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.

Bullying Prevention Town Hall, Oct. 29 in Oklahoma City

The Anti-Bullying Collaboration of Oklahoma City is holding a Town Hall meeting to discuss bullying prevention from From 7 to 8:30 p.m., Tuesday, Oct. 29, 2013, at Southern Oaks Library, 6900 S Walker Ave. Educators, parents and guardians and members of the public are invited to attend.

The purpose of the town hall is to discuss new legislation -- the School Safety and Bullying Prevention Act, Oklahoma House Bill 1661. The town hall additionally will highlight the training for administrators and school staff required by this legislation and detail several bullying prevention initiatives.

Local experts will answer questions. Expert panelists are Melissa White, Executive Director of Counseling and ACE with the Oklahoma State Department of Education; Joy Hermansen, Coordinator/Prevention Specialist with the Oklahoma State Department of Education; Tracy Alvarez, Federal Programs Coordinator for Climate, Truancy and Intervention with Oklahoma City Public Schools; Steve Hahn, Prevention and Safety Chair for the Oklahoma PTA; Rachel Yates, with HeartLine; and Gayla Westbrook, Family Builders. Jeff George, an anchor from Fox 25 will moderate the panel discussion.

Please register for the event at okcbullyingtownhall.eventbright.com or at Facebook.com/OKPTA.

The town hall is hosted by collaboration partners: the State Department of Education, Oklahoma City Public Schools, Oklahoma PTA, and others.

Special Education Keynote Calls for High Expectations and Improved Outcomes for all Children

Crucial topics for students with disabilities and guidance for special education directors and teachers were provided this week by Dr. Melody Musgrove, Director of the Office of Special Education Programs (OSEP) for the U.S. Department of Education.




Musgrove was the keynote speaker at the Oklahoma Directors of Special Services (ODSS) Fall Conference held in Norman on October 23-24.

Musgrove’s call to kindle high expectations of and improve outcomes for all children stirred the passions of enthusiastic leaders in special education. Dr. Rene Axtell, Oklahoma’s Assistant State Superintendent of Special Education, praised Musgrove’s commitment and leadership toward Oklahoma’s educators. “Our State is so fortunate that Dr. Musgrove could come in person to share her inspiration and guidance with us today. She is a frontrunner for excellence in special education,” Axtell said.

Musgrove was invited to speak by the Oklahoma State Department of Education (OSDE), working in collaboration with the Special Education Services (SES) and the Cooperative Council for Oklahoma School Administration (CCOSA), and Oklahoma Directors of Special Services (ODSS).

The White House selected Musgrove as director of the OSEP in August 2010. OSEP is responsible for providing leadership to the early intervention and educational agencies serving the nation’s 6.7 million infants, toddlers, children and youth under the Individuals with Disabilities Education Act (IDEA).

Musgrove’s career is distinguished by her commitment to collaborative frameworks that find creative solutions to difficult educational problems. She is focused on improving outcomes for all children, and experienced in using data to influence systemic improvement decisions. Since becoming director, Musgrove has been leading OSEP staff through a thoughtful process, in collaboration with stakeholder groups, to change the way OSEP works and to shift, as Secretary Arne Duncan has said, “from a compliance-driven bureaucracy to an engine of innovation” that is focused on improving results for children and families.

State Board of Education approves FY 2015 budget request

OKLAHOMA CITY (Oct. 29, 2013) – The Oklahoma State Board of Education today approved a $2.5 billion fiscal year 2015 budget request for the Oklahoma State Department of Education (OSDE). Representing a $174.9 million increase over last year, the proposal will go before the state Legislature when it convenes in February.

The budget requests an $81.4 million increase in financial support for schools, part of $1.9 billion overall in the State Aid Funding Formula.

State Superintendent of Public Instruction Janet Barresi said the budget addresses a number of academic and financial challenges facing Oklahoma schools.

“This budget is responsible, realistic and takes an important step forward in connecting new funds to proven performance,” she said. “Adequate funding is critical to a sound education, of course, but money itself is not a cure-all. Oklahomans must know their tax dollars are being invested wisely in schools.”

To that end, the budget request sets aside 20 percent of the new funds – about $16 million — to reward schools that show academic improvement among a large student population on free and reduced lunches.

