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S
T
B
Schoo
Pr
The Oreg
BonanzKlamat
ol Ap
repared
gon Dep
za Eleth Coun
praisa
Februar
by
partment
for
ementanty Sch
al Re
ry 2013
t of Edu
ary School Dis
port
ucation
chool strict
OREGON DEPARTMENT OF EDUCATION Public Service Building, 255 Capitol Street NE, Salem, Oregon 97310
Phone (503) 947‐5600 • Fax (503) 378‐5156 • www.ode.state.or.us
February 11, 2013 Greg Thede, Superintendent Klamath County School District 10501 Washburn Way Klamath Falls, OR 97603 Dear Superintendent Thede: Enclosed is Bonanza Elementary School’s school appraisal report. Oregon Department of Education (ODE) has aligned this process and this report to Oregon’s approved waiver of required elements of the Elementary and Secondary Education Act (ESEA). The school appraisal is part of Principle II in the ESEA Flexibility waiver which calls for a diagnostic review of each school designated as either Priority or Focus Schools. Following the self-assessment, the district and school engaged in a deeper diagnostic process led by a school appraisal team, the members of which collected data on the programs, practices, and culture of the school and district. ODE has analyzed the data collected during the school appraisal visit. The results of this analysis are included in this report. The report targets the school’s current status in each of the Five Key Areas of Effectiveness as stated in the ESEA Flexibility waiver and includes required interventions within each of the Five Key Areas. The required interventions are intended to improve school performance on measures of academic achievement. This report should be used in conjunction with Bonanza Elementary School’s self-assessment to plan for interventions in the school’s subsequent Comprehensive Achievement Plans (CAPs). ODE does not require a direct response to this letter. Bonanza Elementary School staff should begin their creation of the school’s CAP for submission by May 1, 2013. The recommendations included at the end of this report should be incorporated into that plan.
ODE would like to thank staff at Klamath County School District and Bonanza Elementary School for their hospitality and professionalism before, during, and after the visit. Please contact any of the staff listed below if you have any questions. Shanda Brown (503) 947-5809 [email protected] Shawna Moran (503) 947-5944 [email protected]
Denny Nkemontoh (503) 947-5880 [email protected] Jesse Parsons (503) 947-5602 [email protected]
Jan McCoy (503) 947-5704 [email protected]
Sincerely,
Heidi Sipe, Assistant Superintendent Office of Educational Improvement and Innovation Enclosure cc: Art Ochoa James Huntsman
Bonanza Elementary School Klamath County School District Page 4 of 46
Klamath County School District School Appraisal Report 2013
February 15, 2013 During October 2012, the Oregon Department of Education (ODE) conducted a school appraisal of Bonanza Elementary School as required by the ESEA Flexibility waiver. The school appraisal visit collected data on the following areas within each school and district:
The elements and effectiveness of programs available and used within the school The effectiveness of practices used in the school and district The current culture of the school and district and the impact on student learning
Data were collected via the following sources:
Teacher Surveys Parent Surveys (when the participation numbers exceeded 10 surveys) Interview Summary Data from the following stakeholders:
o Teachers o Principals o District Level Personnel
Classroom Observations The report includes the following sections for each Key Area:
1. Description of designation. 2. Alignment of self-assessment to new indicators 3. Description of the school appraisal visit 4. Five Key Areas description with correlated Comprehensive Achievement
Indicators 5. Collected data within the Key Area from all sources 6. Action Items - the directed next steps for school planning and action regarding
appropriate Key Areas
Bonanza Elementary School Klamath County School District Page 5 of 46
Identification of Bonanza Elementary School as a Priority School Oregon’s approved waiver includes a new rating formula that rates schools based on a combination of factors, these include: student achievement, student growth and subgroup growth and, for high schools, graduation and subgroup graduation rates. The new formula places emphasis on achievement growth among individual students (reported on but not included in Adequate Yearly Progress [AYP] calculations), achievement growth among students in historically underserved subgroups, and graduation rates. The rating formula allows for a comprehensive and diagnostic look at student outcomes for each school and targeted interventions that will provide a structure to address needed improvements in outcomes. Oregon’s growth model for rating schools includes all students having two consecutive years of standard Oregon Assessment of Knowledge and Skills (OAKS) assessments, regardless of whether or not they are meeting standard. A student’s growth is compared to the growth of other students in the state having the same prior test scores. Student growth is expressed as a percentile which means that the growth of low performing students is compared to that of other low performing students in the state and the growth of high performing students is compared to that of other high performing students in the state. Oregon’s growth model applies to students in grades 4 through 8 and 11 and uses up to four years of test data for each student. A growth percentile of 60 would mean the student’s growth was as high as, or higher than 60 percent of students with the same prior scores. Elementary and middle schools are rated based on the following factors: Achievement: percent met in reading and math Schools are given “Levels” in reading and math, based on percent of students meeting standard. Reading and math performance are combined into a single Achievement Rating.
Level 5: Top 10% of schools in the state Level 4: Above average schools Level 3: Below average, but not in lowest 15% Level 2: Lowest 15%, but not in lowest 5% Level 1: Lowest 5% of schools in the state
Growth: individual student growth in reading and math Schools are given “Levels” in reading and math growth. Reading and math growth are combined into a single Growth Rating.
Level 5: Schools with high growth Level 4: Average to above average growth Level 3: Below average, but not low, growth Level 2: Low growth Level 1: Very low growth
Bonanza Elementary School Klamath County School District Page 6 of 46
Subgroup Growth: growth for historically underserved subgroups in reading and math Subgroups are given “Levels” in reading and math growth. The five levels for this factor are the same as the Growth factor above. Subgroup Growth rating is a combination of reading and math growth for the following four subgroups:
Economically disadvantaged Limited English proficient students Students with disabilities Historically underserved populations: a combined subgroup consisting of:
Black/African American Hispanic American Indian/Alaska Native Multiracial/Multi-ethnic
Overall Rating Overall Ratings are a weighted average of scores/ratings in each category. Schools are assigned overall ratings from Level 5 (highest) to Level 1 (lowest). Categories are weighted according to the following table:
Category Elementary and Middle Schools
Achievement 25% Growth 50% Subgroup Growth 25%
Cut points for the overall ratings levels are designed so that:
10% of Title I schools are Level 5 45% of Title I schools are Level 4 30% of Title I schools are Level 3 10% of Title I schools are Level 2 5% of Title I schools are Level 1
Focus Schools are Level 2 Title I schools that have achievement gaps. Priority Schools are Level 1 Title I schools and all current School Improvement Grant (SIG) recipients. Bonanza Elementary School’s AYP percent met in math and reading are graphed in the appendix for the past ten years. Its Achievement Rating is Level 2; its Growth Rating is Level 1; and its Subgroup Growth Rating is Level 1. Therefore Bonanza Elementary School’s Overall Rating is Level 1. On the following graph, the school’s achievement data are shown including the period 2001-02 through the current school year. The graph shows the school’s percent met in both reading and mathematics relative to the cut-scores at the time of testing. There are breaks in
Bonanza Elementary School Klamath County School District Page 7 of 46
the graph that correspond to changes in the cut-scores for these tests. This is shown in the 2006-07, 2010-11, and 2011-12 school years. At each of these points, the change in cut-scores has caused a break in the trend data for the school.
