El Reno Public Schools Office of Accountability August 2010

Oklahoma School Performance Review

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El Reno Public Schools Office of Accountability August 2010

Education Oversight Board / Office of Accountability Susan Field, Chairman • Robert Buswell, Executive Director

August 2010

Fellow Oklahomans:

The Education Oversight Board and the Office of Accountability are pleased to present this school performance review for El Reno Public Schools (ERPS).

This review is intended to help ERPS contain costs, improve management strategies and operations, and increase student performance. To conduct this review the office contracted with WCL ENTERPRISES.

El Reno Public Schools has a number of commendable programs and enjoys support from district residents; however, it is faced with several challenges. The review contains recommendations to help ERPS meet those challenges and improve the efficiency of their operations. The review also highlights a number of “Commendable Practices” in programs, operations, and services provided by the administration, teachers, and staff.

We are grateful for the cooperation of ERPS Board of Education, administration, staff, parents, and community members. They are to be commended for their dedication toward improving educational opportunities for their community.

We are pleased to announce that this review is available in hardcopy through the Office of Accountability and on the office’s web site at www.SchoolReportCard.org.

For the Education Oversight Board, For the Office of Accountability,

Susan Field Robert Buswell

655 Research Parkway, Suite 301 Oklahoma City, OK 73104 (405) 225-9470 Fax (405) 225-9474 www.SchoolReportCard.org

Oklahoma School Performance Review

El Reno Public Schools August 2010

Education Oversight Board Office of Accountability Susan Field, Chairman Robert Buswell, Executive Director Patrick Gilmore, Vice-Chair Jeff Wallace, Assistant Director Dr. Sherry Labyer Jerry (Yu-Chao) Hsieh, Database Design Analyst Ami Shaffer Dr. Lonnie Melvin, School Improvement Coordinator Edward A. Petersen Daniel Craig, School Improvement Coordinator Reed Downey Millard House II Senator John Ford Representative Ann Coody

WCL ENTERPRISES Bill Lenhart, President and Project Director Debbie Smothermon, Project Manager Marvin Crawford – Chapter 1, Management & Communications Diana Leggett – Chapter 1 and 2, Personnel Mgt & Instruc Delivery Tracy Hoke – Chapter 3, Business Operations Chuck Yaple – Chapter 3, Business Operations Roy Sprague – Chapter 4, Facilities Use & Management Mark Hopkins – Chapter 4, Safety & Security Skip Baskerville – Chapter 5, Computers & Technology Stephen Loveless – Chapter 5, Transportation Kevin Ponce – Chapter 5, Child Nutrition Beth Wallace – Chapter 5, Child Nutrition

This publication was prepared by the Office of Accountability as authorized by Title 70 of the Oklahoma Statutes, Section 3-118 and 1210.5331. It was printed by the Oklahoma State Regents for Higher Education Central Services Department, as authorized by the Education Oversight Board. Fifty copies have been prepared at a cost of $3,398.00. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. August 2010.

El Reno Public Schools Table of Contents

Page

Executive Summary 1

Acknowledgements 1 El Reno Public Schools 1 Commendations 4 Recommendations and Projected Costs and Savings 7

Chapter 1: Management, Personnel, and Communications 1-1

A. Management and Planning 1-10 B. Personnel Management 1-15 C. Communications and Community Involvement 1-22

Chapter 2: Instructional Delivery 2-1

A. Instructional Delivery and Student Performance 2-3 B. Professional Development 2-24 C. Gifted and Talented Education 2-34 D. Special Education 2-39 E. Career and Technology Education 2-43 F. Guidance and Counseling 2-47 G. Federal Programs 2-52 H. Textbooks 2-56

Chapter 3: Business Operations 3-1

A. Financial Management 3-12 B. Purchasing 3-17 C. Payroll and Benefits 3-19

Chapter 4: Facilities Use and Management 4-1

A. Facilities Planning and Construction 4-2 B. Maintenance and Custodial Operations 4-11 C. Energy Management 4-25 D. Safety and Security 4-36 E. Crisis Management 4-50 F. Community Use of School Facilities 4-54

Chapter 5: Support Services 5-1

A. Child Nutrition 5-1 B. Computers and Technology 5-16

i Table of Contents El Reno Public Schools

C. Transportation 5-26

Appendices:

A. Professional Staff Survey Results A-1 B. Teacher Survey Results B-1 C. Support Staff Survey Results C-1 D. Student Survey Results D-1 E. Parent Survey Results E-1 F. Focus Group and Public Forum Comments F-1 G. Enrollment Projections G-1 H. Facilities Walk-through: Maintenance, Safety, and Security Needs H-1

ii EXECUTIVE SUMMARY

The Oklahoma School Performance Review (OSPR) Program was authorized by the Oklahoma Legislature during the 2001 session and amended during the 2005 session. The responsibility to conduct school performance reviews was assigned to the Office of Accountability, which is under the direction of the Oklahoma Education Oversight Board. The purpose of a performance review is to develop findings, commendations, and recommendations regarding (1) containing costs; (2) improving management strategies; and (3) promoting better education for Oklahoma children.

OSPR began the performance review of El Reno Public Schools (ERPS) in November 2009. The Office of Accountability contracted with WCL ENTERPRISES to assist with the review.

The WCL ENTERPRISES project team conducted either individual or small group interviews with district personnel, board of education members, parents, and business and community leaders. The team conducted focus group sessions with business leaders, community leaders, teachers, principals, and district support personnel. The team also reviewed operations by touring facilities, observing cafeteria operations, and riding school bus routes.

Parents, teachers, principals, support staff, and central office administrators also completed written surveys that were customized to the district. The completed surveys were tabulated and the results were used in this review. Survey results are contained in Appendices A-E.

Data were received and used from the Office of Accountability, State Department of Education, State Regents for Higher Education, and State Auditor and Inspector. OSPR selected peer districts for comparisons based on similarities in student enrollment and demographics. The districts selected for comparison to El Reno were Ada, Chickasha, Guymon, Miami, and Wagoner.

During this review, WCL ENTERPRISES developed 63 recommendations designed to improve operations. In some cases, these recommendations should result in a net savings to the district, in some cases a net cost, and in some cases should have no fiscal impact but should improve district effectiveness. A detailed list of costs and savings by recommendation appears in Exhibit 4.

ACKNOWLEDGMENTS

The Office of Accountability and WCL ENTERPRISES wish to express their appreciation to the Board of Education of El Reno Public Schools, its Superintendent Ranet Tippens, and the many district employees, students, parents, business leaders, and community residents who helped during this review.

EL RENO PUBLIC SCHOOLS

WCL ENTERPRISES 1 Executive Summary El Reno Public Schools

Canadian County, and the surrounding rural area. El Reno's proximity to Oklahoma City provides its residents the accessibility of a major metropolitan area while retaining the benefits of small town living.

El Reno is not only located in the county seat but includes within its school district boundaries a federal research station, a federal prison and their associated family population, as well as a Cheyenne/Arapaho tribal population and complex.

ERPS has a long and rich history dating to 1890. According to First 100 Years of El Reno Public Schools, by Carolyn Barker written in 1994, the east part of the City of El Reno was established shortly after the 1889 Oklahoma Territory land run. Grand Street was on the edge of the 98th meridian and was the west boundary of this land run. Three years later in 1892, more people came to El Reno as part of the land run. The first school in El Reno was a subscription school taught by Stuart N. Hopkins in 1890; however, the new citizens of El Reno felt the need for a public school and on December 31, 1890, the first public school board was selected for ERPS.

The first public school in El Reno began on January 19, 1891 and was held in the opera house known as Farnham Hall, located at the corner of Rock Island and Woodson Streets. This building consisted of board sides with a canvas roof and was designed to be used for almost any kind of gathering from dancing to church services. Most of the seats were empty beer kegs (El Reno was not a “dry town”) with planks laid across them to form benches. By October 1891, the school had 128 students and included an additional school room in the brick Baptist Church building at 313 South Rock Island. By the end of November 1891, there were 166 students enrolled.

ERPS now has over 2,460 in average daily student membership in grades EC through 12 being educated in 4 elementary (center) schools, a middle school, a junior high school, and a high school.

Exhibit 1 provides average daily membership (ADM), ethnicity, and eligibility for free or reduced price meals for ERPS and each of its schools for 2009.

