Board of Education Notice of Meeting & Agenda  BOARD  O F   E DU C A T I O N  R E GU L AR  MEE T I N G   Board Room, 215 S. EAGLE STREET, Oshkosh, WI    WEDNESDAY, JULY 14, 2010  6:00 P.M.  AMENDED  Page 1 of 2  Upon request, reasonable auxiliary aids and services will be provided for individuals with disabilities. If accommodations are required, please provide 24-hour notice by calling 424-0120.     COMPLIANCE WITH OPEN MEETING LAW NOTIFICATION [§19.84(2) Wis. Stats.]     ROLL CALL ‐ Verification of Quorum.       PLEDGE OF ALLEGIANCE          INTRODUCTION – DR. DONALD VIEGUT, UPERINTENDENT   S NON­AGENDA RELATED PUBLIC FORUM           AGENDA RELATED PUBLIC FORUM       B AR O D/ADMINISTRATIVE REPORTS      1  Charter School End of Year Reports (Written Report)  resident if they have a report to give)         2  3  4  Superintendent’s Report  Other Reports (Committee chairs will notify Board P Update on WIAA Football Conference Realignment               CONSENT RESOLUTION AGENDA  For the consent agenda, the board has been furnished with background material on each item or has discussed it  at a previous meeting.  These will be acted upon  ith one vote without discussion.  If a board member wants to  discuss any item, it will be pulled out of the consent agenda and will be voted on separately.     w Th Board will consider approval of:  e      1  Minutes of Executive Session ‐  June 11, 2010      2  Minutes of Board Meeting – June 16, 2010      3  Minutes of Executive Session  ‐ June 16, 2010          4  5  6  Minutes of Special Board Meeting – June 30, 2010    Bills Payable    Personnel  A. Appointments, Additions to Contract, Changes in Contract, Retirements, Resignations, Temporary Contracts,  etc.  B. Hungerford Waiver of 60‐day Notice  C. Hungerford Resignation  Dissolution of Healthy Living Charter School Located at Merrill Elementary      7      8  66.0301 Cooperative Agreement –Valley Area Reading Recovery Consortium        9  10  431.1 Student Attendance + Rule + Exhibit     435.1 Released Time for Religious Instruction + Rule + Exhibits       11  344.61 Graduation/Grad Advancement For Students With Disabilities, Limited English Proficiency and Exceptional  Educational Interest, Needs or Requirements Clerical Change           12  13  14  Washington SAGE Application    Carl Traeger Roof Repair and EIFS Replacement Maintenance     Roof Replacement Projects for Administration Office, Webster and Roof Remediation Maintenance for Jefferson    NOTICE OF MEETING & AGENDA OASD – BOARD OF EDUCATION 07/14/10 Page 2 of 2      15  453.93 ‐ Student or Staff Use of Companion Animals – Policy Numbering change       16  Webster Stanley Middle School Phase I Window Replacement       17  18 19 McKinstry Roosevelt Boiler Project                 Oshkosh West Parking South Driveway & Receiving Area Repaving     Microsoft Anti‐trust Settlement Allocation              INDIVIDUALLY CONSIDERED RESOLUTION(S)           REQUEST FOR FUTURE AGENDA ITEMS        ANNOUNCEMENTS            ADJOURN TO EXECUTIVE SESSION      E E X 1 CUTIVE SESSION  Deliberating or negotiating the purchasing of public properties, the investing of public funds, or  co u osed  se io                   2           3             nd cting other specified public business, whenever competitive or bargaining reasons require a cl on Strategies  ss n §19.85(1)(e)  A. Non‐Teaching Employees Association – Food Service Unit (NTEA‐FSU) Negotiati  Strategies  B. Oshkosh Education Association (OEA) Negotiation Strategies  ducation Association (OPEA) Negotiation ssociation (NTEA) Negotiation Strategies  C. Oshkosh Paraprofessional E . Non‐Teaching Employees A D E. Property located on Bismarck    Considering the Disciplinary Data of Specific Persons [§19.85(1)(f) Wis. Stats.]  A. Expulsion Review Request to Review an Order of Expulsion of  a Middle School Student Who Engaged In  Conduct While Under The Supervision Of A School Authority Which Endangered The Property, Health Or  Safety Of Others; [§120.13(c) Wis. Stats.]    Considering the Employment, Promotion, Compensation or Performance Evaluation Data of Any Public  Employee Over Which the Governmental Body Has Jurisdiction or Exercises Responsibility  §19.85(1)(c)  A   Responsibilities of Executive Director Positions .  Negotiating and Evaluation of Potential Candidates in – Human  Resources, Business Manager, Administration and Technology        ADJOURN   DRAFT  BO H AREA SCHOOL DISTRICT  ARD OF EDUCATION ‐ OSHKOS 07/14/10        Ad = Admin     Ex. =  Executive Session   Res. = Resolution      W = Workshop   Rpt = Report    Ret. = Retreat    .             DATE          TYPE          DESCRIPTION  Presentation  LENGTH  Est. Discussion     LENGTH          PRESENTER    I. SHORT RANGE FUTURE AGENDA ITEMS     July 28  Res  Witzel Property      Johnston  July 28  W  Review First Draft of Budget        Business Office  July 28  Res  Resolution designating State Trust Fund Loan as a Qualified Zone Academy Bond and Electing to Receive Refundable Credits With Respect to Interest Payments     Handy  July 28  Res  Resolution to determine an option to the 10-year payback schedule for the QZAB     Handy  July 28  Res  Fiberoptics     Randy Johnston    I   I. LONG RANGE FUTURE AGENDA ITEMS  Aug  Res.  Final Adjustments in EEN Staffing for Current Year        Aug W Review of Second Draft of Budget Business Office Aug W Approval to Publish Public Budget Notice  Business Office Aug 11 W Naming Proposal for Oshkosh West High School Choir Room   Facilities & Finance  Meeting Outcome  Sept.  Res.  Approval of Short Term Borrowing for Current Year      Business Office  Sept.    ONHS – Platinum Award for 2009 Blood Drives – presentation (during good  news portion of superintendent’s report) – was scheduled in May – pushed out  to future      Rick Swarz   Sept W Review of Third Draft of Budget Oct  Res.  Approval of Final Budget Adjustments and Approval of Tax Levy        Oct  Res.  High School Course Modifications, Additions, Deletions      Muza    STAFF REPORT – EXECUTIVE SUMMARY SUBJECT: Oakwood Environmental Education Charter School District Contact(s): Kirby Schultz, Principal, Oakwood Elementary School District Troy Schlegel, Teacher, Oakwood Elementary School District I. Overall Content/Purpose of Presentation: The overall content/purpose of this presentation is to provide the Board of Education with an update on student performance as mentioned in the charter school agreement after two years out from the end of the grant cycle. II. Board Motion Needed (if any) A Board motion will not be needed at this time. III. Major Points in this Report: a. The Oshkosh Area School District and Oakwood Elementary entered into a charter school proposal agreement in 2002. After finishing the 5-year charter grant cycle and an additional year, we are functioning on our own. b. During the 2003-04 school year staff developed the 12 Oakwood Environmental Education Standards, which are still utilized today. c. Since 2003 to the present school year, staff has utilized K-5 grade level environmental education benchmarks, which they developed. d. Currently, 100% of the Oakwood classroom teachers are integrating classroom lessons that support the EE grade level benchmarks and utilizing proficiency- based scoring for assessments. e. We are continually encouraging staff to participate in various environmental education professional development opportunities. Sarah Hungerford and her staff are providing technology support and professional development. f. We are in the process of having interactive environmental education lessons from the Sheldon Nature Area through our wireless capabilities with Greenville Elementary in Greenville, WI and FDR Elementary in Lima, Peru. g. Our Oakwood Environmental Education Charter School Governance Council will continue to work in collaboration with the Oakwood Staff, Oakwood PTO, Oakwood Site Council, Sheldon Nature Area Committee and community partners to enhance environmental education opportunities for the students and Oakwood and their families. h. Oakwood’s test scores continue to increase due to the heightened awareness of data driven decisions. IV. Impact on District Goals: Strategic Goal #1: The Oshkosh Area School District will target student programs and services to the skills young people need to succeed in a changing world. Promotion of the Oakwood Environmental Education Charter School has clearly demonstrated the increased learning of our young students who have successfully participated in the Environmental Education Charter. WKCE Results: (Listed are % of students Proficient or Advanced) 3rd 4th 5th 2004-05 Reading 98% Math 91% 3rd 4th 5th Lang Arts 94% Science 95% Social Studies 100% 2005-06 Reading 90% 98% Math 87% 92% Lang Arts 87% Science 91% Social Studies 100% 2006-07 Reading 90% 94% Math 89% 88% Lang Arts 89% Science 93% Social Studies 96% 2007-08 Reading 93% 94% 94% Math 87% 90% 96% Lang Arts 92% Science 87% Social Studies 100% 2008-09 Reading 91% 94% 94% Math 94% 88% 94% Lang Arts 86% Science 90% Social Studies 96% 2009-10 Reading 94% 95% 89% Math 98% 99% 91% Lang Arts 95% Science 97% Social Studies 100% Strategic Goal #2: The Oshkosh Area School District will align human and financial resources to meet student program and service needs. The district has provided in kind contributions through material and human resources to support the Oakwood Environmental Education Charter School. We also have a sustainability fund set up through the Oshkosh Community Foundation. Strategic Goal #3: The Oshkosh Area School District will continue to promote partnerships to improve student learning. The Oakwood Environmental Education Charter School Governance Council, Oakwood Staff, the Sheldon Nature Area Committee, Oakwood PTO, Oakwood Site Council, and the district will continue to work together to meet the vision of the Oakwood Environmental Education Charter School. We are currently in the process of creating interactive environmental education lessons from the Sheldon Nature Area through our wireless capabilities with Greenville Elementary in Greenville, WI and FDR Elementary in Lima, Peru. V. Budget/Financial Impact: The Oakwood Environmental Education Charter School is entering into the eighth year of existence. VI. Primary Contact for More Information: Name: Kirby Schultz Phone: 920.424.0315 Principal Oakwood Elementary Troy Schlegel 920.424.0315 Teacher Oakwood Elementary John Walsh 920.223.3352 Chairperson of Sheldon Nature Committee EXECUTIVE SUMMARY SUBJECT: ALPs Charter School performance report for 2009-2010 school year PREPARED BY: Christine Fabian, Principal ALPs Staff I. Overall Content/Purpose of Presentation: The purpose of this report is to provide the board of education (BOE) with the ALPs 2009-2010 student performance data as it relates to measurable objectives and outcomes stated in the initial grant. II. Board Motion Needed (if any) No Resolution is needed III. Major Points in this Report: A. ALPs has been in operation since the 2004-2005 school year. B. ALPs enrollment started with 23 students in grades 3-7 at the beginning of the 2004-2005 school year. To date, the enrollment is at 60 students, grades 4-8. There are currently 62 students enrolled in grades 4-8 for the 2010-2011 school year. C. To date, we have been awarded a total of $675,000 in charter school grant monies over the course of five years. D. The following charter school goals continue to be worked on and will be achieved by the end of the year: Measurable Objective/Outcome 1: ALPs teaching staff will maintain quality educator status by attending local, state, and national conferences related to gifted education, at-risk populations, and charter school reform. The teachers at ALPs Charter School did not attend any conferences during the 2009-2010 school year, as the year prior staff had been out of the classroom to a great extent due to dissemination. Measurable Objective/Outcome 2: 100% of the students taking the state assessments (WKCE) in grades 4-8 will perform at the proficient or advanced levels  67.5% of the 4th grade students taking the WKCE performed in the advanced range in reading while 32.5% performed in the proficient range.  