Bonanza Elementary School Klamath County School District Page 8 of 46
0%
10
%
20
%
30
%
40
%
50
%
60
%
70
%
80
%
90
%
10
0%
01
-02
02
-03
03
-04
04
-05
05
-06
06
-07
07
-08
08
-09
09
-10
10
-11
11
-12
12
-13
13
-14
14
-15
15
-16
Percent of Students Meeting AYP
Sch
oo
l Ye
ar
Kla
mat
h C
ou
nty
- B
on
anza
ES
For
Sch
oo
l to
Me
et A
YP
ELA
Mat
h
Bonanza Elementary School Klamath County School District Page 9 of 46
Alignment of self-assessment to new indicators The table in Appendix A shows an alignment between the indicators used by schools for their self-assessment during the fall term, 2012 and those indicators currently available in the Indistar tool. The table shows the priority set for each of the indicators used in the fall 2012 self-assessment and consolidates those data for the indictors to be used for future planning. In this table the following notation is used: 3—Priority of 3 set by school for the indicator 2—Priority of 2 set by school for the indicator 1—Priority of 1 set by school for the indicator 0—School indicated that the indicator was not a priority FI—School reported indicator as fully implemented
Indicator Crosswalk
District and School Structure and Culture
New Indicator Old Indicators Incorporated
Average
Priority Score
DSC1.1 CUL1.4 CUL1.5 CUL1.6 CUL1.7 CUL1.8 CUL1.9
DSC1.2 CUL1.13 CUL1.3 GR1.2 GR1.6 IE01 IE06
3.0 3 3 FI
DSC1.3 ED4.1
DSC1.4
DSC1.5 GR1.7
2.0 2
DSC1.6 GR1.8 IC05
2.0 2
Educator Effectiveness
EE2.1 IIIC05
3.0 3
EE2.2
IIIA08 IIIA09 IIIA11 IIIA13 IIIA14 IIIA16 IIIA17 IIIA19 IIIA20 IIIA22 IIIA25
2.9 3 3 3 3 3 3 3 3 3 3 3
IIIA26 IIIA29 IIIA30 IIIA31
3 2 3 FI
EE2.3 IF04 IF05
2.0 2 2
EE2.4 IID08
3.0 3
EE2.5 CUL1.1 IIIA28 IIIC02
3.0 3 3
EE2.6
Bonanza Elementary School Klamath County School District Page 10 of 46
Family and Community Involvement
FC3.1 CN2.1 CN2.2 CN2.3 CN2.4 CN2.5 CN4.1 IIIA33
FI
FC3.2 CN5.1 CN5.2 CN5.3 CN5.4 CN5.5
2.0 2
FC3.3 CM1.1 CM1.2 CM1.3 CM1.4 CM1.5 CM4.4 GR1.3 GR1.4 GR1.5 IG12
2.4 3 2 3 2 2
FC3.4
CM2.1 CM3.3 CM3.4 CM3.6 CM3.7 CN1.1 CN1.3 CN3.2 CN3.4 ED1.1 ED1.10
1.8
2 1 1 2 3 1 1 1 2
ED1.3 ED1.4 ED1.6 ED1.9 ED2.1 GR1.1 GR1.3 GR1.6 IG01 IG02 IG04
1 1 3 2 2 2
IG06 IG07 IG08 IG09 IG11
2 2 2 FI 3
FC3.5 CM5.1 CN1.2 CN3.1 CN3.3 ED3.1 ED3.3 ED3.4 GR1.9
2.0 2 2 2
FC3.6 SL1.2 SL1.3 SL1.4 SL1.5
1.0 1
FC3.7 CM2.3 CM2.5
FC3.8 CM3.1 CM3.2 CM3.5 CM3.8 CM4.1 CM5.2 CM5.3 CM5.4 IIIB01 IIIB06
2.2 2 2 3 2 2
Technical and Adaptive Leadership
LDR5.1
LDR5.2 IE02 IE06 IE07 IF01 IF02 IF03 IF06 IF07 IF08 IF10
2.1 2 FI 3 2 1 3 2 2 2 2
LDR5.3
ID01 ID02 ID03 ID04 ID05 ID06 ID07 ID08 ID09 ID10 ID11
2.5 3 2 2 2 2 2 3 3 3 3 FI
ID12 ID14 IE05 IID06 SL1.6 SL1.7
2 3 FI 3 2 2
LDR5.4 CUL1.11 IC01
3.0 3
LDR5.5 CUL1.10 CUL1.12 CUL1.2 IE10 IE13
2.7 3 3 2
LDR5.6 C07 C08 C09 C10 C11 C13
LDR5.7
LDR5.8
LDR5.9 IE12
2.0 2
LDR5.10
Bonanza Elementary School Klamath County School District Page 11 of 46
Teaching and Learning
TL4.1 ID13 IIA04 IIC01 IIIA01 IIIA02 IIIA03 IIIA04
2.7 2 3 2 3 3 3 3
TL4.2 IIB02 IID03 IID04 IIIA05 IIIA06
2.3 2 FI FI 2 3
TL4.3 IIA02 IIA03 IIB01 IIB03
2.3 3 3 3 0
TL4.4 IIB04 IIB05 IID09 IID10 IID11 IIIA07
2.8 3 2 3 3 3 3
*Old Indicator may be listed under more than one New Indicator
Bonanza Elementary School Klamath County School District Page 12 of 46
Overview of School Appraisal Visit Focus and Priority Schools were visited by small school appraisal teams that spent two to four days at each school depending on the size of the school. The school appraisal process was comprised of a set of standardized protocols. Appraisal activities included the following:
1. All licensed teachers in the school participated in a confidential online survey.
2. Twenty-minute observations took place in classrooms during the course of the visit. Data from these observations were aggregated to provide an overall picture of instruction in your school. They were not used in any way for performance evaluation of individuals.