2 WCL ENTERPRISES El Reno Public Schools Executive Summary

Exhibit 1 Student Enrollment and Socioeconomic Characteristics 2009

Campus Grade Average Caucasian Black Asian Hispanic Native Eligible Span Daily American For Membership Free or Reduced Price Meals Hillcrest Elementary PreK-K 342 61% 6% 1% 18% 13% 77.5% Lincoln Elementary 3-4 316 57% 8% 0% 18% 17% 83.0% Webster Elementary 5 161 61% 9% 1% 17% 11% 71.0% Rose Witcher 1-2 347 58% 9% 1% 17% 16% 81.8% Elementary Leslie F. Roblyer 6-7 327 72% 6% 1% 17% 14% 72.0% Middle School Etta Dale Jr High 8-9 386 57% 7% 1% 14% 22% 68.0% School El Reno High School 10-12 560 67% 6% 0% 11% 16% 56.0% ERPS Totals 2,460.2 61% 7% 1% 15% 16% 71.3% Source: Office of Accountability, Profiles Database

ERPS’s 2009 average property valuation per student of $23,886 is the third lowest among all peer districts and is less than the community group and state averages. ERPS has the third lowest percentage of Native American students among peers and is less than the community group and state averages. Exhibit 2 displays demographic information for ERPS, the peer districts, community group, and the state for 2009.

Exhibit 2 Demographics of ERPS, Peer Districts, and State 2009

Ethnic Group Average Assessed Eligible for Average Property Free or Daily Native Valuation Per Reduced Entity Membership Caucasian Black Asian Hispanic American Student Price Meals El Reno 2,460.2 61% 7% 1% 15% 16% $23,886 71.3% Ada 2,613.2 52% 4%1% 5% 38% $29,778 55.3% Chickasha 2,564.8 70% 12% 1% 7% 9% $25,862 63.0% Guymon 2,508.3 35% 2%1% 62% 1% $34,635 63.5% Miami 2,545.0 52% 1%3% 4% 40% $20,884 67.1% Wagoner 2,394.3 46% 9%1% 3% 41% $23,406 82.2% Community Group 2,791.4 53% 8% 1% 12% 26% $32,969 68.4% State 1,194.3 57% 11% 2% 10% 19% $38,875 56.3% Source: Office of Accountability, Profiles Database

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Executive Summary El Reno Public Schools

ERPS’s ADM decreased by 4 percent during the period from 2003 through 2009. This decrease was the second lowest among all peer districts and was less than the community group and state averages for this same period (Exhibit 3).

Exhibit 3 ERPS, Peer Districts, and State Student ADM Trends

Average Daily Membership Percentage Entity 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 Change El Reno 2,551.8 2,537.1 2,488.5 2,492.8 2,445.6 2,460.2 (4.0%) Ada 2,535.4 2,434.6 2,515.5 2,647.3 2,687.3 2,613.2 3.1% Chickasha 2,778.8 2,792.4 2,723.7 2,598.8 2,513.7 2,564.8 (7.7%) Guymon 2,296.2 2,308.1 2,336.3 2,370.7 2,465.3 2,508.3 9.2% Miami 2,421.1 2,480.1 2,509.9 2,555.1 2,539.6 2,545.0 5.1% Wagoner 2,384.3 2,394.2 2,459.8 2,401.3 2,427.3 2,394.3 0.4% Community Group 2,659.6 2,838.9 2,807.6 2,847.7 2,798.5 2,791.4 5.0% State 1,144.6 1,153.5 1,162.2 1,172.2 1,176.7 1,194.3 4.3% Source: Office of Accountability, Profiles Database

COMMENDATIONS

OSPR identified “exemplary” or “best practices” in El Reno Public Schools that led to 28 commendations. This report highlights the model programs, services, and operations of the district. OSPR recommends that other school districts throughout Oklahoma examine these exemplary programs and services to see if they could be adapted to meet local needs of other communities. The commendations are listed below and in each chapter.

Chapter 1: MANAGEMENT, PERSONNEL, AND COMMUNICATIONS

The working relationships and practices of the El Reno Public Schools superintendent and school board results in a positive image of the district to the community and area press.

The El Reno Public Schools superintendent is very active in current and future funding and budgeting decisions that benefits the district by allowing funding for needed programs even with funding recent local and state funding cuts for public school operations.

The district has job descriptions on file for all support positions that set clear expectations, avoid duplication of effort, and strengthen accountability.

ERPS has negotiated a teacher evaluation instrument that aligns to district improvement initiatives and promotes teacher growth and accountability for implementing desired instructional strategies to increase student performance.

The ERPS district has consistently been using a long-time established mentoring program of induction for both entry level teachers and experienced teachers who are new to the district for many years.

4 WCL ENTERPRISES El Reno Public Schools Executive Summary

By using a variety of methods, the superintendent maintains ongoing communication between schools, departments, and staff in ERPS. These methods serve to keep staff involved and informed of important events and happenings at the district and campus level.

By using a series of structured methods, the district and its schools communicate to parents and district residents about key issues affecting the district.

Through partnerships with community organizations, ERPS is able to provide recognitions and incentives to staff, increase community involvement, and enhance school programs.

Through a partnership with the El Reno Public Schools Foundation, ERPS is able to support new learning opportunities for students and teachers.

Chapter 2: INSTRUCTIONAL DELIVERY

ERPS has reconfigured schools to address learning issues, enhance the learning environment, and provide time for teachers to work together to improve curriculum and instruction.

ERPS aggressively seeks funding through grants to target school improvement and technology integration that results in additional resources for professional development and technology to support student achievement.

ERPS has implemented curriculum mapping at secondary schools grades 8-12 using the Curriculum Mapper software and continues to expand the initiative to elementary schools to provide a curriculum structure to increase student achievement at all levels.

Through a coordinated program for gifted and talented students that is based on a district plan and a defined scope and sequence of instruction, the district provides identified students with the learning experiences that develop their capabilities and talents.

ERPS uses professional development opportunities to provide special education teachers with the training necessary to meet NCLB “highly qualified” status. The district’s recruiting and hiring practices now ensure only teachers who meet this standard will be employed.

ERPS uses federal program funds at the secondary level to assist students in transition grades by addressing targeted needs to minimize failure.

Chapter 3: BUSINESS OPERATIONS

ERPS has maintained strong fiscal reserves and has a culture that expects the district to address anticipated shortfalls in an expeditious manner and is, therefore, better positioned to meet the fiscal challenges present in the current economy.

Chapter 4: FACILITIES USE AND MANAGEMENT

The ERPS community supported the passage of a $1,355,000 bond election for facility

WCL ENTERPRISES 5

Executive Summary El Reno Public Schools

improvements and equipment purchases to improve the quality of education for ERPS students.

The partnership of ERPS and the City of El Reno has resulted in a very cost effective approach for the construction of needed improvements at ERPS facilities. The City of El Reno provided sales tax revenues in the amount of $7,350,000 and facility improvements benefited both the community and students of ERPS.

By using students and staff, ERPS is able to conduct an annual painting program that addresses needs at each school creating a more positive image for the community, staff, and students.

The Maintenance Department uses a web-based, computerized work order software system to efficiently manage, plan, track, and document reported work orders for repairs needed in ERPS facilities.

ERPS is being very efficient with cleaning operations at schools resulting in significant cost savings while still obtaining favorable approval ratings for cleanliness.

ERPS implemented the central management of district custodial functions, which has resulted in a cost effective quality cleaning program that has unified cleaning standards, products, and inventory controls.

ERPS has implemented a weekly bulletin to improve communications with all custodial staff to provide friendly reminders for upcoming monthly inspections and scheduled weekly school and outside group events at district facilities.

ERPS initiated an energy management performance contract that has been effective in keeping the district’s energy costs below the national average.

By involving all district staff, establishing a series of regular procedures, utilizing federal safe schools grant funds, and enforcing district policies, ERPS provides a relatively safe and secure environment for students and staff.

ERPS utilizes the FSDirect module of the web-based software program, SchoolDude to schedule, manage, and invoice for all facilities usage which results in an efficient method to coordinate outside usage of facilities with other school programs and functions while tracking rental revenues and costs.

Chapter 5: SUPPORT SERVICES

ERPS utilizes spare parts to repair computers rather than purchasing new or refurbished units. Although the parts are harvested from broken computers, items such as a mouse, a keyboard, speakers or memory can be used in other systems. This saves the district time and money in repairing minor computer hardware problems.

ERPS’s Transportation Department uses various techniques to assure a high level of safety for its students while they are riding the bus.

6 WCL ENTERPRISES El Reno Public Schools Executive Summary

ESTIMATED FISCAL IMPACT OF RECOMMENDATIONS

OSPR’s recommendations would result in some savings that could be redirected into the classroom. The savings opportunities identified in this report are conservative and should be considered minimums.

Proposed investments of additional funds usually are related to increased efficiencies or savings, or improved productivity and effectiveness. All estimable savings and costs are listed in Exhibit 4.

