DHS concludes Quinten Wood investigation

Initiates disciplinary actions, efforts to improve collaboration of services

Ed Lake
Director of OKDHS

OKLAHOMA CITY – The Oklahoma Department of Human Services (DHS) has completed its internal investigation of the circumstances surrounding the death of Quinten Wood, a 15-year-old boy with disabilities who died in his home over a year ago from complications of pneumonia.  While the criminal investigation is ongoing and the agency’s child death summary is pending, DHS is taking actions based upon the information obtained through the internal investigation. 

“Quinten’s death has been heart-wrenching for all of us at DHS and our deepest sympathies go out to his sister, Valerie Wood-Harber, and his brother,” said Ed Lake, DHS Director. “Ms. Wood-Harber deserves full credit and our appreciation for pushing the system--our agency, law enforcement, the school, and health care officials--to investigate the circumstances that led to Quinten’s death.

Ms. Wood-Harber refused to let her brother’s death be accepted as something unpreventable that occurred as a result of his disability,” said Lake.  “Had it not been for her advocacy and persistence, the truth about what Quinten and his brother endured might never have been fully investigated. We hope that through discovery of the facts and the actions we are taking, they will have some peace going forward.”

Quinten’s death should not be in vain,” said Lake. “Just as we have done, we encourage every entity involved in this case to evaluate its response to children with intellectual and developmental disabilities who may be vulnerable to abuse and neglect. DHS has an important role to play in the child protection system, but not the only role.”

Upon reviewing child death cases, the agency takes into account all of the facts and the full context of cases, including the responsibility and the involvement of staff members. 

“This agency will not rush to blame or scapegoat front-line staff when the facts show they have performed appropriately and have acted in good faith.  We will not punish staff for system failures that are beyond their ability to control,” said Lake.

“Unfortunately in this case, a thorough and comprehensive review of the facts and circumstances of Quinten’s death led us to the difficult and sad conclusion that the individual actions of two employees associated with this case clearly violated agency policies and reasonable child protection practices,” Lake said. “Based upon the information that has been obtained, the decision has been made to initiate steps to terminate those employees.”

“Despite this instance, we have confidence in our child welfare workforce,” said Lake. “Child protection is anxious work.  Our workers are making life and death decisions every day under tremendous pressure never to err. Given the nature of our work, the fragility of the families we serve, and daunting caseloads, we know that tragedies may occur despite our best efforts.  When our people are acting in good faith, doing everything they know to do, this agency should and will support them when that occurs.” 

“I want to express special thanks to Kathryn Brewer, the Advocate General over the Office of Client Advocacy, for her untiring and passionate work on this case. Ms. Brewer deserves great credit for leading this internal investigation, collaborating with the family and law enforcement, not stopping until every stone had been turned in pursuit of the facts.” 

Through this investigation, DHS has also identified areas within its own organization that the agency will strengthen to improve child protection, particularly when it becomes involved in cases with children with intellectual and developmental disabilities. 


Some of these efforts include improving collaboration between its Developmental Disabilities Services (DDS) and Child Welfare Services (CWS), beginning with child protective investigations and continuing through permanency planning for children in the foster care system. CWS is updating child welfare worker training to include more specific information about children with intellectual and developmental disabilities and services available. Also, DDS and CWS will work together to recruit families who have the desire to provide care for children with severe disabilities who enter the foster care system. 

Lawmakers Unveil Education Savings Account Act

OKLAHOMA CITY – Legislation that would provide education options to families across Oklahoma was unveiled today at a press conference at the Oklahoma State Capitol.

Under House Bill 3398, by state Reps. Jason Nelson and Tom Newell, low-income public school students would be able to receive a portion of the state aid dedicated to their education and use it to expand their education options.

“This is an exciting and timely proposal that will help address one of our state’s most pressing and challenging problems – the effects of poverty on our families,” said Nelson, R-Oklahoma City. “Two thirds of the births of children in our state are paid for by Medicaid. More than 60 percent of the public school students in our state are eligible for free or reduced price lunches. Educators I’ve talked to say that students living in poverty present the greatest challenge in our education system. This bill would begin to help these children and help schools with one of their greatest challenges.”

“If you are a parent who has the means to pay for education alternatives, you have true freedom over how your child is educated,” said Newell, R-Seminole. “If you have a lower income, your options are more limited. This legislation is about expanding those options for low-income families.”

Under the legislation, students eligible for free or reduced price lunch under federal guidelines would be eligible to receive 90 percent of the funding they would have generated at their resident public school through the school funding formula. Students in families whose household income is up to 1.5 times the threshold for free or reduced price lunch will be eligible to receive 60 percent of the amount they would have generated through the formula. Students in families whose household income is between of 1.5 times to 2 times the threshold will be eligible to receive 30 percent of what would have been generated through the formula.

The education savings account money could be used for tutoring, virtual school, higher education courses and private schools, Nelson said. 

“There is not a private school in every community,” Nelson said. “But there are alternative options to be found in every community.”