3. Staff interviews were conducted with the principal, superintendent, randomly selected teachers representing a variety of grade levels, and other instructional leaders such as an instructional coach or Title I coordinator.
4. Parent surveys were conducted with individual parents by appraisal team members.
For schools where fewer than 10 parent surveys were returned, these data are not included in the analysis.
Data collected were aggregated and analyzed. The results of this analysis are presented below.
Bonanza Elementary School Klamath County School District Page 13 of 46
School Appraisal Report
Key Area of District and School Structure and Culture For district and school structure and culture to be effective, a sustainable plan for school access and student opportunity is needed. Long-term goals for improvement are created. Periodic perception checks with students and staff, as well as the gathering of other data on overall school climate, are used to evaluate progress on goals and make adjustments as necessary. Scheduling is flexible and responsive to students’ needs with expanded learning options throughout the year. The curriculum is academically rigorous, with high expectations of achievement for all. A respectful environment provides safety for those who work and learn there. When needed, student discipline is reinforced with support for positive behavior. Non-academic factors such as social, emotional, and health needs are addressed to the extent possible. Cultural awareness and an understanding of diversity among students, staff, and community is an integral part of the shared vision at both district and school levels. Indicator DSC 1.1: The school's principal and staff work together to create a safe, respectful, culturally-inclusive environment with consistent school rules and expectations. Indicator DSC 1.2: The school’s mission and goals reflect high expectations and a vision for equity for meeting the needs of all stakeholders. Indicator DSC 1.3: The school's leadership plans for and implements professional development preparing teachers to support parents in the education of their children by providing in-classroom opportunities and at-home opportunities for parents. Indicator DSC 1.4: School staff identify students who need additional learning time to meet standards and provides timely and effective programs of assistance. Indicator DSC 1.5: School staff assist students in successful transitions, as applicable, from early childhood into elementary, elementary to middle school, middle school to high school, and high school to post-secondary. Indicator DSC 1.6: School staff coordinates and integrates services and programs with the aim of optimizing the entire educational program to improve student learning.
Bonanza Elementary School Klamath County School District Page 14 of 46
-1.0
0
-0.8
0
-0.6
0
-0.4
0
-0.2
0
0.0
0
0.2
0
0.4
0
0.6
0
0.8
0
1.0
0
DSC
1.1
DSC
1.2
DSC
1.3
DSC
1.4
DSC
1.5
DSC
1.6
Response Index
Ind
ista
r In
dic
ato
r
Dis
tric
t an
d S
cho
ol S
tru
ctu
re a
nd
Cu
ltu
re
Par
ent
Surv
eys
Teac
he
r Su
rve
ysIn
terv
iew
sC
lass
roo
m O
bse
rvat
ion
s
Bonanza Elementary School Klamath County School District Page 15 of 46
Key Area of Educator Effectiveness: Effective educators exhibit five interconnected qualities. First, in their interactions with students, effective educators inspire students to become lifelong learners. They are culturally competent and create a caring environment where connections to family and community are evident. Next, it is imperative that educators manage the classroom in such a way as to prepare the learning environment and curriculum so students feel safe and respected, and are engaged and motivated to achieve. Third, with regard to style of instruction, effective educators have extensive knowledge of the content. They deliver that content through teaching methods that approach the curriculum with fidelity and make connections to other content areas. The content is enhanced with aspects of critical thinking and problem-solving that challenges students to reach beyond their personal expectations. Fourth, effective educators use multiple assessment measures reflecting student achievement of intended outcomes to evaluate the effectiveness of instruction and make appropriate adjustments. Last, effective educators focus on continuous improvement of practice. They reflect and collaborate with the leadership and with peers on strengths and weaknesses and use these data to make improvements as a result. Indicator EE 2.1: All instructional staff at the school collaboratively plan for sound instruction in a variety of instructional modes. Indicator EE 2.2: All teachers use instructional strategies and initiatives that are grounded in evidence-based practices, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students. Indicator EE 2.3: Professional development activities for all staff (principals, teachers, and paraprofessionals) are aligned to ensure continued growth in content knowledge as well as in effective instructional delivery. Indicator EE 2.4: Instructional teams use a variety of data to assess strengths and weaknesses of the curriculum and instructional strategies and make necessary changes. Indicator EE 2.5: All instructional staff in the school use sound classroom management practices that encourage student engagement and effect student learning. Indicator EE 2.6: Educator evaluations and support systems incorporate the elements of Oregon's framework of educator effectiveness.
Bonanza Elementary School Klamath County School District Page 16 of 46
-1.0
0
-0.8
0
-0.6
0
-0.4
0
-0.2
0
0.0
0
0.2
0
0.4
0
0.6
0
0.8
0
1.0
0
EE 2
.1EE
2.2
EE 2
.3EE
2.4
EE 2
.5EE
2.6
Response Index
Ind
ista
r In
dic
ato
r
Edu
cato
r Ef
fect
ive
ne
ss
Par
ent
Surv
eys
Teac
he
r Su
rve
ysIn
terv
iew
sC
lass
roo
m O
bse
rvat
ion
s
Bonanza Elementary School Klamath County School District Page 17 of 46
Key Area of Family and Community Involvement: Successful family involvement efforts bring families and educators together in a collaborative relationship supporting student achievement. Engagement is linked to learning, addresses community and cultural differences, supports student-family-teacher communication and developing a system of sharing power and decision-making. In addition, successful family involvement efforts address equity by ensuring that the school community is accessible and engaging for all parents and students throughout the student’s educational career. Districts ensure family engagement is infused in data collection, planning, and decision-making processes. Community partners working collaboratively with districts, schools, and families provide needed external supports that build relationships and capacities that enhance student academic achievement. Indicator FC 3.1: School staff create and maintain a welcoming environment for all families and community members. Indicator FC 3.2: School staff create and maintain connections between the school community and the broader community to support student learning. Indicator FC 3.3: The school’s key documents (minimally, the school’s improvement plan, parent involvement plan, compact, and student/parent handbook) are annually reviewed for revision and disseminated to all families in the school and translated as needed. Indicator FC 3.4: School staff educate families and provide needed resources for supporting their children's learning. Indicator FC 3.5: School staff ensure families have the opportunity for meaningful involvement in the school. Indicator FC 3.6: School leadership includes families on all decision-making and advisory committees and ensures training for such areas as policy, curriculum, budget, school reform initiatives, and safety. Indicator FC 3.7: School staff involves parents and students in setting student goals and preparing the student for post-secondary education and careers. Indicator FC 3.8: School staff uses a variety of tools on a regular basis to facilitate two-way communication among stakeholders.
