) *Felt 88.4 81.9 82.6 74.2 60.8 (31.2%) *Olustee 192.7 184.9 177.9 163.0 173.4 (10.0%) *Ryan 268.0 266.9 250.9 243.1 232.6 (13.2%) *Community Group H2 151.3 148.7 146.3 144.8 148.5 (1.9%) **Community Group G1 303.2 352.6 346.0 348.0 339.6 12.0% Source: Office of Accountability, Profiles Database EPS has experienced a number of changes in enrollment among ethnic groups over the past five years. Caucasian student enrollment has decreased by almost seven percent. Black enrollment Prismatic Services, Inc. Page 1-3 Management, Personnel, and Communications Eldorado Public Schools has decreased by 20 percent. Native American enrollment has decreased by 50 percent and Asian enrollment has decreased from one percent to zero percent. During this same period, average assessed property valuation per student increased by 9.5 percent. The percentage of students eligible for free or reduced priced meals decreased less than one percentage point (Exhibit 1-4). Exhibit 1-4 Change in Demographics of EPS 2005-09 Ethnic Group School Year ADM Caucasian Black Asian Hispanic Native American Average Assessed Property Valuation Per Student Eligible for Free or Reduced Price Meals 2004-05 122.0 65% 5% 1% 19% 10% $37,106 78.7% 2005-06 123.1 67% 5% 2% 22% 4% $36,749 78.8% 2006-07 117.2 64% 6% 2% 26% 3% $38,657 73.4% 2007-08 109.2 64% 5% 2% 25% 5% $42,081 74.2% 2008-09 115.7 70% 4% 0% 21% 5% $40,618 78.5% Change (5.2%) 7.7% (20%) (100%) 10.5% (50%) $3,512 or 9.5% (0.2%) Source: Office of Accountability, Profiles Database School Board Governance Oklahoma state education laws, as codified in the Oklahoma School Code (OSC) and district policies, establish the powers and responsibilities of the district board of education and the superintendent. OSC contains 12 chapters subdivided first by topic and then sections. Each section provides legal guidance for school district governance and operations (Exhibit 1-5). OSC Ch. 1, Art. V, Section 54 states, “Every school district shall be a body corporate and shall possess the usual powers of a corporation.” OSC Ch. 1, Art. V, Section 55 states, “The governing board of each school district in Oklahoma is hereby designated and shall hereafter be known as the board of education of such district.” Page 1-4 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Exhibit 1-5 Oklahoma School Code Chapters, Articles, and Sections Chapter No. – Title Articles Sections 1 - Oklahoma School Code I-XXIV 1-517 2 - Administration I-VII 518-521 3 - Bonds I-II 522-619 4 - Funds And Finance I-V 620-707 5 - Elections And Ethics I-II 708-727 6 - Personnel I-V 728-802 7 - Students I-III 803-841 8 - Instruction I-IX 842-919 9 - Facilities And Equipment I-VII 920-1005 10 - Career And Technology Education I 1006-1016 11 - Transportation I-III 1017-1027 12 - Safety And Security I-VII 1028-1062 Appendix A Appropriation Bills Relating to Education Appendix B Senate Bill No. 1114 Appendix C Amendments, Repeals, and New Sections Appendix D Table of Statutes Index Source: Oklahoma School Law Book, 2009 OSC Ch. 1, Art. V, Section 68 describes the powers and duties of the board of education. It covers all activities related to operating public school districts. Key powers and duties prescribed in OSC include election of officers, establishing board policies, building and operating schools and related facilities, and contracting for an annual audit of all district funds. OSC Ch. 1, Art. V, Section 56 addresses the size and election of School Boards in Oklahoma, and Section 77 provides a description of the required officers for School Boards. Adhering to these sections, the EPS board consists of five elected members, all serving staggered five-year terms (Exhibit 1-6). After a recent controversial vote about annexation, three board members and the last superintendent left. Consequently, the EPS board is comprised largely of new board members. One, Tim Springs, however, has served on the board for 32 years, lending experience and guidance to new board members. Prismatic Services, Inc. Page 1-5 Management, Personnel, and Communications Eldorado Public Schools Exhibit 1-6 EPS Board Members Board Member Board Position Year of Election or Appointment Term Expires *Jackie Kenmore President 2010 2013 **Bryan Adams Vice-President 2009 2011 Tim Springs Clerk 2009 2014 *Kevin Hill Member 2010 2015 *Cory Robinson Member 2007 2012 Source: Office of the Superintendent, September 2010 *New **Appointed The state sets a date for board elections to be held each year in February. At the first regular, special, or emergency meeting after the annual School Board election and certification of election of new members, the EPS board organizes itself by electing officers. OSC Ch. 1, Art. V, Sections 78, 79, and 80 list the duties of each officer of the board of education. The board must also elect a clerk, who may or may not be a member of the board. Board of Education Meetings The board meets on the second Thursday of every month in the Eldorado Superintendent’s Office. Times of meetings from November through April are at 7:00 p.m. During the months of May and July through October, meetings are held at 8:00 p.m. In the month of June, the board holds two meetings largely for budget purposes: one on the second Thursday of the month; and one on the last Monday of the month. Both are scheduled at 8:00 a.m., although they have talked about eliminating one of the June meetings. The meeting times vary to accommodate board members who need to be in the fields during planting and harvesting. The meeting place and time may be changed with the majority of the board agreeing. The board holds special meetings as needed. Board members receive their agendas and supporting information in advance of the meeting, usually between one and two days prior to the meeting. Although all board members report that the accompanying packet of information is extensive, they all stated that the time they had to review the materials was sufficient for them to be prepared for the meeting. Oklahoma statutes and EPS board policy require all board meetings to be held in accordance with the Oklahoma Open Meeting Act (OOMA). Title 25 of Oklahoma Statutes Sections 301 through 314 contains the OOMA (Exhibit 1-7). According to section 302 of OOMA, it is the public policy of the State of Oklahoma to encourage and facilitate an informed citizenry’s understanding of governmental processes and problems. Page 1-6 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Exhibit 1-7 Oklahoma Open Meeting Act Sections Section Section subject 301 Citation 302 Public policy 303 Times and places — Advance Notice 304 Definitions 305 Recording of votes 306 Circumvention of act — Teleconferences excepted 307 Executive sessions 307.1 Teleconference Exceptions 308 Meeting between Governor and majority of members of public body 309 Legislature 310 Legislative committee members attending executive sessions 311 Public bodies — Notice 312 Minutes of meetings — Recording of Proceedings 313 Actions taken in willful violation of act 314 Violations — Misdemeanor — Penalty Source: Title 25, Oklahoma School Code, as amended, Forty-Ninth Oklahoma Legislature, First Regular Session, 2003 All public boards of education are required to adhere to the OOMA. Section 307 of OOMA outlines requirements for executive sessions of School Boards. Violations of OOMA could lead to members facing criminal prosecution. Accordingly, the EPS School Board convenes executive sessions only for specific purposes (Exhibit 1-8). Prismatic Services, Inc. Page 1-7 Management, Personnel, and Communications Eldorado Public Schools Exhibit 1-8 Specific Purposes of School Board Executive Sessions In Accordance with Section 307 of The Oklahoma Open Meeting Act Item Description 1 Discussing the employment, hiring, appointment, promotion, demotion, disciplining, or resignation of any individual salaried public officer or employee; 2 Discussing negotiations concerning employees and representatives of employee groups; 3 Discussing the purchase or appraisal of real property; 4 Confidential communications between a public body and its attorney concerning a pending investigation, claim, or action, if the public body, with the advice of its attorney, determines that disclosure will seriously impair the ability of the public body to process the claim or conduct a pending investigation, litigation, or proceeding in the public interest; 5 Permitting district boards of education to hear evidence and discuss the expulsion or suspension of a student when requested by the student involved or the student’s parent, attorney, or legal guardian; 6 Discussing matters involving a specific handicapped child; 7 Discussing any matter where disclosure of information would violate confidentiality requirements of state or federal law; 8 Engaging in deliberations or rendering a final or intermediate decision in an individual proceeding pursuant to Article II of the Administrative Procedures Act; or 9 Discussing the following: a. the investigation of a plan or scheme to commit an act of terrorism, b. assessments of the vulnerability of government facilities or public improvements to an act of terrorism, c. plans for deterrence or prevention of or protection from an act of terrorism, d. plans for response or remediation after an act of terrorism, e. information technology of the public body but only if the discussion specifically identifies: (1) design or functional schematics that demonstrate the relationship or connections between devices or systems, (2) system configuration information, (3) security monitoring and response equipment placement and configuration, (4) specific location or placement of systems, components, or devices, (5) system identification numbers, names, or connecting circuits, (6) business continuity and disaster planning, or response plans, or (7) investigation information directly related to security penetrations or denial of services f. the investigation of an act of terrorism that has already been committed. Source: Title 25, Oklahoma School Code, as amended, Forty-Ninth Oklahoma Legislature, First Regular Session, 2003 The EPS agenda notes executive sessions and contains sufficient information for the public to be aware of an upcoming executive session. The agenda identifies the items of business and purposes of the executive session, and states specifically the appropriately authorized reason for the executive session. A majority vote of a quorum of the members present must authorize all executive sessions. Except for executive session topics that are required to be confidential by state or federal law, Page 1-8 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications any vote or action on any item of business considered in an executive session is taken in the public session of the board meeting. Each member’s vote must be public and recorded. A. MANAGEMENT AND ORGANIZATION A suitable central office organizational structure is essential to the efficient and effective delivery of services in a school district. Efficient central office organizational structures have the appropriate spans of control for effective leadership. Lines of authority should be clearly defined and also shown in the district’s organizational charts. Effective central office organizational structures encourage communication at all levels. The superintendent of a school district serves as the chief executive officer and is the person responsible for policy implementation and the day-to-day operation of the school district. FINDING 1-1 Interviews with School Board members and Dr. Harold Hayes, the superintendent, reveal a sincere sense of mutual respect and partnership in working together to improve the district. Comments from other district staff reinforced the exceptionally effective working relationship the superintendent and board have. This is Dr. Hayes’s second year in EPS. Despite his short tenure, staff universally reported that he had made a positive impact on the schools. Several stated that they had lived in the community for decades and had never seen the schools improve so much and so quickly. Many noted that the district has made tremendous positive strides within the past two years under the board and superintendent’s leadership. COMMENDATION The superintendent and board exemplify team collaboration in leading district improvements. FINDING 1-2 The district’s positive direction and the support of the staff and community are extremely positive first steps for EPS to build upon. Board members and the superintendent do not work together to set annual plans. However, some board members said that would be a good strategy for ensuring continuous improvement. Having written measurable goals and objectives to guide EPS priorities would enable them to build on their current success. The consensus among most staff interviewed was that there is no district planning except some facility planning that occurred before the recent passage of a bond. Critical areas that would benefit from purposeful district planning include curriculum planning and professional development to support specific needs for improved teacher skills and student achievement. The superintendent stated that he believed instructional leadership is the role and responsibility of the school principal. That strong support of school leadership is commendable; however, there are elements of planning that must take place at the district level to support what happens in EPS classrooms. Budgeting time in the school calendar and fiscal resources for professional development are essential elements of planning that occur at the district level. Prismatic Services, Inc. Page 1-9 Management, Personnel, and Communications Eldorado Public Schools Concerns related to teaching and learning should be identified through regular analysis of student performance data. From that information, professional development needs can be identified so as to guide allocation of district resources. The principal reported that she includes last year’s classroom performance and achievement data in handbooks to help teachers understand their instructional strengths and student needs. However, without planning at the district level to support that information, the principal is limited in her instructional leadership responsibilities. There is also no evidence that teachers understand or have been trained to use data as a basis for instructional change. The district has all parts of its Comprehensive Local Educational Plan (CLEP). Chapter I, Article III of the Oklahoma School Code, Section 31 states that: As part of the requirements for receiving accreditation by the State Board of Education, each school district board of education shall adopt a Comprehensive Local Education Plan once every six (6) years. The plan at a minimum shall contain the following: • a school improvement plan, • a capital improvement plan, • an alternative education plan, and • a reading sufficiency plan. The most recent student performance data contained in the 2010-2015 School Improvement Plan portion of the EPS CLEP was from 2007-2008. The law states that, “Each school improvement plan shall include stated goals that clearly delineate educational expectations, and shall be annually monitored and updated as necessary. The plan shall also include a specific program of improvement through academic skill reinforcement and/or remediation.” It is essential to update student performance data when new data is available to be able to improve academic skills through reinforcement and/or remediation. Additionally, the most recent content updates in the CLEP documents appear to be from 2006-2007 for both science and social studies. One CLEP goal relates to parents being involved in selecting district goals with records being kept in the superintendent’s office. When asked about that, the superintendent stated that they would be part of the K20 grant with those records being maintained in the principal’s office. Many school districts across the country are now adopting a “Balanced Scorecard” approach to strategic planning. The process benefits an organization by tying its vision of the future with sound business practices, explicit expected employee behaviors, and daily operations that will achieve desired results. Using the plan, decisions are clearly tied to priorities, related actions, and employee/community satisfaction. It focuses actions on data, efficiency, prioritized initiatives, improved communications, and a purposeful connection between the budget and goal achievement. Exhibit 1-9 shows the process. Page 1-10 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Prismatic Services, Inc. Page 1-11 Exhibit 1-9 Balanced Scorecard Logic Source: Balanced Scorecard Institute,2 September 2008 The nine critical elements of the Balanced Scorecard approach outlined in Exhibit 1-10 are common to other approaches of strategic planning as well. 2 http://www.balancedscorecard.org/BSCResources/TheNineStepstoSuccess/tabid/58/Default.aspx Management, Personnel, and Communications Eldorado Public Schools Page 1-12 Prismatic Services, Inc. Exhibit 1-10 Steps in Creating a Balanced Scorecard Approach to Strategic Improvement Step One: Assess the district’s Mission and Vision. This process is similar to the SWOT process used by the Oklahoma State School Boards Association: Identifying the district’s Strengths, Weaknesses, Opportunities, and Threats. Step Two: Identify desired results, district values, and perspectives of district and community stakeholders in a communications workshop. Step Three: Use elements from Steps 1 and 2 to create Strategic Objectives for the entire district. Step Four: Create a Strategy Map that links cause and effect and shows how the district uses the plan to address the identified needs and perspectives of its employees and community. Step Five: Develop specific performance measures for each of the Strategic Objectives. This activity also includes identifying specific targets, baseline data currently available or needed, and benchmarking data that provides evidence of progress throughout the plan’s implementation. Step Six: Identify Strategic Initiatives for each of the Strategic Objectives. To ensure that each is addressed, assign accountability for each to specific staff members and connect to “data definition tables.” Step Seven: Begin the implementation process. The Balanced Scorecard Institute uses automation for quick, easy access to data for those responsible for each task. Step Eight: Replicate the district-wide scorecard in support unit scorecards, and then team and individual scorecards for accountability, alignment, and results throughout the organization. This process translates daily work into goal achievement that is tied to the district’s vision. At every level, people are responsible for specific performance measures. Step Nine: Evaluate scorecards to inform the district of the effectiveness of its strategies, the appropriateness of selected performance measures, the desired links between budgetary decisions and district strategies, and changes in the environment. Source: Adapted from the Balanced Scorecard Institute,3 September 2008 The National School Board Association website4 also provides tools to assist in developing strategic plans. RECOMMENDATION Develop a comprehensive strategic plan for the district and ensure that all parts of the CLEP are included in the plan. 3 http://www.balancedscorecard.org/BSCResources/TheNineStepstoSuccess/tabid/58/Default.aspx 4 http://www.nsba.org/sbot/toolkit/spt.html Eldorado Public Schools Management, Personnel, and Communications Having all parts of the CLEP together will enable the district to compile relevant data for its own purposes, as well as for planning and state reporting. The superintendent should work with the board and administrative team to research a strategic planning process. The team should use the selected process to develop a comprehensive strategic plan. The strategic plan should clearly state the organization’s mission and set goals and objectives for EPS students, identify explicit measurements for monitoring progress, and assign responsibility to individuals or groups. Once it is board approved, EPS leaders should share the plan with the staff and community. It should become the primary guide for making decisions and policies, as well as allocating resources. It should be aligned with state CLEP requirements and meet their timeline requirements. Beyond this, EPS should aspire to be broader in scope than simply complying with CLEP requirements. Actually integrating all district goals into the intended single comprehensive plan enables district staff to unite all actions to improve the district as a whole. This would better ensure that goals are focused and achieved. As part of the plan the district should examine an array of district data beyond those required by law and address problems the data reveal. The plan should assign responsibility and dates of completion for tasks with interim benchmarks. When the website is up, the CLEP should be available on it. The strategic planning process is an excellent opportunity for the district to solicit input from staff and the community. Also, having the principal as a key player in this planning would be a solid training foundation for the principal to become superintendent when Dr. Hayes retires. The National School Boards Association (NSBA) advises that for outreach in planning, a school district should: • Connect with all community members. • Gather community perceptions about district issues. • Use collected data to reexamine their long-term goals and strategic plans. The superintendent should ensure that the process for developing the district’s comprehensive strategic plan unites the entire staff toward reaching district goals. He should require regular use of improvement plans with due dates for identified activities, scheduled reports to the board, and progress reports in administrative meetings. Another choice is to contract with the Oklahoma State School Boards Association (OSSBA) to guide them in the first steps. They offer services according to what districts want them to do with costs determined accordingly. OSSBA will either do all of the work of developing the plan for the district or train district representatives. FISCAL IMPACT This recommendation can be implemented with existing resources if the district chooses to do it with employees and community members. If it opts to contract with OSSBA, OSSBA staff estimates it will cost between $1,500 and $5,000. Those costs are based on other districts’ experiences and the level of support and assistance desired. The minimum estimated cost of $1,500 for OSSBA to train the principal to lead the planning process is used in this fiscal impact estimate. Prismatic Services, Inc. Page 1-13 Management, Personnel, and Communications Eldorado Public Schools Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Develop a district comprehensive strategic plan ($1,500) $0 $0 $0 $0 FINDING 1-3 A review of district records and conversations with board members reveal that all board members have attended numerous hours of state training. Exhibit 1-11 shows the hours that each board member has accumulated since election and/or re-election. It shows that even the two newest members have earned more than half of the points required by law. Dr. Hayes arranged a whole board workshop on Superintendent-Board relations last year and has another scheduled later this year. All board members had positive comments about the benefits of the training to them individually and the board as a whole. Dr. Hayes plans to ask the board for input on the topic of this year’s training at the next scheduled board meeting. Exhibit 1-11 Board Member Continuing Education Points Board Member New Points Total Points Required Date Elected or Appointed Term Expires Jackie Kenmore (New) 2010 2013 Bryan Adams (Appointed) 2009 2011 Tim Springs (Incumbent) 2009 2014 Kevin Hill (New) 12 12 2010 2015 Cory Robinson (New) 2007 2012 Source: EPS Records, October 2010 For five-member boards OSC requires that board members receive a prescribed number of hours of instruction within 15 months of either being elected or re-elected. Chapter 1, OSC, Article V, Section 57, paragraphs A and B state: A. Each School Board member shall “within fifteen (15) months of election or appointment as a member of the district board of education” complete “at least twelve (12) hours of instruction on education issues, including school finance, Oklahoma education laws, and ethics, duties and responsibilities of district board of education members.” B. An incumbent “shall not be required to comply with the provisions of subsection A of this section but shall be required to…complete six (6) hours of instruction within fifteen (15) months following his or her election emphasizing changes in school law, particularly changes in the areas set forth in subsection A of this section.” Page 1-14 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Additional requirements are described in Chapter 1, OSC, Article V, paragraph A regarding continuing education hours needed for all board members depending upon their term of office. Section 58 Survey results in Exhibit 1-12 show that parents and staff largely agree that board members know and understand the educational needs of the district. Exhibit 1-12 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Staff The School Board understands the needs of the district. 