“This is a way to recognize and build on the successes of the many schools in our state that are rising to significant challenge. Through innovation, tenacity and a commitment to excellence, these teachers, administrators and parents are working hard to ensure a bright future for the next generation of Oklahomans.”

Barresi urged district superintendents to use part of the new funds to increase teacher pay.

“There is no question that inadequate teacher salaries are a big reason we lose many of our best and brightest educators to other states,” she said.

The funding request includes $593.5 million for the activities budget, an $86.4 million increase over FY 2014. That figure reflects how Oklahoma schools are continuing their shift toward stronger academic standards and heightened expectations, providing $69 million for the implementation of various reforms.

That amounts to a $26 million increase in reform spending over last year.

This includes:

$21.7 million for Achieving Classroom Excellence (ACE) remediation;
$16 million for reading sufficiency;
$5 million for REAC3H coaches ;
$2.8 million for school reform competitiveness grants;
$2.4 million for the Think Through Math program;
$564,000 in Oklahoma Academic Standards implementation;
$500,000 for third-grade reading readiness support teams; and
$200,000 for charter school incentives.
In the wake of the Affordable Care Act, health insurance costs are taking a significant portion of the would-be budget.

“As is proving to be the case throughout the nation, the consequences of Obamacare are severe and painful. Millions of dollars that could have gone to the classroom instead must be eaten up in insurance costs,” Barresi said.

OSDE is requesting a flexible benefit allowance budget of $426.9 million in FY 2015, a $59 million increase over last year. More costly premiums and an increase of fulltime, insured school employees are responsible for the requested increase.

OKDHS Response to 1st Co-Neutral Commentary

Statement from OKDHS -- The Oklahoma Department of Human Services appreciates the Co-Neutrals’ recognition of the progress our agency has made during the first year of implementing the Pinnacle Plan. This includes the reorganization of Child Welfare Services to achieve sustained progress, greater accountability and transparency, as well as more effective and efficient communication and performance. The new management team assembled within Child Welfare Services ensures new and current workers will have the necessary leadership and supervisory guidance to carry out their child welfare responsibilities. 

Co-Neutral Commentary One, Issued October 24, 2013

Another main point of progress was the integration of the Office of Client Advocacy and Child Protective Services investigation protocols, standards and reporting systems. This change will provide us with consistent child abuse and neglect data in both family homes and settings where children are placed in congregate care such as group homes and residential treatment facilities. 

We believe we have in fact made a lot of progress in just one year’s time. This is not a sprint, it is a marathon. We acknowledge that we have not yet met every target, however, we are totally committed to making the necessary improvements to our system that everyone wants. We fully expect to meet the Pinnacle Plan goals over the next four years. 

DHS greatly appreciates the Governor’s and the Legislature’s strong support of our work and in securing $57 million in additional funding to assist DHS in meeting our obligations under the settlement agreement. 

We wholeheartedly agree with the co-neutrals this is an iterative process to establish baselines and targets for DHS to report progress with Pinnacle Plan initiatives. This will be an ongoing process for some metrics due to the realization that further clarification is needed about the data which could not have been predicted when the Metrics Plan was agreed upon. For example, the public reporting requires DHS to post data each month prior to the co-neutral’s validation process. The validation process may result in additional changes in previously reported data, future targets and measures. Both parties are continuously working on the data and what the data means. 

Ongoing review of the data may often result in revised measurements. Another example of a changing data set is the foster home recruitment goal. DHS, in good faith, recruited and approved in excess of the target number of foster homes as defined in the baselines and metrics both parties agreed to previously. Only after further reflection on the data did the issue of how long the approved homes would be open without children being placed become a factor in determining the counting of such homes towards the target. 

“[T]he Co-Neutrals will judge good faith from the activities and decisions of the state, and not just its intention to do better or improve,” and “will not draw any conclusions with regard to DHS’ good faith efforts until their next report to be released in the first half of 2014.” -- From the Co-Neutral Commentary

Obviously, DHS needs a sufficient number of active foster homes to care for the children coming into state care. To recruit homes that are never used would be a waste of resources. 

