Ottumwa Community School District

Presented to theCommunity Advisory for School Improvement

and Educational Equity

June 9, 2015

2014-2015

A YEAR IN REVIEW

Technology Access and Use

Oct

ober

Common Core: What it isand what it isn’t

Janu

ary

Community Advisory Feedback

Topics we will address in the future based on feedback:What is NOT good about the Core? “meetings seem quite one-sided/positive; would like to

hear more ‘real’ feelings and perspectives (what is not good about the Core--cons discussed as well)”

Student ShadowingSTEM: Project Lead the Way

Mar

ch

Community Advisory Feedback

Topics we will address in the future based on feedback:Update CA on the 5th grade launch of PTLWContinue to solicit student feedback“From my shadowing experiences in the past, please ask for

the students’ thoughts and opinions more often because they know the reality. Continue to listen to them.”

What are the Demographics of the Ottumwa Community School District?

English Language Learner Enrollment

September, 1997 - 16 studentsSeptember, 2000 - 119 studentsSeptember, 2007 – 332 studentsSeptember, 2010 – 287 studentsSeptember, 2011 – 308 studentsSeptember, 2012 – 285 studentsSeptember, 2013 – 287 studentsSeptember, 2014 –293 students

District Enrollment

• 2005 – 4845• 2006 – 4742• 2007 – 4524• 2008 – 4582• 2009 – 4528• 2010 – 4504• 2011 – 4486• 2012 – 4534•2013 – 4577•2014 - 4595

Percent of Students Receiving Free and Reduced meals

District – 63% Elementary Average – 64%

Elementary Range – 31% - 76%Title I Schools Average – 67.5%Middle School Average – 64%

OHS Average – 60%

Percent of Students Receiving Special Education Services

Grades PreK – 6 – 12%Grades 7 – 8 – 12%

Grades 9 – 12 – 12%District-wide – 12%

Long Range Improvement Goals, as measured by Iowa Assessments

All students will be proficient in Reading Comprehension

All students will be proficient in Mathematics

All students will be proficient in Science

Reading Achievement Data

2014

-15

Mathematics Achievement Data

2014

-15

Writing

IMPROVING STUDENTS’ WRITING ABILITIES

Students in grades 3, 8, and 10 participate in a district-wide writing assessment. Results of the assessment provide a snapshot of the writing skills of Ottumwa’s students. Teachers use the data to make decisions about how to improve student writing.

Beginning with the 2009-10 school year, the writing assessment was administered in 8th grade social studies classrooms. The reason for the change is to emphasize to students that good writing is expected in all classes, not just English.

Six Traits of Writing

Ideas

•Organization

•Voice

•Word Choice

•Sentence fluency

•Conventions

Students’ papers are scored by a group of people who have been trained to score writing based on the Six Traits of Effective Writing.

Each paper is read at least twice by two different readers. The scores for each of the writing traits range from 5 (a paper strong in that particular trait) to 1 (a paper weak in that specific trait).

Preparation for Post Secondary

Five-Year Comparison of ACT Performance

YearNumber Tested

English Mathematics Reading ScienceOHS

CompositeState

Composite

Class of 2010

108 21.6 22.3 22.8 22.2 22.4 22.2

Class of 2011

108 21.5 22 23.3 22.2 22.3 22.3

Class of 2012

106 21.2 21.3 21.6 22.0 21.6 22.1

Class of 2013

121 21.0 21.7 22.2 22.0 21.9 22.1

Class of 2014

127 20.2 20.9 21.5 20.8 20.9 22.0

Senior Year Plus High school reform effort, enacted by the legislature

in 2008. Tens of thousands of Iowa high school students get a

jump start on college by earning credit toward a degree.

Students have the opportunity to save $$$ by shortening their time in a postsecondary program.

High school students are provided rigorous opportunities for advanced learning.

Senior Year Plus Options1. Joint Enrollment

• Contracted courses with community college• High School and college credit awarded• OCSD applies for supplementary weighted funding for cost of tuition• Classes can be at OHS and IHCC campus

2. Postsecondary Enrollment Options• College/university course that offers curriculum not offered at high school

3. Advanced Placement• Chemistry – 10 students• United States History – 18 students• Online AP for 11th/12th grade TAG – 9 students

4. Career Academies• Career and technical education sequence, ½ day blocks of time at IHCC

5. Regional Academies• Multiple school districts send students to a host district

Most Common OptionIHCC Joint Enrollment

Qualifications for Arts & Science classes: proficient in Reading Comprehension, Math, and Science on last Iowa Assessment.

Alternate proficiency for Arts & Science classes is ACT composite of 21.

State legislature waived proficiency requirement for Career Technical programs.

