Site Visit Final Report - Red Oak Community Schools

TERRY BRANSTAD, GOVERNORKIM REYNOLDS, LT. GOVERNORDEPARTMENT OF EDUCATIONJASON E. GLASS, DIRECTORJuly 29, 2011Superintendent Terry SchmidtRed Oak Community School District904 Broad StreetRed Oak, IA 51566Dear Superintendent Schmidt:Attached is the report of findings for the Comprehensive School Improvement Site Visit conducted at RedOak Community School District (CSD) on May 10 – 12, 2011. The report is based upon a variety ofinterviews conducted with district staff and stakeholder groups during the indicated dates, and review ofdocuments submitted to the Department and on-site.The site visit was designed to assess the district’s progress with its Comprehensive School ImprovementPlan (CSIP), provide a general assessment of educational practices within the district, makerecommendations for improvement, and determine compliance with state accreditation standards andapplicable federal program requirements.Based on the findings from the comprehensive site visit, Red Oak CSD maintains State of Iowaaccreditation; however, non-compliance issues were identified. These issues are included in the Chapter12 Non-compliance Matrix and the Outside of Chapter 12 Non-compliance Matrix contained in the sitevisit report. The district must resolve the identified issues through completion of corrective actionsaccording to agreed upon timelines. Department follow-up will be conducted to verify resolution of theidentified non-compliance issues.The report reflects consensus of the following team members:Department of Education Representatives:Janet Boyd, School Improvement ConsultantDonna Christensen, Special Education CadreMargaret Jensen Connet, Equity ConsultantColleen Hunt, Bureau Chief Career and Technical Education ServicesCheryl Mullenbach, Teaching and Learning ConsultantJohn Scott, Title III, ELL ConsultantGary Schwartz, Facilities, Accessibility ConsultantArea Education Agency Representatives:Mary Smith, Green Hills AEAMelissa Smith, Green Hills AEALocal Education Agency Representatives:Jennifer Berns, C and M CSDSarah Kock, Walnut CSDNikki Schubauer, Farragut CSDIt is our hope this report will provide guidance to enhance student achievement in the district and supportcontinuing conversations among staff and community members about the local education system, howand what students are learning, and how more students can learn at higher levels.Grimes State Office Building - 400 E 14th St - Des Moines IA 50319-0146PHONE (515) 281-5294 FAX (515) 242-5988www.iowa.gov/educateHelping Communities Meet the Learning Needs of All Their Children and Adults

Comprehensive Site VisitIowa Department of EducationRed Oak Community School DistrictTeam FindingsMay 10 – 12, 2011Iowa Department of EducationGrimes State Office Building400 E. 14 th StDes Moines, Iowa 50319-0146

Vision, Mission, and GoalsIn an improving district/school, the vision, mission, and goals are clearly communicated in the school andcommunity. Stakeholders understand and share a commitment to the district/school expectations, goals,priorities, assessment procedures, and accountability. The vision guides allocations of time andresources. Evidence includes, but is not limited to, the following:Clearly articulated mission is established collaboratively with stakeholder groups representing thediversity of the community.Vision, mission, and goals are communicated throughout the system and community.The vision and mission of the district/school guide teaching and learning.Every five years, the comprehensive needs assessment process, with input from stakeholders, isused to review and revise the beliefs, mission, and/or vision; major educational needs; and studentlearning goals.Academic and academic-related data are analyzed and used to determine prioritized goals.Goals guide assessment of student achievement, district/school effectiveness, and the allocation oftime and resources.The vision, mission, and goals support values of respecting and valuing diversity.Noted Strengths:1. Red Oak Community School District (ROCSD) School Board strives to be guided by goals whichfocus on student achievement. Board members stressed effort is made to be goal oriented byconnecting all decisions to district goals. For example, when they approve a field trip, they look attheir goals to ensure the trip aligns with at least one goal. In addition, the superintendentindicated the board is focused and goal oriented. The superintendent reported almost everyagenda item is tied to a district goal and often they will refer to how a decision affects or is relatedto their goals. The board reported their future goal is to: ―Greatly reduce drop-out rate‖ and tomake Red Oak Community School District the ―district of choice in southwest Iowa.‖2. Administrators, board members, and teaching staff all knew the vision and communicated thevision ―EXCELLENCE FOR ALL, WHATEVER IT TAKES‖ during interviews and linked the visionto the work being done within the district. Learning Supports Staff members reported theapplication of the vision, mission, and goals in their programs. Examples included: SummerSchool, ACELLUS® Online Mathematics, and Alternative Program.Recommendations for Improvement:3. The board discussed preparing its students for the 21st century and the district’s efforts in thearea of ―technology.‖ Although technology use is an important skill for the 21 st century, it is crucialother aspects are addressed as the district plans for the future. For example, the district maywant to address appreciation of diverse cultures, employability skills, financial literacy, healthliteracy, civic literacy (these are part of the Iowa Core—―Universal Constructs - Essential for 21stCentury Success‖ which include creativity, critical thinking, complex communication,collaboration, flexibility, adaptability, productivity, and accountability.) For more informationregarding Universal Constructs visit:http://educateiowa.gov/index.php?option=com_content&view=article&id=2089&Itemid=26964. Administrators and school board members reported the district has experienced a drop inenrollment and fiscal difficulty with a negative solvency ratio in the prior fiscal year. The district is1

encouraged to continue to look for ways to use financial and human resources in innovative wayswithout eliminating student programs. For example, the board reported the desire to makeROCSD the district of choice, one approach might be to promote and improve the Career andTechnical Education (CTE) program to serve the surrounding communities who currently do nothave the resources to offer the same variety of CTE courses. Currently the district has twice asmany students open enrolling out as open enrolling in, with the proper programming this trendcould be turned around.2