Bonanza Elementary School Klamath County School District Page 18 of 46
-1.0
0
-0.8
0
-0.6
0
-0.4
0
-0.2
0
0.0
0
0.2
0
0.4
0
0.6
0
0.8
0
1.0
0
FC 3
.1FC
3.2
FC 3
.3FC
3.4
FC 3
.5FC
3.6
FC 3
.7FC
3.8
Response Index
Ind
ista
r In
dic
ato
r
Fam
ily a
nd
Co
mm
un
ity
Invo
lve
me
nt
Par
ent
Surv
eys
Teac
he
r Su
rve
ysIn
terv
iew
sC
lass
roo
m O
bse
rvat
ion
s
Bonanza Elementary School Klamath County School District Page 19 of 46
Key Area of Teaching and Learning: Effective teaching and learning is an interdependent compact between students, teachers, and academic content. Teachers guide and support students as they learn and apply content that is rigorous, relevant, aligned to standards, and differentiated to meet the needs of diverse learners as data are gathered and analyzed. Multiple assessment measures provide needed data in support of learning. The content includes the concepts, reasoning processes, skills, and procedures that students are expected to learn and apply. A high quality instructional program is one that cohesively spans pre-kindergarten through transition to college, is aligned to college and career ready standards, contains developmentally appropriate rigor, and consists of evidence-based elements. Indicator TL 4.1: All instructional staff at the school are engaged in aligning instruction and local assessments to state standards. Indicator TL 4.2: A system is in place for assessing and monitoring student achievement relative to state standards. Indicator TL 4.3: All instructional staff at the school are engaged in the analysis of student assessments that are aligned with standards. Indicator TL 4.4: All instructional staff at the school use assessment data in planning and delivering differentiated, standards based instruction.
Bonanza Elementary School Klamath County School District Page 20 of 46
-1.0
0
-0.8
0
-0.6
0
-0.4
0
-0.2
0
0.0
0
0.2
0
0.4
0
0.6
0
0.8
0
1.0
0
TL 4
.1TL
4.2
TL 4
.3TL
4.4
Response Index
Ind
ista
r In
dic
ato
r
Teac
hin
g an
d L
ear
nin
g
Par
ent
Surv
eys
Teac
he
r Su
rve
ysIn
terv
iew
sC
lass
roo
m O
bse
rvat
ion
s
Bonanza Elementary School Klamath County School District Page 21 of 46
Key Area of Technical and Adaptive Leadership: Effective leaders have the technical skills needed to guide, direct, and motivate educators toward high student achievement -- using data to inform and drive improvement. Afforded the proper authority to make necessary decisions, they adapt their approach depending on context and build a collaborative and supportive environment that empowers others to broaden their skills and become more effective. High expectations are set, while productive and respectful relationships are built and maintained within the organization and with stakeholders. These leaders promote and engage in necessary mentoring, supporting other educators with continuous and constructive feedback, with the goal of creating a professional learning community that provides adequate time for improvement and implementation of changes to occur. Indicator LDR 5.1: A distributed leadership process is used to build the capacity of others in the school. Indicator LDR 5.2: School leadership ensures that classroom observations and other observations of teacher behaviors are aligned with evaluation criteria and professional development needs. Indicator LDR 5.3: School leadership has established team structures with clear and specific duties. Indicator LDR 5.4: School leadership is afforded proper authority to make necessary decisions that result in increased learning outcomes. Indicator LDR 5.5: School leaders actively promote a shared vision for equity, cultural competence, and high expectations. Indicator LDR 5.6: The principal has the skills to guide, direct, and motivate the staff toward increased student achievement. Indicator LDR 5.7: The principal ensures that all teachers are highly qualified in their assignment. Indicator LDR 5.8: School leadership has a plan to recruit and retain highly qualified staff. Indicator LDR 5.9: School leadership facilitates an annual evaluation of the implementation and results achieved by the school's improvement plan. Indicator LDR 5.10: School leadership facilitates a needs assessment based on student achievement and the Key Areas of Effectiveness (technical and adaptive leadership, educator effectiveness, teaching and learning, district and school structure and culture, and family and community involvement).
Bonanza Elementary School Klamath County School District Page 22 of 46
-1.0
0
-0.8
0
-0.6
0
-0.4
0
-0.2
0
0.0
0
0.2
0
0.4
0
0.6
0
0.8
0
1.0
0
LDR
5.1
LDR
5.2
LDR
5.3
LDR
5.4
LDR
5.5
LDR
5.6
LDR
5.7
LDR
5.8
LDR
5.9
LDR
5.1
0
Response Index
Ind
ista
r In
dic
ato
r
Tech
nic
al a
nd
Ad
apti
ve L
ead
ers
hip
Par
ent
Surv
eys
Teac
he
r Su
rve
ysIn
terv
iew
sC
lass
roo
m O
bse
rvat
ion
s
Bonanza Elementary School Klamath County School District Page 23 of 46
Action Items Priority and Focus Schools in Oregon engage in the following interventions: Level 3 Schools
Intensive Direct Intervention
Regional Network Coordinator Leadership Coach Annual Self-Assessment (Indistar) School Appraisal Visit & Report (year 1)
Prescribed interventions – SAT All five Key Areas of Effectiveness (Priority
schools) Key Areas with identified need (Focus
schools) Embeds prescribed interventions - CAP
District Support School Support Teams
Level 2 Schools
Directed Use of Resources Regional Network Coordinator Leadership Coach Annual Self-Assessment (Indistar) School Appraisal Visit & Report (year 1)
Directed use of funds - CAP Some autonomy around the implementation
of interventions focusing on Key Areas of need
District Support School Support Teams
Level 1 Schools
Coaching & Support Self-Assessment & CAP Leadership Coach/Network Support
Oregon Education Investment Board (OEIB) and the Oregon Department of Education priorities include:
Alignment to District Achievement Compacts and the Oregon State 40-40-20 Goal Statewide Literacy Programs Oregon Framework for Teacher and Administrator Evaluation and Support Systems Meaningfully engaging with parents, stakeholders and the larger community to help
make Oregon schools the best in the country. Principles of the Oregon ESEA Flexibility Waiver Effective schools and districts perform well in each of Five Key Areas, which closely align to the U.S. Department of Education (USED’s) seven turnaround principles outlined in the waiver application documents. Oregon’s definitions of the Five Key Areas, along with their corresponding turnaround principles, are included in Appendix D. Stakeholders in Oregon considered it important that turnaround principle V (five) – using data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data
Bonanza Elementary School Klamath County School District Page 24 of 46
