Ottumwa Community School District
Presented to the
Community Advisory for School Improvement
and Educational Equity
June 9, 2015
A YEAR IN REVIEW
2014-2015
October
Technology Access and Use
January
Common Core: What it is
and what it isn’t
Community Advisory Feedback
Topics we will address in the future based on feedback:
 What is NOT good about the Core?
 “meetings seem quite one-sided/positive; would like to
hear more ‘real’ feelings and perspectives (what is not
good about the Core--cons discussed as well)”
March
Student Shadowing
STEM: Project Lead the Way
Community Advisory Feedback
Topics we will address in the future based on feedback:
 Update CA on the 5th grade launch of PTLW
 Continue to solicit student feedback
 “From my shadowing experiences in the past, please ask for
the students’ thoughts and opinions more often because they
know the reality. Continue to listen to them.”
District Enrollment
• 2005 – 4845
• 2006 – 4742
• 2007 – 4524
• 2008 – 4582
• 2009 – 4528
• 2010 – 4504
• 2011 – 4486
• 2012 – 4534
•2013 – 4577
•2014 - 4595
What are the Demographics of the Ottumwa
Community School District?
English Language Learner Enrollment
September, 1997 - 16 students
September, 2000 - 119 students
September, 2007 – 332 students
September, 2010 – 287 students
September, 2011 – 308 students
September, 2012 – 285 students
September, 2013 – 287 students
September, 2014 –293 students
Percent of Students Receiving Free and Reduced meals
District – 63%
Elementary Average – 64%
Elementary Range – 31% - 76%
Title I Schools Average – 67.5%
Middle School Average – 64%
OHS Average – 60%
Percent of Students Receiving
Special Education Services
Grades PreK – 6 – 12%
Grades 7 – 8 – 12%
Grades 9 – 12 – 12%
District-wide – 12%
Long Range Improvement Goals, as measured by
Iowa Assessments
 All students will be proficient in Reading
Comprehension
 All students will be proficient in Mathematics
 All students will be proficient in Science
2014-15
Reading Achievement Data
Iowa Reading Assessment
Percent of Students Proficient
100%
90%
80%
76
74
71
70
70%
64
60%
58
56
58
57
63 62
63
60
58
57
65
64
59
70
67
67
68 67
60
59
54
52
50%
40%
30%
20%
10%
0%
3rd
4th
5th
6th
2012-13
7th
2013-14
8th
2014-15
9th
10th
11th
Iowa Reading Assessment
Percent of Students Advanced Proficient
40%
35%
30%
25%
23
21
20
20%
18
17
17
16
15
14
15%
14
12
12 12
11
10
10
10
9
10%
10
9
8
7
7
6
6
6
5
5%
0%
3rd
4th
5th
6th
2012-13
7th
2013-14
8th
2014-15
9th
10th
11th
Student Cohort Reading
Percent Proficient
(same students over 3 year period)
100%
90%
78
80%
74
70
70%
67
63
60%
58
60
63
59
57
60
59
54
52
50%
40%
30%
20%
10%
0%
3rd-5th
4th-6th
5th-7th
2012-13
6th-8th
7th-9th
same group of students - 2014-2015
8th-10th
9th-11th
Student Cohort Reading
Advanced Proficient
(same students over 3 year period)
40%
35%
30%
25%
23
20
20%
18
17
15%
12
10
12
9
10%
6
9
7
6
5
6
5%
0%
3rd-5th
4th-6th
5th-7th
2012-13
6th-8th
7th-9th
same group of students - 2014-2015
8th-10th
9th-11th
2014-15
Mathematics Achievement Data
Iowa Math Assessment
Percent of Students Proficient
100%
90%
79
80%
75 74
70 70
70%
76
72
71
74
77
73 73
72
70
68
67
71
67
58
60%
77
65
67
73
70
67
66
57
50%
40%
30%
20%
10%
0%
3rd
4th
5th
6th
2012-13
7th
2013-14
8th
2014-15
9th
10th
11th
Iowa Math Assessment
Percent of Students Advanced Proficient
40%
35%
31
30
29
30%
28
26
26
25%
20
19
20%
19
18
18
17 17
17
16
16
14
15%
13
14
13
12
11
11
10
10
9
10%
9
5%
0%
3rd
4th
5th
6th
2012-13
7th
2013-14
8th
2014-15
9th
10th
11th
Student Cohort Math
Percent Proficient
(same students over 3 year period)
100%
90%
79
80%
77
75 74
77
73
71
70 70
77
70%
67
65
58
60%
57
50%
40%
30%
20%
10%
0%
3rd-5th
4th-6th
5th-7th
2012-13
6th-8th
7th-9th
same group of students - 2014-2015
8th-10th
9th-11th
Student Cohort Math
Advanced Proficient
(same students over 3 year period)
40%
35%
31
30%
26
26
25%
20%
19
18
17
16
16
15%
13 13
14
12
11
10
10%
5%
0%
3rd-5th
4th-6th
5th-7th
2012-13
6th-8th
7th-9th
same group of students - 2014-2015
8th-10th
9th-11th
Writing
IMPROVING STUDENTS’ WRITING ABILITIES
Students in grades 3, 8, and 10 participate in a district-wide writing
assessment. Results of the assessment provide a snapshot of the writing skills
of Ottumwa’s students. Teachers use the data to make decisions about how to
improve student writing.