LeadershipIn an improving district/school, leaders communicate a shared sense of purpose and understanding of thedistrict/school’s values. Leaders have a visible presence, provide resources and ensure two-waycommunication between the educational system and stakeholders. Leaders provide encouragement,recognition, and support for improving student learning and staff performance. Leadership is committed,persistent, proactive, and distributed throughout the system. Evidence includes, but is not limited to, thefollowing:Policies and procedures are established to effectively support district/school operations.The school board and district/school administrators implement an evaluation system that provides forthe professional growth of all personnel.Policies and practices are implemented to reduce and eliminate discrimination and harassment and toreflect, respect, and celebrate diversity.The role and responsibility of administrative leaders is supported, respected, and understood.A clearly defined system and expectations are established for the collection, analysis, and use of dataregarding student achievement and progress with the Comprehensive School Improvement Plan(CSIP).The capacity of staff, students, and parents to contribute and lead is built and supported.Opportunities for participation are provided for input, feedback, and ownership for student and systemsuccess among staff, students, parents, and community.Equity in access to learning opportunities and compliance with local, state, and federal legislation isensured.Leaders at all levels understand and manage the change process.Noted Strengths:5. Students listed a variety of leadership and outreach opportunities at the high school. Theseincluded sports, clubs, and a Unity Council which works with the activities director to planactivities for all students and staff. Students stated in the fall of 2011 a Students AgainstDestructive Decisions group will be added. This group will provide assistance to those strugglingwith alcohol abuse, substance abuse, teen pregnancy, suicidal thoughts, and sexual orientationissues. Middle school students stated participation in organizations and activities such as studentcouncil, sports, school plays, and ―lunch bunch,‖ which allows students’ opportunities to be schoolleaders. The middle school staff reported a high percentage of students participate in at leastone co-curricular activity.Recommendations for Improvement:6. Parents, special education teachers, general educations teachers and paraeducators interviewedwere uncertain about the identity, roles and responsibilities of the equity coordinator. The equitycoordinator in the district is responsible for more than handling grievances in the district, but isalso responsible for monitoring all aspects of equity in programming and climate. Thesuperintendent currently serves as the district’s equity coordinator. The district might considerdesignating a building principal to fill this role. This would ensure the superintendent would beable to review an equity complaint in the event a decision is appealed. The district could contactKerry Aistrope, Equity Coordinator at Green Hills Area Education Agency (GHAEA) for assistancein understanding the role of the equity coordinator and seeking ways to explain the role toteachers, students, and other stakeholders. Some activities of the equity coordinator include, butare not limited to:3

Monitoring the district’s website and other publications to ensure they include correctinformation about the district’s non-discrimination and harassment policiesCommunicating annually with parents, students, and staff about their rights andresponsibilities related to non-discrimination issuesFacilitating the district’s grievance proceduresAnnually monitoring student enrollment and achievement trends by subgroup andfacilitating discussions regarding the data and district response to the dataCommunicating the contact information and role of the equity coordinator annually withparents, students, and staff7. The School Improvement Advisory Committee (SIAC) members stated they were unclear of theirrole in the district. A review of the specific SIAC duties as described in Iowa Code would informmembers of SIAC expectations. It reads as follows:To meet requirements of Iowa Code section 280.12(2) as amended by 2007 Iowa Acts,Senate File 427, section 2, the board shall appoint and charge a school improvementadvisory committee to make recommendations to the board. Based on the committeemembers' analysis of the needs assessment data, they shall make recommendations to theboard about the following components:1. Major educational needs;2. Student learning goals;3. Long-range goals that include, but are not limited to, the state indicators that addressreading, mathematics, and science achievement; and4. Harassment or bullying prevention goals, programs, training, and other initiatives.In addition, ROCSD has representation from the required parents, community members,teachers, students, and school board members, but it was unclear which members representedwhich groups and membership does not appear to reflect all diverse groups within thecommunity. It is also recommended the role of SIAC, its membership, meeting agendas andminutes, and annual board recommendations be shared with all district stakeholders. Refer to theChapter 12 Non-compliance Matrix found at the end of this report.8. Administrators and teachers reported many opportunities for leadership at the building and districtlevels including building leadership teams, SIAC, Red Oak Curriculum Committee (ROCC),Career Technology Education committee (CTE), and Professional Learning Communities (PLC).However, staff indicated there are too many initiatives and there is an unclear understanding ofhow the initiatives connect to the overarching district goals. In order to utilize these leadershipteams to their fullest potential, deepen the shared leadership that exists in the district, and give alldistrict staff a clear picture of what teams are in existence and their purpose, the district isencouraged to consider the following questions:Is there a systemic focus for the district teams?What is the role of the team and their responsibilities?What are the goals of the team?How is this team going to positively impact student learning?What data will be needed, collected, and analyzed by the team?How will you evaluate the team goals and progress?How will all of this information be shared with district staff and stakeholders?For assistance, contact Maryann Angeroth, Consultant for Continuous Improvement (CCI),GHAEA, at mangeroth@gheae.org.9. Paraeducators stated there is not a consistent practice in place for their performance evaluation.The district is encouraged to establish a schedule for the regular evaluation of all support staff,align practice with policy and specific job functions, establish procedures, and communicate4

expectations. A systemic evaluation process can positively influence work performance andattitudes, as well as student achievement. For assistance, contact Kellie Peterson, SpecialEducation Consultant, GHAEA, at kpeterson@ghaea.org.10. Evaluation is a critical component in professional growth for all school staff. Based upondocument review, Red Oak Board Policy states administrators will be evaluated annually.Administrators interviewed stated that this has not always occurred. (See non-compliance matrix)The visiting team recommends the school board members work with the superintendent toreview/develop formal evaluation procedures using the Iowa Standards for School Leaders as afoundation for evaluating district administrators and providing feedback. According to guidancegiven by School Administrators of Iowa (SAI), a comprehensive administrator evaluation processshould include, but not be limited to:Link to academic, social, and emotional growth for all students in the system.Provide opportunities for personal and professional growth.Be ongoing and connected to school improvement goals.Connect the evaluation with the district’s mission, vision, and goals.For additional information regarding administrator evaluation visit the SAI web site at:http://www.sai-iowa.org/.11. While interviewees stated the district has many quality teachers, parents and teachersinterviewed stated there is a perception in the district that ineffective school personnel cannot beterminated. The visiting site team recommends that Iowa’s evaluation process be shared with allstakeholders so there is a clear understanding of the purpose of providing feedback and guidancefor improving professional practice, the purpose of intensive assistance for career teachers, anddue process regarding employee termination. For additional information regarding teacherevaluation visit the Iowa Department of Education web site athttp://educateiowa.gov/index.php?option=com_content&task=view&id=538&Itemid=12905