– be woven throughout all of the Five Key Areas. Therefore, this turnaround principle is not listed separately. Remember that, as a Title IA funded school, your school must adhere to the federal requirements of ESEA Title IA. Additionally, as a Priority School, Bonanza Elementary School is required to implement reform efforts across all Five Key Areas of Effectiveness. Priority schools must deliberately and effectively address all of the federal turnaround principles. Two of these principles are embedded throughout the Five Key Areas of Effectiveness—use of data for decision-making and extended learning time. An approved plan will include all of the Five Key Areas and will identify efforts toward data-driven decision-making and extended learning time for all students. As indicated by the graphs included above, Bonanza Elementary School should focus initial school improvement efforts as described below. Primary emphasis of resources, including available funds and staff time, should be focused on these areas. If additional resources are identified by staff, they should be used to broaden the efforts within the school. Prescribed Interventions for Bonanza Elementary School The data obtained through a combination of sources as described earlier in this report, combined with research on essential elements of school improvement, result in the following interventions. ODE expects to see work toward the completion and/or implementation of these activities in the May 2013 CAP submission. Moving forward into the 2013-14 school year, your efforts to continue these activities shall be reported through intermittent updates to the school CAP and supported by your district representative, Regional Network Coordinator, Leadership Coach and School Support Team. Interventions:
1) Choose one of the following tools/resources to be selected in coordination with the district and Leadership Coach. These resources will be collaboratively studied and applied to functions associated with the school through improvement efforts:
a) School Leadership: Turnaround Leader Action Plans at: http://www.centerii.org/survey/downloads/Turnaround%20Actions%20and%20Results%203%2024%2008%20with%20covers.pdf
-or-
b) School Leadership: Turning Around Chronically Low Performing Schools (IES Practice Guide including a checklist for implementation) at: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/Turnaround_pg_04181.pdf
2) Active collaborative involvement with district efforts associated with the Oregon
Teacher and Administrator Evaluation and Support Systems. This will be particularly important in terms of regular use of an instructional observation tool, aligned to Oregon teaching standards, for both teacher evaluation purposes, as well as for use with identifying trend data used in determining professional development needs.
Bonanza Elementary School Klamath County School District Page 25 of 46
3) Active engagement and planning associated with implementation of the Common Core State Standards.
4) Extended learning time is required for all Priority Schools. Budget for and do a baseline analysis of the school’s usage of learning time. Data compiled will be used to make adjustments as needed. A web based School Time Analysis Tool for doing a baseline data collection is located on the National Center on Time and Learning site found at: http://www.timeandlearning.org.
An additional resource on this site that can assist in providing extended learning time as required for Priority Schools is: Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools.
5) Klamath County School District is an Oregon Response to Intervention (RTI) cadre 7
district. Many of the areas of need identified at Bonanza Elementary will be further addressed by continued efforts at building a more robust and comprehensive system for instruction and intervention as should be the case in a fully-functioning RTI system. As such, the following steps and tasks are prescribed to support Bonanza in these efforts:
a) Using a team approach, with support from the district and your Leadership Coach, conduct an in-depth self-evaluation of current structures related to systems of instructional delivery and intervention through use of the RTI Implementation Blueprint (school level) available at: http://www.nasdse.org/Portals/0/SCHOOL.pdf.
b) Professional development in the coming year should be aimed at bolstering core instruction in literacy and/or math, learning how to deliver selected interventions with integrity and aligning the core curriculum materials to the Common Core State Standards.
6) Using a leadership team approach, complete the Professional Learning Community
(PLC) Implementation Rubric to more deeply gauge school-level practices associated with processes for professional collaboration. The rubric is available at: http://plc.sdcoe.net/.
7) A school leadership team will be organized to engage with and complete the
Leadership for Equity and Assessment Development (LEAD Tool). The information to begin this process is located at: http://leadtool.educationnorthwest.org/user. Additional support may be obtained by contacting Rob Larson at: [email protected]. Participation with the LEAD Tool process will provide the school leadership team with information that guides school improvement efforts with particular emphasis on:
Engaging in self-reflection and growth for equity Developing organizational leadership for equity Constructing and enacting an equity vision
Bonanza Elementary School Klamath County School District Page 26 of 46
Supervising for improvement of equitable teaching and learning Fostering an equitable school culture Collaborating with families and communities Influencing the sociopolitical context Allocating resources Hiring and placing personnel Modeling ethical and equitable behavior.
Thank you again for your time and effort in improving Oregon’s schools. The school appraisal report is to be used as additional guidance for your schools throughout the school improvement process.
Bonanza Elementary School Klamath County School District Page 27 of 46
Appendix A 2011-12 School Report Card
Bonanza Elementary School Klamath County School District Page 29 of 46
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Bonanza Elementary School Klamath County School District Page 31 of 46
Appendix B 2011-12 Final Annual Measurable Objective (AMO) Report (Public)
Bonanza Elementary School Klamath County School District Page 32 of 46
2011-12 Final AMO Report (Public)(As of 9/13/2012)
District: Klamath County SDSchool: Bonanza Elementary School
The Purpose of the Report
Under the ESEA Flexibility waiver that was recently approved, Oregon will be usingan interim accountability system for the 2011-12 school year.This system will allowthe state to focus its interventions on schools identified as focus and priorityschools based on the prototype of the new accountability system, while still usingthe Oregon Report card to provide parents, public, educators and policymakerswith differentiated performance ratings and information for all schools andsubgroups.
The purpose of this report is to provide districts with an opportunity to view key dataelements that will feed into this rating system so they can make any necessarycorrections.
Page 1
Bonanza Elementary School Klamath County School District Page 33 of 46
2011-12 Final AMO Report (Public)Reading Knowledge and Skills Details
District: Klamath County SDSchool: Bonanza Elementary School
Multi-Racial/Multi-EthnicWhite (not of Hispanic origin)American Indian/Alaskan NativeHispanic originBlack (not of Hispanic origin)Asian/Pacific IslanderStudents with DisabilitiesLimited English ProficientEconomically DisadvantagedAll Students
Participation
5867
2500
181686
12310-11
4817
2700
131890
119
Participation11-12
0000000000
10-11
0000000000
Non-participation11-12
9167145200
3134
176242
DenominatorParticipation
100100100100
----
100100100100
RateParticipation
The participation target may be met using either a two-year or the current year participation rate.