The president of a non-profit Oklahoma City school for impoverished and homeless children applauded the legislation.

Susan Agel, president of Positive Tomorrows, said the legislation could provide some funding for her students. Positive Tomorrows serves children who are homeless or in really difficult living situations.

“The Oklahoma City public school district estimates that there are about 2,000 homeless children in that school district,” Agel said. “There are a number of them that are really living in some difficult situations. Those are the children that we can do the most for. So far this year, we’ve turned away about 50 kids. We’ve done this because we have a lack of space in our building and because of staffing considerations.

“Every child that we take relieves some pressure on the burdened public school system who has to be all things to all children. We can take children who need some special care and we can take care of those kids and in the end we can save everybody a lot of money.”

Dr. Cris Carter, the superintendent of Oklahoma City Catholic Schools, said the Catholic Church has historically been an option for immigrants and the poor.

“We believe we have much to offer families who desire not only strong academics, but also a community rooted in a message of love and hope,” Carter said. “Representative Nelson’s previous legislation for special needs students has already begun to bear fruit. I have witnessed its impact most significantly at Good Shepherd Catholic School at Mercy, our school for children with autism.”

Lauren Marshall, member of the National Board on Public School Options and Tulsa resident, said parents need options.

“There are not enough school options right now for parents,” Marshall said. “This legislation will expand those options and we are grateful for Representative Nelson’s work on behalf of parents.”

Pam Newby, executive director of Special Care, also spoke in support of the legislation. 

“This bill is incredibly important to our families,” Newby said. “Most of our families are single parents with children who have respiratory issues, or learning disabilities, or autism. They desperately need an education plan that is not one-size-fits-all. Education should not be one-size-fits-all.”

Legislation Would Empower Parents in Crisis

OKLAHOMA CITY – Legislation unveiled today would empower parents who are in crisis to find a home for their children without the involvement of the Department of Human Services, according to the bill’s author.

House Bill 2536, by state Rep. Jason Nelson, would create a legal power of attorney for parents to use when placing their children with a host family. The legislation also modifies existing child placing licensure laws to ensure that the laws don’t frustrate or prohibit the work of private groups and host families who are caring for the child of a parent in crisis.

“Many people may see this as a radical concept and it is unfortunate that we live in a day when such a common-sense approach comes across as radical,” said Nelson, R-Oklahoma City. “The assumptions that underpin this approach are that parents love their children and are capable of making major decisions on behalf of their children even in the midst of a family crisis.”

Even as reforms and additional resources are put in place at DHS the number of children coming into state custody continues at an alarming and unsustainable pace, Nelson said.

In 2009, a research report that examined Oklahoma’s foster care system recommended that the state seek partnerships with the faith community in meeting the need for foster homes. The Count Me In 4 Kids collaborative is ready to take this a step further by working with the faith community to help families in crisis get back on their feet and avoid the circumstances that lead to DHS involvement.

“Many of us from the Count Me In 4 Kids collaborative are excited to be here today as our state moves forward in helping many more compassionate and caring Oklahomans step up to love and nurture some of our most vulnerable children,” Lynn Institute President Karen Waddell said. “We are committed to bringing the Safe Families model to Oklahoma out of our shared belief that every child deserves to have a safe place to call home and celebrate this next important step.

“Over the past year, it’s been amazing to watch over 50 organizations set aside their individual agendas, instead working collaboratively to find a way to reduce the number of children in foster care.  We are on mission together and over the coming months we’ll be creating even more ways for Oklahomans to stand up and say, count me in for our state’s children. The answer to the problem lies in all of us working together.”

Nelson said he is confident in the ability of Count Me In 4 Kids to help with child welfare challenges in Oklahoma.

“I have confidence in this effort because of the dedicated and seasoned coalition, Count Me In 4 Kids, that is taking on this challenge,” Nelson said. “And I’ve heard from many churches and church leaders that they want to help meet the needs of vulnerable families. This effort brings a proven approach to our state that facilitates this partnership with private nonprofits and the faith community. That’s why I’m excited to run House Bill 2536 that opens the door in our state to this effort.”

DHS Director Ed Lake said he supports the legislation.

“We are delighted that these efforts are being made to prepare the way for Safe Families to come to Oklahoma,” Lake said. “This has proven to be an effective model in 25 other states offering options to people in crisis before the state has to become involved.  We appreciate all efforts that help vulnerable Oklahoma families work through challenges and ensure children are safe and well cared for in the process.  Government agencies cannot do this work alone which is why we welcome the support of communities, faith groups, and organizations whose goals are to better the lives of the children in this state.” 

For more information on Count Me In 4 Kids and ultimately Safe Families, visit www.CountMeIn4Kids.org.

Ownbey, Nelson Bill Would Aid Foster Care Parents



OKLAHOMA CITY – Helping foster parents will help children in Oklahoma, said state Rep. Pat Ownbey today about a new bill to create a foster parent mediation program.