Collaborative RelationshipsIn an improving district/school, stakeholders understand and support the mission and goals of thedistrict/school and have meaningful roles in the decision-making process. Collaboration results from aculture of participation, responsibility, and ownership among stakeholders from diverse communitygroups. Educators in the system develop and nurture a professional culture and collaborativerelationships marked by mutual respect and trust inside and outside of the organization. The systemworks together with balance between district direction and school autonomy. Evidence includes, but isnot limited to, the following:Instructional staff is provided opportunities for interaction to focus on professional issues.Instructional staff constructively analyzes and critiques practices and procedures including content,instruction, and assessment.Instructional staff follows established procedures to resolve professional conflicts, solve problems,share information about students, and communicate student information to parents.Processes and procedures that invite and respect stakeholder input, support, and interaction areimplemented by the district/school.Parents are involved as partners in the educational process.Positive alliances among school staff, students, parents, and diverse community groups are createdand nurtured.Noted Strengths:12. ROCSD enjoys a strong collaborative relationship with the community. District leadershipreported many community organizations and businesses that are supportive of the district. Forexample, Washington Intermediate School students participated in a Springbrook State Parkretreat as a result of contributions from Pheasants Forever and Montgomery CountyConservation Board. The district leadership also reported relationships with the local YMCA,Wilson’s Performing Arts, and Southwest Community College (SWCC) in sharing facilities andprograms. A local business has also been involved in developing a graphic arts program withinthe high school. Many other organizations are engaged with ROCSD such as:● Kiwanis● Rotary● Optimist● Red Oak Chamber of Commerce, School Boosters, and Industry Association● Montgomery County Memorial Hospital● Public Library● Courthouse● Heritage Hill● Industrial Park13. The superintendent and parents reported there are numerous opportunities for communitypartners to work collaboratively with the school and maintain open communication. Administratorsattend meetings of local clubs such as the Rotarians and Optimists to make presentations andinform them of school issues. The superintendent has encouraged input and communication fromstaff members by developing an anonymous posting to him through the school website to voiceproblems, concerns, and suggestions.14. Parents reported ROCSD maintains strong communication with families. For example, the districtadded the student management system Infinite Campus for the 2010-2011 school year, andparents spoke positively with how easy it is to access their student’s attendance, grades,assignments, and announcements. Parents noted that communication is current through thedistrict’s website and the local radio station, KCSI.6

15. Special education and collaborative general education teachers reported they work well togetherand collaborate regularly. At the end of the school year, there is a special education teachermeeting to collaborate on transitioning students who are moving from building to building. Forexample, it was reported the fourth grade teachers are included in third grade IndividualEducation Program (IEP) meetings in the spring to assist in getting to know their new studentsand the student’s accommodations prior to the beginning of the next school year.Recommendations for Improvement:16. Interview groups reported concerns about illegal drug use among students. The district mightcontinue the use or expansion of the student groups such as Unity Council, class officers, andStudent Council. This will help to maintain an open dialog about current issues and concerns thatmay be predominant in the lives of students (i.e., substance abuse, bullying, teen pregnancy). Forassistance with school safety and climate issues, contact Cyndy Ericson, Education Consultant,Iowa Department of Education, at Cyndy.Erickson@iowa.gov. For additional assistance, thedistrict may want to consider collaborating with local drug treatment facilities for preventativeeducation programs.17. Interview groups indicated not all stakeholders are receiving the same level of districtcommunication. The visiting team recommends the district continue to find ways to movecommunication from the awareness level to a true collaborative level where all stakeholders arelearning and listening to each other and implementing applicable recommendations. Forexample, it was reported only about 20 percent of parents received their code for Infinite Campus.18. The ROCSD might want to consider a formal and systematic collaboration model for staffmembers. For example, paraeducators indicated while there was collaboration andcommunication occurring between them and the classroom teachers to discuss the day’s agendaand/or student needs for the day, these meetings were informal and brief. Paraeducatorsexpressed an interest in formalized weekly meetings between special education teachers andspecial education paraeducators. In addition, the media center paraeducators reported they donot have opportunities to meet with one another nor with the media specialists. The district mightdevelop a formalized system for collaboration between paraeducators and the certified staff theywork with. For assistance, contact Kellie Peterson, Special Education Consultant, GHAEA, atkpeterson@ghaea.org.19. The district may want to reevaluate how IEP information is shared with stakeholders. Currentpractice of giving every member of the middle school teaching staff a copy of all student IEPsmay not be best practice. Each teacher and provider (i.e., bus drivers, lunch staff, paraeducators)providing a service(s) listed on a student’s IEP must be informed of his or her specificresponsibilities related to implementing the student’s IEP and have access to the student’s IEP.For further information regarding IEP procedures contact Thomas Mayes(Thomas.mayes@iowa.gov) or Sharon Hawthorne (Sharon.hawthorne@iowa.gov) at the IowaDepartment of Education or visit:http://educateiowa.gov/index.php?option=com_content&task=view&id=581&Itemid=590.7