75% of the 4th graders taking the WKCE performed in the advanced range in math while 25% performed in the proficient range.  71.4% of the 5th graders taking the WKCE performed in the advanced range in reading while 28.6% performed in the proficient range.  85.6% of the 5th graders taking the WKCE performed in the advanced range while 14.4% performed in the proficient range in math.  77.7% of the 6th graders taking the WKCE performed in the advanced range while 22.3% performed in the proficient range in reading.  66.6% of the 6th grade students taking the WKCE performed in the advanced range in math while 33.4% of the students performed in the proficient range..  100% of the 7th grade students taking the WKCE performed in the advanced range in reading.  95% of the 7th grade students taking the WKCE performed in the advanced range while 5% performed at the proficient range in math  100% of the 8th grade students taking the WKCE performed in the advanced range in math.  92.3% of the 8th grade students taking the WKCE performed in the advance range while 7.7% performed in the proficient range in reading. Measurable Objective/Outcome 3: 80% of students will demonstrate a year or more of academic growth over the course of the 2009-2010 school year.  Using the Stanford Diagnostic Math Assessment one level advanced from the students’ grade level to pre and post test students, 67% of the ALPs students demonstrated a year or more of growth in math.  Using the Stanford Diagnostic Reading Assessment one level advanced from the students’ grade level to pre and post test students, 63% of the ALPs students demonstrated a year or more of growth in reading. In an effort to understand this year’s results, it should be noted that there were contributing factors influencing student performance. They include, but are not limited to: (a) Student absences due to vacation or illness (b) Inabilities of some students to stay focused and avoid impulsive behavior affecting the results of timed tests. (c) Emotional issues (divorce, illness, medication changes) affecting focused behavior (d) Changing student demographic that is more closely aligned to the normal distribution of abilities within a school/classroom. (e) Staff changes during the 2009-2010 school year. Measurable Objective/Outcome 4: 100% of the ALPs Students will incorporate technology into their learning.  The ALPs students incorporated technology in to many of their daily routines.  The students learned advanced skills in movie-making and technology presentation. Measurable Objective/Outcome 5: Student behavioral and social/emotional health reporting that indicates a 80% reduction in at-risk behaviors (academic and social/emotional) in the school setting and in family/community –annual report  As evidenced by OASD student reporting system and staff reports on behavioral or school rule/OASD policy violations; there was a reduction of behavioral incidents by 88%. During the second semester, only one student received any infractions.  As evidenced by OASD student attendance system and staff reports 97% of the ALPs students previously enrolled in a public or private educational setting increased their attendance at school ranging from an increase of 1 to 6 days. Measurable Objective/Outcome 6: 85% of parents and students will express satisfaction or high satisfaction with the ALPs school education and social/emotional programming.  100% of parents responding to the survey express satisfaction or high satisfaction with the educational/academic programming at ALPs  100% of parents responding to the survey express satisfaction or high satisfaction with the social/emotional programming provided at ALPs.  94% of students responding to the survey express satisfaction or high satisfaction with the educational/academic programming at ALPs  100% of students responding to the survey express satisfaction or high satisfaction with the social/emotional programming provided at ALPs.  Another indicator of both parent and student satisfaction would be the enrollment status for the school. Currently the enrollment is filled to capacity for the 2010-2011 school year and we are currently placing interested students on a waiting list for the fall. Measurable Objective/Outcome 7: Parents and community members will be involved in the daily educational and social programs as well as the design, management, and operations of the school.  Parents have the opportunity to participate and serve on the ALPs Governance Board which adopted by-laws in the fall of 2004 and function as a collaborative decision-making board in regards to the daily educational and social programs as well as the design, management, and operations of the school.  In the 2009-2010 school year the Governance Board included two students as members and added a Fundraising Position.  A goal for the 2010-2011 school year is to include community members and/or alumni parents and students on the Governance Board. IV. Impact on District Goals: STRATEGIC AIM #1: OASD will target student programs & services to the skills young people will need to succeed in a changing world. The teaching and learning practices in the ALPs charter school centers on a student-directed, project-based, continuous-assessment philosophy. Self-motivation, self-direction, group and individual work skills, project planning and integration of learning are key skills valued by employers and institutions of higher learning. STRATEGIC AIM #2: OASD will align human and financial resources to meet student program and service needs. OASD has offered a charter school option for students who learn best in a non- traditional, student-directed environment. This charter school offers the advantages of funding from the state and private sources, as well as possible revenue enhancement through the enrollment of home- schooled or private school students, and from students outside the OASD attendance area. STRATEGIC AIM #3: OASD will continue to promote partnerships to improve student learning. This charter school initiative is rooted in community partnerships that will enhance project-based learning philosophy and practices. The charter school has developed partnerships with UWO, EAA, Oshkosh Truck, Oshkosh Public Museum, Renaissance Riders, and others. Parents are key to the success of this school, and will be active partners with staff in its successful operation. V. Budget/Financial Impact: Costs: 2009-2010 Salary/Benefits Budget $217,442 $9,410 Less: New revenues or cost reductions applicable to program N/A Net Budget Impact $226,852 Reviewed by District Business Office  Yes  No  Fits into budget  Does not fit into budget Explain: Does Board of Education action require an addition, deletion or change to policies?  Yes X No If Yes, what action is needed?___________________________________________________________ VI. Primary Contact for More Information: Name: Christine Fabian Phone: 920-424-0177 June 14, 2010 Franklin Key to Learning Charter School Report Franklin Key to Learning Charter School just completed its third year (sustainability year) of existence as a charter school. Franklin continues to embrace a unique educational approach in guiding all students toward meeting and exceeding the challenging Wisconsin Academic Standards. It is a school in which constructivist principles and practices guide teaching and learning. The program takes a student centered approach with students playing an active, rather than passive role in their own learning. The academic program is further enhanced by full implementation of practices focused on Community Building and Conflict Resolution. These practices include, but are not limited to, TRIBES TLC and Restorative Justice. Experience in using these practices continues to assist students in developing personal responsibility, confidence, and collaborative skills. Throughout this year of sustainability, Franklin strengthened its charter framework by increasing the staff knowledge base and practice in all three areas (constructivism, conflict resolution and community building). Some of the work that took place this year is as follows:  Collaboration focus on Eric Jensen’s brain based strategies  Collaboration focus on Arthur Hyde’s book study, Comprehending Math Adapting Reading Strategies to Teach Mathematics, K-6; Arthur Hyde provided a site based workshop to the entire Franklin teaching staff.  Lesson Study – a group of teachers planned, video taped, reviewed and revised a lesson taught by Franklin teacher  Family Game Night  Students built constructivist, conflict resolution, and community building towers that were put on display in front of the building  Cafeteria mural created; all Franklin students participated  Visitors from Japan visited to learn more about restorative justice  Students were photographed and recognized throughout the building for random acts of kindness/responsibility/hard work, etc..  Student led recess equipment check out process implemented Franklin continues to work towards closing the achievement gap between all students and all of the subgroup populations (see charts below). The 2009-2010 WKCE test results show that Franklin out performed the district overall in reading and math (advanced and proficient combined percentages) in third, fourth and fifth grades. Third grade WKCE data analysis for 2008-2009 and 2009-2010 (Reading and Math): 3rd Grade Reading 2008-09 Total Enrolled Prof & Adv Gap 3rd Grade Reading 2009-10 Total Enrolled Prof & Adv Gap All 62 79% All 54 85% SwD 8 50% SwD 5 60% Non SwD 54 84% 34.00% Non SwD 49 88% 28.00% ED 23 65% ED 23 74% NED 39 87% 22.00% NED 31 94% 20.00% 3rd Grade Math 2008-09 Total Enrolled Prof & Adv Gap 3rd Grade Math 2009-10 Total Enrolled Prof & Adv Gap All 62 91% All 54 87% SwD 8 88% SwD 5 40% Non SwD 54 91% 3.00% Non SwD 49 92% 52.00% ED 23 87% ED 23 87% NED 39 92% 5.00% NED 31 87% 0.00% Fourth grade WKCE data analysis for 2008-2009 and 2009-2010 (Reading and Math): 4th Grade Reading 2008-09 Total Enrolled Prof & Adv Gap 4th Grade Reading 2009-10 Total Enrolled Prof & Adv Gap All 53 83% All 62 85% SwD 8 50% SwD 6 34% Non SwD 45 89% 39% Non SwD 56 91% 57.00% ED 17 77% ED 27 81% NED 36 86% 9% NED 35 88% 7.00% 4th Grade Math 2008-09 Total Enrolled Prof & Adv Gap 4th Grade Math 2009-10 Total Enrolled Prof & Adv Gap All 53 91% All 62 91% SwD 8 75% SwD 6 67% Non SwD 45 94% 19% Non SwD 56 92% 25.00% ED 17 82% ED 27 85% NED 36 94% 12% NED 35 94% 9.00% Fifth grade WKCE data analysis for 2008-2009 and 2009-2010 (Reading and Math): 5th Grade Reading 2008-09 Total Enrolled Prof & Adv Gap 5th Grade Reading 2009-10 Total Enrolled Prof & Adv Gap All 71 83% All 56 82% SwD 9 33% SwD 8 38% Non SwD 62 91% 58.00% Non SwD 48 90% 52.00% ED 25 76% ED 19 74% NED 46 86% 10.00% NED 37 86% 16.00% 5th Grade Math 2008-09 Total Enrolled Prof & Adv Gap 5th Grade Math 2009-10 Total Enrolled Prof & Adv Gap All 71 83% All 56 84% SwD 9 33% SwD 8 51% Non SwD 62 90% 57.00% Non SwD 48 90% 39.00% ED 25 80% ED 19 74% NED 46 85% 5.00% NED 37 89% 15.00% EXECUTIVE SUMMARY SUBJECT: Jacob Shapiro Brain Based Instruction Laboratory School Report 2009/10 CONTACT: Dr. B. Lynn Brown, Principal – Jacob Shapiro Brain Based Instruction Laboratory School I. Overall Content/Purpose of Presentation: The overall content/purpose of this presentation is to provide the Board of Education with an update on charter school accomplishments, goals and performance as we move forward into dissemination for the 2010/11 school year. II. Board Motion Needed (if any) A Board motion will not be needed at this time. III. Major Points in this Report: A. The Oshkosh Area School District and Jacob Shapiro Elementary entered into a charter school agreement in 2007, with the opening of our charter school on September 1, 2007. We received funding for implementation from the DPI in both 2007/08 and 2008/09 and in 2009/10 finished our third year of operation which is considered the year of sustainability. A dissemination grant was approved by the Oshkosh Area School District BOE in March 2010, and submitted by April 15, 2010 to the DPI for the 2010/11 school year. B. As a result of implementation and sustainability noted in IIIA some of our accomplishments are as follows:  Celebrated staff members being credentialed in the following:  Jensen-Certified Master Trainer in Brain Based Instruction  Conscious Discipline  Instrumental Enrichment (IE) Cognitive Development Program  Love and Logic  Developed a seamless, school-wide implementation schedule for Instrumental Enrichment 4K - 5 to teach thinking skills  Put in place ergonomic seating, which has been proven to increase blood flow to the brain  Established local partnerships with the YMCA, Oshkosh Corporation and Target to more fully strengthen our second framework element - Enriched Environments – strengthening the home, school and community connection. We held Family Fun Nights both at the school site and at the YMCA as part of the PALs program, fielded an elementary team for the FIRST LEGO League Competition and have received a grant from Target.  