“After conducting a study where we talked to foster parents about their experience in the child welfare system, it became clear that foster parents need a third party to help them resolve conflicts that occasionally arise between child welfare workers and foster parents,” said Ownbey, R-Ardmore. “DHS on the whole does an excellent job of partnering with foster parents, but the current system provides little recourse for foster parents when a conflict does arise, because there is not a mediator to help resolve conflicts. My proposal is to designate a third party to mediate these conflicts.”



House Bill 2588 would create procedures for mediating and addressing grievances by foster care parents that would be overseen by the Oklahoma Commission of Children and Youth Office of Juvenile System Oversight.



The legislation would give foster parents the right “without fear or reprisal” to present grievances with respect to providing foster care services.



“Foster care parents came to us with a real problem that will improve their ability to help children and encourage more foster care parents to join the child welfare system,” Ownbey said.

Nelson fundraiser set January 16 in OKC

It seems like the last campaign just ended but the next election is less than ten months away and I already have a serious general election opponent who has begun raising money and organizing. My opponent is already working hard and will be well-funded.

I am asking everyone who plans to contribute to my campaign to please join me and Speaker T.W. Shannon this Thursday.  I must raise funds now to be ready to effectively campaign this year. By contributing what you can, you help me demonstrate the strength of our campaign not just in the money raised but in the number of people supporting my efforts.

If you are not able to contribute at the levels listed on the invitation below, please contribute what you can. I’m grateful for any amount and will put your resources to good use as the campaign heats up.

If you are unable to attend but would like to help financially you can mail your contribution to 4117 NW. 58th St., Oklahoma City, OK 73112. Click here to download a contributor statement to complete and return with your support.

The fundraiser is this Thursday, January 16 from 5:30 to 7:00 p.m.

At the home of Gerald and Jane Jayroe Gamble
8200 Waverly Avenue
Oklahoma City

For more information or to RSVP email jasonnelson2014@gmail.com or call 405-641-3255.

Serving as a member of the State House of Representatives has been a true honor for me and for my family. Serving my constituents is a rewarding experience I cherish and look forward to each day. Representing nearly 40,000 Oklahomans in the legislature has been a humbling responsibility I take very seriously. It has made me a better person, and I hope it has made Oklahoma a better place to live. It may sound cliché, but I can’t think of a better way to say it.

Since my election in 2008, I have tried to serve in such a way that while some may disagree with me, they know I work hard and always do what I think is right — not what is politically expedient.

I have spent much of the past five years tackling some of the most persistent and complex challenges in state government. My work on these issues has turned what I expected to be a part-time job into one that is more than full-time. These are not the sort of issues that are easily addressed or that encourage political contributions. That is why I am so grateful for the strong support of so many.

I have focused on championing government reforms that improve our education system, reorganizing our state’s Department of Human Services to help ensure Oklahoma’s children are protected and that the state is not subject to future expensive federal class action lawsuits, and giving parents of special needs children the ability to educate their children as they see fit. I am committed to continue working hard on behalf of Oklahoma’s families.

I am also proud of our efforts to reform the workers’ compensation and tort systems and to modernize our government, making it more transparent and responsive to the public.

I have supported legislation lowering the tax burden on Oklahoma families and businesses. Oklahoma’s unemployment is well below the national average and our Rainy Day Fund is full! Washington could learn a lesson or two from our state.

Parental choice in education a topic in OEA questionnaire

State Superintendent Janet Barresi's campaign today posted her responses to an Oklahoma Education Association (OEA) candidate questionnaire. Barresi answered questions on several areas of education policy, including school choice.

The OEA is the state's largest teachers' union and opposed Barresi in the 2010 state superintendent’s race. The OEA also consistently opposes legislative efforts to provide greater educational options to parents.

Barresi answered a very revealing question about publicly funded educational choice programs:

Q. What are your feelings about using public money to support private schools through voucher programs, tax credits, and other mechanisms?

A. My goal is to make sure our public schools are the first choice of every Oklahoma parent. Until that day, I want to give parents as many choices as possible. I have worked to increase funding for the Lindsay Nicole Henry Scholarships so that parents of those with learning challenges have better options for their students to have the same success as everyone else. There is still more we can do. Every child, every parent should have the opportunity to choose the school that best fits their specific needs, and no child should be confined to a failing school. I won’t rest until that’s a reality.

The premise of the OEA's question is absurd and a clear example of misplaced focus. The union sees programs like the Lindsey Nicole Henry Scholarships Act as existing to support private schools over public schools. They see education in terms of institutional schools -- not individual students.

My two children attend public schools. We do so not out of a sense of obligation to support the public institutions and provide employment for union members who believe they know better than my wife and I do what is best for our children.

Children are more than mere funding units for educational institutions. Common sense dictates that the institutions exist for the benefit of schoolchildren. The children do not exist for the benefit of the system of public schools.