Learning EnvironmentIn an improving district/school, the school environment is conducive to teaching and learning. Theenvironment is safe, orderly, purposeful, and free from threat of physical, social, and emotional harm.Teachers are familiar with students’ cultures and know how to work effectively in a multi-cultural setting.Students are guided to think critically about learning and have opportunities to apply learning to real worldsituations. Classrooms are integrated with diverse learners (i.e., gender, race, special needs, at-risk,gifted). Evidence includes, but is not limited to, the following:Rules and procedures for behavior and consequences are clearly communicated and consistentlyadministered.School facilities are physically accessible and school routines enhance student learning.Materials, resources, technology, programs, and activities reflecting diversity are available to allstudents.The district/school provides a clean, inviting, welcoming environment.A clearly understood crisis management plan is established, communicated, and implemented whennecessary.Teaching and learning are protected from external disturbances and internal distractions.The district/school reflects the contributions and perspectives of diverse groups and preserves thecultural dignity of staff, students, and parents.Noted Strengths:20. ROCSD facilities are well maintained, clean, and attractive. Inman Primary has an upliftingphysical environment. Site visit team members noted numerous positive messages postedthroughout the building. Student work and murals decorate walls. In addition, district staff arewelcoming and polite.21. Teachers, administrators, and board members reported the school has taken measures to makesure the students are safe in the school. They reported the successful use of security cameras inbuildings and on buses. Teachers indicated new plans have been implemented at the buildinglevel for security such as a new intruder plan.22. Parents and students reported the district plans purposeful transitions as students move frombuilding to building. For example, students are given the opportunity to visit each building to meetnew teachers and tour the facility before each transition. For incoming freshman, the high schoolcounselor also goes through individual schedules. The schools are open prior to the new schoolyear so students can find their lockers and classrooms. They stated these opportunities reduceanxiety and provide a smooth start to the school year.23. Teachers and paraeducators appear to have established a rapport and relationships withstudents. Students felt respected by teachers and reported teachers listen when students voiceconcerns. Paraeducators reported developing a close relationship with students where they feelcomfortable confiding in them about personal problems.Recommendations for Improvement:24. Although ROCSD is desegregating and collecting bullying data, the district might considerincreasing student awareness of the procedures for reporting bullying. For example, studentsreported bullying happens in every school, but feel more secure because they can go to guidancecounselors and teachers. In addition, they reported ―some kids do get made fun of because of8

how they act and they are different and sometimes they don't do anything.‖ This may indicatethat some students are targeted and may not know how to report incidents when they arise. Thedistrict may want to consider involving SIAC, administrators, teachers, and other stakeholders togo over procedures and data to ensure equitable enforcement of the bullying policy. For moreinformation regarding Anti-bullying and Harassment visit the Iowa Department of Education website at:http://educateiowa.gov/index.php?option=com_content&view=article&id=1030:antibullyingantiharassment&catid=460:learning-supports&Itemid=291125. The district may want to consider a district-wide discipline plan. High school students expressedthe need for clear and consistent rules/expectations throughout the school and acrossclassrooms. These rules/expectations should also be enforced in a clear and consistent mannerby administration and classroom teachers. Another area of concern was the amount of timeteachers spend disciplining students. Instituting a clear and consistent discipline/behavior planmay result in a reduction in time used for discipline and an increase in time used for instruction.The district may want to consider using systematic referral review for behavioral trends andsharing behavioral trends with SIAC, administrators, teachers, parents, students, and otherstakeholders. For assistance, contact Maryann Angeroth, Consultant for ContinuousImprovement (CCI), GHAEA, at mangeroth@gheae.org.26. The interviews showed that district staff lack an understanding of multicultural/gender fair issues.The district does have multicultural components in parts of its instruction, but it is not systematicand infused throughout the curriculum and across disciplines nor does the district provideprofessional development focused on multicultural/gender fair issues. (See non-compliancematrix) The district might consider the following suggestions:● Provide professional development for administrators and staff on diversity,multiculturalism, sexual orientation, globalization, gender equity, students with disabilities,and socioeconomically disadvantaged.● Utilize current minority residents and former students as a resource to educate thecommunity on multicultural subjects and help with recruitment of minority SIAC members.● Integrate multicultural aspects into existing community and school related activities(annual festivals, band/chorus, and art class activities). Look outside the community forresources such as speakers.● Develop relationships with area community colleges to assist in promoting diversity in thedistrict. Investigate grant opportunities or existing programs for college studentemployment with the district (i.e., ELL, or paraeducators)● Actively target minority students for inclusion in advanced courses and extracurricularactivities.● Involve parents of minority students in advisory committees and school related activities.Capitalize on relationships with local businesses to identify parents. Cultivaterelationships with minority students in an effort to reach out to their parents.● Collaborate with other districts (i.e., Atlantic) and GHAEA to identify best practices forminority/Hispanic programming, ELL curriculum, and community-based activities.For assistance, contact Mary Smith, ELL Consultant, GHAEA, at masmith@ghaea.org.9

Curriculum and InstructionIn an improving district/school, curriculum challenges each student to excel, reflects a commitment toequity, and demonstrates an appreciation of diversity. There is an emphasis on principles of high qualityinstruction and clear expectations for what is taught. Educators have a common understanding of qualityteaching and learning. Instruction is designed to accommodate a wide range of learners within theclassroom. Teachers have knowledge and skills need to effectively implement characteristics of effectiveinstruction. The staff accepts responsibility for the students’ learning of the essential curriculum (e.g.,Iowa Core Curriculum). Instructional time is allocated to support student learning. Evidence includes, butis not limited to, the following:Educators implement effective instructional practices for each and every student.School and classroom tasks and activities are inherently engaging, relevant, and lead to applyingknowledge to authentic tasks.Content, instruction, assessments, and policy are aligned.A shared vision of effective instruction is held by all instructional staff.Curriculum and instruction reflect contributions from diverse racial, ethnic, and personal backgrounds.Students are provided opportunity and time to learn.Teachers are provided with an instructional framework for units that employs research-basedstrategies for use with diverse learner characteristics.Instructional decision-making utilizes a process of collecting, analyzing, and summarizing data.Noted Strengths:27. Leaders mentioned the Red Oak Curriculum Committee (ROCC) has been implemented this yearto put into practice a systematic approach to curriculum related issues. ROCC was developed asa result of the School In Need of Assistance (SINA) visit conducted by the Iowa Department ofEducation. Anytime the district changes instruction, programs, materials (i.e., curriculum foradoption) it is presented to the committee before taking it to the board. The committee has anumber or accomplishments which included:A tool for all materials adoptionUpdated human sexuality materials district-wideApproved curriculum adoption for agricultural courses at the high school28. ROCSD offers a variety of courses for college credit. Students indicated the opportunity to earncollege credit was a positive experience. The district currently offers concurrent enrollmentthrough Southwest Community College (SWCC).29. Students reported ample availability of some technology in the high school building, including themobile computer lab, smart boards, welders, and the virtual reality equipment.Recommendations for Improvement:30. As a result of document review, the site visit team found some curricular areas do not havewritten learning objectives. As required by Iowa code, the elementary program must providehealth education during grades 1 - 6. When asked for the health curriculum in grade 6 the districtreported the curriculum was not available. Furthermore the district could not provide healthobjectives for grades 1 - 3 or the career education objectives for grades 7 and 8. In addition,interviewees reported a lack of alignment between the current curriculum and the Iowa Core. Thedistrict may want to consider adopting the Iowa Core Alignment Tool (ICAT), free from AEA, as a10