Beginning with the 2009-10 school year, the writing assessment was
administered in 8th grade social studies classrooms. The reason for the change
is to emphasize to students that good writing is expected in all classes, not just
English.
Six Traits of Writing
 Students’ papers are scored by a group of
Ideas
•Organization
•Voice
•Word Choice
•Sentence fluency
•Conventions
people who have been trained to score
writing based on the Six Traits of Effective
Writing.
 Each paper is read at least twice by two
different readers. The scores for each of
the writing traits range from 5 (a paper
strong in that particular trait) to 1 (a
paper weak in that specific trait).
Writing Assessment
Six Traits of Effective Writing Program Evaluation
A Comparison of Percent Proficient
From 2010 to 2014
Grade 3
100%
76.4%
76.9%
48.9%
51.0%
56.5%
60.3%
59.3%
50%
50.9%
58.6%
58.4%
60.6%
62.4%
69.2%
73.5%
79.6%
82.3%
81.9%
76.5%
54.0%
55.7%
52.5%
53.6%
60%
74.7%
78.1%
67.4%
75.8%
69.1%
70%
76.5%
77.0%
80%
79.7%
90%
40%
30%
20%
10%
0%
Ideas
2010
2011
Organization
2012
2013
Voice
2014
Word
Choice
Sentence
Fluency
Conventions
Writing Assessment
Six Traits of Effective Writing Program Evaluation
A Comparison of Percent Proficient
From 2011 to 2014
Grade 8
87.7%
84.8%
90.2%
83.2%
89.7%
87.6%
89.8%
86.0%
93.4%
92.4%
95.6%
92.9%
96.4%
96.6%
97.3%
95.3%
89.7%
83.8%
82.3%
90%
90.8%
95.0%
92.4%
97.3%
91.0%
100%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Ideas
2011
2012
Organization
2013
2014
Voice
Word
Choice
Sentence
Fluency
Conventions
Writing Assessment
Six Traits of Effective Writing Program Evaluation
A Comparison of Percent Proficient
From 2010 to 2014
Grade 10
81.6%
82.6%
80.1%
84.6%
90.7%
86.4%
85.6%
78.2%
83.1%
87.0%
88.3%
89.3%
87.4%
86.6%
94.1%
94.5%
94.0%
92.8%
94.5%
94.4%
83.5%
83.3%
80%
76.5%
84.3%
88.9%
91.2%
92.3%
87.3%
88.6%
90%
89.5%
100%
70%
60%
50%
40%
30%
20%
10%
0%
Ideas
2010
2011
Organization
2012
2013
2014
Voice
Word
Choice
Sentence
Fluency
Conventions
Writing Assessment
Six Traits of Effective Writing Cohort Data
A Comparison of Percent Proficient
Grade 3 in 2009 Compared to Grade 8 in 2014
100%
96.4%
95.0%
93.4%
89.7%
90%
89.7%
87.7%
80%
70%
69.3%
68.1%
64.0%
60%
55.3%
56.1%
50.0%
50%
40%
30%
20%
10%
0%
Ideas
Organization
2009 - Grade 3
(prompt: writing to describe)
Voice
2014 - Grade 8
(prompt: writing to persuade)
Word
Choice
Sentence
Fluency
Conventions
Writing Assessment
Six Traits of Effective Writing Cohort Data
A Comparison of Percent Proficient
Grade 8 in 2012 Compared to Grade 10 in 2014
81.6%
90.2%
86.4%
89.8%
88.3%
95.6%
94.5%
97.3%
90%
83.5%
90.8%
91.2%
97.3%
100%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Ideas
Organization
2012 - Grade 8
(prompt: writing to persuade)
Voice
2014 - Grade 10
(prompt: writing to persuade)
Word
Choice
Sentence
Fluency
Conventions
Preparation for Post Secondary
Five-Year Comparison of ACT Performance
Year
Number
Tested
English
Mathematics
Reading
Science
OHS
Composite
State
Composite
Class of
2010
108
21.6
22.3
22.8
22.2
22.4
22.2
Class of
2011
108
21.5
22
23.3
22.2
22.3
22.3
Class of
2012
106
21.2
21.3
21.6
22.0
21.6
22.1
Class of
2013
121
21.0
21.7
22.2
22.0
21.9
22.1
Class of
2014
127
20.2
20.9
21.5
20.8
20.9
22.0
Senior Year Plus
 High school reform effort, enacted by the legislature
in 2008.
 Tens of thousands of Iowa high school students get a
jump start on college by earning credit toward a
degree.