82% 18% 0% Parents School Board Members know and understand the educational needs of the district 83% 17% 0% Source: Prismatic Survey Results, September 2010 COMMENDATION The Eldorado School Board and superintendent have a strong commitment to training, making them well-prepared to lead the district. FINDING 1-4 The district currently has few accountability systems in place. As noted previously, goals for student achievement, the distribution of resources, and development of timelines would help to ensure progress. Examples of areas in which accountability could be improved throughout the district include: • training beyond bloodborne pathogens and CPR to include offerings that would improve job-related skills of both certified and support employees; • the availability of job descriptions to help staff understand expectations and upon which evaluations can be concretely based; • curricular planning, formal discussion, and a cohesive district-level plan to improve teaching and learning; • training for the child nutrition director to supplement the existing training manual, which is not comprehensive in explaining all job responsibilities. RECOMMENDATION Embed accountability into district operations so that all district activities are aligned with established district goals. Prismatic Services, Inc. Page 1-15 Management, Personnel, and Communications Eldorado Public Schools The saying, “What gets measured gets done,” should be a guiding principle behind district operations regardless of district size. When people know that there will be follow-up after they are assigned tasks, they act. When they know the specific expectations for their work and that they will be held accountable in regular evaluations, they deliver. Accountability should not be viewed as a system of negative reinforcement, but rather as a way to make clear what one is to do, how one should do it according to district procedures, and that there are both positive and negative repercussions for meeting or failing to meet expectations. It ensures consistency. The entire premise underlying No Child Left Behind is to increase accountability for results in schools. Douglas B. Reeves’s Accountability for Learning explains how to make accountability a constructive decision making process that improves teaching, learning, and leadership. The superintendent and board should examine recommendations in this performance review and identify all areas lacking accountability. They should direct staff to develop procedures, measurements, guidelines, and reporting schedules to the board. This will ensure that expectations are clear, periodic reviews are conducted, and consequences—both positive and negative—occur. The board could consider adding incentives to the superintendent’s contract for improving test scores, as a method to emphasize a district focus on student achievement. The consulting team suggests beginning with job descriptions since they cross all areas investigated in this report. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-5 Interview participants and board meeting minutes reveal that board meetings often last between two and five hours. Several staff members who attend live at least an hour away as well. Half of the year, meetings also start at 8 p.m. Lengthy meetings that start that late could result in hasty decisions on substantive issues made by tired board members. Board members receive comprehensive background packets of material to ensure that their decisions are well informed. The board indicated they value receiving the wealth of information contained in these packets. Apparently part of the reason for lengthy meetings, though, is that much of the time spent during the meetings reiterates background packet information. Re-thinking the way that time is spent during board meetings so that information is not repeated, but only pertinent questions are answered, would better focus time on deliberation of critical issues. Meeting times could then be reduced to at most one to two hours. Another possible way to expedite meetings would be to hold them early in the morning so that the school schedule would help focus discussion. RECOMMENDATION Revise time spent on discussion during board meetings to focus it on decision making and answers to board member questions, instead of reiteration of previously available information. Page 1-16 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications District leaders should ensure that reports at board meetings add to, instead of reiterate, information previously provided to the board so that the board can focus more on its decision making role. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-6 The School Board does not use a consent agenda. A review of selected board agendas and minutes show that some items that are similar in nature such as some financial items are consolidated into one action unless a board member requests that one is pulled for discussion. There are, however, many other items that are similar, but routine in nature, that are voted on as individual items. This consumes board time, possibly detracting from time available for deeper discussion of more substantive issues. The sample board meeting agenda format provided in the OSSBA handbook consolidates matters of a routine nature, yielding an agenda that is more clear, concise, and easily understood. Exhibit 1-13 provides an excerpt sample format. According to an OSSBA staff member, many Oklahoma boards have gone to consent agendas because they “expedite meetings and eliminate the micro-management issue.” Exhibit 1-13 School Board Meeting Agenda Format for School Board Members and Administrators Agenda Item • Call to order and recording of members present and absent • Consent Agenda, including the minutes, monthly financial and treasurer’s reports, and acceptance of donations • Consent Agenda approved by one vote unless any Board Member desires to have a separate vote on any or all items • Vote to approve purchase orders – encumbrance numbers xx through xx • Vote to approve warrants numbered xx through xx • Vote to approve building fund warrants numbers xx and xx • Superintendent’s Report • Vote on policies • Assistant Superintendent’s Report • Vote to approve action items such as fund raising, lease agreements, special travel, and state required reports • Vote to convene executive session, if appropriate and scheduled • Vote to discuss agenda items as presented • Vote to return to open session or vote to adjourn as appropriate and scheduled Source: OSSBA Open Meeting Law Handbook RECOMMENDATION Update the Board meeting agenda format to incorporate a consent agenda. Prismatic Services, Inc. Page 1-17 Management, Personnel, and Communications Eldorado Public Schools Using the consent agenda format outlined in the open meeting law handbook will make the agenda more easily understood. It will consolidate routine matters and separate them from the independent action items. The superintendent should direct the board clerk to review the sample format outlined in the open meeting law handbook, review board meeting agendas from other school districts, and develop an agenda format more consistent with the example provided in Exhibit 1-13. The superintendent should work with the Board of Education to obtain input and establish the new agenda format. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-7 Board meetings do not have set schedules where members receive information about curriculum and instruction, programs in the district, or staff and/or student recognition. Occasionally, the principal reports on programs or teachers present students who have excelled in competitions, but those recognition and curriculum-related reports are not regularly scheduled. Minutes of board meetings show that the superintendent and principal have scheduled reports, but no attachments were included in the board packets that were examined. Setting time aside for regular recognition of students, staff members, or community members for their contributions or outstanding achievements would not take much time from the decision making part of the meeting and could make a positive difference in board knowledge, staff and student morale, and community awareness of good things taking place in the local schools. RECOMMENDATION Commit a portion of board meetings to reports on current educational programs and achievements, and to the recognition of outstanding accomplishments and contributions. Scheduling time for these purposes would have three positive results. It would: (1) allow the board to learn about curriculum, instruction, and programs; (2) foster better board relations with faculty, students and the public; and (3) inform the public about positive activities in the schools. Adding quarterly recognition would highlight staff and student contributions and achievements. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-8 Since arriving in EPS, the superintendent identified the age of board policies as an immediate need to be addressed. One set of policies dated back to 1985 with the most recent group of policies having been revised in 1997. Consequently, board policies have not been used as the Page 1-18 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications basis for district decision making. All board members and the principal have copies of the policy manual on a CD with the superintendent having the only hard copy in the district. The superintendent took a very comprehensive approach to policy revision, working closely with OSSBA and the Organization of Rural Oklahoma Schools (OROS) to identify essential policies. He met with the legal staffs of both organizations to ensure that the policies he proposed to the board met the legal standards and were actually essential to district operations. COMMENDATION The superintendent and board are commended for updating the district’s entire policy book. FINDING 1-9 Board members and the superintendent stated that the board had approved the new and/or revised policies. The superintendent even provided the date of September 1, 2009. However, it is not clear from the copies of policies that were provided to the consulting team that they were actually board approved. Nor are policies available to students, staff, or the public on the district website. Many policies in each chapter provided reference to either Senate or House bills in particular sessions or OSC, but very few state and adoption dates by the EPS School Board. In order for the board, employees, or the public to know that the policies they are following are, in fact, EPS board approved, the date of approval or revision must be clearly noted on the policy or regulation. This also enables boards to have a clear understanding of a policy’s age and, therefore, the need for review and/or revision. The superintendent stated that he did not feel the need to subscribe to OSSBA policy services, as it is not a cost-effective expenditure for the district. OROS sends the majority of changes to districts on a CD, which the superintendent then uses as an addition to the policy handbook. RECOMMENDATION Ensure that all policies that are approved by the School Board clearly denote the date of the board action and continue annual review of policies and procedures. The superintendent and board should immediately implement this recommendation for subsequent policy adoptions and revisions. In addition, the superintendent should direct his secretary to correlate board minutes with the dates of the adoption of the recently revised policies and procedures, and to add the date of approval to each. Policies should also be placed on the district’s website for viewing by staff, students, and the public. FISCAL IMPACT This recommendation can be implemented with existing resources. Prismatic Services, Inc. Page 1-19 Management, Personnel, and Communications Eldorado Public Schools FINDING 1-10 The principal who is responsible for the education of all children in EPS from PreK through 12th grade has only been an administrator for two years. This is the first position she has ever held as a principal. She acknowledges that she has much to learn, but demonstrates a strong desire to learn and grow as a school administrator. Her learning to date has been primarily through job-embedded experience, as well as mentorship by Dr. Hayes. The superintendent stated that he believed it was the responsibility of the principal to provide instructional leadership in the district and that he gave her the autonomy to do so. While she appreciates that trust, she has not yet been provided much opportunity for specific leadership training, particularly in the area of budgeting. Helping her to understand the strong correlation between district planning, budgeting, and student achievement is essential to her effective leadership as a principal and member of the district leadership team. Exhibit 1-14 shows that nearly 75 percent of the staff considers the principal an instructional leader. Taking into account that this is her second year as principal, this reflects positively on her. It also, however, shows a need for her to participate in additional professional growth opportunities both in the district and outside it. Exhibit 1-14 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Staff The principal is an effective instructional leader. 71% 24% 6% Source: Prismatic Survey Results, September 2010 In such a small district, it is easy for there to be brief, informal conversations between the superintendent and principal regarding instruction and leadership related issues. The consulting team witnessed many such informal conversations. However, informal daily communications cannot take the place of organized, regular meetings. The superintendent and principal should schedule weekly time together to deeply discuss educational and management issues such as: • curriculum and instruction; • assessment; • programs; • student progress and needs; • short and long-term educational planning; • training needs; and Page 1-20 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications • student discipline. This will help mold the principal as a stronger instructional leader, capitalize on two minds thinking instead of just one, and enable her to plan more effectively based upon student and teacher learning needs. RECOMMENDATION Establish regular weekly meetings for the superintendent and principal to discuss key educational topics, plan for the district and develop written policies and procedures for each area of responsibility assigned. The superintendent and principal must meet regularly and plan so that all staff works together on goals to improve the district and student achievement. They should make a strong effort to protect their time together during these meetings. As needed, they should include other staff so that instruction, curricula, and support services for all students in the district are aligned. Each should have the ability to contribute to the meeting agenda. Topics should include issues from the above bulleted list, as well as identification of board presentations and other items of immediate and long-range concern. They should also examine student data together as a regular part of these meetings. FISCAL IMPACT This recommendation can be accomplished with existing resources. B. PERSONNEL MANAGEMENT Personnel costs typically represent the largest expense in school districts. As a result, efficient and effective management of human resource functions is critical to the overall effectiveness of a district. Typical tasks performed by the human resources function of a school district include: • recruiting employees; • overseeing the interviewing, selection, and processing of new employees; • retaining employees; • processing promotions, transfers, and resignations; • determining and maintaining compensation schedules; • planning and forecasting personnel needs; • maintaining complete employee records; • developing and maintaining job descriptions; • managing the employee evaluation process; Prismatic Services, Inc. Page 1-21 Management, Personnel, and Communications Eldorado Public Schools • handling employee complaints and grievances; • developing personnel policies; and • ensuring that the employer follows all laws and regulations. Personnel Records By designating a secure area and assigning individuals to maintain records, a district reduces its risk of releasing confidential information. Storing confidential records in locked files or secure storage closets, keeping the records locked up unless accessing the files for a business reason, and ensuring that the files remain in their designated areas are just a few suggestions to make sure that confidential records are safe and secure. The level of confidentiality determines the degree of security required for storage. The following is a list of personnel records with the highest level of confidentiality: • medical information; • alcohol and drug testing information; • criminal history record information; • teacher and administrator appraisal records; • commissioned peace and security officer records; and • social security numbers. FINDING 1-11 The district does not have a formal process in place to orient, train, and otherwise support new staff members. There does not appear to be a process that helps new employees understand their roles, responsibilities, or district policies and procedures. One employee who has been in the district for three years told the consulting team that the person who held her job previously had worked with her for several months before she left the district. This appears to be the exception rather than the rule in EPS. Businesses with good retention of staff carry out practices that support new staff, thereby improving the new employee’s potential to fit-in and experience job success. That, in turn, reduces costs by lowering the frequency of staff turnover. RECOMMENDATION Create systematic processes that provide support and direction for all staff members. Planned mentoring experiences for new staff members help them know and understand district expectations, policies, and procedures. Coaching of existing staff placed into new roles improves their efficiency and effectiveness. Training and carefully planned learning experiences for new Page 1-22 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications administrators are essential, assisting them in becoming the kind of instructional leaders who can lead in today’s educational climate and inspire teachers to improve student achievement. FISCAL IMPACT This recommendation can be accomplished with existing resources. FINDING 1-12 The EPS personnel records housed in the superintendent’s office are secured in fireproof cabinets and locked at all times. When the consulting team requested to see files in the central office, the person complying with the request took keys from a location separate from the cabinets and unlocked the file cabinet to provide access. Procedures are in place to secure the office when the secretary is at lunch or out of the office for other reasons. Taking into account the few staff members within the district, they are making every effort to provide security for personnel records. COMMENDATION Eldorado Public Schools has uniform processes to maintain the security of personnel records. FINDING 1-13 Many people interviewed stated that the team that has been created within the past two years of the superintendent, the principal, and the superintendent’s secretary is extremely effective and beneficial to the district. The secretary is scheduled to go out on maternity leave soon. Recognizing the key role that the secretary plays in keeping the district running smoothly, district administration has made arrangements to have her office temporarily moved to her house so that she is able to continue working while on leave after the baby is born. COMMENDATION The superintendent and board have planned ahead to make accommodations to keep the district running smoothly during the secretary’s maternity leave. FINDING 1-14 Two secretaries in the central office shoulder all responsibilities for clerical support for district-wide functions. Their duties are separate and no cross-training occurs. This gap in shared knowledge of office operations is not efficient or effective. The district has the benefit of having the people who held both positions still in town as possible substitutes in cases of long-term absences. If they are not available, then district operations are likely to be temporarily delayed when a secretary is absent. There is not yet a systematic plan for having all functions covered in the case of an absence. Staff interviewed noted a concern about having sufficient controls, which is always a challenge in a district with so few staff. Few of the tasks that the two clerical staff conduct are Prismatic Services, Inc. Page 1-23 Management, Personnel, and Communications Eldorado Public Schools complementary and therefore do not provide cross checks of the other’s work. A system that helps each staff member know the processes others use would keep all district operations running smoothly until an absent staff member returns. It appears that little communication about job tasks exists among the central office staff. RECOMMENDATION Address the need for cross-training and develop controls for central support staff responsibilities. The district should create a system for job shadowing of central office support staff and set aside time for cross-training. With only two staff members supporting key district operations, it is essential that both of them know how to perform the responsibilities of the other. That way, when one is absent, especially for an extended period of time, district business can continue without interruption. The superintendent should direct both central office staff to develop and implement cross-training and identify with him areas where controls are essential. The superintendent should also develop methods for controls, as much is possible in a small district. Each office staff member should identify key functions and a weekly, monthly, and annual calendar for each. They should become familiar with each other’s’ important documents and forms as well as regulations regarding their job functions. If available, they should also each have an updated copy of both job descriptions. Cross-training sessions could be held during the slower summer months. FISCAL IMPACT This recommendation can be accomplished with existing resources. Compensation School districts employ two types of full-time employees, described as exempt employees and non-exempt employees. Exempt employees include administrators and professional staff members such as counselors and teachers. Exempt employees are paid a salary and do not have to account for their time in detail. Districts pay non-exempt employees on an hourly basis and must account in detail for their time. Typically, non-exempt employees complete timesheets on a periodic basis or are required to use a time clock. Non-exempt employees also have a maximum number of hours they may work at their rate of pay. If the hours worked exceed this amount, the employee is entitled to overtime pay, according to the Fair Labor Standards Act (FLSA). Non-exempt employees include teacher assistants, custodians, child nutrition workers, and bus drivers. FINDING 1-15 There are no schedules for determining the salaries of non-instructional staff that were hired based upon their years of experience, their skills, and knowledge brought to their jobs. The district employs a number of personnel at minimum wage, which is the law, but does not encourage either a desire to become proficient or an attitude of commitment to the job. Interview Page 1-24 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications participants stated that the superintendent determines a new employee’s salary, with at least minimum wage as the base. The secretary also assists by gauging the experience a new employee brings to the job. There are a few non-exempt staff members who earn above minimum salaries, but many, regardless of length of service, only earn minimum wage. For teachers, all districts in Oklahoma must use as a base, the state salary schedule. This schedule defines teacher compensation based upon years of experience and educational attainment. Using a similar clear cut scale for non-exempt employees would enable employee groups to better understand the factors that affect their compensation, such as years of experience, certificates for training received, or educational level. It assures them of equitable treatment relative to their peers and can contribute to improved morale and heightened productivity. Without such a schedule, employees have no assurance that they are paid similar to other individuals within the organization or in the same position. Not understanding the rationale for the starting salary or raises can lead to lower employee morale and lower productivity. Many school districts have non-exempt employee salary schedules that provide more equitable pay within departments or throughout the district. RECOMMENDATION Develop a salary schedule for non-exempt employees and establish a clear cut procedure for staff to earn raises. The superintendent should work with the principal and secretary to create a salary schedule for non-exempt employees. Factors could include years of experience, demonstrable skills, or certificates for training received. It should be board approved, shared with district employees, and updated periodically. Being the individual who is solely responsible for making decisions about who receives raises places the superintendent in an awkward position. Developing policies and procedures regarding salaries and raises will ensure staff of fairness of treatment and prevent a superintendent from being perceived as acting preferentially. For example, Wetumka Public Schools developed a salary schedule for non-exempt personnel. The salary schedule consists of 20 steps and a set amount assigned to each step based upon job title. This salary schedule also easily allows the district to compensate newly hired employees for the skills, knowledge, and experience that they bring to their positions. When new non-exempt personnel are hired, they can request higher placement on the salary schedule based upon validation of their expertise and experience. These requests are approved by the School Board on a case-by-case basis. This system provides clear, equitable compensation standards for all staff in the district. FISCAL IMPACT This recommendation can be implemented with existing resources. Prismatic Services, Inc. Page 1-25 Management, Personnel, and Communications Eldorado Public Schools FINDING 1-16 There are few job descriptions for positions in EPS. The only job descriptions provided for the consulting team were for a superintendent, principal, teacher, library media specialist, and counselor. Even though a job description for teachers exists, one person stated that there was none. The one that was provided the consulting team appears to have been revised at some point, but does not reference either technology skills or making accommodations for students with special needs. This is strong evidence of a need to update and raise awareness of job descriptions in EPS. Few people interviewed could produce a job description for their position. Others either stated that they thought there was one in the EPS policy book or that they thought they had been given one when they were employed. Since the maintenance director is a new position for the district, a job description was developed for that position prior to hiring. Having clear job descriptions with specific tasks and responsibilities helps the district by: • reducing duplication of effort; • improving staff morale because employees know what is expected of them; • strengthening accountability for work production; and • providing the district a means of tying annual evaluations to the duties outlined. RECOMMENDATION Develop job descriptions for each position, explain them to employees, and link them to performance evaluations. The superintendent should work with designated district staff to update the district’s job