Participated in the development of a consortium with two other Wisconsin differentiated schools to share differentiated practices  Partnered with Dr. Julie Henry to offer vision therapy to qualified students beyond the school day  Established an after-school tutoring program  Taught a Brain Based Instruction (BBI) course for Alverno College to district staff members for two years  Established an ongoing dialog with the Harvard Graduate School of Education around Mind, Brain and Education/BBI/differentiated philosophy and application  Developed a website a video explaining our overall goal and the framework elements of our charter http://www.oshkosh.k12.wi.us/schools/jacobshapiro.cfm  Established an internet blog for BBI teaching activities related to inferential thinking  Presented our work at state and an international conference  Implemented Measure of Academic Progress assessments in grades 3 – 5 to help inform our instruction, set goals and target specific student need areas C. During our first year in dissemination 2010-11 our goals include:  Building capacity within the district and charter school network by training teachers in a neuroscience philosophy and application practices  Networking with new and existing charter schools to implement the National Alliance for Public Charter Schools Academic and Operational Quality Indicators and present our work at state and national conferences  Developing a longitudinal evaluation model and begin collection of baseline data in concert with other Wisconsin differentiated/consortium schools to determine the long-term effectiveness of BBI/differentiation. D. Assessment data is as follows: As evidenced in Table 1, steady increases in student achievement have been made since the charter’s inception with the exception of 2009. It should be noted that two programs were moved out of Shapiro and one was added for the 2009/10 school year. In addition, 15% of students in 5th grade took the WAA. Table 1 School Trend Data Wisconsin Knowledge Concepts Examination (WKCE) 2006/07 – 2009/10 Full Academic Year Students Proficient and Advanced Grade School Year Enrollment P & A Reading P & A Math 3rd November 2006 34 70.6% 76.5% November 2007 34 85.3% 82.4% November 2008 30 90.0% 90.0% November 2009 26 88.0% 85.0% 4th November 2006 29 58.6% 65.5% November 2007 33 91.0% 85.0% November 2008 29 96.6% 96.6% November 2009 32 78.0% 85.0% 5th November 2006 25 76% 64% November 2007 23 87% 87% November 2008 30 93% 90% November 2009 39 77% 77% During the 2007/08 school year an experimental/control group design was conducted for students in the All Day 5-Year Old Early Childhood special education programs at both Shapiro and Lincoln schools. The evaluation of that data using the Developmental Test of Kindergarten Readiness II (DTKRII) concluded that the Shapiro students achieved an overall statistically higher score (greater individual growth) than students from Lincoln School. For the 2008/09 School Year (Table 2), students at Shapiro again made statistically significant progress in their DTKR II Composite Quotients (t= 5.83, df=11, p < .001). The average gain of 17.67 composite quotient scale scores pushed the average score above 100. Likewise, Shapiro students achieved a statistically significant higher Verbal /Conceptual Factor score in their posttest (t= 3.39, df=11, p<.01) and in their Visual Skills Factor (t=2.08, df=11, p< .05). No similar statistically significant differences were found on the Acquired Knowledge factor. Table 2 All Day 5-Year Old Early Childhood Program Developmental Test of Kindergarten Readiness II Results 2008/09 Score test N Mean Std. Deviation t Composite Quotient Pretest 12 82.00 10.03 Posttest 12 100.33 16.32 5.83** * Acquired Knowledge Pretest 12 7.08 2.58 Posttest 12 18.75 29.17 1.4 Verbal/Conceptual Pretest 12 5.33 3.7 Posttest 12 8.83 4.17 3.39** Visual Skills Pretest 12 6.83 2.92 Posttest 12 9.58 3.55 2.08* During the 2008/09 school year, Shapiro began using MAP (Measure of Academic Progress) in grades 3 – 5 to inform our instruction, set goals and monitor student achievement. There has been consistent growth in 3rd, 4th and 5th grade student mean achievement in our school improvement goal area of Reading strand Evaluate and Extend Text as evidenced in Table 3 Table 3 MAP Mean RIT Scores Reading: Evaluate and Extent Text Grade Spring 2009 Spring 2010 3 187.8 197.5 4 198.8 206.2 5 206.9 211.5 Comparing relatively the same groups of students from one year to the next, Table 4 demonstrates overall student growth in Reading, Mathematics and Language Arts. Table 4 MAP Mean RIT Scores Reading Year Grade 3 Grade 4 Grade 5 Spring 2009 197.3 204.9 204.9 Spring 2010 197.3 207.7 212.5 MAP Mean RIT Scores Mathematics Year Grade 3 Grade 4 Grade 5 Spring 2009 203.4 216.5 218.6 Spring 2010 202.1 215.9 224.6 MAP Mean RIT Scores Language Arts Year Grade 3 Grade 4 Grade 5 Spring 2009 198.1 208.8 204.2 Spring 2010 198.6 208.8 208.9 IV. Impact on District Goals: Strategic Aim #1: OASD will target student programs and services to the skills young people will need to succeed in a changing world. Continued implementation of our charter framework enables us to more fully teach thinking skills using a differentiated instruction approach based upon neuroscience principles to give each child the best hope/opportunity for their future. Strategic Aim #2: OASD will align human and financial resources to meet student program and service needs. Continued implementation of our charter school framework affords OASD staff opportunities to learn and apply differentiated/neuroscience principles in their classrooms. Strategic Aim #3: OASD will continue to promote partnerships to improve student learning. Continued implementation of our charter framework will enable Shapiro to strengthen relationships with the YMCA, Oshkosh Corporation, Harvard Graduate School of Education, the Wisconsin Charter School Association and the Wisconsin Department of Public Instruction. In addition, it will provide additional corporate and educational partnerships around differentiated practices to support all learners. V. Budget/Financial Impact Costs: Year 1 Year 2 Year 3 Net Budget Impact 0 Reviewed by District Business Office  Yes  No  Fits into budget  Does not fit into budget Explain: Does Board of Education action require an addition, deletion or change to policies?  Yes  No If Yes, what action is needed? ___________________________________________________________ VI. Primary Contact for More Information: July 14, 2010 *AMENDED RESOLUTION # 6(A) CARRIED_______ LOST_______ WITHDRAWN_______ LAID OVER_______ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve the appointments, removal from layoff, temporary appointments, temporary increase in assignments, increase in assignments, change of assignments, co-curricular appointments, resignations, retirements, and salary schedule as filed with the Secretary of the Board of Education July 14, 2010, in accordance with the Rules, Regulations, and Policies of the Board of Education. APPOINTMENTS Meghan Adams, 1.0 Speech and Language Pathologist, (.6 Merrill Middle School and .4 Oshkosh North High School), effective for the 2010-11 school year. Jessica Barrington, 1.0 EBD Teacher, Merrill Elementary School, effective for the 2010-11 school year. Jennifer Frank, 1.0 Occupational Therapist, South Park Middle School and other district sites, effective for the 2010-11 school year. Kelsey Guenther, 1.0 Grade 2 Teacher, Webster Stanley Elementary School, effective for the 2010-11 school year. Andrew Hacker, .84 Band Teacher, Webster Stanley Middle School, effective for the 2010-11 school year. Amanda Halverson, 1.0 Grade 2-3 Multi-Age Teacher, Carl Traeger Elementary School, effective for the 2010-11 school year. Nathaniel Hughes, 1.0 Physical Education Teacher, Merrill Middle School, effective for the 2010-11 school year. Diane Malchow, 1.0 EBD Teacher, Roosevelt Elementary School, effective for the 2010-11 school year. Sonya Reigh, 1.0 CD Teacher, Merrill Elementary School, effective for the 2010-11 school year. Jacqueline Trebiatowski, 1.0 Unassigned Elementary Teacher, effective for the 2010-11 school year. Mattie Washa, 1.0 Grade 5 Teacher, Webster Stanley Elementary School, effective for the 2010-11 school year. TEMPORARY APPOINTMENTS Christopher Arps, Technology and Engineering Department Chair, Oshkosh West High School, effective for the 2010-11 school year. Leonard Herricks, Agriculture Department Chair, Oshkosh West and Oshkosh North High Schools, effective for the 2010-11 school year. Paul Stellpflug, Social Studies Department Chair, Oshkosh West High School, effective for the 2010-11 school year. REMOVAL FROM LAYOFF Kathleen Kalata, 1.0 Intervention/Focused Study Teacher, Oshkosh West High School, effective for the 2010-11 school year. Kimberly Loeper, 1.0 Intervention/Focused Study Teacher, Oshkosh North High School, effective for the 2010-11 school year. TEMPORARY INCREASE IN ASSIGNMENTS Lisa Lieder, .75 Counselor, Oshkosh East High School, to 1.0 School Counselor, Oshkosh North High School Central Office, (.75 Transition Counselor and .25 School Counselor to Alternative Education and Expelled Students), effective for the 2010-11 school year. James White, .2 to .4 English Teacher, Oshkosh North High School, effective for the 2nd semester of the 2010-11 school year only. CHANGE OF ASSIGNMENTS Trina Anderson, 1.0 Grade 1 Teacher, Carl Traeger Elementary School, to 1.0 Professional Development/Math Support/Gifted & Talented Resource Teacher, elementary unassigned, effective for the 2010-11 school year. Elizabeth Holmes, 1.0 Impaired Hearing Teacher, Merrill Elementary School, to 1.0 Early Childhood Teacher, Ready 4 Learning School, effective for the 2010-11 school year. Jodi Jari, 1.0 ELL Teacher, Oshkosh West High School and Merrill Elementary School, to 1.0 Grade 2 Teacher, Merrill Elementary School, effective for the 2010-11 school year. Jay Jones, 1.0 Assistant Principal, Oshkosh West High School, to 1.0 Principal, Perry Tipler Middle