tool to help align the district curriculum with the Iowa Core. Refer to the Chapter 12 NoncomplianceMatrix found at the end of this report.31. Students reported the desire for more hands on learning activities, projects, and laboratoryexperiences. The district may want to consider more opportunities for students to engage inhands-on activities and higher level thinking skills which will help optimize student learning. Theyalso spoke to the need to update some computers which are currently used for technologycourses. Students also indicated a lack of equipment for science labs and reported labs rarelyoccur due to a lack of equipment and space.32. ROCSD may want to consider looking at how block scheduling is implemented and its effect oninstruction as well as evaluating the impact it has on fine arts, CTE, and core classes. Forexample, students reported if they want to be involved in fine arts or CTE, they have difficultydoing so because those courses are offered at the same time as key academic courses.33. The parents expressed a need for more career planning for the work-bound students and moreprograms and support for the students who do not want to be at school. In addition, theyindicated the transition from high school to college needed more support from the district. Thedistrict may want to consider evaluating where and when career planning is occurring andfollowing up with graduates to gather useful feedback regarding ways they might improve studenttransition to post-secondary or career.34. The district incorporates the co-teaching model as one strategy to meet the learning needs of allstudents. Middle school teachers who are currently co-teaching attended training together whichthey believe has strengthened their partnership. However, very few other staff members--specialeducation or general education--have received any training in this strategy. In addition, highschool special education teachers indicated they receive their schedules the first day of school.Not knowing who will co-teach not only limits collaborative decision making prior to the schoolyear, it also makes it nearly impossible for teachers to receive training. For assistance, contactKellie Peterson, Special Education Consultant, GHAEA, at kpeterson@ghaea.org.35. CTE program information on Project Easier Plus CTE should be reviewed to ensure that allprograms list courses that are included in their offered programs. While several CTE instructorsstated this had been accomplished for their program areas, others had not been reviewed. Thedistrict is encouraged to review the Industrial Technology Program Sequence 2 which appearsnot to be in the architectural engineering sequence. For assistance, contact Andy Wermes at515-281-8353 or andrew.wermes@iowa.gov36. The CTE advisory council has been in existence during the 2011 school year and met once inOctober 2010. While this meets the minimum requirement of having an advisory council, thedistrict needs to ensure that they continue meeting with the advisory council. The list of membersincluded both district staff as well as representatives from business and industry. There was noindication of the discipline areas that each of the members represented. It is important that theadvisory council include an adequate number of members for each discipline that is taught. It isalso important that the members of the council reflect the program that is being taught.Additionally, the advisory council should be balanced by race, gender, national origin anddisability. The advisory council should also continue working on the Programs of Studyrequirement. Interviews of the CTE instructors indicated the advisory council was not clear on therequirements of technical skill attainment. Because the advisory council is vital to the third partyreview, it is important they understand this concept in order to provide the CTE instructors withrecommendations. For assistance, contact Linda Berg, CTE Consultant, IDOE, atlinda.berg@iowa.gov. Refer to the Chapter 12 Non-compliance Matrix found at the end of thisreport.11

Professional DevelopmentIn an improving district/school, staff is qualified for assignments and engages in ongoing learningopportunities to improve effectiveness. Student achievement and other sources of data are used to setgoals for professional development. The district provides professional learning opportunities that includetheory, demonstration, practice, and coaching. Evidence includes, but is not limited to, the following:Professional development focus is determined through the analysis of student achievement andperformance data.Professional development is focused and based on research-based strategies.Professional development sessions build on one another, are distributed throughout the school year,and are sustained over time.Time is provided for teachers to collaborate and apply new content and pedagogical knowledge.An established system provides support to monitor and evaluate implementation of professionaldevelopment and its impact on student learning.Formative student data and teacher implementation data are used to adjust professional developmentand guide instructional decisions.All school staff members, instructional and non-instructional, are provided professional developmentto support job roles and functions.Professional development activities contribute to the capacity of all school staff to develop culturalcompetence and to reflect and respect diversity in classroom and work environments.Noted Strengths:37. Professional Learning Communities (PLC) have been established and are being refined in allbuildings. District leadership and teachers reported the value of PLCs. This appears to be animportant aspect of collaboration among staff on student learning and growth. The majority ofstaff has had Solution Tree PLC training with a goal to have all staff trained.38. District leadership and staff report encouragement and support to participate in the manyopportunities for professional development inside and outside the school district. For example,the media specialist has created voluntary technology professional development for staff.Several teachers have taken advantage of these sessions to learn more about how to usetechnology in their classrooms to benefit students.39. School board members reported attending various professional development activities throughthe Iowa Association of School Boards (IASB). Some examples reported were State Conventionof IASB, Leadership Academy, and Regional School Board Meetings. In addition, district staffshares with school board about professional development content and progress monthly.Recommendations for Improvement:40. Each building appears to have a different professional development focus. It might benefit thedistrict to have an overarching district focus that will lead to a less disjointed feel to theprofessional development efforts. Teachers stated they have good collaboration time built intotheir schedule with the regular meeting of their PLC, but that they simply have too many thingsabout which to collaborate. The district may want to consider administrators and teachersmeeting with AEA personnel to discuss possible solutions. For assistance, contact MaryannAngeroth, Consultant for Continuous Improvement (CCI), GHAEA, at mangeroth@gheae.org.12