DHS committed in the Pinnacle Plan to build a pool of homes and create a matching process whereby children would be placed with the best foster home and avoid multiple moves. To have a successful matching process, DHS will need a wide variety of homes across the state in which to place children together with their siblings, in their home communities and in their same schools. In a statewide system such as this, it stands to reason that some of the homes may not have children placed in them for a period of time. 

We understand further discussion of the metrics in this data set is warranted in light of these circumstances and additional consideration given to the goal of a statewide matching process. We are committed to continuing our work with the co-neutrals to further refine data collections and definitions, and to ensure accuracy and consistency in our data reporting. We appreciate the expertise and the guidance offered by the co-neutrals as we work together to develop the measurements of our progress.

The seven performance categories measured:

• Maltreatment (abuse and neglect) of children in the state’s legal custody; 

• Development of foster homes and therapeutic treatment foster homes (TFCs); 

• Regular and consistent visitation of caseworkers with children in the state’s legal custody; 

• Reduction in the number of children in shelters; 

• Placement stability, reducing the number of moves a child experiences while in the state’s legal custody; 

• Child permanency, primarily through reunification, adoption or permanent guardianship; and, 

• Manageable caseloads for child welfare staff. 

Sommers addresses new attack on A-F school grading system

The Cooperative Council of Oklahoma School Administrators (CCOSA) this week released a new report critical of Oklahoma’s A-F school grading system. The report complains that the school grades are based on student achievement as measured by standardized tests. 

“[S]chools do affect test results, but the effect size is routinely found to be between 20 and 30 percent,” the report states. “Thus, composing school letter grades from student test performance alone will frequently give false credit or blame to schools for effects that are mostly unrelated to what they do.”

In a memo to its members, CCOSA refers to a similar report issued in January which claimed that basing school grades on student achievement, student growth, and whole school performance is flawed.

The reports are part of an effort by CCOSA to discredit the new A-F school grading system. The basis for the new school grading system is similar to that of the Academic Performance Index (API), the previous school grading system. The API used a 0-1500 scale that few people understood.

The Legislature made changes to the A-F school grading law earlier this year to address many of the concerns raised by CCOSA after the first A-F school grades were issued last year. CCOSA and the report’s researchers dismissed these changes saying the problems identified in the first report “have possibly been intensified.”

Dr. Robert Sommers, Secretary of Education and Workforce Development, issued a statement critical of the assumptions used in crafting the report. He expressed alarm at the contention that schools have little influence on student success. 

“You suggest that no more than 30 percent of the variation in student achievement is due to a school and its teachers,” said Sommers. “We reject this notion outright. We think high quality teachers and high quality schools, such as we have in Oklahoma, have significantly higher impact.

“You also suggest that to be valid, any form of performance measurement should include school processes and conditions. We strongly disagree. Results come from process decisions.  

There are other issues with the report according to Sommers’ statement.

“The analysis only includes 63 urban schools and 15,000 kids, which is not representative of the over 1,800 schools and 655,000 students in Oklahoma.  

“Second the entire analysis is based on the number of questions answered correctly on the Oklahoma School Testing Program (OSTP).  OSTP is not scored based on percent of items correct, it is based on scoring that does not yield the same interpretation as a percent correct method because it does not equate one item with one point. Therefore the very premise of the report is flawed.

“We value our schools and our teachers and the critical role they play in student learning and achievement.

“We know of schools and teachers who have beaten the odds and have helped students learn in spite of external hardships. These schools and teachers disprove your assumptions. Conditions such as poverty and minority status are factors that should not be ignored, but neither should they be an excuse for having low expectations for the students most in need. Certainly time and time again we have seen such obstacles overcome with great success.  

“It is unconscionable to give up on any student especially those who have the most to gain. It has been proven that we can defy the odds and the future of our state depends on it.”

Fallin Appoints Dan Keating to State Board of Education

OKLAHOMA CITY – Governor Mary Fallin today appointed Daniel Keating to the State Board of Education. Keating will represent the First Congressional District and replace Joy Hofmeister, who stepped down from the board. The appointment requires Senate confirmation.

Keating is currently the president of Summit Consolidated Group, a national brokerage and insurance company with offices in Tulsa, Oklahoma City and several other states. Previously, he served as president of Valley National Bank in Tulsa. He currently serves on its board of directors.

Fallin previously appointed Keating to the Tulsa Community College Board of Regents. Keating resigned from his post in order to serve on the State Board of Education.