School and Green Meadow Elementary School, effective July 6, 2010. Scott Johanknecht, 1.0 Physical Education Teacher, Jefferson and Roosevelt Elementary Schools, to 1.0 Elementary Principal/Instructional Support, Lakeside Elementary School, effective July 12, 2010. Jerry Johnson, 1.0 Technology & Engineering Teacher and Department Chair, Oshkosh West High School, to 1.0 Technology & Engineering Teacher and Department Chair, Oshkosh North High School, effective for the 2010-11 school year. Marla Kopecky, 1.0 CD Teacher, Jacob Shapiro Elementary School, to 1.0 Autism Diagnostic/Consultant Teacher, Merrill Elementary School, effective for the 2010-11 school year. Kurtis Krizan, 1.0 Middle School Teacher, Perry Tipler Middle School, to 1.0 Middle School Teacher, (.75 South Park Middle School, .25 Carl Traeger Middle School), effective for the 2010-11 school year. Kelly Pitzen, 1.0 Professional Development/Math Support/Gifted & Talented Resource Teacher, Jefferson and Smith Elementary Schools, to 1.0 Grade 1 Teacher, Washington Elementary School, effective for the 2010-11 school year. Sonya Reigh, 1.0 CD Teacher, Merrill Elementary School, effective for the 2010-11 school year. Sarah Poquette, 1.0 Professional Development/Math Support/Gifted & Talented Resource Teacher, Oaklawn and Merrill Elementary Schools, to 1.0 Elementary Principal, Merrill Elementary School, effective July 12, 2010. Nancy Schumacher, 1.0 Grade 2 Teacher, Merrill Elementary School, to 1.0 Grade 2 Teacher, Smith Elementary School, effective for the 2010-11 school year. Jean Stebbins, 1.0 Principal, Jefferson and Smith Elementary Schools, to 1.0 4K Teacher, Ready 4 Learning School, effective for the 2010-11 school year. CO-CURRICULAR APPOINTMENTS Doris Bailey, Lego League Advisor, Carl Traeger Middle School, effective for the 2010-11 school year. Renee Porter, Asst. Girls’ Swimming & Diving Coach, Oshkosh North High School, effective for the 2010-11 season. Kristine Soper, Head Boys’ Swimming Coach, Oshkosh North High School, effective for the 2010-11 season. RESIGNATIONS William Brabender, Boys’ Golf Coach, Oshkosh West High School, effective June 10, 2010. Melissa Cordy, Grade 5 Teacher, Franklin Elementary School, effective August 15, 2010. Lisa Helbing, EBD Teacher, Merrill Elementary School, effective August 13, 2010. Kurtis Krizan, Track Coach, Perry Tipler Middle School, effective immediately. Kristin Machkovech, Choral Music Teacher, Perry Tipler Middle School, effective August 14, 2010. Katie Schwartz, Professional Development/Gifted & Talented Resource Teacher, South Park and Merrill Middle School, effective August 12, 2010. RETIREMENT Susan Jansen, Math Teacher, South Park Middle School, effective August 12, 2010. NON-TEACHING CHANGE OF ASSIGNMENTS Lynn Collom, 41-week Secretary, Oshkosh East High School, to 40-week Secretary, Read Elementary School, effective for the 2010-11 school year. Michele Hawley, 1.0 CD Teacher Assistant, Oshkosh North High School, to 1.0 ELL Teacher Assistant, various district sites, effective for the 2010-11 school year. INCREASE IN ASSIGNMENTS Michelle Angell, .4 Early Childhood Teacher Assistant and .5 Instructional 4K Teacher Assistant, Jacob Shapiro Elementary School, to .5 Early Childhood Teacher Assistant and .5 Instructional 4K Teacher Assistant, Jacob Shapiro Elementary School, effective for the 2010-11 school year. Lynne Petr, .8 to .9 Early Childhood Teacher Assistant, Washington Elementary School, effective for the 2010-11 school year. Christine Steinert, .35 to .45 Early Childhood Teacher Assistant, Carl Traeger Elementary School, effective for the 2010-11 school year. RESIGNATION Diane Malchow, EBD Teacher Assistant, Webster Stanley Elementary School, effective August 29, 2010. RETIREMENT Sandra Werch, Health Assistant, Oshkosh West High School, effective August 29, 2010. PERSONNEL RESOLUTION #6 (A) –July 14, 2010 *AMENDED SCHOOL NAME UNIVERSITY Degree YRS. OUT YRS. LOCAL STEP BASE ACTUAL EFF. DATE Merrill M.S./ North H.S. Meghan Adams 1.0 Speech and Language Pathologist Western Kentucky Univ. M – 2007 M + 0 1 0 1 $38,493 $38,493 2010-11 school year Merrill El. Jessica Barrington 1.0 EBD UW-Oshkosh B – 2010 B + 0 0 0 1 $32,078 $32,078 2010-11 school year S. Park Jennifer Frank 1.0 Occupational Therapist Mount Mary College B – 2000 B + 0 6 0 4 $35,928 $35,928 2010-11 school year Webster El. Kelsey Guenther 1.0 Grade 2 UW-LaCrosse B – 2009 B + 0 0 0 1 $32,078 $32,078 2010-11 school year Webster M.S. Andrew Hacker .84 Band Teacher Carroll College B – 2010 B + 0 0 0 1 $32,078 $26,945.52 2010-11 school year Traeger El. Amanda Halverson 1.0 Grade 2-3 Multi-Age UW-Oshkosh B – 2008 B + 0 0 0 1 $32,078 $32,078 2010-11 school year Merrill M.S. Nathaniel Hughes 1.0 Physical Education UW-Oshkosh B – 2004 B + 9 0 .5 1.5 $32,720 $32,720 2010-11 school year Roosevelt Diane Malchow 1.0 EBD UW-Oshkosh B – 2007 B + 0 0 0 1 $32,078 $32,078 2010-11 school year Merrill El. Sonya Reigh 1.0 CD UW-Oshkosh B - 2010 B + 12 0 0 1 $33,361 $33,361 2010-11 school year Unassigned Jacqueline Trebiatowski 1.0 Unassigned Elementary Teacher UW-Oshkosh B – 2008 B + 0 0 0 1 $32,078 $32,078 2010-11 school year Webster El. Mattie Washa 1.0 Grade 5 Teacher UW-Eau Claire B – 2010 B + 0 0 0 1 $32,078 $32,078 2010-11 school year West H.S. Christopher Arps Tech Eng Dept. Chair TEMP $2,976.80 $2,976.80 2010-11 school year North/West Leonard Herricks Agriculture Dept. Chair TEMP $2,232.60 $2,232.60 2010-11 school year West H.S. Paul Stellpflug Social Studies Dept. Chair TEMP $2,976.80 $2,976.80 2010-11 school year Traeger M.S. Doris Bailey Lego League Advisor $784.30 $784.30 2010-11 school year North H.S. Renee Porter Asst. Girls’ Swimming & Diving Coach $2,245.46 $2,245.46 2010-11 season North H.S. Kristine Soper Head Boys’ Swimming Coach $3,207.80 + 1% $3,528.58 2010-11 season July 14, 2010 RESOLUTION # 6(B) CARRIED_______ LOST_______ WITHDRAWN_______ LAID OVER_______ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve waiving the 60 day resignation notice requirement set forth in the 2010-11 administrator contract signed by Sarah Hungerford February 25, 2010, as filed with the Secretary of the Board of Education July 14, 2010, in accordance with the Rules, Regulations, and Policies of the Board of Education. July 14, 2010 RESOLUTION # 6(C) CARRIED_______ LOST_______ WITHDRAWN_______ LAID OVER_______ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve the resignation as filed with the Secretary of the Board of Education July 14, 2010, in accordance with the Rules, Regulations, and Policies of the Board of Education. RESIGNATION Sarah Hungerford, Network Engineer, effective July 30, 2010. July 14, 2010 RESOLUTION #7 CARRIED ________ LOST ________ WITHDRAWN ________ LAID OVER ________ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve the dissolution of the Healthy Living Charter School located at Merrill Elementary as filed with the secretary to the Board of Education. Board Meeting Date: July 14, 2010 Agenda Item: Resolution #7 STAFF REPORT - EXECUTIVE SUMMARY SUBJECT: Dissolution of Merrill Elementary Healthy Living Charter School PRESENTER(S): Lynn Brown, District Charter Schools Coordinator I. Overall Content/Purpose of Presentation: The purpose of this presentation is to provide information regarding a recommendation from the Merrill Elementary Healthy Living Charter School Governance Council to dissolve the Merrill Elementary Healthy Living Charter School. II. Board Motion Needed (if any) A Board motion on July 14th will be necessary to dissolve Merrill Elementary Healthy Living Charter School. III. Major Points in this Report: A. Historical Background and Current Status 1. The Oshkosh Area School District submitted a Planning Grant application during the summer of 2006, to the Wisconsin Department of Public Instruction. The application focus was to study the feasibility of becoming a charter school which improved student health and well being as a vehicle for increased social/emotional and academic achievement. 2. After one year of planning, an Initial Implementation grant for the Merrill Elementary Healthy Living Charter School was submitted and approved for charter status by the Wisconsin Department of Public Instruction beginning fall of 2007. A five-year Contract Agreement between the OASD Board of Education and Merrill Healthy Living Charter School Governance Board was approved in the spring of 2007. Merrill Elementary Healthy Living Charter School also was approved for an Implementation Renewal Grant for the 2008/09 school year by the Wisconsin Department of Public Instruction. B. Rationale for Dissolution of the Merrill Healthy Living Charter School 1. Many best practices were implemented during both planning and implementation years and continue today. However, the design structure of the charter school did not allow them to meet their primary goal: The Merrill Elementary Healthy Living Charter School community is committed to a child-centered environment where students are emotionally secure, physically active, and nutritionally aware; ensuring high academic performance. 2. The 2009/10 school year was one of sustainability with the expectation of dissemination for the 2010/11 or 2011/12 school year. A requirement from the Department of Public Instruction for dissemination would include evidence of improved student achievement, regular Governing Board Meetings and ongoing goals for sustainability. This was not accomplished. 3. In the spring of 2010, the Merrill Elementary Healthy Living Charter school staff and Governing Board met, invited parent input and then voted to dissolve the charter status due to the multiple changes in school leadership (3 difference principals) and barriers encountered to implement the charter with fidelity. D. Dissolution of the Merrill Healthy Living Charter School 1. Dissolution of the Merrill Healthy Living Charter School involves informing the DPI of this decision in writing. 2. Based on a spring 2010 conversation with DPI Charter School Team Consultant, Barry Golden and Lynn Brown, the district’s charter schools coordinator, it was determined that it would be in both the school’s and the district’s best interest to dissolve the charter. 3. Per DPI Charter School Team Consultant Barry Golden, any one item purchased with charter funds with a current value of $5,000 or more, would need to be returned to the state. After an inventory review of supplies, materials, and equipment at Merrill Healthy Living Charter, no one item met this criterion. 