RECOMMENDATIONS AND PROJECTED TOTAL SAVINGS

A detailed list of recommendations with costs and savings by recommendation appears in Exhibit 4 and in each chapter. Detailed implementation strategies and the estimates of fiscal impact follow each recommendation in this report. The implementation section associated with each recommendation highlights the actions necessary to achieve the proposed results. Many of the recommendations have no costs or savings attached, but are designed to formalize, improve, and streamline operations.

It must be understood that not all of the recommendations can be started at one time. The review team did not want to place priorities by indicating which should be implemented immediately and which ones implemented later. It will be up to the district to decide which ones to implement and the timelines for beginning implementation.

OSPR recommends that the ERPS Board of Education ask district administrators to review the recommendations, develop an implementation plan, and monitor its progress. OSPR staff is available to help implement proposals.

Exhibit 4 Summary of Costs and Savings by Recommendations

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings Chapter Management, 1 Personnel, and Communications 1 The ERPS Board of $0 $0 $0 $0 $0 $0 Education should execute a three-year contract with the superintendent. 2 ERPS should hold board $0 $0 $0 $0 $0 $0 workshops focusing on

WCL ENTERPRISES 7

Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings operations and educational achievement planning for students at least every six months in two to four hours increments. 3 ERPS should develop $0 $0 $0 $0 $0 $0 written personnel procedures to define hiring practices and ensure that all employment practices meet fair employment standards that result in hiring highly qualified staff for all positions. 4 Continue to improve, $0 $0 $0 $0 $0 $0 enhance, and refine the PET induction program to include updated information and structured follow-up to ensure continuous support for new teachers. Subtotal $0 $0 $0 $0 $0 $0 Chapter Instructional Delivery 2 1 In their continued ($3,200) ($1,200) ($1,200) ($1,200) ($1,200) ($8,000) striving to provide excellence, it would be beneficial for ERPS to continue to provide more follow-up learning activities to support principals as they complete leadership development training that includes opportunities for the principal team to discuss, reflect, and intentionally apply newly

8 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings learned skills to implement initiatives for improved student learning. 2 To continue with their $0 $0 $0 $0 $0 $0 focus on improvement, ERPS should continue to implement and expand a proven research-based vertical teaming approach at grades Pre-K to 8 to ensure consistency in learning and increase student performance that will be a program and a system that is long- standing. 3 Evaluate the district’s $0 $0 $0 $0 $0 $0 benchmark assessment process and refine as needed to ensure its effectiveness in increasing student performance at elementary and secondary levels. 4 Develop and expand the ($10,800) ($10,800) ($10,800) ($7,200) ($3,600) ($43,200) ERPS comprehensive professional development plan that provides a framework for integrating long-term, content-based programs with existing district initiatives to improve instructional delivery and increase student performance. 5 ERPS should design a ($21,900) ($36,400) ($28,200) ($13,700) $0 ($100,200) new program for developing teacher

WCL ENTERPRISES 9

Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings leaders at the campus or district level that prepares them for leadership roles in the 21st Century as mentors, coaches, and teacher trainers and should do so with the use of a written online survey for feedback and ideas from the teacher leaders. 6 Refine the enrichment $0 $0 $0 $0 $0 $0 curriculum and offerings for Pre-K to 5th grade students to provide a consistent enrichment curriculum approach with specified outcomes that enhance learning time as well as provide time for the special teachers to meet and align the curriculum. 7 The superintendent $0 $0 $0 $0 $0 $0 should have the Oklahoma State Regents for Higher Education Student Preparation Department work with principals and counselors to develop a plan for using the EPAS EXPLORE and PLAN data more comprehensively to support student career planning and to increase student achievement by using the data for curriculum planning. 8 A coordinator should be $0 $0 $0 $0 $0 $0 assigned to coordinate

10 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings and facilitate the ERPS counselor meetings each month to ensure consistency of meeting and support for counselors to collaborate and work on the development of a comprehensive guidance and counseling plan that will provide a consistent program of services. 9 Provide an annual on-site $0 $0 $0 $0 $0 $0 job relevant and specific pull-out training of professional development with a speaker for counselors during the annual professional development days as well as with a monthly meetings time with a coordinator who is not one of the counselors. 10 Provide a tutorial support $0 $0 $0 $0 $0 $0 program for Native American students that is coordinated and aligned to other remedial and support services to reduce fragmentation and duplication. 11 Revise the textbook ($5,000) ($5,000) ($5,000) $0 $0 ($15,000) selection process to address the articulation across grade levels and the needs of special education students ensuring that books purchased properly align and provide quality

WCL ENTERPRISES 11

Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings ancillary materials for modifications. Subtotal ($40,900) ($53,400) ($45,200) ($22,100) ($4,800) ($166,400) Chapter Business Operations 3 1 Develop and provide $0 $0 $0 $0 $0 $0 more detailed financial reports that include the net results of operations along with comparative totals to the previous school year. 2 Document existing ($270) ($270) ($270) ($270) ($270) ($1,350) accounting and payroll processes and ensure that all employees participate in regular training programs in addition to those required by statute. 3 Develop a fundraising $0 $0 $0 $0 $0 $0 approval summary report that the board of education approves on a semi-annual basis and monitor the financial results of fundraising activities. 4 Develop a process to $0 $0 $0 $0 $0 $0 ensure that all bids of the district are managed centrally. 5 Review all accounts $0 $0 $0 $0 $0 $0 payable vendors to ensure that individuals who are more appropriately classified as employees are classified as temporary workers by the district and compensated through

12 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings payroll. 6 Fully integrate the $21,242 $21,242 $21,242 $21,242 $21,242 $106,210 automated timekeeping and substitute calling system into the district’s accounting software system. 7 Enhance the current $0 $0 $0 $0 $0 $0 workers’ compensation training program with regular safety audits and on-site training of employees. 8 Formally establish a sick $0 $0 $0 $0 $0 $0 leave bank at the beginning of the school year and only allow employees who qualify for leave under the Family Medical Leave Act to apply for days. Subtotal $20,972 $20,972 $20,972 $20,972 $20,972 $104,860 Chapter Facilities Use and 4 Management 1 ERPS board of education $0 $0 $0 $0 $0 $0 should organize a formal committee consisting of several board members, district patrons, business leaders, and district staff to help develop a long- range facilities master plan. 2 On a project-by-project $0 $0 $0 $0 $0 $0 basis, ERPS should plan to budget and contract for a construction manager or architect as an owner’s representative. 3 The ERPS district staff $0 $0 $0 $0 $0 $0

WCL ENTERPRISES 13

Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings and any selected architect and bond committee should include the specific items and concerns noted by the review team and determine possible options to address these noted problems as a part of its long-range facilities master plan. 4 ERPS should consult $0 $0 $0 $0 $0 $0 with other districts as well as legal council to obtain modified versions of the standard AIA design services and construction contract documents and then change the standard general conditions and supplementary conditions to best meet district needs. 5 ERPS should use the full $0 $0 $0 $0 $0 $0 features and capabilities of their existing web- based software, SchoolDude MaintenanceDirect, to track district maintenance work orders, equipment inventory, labor and material costs, purchase orders, and preventive maintenance requirements. 6 The ERPS Maintenance $0 $0 $0 $0 $0 $0 Department should develop a long-range facilities maintenance

14 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings plan using the existing PMDirect module for the web-based SchoolDude software system currently purchased and installed. 7 ERPS Custodial staff $0 $0 $0 $0 $0 $0 and/or outside cleaning crew should implement an ongoing program to report to the Maintenance Department any wet or stained ceiling tiles and, once repairs have been completed, replace any water damaged tile on a regular basis to prevent indoor air quality problems that could affect students and staff. 8 ERPS should conduct $0 $0 $0 $0 $0 $0 regular in-house formal training for maintenance and custodial staff by bringing training materials and possibly trainers to the district. 9 ERPS should consider $0 $0 $0 $0 $0 $0 the installation of an energy management control system at each facility to include installation of new DDC controlled programmable thermostats, occupancy sensors, and hardware on HVAC equipment to provide zoned on/off control functions at existing campuses that are to be renovated as part of the long-range

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Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings facilities plan. 10 For energy accounting, ($2,950) ($2,325) ($2,325) ($2,325) ($2,325) ($12,250) ERPS should purchase the SchoolDude UtilityDirect Program Module as part of its existing web-based maintenance software system. 11 ERPS should revise their $0 $0 $0 $0 $0 $0 comprehensive energy management program and submit it for adoption by the board of education. 12 The superintendent $0 $0 $0 $0 $0 $0 should appoint one central administrator to ensure that district safety and security objectives are being met. 13 The superintendent $0 $0 $0 $0 $0 $0 should ensure that periodic safety and security inspections are performed at all campuses and support facilities. 14 Video surveillance $0 $0 $0 $0 $0 $0 warning signs should be installed around the perimeter of all district owned or operated facilities. 15 The director of $0 $0 $0 $0 $0 $0 Maintenance and Operations should develop and implement a plan to move all combustible material at least three feet away