41. Although the district is committed to providing opportunities for individual and small groupprofessional growth, it does not currently have a plan for focused, long-term, sustainedprofessional development. (See non-compliance matrix) The focus of professional developmentshould be to impact student learning; therefore, professional development must be data based,focused on one or two research-based strategies, and sustained. Additionally, effectiveprofessional development should contain the elements of theory, demonstration, practice,coaching, and feedback. The district is encouraged to review guidance regarding the IowaProfessional Development Model (IPDM) athttp://www.iowa.gov/educate/index.php?option=com_content&view=article&id=232&Itemid=128642. Paraeducators indicated additional training for bullying prevention and other professionaldevelopment activities for non-certified staff would be beneficial for supporting students. ROCSDmight consider convening a group of paraeducators to determine areas of need for training andsupport.13

Monitoring and AccountabilityIn an improving district/school, the district/school establishes a comprehensive system that monitors anddocuments performance of student progress, curriculum, instruction, programs, and initiatives. Resultsfrom assessments drive the goal setting and decision-making processes. Leadership supports a systemthat regularly analyzes student performance and program effectiveness. Instructional decision-makingutilizes a process of collecting, analyzing, and summarizing data. Evidence includes, but is not limited to,the following:A system for district-wide student assessments, including multiple measures that are valid andreliable, is implemented.Decision-making for the continuous improvement of instruction and student learning using studentachievement and teacher implementation data is employed.The district’s/school’s cycle of program evaluation as noted in its CSIP is implemented.Summative evaluation processes are used to determine whether professional development hasresulted in improved student learning.Noted Strengths:43. Although individual student areas of noncompliance were identified during the district’s SpecialEducation program procedural compliance review completed last fall, documents reviewedincluded evidence that these corrections have been made and submitted. The DE has alsoreceived on February 7, 2011, a copy of the AEA letter stating the district level corrective actionplan (CAP) has been fully implemented within the required timelines and all requirements havebeen met.44. ROCSD respects the practices required by Iowa Testing Services to ensure Iowa Test of BasicSkills (ITBS) and Iowa Test of Educational Development (ITED) tests are administered in astandardized and valid manner. The district administrators reported all staff sign an agreement toadhere to No Child Left Behind (NCLB) testing practices ensuring all tests are handled in aprofessional and ethical manner.45. 11th grade ITED scores for percent proficient and above in reading and mathematics are showingimprovement over the past three years.11th Gr.11th Gr.Reading 2008 2009 2010 Mathematics 2008 2009 2010State 76.45 75.78 77.5 State 76.82 76.64 76.78GHAEA 76.08 73.73 76.35 GHAEA 75 72.77 74.73ROCSD 77.53 77.88 81.31 ROCSD 68.54 69.23 80.22(Source: Annual Progress Report (APR) 2010)Recommendations for Improvement:46. Administrators noted numerous programs in place to benefit students, but there was not always asystemic approach and some programs were not consistently implemented district-wide. Thedistrict might consider a more comprehensive approach to programs that would help buildconsistency. For example, some buildings use the Response to Intervention (RtI) process but itis not universally utilized across the district. For assistance, contact Eric Neessen, IowaDepartment of Education Consultant, at eric.neessen@iowa.gov.14

47. Although the district uses a variety of assessments to monitor student achievement, it wasunclear how each assessment is used to inform instructional change. Special education, generaleducation teachers, and special education administrators could not articulate how they usesubgroup data to influence their instructional decisions or as a tool to analyze the gap betweenstudents with IEPs and general education students. Classroom teachers reported they do notcurrently utilize ELL testing data to make instructional decisions. Administrators and teachersshould analyze data about ELL students from intake and annual Iowa English LanguageDevelopment Assessment (IELDA) testing and implement a process to share the data to impactinstructional decisions for ELL students. District administrators could not articulate how they usedisaggregated data to inform decisions. Consider developing a district-wide, systemic process forreview, analysis, and use of both formative and summative data:● How is data shared and analyzed at the building level?● What information does staff need in order to be able to interpret assessment data andshare it with parents and students?● What data best informs instructional practices? What other data points are needed tohelp inform decisions?● How is data used to influence instruction?For assistance in this area, contact GHAEA Consultant Sherry Huffman at shuffman@ghaea.org.48. The percent of ROCSD fourth grade students scoring proficient and above is below the state andAEA average for 2008, 2009, and 2010 school years in mathematics, reading, and science. Inaddition, the cohort groups show a decline in reading, mathematics, and science with theexception of mathematics for the 2010 5 th grade cohort. The data table below shows the 2008 –2010 ITBS data for grades 3 – 5, with cohort groups highlighted:3rd Gr.Reading 2008 2009 20103rd Gr.Mathematics 2008 2009 20103rd Gr.Science 2008 2009 2010State 74.56 76.09 75.53 State 75.03 76.16 76.2 State 78.35 80.16 80.29GHAEA 72.22 75.73 73.04 GHAEA 70.27 72.85 74.77 GHAEA 76.3 78.11 79.06ROCSD 78.79 82.43 62.96 ROCSD 69.7 87.84 66.67 ROCSD 91.67 90.54 85.184th Gr.Reading 2008 2009 20104th Gr.Mathematics 2008 2009 20104th Gr.Science 2008 2009 2010State 76.7 80.39 77.62 State 79.03 80.33 79.17 State 83.5 81.44 83.8GHAEA 74.69 78.86 78.2 GHAEA 75.55 78.31 77.97 GHAEA 80.93 81.71 85.22ROCSD 72.37 77.66 65.79 ROCSD 72.37 72.63 75 ROCSD 76 81.32 78.955th Gr. 2008 2009 2010 5th Gr. 2008 2009 2010 5th Gr. 2008 2009 2010ReadingMathematicsScienceState 76.32 79.56 77.57 State 79.39 79.12 79.66 State 82.02 81.65 83GHAEA 75.36 78.15 77.06 GHAEA 76.25 78.24 77.35 GHAEA 81.33 82.85 83.92ROCSD 72.6 72.5 63.83 ROCSD 68.49 67.5 82.97 ROCSD 87.67 74.69 80.22(Source: Annual Progress Report (APR) 2010)The district may want to consider analyzing the Iowa tests, as well as other district-wide summativeassessment and classroom formative assessments to assist in making instructional decisions throughthe use of the following guiding questions:What do we want students to learn?How will we know when each student has learned it?How will we respond when a student does not learn?How will we respond when a student already knows it?15