3. Dissolution of the charter status at Merrill will not result in reassignment of staff based on seniority and certifications. IV. Impact on District Goals: Discontinuation of the charter will not impact Merrill Elementary School’s commitment to achieving district goals. V. Budget/Financial Impact: The budget will not be impacted since there were no salaries paid out of the charter. VI. Primary Contact(s) for More Information: Name: Lynn Brown, District Charter School Coordinator Phone: 920-424-0164 July 14, 2010 RESOLUTION #8 CARRIED _______ LOST ________ WITHDRAWN ________ LAID OVER ________ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve the §66.0301 Reading Recovery Contract for 2010-11 as filed with the secretary to the Board of Education on July 14, 2010 in accordance with the Rules, Regulations, and Policies of the Board of Education. Board Meeting Date: July 14, 2010 Agenda Item: Resolution #8 STAFF REPORT - EXECUTIVE SUMMARY (Also to be used with resolution going directly to the Board) SUBJECT: Reading Recovery Training Presenter(s): Debra Zarling, Reading Coordinator I. Overall Content/Purpose of Presentation: As part of our continuing implementation of the Reading Recovery Program in the Oshkosh Area School District, shared costs must be paid to the Valley Area Reading Recovery Consortium for ongoing and new training of Reading Recovery teachers. II. Board Motion Needed (if any) A resolution is needed to permit payment of our estimated shared costs for the Reading Recovery Consortium for the 2010-2011 school year. II. Major Points in this Report: A. The Oshkosh Area School District initially entered into a contract with the Valley Area Reading Recovery Consortium (formerly Kaukauna/Menasha Reading Recovery Consortium) beginning with the 1994-95 school year. Continuing involvement in the Valley Area Reading Recovery Consortium requires the Oshkosh Area School District to pay its share of consortium costs. B. Funds from the Title I budget will pick up 100% of the costs. III. Impact on District Goals: The recommendation for continuation of the Reading Recovery program is consistent with the district’s Strategic Aim #1 to target student programs and services to the skills young people need to succeed in a changing world. Reading Recovery teachers are highly trained to provide the most at-risk first grade students with instruction that is aligned with the specific needs of the student. This instruction allows the student to make accelerated progress and in most cases catch up to his/her peers in an average of 15-20 weeks. Discontinued students typically require very limited, if any, services in reading beyond this time. V. Budget/Financial Impact: All costs are covered by the Title I budget. Costs: Continuing Contact Training – 15 teachers $26,250.00 Teachers in Training – 0 teachers 0.00 Total $26,250.00 Costs: Year 1 Year 2 Year 3 Salary/Benefits Other $26,250.00 Less: New revenues or cost reductions applicable to program Net Budget Impact $26,250.00 Reviewed by District Business Office  Yes  No   Fits into budget Explain: Funds will come from the Title I inservice account 10-809-319-221300-141  Does not fit into budget Explain: Does Board of Education action require an addition, deletion or change to policies?  Yes  No If Yes, what action is needed?___________________________________________________________ VI. Primary Contact for More Information: Name: Debra Zarling, Phone: 920-424-0108 Reading/Title I Coordinator Reading Recovery® in the Oshkosh Area School District November 2009 Revised July 2010 Reading Recovery is an effective early literacy intervention designed to dramatically reduce the number of children with reading and writing difficulties. Educator and psychologist Dr. Marie Clay developed the intervention in New Zealand beginning in 1976. Reading Recovery was first implemented in the United States in 1984. The Oshkosh Area School District began implementation in one building during the 1994- 1995 school year. The table below represents the historical growth of Reading Recovery in the Oshkosh Area School District. Year Schools Teachers Students Served 1994-1995 1 1 6 1995-1996 4 4 30 1996-1997 4 4 33 1997-1998 4 4 32 1998-1999 6 5 42 1999-2000 6 7 51 2000-2001 6 7 56 2001-2002 7 10 84 2002-2003 8 11 84 2003-2004 11 15 94 2004-2005 11 13 108 2005-2006 13 16 132 2006-2007 13 14 123 2007-2008 12 15 129 2008-2009 12 13 107 2009-2010 11 15 108 Reading Recovery is designed to serve the lowest achievers in the first grade cohort within a school. Because the goal is successful performance within an average literacy setting in the classroom, students are discontinued as soon as it can be predicted that they can engage with and profit from classroom literacy instruction without further individual tutoring. Rigorous discontinuing criteria are applied. In addition to strong performance on the Observation Survey, discontinued students must demonstrate a self-extending system. They are expected to continue to learn on their own efforts and to demonstrate the ability to work well within their classroom settings. Reading Recovery is an early intervention that: Targets at-risk grade one students who are experiencing difficulties in the acquisition of reading and writing through regular classroom instruction; Provides thirty minutes of daily, intensive, individual instruction delivered by a trained Reading Recovery teacher; Accelerates learning to the point at which the student can effectively participate in the regular classroom program at average levels in twelve (12) to twenty (20) weeks; and Clearly identifies those students who, after a full Reading Recovery intervention, have not been able to make the accelerated gains and are in need of further, often long term, intervention. The children selected for Reading Recovery are the lowest achieving students in their grade one classes and are considered most at risk of not learning to read and write. How Reading Recovery Works Reading Recovery students receive intensive, one-on-one instruction from a trained teacher for 30 minutes daily. A typical lesson includes: Rereading of 2 or 3 familiar books; Running record of previous day's new book; Work with words, sounds, and letters; Writing a story; Introduction of a new book; Reading of the new book. Within this format, each lesson is unique to the child involved as the teacher responds to the child's individual learning needs. The child's competencies are developed and cultivated into skills that he or she can apply independently. The Reading Recovery child's' progress is monitored on a daily basis with teacher observations during the current lesson determining what will be attempted in subsequent student/teacher interactions. Students are discontinued from the program when they perform at an average end of first grade level, usually within 12 to 20 weeks. Reading is a complex task and Reading Recovery looks closely at what is working for the child and then provides individual instruction at the appropriate level and pace with immediate and purposeful feedback. It is a short-term intervention process which helps prevent failure through accelerated learning. When a child does not make expected progress, another trained teacher or the Reading Recovery Teacher Leader is asked to observe the teacher and child working together and to discuss possibilities. In a few cases, further intervention via a special education referral is required. It has been shown that full implementation of the Reading Recovery Program results in fewer referrals of this kind. Reading Recovery occurs daily in each of our district’s Title I schools. The Reading Recovery teachers in Oshkosh invite you to come and observe a lesson. Why do children need high quality intervention in first grade? A child’s achievement early in school, especially in reading and writing, is an extremely reliable predictor of later school achievement. There is strong evidence in the research literature that retention in grade level and long-term remediation efforts do not enable low-progress students to catch up with grade-level peers so that they can profit from classroom instruction. There is also evidence that school failure leads to lack of self- esteem, diminished confidence, school dropout, and other negative outcomes. Research has shown that if a child is at least an average reader in grade one, the probability that that child would become a poor reader in grade 4 was only .12, while the probability that a child who is a poor reader in grade one is .88 that the child will be a poor reader in grade four. High correlations also exist between reading achievement in first grade and at the end of high school. In addition, research has repeatedly shown that lack of reading ability is far more difficult to address after third grade. Children from low-income families are at particular risk for reading difficulties and are more likely to be slow in the development of oral language skills, letter knowledge, and phonological processing skills prior to school entry. These skills are the basis of all literacy learning. For this reason, Reading Recovery in the Oshkosh Area School District is used in our Title I schools, which have a significant number of students from low income families. The Reading Recovery program is fully funded through federal Title I dollars. (See Figure 1.) Free and Reduced Lunch Levels 2009-2010 46% 10% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Reading Recovery Schools Other Schools Reading Recovery Schools Other Schools Figure 1 Evidence of Success Educational research on the effectiveness of Reading Recovery was reviewed by the US Department of Education’s What Works Clearinghouse (WWC) in March 2007 as part of a review of research of 153 early intervention programs. Reading Recovery’s research received the highest rating of all the programs for showing evidence of positive effects on children’s “general reading achievement.” WWC also concluded that Reading Recovery research provided evidence of positive effects on the subcomponents of reading: alphabetics (phonemic awareness, phonics, letter identification), fluency, and comprehension and vocabulary. The report was updated in December 2008 and the same types of results were reported. (http://ies.ed.gov/ncee/wwc/reports/beginning_reading/reading_recovery/) What are the effects of Reading Recovery in the OASD? The following data are typical of the Reading Recovery statistics collected over the past few years regarding implementation within the Oshkosh Area School District. During the 2009-2010 school year: 62% of the students who received Reading Recovery ended the year near, at, or above the benchmark text reading level for grade one students. These students achieved accelerated progress and developed effective processing systems in reading and writing and continue to learn in a regular classroom program. Research has shown that students who achieve this level by the end of first grade are generally on course for continued average or above achievement in reading with little or no additional support in subsequent years. (See Figure 2.) 38% of the students had not yet developed an effective processing system and were referred for continued support through literacy support groups or other types of long term support. Children who were referred are advantaged by being identified early and receiving specialist help or long term support. As well, records and statistical information gathered through participation in Reading Recovery is of great assistance when planning alternate forms of support. (See Figure 2.) Even if students did not successfully reach the level of their average peers, they show a significant increase in literacy knowledge after their Reading Recovery instruction. (See Figure 3 for 2008-2009 data) The data collected demonstrates the success of Reading Recovery in the Oshkosh Area School District. Data is used to measure outcomes, uphold the integrity of the intervention, monitor short-term and long-term effectiveness, and provide accountability. End of Year Text Levels 2009-2010 13% 29% 30% 62% 25% 40% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Level 14 and above Levels 9-12 Levels 8 and below Reading Recovery Literacy Support Groups Figure 2 Growth of Students Who Were Recommended for Continued Intervention after Reading Recovery Fall Year-End Gain n mean SD n mean SD n mean Text Reading 36 1.1 1.0 35 9.6 4.8 35 8.5 Writing Vocabulary 36 7.2 4.3 35 38.4 14.7 35 31.5 Hearing and Recording Sounds 36 12.8 6.5 35 32.9 3.3 35 20.6 Letter Identification 36 44.6 7.1 35 52.3 2.2 35 7.5 Word Test 36 2.1 2.8 35 14.7 4.6 35 12.6 Concepts About Print 36 11.5 3.8 35 18.8 2.5 35 7.5 Figure 3 See page 11 for a description of the Literacy Measures used. Reminder: the Reading Recovery students reported in this document represent the lowest 20% of the first grade population. Given where these students began in first grade, their progress is remarkable. What are the long term effects of Reading Recovery? The long-term effects of any intervention are difficult to measure because there are many intervening variables which can influence children’s progress, including the quality of subsequent classroom instruction, promotion and disciplinary policies, student’s health, mobility, and individual life circumstances, etc. Also, providing effective intervention for a child’s reading difficulties does not necessarily eliminate the factors that caused that child to be at-risk. An analysis of the long-term effects of students who received Reading Recovery in the Oshkosh Area School District shows that the majority of students maintain their gains through middle school and into high school, despite the many factors that may affect their continued progress. (See Figures 4, 5, and 6). 