Following the logic of the OEA's question, it must hold that the per pupil revenue generated by students attending public school is for the purpose of supporting that school, regardless of the service it provides to students.

The OEA’s focus is not on providing children with educational services, but with protecting their turf. The union bosses concern themselves with imagined harm to their dues-paying members while ignoring the very real harm of denying help to students who need a different educational environment.

The membership concerns of the teachers' union should not take priority over the sacred right and duty of parents to direct the education of their children.

As the author of the Lindsey Nicole Henry Scholarships for Students with Disabilities Program Act, I’m grateful to Supt. Barresi for her steadfast support of this important, student-centered education program.

Barresi, along with the State Department of Education and the State Board of Education, are defendants in a new lawsuit filed by educators challenging the constitutionality of the Lindsey Nicole Henry Scholarship Program. I'm working with Barresi and Attorney General Scott Pruitt to defend this law against those who believe that the children exist to support the system and dues paying union members.

Call me naïve, but I think education should be focused on students.

Happy Thanksgiving!

President George Washington, on October 3, 1789, issued a proclamation naming Thursday, November 26, 1789 as an official holiday of "sincere and humble thanks." The nation then celebrated its first Thanksgiving under its new Constitution.

OETA story on status of children in Oklahoma

Click here to link to an OETA Oklahoma News Report story on the challenges facing many children in our state. 

Lis Exon produced the segment following release of the Kids Count report released by the Annie E. Casey Foundation. The story was originally broadcast on November 15, 2013

NAEP Scores Show Oklahoma Students up in Three Areas, Still Behind Nation

Oklahoma math and reading scores in the 2013 National Assessment of Educational Progress (NAEP) are a mixed bag. While the fourth-grade math scores are the highest in 10 years — and 19 points up from 1992 — state education officials note that other results point to the need for stronger academic rigor that is beginning to take shape.

NAEP is designed to measure what students across the nation know and can do in 10 subject areas, including mathematics, reading, writing, and science. The results of these tests are reported in the Nation's Report Card. The NAEP results were released last week.

Governor Mary Fallin commented on the release last week of Oklahoma’s 2013 NAEP scores.

“Fourth grade math scores are the highest they have been in ten years,” Fallin pointed out. “That’s great news. We have the hard work of Oklahoma teachers, administrators, parents and students to thank for that forward progress. Oklahoma continues, however, to fall below the national and the regional average in every category.”

Oklahoma fourth-graders taking the national assessment earned an average score of 239, up from 229 in 2003 and 220 in 1992. That still placed the state behind this year’s national average of 241.

Eighth-grade math scores also were higher than they were a decade ago — 276 in 2013 as opposed to 272 in 2003. That’s an improvement over the 262 average score earned in 1992, but lower than the 279 earned two years ago and lower than this year’s national average of 284.

In reading, Oklahoma fourth-graders posted an average of 217, up from 214 in 2003 and 215 in 2011. Despite the jump, it remains below the national average of 221 and below the state average score of 220 earned in 1992. From 1992 to 2002, fourth-grade reading scores plummeted to 213 but have been on an upward trend since the mid-2000s.

Oklahoma’s eighth-grade reading score average was 262, better than 260 in 2011 but unchanged from 2003 and down from 265 in 1992. The national average for eighth-grade reading this year is 266. Oklahoma’s reading scores in this grade have been climbing since a low of 259 in 2009.

State Superintendent Janet Barresi commented on the release of Oklahoma’s 2013 NAEP scores.

“The fact that our scores are on the upswing in three areas is exciting,” said Barresi. “Overall, however, the NAEP report confirms what we’ve long known. Oklahoma students lag behind their national counterparts in these key subject areas. This is why we must build on the momentum of the education reforms we’ve enacted in recent years.”

Barresi said reforms such as the end to social promotion for third-graders reading significantly below grade level, Teacher and Leader Effectiveness and the implementation of rigorous Oklahoma Academic Standards will have a significant and positive impact.

“Oklahoma students can be at the top of math and reading scores, but it will take all of us engaging and working together to prepare them for college, career and citizenship,” she said.

Fallin also highlighted the importance of recent education reforms as part of the plan to improve student achievement.

“Moving forward, we must work together to improve our schools,” Fallin said. “That improvement will require increased rigor in the classroom and a greater focus on literacy, which the implementation of the Reading Sufficiency Act will provide. Greater success will demand the kind of accountability and benchmarks of progress represented by the A-F grading system. And it will rely on a sense of cooperation and shared responsibility between lawmakers, educators, parents and students.

“Oklahoma has great teachers,” Fallin said. “It is a supportive community that cares about public education and, most of all, our children. I am confident that we will continue our upward trajectory and deliver the education results our students deserve.”

Barresi said the NAEP results indicate that additional focus is needed on middle school. She said she will gather a task force to examine math scores from sixth grade and higher.

“This will help us knock down college and workforce training remediation rates,” Barresi said.