Clarity about the answers to these questions will assist teachers in individualizing instruction andincreasing students’ academic growth.49. Evidence from document review indicated board policies are due to be reviewed during thecurrent school year and some policies have not been reviewed during the past five years.According to Red Oak board policy 209.6 policies are to be reviewed on a scheduled basis everyfive years according to series numbers. The district might consider reviewing the policy on policyreview and adhering to the schedule set forth by the policy. For assistance, contact IASB, athttp://www.ia-sb.org/. Refer to the Chapter 12 Non-compliance Matrix found at the end of thisreport.50. Administrators, teachers, and parents reported the district is inclusive. Multiple intervieweespraised the district’s mission of excellence for all. However, review of documents revealed thereare no African-American, Hispanic or Asian students in the National Honor Society (NHS). Whilethe district’s low Socio-Economic Status (SES) population is 48%, only 6% of the NHS studentsare from low SES backgrounds. Disproportionality may be unintentional, but review is necessaryto ensure it is not a matter of practice, policy, or bias. Formal mechanisms do not appear to be inplace to address cultural competency. Consider the following suggestions to continue to supportthe cultural competence of staff and students:Create a common definition of cultural competence and its implications for the district andpractices. Cultural competency means awareness and understanding of multiple types ofdiversity beyond ethnicity and color of skin.Develop a broader view of diversity, including a thorough examination of the diversity withinthe district, such as socio-economic status, college-bound and non-college-bound students,where people live, families new to the district, gender, race/ethnicity, language, sexualorientation and identity, religion, students who do well and those who struggle, and theeffects these have on learning.Explore the difference between tolerance and acceptance. Acceptance requires tolerance;however, tolerance by itself is incomplete.Develop a systemic procedure for supporting new students, families, and all staff. Forexample, identify parent volunteers who will take on the job of making connections withfamilies new to the district, welcome them, and ensure they know about school andcommunity culture, activities, and events.Consider embedding cultural competency concepts and activities through existing initiativesand classes/courses.Explore available resources available from surrounding communities, organizations, andinstitutions.Systematically review student membership in classes, clubs, organizations, athletic groups,and fine arts groups to assure their inclusiveness.For resources and assistance, contact Kerry Aistrope, Equity/Multicultural Gender Fair Contact, atkaistrope@ghaea.org or visit http://www.tolerance.org/ .16

Red Oak Community School District’s Compliance Status for Applicable FederalPrograms:Title IIA (Teacher and Principal Training and Recruiting Fund)The district has no citations of Title IIA non-compliance identified during this visit.Title IID (Enhancing Education through Technology, E2T2)The district has no citations of Title IID non-compliance identified during this visit.Title III (English Language Learners)The district has no citations of Title III non-compliance identified during this visit.Title IVA (Safe and Drug Free Schools)The district has one or more citations of Title IVA (SDFSC) non-compliance identified during this visit.Title XC (Education of Homeless Children and Youth)The district has one or more citations of Title XC non-compliance with CSIP program assurancesidentified during this visit.17

Areas of Non-Compliance: Chapter 12The district shall submit a plan of correction for each non-compliance item listed below to the Site Visit Team Leader within 45 business days ofthe receipt of this report. Evidence of corrective action for non-compliance(s) may be submitted with the plan or at a later date in accordance withthe noted timeline. The district may choose to use the following matrix as a format for the development of an action plan or develop its own.Chapter 12 NoncomplianceIssuesVED8 No evidenceexists that the districthas made an effort toseek committeerepresentation fromrequired groups(representation of CTEservice areas) to assistin vocational (CTE)education and planningand evaluation. 281-IAC12.5(5)(i)VED9 No evidenceexists that the districthas made an effort toseek committeerepresentation from thecommunity it represents(e.g., by gender/ race/ethnicity) to assist invocational (CTE)education and planningand evaluation. 281-IAC12.5(5)(i)Additional Details Plan of Correction TimelineforCompletionEvidence provided did not indicate allservice areas were represented. CTEadvisory minutes must reflect that theagenda(s) included issues related toeach/all of the district’s CTE serviceareas.Evidence provided did not indicate themembership list was disaggregation bygender and race/ethnicity. Districts areadvised to pay close attention to genderbalancing of the CTE advisorycommittee. The district is also advisedto maintain documentation of its effortsto seek CTE membershiprepresentation with regard torace/ethnicity.18

AR1 The district’sidentificationprocedures are notdesigned to potentiallyidentify at-risk studentsthroughout the schoolage population. 281—IAC 12.5(13)AR3 The district has noongoing educationalstrategies to meet theneeds of at-riskstudents. 281—IAC12.5(13)SIAC1 No evidenceexists that the SchoolImprovement AdvisoryCommittee is boardappointed. 281—IAC12.8(1)(a)(2)SIAC6 No evidenceexists that the district, tothe extent possible, hasmade an effort to seekbalanced representationof race, gender,national origin, anddisability for the schoolimprovement advisorycommittee. 281-IAC12.2Documentation lacked valid andsystematic procedures for the at-riskprogram. Please consult the DE website for additional assistance:http://educateiowa.gov/ Search ―At-Risk‖The district needs to developdocumented and systematic strategiesto address the needs of at-riskstudents.Board minutes showing appointment ofthe SIAC should be provided.Districts are advised to maintaindocumentation of efforts to seekmembership representation with regardto race, national origin, and disability.Local boards are also advised to payclose attention to gender balancing ofthe SIAC.19

SIAC4 The SchoolImprovement AdvisoryCommittee does notmake annualrecommendations to theboard with regard toprogress toward annualimprovement goals,progress toward localindicators, and annualimprovement goals forthe next school year.281—IAC 12.8(1)(a)(3)HSPELA2 The Englishlanguagearts programfor grades 9-12 doesnot contain six units.281—IAC 12.5(5)(a)HSPM2 Themathematics programfor grades 9-12 doesnot contain foursequential units that arepreparatory to postsecondaryeducationprograms. 281—IAC12.5(5)cPM3 The school orschool district cannotdemonstrate that theboard has reviewed itspolicies on at least afive-year cycle. 281—IAC 12.3(2)EPRO1 The elementaryprogram, grades 1-6,does not include eachcurricular area. 281—IAC 12.5(3)Presentation of the SIAC’srecommendations to the board shouldbe reflected on board agenda(s) and/orwithin meeting minutes. Provide a copyof the most recent recommendationsaddressing the required content thathas been presented to the Board.Providing evidence ofrecommendations from multiple years isencouraged as it would help assurethey are made annually.Concurrent enrollment English classesdo not meet this requirement. Thedistrict’s reading course does not meetthis requirement.Math course to be added for the 2011 –2012 school year should rectify thissituation. Please provide proof via acopy of the master schedule.Many policies are not updated withinthe last 5 years.Documentation lacked evidence thatthe requirement for health is being metin grades 1 – 6.20