2003-2004 Reading Recovery® Students on Grade 6 WKCE Minimal 9% Advanced 13% Basic 22% Proficient 56% Advanced and Proficient 69% Total Students Available = 78 Figure 4 2002-2003 Reading Recovery Students on Grade 7 WKCE Advanced 23% Proficient 50% Basic 19% Minimal 8% Advanced and Proficient 73% Total Students Available = 53 Figure 5 2001-2002 Reading Recovery Students on Grade 8 WKCE Advanced 15% Proficient 52% Basic 24% Minimal 9% Advanced and Proficient 67% Figure 6 Reading Recovery is not a panacea, rather it needs to viewed as a critical component of a comprehensive intervention program that includes high quality classroom instruction and continuing support throughout the grades as students encounter difficulties. Reading is a complex process and the demands for literacy continue to increase in today’s society. While Reading Recovery helps us to ensure that younger children have the basic literacy skills necessary to prepare them to master the more complex tasks of grades four through twelve, it does not guarantee success. Strategies needed for success in literacy in grades four and beyond are built on the foundation of basic literacy, but also extend well beyond into areas of critical thinking, hypothesis-testing, effective oral and written communication, and the mastery of new and evolving technologies. Is Reading Recovery cost-effective? Students selected for the Reading Recovery program are among the lowest 20% of the first grade population. They are provided this short-term early intervention, which, in many cases alleviates the need for future intervention. In many cases, special education referrals become unnecessary as well. The table below compares Reading Recovery costs to other interventions: Method Average Program Total Cost Per Pupil Retention* 1 year $9,911 Special Education ** 5 years $21,540 Reading Recovery *** 1 semester $3,750 *2007-2008 Cost per Member ** Based on OASD average beginning teacher cost/average SLD teacher caseload ***Based on average Literacy Resource Teacher cost During the Reading Recovery training year, teachers continue to work in the schools with children while they are being trained and attend graduate level classes after school. After their training year, Reading Recovery Teachers continue to receive professional development six times a year presented by the teacher leader at the local level. On site support is also provided by the teacher leader to all Reading Recovery teachers. In the Oshkosh Area School District, Reading Recovery teachers also teach other reading interventions and work closely with classroom teachers, special education teachers, and ELL teachers to enhance reading instruction throughout the school and district. Through these assignments, numerous additional students benefit from the expertise of Reading Recovery teachers. What do parents say about Reading Recovery? Parents of students receiving Reading Recovery are surveyed at the end of the child’s program regarding their view of the intervention. On a scale of 1 to 5, with 5 indicating “a very good program,” parents regularly rate their child’s Reading Recovery experience at 5. Comments from parents about the program include that it: Improves reading Helps children gain confidence Increases fluency Increases writing ability Makes children more interested in reading Makes children more interested in learning Makes children more interested in school Makes children like school more Helps children learn to figure out words Makes children feel proud “{My child} has progressed by leaps and bounds with Reading Recovery. He is excited to read, he is more confident in his abilities. We can’t say enough about the program. Our son has made great gains and has really enjoyed learning and reading.” “It has made a Big Difference. Thank you to everyone who has helped.” “I could not thank all enough who have helped my daughter in this program.” “{My child} learned HOW TO READ because of this program. Before attending he didn’t understand how to put letters together. He needed the individual attention to assist him in getting started.” “She has gone from a non-reader to a Reader!! She just bubbles with excitement whenever we are out in public and she can read signs, menus, etc. Thank you. We are very pleased and thrilled!!” The following letter, describing the long term effects for two OASD children, was received by one of our Reading Recovery teachers last spring: 03-24-2009 Dear Mrs. Gaffney, I received Ben's WKCE scores for 10th grade in the mail today and wanted to share them with you. I think you will be very surprised to see how important it is to have good reading scores to be able to do well in other areas as well. Bob and I feel indebted to you for both Ben and Katelyn's successes. You took both of our children under your wing and were a huge influence on them. It has helped define what they are today. When Ben was in 1st grade in Mrs. Karner's class, it was determined that Ben struggled with reading. You came in and entered Ben in the Reading Recovery Program. He got through the program and was reading at a much higher level. You didn't stop there though. You continued to work with Ben every year after that by being in the classroom and working in groups with the children. It was your guidance and encouragement that helped Ben realize that he could achieve academic success. All of your efforts really began to take off for Ben in 5th grade. At the end of 5th grade, Ben was reading at the 8th grade level. Ben has continued to learn and grow throughout Middle School and now in High School. Ben is taking Chemistry, Geometry, and Spanish 3 as a sophmore. He was less than 1 point away from high honors in his first semester this year. This was with taking a full load of classes and being on the swim team at West. Katelyn has also had great successes due to your expertise in reading. She entered the Reading Recovery Program when she was in Mrs. Tervonen's 1st grade class. Katelyn struggled greatly with confidence. You came in and took her hand and gently told her how you were going to help her with her reading. Every week we saw progress in her reading. We also saw a very frightened child begin to smile. Before she started working with you, she would say that she didn't want to go to school. You helped to change that for her. Katelyn is also continuing to grow and learn. She is in 7th grade and is on the honor roll at Perry Tipler Middle School. She has achieved highest honors for her effort for both quarters this year. As you know, Katelyn has been nominated to attend the Jr. National Young Leaderhip Conference in Washington D.C. She will be leaving on April 4th, 2009, and is the only middle school student in Oshkosh and surrounding area to be attending this conference. I would like to share with you the essay Katelyn has prepared for her trip as a pre-assignment needed for the conference. She chose to write about you as the person she believes to have the greatest leadership ability. You have my permission to share these WKCE scores, Katelyn's essay, and this letter with the school board or whoever is making staff cuts, in the event that your position is being threatened due to our current economic crisis. I am also willing to speak on your behalf if needed. Thank you so much for all you have done for the successes of Ben and Katelyn, along with many other children you have touched and continue to reach every day. The power of a strong mentor goes a very long way. Sincerely, Janet Stein Literacy Measures The six tasks in the Observation Survey were used as pretest and posttest measures. These tasks have the qualities of sound assessment instruments with reliabilities and validities. 1. Text Reading Scoring: text levels 00-02 = readiness; 3-8 = pre-primer; 9-12 = primer; 14-16 = end of grade 1; 18-20 = grade 2; 22-24 = grade 3; 26-30 = grades 4-6. Purpose: to determine an appropriate level of text difficulty and to record, using a running record, what the child does when reading continuous text Task: to read texts representing a gradient of difficulty until the highest text level with 90% accuracy or better is determined with teacher recording text reading behaviors during the oral reading task; texts were drawn from established basal systems and have, over the years, proved to be a stable measure of reading performance. 2. Writing Vocabulary Scoring: count of words in a 10 minute time limit Purpose: to find out whether the child is building a personal resource of words that are known and that can be written in every detail Task: to write all known words in 10 minutes 3. Hearing and Recording Sounds in Words Scoring: maximum score = 37 Purpose: to assess phonemic awareness by determining how well the child represents the sounds of letters and clusters of letters in graphic form Task: to write a dictated sentence, with credit for every sound correctly represented 4. Letter Identification Scoring: maximum score = 54 Purpose: to find out what letters the child knows and the preferred mode of identification Task: to identify upper and lower case letters and conventional print forms of ‘a’ and ‘g’ 5. Word Test Scoring: maximum score = 20 Purpose: to find out whether the child is building up a personal resource of reading vocabulary Task: to read a list of 20 high-frequency words 6. Concepts about Print Scoring: maximum score = 24 Purpose: to find out what the child has learned about the way spoken language is put into print Task: to perform a variety of tasks during book reading by the teacher All six tasks of the Observation Survey were administered to Reading Recovery students in the fall (start of the school year) and/or at entry to the intervention. These scores serve as pretest measures in the evaluation design. The six tasks were also administered to Reading Recovery students upon discontinuing or exiting from the intervention. In the spring (end of school year), the six tasks were again administered to all students who received Reading Recovery services during the year. Spring scores served as the posttest measures in comparing the progress made by Reading Recovery Students in the various intervention status groups to each other. Submitted by: Debra Zarling, Reading/Title I Coordinator \\oasd-file01\home$\wirtzc\Cheri's Files\1 WANDAs FILES\BOE MEETINGS\BOARD PACKETS 2010-2011\07 14 10\8D 6603-RRC_2010-2011.doc Page- 1 - VALLEY AREA READING RECOVERY® CONSORTIUM 2010-2011 66.0301 Cooperative Agreement WHEREAS, the School Districts of Appleton, Chilton, Clintonville, De Pere, Hortonville, Menasha, Oshkosh, Shawano- and Beaver Dam desire to share in the costs and personnel necessary to create and implement a Reading Recovery Program for their respective school districts; and WHEREAS, such Reading Recovery Program will require a commitment of personnel and resources from all school districts; and WHEREAS, the parties desire through this agreement to enter into an intergovernmental agreement pursuant to Sec. 66.0301, Wis. Stats; NOW, THEREFORE, the participating school districts, by signature of their authorized representatives, do hereby agree as follows: Section 1-Background In order to establish the framework and common understandings of the parties to this agreement, the parties have agreed that the following constitutes the background within which they are entering this agreement. 