Participation Target: 95%
Multi-Racial/Multi-EthnicWhite (not of Hispanic origin)American Indian/Alaskan NativeHispanic originBlack (not of Hispanic origin)Asian/Pacific IslanderStudents with DisabilitiesLimited English ProficientEconomically DisadvantagedAll Students
Academic Status
*867
24**181585
122# Tests
*695
13**
96
5690
2010-2011
# Met
*777
27**131787
115# Tests
*583
18**
6116181
# MetStandards
10-11
*462
11**
44
4461
2011-2012
# MetStandards
11-12
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
best statusdata for
Year(s) of
*70.5550.0047.06
----
41.9431.2558.1463.71
Status% Met
*11.83
*21.14
----
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of ErrorMargin
*82.38
*68.20
****
69.6573.52
StatusAdjusted
ELA Target: 70%
Multi-Racial/Multi-Ethnic
White (not of Hispanic origin)
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Hispanic origin
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Economically Disadvantaged
All Students
Academic Growth
*80.2371.4354.17
----
50.0040.0065.8873.77
% Met10-11 Standards
2010-2011
*75.3242.8666.67
----
46.1564.7170.1170.43
% Met10-11 Standards
*59.7428.5740.74
----
30.7723.5350.5753.04
2011-2012
% Met11-12 Standards
*-4.91
-28.5712.50
----
-3.8524.714.23
-3.34% Met
Change in
*1.98
*4.58
****
3.412.62
TargetGrowth
* Suppressed due to insufficient data Page 2Academic growth is calculated using the percentage of students in 2010-11 and 2011-12 meeting 2010-11 Reading achievement standards.
Bonanza Elementary School Klamath County School District Page 34 of 46
2011-12 Final AMO Report (Public)Mathematics Knowledge and Skills Details
District: Klamath County SDSchool: Bonanza Elementary School
Multi-Racial/Multi-EthnicWhite (not of Hispanic origin)American Indian/Alaskan NativeHispanic originBlack (not of Hispanic origin)Asian/Pacific IslanderStudents with DisabilitiesLimited English ProficientEconomically DisadvantagedAll Students
Participation
5867
2500
181686
12310-11
4817
2700
131890
119
Participation11-12
0000000000
10-11
0000000000
Non-participation11-12
9167145200
3134
176242
DenominatorParticipation
100100100100
----
100100100100
RateParticipation
The participation target may be met using either a two-year or the current year participation rate.
Participation Target: 95%
Multi-Racial/Multi-EthnicWhite (not of Hispanic origin)American Indian/Alaskan NativeHispanic originBlack (not of Hispanic origin)Asian/Pacific IslanderStudents with DisabilitiesLimited English ProficientEconomically DisadvantagedAll Students
Academic Status
*867
24**
181585
122# Tests
*3826
**
61
2847
2010-2011
# Met
*777
27**
131787
115# Tests
*3027
**
12
2939
2011-2012
# Met
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
2010-2012
best statusdata for
Year(s) of
*41.7228.5725.49
----
22.589.38
33.1436.29
Status% Met
*11.83
*21.14
----
**
11.519.81
of ErrorMargin
*53.55
*46.63
****
44.6546.10
StatusAdjusted
Math Target: 70%
Multi-Racial/Multi-Ethnic
White (not of Hispanic origin)
American Indian/Alaskan Native
Hispanic origin
Black (not of Hispanic origin)
Asian/Pacific Islander
Students with Disabilities
Limited English Proficient
Economically Disadvantaged
All Students
Academic Growth
*44.1928.5725.00
----
33.336.67
32.9438.52
% Met2010-2011
*38.9628.5725.93
----
7.6911.7633.3333.91
% Met2011-2012
*-5.230.000.93
----
-25.645.100.39
-4.61% Met
Change in
*5.58
*7.50
****
6.716.15
TargetGrowth
* Suppressed due to insufficient data Page 3Academic growth is calculated using the percentage of students in 2010-11 and 2011-12 meeting current Math achievement standards.
Bonanza Elementary School Klamath County School District Page 35 of 46
2011-12 Final AMO Report (Public)Attendance
District: Klamath County SDSchool: Bonanza Elementary School
Multi-Racial/Multi-EthnicWhite (not of Hispanic origin)American Indian/Alaskan NativeHispanic originBlack (not of Hispanic origin)Asian/Pacific IslanderStudents with DisabilitiesLimited English ProficientEconomically DisadvantagedAll Students
Attendance
8132
940----
2235
140189
Enroll
89.493.085.794.0
----
91.693.992.392.7
2010-2011
% Attend.
*117
942----
2224
136172
Enroll
*93.387.693.7
----
92.194.192.693.0
2011-2012
% Attend.
90.193.186.793.8
----
91.994.092.492.8
AttendanceCombined
Attendance Target: 92.0%
Combined Attendance is based on attendance rates (Grades 1 - 12) calculated from Third Period Cumulative ADM and weighted byenrollment counts (Grades 1 - 12) submitted from Spring Membership for each year. Attendance target may be met using either a two-year or the current year attendance rate.
* Suppressed due to insufficient data Page 4InstID 467
Bonanza Elementary School Klamath County School District Page 36 of 46
Appendix C
Crosswalk of Guiding Questions and Data Sources
Bonanza Elementary School Klamath County School District Page 37 of 46
OR
EGO
N S
CH
OO
L A
PP
RA
ISA
L P
RO
JEC
T
CR
OSS
WA
LK O
F G
UID
ING
QU
ESTI
ON
S A
ND
DA
TA S
OU
RC
ES
G
uid
ing
Qu
esti
on
s To
pic
s O
bse
rvat
ion
s In
terv
iew
s Te
ach
er
Surv
eys
P
are
nt
Surv
eys
D
oc
Re
vie
w
Edu
cato
r Ef
fect
iven
ess
1.
To w
hat
ext
ent
and
in w
hat
w
ays
do
es
the
sch
oo
l su
pp
ort
th
e p
rofe
ssio
nal
dev
elo
pm
ent
of
its
teac
her
s in
a w
ay t
hat
is
alig
ned
wit
h t
eac
her
nee
ds?
A
lign
men
t w
ith
tea
cher
nee
ds
Q
ual
ity
of
pro
fess
ion
al
dev
elo
pm
ent
P
rofe
ssio
nal
co
llab
ora
tio
n
T
each
er e
valu
atio
n t
o s
up
po
rt
pro
fess
ion
al d
evel
op
men
t
√
√
√
Teac
hin
g an
d L
earn
ing
2.
To w
hat
ext
ent
and
in w
hat
w
ays
do
es
the
sch
oo
l ar
ticu
late
an
d im
ple
men
t cl
ear
lear
nin
g o
bje
ctiv
es t
hat
are
al
ign
ed w
ith
sta
te s
tan
dar
ds?