descriptions. Job descriptions serve as an important management tool for setting forth minimum qualifications, knowledge, and skill and ability requirements. A job description constructed to today’s standards should include: • description of general duties and responsibilities; • description of specific duties and responsibilities; • description of other duties and responsibilities; • minimum credentials, training and/or experience; • performance aptitudes; • physical demands, work environment, and ADA compliance; • title of evaluator and performance evaluation criteria; Page 1-26 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications • title of supervisor and chain-of-command above and below the position; • pay grade or salary line; • overtime status, extra duty pay, etc.; • terms of employment; and • date the job description was developed or last revised. The School Board should approve all job descriptions and administration should distribute them to all EPS staff. District leaders should incorporate them into the staff evaluation process and they should be reviewed for possible updates annually. FISCAL IMPACT This recommendation can be implemented with existing resources. Professional Development Continuing professional development is vital for all employees. It helps ensure a knowledgeable, well-trained and safe work force are employed in all areas. It reinforces employees’ sense of value to the organization and helps prepare them for advancement. John H. McConnell, in How to Identify Your Organization's Training Needs: a Practical Guide to Needs Analysis, gives leaders guidance in determining “the training requirements of everyone from newly hired, recently promoted, or just-transferred employees, to those who need training as a result of changes in operations, technology, or systems in the company.” FINDING 1-17 EPS does not have a sustained, high-quality professional development plan for any group of employees. Teacher training appears to have been driven by topics offered through the Western Tech Center in Altus, rather than analysis of data regarding student/teacher needs or a needs assessment aligned with set district priorities. A K20 Center and a GEAR UP grant also provide training opportunities for staff, but again, they are not related to specific district goals or data analysis. No one interviewed provided any specific information about follow-up that is occurring in classes to ensure that any training has become embedded in teacher practice. One EPS staff member expressed a desire for a more planned, purposeful approach to professional development. Several interview participants commented that non-instructional staff regularly receives training on topics such as bloodborne pathogens and CPR. The bus driver does receive training at the Tech Center in Altus. Interview comments and a review of personnel records also showed ample training for secretarial staff. However, the consulting team found little evidence of any other job-related training for any other group of employees in the district. Specific examples the consulting team found include: Prismatic Services, Inc. Page 1-27 Management, Personnel, and Communications Eldorado Public Schools • no training provided to child nutrition workers. The manager/director said that she was aware of state training opportunities, but that she had not been able to get away to attend them; and • no training for the maintenance director, but he has only been employed for two months. RECOMMENDATION Expand the district’s approach to professional development to include regular training for all staff based upon needs assessments related to job responsibilities and student achievement. Professional development is vital for all employees. It helps ensure a knowledgeable, well-trained, and safe workforce in all areas of operation. It reinforces employees’ sense of value to the organization and helps prepare them for advancement. The district should make personal and professional growth of all employees one of its goals. The superintendent and principal should upgrade the professional development plan for the district. In doing so, they should review state statutes pertaining to required professional development and also consider teacher evaluations, student test results, and overall district goals as guides to future professional development offerings. State-mandated training such as “blood-borne pathogens” should be offered online to better use staff time and free employees for more job specific training. In addition, the district should plan to create a secure Intranet link to the district website to add a professional development page to a password protected portion of the website so district staff may access their professional development records. FISCAL IMPACT This recommendation can be implemented with existing resources. C. COMMUNICATIONS AND COMMUNITY INVOLVEMENT School districts are a vital part of communities, often associated with a community’s identity, sense of pride, and quality of life. This is especially true in smaller communities. In order to strengthen this role, school districts should develop effective communications and community involvement programs that lead to a more informed and engaged staff and community. Research demonstrates that community outreach benefits both the community and the schools. The primary role of communications in a school district is to convey a message and image consistent with board policies that are implemented through procedures established by the superintendent and district staff. Critical components of communications include strategies for externally communicating with the community and internally communicating within the school district. Two-way communications are vital to the success of a district. Effective communications lead to an informed staff and community, support for programs, and an atmosphere of openness. They also contribute to effective leadership with the board and superintendent serving as a leadership Page 1-28 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications team. Ineffective communications results in confusion, lack of support, conflicting messages and decision making, and a sense of detachment within the district. Effective community involvement programs should address the unique characteristics of the school district and the community. These programs can significantly affect citizen perceptions of the school system. Effective programs will rally public support and involvement. That will result in parent and community volunteers, public participation in the decision making processes that affect the schools (e.g. bond and board elections), and productive business and community alliances. FINDING 1-18 The district website is a universally reported weakness in the district’s communications strategies. Reports reflected that prior to revision this year, the EPS website was not a positive reflection on the district or community. It did not offer visitors meaningful information about the district, essentially did not function, and, in one person’s words, was “horrid.” Many interview participants, however, remarked that plans to improve the district website are underway. Two teachers, who are sharing a stipend for extra duty in technology, have used new software to revise and update the site, which has not yet been launched. Some plans mentioned for the future include having a link for the Parent Teacher Student Organization (PTSO) that the public could click on to learn of their activities and read updated bulletins. Exhibit 1-15 shows responses from parents, staff, and students that reflect the need to improve the district’s web site as a means of communicating with both the public and other school stakeholders. Exhibit 1-15 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Parents The district website is a useful tool for me and/or my child. 52% 35% 13% Students The district website is a useful tool for me. 24% 41% 35% Staff The district website is a useful tool for staff, parents and students. 13% 19% 69% Source: Prismatic Survey Results, September 2010 Participants interviewed stated that a concerted district communication approach had been a key tool in passing the bond issue. However, they also identified barriers to improved parent participation but no plans to address them. Decades of research demonstrate the impact that active parents have on student achievement; thus, developing communications processes beyond an improved website is essential for the district. RECOMMENDATION Improve the EPS website as a part of an overall public communications strategy. Prismatic Services, Inc. Page 1-29 Management, Personnel, and Communications Eldorado Public Schools It would be beneficial for EPS to use an improved district website as an avenue to provide important information to the students, parents, staff, and the public about the schools and their activities and programs. An expanded website should include a school page, links to athletic events and extra-curricular activities, and calendars and a web-based school newsletter. Districts with effective websites include links to historical board minutes and agendas, board policies, and handbooks, at a minimum. They also contain information about recent news, curricula, and links to state standards. Others have interactive and password protected links to evaluation forms and professional development records. Chapter 5 of this report includes some criteria for an effective school district website, as developed by Oklahomans for Responsible Government, which would be helpful in efforts to continue to develop the website. The EPS website should only be one tool in the district’s overall public communications strategy. The district should develop specific approaches to reach out to parents and the public and involve them in the school district beyond the website. Continuing to add information and school links could encourage communication by providing opportunities for parents and businesses to become school volunteers or make donations of time, in-kind services, or funds to the district. Other considerations for inclusion are: pictures and email addresses for the board members, and information on the superintendent and the principal; notices of upcoming parent-teacher conferences; lists of teachers and support staff, and email addresses for each; and information regarding the existence, meeting times, dates, and activities of clubs and organizations. An alumni link could also promote the achievements of EPS graduates, help them stay in touch, and encourage them to support district needs. A district developed Intranet for the EPS staff could be used to further facilitate internal communications. The district’s policy manual and employee and student handbooks should be available online for easy reference. District employee evaluation instruments could also become available as password protected communications tools between administrators and their staff. As the district expands its website to include additional features, it will become an invaluable communication tool for students, staff, and the community, keeping them informed and enhancing stakeholders’ involvement in the district. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-19 Eldorado reports challenges in the area of parental engagement just as many other districts across the country face. While few parents volunteer regularly in the school, there is a core of them who will assist in a variety of capacities when asked. Several board members noted an active Parent Teacher Student Organization (PTSO) that is well organized, advertises on the district billboard located inside the school, and activates parents when called upon. Nonetheless, everyone interviewed acknowledged that only a small percentage of parents were involved in the school. The district has no formal process for parental engagement or soliciting, training, and using volunteers in the schools and classrooms. Page 1-30 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications The percentage of EPS students (26%) who live in a single parent home or no parent situation is higher than all but one of the peer districts. Another nine percent of EPS students are new each year. These facts make parent involvement difficult but also make it critical for the district to develop innovative ways to reach out to parents and involve them in their children’s education. A volunteer movement to restart the high school baseball team is underway. This is a positive development and the kind of activity that can build community and generate more interest in helping with the school. While Eldorado’s rate of parent-teacher conference attendance at 73.4 percent, according to the Office of Accountability’s 2009 District Profile, is higher than the state average of 72.1 percent, it is lower than three of its peers. Felt reported a 100 percent attendance rate last year. Exhibit 1- 16 shows a comparison of EPS and peer district attendance at parent-teacher conferences. EPS has the second lowest attendance rate of all peers reporting. Exhibit 1-16 Comparison of Eldorado and Peer District Attendance at Parent-Teacher Conferences District Percent of Parents Attending at Least One Parent-Teacher Conference Eldorado 73.4% Blair 85.0% Duke 88.1% Felt 100.0% Olustee 70.1% Ryan FTR (Failed to Respond) State 72.1% Source: Office of Accountability, Profiles Database Exhibit 1-17 shows that staff and parents alike do not have a strong feeling one way or another about the extent to which parents are involved in district decision making. Exhibit 1-17 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Staff District stakeholders provide input into the budgetary process. 41% 47% 12% Parents Parents play an active role in decision making in our schools. 58% 38% 4% Source: Prismatic Survey Results, September 2010 Joyce Epstein at Johns Hopkins University and others have documented research showing the positive effect that strong parental involvement has on schools and student achievement: Prismatic Services, Inc. Page 1-31 Management, Personnel, and Communications Eldorado Public Schools Page 1-32 Prismatic Services, Inc. • 50 to 85 percent of the variance in achievement scores, IQ, or verbal ability can be attributed to parent, family, and home environment variables; • parent education programs, especially those that train low income parents to work with their children improve how well students use language skills, perform on tests, and behave in school; and • many studies have found that when parents become involved in school activities, not only do their attitudes improve, but also those of their children. Student achievement rises as well. RECOMMENDATION Develop a coordinated volunteer program that promotes parent and community involvement in the district’s schools. EPS should develop a volunteer program that promotes parent and community involvement in the district. The superintendent should form a committee that includes administrators, teachers, parents, and community members to develop this program. The program should seek consistency in policies and practices throughout the district and should also be formally approved by the School Board. It should be flexible in thinking of opportunities for parents to be involved outside the traditional concept of classroom volunteering. The National Parent Teacher Association’s Seven Steps to a Successful Volunteer Program5 provides useful information for creating and maintaining an active school volunteer program. EPS should use these seven steps as a guide in developing their own program: • assessing the volunteer needs each school has; • working with and training, principals, teachers, and school staff on effectively using and supervising volunteers; • setting goals and objectives for volunteer assignments; • recruiting volunteers; • training and orienting volunteers; • training and recognizing volunteers, and • evaluating volunteer performance and program success. FISCAL IMPACT This recommendation can be implemented with existing resources. 5 http://www.pta.org/3549.htm Chapter 2: Instructional Delivery Chapter 2 Instructional Delivery This chapter examines the instructional delivery of Eldorado Public Schools (EPS) in the following sections: A. Instructional Delivery and Student Performance B. Professional Development C. Gifted and Talented Education D. Special Education E. Career and Technology Education F. Guidance and Counseling The primary purpose of any school system is educating children. Effective instructional delivery is based upon the district’s mission to educate students and require policies and procedures to direct the instructional process, provide well designed programs to meet the needs of all students, and provide resources to support program implementation. The monitoring and evaluation of program effectiveness based upon student performance data is also essential. School districts offer educational services to students through a variety of programs including regular education programs and special programs. Special programs are designed to provide quality services for certain student populations, such as those in Gifted and Talented Education, Special Education, and Career and Technology Education. A. INSTRUCTIONAL DELIVERY AND STUDENT PERFORMANCE Managing the instructional process to ensure academic success for all students is the responsibility of the school district. A district’s instructional program along with its allocation of resources, are the means by which a district attempts to meet the educational needs of all students. A well designed and managed process for developing curriculum and directing instruction, collecting assessment data to evaluate and monitor programs, and providing the resources needed to support educational efforts is essential if a district is to meet the needs of its students. Curriculum development and instructional delivery are critical components of student learning. The presentation of materials, concepts, skills, and new ideas greatly affect acquisition of knowledge. Curriculum content and instructional strategies should be properly aligned and regularly evaluated in order to promote improvement of student performance. Oklahoma School Boards and superintendents should provide principals and teachers with the tools necessary to consistently deliver the state adopted curriculum, Priority Academic Student Skills (PASS), and to prepare students to be successful on state mandated assessments. Districts should provide curriculum maps that clearly define standards and learning objectives for each subject and grade level so that teachers know the content expectations and instructional timelines for student mastery of objectives. Now that the new mission for the nation is “learning for all,” Prismatic Services, Inc. Page 2-1 Instructional Delivery Eldorado Public Schools Page 2-2 Prismatic Services, Inc. the principal and teachers, working collaboratively, are responsible for the consistency of curriculum implementation on the campus, the quality of the instruction in the classroom, and student performance. Starting in 1998, Tim Waters, Ed.D., Robert J. Marzano, Ph.D., and Brian McNulty, Ph.D., from Mid-Continent Regional Educational Laboratory (McREL) began synthesizing the body of research on the effects of leadership practices on student achievement. In Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement, McREL identified 21 leadership responsibilities that are significantly associated with student achievement. They have translated the results of this research into a balanced leadership framework that describes the knowledge, skills, strategies, and tools leaders need to positively impact student achievement. The framework moves beyond abstraction to concrete responsibilities, practices, knowledge, strategies, tools, and resources that principals and others need to be effective leaders. McREL’s leadership framework is based upon the idea that effective leadership means more than simply knowing what to do. Effective leadership means knowing how, when, and why to take action. A combination of knowledge and skills is the essence of balanced leadership. McREL leadership characteristics and behaviors include: • Affirmation • Change Agent • Communication • Contingent rewards • Culture • Curriculum, instruction, assessment • Discipline • Flexibility • Focus • Ideals and beliefs • Input • Intellectual stimulation • Knowledge of curriculum, instruction, assessment • Monitors and evaluates • Optimizer • Order • Outreach • Relationship • Resources • Situational awareness • Visibility Principals form the core of educational leadership in school districts. Over the past two decades, the role of the principal has changed from that of a building manager who makes sure that schedules are met, the school is maintained, and that discipline is properly enforced, to an education leader responsible for consistency of curriculum implementation on the campus, the quality of the instruction in the classroom, and student performance. Oklahoma School Testing Program Student assessment is an integral part of measuring student performance. The Oklahoma School Testing Program (OSTP) develops the various standards-based tests that students must take during the school year. The Oklahoma Core Curriculum Tests (OCCT) consist of criterion referenced tests (CRTs) designed to measure student attainment of skills established for core classes. The OCCT helps monitor student and school performance relative to the state mandated curriculum standards called PASS. Eldorado Public Schools Instructional Delivery The OSTP program used a phase-in process to increase tested grades and subjects. CRTs are currently administered in grades three through high school in this manner: • third grade: Reading and Mathematics; • fourth grade: Reading and Mathematics; • fifth grade: Reading, Mathematics, Science, US History, and Writing; • sixth grade: Reading and Mathematics; • seventh grade: Reading, Mathematics, and Geography; • eighth grade: Reading, Mathematics, Science, US History/Constitution/Government, and Writing; and • high school: End-Of-Instruction (EOI) tests in English II, English III, Biology I, US History, Algebra I, Algebra II, and Geometry. All students in the tested grades and subjects must participate in the OSTP. The test results for Regular Education students who have attended for the Full Academic Year (FAY) count towards a school’s and district’s overall Academic Performance Index (API). A student is considered FAY if he/she enrolled within ten days of the beginning of the academic course and did not have an enrollment lapse of more than ten consecutive school days until the date of testing. Student test scores fall into one of the following four categories which were amended during the 2009 Oklahoma Legislative Session: • Advanced – student demonstrates superior performance on challenging subject matter; • Proficient (called Satisfactory prior to 2009)– student demonstrates mastery of appropriate grade level subject matter and is ready for the next grade, course, or level of education, as applicable; • Limited Knowledge – student demonstrates partial mastery of the essential knowledge and skills appropriate to his/her grade level, course, or level of education, as applicable; and • Unsatisfactory – student does not perform at least at the limited knowledge level. In 2005, a state law entitled Achieving Classroom Excellence (ACE) began requiring students entering the ninth grade in 2008-09 (the current junior class) to pass four of the seven EOI tests and earn a minimum of 23 credits in order to graduate from high school in 2012. All students must pass the Algebra I and English II tests. All students must then pass at least two additional EOI assessments from the other five areas (Biology I, US History, Algebra II, Geometry, English III). Passing is considered scoring at the Proficient or Advanced levels. To assist teachers and districts in teaching PASS and preparing students for the OCCT, the Oklahoma State Department of Education (SDE) provides a variety of resources on its website. These resources include: Prismatic Services, Inc. Page 2-3 Instructional Delivery Eldorado Public Schools Page 2-4 Prismatic Services, Inc. • PASS by subject and grade level; • test blueprints for each grade level and subject area test that show what percentage of the test each skill will represent; • test/item specifications that show the specific standards and objectives to be tested; • released test questions; • writing samples; • a list of words, called the academic vocabulary, that are used on each test; and the • Depth of Knowledge (DOK) levels and percentage weights for all OCCT test questions in Test Specifications. FINDING 2-1 EPS is providing additional time and learning opportunities for students by offering after school tutoring. Keeping up with homework and completing makeup work due to absence, should have positive impact on a student’s performance on the state’s tests. COMMENDATION EPS has implemented a mandatory after school tutoring program for students in grades five through twelve. Test Results for 2007-09 Due to federal privacy regulations, schools may not report aggregate scores if five or fewer students are tested in any given subject area. In 2008-09, EPS had 18 tests for which the data were protected by privacy laws. Since the peer districts face similar reporting problems, except where otherwise noted, Exhibits 2-1 through Exhibit 2-7 display EPS and peer district scores averaged over a three-year period. The peer district and state averages reported are also for the 2007-09 testing cycles. In the three year average, EPS third grade students performed below the community group average and state in reading and math. In both cases, EPS students also scored lower than any of the peer districts (Exhibit 2-1). Eldorado Public Schools Instructional Delivery Exhibit 2-1 Percentage of EPS and Peer District Grade 3 Regular Education, Non-High Mobility Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Eldorado 67% 67% Blair 87% 90% Duke 96% 88% Felt 77% 77% Olustee 78% 100% Ryan 78% 81% Community Group H2 80% 70% State 84% 77% Source: Office of Accountability, Profiles Database Exhibit 2-2 shows 2007-09 test results of fourth grade students in EPS regular education. EPS students performed above the community group in reading and math. In reading, EPS scored above the state but below the community group. EPS scores in reading were tied with one other district for highest among the peer districts. The math scores were third highest among the peer districts scores. Exhibit 2-2 Percentage of EPS and Peer District Grade 4 Regular Education, Non-High Mobility Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Eldorado 92% 75% Blair 85% 62% Duke 88% 82% Felt 77% 92% Olustee 92% 