16 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings from any ignition source. 16 The campus principals $0 $0 $0 $0 $0 $0 and director of Maintenance and Operations should ensure that all storage spaces for hazardous materials are kept secure at all times. 17 The superintendent, $0 $0 $0 $0 $0 $0 director of Maintenance and Operations, and campus principals should develop strategies and implement procedures that will mitigate the unsafe conditions at all ERPS campuses. 18 Develop and implement a $0 $0 $0 $0 $0 $0 comprehensive all- hazards emergency operations plan. 19 The superintendent $0 $0 $0 $0 $0 $0 should develop and implement strategies that will bring El Reno Public Schools into compliance with Homeland Security Presidential Directive-5. 20 ERPS should develop $0 $0 $0 $0 $0 $0 and implement procedures related to how students with special needs or disabilities shall be assisted during emergencies. 21 ERPS should revaluate $0 $0 $0 $0 $0 $0 its actual cost to operate buildings; develop a new rental fee schedule based upon such cost data; recommend revisions of WCL ENTERPRISES 17

Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings policy to the board of education for adoption; and comply with such adopted policy. 22 ERPS should develop a $0 $0 $0 $0 $0 $0 formal rental agreement with legal counsel to address the risks associated with the facility rental to outside groups and recommend revisions to the board policy for approval and adoption by the board of education. Subtotal ($2,950) ($2,325) ($2,325) ($2,325) ($2,325) ($12,250) Chapter Support Services 5 1 It would be beneficial for $0 $0 $0 $0 $0 $0 the Point-of-Sale system to be used in its fullest capacity for handling all meal and a la carte transactions. 2 Update the ERPS Board $0 $0 $0 $0 $0 $0 Polices for the Child Nutrition department so that they are current with federal regulations. 3 ERPS should follow $0 $0 $0 $0 $0 $0 federal policies regarding appropriate prices for adult meals. 4 The Child Nutrition $0 $0 $0 $0 $0 $0 director should be included in the decision- making process for items affecting child nutrition. 5 ERPS should follow their $0 $0 $0 $0 $0 $0 policy statement and

18 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings fully implement “offer versus serve,” which reduces food costs and waste. 6 ERPS should follow $0 $0 $0 $0 $0 $0 federal purchasing requirements and implement purchasing timelines for a more efficient operation of Child Nutrition services. 7 The Child Nutrition $59,764 $59,764 $59,764 $59,764 $59,764 $298,820 director should follow the Oklahoma State Department of Education’s School Food Service Compliance Document’s recommendation for meals per labor hour (MPLH). 8 ERPS food menus should $19,485 $19,485 $19,485 $19,485 $19,485 $97,425 be evaluated in advance to determine cost. 9 ERPS should centralize $0 $0 $0 $0 $0 $0 its servers to one location to better manage server content, performance and provide an efficient method of accessing servers. 10 The ERPS Technology $0 $0 $0 $0 $0 $0 Department staff should develop and test a comprehensive disaster recovery plan that outlines the steps to take to insure timely recovery of district critical data. 11 ERPS should develop $0 $0 $0 $0 $0 $0 and implement a software WCL ENTERPRISES 19

Executive Summary El Reno Public Schools

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings and hardware evaluation, approval, and acquisition plan that includes all parties involved in the assessment, purchase, implementation, and evaluation of the requested technology product. 12 ERPS should develop a $0 $0 $0 $0 $0 $0 comprehensive professional development plan for technology that coordinates the training opportunities for secondary teachers and provides comparable experiences for elementary and middle school teachers to ensure that all teachers have the necessary skills for integrating technology into classroom instruction. 13 ERPS should coordinate $0 $0 $0 $0 $0 $0 grant resources to support a comprehensive approach to technology integration by aligning professional development and hardware and software purchases to district goals for the instructional technology program. 14 Establish and implement $0 $0 $0 $0 $0 $0 a written program for specified maintenance at regular intervals for school buses,

20 WCL ENTERPRISES El Reno Public Schools Executive Summary

Estimated (Cost)/Savings Recommendation 2010-11 2011-12 2012-13 2013-14 2014-15 Total 5- Year (Costs) or Savings maintenance vehicles, tractors, and lawn maintenance equipment. 15 Implement a student bus $0 $0 $0 $0 $0 $0 rider training program for students pre-kindergarten through grade three or above. 16 The Transportation $0 $0 $0 $0 $0 $0 director should establish and implement a written policy and procedure for locating a child believed to be missing. 17 Have bus drivers turn $0 $0 $0 $0 $0 $0 their buses off while waiting extended periods of time for students to get on or off their bus (i.e. while at the schools or while at Central Grounds). 18 Monitor improvements $0 $0 $0 $0 $0 $0 made in the transportation of students for effectiveness in regard to student safety and organization. Subtotal $72,249 $72,249 $72,249 $72,249 $72,249 $396,245

Total recurring savings $100,491 $100,491 $100,491 $100,491 $100,491 $502,455 Total recurring costs ($44,120) ($55,995) ($47,795) ($24,695) ($7,395) ($180,000) Total net savings and $56,371 $44,496 $52,696 $75,796 $93,096 $322,455 costs

WCL ENTERPRISES 21

Chapter 1:

Management, Personnel, and Communications

Chapter 1

Management, Personnel, and Communications

This chapter addresses the management, personnel, and communications of the El Reno Public Schools (ERPS) in the following sections:

A. Management and Planning B. Personnel Management C. Communications and Community Involvement

The organization and management of a school district involves cooperation between elected members of the board of education and staff of the district. The board’s role is to set goals and objectives for the district in both instructional and operational areas, determine the policies by which the district will be governed, approve the plans to implement those policies, provide the funding sources necessary to carry out the plans, and evaluate the results of the plans.

Once the goals and objectives of the district are adopted by the board, it is the responsibility of the superintendent and staff to establish policies and procedures to achieve these end results. That achievement involves the hiring and retention of employees as well as ongoing communication with the community to ensure an understanding of those goals and the district’s efforts to accomplish them.

Background

El Reno Public Schools (ERPS) is located in central Oklahoma just 25 miles west of Oklahoma City along I-40 at the intersection of the ever popular Route 66 and the historical Chisholm Trail (Highway 81). ERPS covers 45 square miles and serves the City of El Reno, the county seat of Canadian County, and the surrounding rural area. El Reno's proximity to Oklahoma City provides its residents the accessibility of a major metropolitan area while retaining the benefits of small town living.

ERPS’ current superintendent has worked hard to implement and improve programs and finances while continuing to look at ways to help the district to grow and improve. She recently implemented centers in the elementary schools and has been very proactive legislatively with trying to improve school finance processes in the state of Oklahoma. The superintendent sought out the Office of Accountability’s School Performance Review as a way to continue her goals of improvement by utilizing the review as part of a strategic plan, looking at improvements made and recommendations for improvements from an outside source for continued growth of the district. The ERPS district appears to already be doing a lot of good things and the included recommendations could assist them in their pursuit to do an even better job with academics and overall school functioning.

According to the ERPS Comprehensive Local Education Plan for 2010 through 2015, ERPS’s mission statement, goals, and plans were developed by a broad base of educators, parents, students, and business representatives serving on the ERPS Community Advisory Committee, Building Leadership Teams, and Vertical and Horizon Academic Teams. The El Reno School

WCL ENTERPRISES 1-1 Management, Personnel and Communications El Reno Public Schools

Improvement Plan has set goals for student achievement improvement based on identified areas of student need. The plan consists of six components and is reviewed annually. The six components include:

• Mission/Goals

• Core Curriculum (PASS - Priority Academic Student Skills)

• Program Improvement based on test results

• Accreditation Standards

• Counselor Standards, and

• Waiver/Deregulation Requests

The district’s mission statement is:

Providing quality education for continuous learning and responsible living

ERPS has five district goals:

1. To promote effective communication between the district and its patrons. 2. To achieve excellence through a curriculum that meets the diverse needs of all students with Great Expectations as our model. 3. To expand technology resources that will guarantee that our students and community are prepared for an ever-changing society. 4. To provide safe and quality learning environments for all students and our community. 5. To provide effective and relevant professional development for our staff and our community.

ERPS also has five district curriculum goals:

1. To have all students read at their appropriate level. 2. To set high expectations and clear standards of performance for all personnel and students with Great Expectations as our model. 3. To expect high standards for student behavior. 4. To increase involvement of parents, patrons, businesses, and others in achieving the goals for El Reno Public Schools. 5. To have all students meet the PASS requirements so they will be ready for 21st century employment and/or post-secondary education.

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taught by Stuart N. Hopkins in 1890; however, the new citizens of El Reno felt the need for a public school and on December 31, 1890, the first public school board was selected for ERPS.