JHP1 The junior highprogram, grades 7-8,does not include eachcurricular area. 281—IAC 12.5(4)SPEDAIM1. The districthas no evidence it hasworked with publishersto address AccessibleInstructional Materialsrequirements. 281-IAC12.5(9) and 281-1.210(256B,34CFR300)PD4 No evidence existsthat all employees areprepared to work withdiverse learners and toimplement multicultural,gender fair approachesto the educationalprogram. 281—IAC12.7(1)(a)ACPD1 Professionaldevelopment plans arenot in place for eachdistrict attendancecenter. 281—IAC12.7(1)(b)Documentation lacked evidence thatthe requirement for Career education isbeing met in grades 7 - 8.Copy of materials purchaseagreements addressing AIMrequirements. AIM requirements applyregardless of whether the district hasstudents who are blind or who haveprint disabilities. Numerous referencematerials, including a comprehensivereference packet, are available fromhttp://educateiowa.gov/index.php?option=com_content&task=view&id=572&Itemid=1607No documentation of the districts effortsto prepare employees to workeffectively with diverse learners and toimplement multicultural, gender fairapproaches to the educational program.This requirement can be met throughstand alone in-services or integratedwithin district-wide professionaldevelopment activities. If integrated,evidence should clearly indicate howthese aspects are intentionallyaddressedA copy of the professional developmentplan for each attendance center(building) should be provided. Adocument entitled ―Building LevelProfessional Development PlanWorkbook‖ is available from the DEwebsite.21

PE1 Personnel filesshow no evidence ofphysical exams beforeor within six weeks ofthe beginning ofservice. 281-IAC12.4(14)EV3 The school districtdoes not implement itsevaluation proceduresfor all teachers. 281—IAC 12.3(3) and IowaCode 279.14PE8 The school districtdoes not implement itsevaluation proceduresfor all administrators.281—IAC 12.3(3) andIowa Code 279. 23AEQ3 No evidence existsfor the annual review ofdistrict, attendancecenter, and courseenrollment data. 281—IAC 12.1(1)EQ5 No evidence existsto indicate the school orschool district providesequal opportunity toparticipate in programsby gender, sexualorientation, genderidentity, marital status,socioeconomic status,disability, race, nationalorigin, color, religion,and creed. 281—IAC12.1(1)Andrew Yost, Rebecca Peterson, andEdus Volkmer.A follow up visit will be conducted toassure procedures are in place for allteachers.A follow up visit will be conducted toassure procedures are in place for alladministrators.Summary of attendance center,program, and course enrollment-relatedtrends noted over the past three years;and a description of how these data arecollected and used, with whatfrequency, by whom, and for whatpurposes.Policy 500 lacks gender identity,socioeconomic, and creed.22

Areas of Non-Compliance: Outside of Chapter 12Outside of Chapter 12Non-compliance IssuesEQD1 The district does nothave a policy on nondiscriminationinemployment on the basis ofrace, color, national origin,gender, disability, religion,creed, marital status, sexualorientation, and genderidentity (EQD1). Title IX34CFR 106.9 Section 5HCY2. There was noevidence that postingsregarding the education ofhomeless children andyouth have been placed inthe community 281—IAC33.3HCY4. Evidence that thedistrict-adopted definition ofhomeless is communicatedin staff, parent, and studentdoes not exist. 281—IAC33.3EQD2 The district does nothave a non-discriminationnotification statement:Additional Details Plan of Correction Timeline forCompletionPolicy lacks gender identityand sexual orientation.Updated in 2005 which is overthe required 5 years.A copy of the posting and list oflocations where they havebeen placed within thecommunity should be provided.The format of the posting is alocal decision. Samplepostings can be downloadedfrom the DE website.Provide a copy ofcommunication containing thedefinition of homelessness inaccordance with Chapter 33 ofIowa Administrative Codedefines “Homeless child oryouth.‖ The district shalldesignate an appropriate staffperson to serve as the district’sliaison for homeless childrenand youth to carry out theduties specified in 281—IAC33.3(7)Provide the annual notificationin newspaper or newsletter thatgoes to all community folks.23

Outside of Chapter 12Non-compliance Issuesannual notification innewspaper or newsletterthat goes to all communityfolks Section 504 34 CFR104.8, Title IX 34 CFR106.9, OCR Guidelines IV.Oand V.C.EQD3 The district does nothave a nondiscriminationnotification in major writtenpublications: Parent,student, employeehandbooks, Registrationhandbook, Coacheshandbooks, Brochuresabout the district, Web site,and School newslettersSection 504 34 CFR 104.8Title IX 34 CFR 106.9, OCRGuidelines IV.O and V.C.EQD4 The district does nothave a plan that addressesequal employmentopportunity and affirmativeaction in employment. IowaCode 19B.11, 281—IACChapter 95T4A1 A crisis managementplan and securityprocedures for the timewhen students are at schooland on their way to and fromschool do not exist. Title IV-A, NCLBA Sec.4114(d)(7)(B) and Title IV-A,NCLBA Sec. 4114(d)(7)(D)Additional Details Plan of Correction Timeline forCompletionUpdate the nondiscriminationnotification in all major writtenpublications to include thefollowing protected classes:marital status and socioeconomicstatus. Provideupdated publications.Provide an EEO/AA plan. Adocument containing asummary of EEO/AArequirements is available fordownload from the DE websiteThe current crisis managementplans for all buildings lackprocedures for students ontheir way to and from school.24