A
lign
men
t w
ith
sta
te s
tan
dar
ds
C
lari
ty o
f le
arn
ing
ob
ject
ives
A
lign
men
t ac
ross
gra
de
leve
ls
and
wit
hin
su
bje
cts
√
√
√
3.
To w
hat
ext
ent
and
in w
hat
w
ays
do
te
ach
ers
and
ad
min
istr
ato
rs u
se s
tud
ent
dat
a to
pla
n in
stru
ctio
n a
nd
to
in
stru
ct s
tud
ents
wit
h
dif
fere
nt
acad
em
ic s
tren
gth
s an
d n
eed
s?
T
ype
s o
f d
ata
P
rofe
ssio
nal
dis
cuss
ion
an
d
dec
isio
ns
mad
e b
ased
on
st
ud
ent
dat
a
In
flu
ence
of
dat
a o
n in
stru
ctio
n
In
stru
ctio
n t
hat
is d
iffe
ren
tiat
ed
to m
eet
stu
den
t n
eed
s
√
√
√
Bonanza Elementary School Klamath County School District Page 38 of 46
Gu
idin
g Q
ues
tio
ns
Top
ics
Ob
serv
atio
ns
Inte
rvie
ws
Teac
he
r Su
rve
ys
Par
en
t Su
rve
ys
Do
c R
evi
ew
4.
Do
te
ach
ers
hav
e th
e re
sou
rce
s (b
oth
mat
eri
al a
nd
st
ruct
ura
l) t
hey
nee
d t
o p
lan
an
d d
eliv
er e
ffec
tive
less
on
s?
V
arie
d a
nd
hig
h q
ual
ity
inst
ruct
ion
al m
ater
ials
A
pp
rop
riat
e te
chn
olo
gy t
o
faci
litat
e te
ach
ing
and
lear
nin
g
E
ffec
tive
use
of
mat
eria
ls a
nd
te
chn
olo
gy
√
√
√
5.
Ho
w w
ell d
o t
eac
her
s su
pp
ort
st
ud
ent
lear
nin
g in
th
e cl
assr
oo
m?
E
mo
tio
nal
Su
pp
ort
O
rgan
izat
ion
al s
up
po
rt
In
stru
ctio
nal
su
pp
ort
√
6.
To w
hat
ext
ent
and
in w
hat
w
ays
do
es
the
sch
oo
l pro
vid
e ef
fect
ive
acad
em
ic
inte
rven
tio
ns
for
stu
den
ts in
n
eed
?
T
ype
s o
f ac
adem
ic in
terv
enti
on
s
S
ub
gro
up
s ta
rget
ed f
or
inte
rven
tio
ns
S
yste
mat
ic a
pp
roac
h t
o a
sses
s th
e ef
fect
iven
ess
of
inte
rven
tio
ns
√
√
√
Tech
nic
al a
nd
Ad
apti
ve L
ead
ersh
ip
7.
To w
hat
ext
ent
and
in w
hat
w
ays
do
es
sch
oo
l lea
der
ship
ar
ticu
late
an
d m
ake
acti
on
able
sc
ho
ol o
bje
ctiv
es r
elat
ed
to
in
stru
ctio
n a
nd
lear
nin
g?
E
ffec
tive
co
mm
un
icat
ion
C
on
sist
ency
in m
essa
ges
P
rovi
sio
n o
f ti
me
and
res
ou
rces
fo
r te
ach
ers
to d
iscu
ss a
nd
pla
n
toge
ther
aro
un
d in
stru
ctio
n a
nd
le
arn
ing
√
√
8.
Wh
at s
tru
ctu
res
and
ap
pro
ach
es
has
th
e ad
min
istr
atio
n e
stab
lish
ed
and
su
pp
ort
ed
to
imp
rove
te
ach
ing
and
lear
nin
g?
L
ead
ersh
ip t
eam
s
O
pen
an
d c
olla
bo
rati
ve
envi
ron
men
t
√
√
√
Bonanza Elementary School Klamath County School District Page 39 of 46
Gu
idin
g Q
ues
tio
ns
Top
ics
Ob
serv
atio
ns
Inte
rvie
ws
Teac
he
r Su
rve
ys
Par
en
t Su
rve
ys
Do
c R
evi
ew
9.
To w
hat
ext
ent
do
es
the
sch
oo
l lea
der
ship
te
am a
sse
ss
inst
ruct
ion
an
d le
arn
ing
and
p
lan
eff
ecti
ve a
pp
roac
hes
an
d
mo
dif
icat
ion
s to
ad
dre
ss
nee
ds
and
bu
ild o
n s
tren
gth
s?
In
stru
ctio
nal
lead
ersh
ip
T
rack
ing
and
use
of
dat
a to
co
mm
un
icat
e an
d m
ake
dec
isio
ns
T
each
er e
valu
atio
ns
that
are
u
sed
to
su
pp
ort
pro
fess
ion
al
lear
nin
g
√
√
√
Dis
tric
t an
d S
cho
ol S
tru
ctu
res
and
Cu
ltu
re
10
. To
wh
at e
xten
t d
oe
s th
e sc
ho
ol h
ave
a cl
imat
e a
nd
th
e co
nd
itio
ns
that
en
cou
rage
te
ach
ers
and
stu
den
ts t
o d
o
thei
r b
est?
S
har
ed
dec
isio
n m
akin
g
R
esp
ect
ful c
limat
e
A
cad
emic
exp
ecta
tio
ns
S
tud
ent
enga
gem
ent
S
cho
ol s
afet
y
√ √
√ √
11
. Has
th
e sc
ho
ol d
evel
op
ed,
def
ined
, pro
mo
ted
, an
d
imp
lem
ente
d a
fai
r an
d
con
sist
en
t b
ehav
ior
man
agem
ent
po
licy
that
en
cou
rage
s p
osi
tive
b
ehav
ior?
B
ehav
ior
po
licy
C
on
sist
ency
in im
ple
men
tin
g b
ehav
ior
po
licy
√
√ √
√
Bonanza Elementary School Klamath County School District Page 40 of 46
Gu
idin
g Q
ues
tio
ns
Top
ics
Ob
serv
atio
ns
Inte
rvie
ws
Teac
he
r Su
rve
ys
Par
en
t Su
rve
ys
Do
c R
evi
ew
Fam
ily In
volv
emen
t
12
. Wh
at s
trat
egi
es a
nd
ap
pro
ach
es
do
es
the
sch
oo
l u
se t
o c
om
mu
nic
ate
wit
h
fam
ilies
an
d e
nga
ge f
amili
es
in t
hei
r ch
ild’s
ed
uca
tio
n?