 Students have the opportunity to save $$$ by
shortening their time in a postsecondary program.
 High school students are provided rigorous
opportunities for advanced learning.
Senior Year Plus Options
1. Joint Enrollment
•
•
•
•
Contracted courses with community college
High School and college credit awarded
OCSD applies for supplementary weighted funding for cost of tuition
Classes can be at OHS and IHCC campus
2. Postsecondary Enrollment Options
•
College/university course that offers curriculum not offered at high school
3. Advanced Placement
•
•
•
Chemistry – 10 students
United States History – 18 students
Online AP for 11th/12th grade TAG – 9 students
4. Career Academies
•
Career and technical education sequence, ½ day blocks of time at IHCC
5. Regional Academies
•
Multiple school districts send students to a host district
Most Common Option
IHCC Joint Enrollment
 Qualifications for Arts & Science classes: proficient in
Reading Comprehension, Math, and Science on last
Iowa Assessment.
 Alternate proficiency for Arts & Science classes is
ACT composite of 21.
 State legislature waived proficiency requirement for
Career Technical programs.
Arts & Sciences
Joint Enrollment
Taught by OHS staff @ OHS
11-12
12-13
13-14
14-15
ENG105 Composition I (3CR)
97
99
103
96
ENG106 Composition II (3CR)
88
91
88
95
SPC112 Public Speaking (3CR)
75
88
88
87
MAT156 Statistics (3CR)
60
90
69
67
MAT120 College Algebra (3CR)
75
99
95
91
MAT125 Pre-Calculus (3CR)
70
81
64
65
MAT210 Calculus 1 (4CR)
-
-
-
26
MAT216 Calculus 2 (4CR)
-
-
-
24
POL111 American National Government (3CR)
-
-
-
107
Advanced Technology Programs
Joint Enrollment
Taught by OHS staff @ OHS
11-12
12-13
9
7
15
16
PLTW-Principles of Engineering (3CR)
16
17
9
11
Automotive Maintenance & Inspection
Procedures
20
14
22
NA
Construction Lab/Tech (1st Year, 9CR)
8
3
7
5
Construction Lab/Tech (2nd Year, 9CR)
NA
3
2
0
PLTW-Intro to Engineering Design (3CR)
13-14 14-15
IHCC Campus or ICN by IHCC Staff
Joint Enrollment
Advanced Technology Programs
• Auto Collision Technology
• Culinary Arts
• Welding Technology
Arts & Science Classes
• Variety of classes leading to Associates Degree
• All classes transferable to 4-year college/universities
Health Occupations Programs
• Nursing
2014-2015 Summary




7 – 9th grade students enrolled in at least 1 class = 2%
9 – 10th grade students enrolled in at least 1 class = 3%
61 – 11th grade students enrolled in at least 1 class = 19%
149 – 12th grade students enrolled in at least 1 class = 43%





226 students enrolled in IHCC classes
72 different classes were scheduled
The 226 students took a total of 866 classes
2650.5 college credits were earned
2650.5 credits at $155 each = $410,827.50 tuition savings to
students and families
2015-2016
 Additional IHCC classes to be taught at OHS by
OHS staff for 2015-2016
 HIS151 – US History to 1877 (3CR)
 HIS152 – US History since 1877 (3CR)
 MAT110 – Math for Liberal Arts (3CR)
 LIT101-Introduction to Literature (3CR)
Six Strategies to Improve Student Achievement
A Quality Education for Each and Every Student
 Strategy #1:
Emphasize quality teaching
 Strategy #2: Implement evidence based instructional
strategies
 Strategy #3:
Use data to make decisions
 Strategy #4:
Create engaging classroom environments
 Strategy #5:
Provide on-going communication
 Strategy #6:
Monitor early childhood programs
Strategy #1: Emphasize quality teaching.