92% Ryan 81% 65% Community Group H2 81% 74% State 86% 81% Source: Office of Accountability, Profiles Database The 2007-09 OCCT grade five tests included five content areas: reading, math, social studies, science, and writing. Exhibit 2-3 shows the results for grade five EPS students. Student performance was above the community group in all subjects except for social studies and above the state in reading. Prismatic Services, Inc. Page 2-5 Instructional Delivery Eldorado Public Schools Page 2-6 Prismatic Services, Inc. Exhibit 2-3 Percentage EPS and Peer District Grade 5 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Social Studies Science Writing Eldorado 87% 80% 60% 87% 87% Blair 70% 74% 67% 85% 95% Duke 76% 84% 54% 86% 86% Felt 83% 83% 67% 92% 79% Olustee 75% 92% 75% 83% 62% Ryan 84% 84% 79% 98% 100% Community Group H2 74% 75% 65% 84% 81% State 81% 82% 75% 87% 88% Source: Office of Accountability, Profiles Database Exhibit 2-4 shows 2007-09 test results for sixth grade students in EPS. Performance in reading and math was above the community group and the state. Compared to peer districts, EPS students were third lowest in reading and tied for second highest in math. Exhibit 2-4 Percentage EPS and Peer District Grade 6 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Eldorado 86% 95% Blair 75% 76% Duke 87% 83% Felt 89% 78% Olustee 83% 100% Ryan 88% 95% Community Group H2 76% 73% State 80% 78% Source: Office of Accountability, Profiles Database Performance for students in grade seven is shown in Exhibit 2-5. The results show that EPS students scored above the state and community group average in reading, math, and geography. Comparison to individual peer data shows that EPS student performance in reading was the second highest, performance in math was the highest, and performance in geography was the third highest. Eldorado Public Schools Instructional Delivery Exhibit 2-5 Percentage EPS and Peer District Grade 7 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Geography Eldorado 88% 100% 94% Blair 83% 77% 96% Duke 88% 72% 81% Felt 100% 67% 100% Olustee 69% 72% 81% Ryan 61% 77% 81% Community Group H2 76% 70% 84% State 80% 76% 87% Source: Office of Accountability, Profiles Database Exhibit 2-6 shows the 2007-09 results for grade eight students in EPS. In reading and science, EPS students were above all peer districts, the community group average, and the state. In math, EPS was above the community group average, the state, and all but one of the peer districts. Scores for writing were below the community group, the state, and all peer districts. In social studies, EPS was third lowest among peers, falling below the state average as well. Exhibit 2-6 Percentage EPS and Peer District Grade 8 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math History/ Constitution/ Government Science Writing Eldorado 100% 92% 69% 100% 75% Blair 74% 90% 79% 95% 98% Duke 87% 71% 58% 97% 94% Felt 88% 100% 88% 100% 100% Olustee 68% 82% 36% 86% 88% Ryan 79% 78% 76% 96% 88% Community Group H2 76% 71% 63% 87% 93% State 81% 78% 75% 90% 94% Source: Office of Accountability, Profiles Database The EOI tests are administered to students taking the related high school level coursework. Only two years of data are available for Algebra II, Geometry, and English III. Eighth grade students taking the related coursework are also included in the results for the district. EPS students were above the community group and state averages in Algebra I, English II, US History, and Biology I. They were also above the community group – but below the state – in Algebra II and Geometry. English III scores were not available, due to privacy laws, even using the two-year average (Exhibit 2-7). Compared with peer districts, EPS students were highest among districts with data in Algebra I, English II, US History, Biology I, and Algebra II. EPS students were second highest in Geometry. Prismatic Services, Inc. Page 2-7 Instructional Delivery Eldorado Public Schools Page 2-8 Prismatic Services, Inc. Exhibit 2-7 Percentage of EPS and Peer District Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above on EOI Tests 2007-09 Entity Algebra I Eng II US Hist Bio I Algebra II* Geometry* Eng III* Eldorado 100% 92% 92% 79% 63% 75% ** Blair 88% 74% 72% 65% 47% 65% 88% Duke 68% 71% 56% 61% 50% 76% 85% Felt 100% ** 89% 75% ** ** ** Olustee 74% 79% 52% 72% 50% 71% 89% Ryan 61% 63% 61% 42% 3% 54% 74% Community Group H2 69% 71% 58% 52% 36% 63% 73% State 80% 79% 72% 63% 61% 73% 83% Source: Office of Accountability, Profiles Database *Two year averages used as these tests were not in place prior to 2008 **Data Protected by Privacy Laws Academic Performance Index The Academic Performance Index (API) is a numeric score that measures district performance based upon a variety of educational indicators, though a great deal of emphasis is still placed upon test results. The possible scores range from zero to 1500. The factors used in the calculation of API scores include: • The OSTP - as measured by student success on state achievement tests; • School Completion - including attendance, dropout, and graduation rates; and • Academic Excellence - including ACT scores and participation, Advanced Placement (AP) credit, and college remediation rates in reading and mathematics. As shown in Exhibit 2-8, EPS’s API was above the state average in 2006-07 and 2007-08 and below the state average the remaining years. Compared to the peer districts, EPS had the lowest score in 2005-06 but finished second in 2006-07. Exhibit 2-8 District API Scores Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Eldorado 1096 1118 1300 1282 1277 Blair 1128 1219 1238 1247 1289 Duke 1264 1206 1263 1244 1393 Felt 936 1187 1202 1371 1432 Olustee 1309 1206 1211 1290 1242 Ryan 1131 1176 1308 1192 1217 State 1159 1180 1252 1279 1289 Source: Oklahoma State Department of Education Eldorado Public Schools Instructional Delivery Under the accountability provisions in the No Child Left Behind (NCLB) Act, the federal government evaluates all public schools sites, school districts, and states for Adequate Yearly Progress (AYP). The NCLB annual report card for EPS in 2008-09 shows that the district has met the AYP standard. The SDE provides a worksheet for calculating API scores. It can be found at the following website: http://www.sde.state.ok.us/AcctAssess/pdf/API/CalculatingAPI.pdf. If the district has tests or subgroups for which data are not reported because of privacy laws, this worksheet can be used by plugging in raw scores with numbers of students scoring at different levels to generate API scores in those categories. Additionally, the district can calculate the percentages of students passing each test by using the score reports it receives on each student. Exhibit 2-9 shows the percentage of graduates completing college bound curriculum. EPS is above the state average in 2004-05 and 2008-08 and below in the remaining three years. There was a sharp decline in 2005-06. EPS is also below the community group in three out of the five years. Exhibit 2-9 Percentage of EPS and Peer District Graduates Completing Regents’ College-Bound Curriculum Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Eldorado 87.5% 7.1% 51.7% 50.0% 100.0% Blair 91.5% 100.0% 100.0% 100.0% 100.0% Duke 52.9% FTR 100.0% 71.4% 100.0% Felt 100.0% 100.0% FTR 120.0% 33.3% Olustee 100.0% 31.7% 85.7% 42.9% 83.3% Ryan FTR FTR 77.8% 72.7% FTR Community Group H2 74.6% 78.3% 85.1% 88.9% 79.6% State 77.9% 79.1% 78.0% 81.8% 81.9% Source: Office of Accountability, Profiles Database FTR – Failed to Respond Educational Planning and Assessment System The Educational and Planning Assessment System (EPAS) was created by ACT, Inc. and provides an integrated series of assessments and reporting services to support educators as they help students set and reach goals for life after high school. The components of EPAS are the EXPLORE, PLAN, and ACT assessments. EPAS assessments provide information about progress at crucial points in a student’s educational career. Each test reports scores for four sections - English, math, reading, science – and a composite score, which is an average of the four subjects. Information provided by EPAS assessments is linked longitudinally to provide an academic information management system. These linked reports can be used to monitor student progress over time, detect trends, and evaluate instructional outcomes in support of school improvement efforts. The program is funded by the Oklahoma State Regents for Higher Education (OSRHE) and content guides are available online to assist districts in curriculum alignment and Prismatic Services, Inc. Page 2-9 Instructional Delivery Eldorado Public Schools Page 2-10 Prismatic Services, Inc. improvement efforts at: http://okhighered.org/epas/. EXPLORE, the eighth grade assessment, is the entry point to EPAS. The EXPLORE test includes objective assessments in English, math, reading, and science reasoning. It also includes activities that help young students begin the process of career and educational exploration. EXPLORE provides baseline data for monitoring student progress through the high school years in preparation for the ACT. Exhibit 2-10 shows how EPS students performed on the EXPLORE test as compared to their peers nationally. EPS scores were higher than the national average in math. Their English, reading, science, and composite scores were lower than the national average. Exhibit 2-10 EPS 8th Grade EXPLORE Scores Compared to the National Average 2009-10 Subject EPS Score National Average English 12.4 14.2 Math 16.4 15.1 Reading 13.6 13.8 Science 15.8 15.9 Composite 14.8 14.9 Source: EXPLORE, Profile Summary Report PLAN, the 10th grade assessment, also includes objective assessments in English, math, reading, and science reasoning. The educational and career planning activities are tailored to the needs of students who are preparing to make decisions about life after high school. PLAN provides a midpoint review of a 10th grade students’ progress toward their educational and career goals. Exhibit 2-11 shows how EPS students performed on the PLAN test as compared to their peers nationally. EPS scores were the same as the national average in math and lower than the national average in all other areas. The composite score was also below the national average. Exhibit 2-11 EPS 10th Grade PLAN Scores Compared to the National Average 2009-10 Subject EPS Score National Averag
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Description
Title | Eldorado Public Schools |
OkDocs Class# | E2500.3 S372p/el 2011 |
Digital Format | PDF, Adobe Reader required |
ODL electronic copy | Downloaded from agency website: http://www.schoolreportcard.org/ospr/2011/OSPR-Eldorado.zip |
Rights and Permissions | This Oklahoma state government publication is provided for educational purposes under U.S. copyright law. Other usage requires permission of copyright holders. |
Language | English |
Full text | Oklahoma School Performance Review Office of Accountability April 2011 Education Oversight Board / Office of Accountability Susan Field, Chairman • Robert Buswell, Executive Director 655 Research Parkway, Suite 301 Oklahoma City, OK 73104 (405) 225-9470 Fax (405) 225-9474 www.SchoolReportCard.org April 2011 Fellow Oklahomans: The Education Oversight Board and the Office of Accountability are pleased to present this school performance review for Eldorado Public Schools (EPS). This review is intended to help EPS contain costs, improve management strategies and operations, and increase student performance. To conduct this review the office contracted with Prismatic Services, Inc. Eldorado Public Schools has a number of commendable programs and enjoys support from district residents; however, it is faced with several challenges. The review contains recommendations to help EPS meet those challenges and improve the efficiency of their operations. The review also highlights a number of “Commendable Practices” in programs, operations, and services provided by the administration, teachers, and staff. We are grateful for the cooperation of EPS Board of Education, administration, staff, parents, and community members. They are to be commended for their dedication toward improving educational opportunities for their community. We are pleased to announce that this review is available in hardcopy through the Office of Accountability and on the office’s web site at www.SchoolReportCard.org. For the Education Oversight Board, For the Office of Accountability, Susan Field Robert Buswell Oklahoma School Performance Review Eldorado Public Schools April 2011 Education Oversight Board Office of Accountability Susan Field, Chairman Robert Buswell, Executive Director Patrick Gilmore, Vice-Chair Jeff Wallace, Assistant Director Dr. Sherry Labyer Jerry (Yu-Chao) Hsieh, Database Design Analyst Ami Shaffer Dr. Lonnie Melvin, School Improvement Coordinator Edward A. Petersen Reed Downey Millard House II Senator John Ford Representative Ann Coody Prismatic Services, Inc. Tatia Prieto, President, Asst Project Manager Rick Cobb, Project Manager Dianne Lane – Chapter 1, Management, Personnel, & Communications Loretta Schmidt – Chapter 2, Instructional Delivery Jerry Williams – Chapter 3, Business Operations Bob Holdredge – Chapter 4, Facility Use/Management; Safety/Security Tatia Prieto – Chapter 5, Child Nutrition Courtney Lockridge – Chapter 5, Technology Scott Allen – Chapter 5, Transportation This publication was prepared by the Office of Accountability as authorized by Title 70 of the Oklahoma Statutes, Section 3-118 and 1210.5331. It was printed by the Oklahoma State Regents for Higher Education Central Services Department, as authorized by the Education Oversight Board. Forty copies have been prepared at a cost of $1,518.00. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries, April 2011. Eldorado Public Schools Table of Contents i Page Executive Summary 1 Acknowledgements 1 Eldorado Public Schools 2 Commendations 4 Recommendations and Projected Costs and Savings 6 Chapter 1: Management, Personnel, and Communications 1-1 A. Management and Organization 1-9 B. Personnel Management 1-21 C. Communications and Community Involvement 1-28 Chapter 2: Instructional Delivery 2-1 A. Instructional Delivery and Student Performance 2-1 B. Professional Development 2-19 C. Gifted and Talented Education 2-26 D. Special Education 2-30 E. Career and Technology Education 2-34 F. Guidance and Counseling 2-36 G. Federal Programs 2-37 Chapter 3: Business Operations 3-1 A. Financial Processes 3-8 B. Asset and Risk Management 3-20 C. Activity Funds 3-25 D. Auditing and Internal Controls 3-27 Chapter 4: Facilities Use and Management 4-1 A. Facilities Planning and Construction 4-4 B. Maintenance and Custodial Operations 4-13 C. Energy Management 4-25 D. Safety and Security 4-35 Chapter 5: Support Services 5-1 A. Child Nutrition 5-1 B. Technology 5-23 C. Transportation 5-45 Table of Contents Eldorado Public Schools ii Appendices: A. Staff Survey Results A-1 B. Parent Survey Results B-1 C. Student Survey Results C-1 D. Community Input Focus Group Comments D-1 E. Enrollment Projections E-1 F. Thermal Images of Facilities F-1 Executive Summary The Oklahoma School Performance Review (OSPR) Program was authorized by the Oklahoma Legislature during the 2001 session and amended during the 2005 session. The responsibility to conduct school performance reviews was assigned to the Office of Accountability, which is under the direction of the Oklahoma Education Oversight Board. The purpose of a performance review is to develop findings, commendations, and recommendations regarding (1) containing costs; (2) improving management strategies; and (3) promoting better education for Oklahoma children. The Office of Accountability began the performance review of Eldorado Public Schools (EPS) in August 2010. The Office of Accountability contracted with Prismatic to assist with the review. The Prismatic consulting team conducted individual and small group interviews with district personnel and board of education members. The team conducted a community focus group of business and community leaders. The team also reviewed operations by touring facilities, observing cafeteria operations, and riding school bus routes. Administrators, teachers, support staff, parents, and students completed confidential surveys. The consulting team tabulated the surveys and used the results in this review. Survey results are contained in Appendices A through D. Based on size, geography, and demographics, the Office of Accountability selected five Oklahoma school districts as peer districts for comparison purposes. They are: Blair, Duke, Felt, Olustee, and Ryan. These are called peer districts throughout this report. For further comparison, a Community Group average is also used throughout the report. EPS falls into community group H2, which includes districts with an ADM of fewer than 250 students. The “2” indicates that the percentage of EPS students eligible for free and reduced price meals is above the state average. During this review, Prismatic Services developed 73 recommendations designed to improve operations and support increased academic performance. In some cases, these recommendations should result in a net savings to the district, in some cases a net cost, and in some cases should have no fiscal impact but should improve district effectiveness. A detailed list of costs and savings by recommendation appears in Exhibit 4. ACKNOWLEDGMENTS The Office of Accountability and Prismatic wish to express their appreciation to the Board of Education of Eldorado Public Schools, its Superintendent, Dr. Harold Hayes, and the many district employees, students, parents, business leaders, and community residents who helped during this review. Prismatic Services, Inc. Page 1 Executive Summary Eldorado Public Schools Page 2 Prismatic Services, Inc. ELDORADO PUBLIC SCHOOLS Eldorado Public Schools are located in Jackson County, Oklahoma, a county with a total land area of 803 square miles. Jackson County is located in the southwestern corner of Oklahoma. Its county seat, Altus, is home to Altus Air Force Base. In 2009, the city of Eldorado’s population was estimated at 455 by the U.S. Census Bureau. The EPS student body is dispersed across a total land area of 181 square miles within Jackson County, with 0.6 students per square mile. Demographic data reflect the following information regarding Eldorado, compared to the Oklahoma state average: • a lower median household income; • a significantly lower median house value; • a higher percentage of residents with income below the poverty level; and • a significantly lower percentage of residents with a bachelor's degree or higher.1 EPS has one campus, divided for accreditation purposes into an elementary school (EC-8), and a high school (9-12). Exhibit 1 shows average daily membership (ADM), ethnicity, and eligibility for free or reduced price meals for EPS and each of its schools for the 2008-09 school year. Exhibit 1 EPS Student Enrollment and Socioeconomic Characteristics 2008-09 School Grade Span Fall Enrollment Caucasian Black Asian Hispanic Native American Eligible For Free or Reduced Price Meals Elementary School EC-8 93 71% 5% 0% 18% 5% 76.0% High School 9-12 28 68% 0% 0% 29% 4% 86.0% EPS Totals EC-12 121 70% 4% 0% 21% 5% 79.0% Source: Office of Accountability, Profiles Database Exhibit 2 shows demographic information for EPS, peer districts, and the state for 2008-09. EPS’s average property valuation per student of $40,618 is third highest among its peer districts. It is $1,743 higher than the state average of $38,875. EPS has a higher percentage of Hispanic students than any other ethnic minority; at 21 percent, this is tied for second lowest among its peer districts. Eldorado’s percent of students eligible for free or reduced price meals is higher than the state and all of its peers. 1 Data from http://www.city-data.com/city/Eldorado-Oklahoma.html. Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 3 Exhibit 2 Demographics of EPS, Peer Districts, and State 2008-09 Ethnic Group Entity ADM Caucasian Black Asian Hispanic Native American Average Assessed Property Valuation Per Student Eligible for Free or Reduced Price Meals Eldorado 115.7 70% 4% 0% 21% 5% $40,618 78.5% Blair 271.6 73% 3% 1% 17% 6% $83,925 55.0% Duke 180.5 68% 1% 0% 27% 4% $55,193 59.2% Felt 60.8 59% 0% 2% 39% 0% $21,196 72.9% Olustee 173.4 56% 3% 1% 40% 1% $22,350 72.9% Ryan 232.6 74% 3% 1% 21% 1% $24,161 71.4% State 1,194.3 57% 11% 2% 11% 19% $38,875 56.3% Source: Office of Accountability, Profiles Database Exhibit 3 shows the ADM of EPS and its peer districts over the five year period between 2004- 05 and 2008-09. EPS’s ADM has decreased by 5.2 percent during this period. That represents the second-lowest rate of decline among the peer districts. Exhibit 3 EPS, Peer Districts, and State Student ADM Trends ADM Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Percentage Change *Eldorado 122.0 123.1 117.2 109.2 115.7 (5.2%) **Blair 303.2 307.1 282.3 266.6 271.6 (10.4%) *Duke 187.0 206.0 201.9 190.3 180.5 (3.5%) *Felt 88.4 81.9 82.6 74.2 60.8 (31.2%) *Olustee 192.7 184.9 177.9 163.0 173.4 (10.0%) *Ryan 268.0 266.9 250.9 243.1 232.6 (13.2%) *Community Group H2 151.3 148.7 146.3 144.8 148.5 (1.9%) **Community Group G1 303.2 352.6 346.0 348.0 339.6 12.0% Source: Office of Accountability, Profiles Database COMMENDATIONS The Office of Accountability identified “exemplary” or “best practices” in Eldorado Public Schools that led to 24 separate commendations. The Office of Accountability recommends that other school districts throughout Oklahoma examine these exemplary programs and services to see if they could be adapted to meet their local needs. The commendations are listed below and explained in detail in each chapter. Executive Summary Eldorado Public Schools Page 4 Prismatic Services, Inc. Chapter 1: MANAGEMENT, PERSONNEL, AND COMMUNICATIONS The superintendent and board exemplify team collaboration in leading district improvements. The Eldorado School Board and superintendent have a strong commitment to training, making them well-prepared to lead the district. The superintendent and board are commended for updating the district’s entire policy book. Eldorado Public Schools has uniform processes to maintain the security of personnel records. The superintendent and board have planned ahead to make accommodations to keep the district running smoothly during the secretary’s maternity leave. Chapter 2: INSTRUCTIONAL DELIVERY EPS has implemented a mandatory after school tutoring program for students in grades five through twelve. EPS uses EPAS EXPLORE and PLAN data to support student career planning and to increase student achievement. Chapter 3: BUSINESS OPERATIONS Eldorado Public Schools is commended on timely reports prepared by the superintendent that keep board members and staff informed of anticipated state aid funding and the impact it will have on operations. EPS provides a secure location for district warrants waiting to be distributed, monies waiting to be deposited, and for other valuables. Eldorado Pubic Schools is commended for establishing policy for student activity funds and communicating guidelines to staff. Receiving substantially clean audit reports helps maintain EPS credibility among staff and the community. Chapter 4: FACILITIES USE AND MANAGEMENT The superintendent and School Board successfully worked with the parents and other constituents within the school district to forge a coalition which resulted in passing a much needed bond initiative. Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 5 The elementary and junior/senior high school building has been updated with new air conditioning systems within the past five years. The maintenance on the roofing systems for the elementary and junior/senior high school building and the vocational-agriculture building have been effective toward keeping those systems watertight. EPS employs sufficient custodial personnel to properly clean the district facilities. EPS installed a new 18 camera high security monitoring system with digital data recording capability on all cameras. This addition significantly improves the security posture of the school. Chapter 5: SUPPORT SERVICES The district is commended for implementing technology in its cafeteria operations. EPS meal participation is commendable. EPS successfully gained outside grant funding to target technology needs. EPS is commended for acquiring SmartBoards for classroom use and for providing initial professional development for the teachers who will be using them. The district has used the resources of the Southwest Technology Center to keep its drivers licensed and trained. The Eldorado drivers exhibit concern and caring for all students in their charge and provide on-time transportation services. EPS is appropriately providing transportation to selected students who live within 1.5 miles of school. The district does a thorough job of controlling fuel cost. RECOMMENDATIONS AND PROJECTED COSTS AND SAVINGS A list of recommendations with their associated costs is provided in Exhibit 4. In each chapter, implementation strategies and the estimates of fiscal impact follow each recommendation in this report. The implementation section associated with each recommendation highlights the actions necessary to achieve the proposed results. Many of the recommendations have no costs or savings attached, but are designed to formalize, improve, and streamline operations. In some cases, the consulting team has made recommendations that will likely generate savings for the district, but in an effort to be conservative, no specific savings were estimated. It must be understood that not all of the recommendations can be started at one time. The consulting team did not want to place priorities by indicating which should be implemented Executive Summary Eldorado Public Schools Page 6 Prismatic Services, Inc. immediately and which ones implemented later. It will be up to the district to decide which ones to implement and the timelines for beginning implementation. The Office of Accountability recommends that the EPS Board of Education ask district administrators to review the recommendations, develop an implementation plan, and monitor its progress. Office of Accountability staff is available to help implement the recommendations. Exhibit 4 Summary of Costs and Savings by Recommendations Estimated (Costs) or Savings Recommendation 2011-12 2012-13 2013-14 2014-15 2015-16 Total Five- Year (Costs) or Savings Chapter 1 Management, Personnel, and Communications 1 Develop a comprehensive strategic plan for the district and ensure that all parts of the CLEP are included in the plan. ($1,500) $0 $0 $0 $0 ($1,500) 2 Embed accountability into district operations so that all district activities are aligned with established district goals. $0 $0 $0 $0 $0 $0 3 Revise time spent on discussion during board meetings to focus it on decision making and answers to board member questions, instead of reiteration of previously available information. $0 $0 $0 $0 $0 $0 4 Update the Board meeting agenda format to incorporate a consent agenda. $0 $0 $0 $0 $0 $0 5 Commit a portion of board meetings to reports on current educational programs and achievements, and to the recognition of outstanding accomplishments and contributions. $0 $0 $0 $0 $0 $0 6 Ensure that all policies that are approved by the school board clearly denote the date of the board action and continue annual review of policies and procedures. $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 7 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 7 Establish regular weekly meetings for the superintendent and principal to discuss key educational topics, plan for the district and develop written policies and procedures for each area of responsibility assigned. $0 $0 $0 $0 $0 $0 8 Create systematic processes that provide support and direction for all staff members. $0 $0 $0 $0 $0 $0 9 Address the need for cross-training and develop controls for central support staff responsibilities. $0 $0 $0 $0 $0 $0 10 Develop a salary schedule for non exempt employees and establish a clear cut procedure for staff to earn raises. $0 $0 $0 $0 $0 $0 11 Develop job descriptions for each position, explain them to employees, and link them to performance evaluations. $0 $0 $0 $0 $0 $0 12 Expand the district’s approach to professional development to include regular training for all staff based upon needs assessments related to job responsibilities and student achievement. $0 $0 $0 $0 $0 $0 13 Improve the EPS website as a part of an overall public communications strategy. $0 $0 $0 $0 $0 $0 14 Develop a coordinated volunteer program that promotes parent and community involvement in the district’s schools. $0 $0 $0 $0 $0 $0 Subtotal ($1,500) $0 $0 $0 $0 ($1,500) Chapter 2 Instructional Delivery 1 Develop and implement grade level curriculum pacing maps in the core content areas based upon Oklahoma PASS, testing blueprints, and student data. $0 $0 $0 $0 $0 $0 Executive Summary Eldorado Public Schools Page 8 Prismatic Services, Inc. Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 2 Implement an ongoing, systematic process to establish, monitor, and adjust vertical alignment of curriculum in core content areas. $0 $0 $0 $0 $0 $0 3 Provide training for all EPS administrators and teachers on disaggregating test data, analyzing and interpreting test data, integrating results-based solutions into daily instruction, remediation and intervention, and creating and updating curriculum and vertical alignment maps. $0 $0 $0 $0 $0 $0 4 Develop a long-range plan to update and expand the library/media center to better serve the needs of the school and community. $0 $0 $0 $0 $0 $0 5 Develop a long-term professional development plan based upon the effective schools research that drives comprehensive school improvement. $0 $0 $0 $0 $0 $0 6 Provide training in school improvement models that increase the professional expertise of administration and teachers. $0 $0 $0 $0 $0 $0 7 Create scheduled opportunities for teachers to collaborate regarding technology and soft-ware use, the appropriate applications for grade level and content skills, and for remediation and intervention. $0 $0 $0 $0 $0 $0 8 Implement the district’s Gifted and Talented program with total compliance to the adopted plan to ensure all identified students are appropriately tested and served. $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 9 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 9 Implement a consistent, ongoing training program to assist all teachers in designing and delivering differentiated instruction to mainstreamed special education students. $0 $0 $0 $0 $0 $0 10 Develop and implement a counseling program for PreK through 12th grade incorporating state guidelines and school counseling best practices. $0 $0 $0 $0 $0 $0 Subtotal $0 $0 $0 $0 $0 $0 Chapter 3 Business Operations 1 EPS should develop a payroll reconciliation process to help ensure that all changes needed to employee payroll records are made prior to running payrolls. $0 $0 $0 $0 $0 $0 2 Establish a budgetary process that is timely, easily understood, and communicated throughout the district. $0 $0 $0 $0 $0 $0 3 Expand the current monthly financial reports to include types of revenues and expenditures, a comparison with the previous year’s financial information, and a more detailed treasurer’s report. $0 $0 $0 $0 $0 $0 4 Revise the district general fund balance policy to establish a minimum fund balance, provide guidance on to achieve the minimum balance, and require fund balance status reports to the board. $0 $0 $0 $0 $0 $0 5 Develop desk procedures for the important duties performed by the treasurer and encumbrance clerk, and the two should be cross-trained in each other’s duties. $0 $0 $0 $0 $0 $0 Executive Summary Eldorado Public Schools Page 10 Prismatic Services, Inc. Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 6 Revise the process for deducting the cost of lunches from employees’ pay warrants so that monies deducted from pay warrants of employees are deposited directly into the child nutrition account. $0 $0 $0 $0 $0 $0 7 Establish selection criteria for the local banking services contract and solicit proposals. $0 $0 $0 $0 $0 $0 8 Negotiate with the district’s bank to provide a sweep of idle cash balances into higher-yielding investments on an overnight basis and require a sweep account in future bids for banking services. $0 $0 $0 $0 $0 $0 9 Develop and implement a policy outlining the duties surrounding textbook issuance and maintenance. $0 $0 $0 $0 $0 $0 10 Track fixed assets acquired with district funds and develop fixed asset policies. $0 $0 $0 $0 $0 $0 11 Establish and implement a policy on direct deposit for pay warrants. $0 $0 $0 $0 $0 $0 12 The EPS treasurer should review the encumbrance clerk’s bank reconciliations and the encumbrance clerk should review the treasure’s bank reconciliations. $0 $0 $0 $0 $0 $0 13 Develop a policy that requires a signature on receipts for all materials and services rendered before payments are made to vendors. $0 $0 $0 $0 $0 $0 14 Develop a policy requiring competitive proposals for professional independent auditing services at a designated interval of at least every five years. $0 $0 $0 $0 $0 $0 Subtotal $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 11 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings Chapter 4 Facilities Use and Management 1 Develop a long-range facilities master plan and a capital improvement program with specific timelines to address facility improvement needs. $0 $0 $0 $0 $0 $0 2 Replace existing T-12 lights with T-8 energy saving lights. ($5,729) ($5,729) ($5,729) ($5,729) ($5,729) ($28,645) 3 Implement a formalized maintenance program that includes a documented work order management and preventive maintenance. $0 $0 $0 $0 $0 $0 4 Paint the cafeteria building. $0 $0 $0 $0 $0 $0 5 Improve electrical safety throughout the district. $0 $0 $0 $0 $0 $0 6 Implement an energy management program (EMP) to conserve energy. $600 $600 $600 $600 $600 $3,000 7 Conduct a fire safety inspection and correct deficiencies found. $0 $0 $0 $0 $0 $0 8 Conduct an electrical safety inspection and correct deficiencies found. $0 $0 $0 $0 $0 $0 9 Develop a planned safety program that includes training, inspection, and certification of life safety equipment as required by applicable codes. The district should also obtain an AED and conduct training to ensure all teachers, staff, and high school upperclassmen are competent in the application and use of the AED. $0 $0 $0 $0 $0 $0 10 Create an up-to-date district-wide crisis management plan. $0 $0 $0 $0 $0 $0 11 Obtain access keys to the storm shelter and place them with both the superintendent and the principal. $0 $0 $0 $0 $0 $0 Subtotal ($5,129) ($5,129) ($5,129) ($5,129) ($5,129) ($25,645) Executive Summary Eldorado Public Schools Page 12 Prismatic Services, Inc. Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings Chapter 5 Support Services Child Nutrition 1 Sponsor a Summer Food Service Program for children. $250 $250 $250 $250 $250 $1,250 2 Improve the accuracy of the meal count procedure. $919 $919 $919 $919 $919 $4,595 3 Improve and enhance the financial operations of the child nutrition program. $500 $3,750 $5,750 $7,750 $7,750 $25,500 4 Develop and implement a staffing plan consistent with state staffing guidelines. $2,538 $2,538 $2,538 $2,538 $2,538 $12,690 5 Implement menu planning software. ($1,500) ($1,500) ($1,500) ($1,500) ($1,500) ($7,500) 6 Allocate a percentage of the annual child nutrition budget for equipment replacement. ($529) ($529) ($529) ($529) ($529) ($2,645) 7 Schedule recess before lunch. $0 $0 $0 $0 $0 $0 8 Close the campus to all students during the school day, including the lunch period. $1,397 $1,397 $1,397 $1,397 $1,397 $6,985 9 Include funds for constructing or renovating the child nutrition facilities in future bond initiatives. $0 $0 $0 $0 $0 $0 Technology 10 Improve the technology plan with the recommended suggestions. $0 $0 $0 $0 $0 $0 11 The district should create a part-time, non teaching technology coordinator position. ($10,000) ($10,000) ($10,000) ($10,000) ($10,000) ($50,000) 12 Develop and implement a disaster recovery plan. $0 $0 $0 $0 $0 $0 13 Develop a software needs assessment and adoption process. $0 $0 $0 $0 $0 $0 14 Continue to update and expand the district website. $0 $0 $0 $0 $0 $0 15 Develop a curriculum for technology that implements Priority Academic Student Skills (PASS) standards for instructional technology. $0 $0 $0 $0 $0 $0 Eldorado Public Schools Executive Summary Prismatic Services, Inc. Page 13 Estimated (Costs) or Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total Five- Year (Costs) or Savings 16 Develop procedures to assess technology use and satisfaction, with a goal of high utilization. $0 $0 $0 $0 $0 $0 17 Develop a disposal plan for obsolete equipment. $0 $0 $0 $0 $0 $0 18 Develop a training program that focuses on increasing basic technology skills and integrating technology into the instructional program. $0 $0 $0 $0 $0 $0 Transportation 19 Review all turn-arounds on private property. $0 $0 $0 $0 $0 $0 20 Review compensation of substitute drivers. $0 $0 $0 $0 $0 $0 21 EPS should track their bus maintenance. $0 $0 $0 $0 $0 $0 22 Address bus safety problems in a timely fashion. ($300) ($100) ($100) ($100) ($100) ($700) 23 Install sufficient lighting at the bus barn to enable drivers to carry-out a complete and thorough Pre-Trip inspection. ($500) $0 $0 $0 $0 ($500) 24 Conduct a thorough cleaning and safety review. $0 $0 $0 $0 $0 $0 Subtotal ($7,225) ($3,275) ($1,275) $725 $725 ($10,325) Total savings $6,204 $9,454 $11,454 $13,454 $13,454 $54,020 Total costs ($20,058) ($17,858) ($17,858) ($17,858) ($17,858) ($91,490) Total net savings and costs ($13,854) ($8,404) ($6,404) ($4,404) ($4,404) ($37,470) Chapter 1: Management, Personnel, and Communications Chapter 1 Management, Personnel, and Communications This chapter addresses the management, personnel, and communications of Eldorado Public Schools (EPS) in the following sections: A. Management and Organization B. Personnel Management C. Communications and Community Involvement The organization and management of a school district involves cooperation between elected members of the board of education and staff of the district. The board’s role is to set goals and objectives for the district in both instructional and operational areas, determine the policies by which the district will be governed, approve the plans to implement those policies, provide the funding sources necessary to carry out the plans, and evaluate the results of the plans. Once the goals and objectives of the district are adopted by the board, it is the responsibility of the superintendent and staff to establish policies and procedures to achieve these end results. This achievement involves the hiring and retention of employees as well as ongoing communication with the community to ensure an understanding of those goals and the district’s efforts to accomplish them. Background Eldorado Public Schools are located in Jackson County, Oklahoma, a county with a total land area of 803 square miles. The district is located approximately 85 miles from Lawton in the southwestern corner of Oklahoma. In July 2009, the city of Eldorado’s population was recorded at 455, having decreased since 2000 by nearly ten percent. The EPS student body is dispersed across a total land area of 181 square miles within Jackson County with .6 students per square mile. Demographic data reflect the following information regarding Eldorado compared to the Oklahoma state average: • a lower median household income; • a significantly lower median house value; • a lower median household income than the state average; • a higher percentage of residents with income below the poverty level and with income below 50 percent of the poverty level; and Prismatic Services, Inc. Page 1-1 Management, Personnel, and Communications Eldorado Public Schools Page 1-2 Prismatic Services, Inc. • a significantly lower percentage of residents with a bachelor's degree or higher.1 Demographics EPS has one elementary school serving early childhood through eighth grade and one high school serving grades 9 through 12. Exhibit 1-1 shows average daily membership (ADM), ethnicity, and eligibility for free or reduced price meals for EPS and each of its schools for 2008- 2009. Exhibit 1-1 EPS Student Enrollment and Socioeconomic Characteristics 2008-09 School Grade Span Fall Enrollment Caucasian Black Asian Hispanic Native American Eligible For Free or Reduced Price Meals Elementary School EC-8 93 71% 5% 0% 18% 5% 76.0% High School 9-12 28 68% 0% 0% 29% 4% 86.0% EPS Totals EC-12 121 70% 4% 0% 21% 5% 79.0% Source: Office of Accountability, Profiles Database Exhibit 1-2 shows demographic information for EPS, peer districts, and the state for 2008-09. EPS’s average property valuation per student of $40,618 is higher than all but two of its peer districts, its community group, and the state. It is a little under $2,000 more than the state average of $38,875. EPS has the highest percentage of Native American students among its peers with the exception of Blair. Eldorado’s percent of students eligible for free or reduced price meals is higher than the state, the community group, and all of its peers. 1 Data from http://www.city-data.com/city/Eldorado-Oklahoma.html. Eldorado Public Schools Management, Personnel, and Communications Exhibit 1-2 Demographics of EPS, Peer Districts, and State 2008-09 Ethnic Group Entity ADM Caucasian Black Asian Hispanic Native American Average Assessed Property Valuation Per Student Eligible for Free or Reduced Price Meals Eldorado 115.7 70% 4% 0% 21% 5% $40,618 78.5% Blair 271.6 73% 3% 1% 17% 6% $83,925 55.0% Duke 180.5 68% 1% 0% 27% 4% $55,193 59.2% Felt 60.8 59% 0% 2% 39% 0% $21,196 72.9% Olustee 173.4 56% 3% 1% 40% 1% $22,350 72.9% Ryan 232.6 74% 3% 1% 21% 1% $24,161 71.4% Community Group H2 148.5 51% 3% 0% 6% 39% $39,900 76.1% State 1,194.3 57% 11% 2% 11% 19% $38,875 56.3% Source: Office of Accountability, Profiles Database *Not Available Exhibit 1-3 shows the ADM of EPS and its peer districts over the five year period between 2004-05 and 2008-09. EPS’s ADM has decreased by 5.2 percent during this period. That is more than Community Group H2’s rate of decrease of 1.9 percent, but less than all but one of the peer districts, Duke. Blair is the only district chosen as a peer that is in a different Community Group G1. Whereas the ADM in Community Group H2 and all peer districts have decreased during those five years, the ADM in Community Group G1 has risen. Exhibit 1-3 EPS, Peer Districts, and State Student ADM Trends ADM Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Percentage Change *Eldorado 122.0 123.1 117.2 109.2 115.7 (5.2%) **Blair 303.2 307.1 282.3 266.6 271.6 (10.4%) *Duke 187.0 206.0 201.9 190.3 180.5 (3.5%) *Felt 88.4 81.9 82.6 74.2 60.8 (31.2%) *Olustee 192.7 184.9 177.9 163.0 173.4 (10.0%) *Ryan 268.0 266.9 250.9 243.1 232.6 (13.2%) *Community Group H2 151.3 148.7 146.3 144.8 148.5 (1.9%) **Community Group G1 303.2 352.6 346.0 348.0 339.6 12.0% Source: Office of Accountability, Profiles Database EPS has experienced a number of changes in enrollment among ethnic groups over the past five years. Caucasian student enrollment has decreased by almost seven percent. Black enrollment Prismatic Services, Inc. Page 1-3 Management, Personnel, and Communications Eldorado Public Schools has decreased by 20 percent. Native American enrollment has decreased by 50 percent and Asian enrollment has decreased from one percent to zero percent. During this same period, average assessed property valuation per student increased by 9.5 percent. The percentage of students eligible for free or reduced priced meals decreased less than one percentage point (Exhibit 1-4). Exhibit 1-4 Change in Demographics of EPS 2005-09 Ethnic Group School Year ADM Caucasian Black Asian Hispanic Native American Average Assessed Property Valuation Per Student Eligible for Free or Reduced Price Meals 2004-05 122.0 65% 5% 1% 19% 10% $37,106 78.7% 2005-06 123.1 67% 5% 2% 22% 4% $36,749 78.8% 2006-07 117.2 64% 6% 2% 26% 3% $38,657 73.4% 2007-08 109.2 64% 5% 2% 25% 5% $42,081 74.2% 2008-09 115.7 70% 4% 0% 21% 5% $40,618 78.5% Change (5.2%) 7.7% (20%) (100%) 10.5% (50%) $3,512 or 9.5% (0.2%) Source: Office of Accountability, Profiles Database School Board Governance Oklahoma state education laws, as codified in the Oklahoma School Code (OSC) and district policies, establish the powers and responsibilities of the district board of education and the superintendent. OSC contains 12 chapters subdivided first by topic and then sections. Each section provides legal guidance for school district governance and operations (Exhibit 1-5). OSC Ch. 1, Art. V, Section 54 states, “Every school district shall be a body corporate and shall possess the usual powers of a corporation.” OSC Ch. 1, Art. V, Section 55 states, “The governing board of each school district in Oklahoma is hereby designated and shall hereafter be known as the board of education of such district.” Page 1-4 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Exhibit 1-5 Oklahoma School Code Chapters, Articles, and Sections Chapter No. – Title Articles Sections 1 - Oklahoma School Code I-XXIV 1-517 2 - Administration I-VII 518-521 3 - Bonds I-II 522-619 4 - Funds And Finance I-V 620-707 5 - Elections And Ethics I-II 708-727 6 - Personnel I-V 728-802 7 - Students I-III 803-841 8 - Instruction I-IX 842-919 9 - Facilities And Equipment I-VII 920-1005 10 - Career And Technology Education I 1006-1016 11 - Transportation I-III 1017-1027 12 - Safety And Security I-VII 1028-1062 Appendix A Appropriation Bills Relating to Education Appendix B Senate Bill No. 1114 Appendix C Amendments, Repeals, and New Sections Appendix D Table of Statutes Index Source: Oklahoma School Law Book, 2009 OSC Ch. 1, Art. V, Section 68 describes the powers and duties of the board of education. It covers all activities related to operating public school districts. Key powers and duties prescribed in OSC include election of officers, establishing board policies, building and operating schools and related facilities, and contracting for an annual audit of all district funds. OSC Ch. 1, Art. V, Section 56 addresses the size and election of School Boards in Oklahoma, and Section 77 provides a description of the required officers for School Boards. Adhering to these sections, the EPS board consists of five elected members, all serving staggered five-year terms (Exhibit 1-6). After a recent controversial vote about annexation, three board members and the last superintendent left. Consequently, the EPS board is comprised largely of new board members. One, Tim Springs, however, has served on the board for 32 years, lending experience and guidance to new board members. Prismatic Services, Inc. Page 1-5 Management, Personnel, and Communications Eldorado Public Schools Exhibit 1-6 EPS Board Members Board Member Board Position Year of Election or Appointment Term Expires *Jackie Kenmore President 2010 2013 **Bryan Adams Vice-President 2009 2011 Tim Springs Clerk 2009 2014 *Kevin Hill Member 2010 2015 *Cory Robinson Member 2007 2012 Source: Office of the Superintendent, September 2010 *New **Appointed The state sets a date for board elections to be held each year in February. At the first regular, special, or emergency meeting after the annual School Board election and certification of election of new members, the EPS board organizes itself by electing officers. OSC Ch. 1, Art. V, Sections 78, 79, and 80 list the duties of each officer of the board of education. The board must also elect a clerk, who may or may not be a member of the board. Board of Education Meetings The board meets on the second Thursday of every month in the Eldorado Superintendent’s Office. Times of meetings from November through April are at 7:00 p.m. During the months of May and July through October, meetings are held at 8:00 p.m. In the month of June, the board holds two meetings largely for budget purposes: one on the second Thursday of the month; and one on the last Monday of the month. Both are scheduled at 8:00 a.m., although they have talked about eliminating one of the June meetings. The meeting times vary to accommodate board members who need to be in the fields during planting and harvesting. The meeting place and time may be changed with the majority of the board agreeing. The board holds special meetings as needed. Board members receive their agendas and supporting information in advance of the meeting, usually between one and two days prior to the meeting. Although all board members report that the accompanying packet of information is extensive, they all stated that the time they had to review the materials was sufficient for them to be prepared for the meeting. Oklahoma statutes and EPS board policy require all board meetings to be held in accordance with the Oklahoma Open Meeting Act (OOMA). Title 25 of Oklahoma Statutes Sections 301 through 314 contains the OOMA (Exhibit 1-7). According to section 302 of OOMA, it is the public policy of the State of Oklahoma to encourage and facilitate an informed citizenry’s understanding of governmental processes and problems. Page 1-6 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Exhibit 1-7 Oklahoma Open Meeting Act Sections Section Section subject 301 Citation 302 Public policy 303 Times and places — Advance Notice 304 Definitions 305 Recording of votes 306 Circumvention of act — Teleconferences excepted 307 Executive sessions 307.1 Teleconference Exceptions 308 Meeting between Governor and majority of members of public body 309 Legislature 310 Legislative committee members attending executive sessions 311 Public bodies — Notice 312 Minutes of meetings — Recording of Proceedings 313 Actions taken in willful violation of act 314 Violations — Misdemeanor — Penalty Source: Title 25, Oklahoma School Code, as amended, Forty-Ninth Oklahoma Legislature, First Regular Session, 2003 All public boards of education are required to adhere to the OOMA. Section 307 of OOMA outlines requirements for executive sessions of School Boards. Violations of OOMA could lead to members facing criminal prosecution. Accordingly, the EPS School Board convenes executive sessions only for specific purposes (Exhibit 1-8). Prismatic Services, Inc. Page 1-7 Management, Personnel, and Communications Eldorado Public Schools Exhibit 1-8 Specific Purposes of School Board Executive Sessions In Accordance with Section 307 of The Oklahoma Open Meeting Act Item Description 1 Discussing the employment, hiring, appointment, promotion, demotion, disciplining, or resignation of any individual salaried public officer or employee; 2 Discussing negotiations concerning employees and representatives of employee groups; 3 Discussing the purchase or appraisal of real property; 4 Confidential communications between a public body and its attorney concerning a pending investigation, claim, or action, if the public body, with the advice of its attorney, determines that disclosure will seriously impair the ability of the public body to process the claim or conduct a pending investigation, litigation, or proceeding in the public interest; 5 Permitting district boards of education to hear evidence and discuss the expulsion or suspension of a student when requested by the student involved or the student’s parent, attorney, or legal guardian; 6 Discussing matters involving a specific handicapped child; 7 Discussing any matter where disclosure of information would violate confidentiality requirements of state or federal law; 8 Engaging in deliberations or rendering a final or intermediate decision in an individual proceeding pursuant to Article II of the Administrative Procedures Act; or 9 Discussing the following: a. the investigation of a plan or scheme to commit an act of terrorism, b. assessments of the vulnerability of government facilities or public improvements to an act of terrorism, c. plans for deterrence or prevention of or protection from an act of terrorism, d. plans for response or remediation after an act of terrorism, e. information technology of the public body but only if the discussion specifically identifies: (1) design or functional schematics that demonstrate the relationship or connections between devices or systems, (2) system configuration information, (3) security monitoring and response equipment placement and configuration, (4) specific location or placement of systems, components, or devices, (5) system identification numbers, names, or connecting circuits, (6) business continuity and disaster planning, or response plans, or (7) investigation information directly related to security penetrations or denial of services f. the investigation of an act of terrorism that has already been committed. Source: Title 25, Oklahoma School Code, as amended, Forty-Ninth Oklahoma Legislature, First Regular Session, 2003 The EPS agenda notes executive sessions and contains sufficient information for the public to be aware of an upcoming executive session. The agenda identifies the items of business and purposes of the executive session, and states specifically the appropriately authorized reason for the executive session. A majority vote of a quorum of the members present must authorize all executive sessions. Except for executive session topics that are required to be confidential by state or federal law, Page 1-8 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications any vote or action on any item of business considered in an executive session is taken in the public session of the board meeting. Each member’s vote must be public and recorded. A. MANAGEMENT AND ORGANIZATION A suitable central office organizational structure is essential to the efficient and effective delivery of services in a school district. Efficient central office organizational structures have the appropriate spans of control for effective leadership. Lines of authority should be clearly defined and also shown in the district’s organizational charts. Effective central office organizational structures encourage communication at all levels. The superintendent of a school district serves as the chief executive officer and is the person responsible for policy implementation and the day-to-day operation of the school district. FINDING 1-1 Interviews with School Board members and Dr. Harold Hayes, the superintendent, reveal a sincere sense of mutual respect and partnership in working together to improve the district. Comments from other district staff reinforced the exceptionally effective working relationship the superintendent and board have. This is Dr. Hayes’s second year in EPS. Despite his short tenure, staff universally reported that he had made a positive impact on the schools. Several stated that they had lived in the community for decades and had never seen the schools improve so much and so quickly. Many noted that the district has made tremendous positive strides within the past two years under the board and superintendent’s leadership. COMMENDATION The superintendent and board exemplify team collaboration in leading district improvements. FINDING 1-2 The district’s positive direction and the support of the staff and community are extremely positive first steps for EPS to build upon. Board members and the superintendent do not work together to set annual plans. However, some board members said that would be a good strategy for ensuring continuous improvement. Having written measurable goals and objectives to guide EPS priorities would enable them to build on their current success. The consensus among most staff interviewed was that there is no district planning except some facility planning that occurred before the recent passage of a bond. Critical areas that would benefit from purposeful district planning include curriculum planning and professional development to support specific needs for improved teacher skills and student achievement. The superintendent stated that he believed instructional leadership is the role and responsibility of the school principal. That strong support of school leadership is commendable; however, there are elements of planning that must take place at the district level to support what happens in EPS classrooms. Budgeting time in the school calendar and fiscal resources for professional development are essential elements of planning that occur at the district level. Prismatic Services, Inc. Page 1-9 Management, Personnel, and Communications Eldorado Public Schools Concerns related to teaching and learning should be identified through regular analysis of student performance data. From that information, professional development needs can be identified so as to guide allocation of district resources. The principal reported that she includes last year’s classroom performance and achievement data in handbooks to help teachers understand their instructional strengths and student needs. However, without planning at the district level to support that information, the principal is limited in her instructional leadership responsibilities. There is also no evidence that teachers understand or have been trained to use data as a basis for instructional change. The district has all parts of its Comprehensive Local Educational Plan (CLEP). Chapter I, Article III of the Oklahoma School Code, Section 31 states that: As part of the requirements for receiving accreditation by the State Board of Education, each school district board of education shall adopt a Comprehensive Local Education Plan once every six (6) years. The plan at a minimum shall contain the following: • a school improvement plan, • a capital improvement plan, • an alternative education plan, and • a reading sufficiency plan. The most recent student performance data contained in the 2010-2015 School Improvement Plan portion of the EPS CLEP was from 2007-2008. The law states that, “Each school improvement plan shall include stated goals that clearly delineate educational expectations, and shall be annually monitored and updated as necessary. The plan shall also include a specific program of improvement through academic skill reinforcement and/or remediation.” It is essential to update student performance data when new data is available to be able to improve academic skills through reinforcement and/or remediation. Additionally, the most recent content updates in the CLEP documents appear to be from 2006-2007 for both science and social studies. One CLEP goal relates to parents being involved in selecting district goals with records being kept in the superintendent’s office. When asked about that, the superintendent stated that they would be part of the K20 grant with those records being maintained in the principal’s office. Many school districts across the country are now adopting a “Balanced Scorecard” approach to strategic planning. The process benefits an organization by tying its vision of the future with sound business practices, explicit expected employee behaviors, and daily operations that will achieve desired results. Using the plan, decisions are clearly tied to priorities, related actions, and employee/community satisfaction. It focuses actions on data, efficiency, prioritized initiatives, improved communications, and a purposeful connection between the budget and goal achievement. Exhibit 1-9 shows the process. Page 1-10 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Prismatic Services, Inc. Page 1-11 Exhibit 1-9 Balanced Scorecard Logic Source: Balanced Scorecard Institute,2 September 2008 The nine critical elements of the Balanced Scorecard approach outlined in Exhibit 1-10 are common to other approaches of strategic planning as well. 2 http://www.balancedscorecard.org/BSCResources/TheNineStepstoSuccess/tabid/58/Default.aspx Management, Personnel, and Communications Eldorado Public Schools Page 1-12 Prismatic Services, Inc. Exhibit 1-10 Steps in Creating a Balanced Scorecard Approach to Strategic Improvement Step One: Assess the district’s Mission and Vision. This process is similar to the SWOT process used by the Oklahoma State School Boards Association: Identifying the district’s Strengths, Weaknesses, Opportunities, and Threats. Step Two: Identify desired results, district values, and perspectives of district and community stakeholders in a communications workshop. Step Three: Use elements from Steps 1 and 2 to create Strategic Objectives for the entire district. Step Four: Create a Strategy Map that links cause and effect and shows how the district uses the plan to address the identified needs and perspectives of its employees and community. Step Five: Develop specific performance measures for each of the Strategic Objectives. This activity also includes identifying specific targets, baseline data currently available or needed, and benchmarking data that provides evidence of progress throughout the plan’s implementation. Step Six: Identify Strategic Initiatives for each of the Strategic Objectives. To ensure that each is addressed, assign accountability for each to specific staff members and connect to “data definition tables.” Step Seven: Begin the implementation process. The Balanced Scorecard Institute uses automation for quick, easy access to data for those responsible for each task. Step Eight: Replicate the district-wide scorecard in support unit scorecards, and then team and individual scorecards for accountability, alignment, and results throughout the organization. This process translates daily work into goal achievement that is tied to the district’s vision. At every level, people are responsible for specific performance measures. Step Nine: Evaluate scorecards to inform the district of the effectiveness of its strategies, the appropriateness of selected performance measures, the desired links between budgetary decisions and district strategies, and changes in the environment. Source: Adapted from the Balanced Scorecard Institute,3 September 2008 The National School Board Association website4 also provides tools to assist in developing strategic plans. RECOMMENDATION Develop a comprehensive strategic plan for the district and ensure that all parts of the CLEP are included in the plan. 3 http://www.balancedscorecard.org/BSCResources/TheNineStepstoSuccess/tabid/58/Default.aspx 4 http://www.nsba.org/sbot/toolkit/spt.html Eldorado Public Schools Management, Personnel, and Communications Having all parts of the CLEP together will enable the district to compile relevant data for its own purposes, as well as for planning and state reporting. The superintendent should work with the board and administrative team to research a strategic planning process. The team should use the selected process to develop a comprehensive strategic plan. The strategic plan should clearly state the organization’s mission and set goals and objectives for EPS students, identify explicit measurements for monitoring progress, and assign responsibility to individuals or groups. Once it is board approved, EPS leaders should share the plan with the staff and community. It should become the primary guide for making decisions and policies, as well as allocating resources. It should be aligned with state CLEP requirements and meet their timeline requirements. Beyond this, EPS should aspire to be broader in scope than simply complying with CLEP requirements. Actually integrating all district goals into the intended single comprehensive plan enables district staff to unite all actions to improve the district as a whole. This would better ensure that goals are focused and achieved. As part of the plan the district should examine an array of district data beyond those required by law and address problems the data reveal. The plan should assign responsibility and dates of completion for tasks with interim benchmarks. When the website is up, the CLEP should be available on it. The strategic planning process is an excellent opportunity for the district to solicit input from staff and the community. Also, having the principal as a key player in this planning would be a solid training foundation for the principal to become superintendent when Dr. Hayes retires. The National School Boards Association (NSBA) advises that for outreach in planning, a school district should: • Connect with all community members. • Gather community perceptions about district issues. • Use collected data to reexamine their long-term goals and strategic plans. The superintendent should ensure that the process for developing the district’s comprehensive strategic plan unites the entire staff toward reaching district goals. He should require regular use of improvement plans with due dates for identified activities, scheduled reports to the board, and progress reports in administrative meetings. Another choice is to contract with the Oklahoma State School Boards Association (OSSBA) to guide them in the first steps. They offer services according to what districts want them to do with costs determined accordingly. OSSBA will either do all of the work of developing the plan for the district or train district representatives. FISCAL IMPACT This recommendation can be implemented with existing resources if the district chooses to do it with employees and community members. If it opts to contract with OSSBA, OSSBA staff estimates it will cost between $1,500 and $5,000. Those costs are based on other districts’ experiences and the level of support and assistance desired. The minimum estimated cost of $1,500 for OSSBA to train the principal to lead the planning process is used in this fiscal impact estimate. Prismatic Services, Inc. Page 1-13 Management, Personnel, and Communications Eldorado Public Schools Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Develop a district comprehensive strategic plan ($1,500) $0 $0 $0 $0 FINDING 1-3 A review of district records and conversations with board members reveal that all board members have attended numerous hours of state training. Exhibit 1-11 shows the hours that each board member has accumulated since election and/or re-election. It shows that even the two newest members have earned more than half of the points required by law. Dr. Hayes arranged a whole board workshop on Superintendent-Board relations last year and has another scheduled later this year. All board members had positive comments about the benefits of the training to them individually and the board as a whole. Dr. Hayes plans to ask the board for input on the topic of this year’s training at the next scheduled board meeting. Exhibit 1-11 Board Member Continuing Education Points Board Member New Points Total Points Required Date Elected or Appointed Term Expires Jackie Kenmore (New) 2010 2013 Bryan Adams (Appointed) 2009 2011 Tim Springs (Incumbent) 2009 2014 Kevin Hill (New) 12 12 2010 2015 Cory Robinson (New) 2007 2012 Source: EPS Records, October 2010 For five-member boards OSC requires that board members receive a prescribed number of hours of instruction within 15 months of either being elected or re-elected. Chapter 1, OSC, Article V, Section 57, paragraphs A and B state: A. Each School Board member shall “within fifteen (15) months of election or appointment as a member of the district board of education” complete “at least twelve (12) hours of instruction on education issues, including school finance, Oklahoma education laws, and ethics, duties and responsibilities of district board of education members.” B. An incumbent “shall not be required to comply with the provisions of subsection A of this section but shall be required to…complete six (6) hours of instruction within fifteen (15) months following his or her election emphasizing changes in school law, particularly changes in the areas set forth in subsection A of this section.” Page 1-14 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications Additional requirements are described in Chapter 1, OSC, Article V, paragraph A regarding continuing education hours needed for all board members depending upon their term of office. Section 58 Survey results in Exhibit 1-12 show that parents and staff largely agree that board members know and understand the educational needs of the district. Exhibit 1-12 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Staff The School Board understands the needs of the district. 82% 18% 0% Parents School Board Members know and understand the educational needs of the district 83% 17% 0% Source: Prismatic Survey Results, September 2010 COMMENDATION The Eldorado School Board and superintendent have a strong commitment to training, making them well-prepared to lead the district. FINDING 1-4 The district currently has few accountability systems in place. As noted previously, goals for student achievement, the distribution of resources, and development of timelines would help to ensure progress. Examples of areas in which accountability could be improved throughout the district include: • training beyond bloodborne pathogens and CPR to include offerings that would improve job-related skills of both certified and support employees; • the availability of job descriptions to help staff understand expectations and upon which evaluations can be concretely based; • curricular planning, formal discussion, and a cohesive district-level plan to improve teaching and learning; • training for the child nutrition director to supplement the existing training manual, which is not comprehensive in explaining all job responsibilities. RECOMMENDATION Embed accountability into district operations so that all district activities are aligned with established district goals. Prismatic Services, Inc. Page 1-15 Management, Personnel, and Communications Eldorado Public Schools The saying, “What gets measured gets done,” should be a guiding principle behind district operations regardless of district size. When people know that there will be follow-up after they are assigned tasks, they act. When they know the specific expectations for their work and that they will be held accountable in regular evaluations, they deliver. Accountability should not be viewed as a system of negative reinforcement, but rather as a way to make clear what one is to do, how one should do it according to district procedures, and that there are both positive and negative repercussions for meeting or failing to meet expectations. It ensures consistency. The entire premise underlying No Child Left Behind is to increase accountability for results in schools. Douglas B. Reeves’s Accountability for Learning explains how to make accountability a constructive decision making process that improves teaching, learning, and leadership. The superintendent and board should examine recommendations in this performance review and identify all areas lacking accountability. They should direct staff to develop procedures, measurements, guidelines, and reporting schedules to the board. This will ensure that expectations are clear, periodic reviews are conducted, and consequences—both positive and negative—occur. The board could consider adding incentives to the superintendent’s contract for improving test scores, as a method to emphasize a district focus on student achievement. The consulting team suggests beginning with job descriptions since they cross all areas investigated in this report. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-5 Interview participants and board meeting minutes reveal that board meetings often last between two and five hours. Several staff members who attend live at least an hour away as well. Half of the year, meetings also start at 8 p.m. Lengthy meetings that start that late could result in hasty decisions on substantive issues made by tired board members. Board members receive comprehensive background packets of material to ensure that their decisions are well informed. The board indicated they value receiving the wealth of information contained in these packets. Apparently part of the reason for lengthy meetings, though, is that much of the time spent during the meetings reiterates background packet information. Re-thinking the way that time is spent during board meetings so that information is not repeated, but only pertinent questions are answered, would better focus time on deliberation of critical issues. Meeting times could then be reduced to at most one to two hours. Another possible way to expedite meetings would be to hold them early in the morning so that the school schedule would help focus discussion. RECOMMENDATION Revise time spent on discussion during board meetings to focus it on decision making and answers to board member questions, instead of reiteration of previously available information. Page 1-16 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications District leaders should ensure that reports at board meetings add to, instead of reiterate, information previously provided to the board so that the board can focus more on its decision making role. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-6 The School Board does not use a consent agenda. A review of selected board agendas and minutes show that some items that are similar in nature such as some financial items are consolidated into one action unless a board member requests that one is pulled for discussion. There are, however, many other items that are similar, but routine in nature, that are voted on as individual items. This consumes board time, possibly detracting from time available for deeper discussion of more substantive issues. The sample board meeting agenda format provided in the OSSBA handbook consolidates matters of a routine nature, yielding an agenda that is more clear, concise, and easily understood. Exhibit 1-13 provides an excerpt sample format. According to an OSSBA staff member, many Oklahoma boards have gone to consent agendas because they “expedite meetings and eliminate the micro-management issue.” Exhibit 1-13 School Board Meeting Agenda Format for School Board Members and Administrators Agenda Item • Call to order and recording of members present and absent • Consent Agenda, including the minutes, monthly financial and treasurer’s reports, and acceptance of donations • Consent Agenda approved by one vote unless any Board Member desires to have a separate vote on any or all items • Vote to approve purchase orders – encumbrance numbers xx through xx • Vote to approve warrants numbered xx through xx • Vote to approve building fund warrants numbers xx and xx • Superintendent’s Report • Vote on policies • Assistant Superintendent’s Report • Vote to approve action items such as fund raising, lease agreements, special travel, and state required reports • Vote to convene executive session, if appropriate and scheduled • Vote to discuss agenda items as presented • Vote to return to open session or vote to adjourn as appropriate and scheduled Source: OSSBA Open Meeting Law Handbook RECOMMENDATION Update the Board meeting agenda format to incorporate a consent agenda. Prismatic Services, Inc. Page 1-17 Management, Personnel, and Communications Eldorado Public Schools Using the consent agenda format outlined in the open meeting law handbook will make the agenda more easily understood. It will consolidate routine matters and separate them from the independent action items. The superintendent should direct the board clerk to review the sample format outlined in the open meeting law handbook, review board meeting agendas from other school districts, and develop an agenda format more consistent with the example provided in Exhibit 1-13. The superintendent should work with the Board of Education to obtain input and establish the new agenda format. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-7 Board meetings do not have set schedules where members receive information about curriculum and instruction, programs in the district, or staff and/or student recognition. Occasionally, the principal reports on programs or teachers present students who have excelled in competitions, but those recognition and curriculum-related reports are not regularly scheduled. Minutes of board meetings show that the superintendent and principal have scheduled reports, but no attachments were included in the board packets that were examined. Setting time aside for regular recognition of students, staff members, or community members for their contributions or outstanding achievements would not take much time from the decision making part of the meeting and could make a positive difference in board knowledge, staff and student morale, and community awareness of good things taking place in the local schools. RECOMMENDATION Commit a portion of board meetings to reports on current educational programs and achievements, and to the recognition of outstanding accomplishments and contributions. Scheduling time for these purposes would have three positive results. It would: (1) allow the board to learn about curriculum, instruction, and programs; (2) foster better board relations with faculty, students and the public; and (3) inform the public about positive activities in the schools. Adding quarterly recognition would highlight staff and student contributions and achievements. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-8 Since arriving in EPS, the superintendent identified the age of board policies as an immediate need to be addressed. One set of policies dated back to 1985 with the most recent group of policies having been revised in 1997. Consequently, board policies have not been used as the Page 1-18 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications basis for district decision making. All board members and the principal have copies of the policy manual on a CD with the superintendent having the only hard copy in the district. The superintendent took a very comprehensive approach to policy revision, working closely with OSSBA and the Organization of Rural Oklahoma Schools (OROS) to identify essential policies. He met with the legal staffs of both organizations to ensure that the policies he proposed to the board met the legal standards and were actually essential to district operations. COMMENDATION The superintendent and board are commended for updating the district’s entire policy book. FINDING 1-9 Board members and the superintendent stated that the board had approved the new and/or revised policies. The superintendent even provided the date of September 1, 2009. However, it is not clear from the copies of policies that were provided to the consulting team that they were actually board approved. Nor are policies available to students, staff, or the public on the district website. Many policies in each chapter provided reference to either Senate or House bills in particular sessions or OSC, but very few state and adoption dates by the EPS School Board. In order for the board, employees, or the public to know that the policies they are following are, in fact, EPS board approved, the date of approval or revision must be clearly noted on the policy or regulation. This also enables boards to have a clear understanding of a policy’s age and, therefore, the need for review and/or revision. The superintendent stated that he did not feel the need to subscribe to OSSBA policy services, as it is not a cost-effective expenditure for the district. OROS sends the majority of changes to districts on a CD, which the superintendent then uses as an addition to the policy handbook. RECOMMENDATION Ensure that all policies that are approved by the School Board clearly denote the date of the board action and continue annual review of policies and procedures. The superintendent and board should immediately implement this recommendation for subsequent policy adoptions and revisions. In addition, the superintendent should direct his secretary to correlate board minutes with the dates of the adoption of the recently revised policies and procedures, and to add the date of approval to each. Policies should also be placed on the district’s website for viewing by staff, students, and the public. FISCAL IMPACT This recommendation can be implemented with existing resources. Prismatic Services, Inc. Page 1-19 Management, Personnel, and Communications Eldorado Public Schools FINDING 1-10 The principal who is responsible for the education of all children in EPS from PreK through 12th grade has only been an administrator for two years. This is the first position she has ever held as a principal. She acknowledges that she has much to learn, but demonstrates a strong desire to learn and grow as a school administrator. Her learning to date has been primarily through job-embedded experience, as well as mentorship by Dr. Hayes. The superintendent stated that he believed it was the responsibility of the principal to provide instructional leadership in the district and that he gave her the autonomy to do so. While she appreciates that trust, she has not yet been provided much opportunity for specific leadership training, particularly in the area of budgeting. Helping her to understand the strong correlation between district planning, budgeting, and student achievement is essential to her effective leadership as a principal and member of the district leadership team. Exhibit 1-14 shows that nearly 75 percent of the staff considers the principal an instructional leader. Taking into account that this is her second year as principal, this reflects positively on her. It also, however, shows a need for her to participate in additional professional growth opportunities both in the district and outside it. Exhibit 1-14 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Staff The principal is an effective instructional leader. 