ERPS now has over 2,460 in average daily student membership in grades EC through 12 being educated in 4 elementary (center) schools, a middle school, a junior high school, and a high school.

Demographics

Exhibit 1-1 provides average daily membership (ADM), ethnicity, and eligibility for free or reduced price meals for ERPS and each of its schools for 2009.

Exhibit 1-1 Student Enrollment and Socioeconomic Characteristics 2008-2009

Eligible For Free or Average Reduced Grade Daily Native Price Campus Span Membership Caucasian Black Asian Hispanic American Meals Hillcrest Elementary PreK-K 342 61% 6% 1% 18% 13% 77.5% Lincoln Elementary 3-4 316 57% 8% 0% 18% 17% 83.0% Webster Elementary 5 161 61% 9% 1% 17% 11% 71.0% Rose Witcher Elementary 1-2 347 58% 9% 1% 17% 16%81.8% Leslie F. Roblyer Middle School 6-7 327 72% 6% 1% 17% 14%72.0% Etta Dale Jr High School 8-9 386 57% 7% 1% 14% 22%68.0% El Reno High School 10-12 560 67% 6% 0% 11% 16% 56.0% ERPS Totals 2,460.2 61% 7% 1% 15% 16% 71.3% Source: Office of Accountability, Profiles Database

Five Oklahoma school districts were selected to serve as peer districts for comparative purposes: Ada, Chickasha, Guymon, Miami and Wagoner. These five districts are called “peer districts”

WCL ENTERPRISES 1-3 Management, Personnel and Communications El Reno Public Schools

throughout this report. For further comparison, a community group average is also used throughout this chapter. ERPS falls into community group D2, which includes districts with average daily memberships (ADM) of 2,000 to 4,999 students. The “2” indicates that the percentage of ERPS students eligible for free and reduced price meals was above the state average. All peer districts are located in the county seat of their respective counties. Health and human service agencies are concentrated in the county seat for distribution purposes of county provided services and this typically correlates to an increased population of individuals qualifying for free and reduced lunch. El Reno is particularly unique in that it is not only located in the county seat but encompasses, a federal research station, a federal prison and their associated family population, as well as a Cheyenne/Arapaho tribal population and complex. El Reno does not receive any Impact Aid funding for the federal land which encompasses over 50% of the El Reno district area. This contributes greatly to the inequitable funding provided to the El Reno Public Schools.

ERPS’s 2009 average property valuation per student of $23,886 is the third lowest among all peer districts and is less than the community group and state averages. ERPS has the third lowest percentage of Native American students among peers and is less than the community group and state averages. Exhibit 1-2 displays demographic information for ERPS, the peer districts, community group, and the state for 2009.

Exhibit 1-2 Demographics of ERPS, Peer Districts, and State 2008-2009

Ethnic Group Average Assessed Eligible for Average Property Free or Daily Native Valuation Per Reduced Entity Membership Caucasian Black Asian Hispanic American Student Price Meals El Reno 2,460.2 61% 7% 1% 15% 16% $23,886 71.3% Ada 2,613.2 52% 4%1% 5% 38% $29,778 55.3% Chickasha 2,564.8 70% 12% 1% 7% 9% $25,862 63.0% Guymon 2,508.3 35% 2%1% 62% 1% $34,635 63.5% Miami 2,545.0 52% 1%3% 4% 40% $20,884 67.1% Wagoner 2,394.3 46% 9% 1% 3% 41% $23,406 82.2% Community Group 2,791.4 53% 8% 1% 12% 26% $32,969 68.4% State 1,194.3 57% 11% 2% 10% 19% $38,875 56.3% Source: Office of Accountability, Profiles Database

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Exhibit 1-3 ERPS, Peer Districts, and State Student ADM Trends

Among ethnic groups, ERPS experienced the biggest change in the Caucasian category, decreasing 12 percent for the period from 2003 through 2009 (Exhibit 1-4). During this same period, the average assessed property valuation per student increased by 49 percent and the students eligible for free or reduced meals increased by 8 percent.

Exhibit 1-4 Change in Demographics of ERPS

Ethnic Group Average Assessed Eligible for Average Property Free or School Daily Native Valuation Per Reduced Year Membership Caucasian Black Asian Hispanic American Student Price Meals 2008-09 2,460.2 61% 7%1% 15% 16% $23,886 71.3% 2007-08 2,445.6 62% 7%0% 14% 16% $23,613 67.8% 2006-07 2,492.8 64% 7%1% 13% 16% $19,651 70.1% 2005-06 2,488.5 64% 7%0% 13% 16% $18,559 65.2% 2004-05 2,537.1 65% 7%0% 11% 16% $16,779 64.8% 2003-04 2,551.8 69% 6%1% 10% 14% $16,026 66.1% Change (4%) (12%) 17% 0% 50% 14% 49% 8% Source: Office of Accountability, Profiles Database

School Board Governance

Oklahoma state education laws, as codified in the Oklahoma School Law Book (OSLB) and district policies, establish the powers and responsibilities of the district board of education and the superintendent. The OSLB contains 12 chapters subdivided by applicable topic into articles that are further subdivided by sections (Exhibit 1-5). Each section provides legal guidance for school district governance and operations.

WCL ENTERPRISES 1-5 Management, Personnel and Communications El Reno Public Schools

Exhibit 1-5 Oklahoma School Law Book Chapters, Articles, and Sections

Chapter No. - Title Articles Sections 1 - Oklahoma School Code I-XXIV 1-517 2 – Administration I-VII 518-521 3 – Bonds I-II 522-619 4 - Funds And Finance I-V 620-707 5 - Elections And Ethics I-II 708-727 6 – Personnel I-V 728-802 7 – Students I-III 803-841 8 – Instruction I-IX 842-919 9 - Facilities And Equipment I-VII 920-1005 10 - Career And Technology Education I 1006-1016 11 – Transportation I-III 1017-1027 12 - Safety And Security I-VII 1028-1062 Appendix A Appropriation Bills Relating to Education Appendix B Senate Bill No. 1114 Appendix C Amendments, Repeals, and New Sections Appendix D Table of Statutes Index Source: Oklahoma School Law Book, Oklahoma State Department of Education

OSLB Ch. 1, Art. V, Section 54 states, “Every school district shall be a body corporate and shall possess the usual powers of a corporation…” OSLB Ch. 1, Art. V, Section 55 states, “The governing board of each school district in Oklahoma is hereby designated and shall hereafter be known as the board of education of such district.”

Powers and duties of the board of education are contained in OSLB Ch. 1, Art. V, Section 68. These powers and duties cover all activities related to operating public school districts. Key powers and duties prescribed in OSLB include election of officers, establishing board policies, building and operating schools and related facilities, and contracting for an annual audit of all district funds and school activity funds.

OSLB Ch. 1, Art. V, Section 56 addresses the size and election of school boards in Oklahoma, and Section 77 provides a description of the required officers for school boards in Oklahoma. The ERPS board consists of five members elected by the citizens of ERPS, all serving five-year terms (Exhibit 1-6).

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Exhibit 1-6 ERPS Board Members June 2010

Term Board Member Board Position Expires Occupation Doug Von Tungeln President 2011 Farmer/Rancher Bob Lee Vice-President 2012 Oilfield Service Company Steven Jensen Member 2014 Farmer/Rancher Andy Wedman Member 2013 Maintenance Supervisor Dr. Dorrie Parrott Member 2015 Doctor of Veterinary Medicine Source: ERPS assistant to the superintendent, June 2010

Elections are held each year in February on a date set by the state. At the first regular, special, or emergency meeting after the annual school board election and certification of election of new members, the ERPS board organizes itself by electing officers. OSLB Ch. 1, Art. V, Sections 78, 79, and 80 list the duties of each officer of the board of education. The board must also elect a clerk, who may or may not be a member of the board. ERPS has elected the superintendent’s assistant as the board clerk.

OSLB Ch. 1, Art. I, Sections 57 and 58 provide the training requirements for Oklahoma school board members that ERPS board members follow. New school board members are required to complete 12 hours of instruction on education issues, including school finance; Oklahoma education laws and ethics; and duties and responsibilities of district board of education members within 15 months following election. Every member of a school district board of education elected to a full term of office of five years or more shall also be required to attend a minimum of 15 hours of continuing education. Authorized training may be taken in State Department of Education’s New School Board Member Workshops, State Board of Education approved workshops and seminars, or higher education institution workshops/seminars/classes.

In Oklahoma, school district planning requirements are included in OSLB Ch. 1, Art. III, Section 31 requires that each school district board of education prepare and adopt a six-year Comprehensive Local Education Plan (CLEP). At a minimum, the plan must contain:

• A school improvement plan; • An alternative education plan (submitted annually); • A reading sufficiency plan (submitted annually; and • A quality time analysis (submitted annually).