The NAEP scores also show the wisdom of increasing the rigor of Oklahoma Academic Standards and the Oklahoma College and Career Ready Assessments, both of which will be implemented in schools by the start of the 2014-2015 school year.

“For the first time, we will see state scores that better reflect how our students are actually performing,” Barresi said. “While it might seem painful at this moment, a clear-eyed look at where we are realistically will help us achieve true and meaningful change to best equip our students for the future.”

NAEP reveals that the percentage of Oklahoma students scoring at or above proficiency is 36 percent in fourth-grade math and 25 percent in eighth-grade math.

The national percentage at or above math proficiency is 41 percent for fourth grade and 34 percent for eighth grade.

In reading, the percentage of Oklahoma students scoring at or above proficient is 30 percent in fourth grade and 29 percent in eighth-grade. The national percentage at or above proficiency is 34 percent for both fourth and eighth grade.

Compared to the nation, Oklahoma is:

• below 30 states, not significantly different from 14 states and above seven states in fourth-grade reading;
• below 35 states, not significantly different from 10 states and above six states in eight-grade reading;
• below 31 states, not significantly different from 12 states, and above eight states in fourth-grade math; and
• below 42 states, not significantly different from five states and above four states in eighth-grade math.

In comparison to regional states, only New Mexico had a lower average score than Oklahoma on all assessments. Texas, Arkansas and Kansas had higher average scores in each assessment in both fourth- and eighth-grades.

In 2011, Oklahoma was the only state in the U.S. to show a low inclusion rate for special education students and English Language Learners. In fourth-grade math, for example, only 49 percent of Oklahoma special education students had been tested as compared to 84 percent nationally.

In the wake of that revelation, Barresi implored districts to look closely at testing children with special needs to assure each child’s needs were being met.Oklahoma increased its inclusion rate this year more than any other state in the nation: 98 percent in fourth-grade reading, 99 percent in eighth-grade reading and 98 percent in fourth- and eighth-grade math. All are well above NAEP parameters.

Federal law requires that states and districts receiving Title I funding participate in the NAEP reading and mathematics assessments every two years. A sample of students representing the entire student population —about 3,000 students per grade and per subject — are tested.

State scores are reported for students in grades four and eight. Scores for students in grade 12 are reported only as part of the national picture. Samples for long-term trend are based on age (9, 13 and 17) rather than grade.

Other NAEP testing is optional and can be used for comparing our state to regions with similar demographics, others states and the nation.

A-F Grades for Oklahoma Public Schools Released Today

OKLAHOMA CITY – The Oklahoma State Department of Education today released the A-F Report Card for Oklahoma public school districts and schools. Available online at http://afreportcards.ok.gov, the annual grades were approved at a special meeting of the State Board of Education.

The grading system is part of a larger, comprehensive effort to heighten accountability and transparency for Oklahoma schools, providing parents and communities with readily understood information about how their local schools are doing.

In the second year of SDE issuing the report cards, 354 schools, or 20 percent, received an overall A, compared to 160 in 2012. There were 499 schools that earned an overall B – 28 percent of all schools – while 472 (26 percent) received C’s. That compares to last year’s total of 842 B’s and 594 C’s.

There was also a significant rise in D’s and F’s, with 263 schools getting the former and 163 schools receiving F’s, a combined 24 percent of schools statewide. In 2012, the report cards recorded 138 D’s and 10 F’s.

State Superintendent of Public Instruction Janet Barresi said this year’s grade results were expected in light of increasing academic rigor and changes made to the grade calculation. The results, she said, reflect what is occurring in other states as schools shift to stronger standards and the resulting instructional changes.

“Our students do not know less than they did, and teachers are not doing a poor job. Far from it. Classroom teachers are working hard, responding to more rigorous standards that will help children be prepared for successful and happy lives. As I had noted in August at a state Capitol news conference, this is a transformative time for Oklahoma education. The move to higher standards and expectations will be challenging, but the rewards will be generations of young people ready for college, career and citizenship.”

The grading formula underwent changes as the result of House Bill 1658. Signed into law earlier this year, it addressed a number of concerns that had been raised by district administrators.

Several factors utilized in last year’s calculations — such as Advanced Placement classes, dropout rates and the like — are now considered in bonus points that schools can accrue. The revised formula also raised the percentage factored in for student performance and student growth.

“I am proud of Oklahoma’s teachers and the incredible work they do day after day,” Barresi said. “It is a difficult job, but a crucial one in the lives of young people and the future of our great state. I would urge Oklahoma parents to take an active role in supporting our teachers.”

Release of the report card had been scheduled for Oct. 29, but Barresi ordered a delay after several issues surfaced during a 10-day review period. There were initial glitches in grade calculation due to OSDE. Afterward, grades fluctuated as the department fielded more than 1,100 updates from data verification changes.

“Through it all, we kept the grades online for districts to see, believing full transparency was the best course. The department worked to give districts as much time as possible to update the testing files so that the data we used in the report cards could be accurate, said Barresi.