Evidence from this year
Evidence from last year
 Promotional Video
 Ongoing professional
 Website, Teach Iowa,


App, etc.
 Teacher Leadership Grant




development
Model Classrooms
School Improvement and
Curriculum leaders
Tech and Literacy Coaches
Improved Mentoring Program
Addition of PLC Leaders to
TLS team
Addition of ELL Coach to TLS
team
Strategy #2: Implement evidence-based
instructional strategies.
Evidence from this year
Evidence from last year
 Iowa Core literacy
curriculum K-5
 Comprehensive Intervention
Model (CIM)
 Full implementation of Literacy





Framework K-5
Continued training in and
implementation of the
Comprehensive Intervention
Model (CIM)
Training in and implementation of
Number Talks in Grades K-6
Preparation for implementation of
Everyday Math - 4th Edition (EM4)
K-3 Summer School
Growth mindset professional
development and implementation
Strategy #3: Use data to make decisions.
Evidence from last year
Evidence from this year
 Increased student, parent
 Data Wall work at
and staff surveys
 Increased the number of
clubs and activities for
students
elementaries
 Ongoing collaboration
amongst staff
 PLC work at EMS and OHS
Strategy #4: Create engaging classroom environments.
Evidence from last year
Evidence from this year
 Increased student
 Continue to provide
opportunities to engage in
productive group work and
accountable talk
 District of Character Award
opportunities for students to
work collaboratively
 Implement workshop model
in literacy and math in order
to better differentiate
support
 Begin preparation to build
capacity for implementation
of PBIS in grades K-5
Positive Behavioral Interventions
and Supports
PBIS
What is PBIS?
 SetNot
ofspecific
strategies
and systems designed to increase the
practice or
curriculum…it
is a
capacity
of schools
to (a) educate all students, including
general approach
those towith
problem behaviors, and (b) increase student
preventing
problem behavior
achievement
and behavioral success
and encouraging
pro-social behavior
 A systems approach forNot
establishing
the social culture
limited to any
particular
groupfor
of a school to be an
and behavioral supports
needed
students…it is
effective learning environment
for all students
for all students
Not new…it is based on
long history of
effective educational
practices & strategies
Logic for SW-PBIS
 Shared values regarding a school’s vision or purpose
 Working towards a common goal and shared outcomes
 Collegial relationship amongst staff
 Consistent expectations and implementation across staff
 Establish a social culture within which both social and
academic success is more likely
Promote pro-social behavior
 Connect students to school
 Decrease development of new problem behaviors
 Prevent worsening of existing problem behaviors
 Redesign learning/teaching environment

Critical Features of SW-PBIS
 Build a culture of competence
 Define school-wide behavioral expectations
 Explicitly teach positive social expectations
 Acknowledge positive behavior
 Implement consistent corrective consequences for
problem behavior
 Use data for active decision-making
 Remember, there is no “ONE” strategy
 It takes a three-tiered systems approach
 This won’t “fix” all individual student problem
behaviors
School-Wide Systems for Student Success:
A Multi-Tiered Systems of Support (MTSS) Model
Academic Systems
Behavioral Systems
Tier 3/Intensive Interventions
1-5%
1-5%
Tier 3/Intensive Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Targeted Interventions
•
•
•
5-15%
5-15%
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Targeted Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
80-90%
•All students
•Preventive, proactive
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
47
PBIS:
4 Core
Elements
Social Competence,
Academic Achievement,
and Safety
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting Student Behavior
SCHOOL-WIDE EXPECTATIONS HAVE BEEN TAUGHT, MODELED
AND PRACTICED
PROBLEM BEHAVIOR OCCURS
POSITIVE BEHAVIOR
OCCURS
Minor