Instead of submitting the CLEP and any updates to the state, the state’s regional accreditation officers (RAO) randomly check with districts during the annual accreditation process to ensure that the plans and updates are being done properly.

Board of Education Meetings

The board meets on the second Monday of every month at 5:30 p.m. in the administrative offices. The meeting place and time may be changed by agreement of the majority of the board.

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Special meetings are held as needed, and board members receive their agendas and supporting information in advance of the meeting. The superintendent’s secretary handles board clerk duties and prepares the board minutes for final approval by the board.

Oklahoma statutes and ERPS board policy require all board meetings to be held in accordance with the Oklahoma Open Meeting Act (OOMA). The OOMA is included in Title 25 of Oklahoma Statutes Sections 301 through 314 (Exhibit 1-7). According to section 302 of OOMA, it is the public policy of the State of Oklahoma to encourage and facilitate an informed citizenry’s understanding of governmental processes and problems.

Exhibit 1-7 Oklahoma Open Meeting Act Sections

Section Section subject 301 Citation. 302 Public policy. 303 Times and places — Advance notice. 304 Definitions. 305 Recording of votes 306 Circumvention of act — Teleconferences accepted. 307 Executive sessions. 307.1 Teleconference Exceptions. 308 Meeting between Governor and majority of members of public body. 309 Legislature. 310 Legislative committee members attending executive sessions. 311 Public bodies — Notice. 312 Minutes of meetings — Recording of Proceedings. 313 Actions taken in willful violation of act. 314 Violations — Misdemeanor — Penalty. Source: Title 25, Oklahoma Statutes, as amended, Forty-Ninth Oklahoma Legislature First Regular Session, 2003

All public boards of education are required to adhere to the OOMA. Section 307 of OOMA provides for requirements regarding executive sessions of school boards and violations of which could lead to members facing criminal prosecution. Accordingly, executive sessions of the ERPS school board are convened only for specific purposes (Exhibit 1-8).

An executive session for the purpose of discussing the purchase or appraisal of real property is limited to ERPS board members, the ERPS attorney, and immediate ERPS staff. No landowner, real estate salesperson, broker, developer, or any other person who may profit directly or indirectly by a proposed transaction concerning real property under consideration may be present or participate in the executive session.

Executive sessions are noted on the ERPS agenda, which contain sufficient information for the public to ascertain that an executive session will be held, identifying the items of business and purposes of the executive session, and stating specifically the appropriately authorized reason for the executive session.

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All executive sessions are required to be authorized by a majority vote of a quorum of the members present, and the vote is recorded. Except for matters considered in executive session, which are required by state or federal law to be confidential, any vote or action on any item of business considered in an executive session is taken in the public portion of the board meeting with the vote of each member publicly cast and recorded.

Exhibit 1-8 Specific Purposes of School Board Executive Sessions In Accordance with Section 307 of The Oklahoma Open Meeting Act

Item Description 1 Discussing the employment, hiring, appointment, promotion, demotion, disciplining, or resignation of any individual salaried public officer or employee; 2 Discussing negotiations concerning employees and representatives of employee groups; 3 Discussing the purchase or appraisal of real property; 4 Confidential communications between a public body and its attorney concerning a pending investigation, claim, or action if the public body, with the advice of its attorney, determines that disclosure will seriously impair the ability of the public body to process the claim or conduct a pending investigation, litigation, or proceeding in the public interest; 5 Permitting district boards of education to hear evidence and discuss the expulsion or suspension of a student when requested by the student involved or the student’s parent, attorney, or legal guardian; 6 Discussing matters involving a specific handicapped child; 7 Discussing any matter where disclosure of information would violate confidentiality requirements of state or federal law; 8 Engaging in deliberations or rendering a final or intermediate decision in an individual proceeding pursuant to Article II of the Administrative Procedures Act; or 9 Discussing the following: a. the investigation of a plan or scheme to commit an act of terrorism, b. assessments of the vulnerability of government facilities or public improvements to an act of terrorism, c. plans for deterrence or prevention of or protection from an act of terrorism, d. plans for response or remediation after an act of terrorism, e. information technology of the public body but only if the discussion specifically identifies: (1) design or functional schematics that demonstrate the relationship or connections between devices or systems, (2) system configuration information, (3) security monitoring and response equipment placement and configuration, (4) specific location or placement of systems, components, or devices, (5) system identification numbers, names, or connecting circuits, (6) business continuity and disaster planning, or response plans, or (7) investigation information directly related to security penetrations or denial of services f. the investigation of an act of terrorism that has already been committed. Source: Title 25, Oklahoma Statutes, as amended, Forty-Ninth Oklahoma Legislature, First Regular Session, 2003

WCL ENTERPRISES 1-9 Management, Personnel and Communications El Reno Public Schools

A. MANAGEMENT AND PLANNING

Management

An effective central office organization structure is essential to the efficient and effective delivery of services throughout a school district. Efficient central office structures have the appropriate spans of control for district leadership with clearly defined lines of authority that are reflected in the district’s organization charts. Effective central office structures encourage communication at all levels.

The superintendent of a school district serves as the chief executive officer and is the administrative leader responsible for policy implementation and the day-to-day operation of the school district. The ERPS superintendent is Ranet Tippens. She has been the ERPS superintendent since July 2007. In July 2009, the ERPS board gave Superintendent Tippens a new contract covering the 2009-10 school year.

Exhibit 1-9 below shows the current organizational structure of ERPS. As is common with smaller school districts, the superintendent oversees all of the basic central office, campus and support services functions. Principals, reporting directly to the superintendent, also assist in overseeing some positions within the central office and director areas.

Exhibit 1-9 ERPS Organizational Chart December 2009

Source: ERPS superintendent, December, 2009

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An example revised organization chart is being proposed below from WCL ENTERPRISES as shown in Exhibit 1-10. The affected functions are shaded in grey and affected positions are italicized within these functions.

Exhibit 1-10 ERPS Organization December 2009

School Board

Superintendent

Administrative Assistant

Central Principals Directors Office

Personnel Support Athletics Coaches

Testing/Media Certified Child Nutrition Counselors Managers, Servers, Librarians Accountants

Finance Professional Learning Grants Committee Teams

Nurse Gifted Transportation

Federal Programs/ Chamber Indian Education Textbooks Tutors

Special Services Support Technology Secial Ed Teachers and assistants

Operations Custodians

Source: ERPS superintendent, December, 2009

WCL ENTERPRISES 1-11 Management, Personnel and Communications El Reno Public Schools

Principals have oversight responsibilities for positions within the central office and director areas as follows:

• Counselors and librarians under Testing/Media, • Special education teachers and assistants under Special Services, • Coaches under Athletics, • Child Nutrition staff, • Tutors under Indian Education, and • Custodians under Operations,

FINDING 1-1

The El Reno superintendent and school board have created a good working relationship and the element of trust between them. As a result, a positive image for ERPS has been created for the community and press.

All five El Reno Public School board members had consistent messages that indicated a good working relationship with the superintendent and central office staff. Best practices are encouraged by the board for school improvement and budgetary approvals include funds for out- of-district staff development and related needs. Community input is also a routine endeavor for the board.

The district receives considerable positive press. The superintendent works closely and openly with the local media and the board believes in transparency in all phases of operations.

The board has considerable tenure as has been the case for the past several years. The board leadership is quite capable due to working knowledge of the district’s affairs and the smooth working relationship with the superintendent.

Survey data collected from the school performance review from parents, teachers, and professional staff overwhelmingly indicated that school board and central district staff had done a good job in listening and being accessible. District professional staff and teachers felt that school board members knew and understood the educational needs of students in the district.

COMMENDATION

The working relationships and practices of the El Reno Public Schools superintendent and school board results in a positive image of the district to the community and area press.

FINDING 1-2

The ERPS superintendent has been working under a series of one-year renewable contracts since hired in July 2007. This practice provides little security from long-term decisions related to employee or board issues.

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Interviews and focus group meetings with board members, teachers, other district staff, parents, and community members indicated an overwhelming approval of current management practices with the exception of salary levels, which are related to budget constraints.

The prior ERPS superintendent had a three year contract. Discussions with the executive director of Cooperative Council for Oklahoma School Administration (CCOSA) indicated that all of Oklahoma's top schools, schools that seem to be the most successful in the state, provide extended contracts to their superintendents.

A longer term contract would allow the superintendent to make the harder, needed decisions on ERPS operational issues without fear of immediate removal if decisions are initially unpopular among the school board and constituents.

RECOMMENDATION

The El Reno Public Schools Board of Education should execute a three-year contract with the superintendent.