1. The parties desire to provide a Reading Recovery Program for their respective school districts. 2. The Reading Recovery Program is a one-to-one, early intervention reading program for the least capable readers in first grade. It is a program tailored to supplement the reading program in the classroom including such methods as:  reading shorter stories to build confidence;  daily writing;  re-reading of students’ favorite books;  learning to hear sounds in words by writing simple stories; and  providing for individually tailored thirty (30) minute reading sessions for participating students. 3. The Reading Recovery Program necessitates the parties sharing in financial commitments to train and educate personnel regarding the concept’s creation, implementation, and maintenance of the program. Section 2-Teacher/Leader 1. The teacher/leader shall have completed all required training to deliver the Reading Recovery Program. 2. The teacher/leader shall implement, administer and evaluate the Reading Recovery Program. 3. The teacher/leader shall teach one class per week during the academic school year for teachers of each school district that participates in the Teacher Training Program. Such program training shall educate and train a selected number of staff to teach and implement the Reading Recovery Program in their respective districts. 4. If a training program is not offered and continuing contact participants number less than 45, an alternative training program may be offered as determined by the Valley Area Reading Recovery Consortium. The teacher/leader will make arrangements with other sites if a member of the consortium requires a teacher to be trained and no class is available. 5. The teacher/leader shall provide Continuing Contact training support for teachers in each school district that has completed the Teacher Training Program and has requested to participate. 6. In the event the training of a replacement and/or additional teacher/leader is required in order to continue program services, each participating school district agrees to share the expenses of educating and training a replacement and/or additional teacher/leader. Such education and training may require the individual(s) to attend the Reading Recovery Program at an approved University for one academic school year or other appropriate training as approved. Note: Regular Program Participation Per Coordinator (40-50 training/continuing contact) \\oasd-file01\home$\wirtzc\Cheri's Files\1 WANDAs FILES\BOE MEETINGS\BOARD PACKETS 2010-2011\07 14 10\8D 6603-RRC_2010-2011.doc Page- 2 - ection 3-Financial Commitments/Personnel S ach participating school district agrees: r one this section. Each school district shall pay Menasha Joint School District within thirty (30) days of the date of the invoice. ased ct training support as requested by each school district. All other costs shall be invoiced based on actual expenses incurred. ection 4-Duration E 1. The Menasha Joint School District shall act as fiscal agent and shall bill each participating school district each school year fo hundred percent (100%) of all costs projected and/or specified by 2. To share all costs with regard to the teacher/leader compensation (salary and employee benefits) and the costs of education, training, transportation and pre-approved expenses based upon the estimated budget set forth in Exhibit 1 attached hereto and made part hereof. Shared costs shall be designated as either training or continuing contact costs. All costs shall be prorated b on the number of staff that is either participating in the Teacher Training Program or being provided Continuing Conta S The term of this agreement shall be for the school year commencing on JULY 1, 2010, and ending on JUNE 30, 2011, with participation automatically renewed, on a year-to-year basis. Formal written notice to withdraw from the consortium must be receiv by February 15th. Contracts must be returned to the Consortium by May 15th. Participation may only be increased after May 15th. This is necessary to accurately develop revenue and ed expenditure budgets under the shared cost agreement. Billing will occur after July st and no later than May 15th of the contract year. ection 5-Severability 1 S h, phrase, or other provision of this agreement invalid, the maining provisions of this agreement shall continue to be valid. ection 6-Entire Agreement Should a court of competent jurisdiction hold any section, paragrap re S eement between the parties. There exists no other agreement, oral or written, between the arties not contained in this agreement. WITNESS WHEREOF, the parties have executed this agreement this _____ day of __________, 2010. This agreement constitutes the entire agr p IN School District Name: __________________________ Date: __________________________ _____________________________ Date: __________________________ Board Clerk By: _________________________________ Board President By: ______________________________ N articipa ts onsortium Members o. of P n required for C hip: Active RR Teacher(s) 15 RR Teacher(s) in training Total RR Teacher(s) Served 15 dditional Services Requested: Inactive RR Teacher(s) A Return one (1) copy of the executed agreement to: el Services t School District Menasha, WI 54952 MARK VAN DER ZEE Director of Business & Personn Menasha Join PO Box 360 July 14, 2010 RESOLUTION #9 CARRIED _______ LOST ________ WITHDRAWN ________ LAID OVER ________ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve revisions to Policy 431.1 Student Attendance as filed with the Secretary to the Board of Education. Board Meeting Date: 07.14.10 Agenda Item: Resolution #9 STAFF REPORT - EXECUTIVE SUMMARY (Also to be used with resolution going directly to the Board) SUBJECT: Revisions to policy 431.1 “Student Attendance” and 435.1 “Released Time for Religious Instruction.” Presenter(s): Philip Marshall, K-12 Coordinator of School Social Work and Robert Geigle, Director of Special Education and Pupil Services I. Overall Content/Purpose of Presentation: Revisions were necessary in BOE policy 431.1 Student Attendance and 435.1 Released Time for Religious Instruction due to updates in Wisconsin State Statutes. A district truancy committee comprised of social workers, administrators, and the Chief Juvenile Intake Worker from Winnebago County Department of Human Services presented their recommendations to Policy and Governance earlier this spring. In addition, the proposed changes will address the complexities of attendance and truancy by streamlining practices K-12 and provide a more consistent district response to attendance and truancy issues.   II. Board Motion Needed (if any) A board resolution is needed to approve the proposed changes to policies 431.1 “Student Attendance” and 435.1 “Released Time for Religious Instruction.” III. Major Points in this Report: A. Pursuant to changes in Wisconsin State Statute 118.15, students who are 5 years of age and enrolled in a kindergarten program are now subject to the same mandatory compulsory attendance requirements as students between the ages of 6-18. B. By state statute, students are entitled to 10 pre-excused absences in a school year. In the past, the district policy was interpreted to allow 10 pre-excused absences in addition to any other absences due to illness, etc. The recommendation to adhere to the state statute as written will bring the district’s attendance policy in alignment with those of other districts. It also brings more rigor to the expectation that students be in school so that learning can take place. A student and his or her parent or guardian may petition the BOE for a curriculum modification (exhibit A) as an option if a pre-excused absence exceeds 10 school days. Students and their parent or guardian may also consider other options as outlined in the rule. C. Students who are absent from school more than 10 minutes without an acceptable excuse shall be recorded as unexcused. A student who is absent less than 10 minutes of a day/period shall be recorded as tardy. The former rule allowed 15 minutes before a student was recorded as unexcused. D. Wisconsin State Statute allows individual school districts to define absent “part of a day” in its policy. This revised rule defines “part of a day” as any portion of the school day up to 180 minutes. E. School districts are obligated to allow for release time for religious instruction outside of the school day. A revision of policy 435.1 continues this allocation yet more clearly defines the terms based upon statute 181.155. Students may be excused at least 60-180 minutes per week outside of the school day for religious instruction with appropriate supervision of the agreement as outlined in the revised policy. The previous Rule for 435.1 was confusing and out of date. Rule 435.1 was eliminated as its content is already within Policy 435.1. IV. Impact on District Goals: Not Applicable V. Budget/Financial Impact Costs: Year 1 Year 2 Year 3 Salary/Benefits Other Less: New revenues or cost reductions applicable to program Net Budget Impact Reviewed by District Business Office  Yes  No X Not Applicable  Fits into budget  Does not fit into budget X Not Applicable Explain: Action on these policy and rule changes will not impact the OASD budget. Does Board of Education action require an addition, deletion or change to policies? X Yes  No If Yes, what action is needed? Approval of proposed policy revisions for 431.1 and 435.1 is necessary to comply with updates in Wisconsin State Statutes. VI. Primary Contact for More Information: Name: Philip Marshall, K-12 Coordinator of School Social Work Phone: 920.312.3146 Email: philip.marshall@oshkosh.k12.wi.us Name: Robert Geigle, Director of Special Education and Pupil Services Phone: 920.424.0113 Email: robert.geigle@oshkosh.k12.wi.us 431.1 STUDENT ATTENDANCE Regular attendance at school and in classes is a responsibility shared by students, parents and the schools. It is the intent of the Oshkosh Area School District to encourage a high rate of attendance to assist students in reaching their full potential. Procedures shall be developed by the administration to enhance the full attendance requirement and to determine appropriate action to serve as a deterrent to truancy. These procedures shall be in accordance with state law and approved by the Board. In accordance with state law, all children between six (6) and eighteen (18) years of age must attend school fulltime until the end of the term, quarter or semester in which they become eighteen (18) years of age, unless they have a legal excuse as defined in Rule 431, fall under one of the exceptions outlined in the state statutes, or have graduated from high school. In addition, any student 5 years old and enrolled in kindergarten is subject to the same mandatory compulsory attendance requirements. The Oshkosh Area School District shall not deny student credit in a course or subject solely because of a student's unexcused absences. The Oshkosh Area School District has adopted and periodically reviews and updates the Ddistrict Ttruancy Pplan. LEGAL REFERENCE: WISCONSIN STATUTES 118.15, 118.153, 118.155, 118.16, 118.162, 118.163, 118.165 CROSS-REFERENCE: 344.52, Graduation Exercises 342.4, Children At Risk Programs 378, All Activities Code 431.1-Rule, Student Attendance and Truancy Procedures 431.1-Ex. A, Habitual Truancy Notice 431.1-Ex. B, Referral to Juvenile Court Intake 434.1, Released Time for Religious Instruction Approved in part: August 28, 1982 Adopted: July 24, 1991; October 14, 1998; October 14, 2003; July 14, 2010 OSHKOSH AREA SCHOOL DISTRICT Oshkosh, Wisconsin July 14, 2010 RESOLUTION #10 CARRIED _______ LOST ________ WITHDRAWN ________ LAID OVER ________ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve revisions to Policy 435.1 Released Time for Religious Instruction as filed with the Secretary to the Board of Education. Board Meeting Date: 07.14.10 Agenda Item: Resolution #10 STAFF REPORT - EXECUTIVE SUMMARY (Also to be used with resolution going directly to the Board) SUBJECT: Revisions to policy 431.1 “Student Attendance” and 435.1 “Released Time for Religious Instruction.” Presenter(s): Philip Marshall, K-12 Coordinator of School Social Work and Robert Geigle, Director of Special Education and Pupil Services I. Overall Content/Purpose of Presentation: Revisions were necessary in BOE policy 431.1 Student Attendance and 435.1 Released Time for Religious Instruction due to updates in Wisconsin State Statutes. A district truancy committee comprised of social workers, administrators, and the Chief Juvenile Intake Worker from Winnebago County Department of Human Services presented their recommendations to Policy and Governance earlier this spring. In addition, the proposed changes will address the complexities of attendance and truancy by streamlining practices K-12 and provide a more consistent district response to attendance and truancy issues.   