“But as a result, there here has been much sound and fury from a number of quarters. Some district superintendents — knowing that some of their schools would be getting F’s — preemptively tried discrediting the grading criteria. If these administrators put that same degree of energy and enthusiasm into turning around their challenged school sites as they did in criticizing the grades, then I am very optimistic about the future of those schools.”

Used by a growing number of states, A-F school grades are aimed at raising education standards by making school performance clear. In past years, Oklahoma education officials had offered similar data through the Academic Performance Index (API), which evaluated schools through a 0 to 1500 scale. But many parents do not know API scores exist, much less how to interpret them.

By contrast, the A-F Report Cards use a time-tested grading system that has long served the needs of educators and students.

“The A to F grades are not a punitive tool. They are a tool of empowerment for parents and students,” said Barresi. “The report cards help us see which schools are having success so that we can provide best-practices for their peer institutions. Similarly, the grades identify the low-performing schools that need help.”

Barresi acknowledged that the A-F grades have met resistance from some administrators with a stake in defending the status quo.

“Change can be painful and sometimes scary. Nothing worth achieving is easy, but nothing is more worth it than the future of our children,” she said. “We can do better, and we will do better. Oklahoma’s teachers are too talented, too driven and too dedicated to do otherwise. Oklahoma’s students are too filled with promise to accept less.”

Statement by Governor Mary Fallin

Governor Mary Fallin released the following statement regarding the Oklahoma State Department of Education’s release of A-F grades for public schools. 

"Delivering high quality public education is one of the most important things we can do in Oklahoma to increase prosperity in our state. Good schools teach children the skills they need to succeed when they enter the workforce or pursue post-secondary education. They also help to produce the highly skilled workforce that we need to retain and attract businesses and jobs to Oklahoma.

"We have many great teachers and schools that are helping to produce positive outcomes and improve student performance. Those teachers and schools deserve recognition. Unfortunately, we know we are also falling short in many areas. Historically below average NAEP scores in reading, writing and math; as well as college remediation rates higher than 40% indicate that in many instances we are failing to prepare our students for life beyond high school.

"These are problems that need to be addressed—cooperatively and with a shared sense of urgency—by lawmakers, administrators, teachers and parents. But before we can improve education, we need a system that accurately measures success and failure.

"The A-F grades delivered today provide that system. They give parents an accurate, easily understood method of measuring the quality of education their children are receiving. They also give teachers and administrators a benchmark to measure progress.

"The grades issued today, as expected, paint a mixed picture. The majority of our schools are performing adequately. Many are operating at a very high level, thanks largely to dedicated and skilled teachers.

"Some schools, however, are clearly in need of immediate improvement. The superintendents and teachers of schools receiving a D or an F must remember: a bad grade is not a punishment; it is a call to action. Parents should also understand that we are absolutely committed to helping these schools succeed.

"Oklahoma has great teachers. We have a supportive community of parents who want to play an active role in their child's education. And we have state resources committed to delivering assistance as we work to move these schools in the right direction.

"Working together, we will succeed in better preparing our kids for college and the workforce. Nothing is more important for our children or for Oklahoma's sustained prosperity."

Statement by Dr. Robert Sommers

Dr. Robert Sommers

Oklahoma’s secretary of education and workforce, Dr. Robert Sommers, today issued the following statement regarding the release of the State Department of Education’s A-F grades for Oklahoma Public Schools. In addition to serving on Governor Mary Fallin’s cabinet, Sommers also serves as the director of the Oklahoma Department of Career and Technology Education. Previously, he served as the superintendent of Butler Technology and Career Development Schools in Ohio.

“As a superintendent, I championed the use of data to reform my school district.  In 2001, the data showed my district was doing poorly. We were ranked 42nd out of 49 Ohio tech centers.

“In response to that ranking, which revealed that our students were underperforming, our staff and student body committed ourselves to improvement. After a lot of hard work, we were eventually ranked first in student performance for three years in a row.

“We didn't see the data as a negative. We saw it as an opportunity to measure success. Most importantly, we saw it as a motivator for change and improvement.

“The A-F grading system in Oklahoma offers the same opportunity today. Reporting school performance in a transparent and understandable way is a valuable tool for educational improvement.  Educators who embrace this information and engage their students, parents, and faculty in maintaining high performance or improving low performance are best serving Oklahoma’s children.”

Updated with Agenda: Special State Board of Eduction Meeting Set Wednesday

**Media Alert**

WHO: State Board of Education

WHAT: Special Board meeting

WHEN: 1 p.m., Nov. 6, 2013

WHERE: Room 1-20 of the Oliver Hodge Education Building, 2500 North Lincoln Blvd., Oklahoma City.