71% 24% 6% Source: Prismatic Survey Results, September 2010 In such a small district, it is easy for there to be brief, informal conversations between the superintendent and principal regarding instruction and leadership related issues. The consulting team witnessed many such informal conversations. However, informal daily communications cannot take the place of organized, regular meetings. The superintendent and principal should schedule weekly time together to deeply discuss educational and management issues such as: • curriculum and instruction; • assessment; • programs; • student progress and needs; • short and long-term educational planning; • training needs; and Page 1-20 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications • student discipline. This will help mold the principal as a stronger instructional leader, capitalize on two minds thinking instead of just one, and enable her to plan more effectively based upon student and teacher learning needs. RECOMMENDATION Establish regular weekly meetings for the superintendent and principal to discuss key educational topics, plan for the district and develop written policies and procedures for each area of responsibility assigned. The superintendent and principal must meet regularly and plan so that all staff works together on goals to improve the district and student achievement. They should make a strong effort to protect their time together during these meetings. As needed, they should include other staff so that instruction, curricula, and support services for all students in the district are aligned. Each should have the ability to contribute to the meeting agenda. Topics should include issues from the above bulleted list, as well as identification of board presentations and other items of immediate and long-range concern. They should also examine student data together as a regular part of these meetings. FISCAL IMPACT This recommendation can be accomplished with existing resources. B. PERSONNEL MANAGEMENT Personnel costs typically represent the largest expense in school districts. As a result, efficient and effective management of human resource functions is critical to the overall effectiveness of a district. Typical tasks performed by the human resources function of a school district include: • recruiting employees; • overseeing the interviewing, selection, and processing of new employees; • retaining employees; • processing promotions, transfers, and resignations; • determining and maintaining compensation schedules; • planning and forecasting personnel needs; • maintaining complete employee records; • developing and maintaining job descriptions; • managing the employee evaluation process; Prismatic Services, Inc. Page 1-21 Management, Personnel, and Communications Eldorado Public Schools • handling employee complaints and grievances; • developing personnel policies; and • ensuring that the employer follows all laws and regulations. Personnel Records By designating a secure area and assigning individuals to maintain records, a district reduces its risk of releasing confidential information. Storing confidential records in locked files or secure storage closets, keeping the records locked up unless accessing the files for a business reason, and ensuring that the files remain in their designated areas are just a few suggestions to make sure that confidential records are safe and secure. The level of confidentiality determines the degree of security required for storage. The following is a list of personnel records with the highest level of confidentiality: • medical information; • alcohol and drug testing information; • criminal history record information; • teacher and administrator appraisal records; • commissioned peace and security officer records; and • social security numbers. FINDING 1-11 The district does not have a formal process in place to orient, train, and otherwise support new staff members. There does not appear to be a process that helps new employees understand their roles, responsibilities, or district policies and procedures. One employee who has been in the district for three years told the consulting team that the person who held her job previously had worked with her for several months before she left the district. This appears to be the exception rather than the rule in EPS. Businesses with good retention of staff carry out practices that support new staff, thereby improving the new employee’s potential to fit-in and experience job success. That, in turn, reduces costs by lowering the frequency of staff turnover. RECOMMENDATION Create systematic processes that provide support and direction for all staff members. Planned mentoring experiences for new staff members help them know and understand district expectations, policies, and procedures. Coaching of existing staff placed into new roles improves their efficiency and effectiveness. Training and carefully planned learning experiences for new Page 1-22 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications administrators are essential, assisting them in becoming the kind of instructional leaders who can lead in today’s educational climate and inspire teachers to improve student achievement. FISCAL IMPACT This recommendation can be accomplished with existing resources. FINDING 1-12 The EPS personnel records housed in the superintendent’s office are secured in fireproof cabinets and locked at all times. When the consulting team requested to see files in the central office, the person complying with the request took keys from a location separate from the cabinets and unlocked the file cabinet to provide access. Procedures are in place to secure the office when the secretary is at lunch or out of the office for other reasons. Taking into account the few staff members within the district, they are making every effort to provide security for personnel records. COMMENDATION Eldorado Public Schools has uniform processes to maintain the security of personnel records. FINDING 1-13 Many people interviewed stated that the team that has been created within the past two years of the superintendent, the principal, and the superintendent’s secretary is extremely effective and beneficial to the district. The secretary is scheduled to go out on maternity leave soon. Recognizing the key role that the secretary plays in keeping the district running smoothly, district administration has made arrangements to have her office temporarily moved to her house so that she is able to continue working while on leave after the baby is born. COMMENDATION The superintendent and board have planned ahead to make accommodations to keep the district running smoothly during the secretary’s maternity leave. FINDING 1-14 Two secretaries in the central office shoulder all responsibilities for clerical support for district-wide functions. Their duties are separate and no cross-training occurs. This gap in shared knowledge of office operations is not efficient or effective. The district has the benefit of having the people who held both positions still in town as possible substitutes in cases of long-term absences. If they are not available, then district operations are likely to be temporarily delayed when a secretary is absent. There is not yet a systematic plan for having all functions covered in the case of an absence. Staff interviewed noted a concern about having sufficient controls, which is always a challenge in a district with so few staff. Few of the tasks that the two clerical staff conduct are Prismatic Services, Inc. Page 1-23 Management, Personnel, and Communications Eldorado Public Schools complementary and therefore do not provide cross checks of the other’s work. A system that helps each staff member know the processes others use would keep all district operations running smoothly until an absent staff member returns. It appears that little communication about job tasks exists among the central office staff. RECOMMENDATION Address the need for cross-training and develop controls for central support staff responsibilities. The district should create a system for job shadowing of central office support staff and set aside time for cross-training. With only two staff members supporting key district operations, it is essential that both of them know how to perform the responsibilities of the other. That way, when one is absent, especially for an extended period of time, district business can continue without interruption. The superintendent should direct both central office staff to develop and implement cross-training and identify with him areas where controls are essential. The superintendent should also develop methods for controls, as much is possible in a small district. Each office staff member should identify key functions and a weekly, monthly, and annual calendar for each. They should become familiar with each other’s’ important documents and forms as well as regulations regarding their job functions. If available, they should also each have an updated copy of both job descriptions. Cross-training sessions could be held during the slower summer months. FISCAL IMPACT This recommendation can be accomplished with existing resources. Compensation School districts employ two types of full-time employees, described as exempt employees and non-exempt employees. Exempt employees include administrators and professional staff members such as counselors and teachers. Exempt employees are paid a salary and do not have to account for their time in detail. Districts pay non-exempt employees on an hourly basis and must account in detail for their time. Typically, non-exempt employees complete timesheets on a periodic basis or are required to use a time clock. Non-exempt employees also have a maximum number of hours they may work at their rate of pay. If the hours worked exceed this amount, the employee is entitled to overtime pay, according to the Fair Labor Standards Act (FLSA). Non-exempt employees include teacher assistants, custodians, child nutrition workers, and bus drivers. FINDING 1-15 There are no schedules for determining the salaries of non-instructional staff that were hired based upon their years of experience, their skills, and knowledge brought to their jobs. The district employs a number of personnel at minimum wage, which is the law, but does not encourage either a desire to become proficient or an attitude of commitment to the job. Interview Page 1-24 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications participants stated that the superintendent determines a new employee’s salary, with at least minimum wage as the base. The secretary also assists by gauging the experience a new employee brings to the job. There are a few non-exempt staff members who earn above minimum salaries, but many, regardless of length of service, only earn minimum wage. For teachers, all districts in Oklahoma must use as a base, the state salary schedule. This schedule defines teacher compensation based upon years of experience and educational attainment. Using a similar clear cut scale for non-exempt employees would enable employee groups to better understand the factors that affect their compensation, such as years of experience, certificates for training received, or educational level. It assures them of equitable treatment relative to their peers and can contribute to improved morale and heightened productivity. Without such a schedule, employees have no assurance that they are paid similar to other individuals within the organization or in the same position. Not understanding the rationale for the starting salary or raises can lead to lower employee morale and lower productivity. Many school districts have non-exempt employee salary schedules that provide more equitable pay within departments or throughout the district. RECOMMENDATION Develop a salary schedule for non-exempt employees and establish a clear cut procedure for staff to earn raises. The superintendent should work with the principal and secretary to create a salary schedule for non-exempt employees. Factors could include years of experience, demonstrable skills, or certificates for training received. It should be board approved, shared with district employees, and updated periodically. Being the individual who is solely responsible for making decisions about who receives raises places the superintendent in an awkward position. Developing policies and procedures regarding salaries and raises will ensure staff of fairness of treatment and prevent a superintendent from being perceived as acting preferentially. For example, Wetumka Public Schools developed a salary schedule for non-exempt personnel. The salary schedule consists of 20 steps and a set amount assigned to each step based upon job title. This salary schedule also easily allows the district to compensate newly hired employees for the skills, knowledge, and experience that they bring to their positions. When new non-exempt personnel are hired, they can request higher placement on the salary schedule based upon validation of their expertise and experience. These requests are approved by the School Board on a case-by-case basis. This system provides clear, equitable compensation standards for all staff in the district. FISCAL IMPACT This recommendation can be implemented with existing resources. Prismatic Services, Inc. Page 1-25 Management, Personnel, and Communications Eldorado Public Schools FINDING 1-16 There are few job descriptions for positions in EPS. The only job descriptions provided for the consulting team were for a superintendent, principal, teacher, library media specialist, and counselor. Even though a job description for teachers exists, one person stated that there was none. The one that was provided the consulting team appears to have been revised at some point, but does not reference either technology skills or making accommodations for students with special needs. This is strong evidence of a need to update and raise awareness of job descriptions in EPS. Few people interviewed could produce a job description for their position. Others either stated that they thought there was one in the EPS policy book or that they thought they had been given one when they were employed. Since the maintenance director is a new position for the district, a job description was developed for that position prior to hiring. Having clear job descriptions with specific tasks and responsibilities helps the district by: • reducing duplication of effort; • improving staff morale because employees know what is expected of them; • strengthening accountability for work production; and • providing the district a means of tying annual evaluations to the duties outlined. RECOMMENDATION Develop job descriptions for each position, explain them to employees, and link them to performance evaluations. The superintendent should work with designated district staff to update the district’s job descriptions. Job descriptions serve as an important management tool for setting forth minimum qualifications, knowledge, and skill and ability requirements. A job description constructed to today’s standards should include: • description of general duties and responsibilities; • description of specific duties and responsibilities; • description of other duties and responsibilities; • minimum credentials, training and/or experience; • performance aptitudes; • physical demands, work environment, and ADA compliance; • title of evaluator and performance evaluation criteria; Page 1-26 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications • title of supervisor and chain-of-command above and below the position; • pay grade or salary line; • overtime status, extra duty pay, etc.; • terms of employment; and • date the job description was developed or last revised. The School Board should approve all job descriptions and administration should distribute them to all EPS staff. District leaders should incorporate them into the staff evaluation process and they should be reviewed for possible updates annually. FISCAL IMPACT This recommendation can be implemented with existing resources. Professional Development Continuing professional development is vital for all employees. It helps ensure a knowledgeable, well-trained and safe work force are employed in all areas. It reinforces employees’ sense of value to the organization and helps prepare them for advancement. John H. McConnell, in How to Identify Your Organization's Training Needs: a Practical Guide to Needs Analysis, gives leaders guidance in determining “the training requirements of everyone from newly hired, recently promoted, or just-transferred employees, to those who need training as a result of changes in operations, technology, or systems in the company.” FINDING 1-17 EPS does not have a sustained, high-quality professional development plan for any group of employees. Teacher training appears to have been driven by topics offered through the Western Tech Center in Altus, rather than analysis of data regarding student/teacher needs or a needs assessment aligned with set district priorities. A K20 Center and a GEAR UP grant also provide training opportunities for staff, but again, they are not related to specific district goals or data analysis. No one interviewed provided any specific information about follow-up that is occurring in classes to ensure that any training has become embedded in teacher practice. One EPS staff member expressed a desire for a more planned, purposeful approach to professional development. Several interview participants commented that non-instructional staff regularly receives training on topics such as bloodborne pathogens and CPR. The bus driver does receive training at the Tech Center in Altus. Interview comments and a review of personnel records also showed ample training for secretarial staff. However, the consulting team found little evidence of any other job-related training for any other group of employees in the district. Specific examples the consulting team found include: Prismatic Services, Inc. Page 1-27 Management, Personnel, and Communications Eldorado Public Schools • no training provided to child nutrition workers. The manager/director said that she was aware of state training opportunities, but that she had not been able to get away to attend them; and • no training for the maintenance director, but he has only been employed for two months. RECOMMENDATION Expand the district’s approach to professional development to include regular training for all staff based upon needs assessments related to job responsibilities and student achievement. Professional development is vital for all employees. It helps ensure a knowledgeable, well-trained, and safe workforce in all areas of operation. It reinforces employees’ sense of value to the organization and helps prepare them for advancement. The district should make personal and professional growth of all employees one of its goals. The superintendent and principal should upgrade the professional development plan for the district. In doing so, they should review state statutes pertaining to required professional development and also consider teacher evaluations, student test results, and overall district goals as guides to future professional development offerings. State-mandated training such as “blood-borne pathogens” should be offered online to better use staff time and free employees for more job specific training. In addition, the district should plan to create a secure Intranet link to the district website to add a professional development page to a password protected portion of the website so district staff may access their professional development records. FISCAL IMPACT This recommendation can be implemented with existing resources. C. COMMUNICATIONS AND COMMUNITY INVOLVEMENT School districts are a vital part of communities, often associated with a community’s identity, sense of pride, and quality of life. This is especially true in smaller communities. In order to strengthen this role, school districts should develop effective communications and community involvement programs that lead to a more informed and engaged staff and community. Research demonstrates that community outreach benefits both the community and the schools. The primary role of communications in a school district is to convey a message and image consistent with board policies that are implemented through procedures established by the superintendent and district staff. Critical components of communications include strategies for externally communicating with the community and internally communicating within the school district. Two-way communications are vital to the success of a district. Effective communications lead to an informed staff and community, support for programs, and an atmosphere of openness. They also contribute to effective leadership with the board and superintendent serving as a leadership Page 1-28 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications team. Ineffective communications results in confusion, lack of support, conflicting messages and decision making, and a sense of detachment within the district. Effective community involvement programs should address the unique characteristics of the school district and the community. These programs can significantly affect citizen perceptions of the school system. Effective programs will rally public support and involvement. That will result in parent and community volunteers, public participation in the decision making processes that affect the schools (e.g. bond and board elections), and productive business and community alliances. FINDING 1-18 The district website is a universally reported weakness in the district’s communications strategies. Reports reflected that prior to revision this year, the EPS website was not a positive reflection on the district or community. It did not offer visitors meaningful information about the district, essentially did not function, and, in one person’s words, was “horrid.” Many interview participants, however, remarked that plans to improve the district website are underway. Two teachers, who are sharing a stipend for extra duty in technology, have used new software to revise and update the site, which has not yet been launched. Some plans mentioned for the future include having a link for the Parent Teacher Student Organization (PTSO) that the public could click on to learn of their activities and read updated bulletins. Exhibit 1-15 shows responses from parents, staff, and students that reflect the need to improve the district’s web site as a means of communicating with both the public and other school stakeholders. Exhibit 1-15 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Parents The district website is a useful tool for me and/or my child. 52% 35% 13% Students The district website is a useful tool for me. 24% 41% 35% Staff The district website is a useful tool for staff, parents and students. 