School Ap praisa l Report T B choo Pr he Oreg onanz Klamat l Ap epared on Dep a Ele h Coun praisa Februar by artment for menta ty Sch l Re ry 2013 of Edu ry Sc ool Dis port ucation

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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


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


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


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.


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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


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


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


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.


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.


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0

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0

-0.4

0

-0.2

0

0.0

0

0.2

0

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0

0.6

0

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0

1.0

0

DSC

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DSC

1.2

DSC

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DSC

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DSC

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DSC

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Response Index

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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.


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EE 2

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EE 2

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Response Index

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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.


-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

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3.6

FC 3

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3.8

Response Index

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Co

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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.


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0

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0

0.0

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0

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0

0.6

0

0.8

0

1.0

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TL 4

.1TL

4.2

TL 4

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Response Index

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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).


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0

1.0

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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

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0

Response Index

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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


– 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.


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


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.



Appendix A 2011-12 School Report Card


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Appendix B 2011-12 Final Annual Measurable Objective (AMO) Report (Public)


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


2011-12 Final AMO Report (Public)Reading Knowledge and Skills Details


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

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181686

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4817

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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%


Academic Status

*867

24**181585

122# Tests

*695

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96

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# Met

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27**131787

115# Tests

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6116181

# MetStandards

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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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11.519.81

of ErrorMargin

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*68.20

****

69.6573.52

StatusAdjusted

ELA 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

*80.2371.4354.17

----

50.0040.0065.8873.77

% Met10-11 Standards

2010-2011

*75.3242.8666.67

----

46.1564.7170.1170.43


*59.7428.5740.74

----

30.7723.5350.5753.04

2011-2012


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-28.5712.50

----

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-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.


2011-12 Final AMO Report (Public)Mathematics Knowledge and Skills Details



Participation

5867

2500

181686

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4817

2700

131890

119

Participation11-12

0000000000

10-11

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Non-participation11-12

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176242

DenominatorParticipation

100100100100

----

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RateParticipation

The participation target may be met using either a two-year or the current year participation rate.

Participation Target: 95%


Academic Status

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**

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2010-2012

2010-2012

2010-2012

2010-2012

2010-2012

2010-2012

2010-2012

2010-2012

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Year(s) of

*41.7228.5725.49

----

22.589.38

33.1436.29

Status% Met

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*21.14

----

**

11.519.81

of ErrorMargin

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*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.


2011-12 Final AMO Report (Public)Attendance



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


Appendix C

Crosswalk of Guiding Questions and Data Sources


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men

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√

√

√

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

√

√

√


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

√

√

√


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

√

√ √

√


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

√

√ √

√


Appendix D Five Key Areas of Effectiveness

and Federal Turnaround Principles


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


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.


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.


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.


Documents

School Ap praisa l Report T B choo Pr he Oreg onanz Klamat l Ap epared on Dep a Ele h Coun praisa Februar by artment for menta ty Sch l Re ry 2013 of Edu ry Sc ool Dis port ucation