II. Board Motion Needed (if any) A board resolution is needed to approve the proposed changes to policies 431.1 “Student Attendance” and 435.1 “Released Time for Religious Instruction.” III. Major Points in this Report: A. Pursuant to changes in Wisconsin State Statute 118.15, students who are 5 years of age and enrolled in a kindergarten program are now subject to the same mandatory compulsory attendance requirements as students between the ages of 6-18. B. By state statute, students are entitled to 10 pre-excused absences in a school year. In the past, the district policy was interpreted to allow 10 pre-excused absences in addition to any other absences due to illness, etc. The recommendation to adhere to the state statute as written will bring the district’s attendance policy in alignment with those of other districts. It also brings more rigor to the expectation that students be in school so that learning can take place. A student and his or her parent or guardian may petition the BOE for a curriculum modification (exhibit A) as an option if a pre-excused absence exceeds 10 school days. Students and their parent or guardian may also consider other options as outlined in the rule. C. Students who are absent from school more than 10 minutes without an acceptable excuse shall be recorded as unexcused. A student who is absent less than 10 minutes of a day/period shall be recorded as tardy. The former rule allowed 15 minutes before a student was recorded as unexcused. D. Wisconsin State Statute allows individual school districts to define absent “part of a day” in its policy. This revised rule defines “part of a day” as any portion of the school day up to 180 minutes. E. School districts are obligated to allow for release time for religious instruction outside of the school day. A revision of policy 435.1 continues this allocation yet more clearly defines the terms based upon statute 181.155. Students may be excused at least 60-180 minutes per week outside of the school day for religious instruction with appropriate supervision of the agreement as outlined in the revised policy. The previous Rule for 435.1 was confusing and out of date. Rule 435.1 was eliminated as its content is already within Policy 435.1. IV. Impact on District Goals: Not Applicable V. Budget/Financial Impact Costs: Year 1 Year 2 Year 3 Salary/Benefits Other Less: New revenues or cost reductions applicable to program Net Budget Impact Reviewed by District Business Office  Yes  No X Not Applicable  Fits into budget  Does not fit into budget X Not Applicable Explain: Action on these policy and rule changes will not impact the OASD budget. Does Board of Education action require an addition, deletion or change to policies? X Yes  No If Yes, what action is needed? Approval of proposed policy revisions for 431.1 and 435.1 is necessary to comply with updates in Wisconsin State Statutes. VI. Primary Contact for More Information: Name: Philip Marshall, K-12 Coordinator of School Social Work Phone: 920.312.3146 Email: philip.marshall@oshkosh.k12.wi.us Name: Robert Geigle, Director of Special Education and Pupil Services Phone: 920.424.0113 Email: robert.geigle@oshkosh.k12.wi.us 435.1 RELEASED TIME FOR RELIGIOUS INSTRUCTION Students will be permitted released time for religious instruction in compliance with state law 118.155 and its established procedures. The Oshkosh Area School District Board of Education shall permit pupils with written permission of a parent or guardian to be absent from school for the purpose of religious instruction. Wisconsin State Statute 118.155 (1) permits the school board to establish the time period, or periods, allotted for the pupil to be absent from school for the purpose of religious instruction. Pupils in the Oshkosh Area School District will be permitted at least 60 minutes but not more than 180 minutes per week to obtain religious instruction outside the school during the required school period. The supervisor of such religious instruction shall report monthly, to the principal of the school regularly attended, the names of the pupils who attended such weekly religious instruction. The school board may deny the privilege of released time to pupils who absent themselves from such religious instruction after requesting the privilege. Students released for religious instruction shall be expected to attend such instruction classes on a regular basis. The Board may deny the privilege of released time to students who absent themselves from the religious instruction after requesting the privilege. The Board shall not be held responsible for the safety or transportation of students on their way to or from religious instruction classes. LEGAL REFERENCE: WISCONSIN STATUTES 118.155 CROSS-REFERENCE: 434.1-Rule, Guidelines for Released Time for Religious Instruction 431.1 Student Attendance 431.1 Rule, Student Attendance and Truancy Procedures Approved: August 28, 1982 Adopted: September 26, 1990; February 25, 2004 (number); July 14, 2010 OSHKOSH AREA SCHOOL DISTRICT Oshkosh, Wisconsin July 14, 2010 RESOLUTION #11 CARRIED _______ LOST ________ WITHDRAWN ________ LAID OVER ________ BE IT RESOLVED, that the Oshkosh Area School District Board of Education approve revision to Policy 344.61 – Graduation/Grade Advancement for Students with Disabilities, Limited English Proficiency and Exceptional Educational interest, needs or requirements as filed with the Secretary to the Board of Education. Board Meeting Date: July 14, 2010 Agenda Item: Resolution 11 STAFF REPORT - EXECUTIVE SUMMARY SUBJECT: Revision of OASD Policy 344.61 Graduation/Grade Advancement for Students with Disabilities, Limited English Proficiency and Exceptional Educational Interest, Needs or Requirements Presenter: I. Overall Content/Purpose of Presentation: The overall purpose of this report is to provide the board with the clerical correction made this policy. The policy referenced 544.62 within its contents. However, there is not a policy numbered 544.62. The number referenced should be 344.62. II. Board Motion Needed (if any) A board motion will be necessary to approve the revision to this policy. III. Major Points in this Report: A. The policy referenced in Policy 344.61has been renumbered from 544.62 to 344.62 IV. Impact on District Goals: V. Budget/Financial Impact No additional district funding would be required to implement this policy. Does Board of Education action require an addition, deletion or change to policies?  Yes  No If Yes, what action is needed? The policy revisions must be approved by resolution. VI. Primary Contact(s) for More Information: Name: Cheri Wirtz Phone: (920) 424-0160 344.61 GRADUATION/GRADE ADVANCEMENT FOR STUDENTS WITH DISABILITIES, LIMITED ENGLISH PROFIECIENCY AND EXCEPTIONAL EDUCATIONAL INTERESTS, NEEDS OR REQUIREMENTS 1. Education programs for high school graduation and grade advancement shall be provided to accommodate students with disabilities, limited English proficiency, and exceptional educational interests, needs or requirements. The programs shall: A. State the specific nature of the student’s exceptional educational interests, needs or requirements; B. State how the proposed program will respond to the student’s exceptional educational interests, needs, or requirements; and C. State how the educational program will address the district’s content area standards and grade level benchmarks D. State how the educational program will address each of the district’s graduation requirements. 2. Students will disabilities or a Sec. 504 plan must meet general grade level performance requirements or the Alternative options for Students with Disabilities or the Alternative Options for Students with a Sec. 504 Plan in order to qualify for promotion to the next grade level as outlined in policy 544.62 344.62. 3. Students with disabilities, as determined by an IEP Team, must meet the appropriate general graduation requirements as defined in Policy 344.5 and/or the requirements outlined in their Individualized Education Plans (IEP’s) in order to graduate from high school. 4. ESL students must meet general grade level performance requirements and/or the Alternate Options for Students with English as a Second Language (ESL) to qualify for promotion to the next grade level as outlined in policy 344.62, or graduation from high school as defined in Policy 344.5. 5. Specific educational programs to accommodate students with exceptional educational interests, needs, or requirements other than for students with disabilities shall be submitted to the principal, and/or Superintendent of Schools for approval. Such educational programs must demonstrate alignment with district content area and grade level benchmarks. Successful completion of an approved program will result in promotion to the next appropriate grade level or issuance of a regular Oshkosh Area School District diploma A. A student may be permitted to graduate at the end of the semester in which he/she has satisfactorily completed all graduation requirements. Early graduation shall require the approval of the Board. B. A student who has participated in an approved foreign exchange program may be granted credit to apply toward graduation according to the guidelines established by the administration including the demonstration of Basic, Proficient or Advanced performance on grade level and/or course benchmarks through alternate means including options such as traditional standardized tests, performance assessments, projects, products and demonstrations, and alternate course structures such as approved distance learning and internet based course. Such options must receive prior administrative approval. When a student transfers to the Oshkosh Area School District during his/her junior or senior year, a conference will be held with the student, parent(s)/guardian, a school administrator and counselor to determine the process by which the student may graduate. The process determined must align with the appropriate content area standards and grade level or course benchmarks and meet all requirements of Policy 344.5. Adopted: May 23, 2001; July 14, 2004 Revised: OSHKOSH AREA SCHOOL DISTRICT Oshkosh, Wisconsin