Arts & Sciences Joint Enrollment

Taught by OHS staff @ OHS 11-12 12-13 13-14 14-15

ENG105 Composition I (3CR) 97 99 103 96

ENG106 Composition II (3CR) 88 91 88 95

SPC112 Public Speaking (3CR) 75 88 88 87

MAT156 Statistics (3CR) 60 90 69 67

MAT120 College Algebra (3CR) 75 99 95 91

MAT125 Pre-Calculus (3CR) 70 81 64 65

MAT210 Calculus 1 (4CR) - - - 26

MAT216 Calculus 2 (4CR) - - - 24

POL111 American National Government (3CR) - - - 107

Advanced Technology Programs Joint Enrollment

Taught by OHS staff @ OHS 11-12 12-13 13-14 14-15

PLTW-Intro to Engineering Design (3CR) 9 7 15 16

PLTW-Principles of Engineering (3CR) 16 17 9 11Automotive Maintenance & Inspection

Procedures 20 14 22 NA

Construction Lab/Tech (1st Year, 9CR) 8 3 7 5

Construction Lab/Tech (2nd Year, 9CR) NA 3 2 0

IHCC Campus or ICN by IHCC StaffJoint Enrollment

Advanced Technology Programs • Auto Collision Technology• Culinary Arts• Welding Technology

Arts & Science Classes• Variety of classes leading to Associates Degree• All classes transferable to 4-year college/universities

Health Occupations Programs• Nursing

2014-2015 Summary2014-2015 Summary

7 – 9th grade students enrolled in at least 1 class = 2% 9 – 10th grade students enrolled in at least 1 class = 3% 61 – 11th grade students enrolled in at least 1 class = 19% 149 – 12th grade students enrolled in at least 1 class = 43%

226 students enrolled in IHCC classes 72 different classes were scheduled The 226 students took a total of 866 classes 2650.5 college credits were earned 2650.5 credits at $155 each = $410,827.50 tuition savings to

students and families

2015-2016 Additional IHCC classes to be taught at OHS by

OHS staff for 2015-2016

HIS151 – US History to 1877 (3CR) HIS152 – US History since 1877 (3CR) MAT110 – Math for Liberal Arts (3CR) LIT101-Introduction to Literature (3CR)

Six Strategies to Improve Student AchievementA Quality Education for Each and Every Student

Strategy #1: Emphasize quality teaching

Strategy #2: Implement evidence based instructional

strategies

Strategy #3: Use data to make decisions

Strategy #4: Create engaging classroom environments

Strategy #5: Provide on-going communication

Strategy #6: Monitor early childhood programs

Evidence from last yearEvidence from last year Evidence from this yearEvidence from this year

Promotional VideoWebsite, Teach Iowa,

App, etc.Teacher Leadership Grant

Ongoing professional development

Model ClassroomsSchool Improvement and

Curriculum leadersTech and Literacy Coaches Improved Mentoring ProgramAddition of PLC Leaders to

TLS teamAddition of ELL Coach to TLS

team

Strategy #1: Emphasize quality teaching.

Evidence from last yearEvidence from last year Evidence from this yearEvidence from this year

Iowa Core literacy curriculum K-5

Comprehensive Intervention Model (CIM)

Full implementation of Literacy Framework K-5

Continued training in and implementation of the Comprehensive Intervention Model (CIM)

Training in and implementation of Number Talks in Grades K-6

Preparation for implementation of Everyday Math - 4th Edition (EM4)

K-3 Summer School Growth mindset professional

development and implementation

Strategy #2: Implement evidence-based instructional strategies.

Evidence from last yearEvidence from last year Evidence from this yearEvidence from this year

Increased student, parent and staff surveys

Increased the number of clubs and activities for students

Data Wall work at elementaries

Ongoing collaboration amongst staff

PLC work at EMS and OHS

Strategy #3: Use data to make decisions.

Evidence from last yearEvidence from last year Evidence from this yearEvidence from this year

Increased student opportunities to engage in productive group work and accountable talk

District of Character Award

Continue to provide opportunities for students to work collaboratively

Implement workshop model in literacy and math in order to better differentiate support

Begin preparation to build capacity for implementation of PBIS in grades K-5

Strategy #4: Create engaging classroom environments.