In 2002, President Bush appointed Keating to the Board of Advisors on Tribal Colleges and Universities. He is also a member of Oklahoma Wesleyan University Foundation’s board of directors. He previously served as an adjutant professor at Oral Roberts University, teaching a class on banking.

“Dan has a lifelong interest in public service and, in particular, education,” Fallin said. “As a business executive, he knows how important it is to give children the skill-sets they need to succeed in today’s competitive, high-tech economy. I know he’ll work hard in this new role to ensure that our schools are delivering a high quality education.”

Keating serves on the board of directors of the State Chamber of Oklahoma. He is also a past finance committee chairman of the Oklahoma Historical Society Board and a current board member of the Salvation Army. He was a member of the Oklahoma Military Advisory Commission and has served on the boards of Junior Achievement, Tulsa Ballet Theater, the Oklahoma Mental Health Association, Easter Seal Society, Metropolitan Utility Authority and Utility Board, the Metropolitan Chamber of Commerce, the Oklahoma Bankers Association Insurance Company and Hillcrest Medical Center Foundation.

Keating served in Vietnam with the United States Marine Corps.

He and his wife Kathy have two sons. He is the brother of former Oklahoma Governor Frank Keating.

Nelson Reacts to New Lawsuit against Special Needs Scholarships Law

OKLAHOMA CITY – A new legal challenge to the Lindsey Nicole Henry Scholarships for Students with Disabilities Program Act filed yesterday represents “ideological hostility to the rights of parents to direct the education of their children,” according to the author of the bill that created the scholarships.

State Rep. Jason Nelson said the program helps children with special needs attend a private school of their choice by providing state-funded scholarships. It has been in place for three years. A lawsuit filed by two Tulsa-area school districts was tossed out by the Oklahoma Supreme Court in 2012 on the grounds that schools cannot sue on behalf of taxpayers. The new lawsuit targets the state superintendent, the state department of education and the state board of education. The Obama Administration filed a lawsuit against a similar law in Louisiana this year.

“I first heard about this latest lawsuit from a parent who is concerned about what will happen to her child now,” said Nelson, R-Oklahoma City. “This new lawsuit mirrors the previous one that was struck down just this past fall and many of the plaintiffs have ties to school districts but are suing as individuals this time.”

Nelson said there are two things about the lawsuit that stand out to him.

“First and most importantly, not one of the plaintiffs has a child with special needs in the public school system where the school is failing to meet the needs of their child,” Nelson said. “None of them are facing the very real circumstances faced by parents of more than 200 children who use the Henry scholarship program because the needs of their children were not being met.

“Second, none of the plaintiffs in this case have demonstrated any interest or willingness to address the legitimate concerns expressed about challenges in public schools faced by parents of the students who are currently using the Lindsey Henry Scholarship.

“There’s a fundamental disagreement here. Children do not exist to fund the institutions. The institutions exist to support and educate the children and when that doesn't happen, regardless of the reason, we have a moral obligation to do whatever is necessary to ensure those children get the education they need and that the taxpayers are paying for, regardless of where they receive that education.

“This law has benefitted the public school system by increasing per-pupil spending on students in the public school system every year it's been in existence. This is a fact that is easily demonstrated but universally ignored by opponents. One of the plaintiffs has a background in school finance. I’m amazed this fact has escaped him.”

Nelson noted that the lead plaintiff is employed by Oral Roberts University, which was allocated more than $380,000 in state-funded scholarships through the Oklahoma Tuition Equalization Grant program, or OTEG, for the current academic year.

“OTEG is virtually identical to the Henry Scholarship Program,” Nelson said. “If the lead plaintiff is so offended by the Lindsey Henry Scholarship Program why has he not challenged the OTEG law that he benefits from – I would be embarrassed. He must be familiar with Jesus’ teaching, ‘Why do you look at the speck of sawdust in your brother's eye and pay no attention to the plank in your own eye?’

“If you use their actions as a guide, the opposition here and in the Louisiana case is about an ideological hostility to the rights of parents to direct the education of their children – not about legitimate legal concerns. There are many state programs that do exactly what the plaintiffs here claim is unconstitutional. The plaintiffs simply can’t see that this is not about funding institutions but about ensuring children get the best education possible regardless of where they get that education.”