Link to Agenda

SPECIAL MEETING OF THE STATE BOARD OF EDUCATION 2500 NORTH LINCOLN BOULEVARD STATE BOARD ROOM, SUITE 1-20 OKLAHOMA CITY, OKLAHOMA

AGENDA

Wednesday, November 6, 2013

1. Call to order and roll call – 1:00 p.m. 
2. Pledge of Allegiance, Salute to the Oklahoma State Flag, and Moment of Silence
   (I salute the flag of the State of Oklahoma. Its symbols of peace unite all people.) 
3. STATE SUPERINTENDENT 

(a) Information from the State Superintendent

1. PUBLIC COMMENT
   The State Board of Education shall hear public comment on any Action item listed on the current Board of Education meeting agenda. Public comments will be limited to only those subject matters covered in the current meeting agenda. Public comment will not be taken on issues relating to: (1) pending litigation against OSDE, OSBE, or agency employees; (2) a pending grievance; (3) an employee complaint; (4) complaints against OSDE employees; or (5) disciplinary action, suspension or termination of an OSDE employee. A sign-up sheet will be posted at least fifteen (15) minutes prior to the scheduled start time of the Board Meeting. Sign up must be completed prior to the scheduled start time of the meeting. The individual signing in must select one of the two public comment periods on the agenda to participate in. Only individuals who have signed up to speak will be recognized during the Public Comment period and will be recognized in the order in which they have signed in. Each speaker will be allocated three (3) minutes for presentation. The Board Chairperson may interrupt and/or terminate any presentation during public comment, which does not conform to the procedures outlined under this Section. The Board Chairperson reserves and retains the right to interrupt, terminate, or postpone public comment as necessary to effectuate the management of the public meeting. 
2. ACADEMIC AFFAIRS
   • Office of Accountability and Assessments – Maridyth McBee, Assistant State Superintendent 

1. Presentation on the test results for 2012-2013 for the Oklahoma Core Curriculum Test Grades 3-8 and End-of-Instruction and Oklahoma Modified Alternate Assessment Program Grades 3-8 and End-of-Instruction
2. (Action) Discussion and possible action to issue annual reports (A-F Report Cards) pursuant to 70 O.S. § 1210.545 and State Board of Education rules – OAC 210:10-13-22
3. (Action) Discussion and possible action to make a recommendation to the Office of Management and Enterprise Services (OMES) to award a bid pursuant to 74 O.S. § 85.5 for the Oklahoma College and Career Readiness Assessment (OCCRA) testing contract for Math and English/Language Arts in grades 3- 8, RFP# 2650000262 – 70 O.S. § 1210.508

6. PUBLIC COMMENT

The State Board of Education shall hear public comment on any item listed on the current Board of Education meeting agenda. Public comments will be limited to only those subject matters covered in the current meeting agenda. Public comment will not be taken on issues relating to: (1) pending litigation against OSDE, OSBE, or agency employees; (2) a pending grievance; (3) an employee complaint; (4) complaints against OSDE employees; or (5) disciplinary action, suspension or termination of an OSDE employee. A sign-up sheet will be posted at least fifteen (15) minutes prior to the scheduled start time of the Board Meeting. Sign up must be completed prior to the scheduled start time of the meeting. The individual signing in must select one of the two public comment periods on the agenda to participate in. Only individuals who have signed up to speak will be recognized during the Public Comment period and will be recognized in the order in which they have signed in. Each speaker will be allocated three (3) minutes for presentation. The Board Chairperson may interrupt and/or terminate any presentation during public comment, which does not conform to the procedures outlined under this Section. The Board Chairperson reserves and retains the right to interrupt, terminate, or postpone public comment as necessary to effectuate the management of the public meeting.

7. ADJOURNMENT

Fallin Clarifies Position on School Funding and A-F Grading

OKLAHOMA CITY – On Sunday, the Tulsa World reported that Governor Mary Fallin's spokesman Alex Weintz criticized a report issued by professors from OU and OSU that attacked the substance of the A-F public school grading system. The World reports:

Weintz said the governor is "dismayed" to see groups representing the education community touting a report issued by researchers at University of Oklahoma and Oklahoma State University as a way to wage a campaign against A-F.

Weintz cited a portion of the report that he said indicates the authors believe that schools are only responsible for 20 to 30 percent of student achievement. In that portion, the authors question whether school performance should be based solely on student standardized test results.

Weintz said Fallin believes test scores are an adequate way to measure student performance and she does not support the findings in the report.

"The governor believes that increased resources — if allocated appropriately — can help improve the quality of schools and improve student performance," he said. "She is an advocate, if we have extra funds, of trying to funnel those into education.

"It is crippling her ability to make that case to the public and to other lawmakers if the education community itself is touting a report which in essence says schools can have very little effect on student performance."

Some have misconstrued Weintz’s comments as a "threat" to educators to halt criticism of the A-F grading system. 

Fallin's Communications Director, Alex Weintz, responded today, arguing that nothing could be further from the truth. 

"Governor Fallin, school superintendents and teachers are all on the same side: the side that argues that public education is important, that it can make a difference in the lives of our children, and that additional funding can improve our schools," Weintz said. "That's why she signed a budget this year that appropriates $90 million of new money for K-12 education.