13% 19% 69% Source: Prismatic Survey Results, September 2010 Participants interviewed stated that a concerted district communication approach had been a key tool in passing the bond issue. However, they also identified barriers to improved parent participation but no plans to address them. Decades of research demonstrate the impact that active parents have on student achievement; thus, developing communications processes beyond an improved website is essential for the district. RECOMMENDATION Improve the EPS website as a part of an overall public communications strategy. Prismatic Services, Inc. Page 1-29 Management, Personnel, and Communications Eldorado Public Schools It would be beneficial for EPS to use an improved district website as an avenue to provide important information to the students, parents, staff, and the public about the schools and their activities and programs. An expanded website should include a school page, links to athletic events and extra-curricular activities, and calendars and a web-based school newsletter. Districts with effective websites include links to historical board minutes and agendas, board policies, and handbooks, at a minimum. They also contain information about recent news, curricula, and links to state standards. Others have interactive and password protected links to evaluation forms and professional development records. Chapter 5 of this report includes some criteria for an effective school district website, as developed by Oklahomans for Responsible Government, which would be helpful in efforts to continue to develop the website. The EPS website should only be one tool in the district’s overall public communications strategy. The district should develop specific approaches to reach out to parents and the public and involve them in the school district beyond the website. Continuing to add information and school links could encourage communication by providing opportunities for parents and businesses to become school volunteers or make donations of time, in-kind services, or funds to the district. Other considerations for inclusion are: pictures and email addresses for the board members, and information on the superintendent and the principal; notices of upcoming parent-teacher conferences; lists of teachers and support staff, and email addresses for each; and information regarding the existence, meeting times, dates, and activities of clubs and organizations. An alumni link could also promote the achievements of EPS graduates, help them stay in touch, and encourage them to support district needs. A district developed Intranet for the EPS staff could be used to further facilitate internal communications. The district’s policy manual and employee and student handbooks should be available online for easy reference. District employee evaluation instruments could also become available as password protected communications tools between administrators and their staff. As the district expands its website to include additional features, it will become an invaluable communication tool for students, staff, and the community, keeping them informed and enhancing stakeholders’ involvement in the district. FISCAL IMPACT This recommendation can be implemented with existing resources. FINDING 1-19 Eldorado reports challenges in the area of parental engagement just as many other districts across the country face. While few parents volunteer regularly in the school, there is a core of them who will assist in a variety of capacities when asked. Several board members noted an active Parent Teacher Student Organization (PTSO) that is well organized, advertises on the district billboard located inside the school, and activates parents when called upon. Nonetheless, everyone interviewed acknowledged that only a small percentage of parents were involved in the school. The district has no formal process for parental engagement or soliciting, training, and using volunteers in the schools and classrooms. Page 1-30 Prismatic Services, Inc. Eldorado Public Schools Management, Personnel, and Communications The percentage of EPS students (26%) who live in a single parent home or no parent situation is higher than all but one of the peer districts. Another nine percent of EPS students are new each year. These facts make parent involvement difficult but also make it critical for the district to develop innovative ways to reach out to parents and involve them in their children’s education. A volunteer movement to restart the high school baseball team is underway. This is a positive development and the kind of activity that can build community and generate more interest in helping with the school. While Eldorado’s rate of parent-teacher conference attendance at 73.4 percent, according to the Office of Accountability’s 2009 District Profile, is higher than the state average of 72.1 percent, it is lower than three of its peers. Felt reported a 100 percent attendance rate last year. Exhibit 1- 16 shows a comparison of EPS and peer district attendance at parent-teacher conferences. EPS has the second lowest attendance rate of all peers reporting. Exhibit 1-16 Comparison of Eldorado and Peer District Attendance at Parent-Teacher Conferences District Percent of Parents Attending at Least One Parent-Teacher Conference Eldorado 73.4% Blair 85.0% Duke 88.1% Felt 100.0% Olustee 70.1% Ryan FTR (Failed to Respond) State 72.1% Source: Office of Accountability, Profiles Database Exhibit 1-17 shows that staff and parents alike do not have a strong feeling one way or another about the extent to which parents are involved in district decision making. Exhibit 1-17 EPS Survey Results Survey Group Survey Statement Agree No Opinion Disagree Staff District stakeholders provide input into the budgetary process. 41% 47% 12% Parents Parents play an active role in decision making in our schools. 58% 38% 4% Source: Prismatic Survey Results, September 2010 Joyce Epstein at Johns Hopkins University and others have documented research showing the positive effect that strong parental involvement has on schools and student achievement: Prismatic Services, Inc. Page 1-31 Management, Personnel, and Communications Eldorado Public Schools Page 1-32 Prismatic Services, Inc. • 50 to 85 percent of the variance in achievement scores, IQ, or verbal ability can be attributed to parent, family, and home environment variables; • parent education programs, especially those that train low income parents to work with their children improve how well students use language skills, perform on tests, and behave in school; and • many studies have found that when parents become involved in school activities, not only do their attitudes improve, but also those of their children. Student achievement rises as well. RECOMMENDATION Develop a coordinated volunteer program that promotes parent and community involvement in the district’s schools. EPS should develop a volunteer program that promotes parent and community involvement in the district. The superintendent should form a committee that includes administrators, teachers, parents, and community members to develop this program. The program should seek consistency in policies and practices throughout the district and should also be formally approved by the School Board. It should be flexible in thinking of opportunities for parents to be involved outside the traditional concept of classroom volunteering. The National Parent Teacher Association’s Seven Steps to a Successful Volunteer Program5 provides useful information for creating and maintaining an active school volunteer program. EPS should use these seven steps as a guide in developing their own program: • assessing the volunteer needs each school has; • working with and training, principals, teachers, and school staff on effectively using and supervising volunteers; • setting goals and objectives for volunteer assignments; • recruiting volunteers; • training and orienting volunteers; • training and recognizing volunteers, and • evaluating volunteer performance and program success. FISCAL IMPACT This recommendation can be implemented with existing resources. 5 http://www.pta.org/3549.htm Chapter 2: Instructional Delivery Chapter 2 Instructional Delivery This chapter examines the instructional delivery of Eldorado Public Schools (EPS) in the following sections: A. Instructional Delivery and Student Performance B. Professional Development C. Gifted and Talented Education D. Special Education E. Career and Technology Education F. Guidance and Counseling The primary purpose of any school system is educating children. Effective instructional delivery is based upon the district’s mission to educate students and require policies and procedures to direct the instructional process, provide well designed programs to meet the needs of all students, and provide resources to support program implementation. The monitoring and evaluation of program effectiveness based upon student performance data is also essential. School districts offer educational services to students through a variety of programs including regular education programs and special programs. Special programs are designed to provide quality services for certain student populations, such as those in Gifted and Talented Education, Special Education, and Career and Technology Education. A. INSTRUCTIONAL DELIVERY AND STUDENT PERFORMANCE Managing the instructional process to ensure academic success for all students is the responsibility of the school district. A district’s instructional program along with its allocation of resources, are the means by which a district attempts to meet the educational needs of all students. A well designed and managed process for developing curriculum and directing instruction, collecting assessment data to evaluate and monitor programs, and providing the resources needed to support educational efforts is essential if a district is to meet the needs of its students. Curriculum development and instructional delivery are critical components of student learning. The presentation of materials, concepts, skills, and new ideas greatly affect acquisition of knowledge. Curriculum content and instructional strategies should be properly aligned and regularly evaluated in order to promote improvement of student performance. Oklahoma School Boards and superintendents should provide principals and teachers with the tools necessary to consistently deliver the state adopted curriculum, Priority Academic Student Skills (PASS), and to prepare students to be successful on state mandated assessments. Districts should provide curriculum maps that clearly define standards and learning objectives for each subject and grade level so that teachers know the content expectations and instructional timelines for student mastery of objectives. Now that the new mission for the nation is “learning for all,” Prismatic Services, Inc. Page 2-1 Instructional Delivery Eldorado Public Schools Page 2-2 Prismatic Services, Inc. the principal and teachers, working collaboratively, are responsible for the consistency of curriculum implementation on the campus, the quality of the instruction in the classroom, and student performance. Starting in 1998, Tim Waters, Ed.D., Robert J. Marzano, Ph.D., and Brian McNulty, Ph.D., from Mid-Continent Regional Educational Laboratory (McREL) began synthesizing the body of research on the effects of leadership practices on student achievement. In Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement, McREL identified 21 leadership responsibilities that are significantly associated with student achievement. They have translated the results of this research into a balanced leadership framework that describes the knowledge, skills, strategies, and tools leaders need to positively impact student achievement. The framework moves beyond abstraction to concrete responsibilities, practices, knowledge, strategies, tools, and resources that principals and others need to be effective leaders. McREL’s leadership framework is based upon the idea that effective leadership means more than simply knowing what to do. Effective leadership means knowing how, when, and why to take action. A combination of knowledge and skills is the essence of balanced leadership. McREL leadership characteristics and behaviors include: • Affirmation • Change Agent • Communication • Contingent rewards • Culture • Curriculum, instruction, assessment • Discipline • Flexibility • Focus • Ideals and beliefs • Input • Intellectual stimulation • Knowledge of curriculum, instruction, assessment • Monitors and evaluates • Optimizer • Order • Outreach • Relationship • Resources • Situational awareness • Visibility Principals form the core of educational leadership in school districts. Over the past two decades, the role of the principal has changed from that of a building manager who makes sure that schedules are met, the school is maintained, and that discipline is properly enforced, to an education leader responsible for consistency of curriculum implementation on the campus, the quality of the instruction in the classroom, and student performance. Oklahoma School Testing Program Student assessment is an integral part of measuring student performance. The Oklahoma School Testing Program (OSTP) develops the various standards-based tests that students must take during the school year. The Oklahoma Core Curriculum Tests (OCCT) consist of criterion referenced tests (CRTs) designed to measure student attainment of skills established for core classes. The OCCT helps monitor student and school performance relative to the state mandated curriculum standards called PASS. Eldorado Public Schools Instructional Delivery The OSTP program used a phase-in process to increase tested grades and subjects. CRTs are currently administered in grades three through high school in this manner: • third grade: Reading and Mathematics; • fourth grade: Reading and Mathematics; • fifth grade: Reading, Mathematics, Science, US History, and Writing; • sixth grade: Reading and Mathematics; • seventh grade: Reading, Mathematics, and Geography; • eighth grade: Reading, Mathematics, Science, US History/Constitution/Government, and Writing; and • high school: End-Of-Instruction (EOI) tests in English II, English III, Biology I, US History, Algebra I, Algebra II, and Geometry. All students in the tested grades and subjects must participate in the OSTP. The test results for Regular Education students who have attended for the Full Academic Year (FAY) count towards a school’s and district’s overall Academic Performance Index (API). A student is considered FAY if he/she enrolled within ten days of the beginning of the academic course and did not have an enrollment lapse of more than ten consecutive school days until the date of testing. Student test scores fall into one of the following four categories which were amended during the 2009 Oklahoma Legislative Session: • Advanced – student demonstrates superior performance on challenging subject matter; • Proficient (called Satisfactory prior to 2009)– student demonstrates mastery of appropriate grade level subject matter and is ready for the next grade, course, or level of education, as applicable; • Limited Knowledge – student demonstrates partial mastery of the essential knowledge and skills appropriate to his/her grade level, course, or level of education, as applicable; and • Unsatisfactory – student does not perform at least at the limited knowledge level. In 2005, a state law entitled Achieving Classroom Excellence (ACE) began requiring students entering the ninth grade in 2008-09 (the current junior class) to pass four of the seven EOI tests and earn a minimum of 23 credits in order to graduate from high school in 2012. All students must pass the Algebra I and English II tests. All students must then pass at least two additional EOI assessments from the other five areas (Biology I, US History, Algebra II, Geometry, English III). Passing is considered scoring at the Proficient or Advanced levels. To assist teachers and districts in teaching PASS and preparing students for the OCCT, the Oklahoma State Department of Education (SDE) provides a variety of resources on its website. These resources include: Prismatic Services, Inc. Page 2-3 Instructional Delivery Eldorado Public Schools Page 2-4 Prismatic Services, Inc. • PASS by subject and grade level; • test blueprints for each grade level and subject area test that show what percentage of the test each skill will represent; • test/item specifications that show the specific standards and objectives to be tested; • released test questions; • writing samples; • a list of words, called the academic vocabulary, that are used on each test; and the • Depth of Knowledge (DOK) levels and percentage weights for all OCCT test questions in Test Specifications. FINDING 2-1 EPS is providing additional time and learning opportunities for students by offering after school tutoring. Keeping up with homework and completing makeup work due to absence, should have positive impact on a student’s performance on the state’s tests. COMMENDATION EPS has implemented a mandatory after school tutoring program for students in grades five through twelve. Test Results for 2007-09 Due to federal privacy regulations, schools may not report aggregate scores if five or fewer students are tested in any given subject area. In 2008-09, EPS had 18 tests for which the data were protected by privacy laws. Since the peer districts face similar reporting problems, except where otherwise noted, Exhibits 2-1 through Exhibit 2-7 display EPS and peer district scores averaged over a three-year period. The peer district and state averages reported are also for the 2007-09 testing cycles. In the three year average, EPS third grade students performed below the community group average and state in reading and math. In both cases, EPS students also scored lower than any of the peer districts (Exhibit 2-1). Eldorado Public Schools Instructional Delivery Exhibit 2-1 Percentage of EPS and Peer District Grade 3 Regular Education, Non-High Mobility Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Eldorado 67% 67% Blair 87% 90% Duke 96% 88% Felt 77% 77% Olustee 78% 100% Ryan 78% 81% Community Group H2 80% 70% State 84% 77% Source: Office of Accountability, Profiles Database Exhibit 2-2 shows 2007-09 test results of fourth grade students in EPS regular education. EPS students performed above the community group in reading and math. In reading, EPS scored above the state but below the community group. EPS scores in reading were tied with one other district for highest among the peer districts. The math scores were third highest among the peer districts scores. Exhibit 2-2 Percentage of EPS and Peer District Grade 4 Regular Education, Non-High Mobility Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Eldorado 92% 75% Blair 85% 62% Duke 88% 82% Felt 77% 92% Olustee 92% 92% Ryan 81% 65% Community Group H2 81% 74% State 86% 81% Source: Office of Accountability, Profiles Database The 2007-09 OCCT grade five tests included five content areas: reading, math, social studies, science, and writing. Exhibit 2-3 shows the results for grade five EPS students. Student performance was above the community group in all subjects except for social studies and above the state in reading. Prismatic Services, Inc. Page 2-5 Instructional Delivery Eldorado Public Schools Page 2-6 Prismatic Services, Inc. Exhibit 2-3 Percentage EPS and Peer District Grade 5 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Social Studies Science Writing Eldorado 87% 80% 60% 87% 87% Blair 70% 74% 67% 85% 95% Duke 76% 84% 54% 86% 86% Felt 83% 83% 67% 92% 79% Olustee 75% 92% 75% 83% 62% Ryan 84% 84% 79% 98% 100% Community Group H2 74% 75% 65% 84% 81% State 81% 82% 75% 87% 88% Source: Office of Accountability, Profiles Database Exhibit 2-4 shows 2007-09 test results for sixth grade students in EPS. Performance in reading and math was above the community group and the state. Compared to peer districts, EPS students were third lowest in reading and tied for second highest in math. Exhibit 2-4 Percentage EPS and Peer District Grade 6 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Eldorado 86% 95% Blair 75% 76% Duke 87% 83% Felt 89% 78% Olustee 83% 100% Ryan 88% 95% Community Group H2 76% 73% State 80% 78% Source: Office of Accountability, Profiles Database Performance for students in grade seven is shown in Exhibit 2-5. The results show that EPS students scored above the state and community group average in reading, math, and geography. Comparison to individual peer data shows that EPS student performance in reading was the second highest, performance in math was the highest, and performance in geography was the third highest. Eldorado Public Schools Instructional Delivery Exhibit 2-5 Percentage EPS and Peer District Grade 7 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math Geography Eldorado 88% 100% 94% Blair 83% 77% 96% Duke 88% 72% 81% Felt 100% 67% 100% Olustee 69% 72% 81% Ryan 61% 77% 81% Community Group H2 76% 70% 84% State 80% 76% 87% Source: Office of Accountability, Profiles Database Exhibit 2-6 shows the 2007-09 results for grade eight students in EPS. In reading and science, EPS students were above all peer districts, the community group average, and the state. In math, EPS was above the community group average, the state, and all but one of the peer districts. Scores for writing were below the community group, the state, and all peer districts. In social studies, EPS was third lowest among peers, falling below the state average as well. Exhibit 2-6 Percentage EPS and Peer District Grade 8 Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above 2007-09 (three year average) Entity Reading Math History/ Constitution/ Government Science Writing Eldorado 100% 92% 69% 100% 75% Blair 74% 90% 79% 95% 98% Duke 87% 71% 58% 97% 94% Felt 88% 100% 88% 100% 100% Olustee 68% 82% 36% 86% 88% Ryan 79% 78% 76% 96% 88% Community Group H2 76% 71% 63% 87% 93% State 81% 78% 75% 90% 94% Source: Office of Accountability, Profiles Database The EOI tests are administered to students taking the related high school level coursework. Only two years of data are available for Algebra II, Geometry, and English III. Eighth grade students taking the related coursework are also included in the results for the district. EPS students were above the community group and state averages in Algebra I, English II, US History, and Biology I. They were also above the community group – but below the state – in Algebra II and Geometry. English III scores were not available, due to privacy laws, even using the two-year average (Exhibit 2-7). Compared with peer districts, EPS students were highest among districts with data in Algebra I, English II, US History, Biology I, and Algebra II. EPS students were second highest in Geometry. Prismatic Services, Inc. Page 2-7 Instructional Delivery Eldorado Public Schools Page 2-8 Prismatic Services, Inc. Exhibit 2-7 Percentage of EPS and Peer District Regular Education, Non-High Mobility (FAY) Students Scoring Satisfactory or Above on EOI Tests 2007-09 Entity Algebra I Eng II US Hist Bio I Algebra II* Geometry* Eng III* Eldorado 100% 92% 92% 79% 63% 75% ** Blair 88% 74% 72% 65% 47% 65% 88% Duke 68% 71% 56% 61% 50% 76% 85% Felt 100% ** 89% 75% ** ** ** Olustee 74% 79% 52% 72% 50% 71% 89% Ryan 61% 63% 61% 42% 3% 54% 74% Community Group H2 69% 71% 58% 52% 36% 63% 73% State 80% 79% 72% 63% 61% 73% 83% Source: Office of Accountability, Profiles Database *Two year averages used as these tests were not in place prior to 2008 **Data Protected by Privacy Laws Academic Performance Index The Academic Performance Index (API) is a numeric score that measures district performance based upon a variety of educational indicators, though a great deal of emphasis is still placed upon test results. The possible scores range from zero to 1500. The factors used in the calculation of API scores include: • The OSTP - as measured by student success on state achievement tests; • School Completion - including attendance, dropout, and graduation rates; and • Academic Excellence - including ACT scores and participation, Advanced Placement (AP) credit, and college remediation rates in reading and mathematics. As shown in Exhibit 2-8, EPS’s API was above the state average in 2006-07 and 2007-08 and below the state average the remaining years. Compared to the peer districts, EPS had the lowest score in 2005-06 but finished second in 2006-07. Exhibit 2-8 District API Scores Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Eldorado 1096 1118 1300 1282 1277 Blair 1128 1219 1238 1247 1289 Duke 1264 1206 1263 1244 1393 Felt 936 1187 1202 1371 1432 Olustee 1309 1206 1211 1290 1242 Ryan 1131 1176 1308 1192 1217 State 1159 1180 1252 1279 1289 Source: Oklahoma State Department of Education Eldorado Public Schools Instructional Delivery Under the accountability provisions in the No Child Left Behind (NCLB) Act, the federal government evaluates all public schools sites, school districts, and states for Adequate Yearly Progress (AYP). The NCLB annual report card for EPS in 2008-09 shows that the district has met the AYP standard. The SDE provides a worksheet for calculating API scores. It can be found at the following website: http://www.sde.state.ok.us/AcctAssess/pdf/API/CalculatingAPI.pdf. If the district has tests or subgroups for which data are not reported because of privacy laws, this worksheet can be used by plugging in raw scores with numbers of students scoring at different levels to generate API scores in those categories. Additionally, the district can calculate the percentages of students passing each test by using the score reports it receives on each student. Exhibit 2-9 shows the percentage of graduates completing college bound curriculum. EPS is above the state average in 2004-05 and 2008-08 and below in the remaining three years. There was a sharp decline in 2005-06. EPS is also below the community group in three out of the five years. Exhibit 2-9 Percentage of EPS and Peer District Graduates Completing Regents’ College-Bound Curriculum Entity 2004-05 2005-06 2006-07 2007-08 2008-09 Eldorado 87.5% 7.1% 51.7% 50.0% 100.0% Blair 91.5% 100.0% 100.0% 100.0% 100.0% Duke 52.9% FTR 100.0% 71.4% 100.0% Felt 100.0% 100.0% FTR 120.0% 33.3% Olustee 100.0% 31.7% 85.7% 42.9% 83.3% Ryan FTR FTR 77.8% 72.7% FTR Community Group H2 74.6% 78.3% 85.1% 88.9% 79.6% State 77.9% 79.1% 78.0% 81.8% 81.9% Source: Office of Accountability, Profiles Database FTR – Failed to Respond Educational Planning and Assessment System The Educational and Planning Assessment System (EPAS) was created by ACT, Inc. and provides an integrated series of assessments and reporting services to support educators as they help students set and reach goals for life after high school. The components of EPAS are the EXPLORE, PLAN, and ACT assessments. EPAS assessments provide information about progress at crucial points in a student’s educational career. Each test reports scores for four sections - English, math, reading, science – and a composite score, which is an average of the four subjects. Information provided by EPAS assessments is linked longitudinally to provide an academic information management system. These linked reports can be used to monitor student progress over time, detect trends, and evaluate instructional outcomes in support of school improvement efforts. The program is funded by the Oklahoma State Regents for Higher Education (OSRHE) and content guides are available online to assist districts in curriculum alignment and Prismatic Services, Inc. Page 2-9 Instructional Delivery Eldorado Public Schools Page 2-10 Prismatic Services, Inc. improvement efforts at: http://okhighered.org/epas/. EXPLORE, the eighth grade assessment, is the entry point to EPAS. The EXPLORE test includes objective assessments in English, math, reading, and science reasoning. It also includes activities that help young students begin the process of career and educational exploration. EXPLORE provides baseline data for monitoring student progress through the high school years in preparation for the ACT. Exhibit 2-10 shows how EPS students performed on the EXPLORE test as compared to their peers nationally. EPS scores were higher than the national average in math. Their English, reading, science, and composite scores were lower than the national average. Exhibit 2-10 EPS 8th Grade EXPLORE Scores Compared to the National Average 2009-10 Subject EPS Score National Average English 12.4 14.2 Math 16.4 15.1 Reading 13.6 13.8 Science 15.8 15.9 Composite 14.8 14.9 Source: EXPLORE, Profile Summary Report PLAN, the 10th grade assessment, also includes objective assessments in English, math, reading, and science reasoning. The educational and career planning activities are tailored to the needs of students who are preparing to make decisions about life after high school. PLAN provides a midpoint review of a 10th grade students’ progress toward their educational and career goals. Exhibit 2-11 shows how EPS students performed on the PLAN test as compared to their peers nationally. EPS scores were the same as the national average in math and lower than the national average in all other areas. The composite score was also below the national average. Exhibit 2-11 EPS 10th Grade PLAN Scores Compared to the National Average 2009-10 Subject EPS Score National Averag |
Date created | 2011-07-29 |
Date modified | 2011-10-28 |