Nelson said he looks forward to working with state Superintendent Janet Barresi, Attorney General Scott Pruitt, the state Board of Education, parents and other supporters to vigorously defend the law. 

“The Lindsey Nicole Henry Scholarship Program is a constitutional, common sense law that benefits the students using the program, the public school system and the taxpayers,” Nelson said. “I’m confident the law will ultimately be upheld.”

Short documentary about the Lindsey Nicole Henry Scholarship Program

Fallin Announces Appointment to the Oklahoma State Board of Education

OKLAHOMA CITY – Governor Mary Fallin today announced the appointment of Cathryn Franks to the Oklahoma State Board of Education. She is replacing Bryan Haden, who resigned. Franks will serve the remainder of his term ending in April 2015, pending confirmation from the Oklahoma Senate.

Franks is a former history


teacher who taught at Killeen High School in Texas. She was twice named “teacher of the year.” She also taught U. S. history classes in Germany and Korea.

Now a resident of Roosevelt, Oklahoma, she is the director of international cultural education for Musco Lighting International, a company that provides lighting at major sporting events and stadiums around the world.

Franks previously served as an executive board member for the Military Child Education Coalition, a non-profit organization that works to ensure quality educational opportunities for military children affected by mobility, family separation and transition.

Franks received a bachelor’s of science degree in education based curriculum from Oklahoma State University and a master’s of arts in education and human development from George Washington University in Washington, D.C.

She has received numerous awards for public service including the Commander’s Award, Department of the Army Outstanding Civilian Service Award, Secretary of the Army Public Service Award and the Secretary of Defense Award for Outstanding Public Service.

Cathryn Franks is married to retired General Tommy Franks, who served as the commander of the US Central Command overseeing the United States Armed Forces in a 25-country region.

She serves as an advisor to the General Tommy Franks Leadership Institute and Museum, a non-profit student education organization dedicated to enhancing leadership skills in middle school students.

“Cathryn Franks is a tireless advocate for education,” Fallin said. “Her experience in the classroom, dedication and passion will serve her well on the board.”

DHS seeking agencies to help with backlog of case reports

OKLAHOMA CITY -- The Oklahoma Department of Human Services (DHS) is asking for

proposals from qualified vendors to help resolve past due Child Protective Services (CPS) case reports. As of September 9, 2013, approximately 3,100 CPS case reports were backlogged, meaning the case is pending after 60 days. In these cases, an investigation was conducted, the children interviewed and an initial safety decision was made by CPS staff; however, the case has not been documented in the child welfare system and closed according to DHS policy. DHS is working aggressively to address the backlog using a variety of approaches, but there will likely be around 2,000 past due cases still requiring closure.

“This backlog is the direct result of the sharp growth in the number of children in our custody combined with the lag time it takes to hire, train and deploy the many new caseworker positions we began filling at the start of the calendar year,” said DHS Director Ed Lake. “Our efforts to reduce what is essentially a paperwork backlog are taking significant time and resources away from child safety, foster care and permanency planning priorities.”

Approximately 65,000 allegations of possible abuse and neglect are received each year by the DHS Abuse and Neglect Hotline. Approximately half of the reports are accepted for investigation with abuse and neglect found in around 20 percent of the cases. A significant number of children are found to be in immediate danger and must be placed in the foster care system. Many other families are offered services to remain together and the cases closed without need for further intervention. Documentation of all investigations is critical in the event any future reports are made which could indicate a pattern of problems within the family.

DHS is looking to partner with successful vendors to close all backlog cases by January 31, 2014. DHS will provide training to vendors on Oklahoma State Statutes regarding child abuse investigations, CPS policy and procedures, best practices related to child abuse investigations and documentation in the child welfare system.

Interested vendors can view the request for proposals and qualifications posted on the Office of Management and Enterprise Services Central Purchasing Division website at https://www.ok.gov/dcs/solicit/app/viewAttachment.php?attachmentID=58857.

A bidders’ conference will be held at 9 a.m. on Friday, Sept. 13 in the Sequoyah Auditorium, 2400 N. Lincoln Blvd., Oklahoma City.