Positive Behavioral Interventions and Supports

PBIS

What is PBIS?Set of strategies and systems designed to increase the

capacity of schools to (a) educate all students, including those with problem behaviors, and (b) increase student achievement and behavioral success

A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students

Not specific practice or curriculum…it is ageneral approach

to preventing problem behavior

and encouragingpro-social behavior

Not limited to anyparticular group of

students…it isfor all students

Not new…it is based onlong history of

effective educationalpractices & strategies

Logic for SW-PBIS

Shared values regarding a school’s vision or purpose Working towards a common goal and shared outcomes Collegial relationship amongst staff Consistent expectations and implementation across staff

Establish a social culture within which both social and academic success is more likely Promote pro-social behavior Connect students to school Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning/teaching environment

Critical Features of SW-PBIS

Build a culture of competence Define school-wide behavioral expectations Explicitly teach positive social expectations Acknowledge positive behavior Implement consistent corrective consequences for

problem behavior Use data for active decision-making

Remember, there is no “ONE” strategy It takes a three-tiered systems approach This won’t “fix” all individual student problem

behaviors

47

School-Wide Systems for Student Success:A Multi-Tiered Systems of Support (MTSS) Model

Academic Systems Behavioral Systems

Tier 3/Intensive Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Targeted Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

OUTCOMES

DATASY

STEM

S

PRACTICES

PBIS:4 Core

Elements

Social Competence,Academic Achievement,

and Safety

SupportingDecisionMaking

SupportingStaff Behavior

Supporting Student Behavior

•Verbal affirmations from staff members•Dress for Success Tickets•Recognition on PBIS board•Viking Cards•Stamps/awards•Treats from administration•Treats in classroom•Recognition during Achievement Celebrations, quarterly•PBIS Celebrations (quarterly)•Viking of the Month•Extra recess time•Positive phone calls and notes home•Homework passes•Lunch with Principal•Featured on TV news•Star Student of classroom•Character awards

SCHOOL-WIDE EXPECTATIONS HAVE BEEN TAUGHT, MODELED AND PRACTICED

POSITIVE BEHAVIOR OCCURS

PROBLEM BEHAVIOR OCCURS

Minor Major

Office ReferralAdministration

ObserveDesired

Behaviors

Strategies

•Student conference•Warnings, phone calls home•Writing exercise•Note in planner home•Requested/required parent conference•Back on track form (two per week maximum for same offense)•Buddy rooms•Counseling/PBIS Rap Session•Peer mediation•Silent Lunch•Loss of recess•Time out•Lesson plans reviewed and re-taught•Behavior contract implemented or reviewed

Behavior does notimprove or continues

Consequences:•Student conference•Phone call home•Time in office•Loss of privileges•Restitution•OSS•ISS

Office Referral-Administration

Administrator follow-up in a week

At Park Avenue, we are people of character. We are respectful. We are responsible. We care.

AllAreas

Be Responsible Be Respectful Be Caring

Follow adult directions the first timeTake responsibility for your words and actions

Use polite language and respectful voiceKeep hands, body and objects to self

Treat others the way You want to be treatedKeep Park Avenue clean, safe, & healthy

Cafeteria Get all food and utensils 1st timeKeep area neat and cleanRaise hand and wait for permission to leave

Use line basics when enteringKeep place in lineTake the first milk you touch

Use good manners

Hallway Go directly to where you need to goCarry hall pass

Walk on right side unless otherwise directedUse line basics when entering building

Wait for passing linesHold doors for others

Playground

Use school equipment correctly and safelyFollow Park Avenue game rulesLine up immediately when bell ringsGet permission to leave playground

Keep hands feet & objects to selfEnter Building using line basicsUse respectful language

Include everyoneTry to solve problems appropriatelyReport injuries to a playground supervisor

Restroom

Take restroom pass and nothing else Use/flush/Wash/Leave

Keep restroom cleanRespect the privacy of others

Wait quietly and patiently for your turnReport problems to an adult immediately

50

PBIS Plan for Ottumwa CSD

Training – Leadership teams at all elementary buildings; four+ days in 15-16 (Preschool and Seton)

Whole Staff Support – Teams will coordinate and deliver training and information to staff during some of the PD time on early dismissal days

Consistency – The district will have the same expectations across buildings (Bulldog Beliefs), yet they will use building data and student/family/staff needs to determine implementation of PBIS and maintain fidelity of the implementation at each building

Evidence from last yearEvidence from last year Evidence from this yearEvidence from this year

Piloted K-5 literacy standards-based report card and continued to revise the K-5 math report card to align with core instruction

High attendance rates at parent/teacher conferences

Migrant Family Advocates hiredELL Family Meetings on early

release daysFreshman Orientation DayFreshman Academy SuccessesGear Up5th Grade Video from Liberty

Strategy #5: Provide on-going communication.

Evidence from last yearEvidence from last year Evidence from this yearEvidence from this year

K-Prep ClassReestablished partnership

with Head StartImplemented common

assessment tool

Head StartPreschool grant

Strategy #6: Monitor early childhood programs.

As we look to the fall…

• Life in OCSD beyond “academics”• Early Release Professional Development• Introducing “A Day in the Life” series

– October: Evans students and administrator– January: Elementary students and administrator– March: OHS and ACA students and administrator

• Community Advisory “happenings” will be updated on the district website.

• Board presentation in August– Volunteers to co-present