The school board should consider this recommendation immediately. Generally, under a multi- year contract, a school board would decide to extend or not extend the contract at least a year in advance of contract expiration.

FISCAL IMPACT

This recommendation can be implemented with existing resources.

FINDING 1-3

There are limited opportunities for new board members orientation upon election to the board and as discussed with board members, there is little involvement in the budgeting process other than approval. As a result, the school board may not be as effective as it could be in working with the superintendent in operations management and decision-making, especially in the area of student achievement needs.

ERPS board members do adhere to minimum state guidelines regarding training activities, most of which are general in nature concerning board member responsibilities and related activities.

Expansion of new board members’ orientation process would assist the school board in effectiveness in operational areas, especially student performance goals, while ongoing board member instruction will enhance board oversight related to the main purposes of the district: student educational achievement. The board would benefit from periodic retreats or workshops and governance held in a local setting. The superintendent states that these retreat options have been discussed with the current board and continue to be an option.

Many school districts provide these opportunities to board members through in-depth workshops at least bi-annually through two to four hour workshops in a relaxed setting, either at the district’s offices on a non-workday or even at an offsite location. This gives all board members,

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including newly elected ones, an opportunity to learn in-depth what the major programs of the district are designed to achieve.

RECOMMENDATION

El Reno Public Schools should hold board workshops focusing on operations and educational achievement planning for students at least every six months in two to four hours increments.

The superintendent should coordinate this activity with the school board for timing and content purposes. This opportunity should give new board members a chance to gain a basic understanding of the district’s operations and provide all board members an opportunity to be involved in planning for educational objectives for the district’s students.

FISCAL IMPACT

This recommendation can be implemented with existing resources.

Planning

In Oklahoma, school district planning requirements are included in OSLB. Ch. 1, Art. III, Section 31 requires that each school district board of education prepare and adopt a six-year Comprehensive Local Education Plan (CLEP). At a minimum, the plan must contain:

• A school improvement plan;

• An alternative education plan (submitted annually);

• A reading sufficiency plan (submitted annually); and

• A quality time analysis (submitted annually).

Instead of submitting the CLEP and any updates to the state, the state’s regional accreditation officers (RAO) check with districts during the annual accreditation process to ensure that the plans and updates are being done properly.

FINDING 1-4

The ERPS superintendent is very knowledgeable and involved in the budgeting process for all funding sources. As a result, especially with recent local and state funding cuts for operating purposes, needed educational programs can be maintained, implemented, and planned in advance.

The superintendent monitors budgets on a monthly or more frequent basis, and works closely with internal finance staff and OSDE on funding availability during current and future budget periods. This is important for ERPS, especially with the number of dependent districts (K-8) within its boundaries. The existence of the dependent districts provides limits on the ad valorem

1-14 WCL ENTERPRISES El Reno Public Schools Management, Personnel and Communications taxes coming to ERPS for those students that eventually go to the district’s schools in grades 9- 12. Two state legislators have said they would do a study of this situation based on the superintendent’s presentations to the state legislators in Oklahoma City. The superintendent continues to submit current data on the inequities that exist in ad valorem funding to the staff, community, board, and legislators. The superintendent’s involvement includes a schematic organization and staffing chart by grade levels posted on her office wall and the staffing chart is available to all finance and other central office staff on an ongoing basis as program and related budgeting considerations are made throughout the school year (Exhibit 1- 10). This staffing chart is used often in decision making regarding program and related staffing needs.

Exhibit 1-11 ERPS Schematic Organization and Staffing Chart by Grade Level November 2009

Source: ERPS superintendent, November, 2009

COMMENDATION

WCL ENTERPRISES 1-15 Management, Personnel and Communications El Reno Public Schools

B. PERSONNEL MANAGEMENT

The human resources function of a school district substantially impacts its educational services as payroll and benefits usually comprise the largest expenditure of a school district’s budget. The human resource functions include the recruitment and retention of quality staff, development of compensation and benefit plans, creation of job descriptions and job evaluations, and the compliance to personnel policies and procedures at the local, state, and federal level. In order to ensure the mission of a school district, it is important that the human resources function be efficient and effective.

Like most employers, public school districts must comply with federal laws governing human resources management. These laws include the Fair Labor Standards Act that governs wages and hourly payments as well as the Americans with Disabilities Act, which requires employers to provide reasonable accommodation to any employee, or job applicant who has a disability.

These laws also include the Equal Employment Opportunity Act that prevents employers from making hiring and firing decisions based on age, race, religion, gender, or other factors not related to performance. In addition, state laws govern school district human resource administration in areas such as grievances, due process, termination, and contract renewal.

Personnel management in ERPS is the responsibility of the administrative assistant for Personnel under the direct supervision of the superintendent. The administrative assistant for Personnel manages the personnel files, employment logistics, sick leave sharing, and insurance benefits. The director of Maintenance coordinates the workers’ compensation program while payroll and sick leave are managed by designated clerks.

FINDING 1-5

The district has job descriptions on file for all support positions. Having specific job descriptions helps the district set clear expectations, avoid duplication of effort, and strengthen accountability for job performance.

The administrative assistant for Personnel maintains job descriptions on all support positions. The review team noted that the job descriptions are current and are written in a consistent format. The administrative assistant works with supervisors to review and revise the descriptions as needed, and to generate descriptions for newly created positions.

Job descriptions provide employees with a clear understanding of the district’s expectations. In addition, job descriptions provide documentation that allows the district to reassign responsibilities, adapt positions to meet district needs, and provide accommodation. Providing employees with a copy of the job description helps clarify roles and responsibilities and supports accuracy in the evaluation of job performance.

COMMENDATION

The district has job descriptions on file for all support positions that set clear expectations, avoid duplication of effort, and strengthen accountability.

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FINDING 1-6

ERPS has negotiated a teacher evaluation instrument that aligns to district improvement initiatives. Through the use of this evaluation tool, the district is able to increase teacher accountability for implementing desired instructional strategies to result in increased student performance.

In November 2009, the ERPS Board of Education approved a revised teacher evaluation document based on a negotiated agreement with the bargaining unit. The superintendent described the revised evaluation tool as a growth model designed to provide feedback to teachers in order to improve teacher effectiveness. In addition, the revised appraisal process supports refinement of skills and monitors the implementation of district initiatives. Principals and site leadership teams were involved in refining the document with all teachers voting on the final form to be submitted to the Board.

In comparing the two documents, the review team noted that the new evaluation form has a five scale rating for each indicator. The previous document allowed only for ratings of satisfactory, unsatisfactory, or not observed. With the added scales of excellent and needs development, the superintendent indicated the instrument now allows for skill refinement as well as recognition of distinctive performance. This increases the ability of the principals to use the tool to promote growth and target improved instruction.

The revised evaluation tool includes the state required components but adds an additional section entitled “District Learning Initiatives.” According to the superintendent, this section aligns the evaluation of teacher performance with the implementation of district initiatives. The revised instrument includes indicators relating to professional learning communities and Great Expectations. The superintendent stated that indicators addressing curriculum mapping would be added as elementary teachers implement the mapping process.

COMMENDATION

FINDING 1-7

ERPS is continuing to work on publishing employment procedures to have in place for staffing all personnel positions. This is not necessarily uncommon for this to be a continual process for a district. Adding these procedures will result in fair employment practices and leave the district with necessary documentation to address any employment concerns.

ERPS has board policy that already addresses some personnel procedures. The negotiated agreements with certified and support personnel also reference personnel procedures. The superintendent states that the district is continuing to work on updating policies and procedures and is working currently on putting more in writing.

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ERPS procedures for hiring teachers and support staff are sound practices but these procedures are not always defined in written form. Interviews with principals indicated that the described procedures do not always align to actual practice. If so, this would result in inconsistency in employing staff.

Vacant positions are posted online, on the television channel, and at the central office. An applicant may submit an online application or a paper copy. The paper submitted applications are sent to Personnel and forwarded to the sites. There is no clearly stated requirement for how long a position will be posted before applications will be screened. According to principals, the online applications for teaching positions are accessed directly from the website and no waiting period is observed. From interviews, it was noted that a person submitting a paper copy application might not be considered for a position because the application would be received after online applicants have been interviewed and a recommendation for hire submitted.

From interviews with principals, it was noted that there is no common understanding of employment procedures, and all supervisors do not follow the same practices in interviewing and selecting staff. Based on interviews with principals, the review team noted the following with regard to hiring teachers:

• There is usually an interview committee but the composition varies by site. • Committees sometimes include teachers and at other times they do not. • Written interview questions are provided to some committees while other committees generate questions at the time of the interview. • Documentation is not maintained on applicants interviewed or the questions used. • Reference checks are completed by some principals on all applicants being recommended for employment while others do not conduct reference checks. • Documentation is not maintained on any of the telephone reference checks.