"Unfortunately, the OU/OSU report being touted by some superintendents sends a different message to the public. The authors write: '...multiple examinations of the sources of variation in student test performance reveal that more than 70 percent is due to non-school causes. Of course, schools do affect test results, but the effect size is routinely found to be between 20 and 30 percent.'

"In other words, the report argues schools can't substantially effect student performance or test scores," said Weintz. "Rather, 'non-school' factors like poverty control student outcomes. 

"The governor finds this conclusion to be alarming for a number of reasons. It sends a message to teachers that what they do doesn't matter. It sends the same message to parents and students: schools can't help you if you are poor or face other challenging circumstances. And it broadcasts to the general public that K-12 education is not worth investing in if it cannot make significant improvements to student performance. 

"Governor Fallin rejects that argument. She believes that all children have the ability to learn given the opportunity. Great schools and teachers can successfully boost student performance and help even our least-advantaged children improve. Oklahoma has many examples of schools and students that perform extremely well despite challenging circumstances. 

"Governor Fallin has not and will not threaten funding for schools based on opposition to the A-F grading system. She is asking that groups representing superintendents reconsider their endorsement of a report that argues that education cannot make a significant impact in student performance. That argument undermines the advocates of public education who believe it is worth investing in and improving, including our teachers and superintendents. 

"Governor Fallin continues to ask educators, lawmakers and parents to work together to make sure the A-F grading system succeeds as a tool to improve education and help our kids."

Governor Mary Fallin's monthly column on A-F School Grades

Fallin: A-F Grades for Schools will Help Improve Public Education

By Gov. Mary Fallin

Oklahoma has great teachers and great schools. No one deserves more respect or thanks than our teachers, who are doing difficult and important jobs for modest salaries. Many teachers make a profound difference in the lives of their students, instilling them with academic passions that lead to successful careers and fulfilling lives.

These successes should be applauded and celebrated. But just as we should not ignore our many successes, nor should we turn a blind eye to our system's shortcomings. Those shortcomings are real: data from the National Assessment of Educational Progress, for instance, shows that 73 percent of Oklahoma fourth graders are below proficient in reading and 66 percent are below proficient in Math. Furthermore, when our high school graduates reach college, they are often doing so without the skill-sets needed to succeed in college courses. More than two in every five Oklahoma college students must take remedial courses, adding time and expense to their education, and making it more likely they will dropout without acquiring a degree.

These are problems that can only be addressed by improving K-12 education. Shedding light on school performance - lifting up the hood and seeing what is working and what is not - is absolutely essential to achieving that improvement. We cannot boost student performance if we do not first have a method of identifying schools that are exceeding expectations and those that are falling behind.

 The A-F public school grading system delivers that tool of measurement. It gives parents, administrators and teachers an easily understood way of evaluating school success.

The letter grades assigned to schools are based on student performance. Fifty percent of the grade is based on the average score students receive on standardized tests in subjects like English and Math. The other half of the grade is based on student improvement on these tests – meaning a school with relatively low scores can still receive a decent grade if student performance is moving in the right direction.

The roll-out of this new system has been difficult. There have been glitches and setbacks. But the system as it stands today is simple to understand and fair. There should be little doubt in anyone’s mind that a school scored as an “A” is outstanding; an “F” school is failing and in need of immediate help.

This is an accountability and transparency measure the education community can and should support. As a state, we should recognize and reward success. We should also find and correct problem spots.

Identifying problem areas is not about blaming teachers. No one has ever argued that a school with an “F” or a “D” is plagued by bad teachers. A grade of "F" is not a punishment; it is a call to action. Schools that receive poor grades need help, attention and a change in strategy so that they can get back on track.

This week, the State Department of Education will release the final letter grades assigned for all Oklahoma schools.

As these results come in, there will be some educators and school districts that are justifiably thrilled with a recognition of their success. To them, I offer my congratulations.

There will also be educators that are disappointed, even angry, at a grade which they feel is too low.

Here is my message to these individuals: Work with me, with each other, with parents and with students to improve our schools.

The A-F grading system is not going away. It was authored and passed by democratically elected legislators, signed by me, and is now being implemented by an elected superintendent of public instruction.

It is not a new or untested idea. It is being adopted in more than a dozen states, where it is supported by Democrat and Republican lawmakers.

The full-fledged effort by some to sabotage the goals of the A-F system has created the kind of distasteful and unproductive atmosphere of obstruction and gridlock we are used to seeing in Washington, D.C. It has turned a conversation about improving our schools into a partisan spectacle that is not becoming of Oklahoma.

Worst of all, it has taken the focus off our children and what we can do to help them.

Let's put a stop to that.

This week, we will finally be given a system that allows us to accurately evaluate the quality of our schools. We know the results will be mixed. Oklahoma has good schools. Like all states, it has schools that are desperately in need of help.

Let's work together — as educators, lawmakers, parents and citizens — to deliver that help, to improve education and to take care of our kids.