Fallin Signs Extradition Order for Dusten Brown

OKLAHOMA CITY – Governor Mary Fallin today signed the

extradition order for Dusten Brown, the biological father of “Baby Veronica.”

Brown is contesting Veronica’s adoption to Matt and Melanie Capobianco of Charleston, South Carolina. His arguments have now been rejected by the United States Supreme Court as well as courts in South Carolina and Oklahoma.

South Carolina Governor Nikki Haley requested Brown’s extradition from Oklahoma to South Carolina on August 13. Brown, who has refused to release Veronica to her adopted parents, faces charges of custodial interference in South Carolina.

Brown’s extradition does not affect the current placement of Baby Veronica.

“My goal in the Baby Veronica case has been to encourage both Mr. Brown and the Capobianco family to reach a quick settlement and come to an agreement that protects Veronica’s best interests,” Fallin said. “I said previously that I was willing to delay Mr. Brown’s extradition to South Carolina as long as all parties were working together in good faith to pursue such a settlement. I also outlined parameters for what I believe to be acting in ‘good faith:’ both Mr. Brown and the Capobianco family should be able to see Veronica; both parties should continue meeting to pursue a resolution outside of court; and both parties must obey the courts and the rule of law.

“Unfortunately, it has become clear that Dusten Brown is not acting in good faith. He has disobeyed an Oklahoma court order to allow the Capobianco’s to visit their adopted daughter and continues to deny visitation. He is acting in open violation of both Oklahoma and South Carolina courts, which have granted custody of Veronica to the Capobianco’s. Finally, he has cut off negotiations with the Capobianco’s and shown no interest in pursuing any other course than yet another lengthy legal battle.

“As governor, I am committed to upholding the rule of law. As a mother, I believe it is in the best interests of Veronica to help end this controversy and find her a permanent home. For both of these reasons, I have signed the extradition order to send Mr. Brown to South Carolina.”

Pruitt Offers Back To School Internet Safety Tips

OKLAHOMA CITY – Attorney General Scott Pruitt issued a warning for kids and parents to be aware of Internet safety as students return to school.

“Many smartphone apps, social media sites and Internet scams can have consequential outcomes for children who do not practice Internet safety,” General Pruitt said. “As these outlets expand, it is essential that parents and caregivers review Internet safety with their children to help prevent them from falling victim to Internet and digital dangers.”

The Attorney General’s Office and the Federal Trade Commission recommend talking to kids of all ages about the importance of digital dangers, including popular apps such as Snapchat that younger adults wrongly assume erases their photos. Children should be aware of the consequences of their actions on the Internet and with their smartphones.

The Attorney General’s Public Protection Unit provides the following Internet safety tips:

First special education task force meeting set Wednesday

The first meeting of the RESPECT Task Force is tomorrow, Wednesday, September 4, at 4 p.m., at the state Capitol in Room 512A.

The RESPECT Task Force was created by the Legislature to study the special education system in Oklahoma and to recommend a plan to improve that system.

At this initial meeting the goals for the task force will be presented, committees will be created to focus on specific policy areas, and a time-line for future meetings will be decided.

The interest and expertise of the members of the task force will be influential in improving special education services making the future brighter for thousands of Oklahoma school children.

Anyone with an interest in special education and related services in Oklahoma is encouraged to attend the task force meetings. 

State leaders announce higher academic standards

OKLAHOMA CITY (Aug. 28, 2013) – In 2010, Oklahoma made a commitment to raise the educational bar for children. With the passage of Senate Bill 2033 that called for the implementation of college and career ready standards, Oklahoma teachers are now in the final stages of aligning instruction to those new standards this school year.

"Now that we've reached our first milestone, increasing the rigor of the Oklahoma Academic Standards, Oklahomans across the state need to give full support to our teachers as we begin to assess children on these new standards," State Superintendent Janet Barresi said. "Education reform is never easy, but I know that our teachers and our students are ready to answer this challenge."

Governor Mary Fallin applauds the efforts of our students and teachers. “Nothing is more important to the prosperity of this state and its residents than high quality education. To deliver that education and ensure our children have the skills they need to succeed in today’s economy, Oklahoma must raise the bar when it comes to academic standards.