C
om
mu
nic
atio
n a
pp
roac
hes
w
ith
fam
ilies
O
pp
ort
un
itie
s fo
r fa
mili
es t
o b
e at
th
e sc
ho
ol f
or
pu
rpo
ses
of
lear
nin
g, c
om
mu
nic
atin
g w
ith
th
e sc
ho
ol s
taff
, an
d s
oci
aliz
ing
O
pp
ort
un
itie
s fo
r p
aren
t in
volv
emen
t in
sch
oo
l go
vern
ance
√
√ √
√
Bonanza Elementary School Klamath County School District Page 41 of 46
Appendix D Five Key Areas of Effectiveness
and Federal Turnaround Principles
Bonanza Elementary School Klamath County School District Page 42 of 46
ESEA Flexibility
Five Key Areas of Effectiveness
Effective schools and districts perform well in each of five key areas, which closely align to the USED seven turnaround principles. Oregon’s definitions of the five key areas, and
corresponding turnaround principles, are provided below. Oregon educators consider it important that turnaround principle five (v) – using data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data – be woven throughout all of the five key areas. Therefore, this turnaround principle is not listed separately.
1. Technical and Adaptive Leadership
Effective leaders have the technical skills needed to guide, direct, and motivate educators toward high student achievement -- using data to inform and drive improvement. Afforded the proper authority to make necessary decisions, they adapt their approach depending on context and build a collaborative and supportive environment that empowers others to broaden their skills and become more effective. High expectations are set, while productive and respectful relationships are built and maintained within the organization and with stakeholders. These leaders promote and engage in necessary mentoring, supporting other educators with continuous and constructive feedback, with the goal of creating a professional learning community that provides adequate time for improvement and implementation of changes to occur.
Turnaround principle (i) – providing strong leadership by: 1) reviewing the performance of the current principal; 2) either replacing the principal if such a change is necessary to ensure strong and effective leadership, or demonstrating to the state education agency (SEA) that the current principal has a track record in improving achievement and the ability to lead the turnaround effort; and 3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget.
2. Educator Effectiveness
Effective educators exhibit five interconnected qualities. First, in their interactions with students, effective educators inspire students to become lifelong learners. They are culturally competent and create a caring environment where connections to family and community are evident. Next, it is imperative that educators manage the classroom in such a way as to prepare the learning environment and curriculum so students feel safe and respected, and are engaged and motivated to achieve. Third, with regard to style of instruction, effective educators have extensive knowledge of the content. They deliver that content through teaching methods that approach the curriculum with fidelity and make connections to other content areas. The content is enhanced with aspects of critical thinking and problem-solving that challenges students to reach beyond their personal expectations. Fourth, effective educators use multiple assessment measures reflecting student achievement of intended outcomes to evaluate the effectiveness of
Bonanza Elementary School Klamath County School District Page 43 of 46
instruction and make appropriate adjustments. Last, effective educators focus on continuous improvement of practice. They reflect and collaborate with the leadership and with peers on strengths and weaknesses and use these data to make improvements as a result.
Turnaround principle (ii) – ensuring that teachers are effective and able to improve instruction by: 1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; 2) preventing ineffective teachers from transferring to these schools; and 3) providing job-imbedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs.
3. Teaching and Learning
Effective teaching and learning is an interdependent compact between students, teachers, and academic content. Teachers guide and support students as they learn and apply content that is rigorous, relevant, aligned to standards, and differentiated to meet the needs of diverse learners as data are gathered and analyzed. Multiple assessment measures provide needed data in support of learning. The content includes the concepts, reasoning processes, skills, and procedures that students are expected to learn and apply. A high quality instructional program is one that cohesively spans pre-kindergarten through transition to college, is aligned to college and career ready standards, contains developmentally appropriate rigor, and consists of evidence-based elements.
Turnaround principle (iv) – strengthening the school’s instructional program based on
student needs and ensuring that the instructional program is research-based, rigorous, and aligned with state academic content standards.
4. District and School Structure and Culture
For district and school structure and culture to be effective, a sustainable plan for school access and student opportunity is needed. Long-term goals for improvement are created. Periodic perception checks with students and staff, as well as the gathering of other data on overall school climate, are used to evaluate progress on goals and make adjustments as necessary. Scheduling is flexible and responsive to student’s needs with expanded learning
options throughout the year. The curriculum is academically rigorous, with high expectations of achievement for all. A respectful environment provides safety for those who work and learn there. When needed, student discipline is reinforced with support for positive behavior. Non-academic factors such as social, emotional, and health needs are addressed to the extent possible. Cultural awareness and an understanding of diversity among students, staff, and community is an integral part of the shared vision at both district and school levels.
Turnaround principle (iii) – redesigning the school day, week, or year to include additional time for student learning and teacher collaboration.
Bonanza Elementary School Klamath County School District Page 44 of 46
Turnaround principle (vi) – establishing a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs.
5. Family and Community Involvement
Successful family involvement efforts bring families and educators together in a collaborative relationship supporting student achievement. Engagement is linked to learning, addresses community and cultural differences, supports student-family-teacher communication and developing a system of sharing power and decision-making. In addition, successful family involvement efforts address equity by ensuring that the school community is accessible and engaging for all parents and students throughout the student’s
educational career. Districts ensure family engagement is infused in data collection, planning, and decision-making processes. Community partners working collaboratively with districts, schools, and families provide needed external supports that build relationships and capacities that enhance student academic achievement.
Turnaround principle (vii) – providing ongoing mechanisms for family and community engagement.
Bonanza Elementary School Klamath County School District Page 45 of 46
Turnaround Principles
as listed in the U.S. Department of Education Flexibility Waiver Guidance
I. Providing strong leadership by:
a) reviewing the performance of the current principal; b) either replacing the principal if such a change is necessary to ensure strong and
effective leadership, or demonstrating to the SEA that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and
c) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget;
II. Ensuring that teachers are effective and able to improve instruction by: a) reviewing the quality of all staff and retaining only those who are determined to
be effective and have the ability to be successful in the turnaround effort; b) preventing ineffective teachers from transferring to these schools; and c) providing job-embedded, ongoing professional development informed by the
teacher evaluation and support systems and tied to teacher and student needs; III. Redesigning the school day, week, or year to include additional time for student
learning and teacher collaboration; IV. Strengthening the school’s instructional program based on student needs and
ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards;
V. Using data to inform instruction and for continuous improvement, including providing time for collaboration on the use of data;
VI. Establishing a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs; and
VII. Providing ongoing mechanisms for family and community engagement.
Bonanza Elementary School Klamath County School District Page 46 of 46