•Verbal affirmations from staff
members
•Dress for Success Tickets
•Recognition on PBIS board
•Viking Cards
•Stamps/awards
•Treats from administration
•Treats in classroom
•Recognition during Achievement
Celebrations, quarterly
•PBIS Celebrations (quarterly)
•Viking of the Month
•Extra recess time
•Positive phone calls and notes
home
•Homework passes
•Lunch with Principal
•Featured on TV news
•Star Student of classroom
•Character awards
Major
Strategies
•Student conference
•Warnings, phone calls home
•Writing exercise
•Note in planner home
•Requested/required parent conference
•Back on track form (two per week maximum for
same offense)
•Buddy rooms
•Counseling/PBIS Rap Session
•Peer mediation
•Silent Lunch
•Loss of recess
•Time out
•Lesson plans reviewed and re-taught
•Behavior contract implemented or reviewed
Observe
Desired
Behaviors
Behavior does not
improve or continues
Office Referral
Administration
Consequences:
•Student conference
•Phone call home
•Time in office
•Loss of privileges
•Restitution
•OSS
•ISS
Office ReferralAdministration
Administrator
follow-up in a
week
At Park Avenue, we are people of character. We are respectful. We are responsible. We care.
All
Areas
Be Responsible
Be Respectful
Be Caring
Follow adult directions
the first time
Take responsibility for
your words and actions
Use polite language and
respectful voice
Keep hands, body and
objects to self
Treat others the way You
want to be treated
Keep Park Avenue clean,
safe, & healthy
Cafeteria
Get all food and utensils
1st time
Keep area neat and clean
Raise hand and wait for
permission to leave
Use line basics when
entering
Keep place in line
Take the first milk you
touch
Use good manners
Hallway
Go directly to where you
need to go
Carry hall pass
Walk on right side unless
otherwise directed
Use line basics when
entering building
Wait for passing lines
Hold doors for others
Playground
Use school equipment
correctly and safely
Follow Park Avenue game
rules
Line up immediately when
bell rings
Get permission to leave
playground
Keep hands feet & objects
to self
Enter Building using line
basics
Use respectful language
Include everyone
Try to solve problems
appropriately
Report injuries to a
playground supervisor
Restroom
Take restroom pass and
nothing else
Use/flush/Wash/Leave
Keep restroom clean
Respect the privacy of
others
Wait quietly and patiently
for your turn
Report problems to an adult
immediately
50
PBIS Plan for Ottumwa CSD
 Training – Leadership teams at all elementary buildings;
four+ days in 15-16 (Preschool and Seton)
 Whole Staff Support – Teams will coordinate and deliver
training and information to staff during some of the PD
time on early dismissal days
 Consistency – The district will have the same
expectations across buildings (Bulldog Beliefs), yet they
will use building data and student/family/staff needs to
determine implementation of PBIS and maintain fidelity
of the implementation at each building
Strategy #5: Provide on-going communication.
Evidence from this year
Evidence from last year
 Piloted K-5 literacy
standards-based report card
and continued to revise the
K-5 math report card to align
with core instruction
 High attendance rates at






parent/teacher conferences
Migrant Family Advocates hired
ELL Family Meetings on early
release days
Freshman Orientation Day
Freshman Academy Successes
Gear Up
5th Grade Video from Liberty
Strategy #6: Monitor early childhood programs.
Evidence from last year
Evidence from this year
 K-Prep Class
 Head Start
 Reestablished partnership
 Preschool grant
with Head Start
 Implemented common
assessment tool
As we look to the fall…
• Life in OCSD beyond “academics”
• Early Release Professional Development
• Introducing “A Day in the Life” series
– October: Evans students and administrator
– January: Elementary students and administrator
– March: OHS and ACA students and administrator
• Community Advisory “happenings” will be updated on
the district website.
• Board presentation in August
–
Volunteers to co-present