“Oklahoma has great teachers and great schools. If we increase rigor in the classroom, students will rise to the challenge. We know that requiring higher scores on exit exams and standardized tests comes with growing pains. We will work through these challenges with teachers, administrators, parents and students to ensure these higher standards are met. Ultimately, greater rigor in the classroom will empower our children by helping them to achieve success both in school and in the workforce.”

Superintendent Barresi made the call to action for supporting teachers and students in increasing academic achievement at a press conference on Wednesday, August 28, in the Governor’s Blue Room at the State Capitol. The event coincided with State Department of Education officials releasing preliminary student test scores from spring 2013 to school districts.

Joining Superintendent Barresi in the call to action were Dr. Robert Sommers, Secretary of Education and Workforce Development and State Director of the Oklahoma Department of Career and Technology Education; Dr. Glen Johnson, Chancellor of the Oklahoma State Regents for Higher Education; Chuck Mills, President of Mills Manufacturing Company and Chairman Elect of the State Chamber of Oklahoma; and Fred Morgan, President and CEO of the State Chamber of Oklahoma.

More challenging test questions were included in the 2013 spring assessments to reflect the more rigorous Oklahoma Academic Standards. Questions were added to the 5th and 8th grade science and writing tests and end-of-instruction biology test. These more challenging test questions helped prepare students for the more rigorous assessments that follow full implementation of college and career standards. Cut scores to measure proficiency also were increased for these tested subjects. Cut scores are like the defined range of scores that qualifies student work for letter grades such as A’s, B’s, etc. on classroom assignments and tests.

SDE officials say assessments aligned to the new academic standards will become more rigorous. Although this will mean an initial drop in test scores across the state, as teachers and children become accustomed to this new, better way of learning, test scores will rebound.

“Just as the new standards incorporate reading, writing and math across all subject areas, the new assessments will as well. We are no longer asking students to memorize facts and figures for multiple-choice tests. We are asking them to read two or more paragraphs, write out their answers in short essay form and, in some cases, defend their answers by showing their work,” explained Dr. Maridyth McBee, Assistant State Superintendent of Accountability and Assessment.

“Now that we know the extent of the challenge, everyone must join together and support our teachers and students. This is what we want. We want our children to be college, career and citizen ready. Prepared to compete with the best and the brightest,” Barresi said. “The toughest part of our journey is here, and we cannot let our teachers and students travel the road alone. We must be there for them to provide all the support they need.”

To help teachers, the State Department of Education offers several professional development opportunities such as:

• The REAC3H Network, an instructional team that delivers professional development to classroom teachers and school administrators in regional trainings throughout the state.
• Sixty REAC3H Coaches who provide literacy training to teachers in their classrooms.
• The PD on Your Plan program. When launched, this will provide virtual professional development teachers can access during their planning period. This means instructional time will not be taken away from students in the classroom.
• The OKMath/OKSci program modeled after Leadership Oklahoma. This program creates leaders who can identify challenges and create solutions for math and science educators. They also can serve as a support system during implementation of the Oklahoma Academic Standards.
• Convenings of English, math and science teachers who work to determine the needs of teachers for implementation of the more rigorous standards and develop resources and tools to address those needs.
• A partnership with the National Math and Science Initiative (NMSI) project that increases access to Advanced Placement courses for students and provides training and resources in AP coursework to teachers.
• The school improvement program designed to help some of the state’s most struggling schools.

In closing, Barresi commented, “Time and again I have seen the bar raised for children, and they have successfully risen to meet the challenge. We must remember, if there was ever a state that has proven it can rise to a challenge and come out on top, it’s Oklahoma.”

University of Oklahoma President David Boren and Oklahoma State University President Burns Hargis released statements in support of higher standards. Boren and Hargis believe these higher standards and increased rigor are essential for improving student performance.

OU President David Boren:

“The University of Oklahoma supports high academic standards across all academic areas.  The new proposed state science standards have included input from many stakeholders, including OU scientists and K12 educators.  We believe the increased rigor will better prepare students for success in STEM fields as they enter college.”

OSU President Burns Hargis:

“Oklahoma State University supports standards that better prepare students for college and inevitably lead to higher retention and graduation rates.  OSU partners with public schools across our state to assist teachers in challenging students in ways that engage them to improve achievement.  We appreciate those who are working hard to improve education for Oklahoma's students.”