In interviews with the review team, the administrative assistant for Personnel indicated that supervisors for the support staff do access applications from the website but receive more paper copy applications. Supervisors for support positions do not usually use committee interviews. No documentation is maintained on applicants interviewed for a support position.

The district has personnel forms to be completed by supervisors when posting positions and recommending applicants for employment. According staff, the procedural forms are not routinely used by all supervisors, and there is no accountability to use the documents. When used consistently, procedural forms provide documentation of district procedures appropriate hiring practices.

Interviews indicated that there is no structure in place for the superintendent or the administrative assistant for Personnel to know what employment procedures are being used at the school or department sites. This means no documentation is available to substantiate the district’s use of fair employment practices. It was noted from interviews that supervisors and employees are not aware of many of the legal requirements concerning fair employment practices, personnel processes specified in law, and the value of documenting district practice.

The School Personnel Management System published by the National School Board Association

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is a possible resource in the development of appropriate procedures.

RECOMMENDATION

ERPS should develop written personnel procedures to define hiring practices more in detail and ensure that all employment practices meet fair employment standards that result in hiring highly qualified staff for all positions.

The superintendent should review all board policy, personnel related requirements in the negotiated agreements, and seek the advice of an attorney in developing formal written employment procedures. Procedures should be aligned with all state and federal laws and clearly delineated for the employment of both certified and support personnel.

The superintendent should meet with the administrative assistant for Personnel, the director of Maintenance, and principals to review existing employment practices and determine a process for developing detailed written procedures. Even though the district supports site-based decision making, structures should be in place to ensure that fair and equitable procedures are consistently used across the district.

Once the procedures are written and approved, the principals and supervisors should receive training and procedures should be monitored for compliance. In conducting the training, the superintendent should emphasize the importance of working with the administrative assistant to consistently implement the procedures. The role of administrative assistant should be clearly defined with the understanding that this person is responsible for assisting the supervisors as well as monitoring fair employment practices.

FISCAL IMPACT

This recommendation can be implemented with existing resources.

FINDING 1-8

With a constantly changing new group of teachers and the new generation “X” population (also referred to as the “Me” generation) who are in need of 21st century processing, information, and integration skills, it would be beneficial for ERPS’s new teacher induction, Program for Effective Teaching (PET), to include more structured follow-up activities to integrate those skills through the PET training and in the current Professional Learning Community Team Meetings to ensure continuous support for this new generation of teachers. When interviewed, the new teachers indicated a need for more support in these areas in the training and during their first school year. With more focused planned follow-up activities in these areas, new teachers will have more of a clear direction and support to accomplish district goals and meet the needs of the students with 21st century learning.

The district has a well established program of induction for both entry level teachers and experienced teachers who are new to the district. All new teachers are required by contract to report one week before other teachers to attend PET. This program, coordinated by a designated principal, provides five half-day sessions of professional development conducted by highly

WCL ENTERPRISES 1-19 Management, Personnel and Communications El Reno Public Schools qualified teacher leaders, with some being department heads and National Board Certified, and principals. In interviews with the review team, the principal coordinating the program stated that currently, PET is designed to provide an overview of district expectations and the best practices used in the district.

The superintendent states that the program includes mentors for each new teacher; and with the center school concept, the building has lots of trained mentors who could assist the new teachers as well, although they are not assigned to that particular teacher. The program is designed for mentors and mentees to have daily and/or weekly team meetings together. In addition, the superintendent says that the new teachers are supposed to also meet weekly with their grade level and content level peers to work on curriculum mapping, research-based strategies, resources, and general housekeeping duties at teaching. Principals will want to follow-up with the mentors and mentees to make sure this team concept is occurring as it is designed. Interviews with staff indicated that this is not always occurring as designed.

A review of agendas for the PET training shows topics included overviews of curriculum mapping, human relations, instructional skills, Harry Wong’s classroom management, knowledge of content, use of appropriate material, Great Expectations, the learning principles outlined by the Madeline Hunter model, and Love and Logic. The agendas indicate that these overviews are scheduled in blocks of time from 15 to 40 minutes. Thinking maps were introduced and integrated to process PET content. The agenda shows four demonstration lessons are provided by teacher leaders. According to the coordinator, these lessons illustrate what the district refers to as the “lesson line,” which is largely based on the Madeline Hunter model of lesson delivery and allows the new teachers to experience the “lesson line” as learners. In addition, the new teachers are given a campus tour and are introduced to all of the central office staff.

In reviewing the participant satisfaction evaluations completed at the end of the PET week, the team found that new teachers rated the content as strong, ideas as useful, and presenters as excellent. According to the PET coordinator, there is not a current formal system in place to collect evaluation data on participant satisfaction at the end of the first year to determine program impact or to obtain feedback for program refinement, but thinks that would be a good idea. During their first year, some new teachers may have indicated a further need for training such as for the new PowerSchool web-based student information management system or model lessons, but there is not a system in place for a formal evaluation currently such as a monthly survey or end of the year survey. In interviews with entry level teachers, there were both elementary and secondary teachers who stated that even with the PET training, they still did not feel prepared for what to expect when school started, and in November they still felt overwhelmed by logistics and district expectations. New teachers reported to still have a need to know how to acquire more in-depth training and what additional resources are available on the district’s improvement initiatives other than through videotaped resources.

Mentorship is an important component of the district’s support for new teachers. Mentors are assigned to all new teachers. The experienced teacher is provided a mentor volunteer, and the mentors for the entry level teachers are assigned as required by law and receive a stipend. Entry level teachers are required to spend at least 72 hours of contact time with the mentor that includes the three classroom observations during the first year of teaching. According to the

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coordinator, specials teachers have two mentors, one in content and one from the school site. Assigned mentors meet with the coordinator before PET to review the process. The coordinator stated that mentors do not have formal instructional coaching training each year. This would be beneficial to keep the mentors current on the most current 21st century instructional practices and to be able to help the new “X” generation of teachers.

SEDL research shows that a new teacher needs two types of support in the developmental stage as professionals: psychological and instructional. Both types of support are critical for new teachers who are taking on a number of new responsibilities with little time and resources during the transitioning. SEDL cites case studies that illustrate several districts’ approach to providing both types of support (http://www.sedl.org). Mentors who have been trained through the Professional Development Institute for Mentors create a timeline for providing psychological support and work with the new teacher to develop a map for addressing school/district logistics and acquiring the skills to implement the district initiatives.

RECOMMENDATION

Continue to improve, enhance, and refine the PET induction program to include updated information and structured follow-up to ensure continuous support for new teachers.

Since education is always changing, it would be a helpful strategy for the coordinator of PET to convene a committee of teacher leaders and principals to review, refine, and continue to enhance the induction program. A series of focus groups can be conducted with mentors and teachers new to the district over the past three years to gain insight as to program impact. Discussion should be targeted to obtain feedback and determine the updated information and follow-up needed in supporting new teachers to the district as well as the new generation “X” teachers in preparing them to implement district initiatives for 21st century learning. Data can be analyzed to differentiate the support needs of entry level teachers from those of experienced teachers new to the district.

In refining the program, the committee should consider the levels of support suggested by SEDL, review the research provided by the Georgia Systemic Teacher Education Program (GSTEP) at http://www.coe.uga.edu, as well as access other pertinent resources. The research from the Georgia program shows:

• New teachers benefit from a variety of opportunities to work with more experienced teachers. In particular, they want to observe other teachers in their classrooms. • Mentoring is only one piece of induction support, and it can vary greatly in its implementation. • Time pressures, paperwork, and non-instructional meetings are a major source of stress and frustration for beginning teachers.

FISCAL IMPACT

This recommendation can be implemented with existing resources.

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FINDING 1-9

ERPS grade level team structure allows a system as to provide a great asset in supporting new teachers. As pointed out in the ASCD publication, Classroom Leadership, May 1999, Vol. 2, teams offer opportunities for individuals to work together in a mutually supportive environment. As a member of a team of experienced teachers, a new teacher receives mentoring not from one person but from a number of people. When a team knows it will be receiving a new teacher, the team should discuss what will be needed and develop a support plan for the new member.

COMMENDATION

The ERPS district has consistently been using a long-time established mentoring program of induction for both entry level teachers and experienced teachers who are new to the district for many years.

C. COMMUNICATIONS AND COMMUNITY INVOLVEMENT

School districts are a vital part of communities and are often associated with their identity, sense of pride, quality, and growth. In order to maintain this role, school districts develop methods to communicate their policies and programs and to involve parents and residents in the activities of the district and the individual schools.

Robert Marzano’s book, What Works in Schools: Translating Research into Action, ranks parental and community involvement as the third most critical factor affecting student achievement. It further states that “one of the defining features” of effective involvement is g