tulsa public schools collaboration compact - frankly...

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Tulsa Public Schools’ Collaboration Compact

A collaboration to transform public education in Tulsa, Oklahoma The Compact Schools—Tulsa Public Schools, KIPP Tulsa, Tulsa School of Arts and Sciences (TSAS), and Lighthouse Academies Charter Schools (collectively “the Schools”)—are committed to making every school in Tulsa a high-performing school. A high-performing school prepares all students for college and career by providing them highly effective instruction in every classroom, every year; a safe learning environment; and a focus on the whole child that supports student achievement and engagement. We recognize that public charter schools are public schools sharing deeply and directly in this mission. In the last three years, we have actively worked to eliminate the “us” and “them” mentality. We have looked to each other for support when opening new schools and facilities and when transitioning to independent public school districts (LEAs). We have leaned on each other in times of need—whether it meant sharing textbooks and materials, turning around a low-performing school, or being on the scene in times of catastrophe to lend a hand and aid in recovery.1 We have celebrated each other’s academic success and sought to scale and customize successful practices in new contexts. This spirit of collective work will serve us well. Our city is plagued with high rates of poverty, student mobility and parental disengagement. While significant progress has been made to address historically low student achievement results, growing English Language learners (ELL) and special education populations, many public schools still open their doors every fall to students two, three or more years below grade level. In this reality, there is no time for isolation and competition. We have not always worked together as well as we are now—and there are still several areas of interaction, follow-through and trust to address—but we are committed to serving the public school students of Tulsa together. In 2012, we drafted and approved our first compact, the first of its kind in Oklahoma. Like the original document, this update to the Collaboration Compact (the “Compact”) is an aspirational document as opposed to a legal agreement or contract. It specifies how we plan to work together

1 In the early morning of September 5, 2012, three weeks after the school year began, a three-alarm fire engulfed the

Tulsa School of Arts and Sciences (TSAS), the city’s first charter high school and a signatory to the Compact. Fortunately, no students or school personnel were hurt; but the entire school was destroyed—the building and all of its contents. Immediately, Tulsa Public Schools Superintendent Keith Ballard met TSAS Director Eric Doss on the scene to assist and find the school an alternate facility. By the next day, Tulsa Public Schools employees had readied a vacant school building, also providing TSAS with supplies and textbooks. Community members from all over Tulsa added to the relief effort in the following weeks and months.

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for the greater good of Tulsa’s students. It memorializes the signatories’ joint efforts to date and its plans for the next three years. It applies to charter school signatories of the Compact (“the Charters”) whether they are independent LEAs or charter organizations operating as a contract school with the District. The District’s Board of Education views the Compact as a complement to its Strategic Plan, which explicitly recognizes public charter and contract schools as one of its tools for diversifying the District’s offerings, addressing unmet needs, and expanding the District’s access to proven innovators. The District’s Board was deeply involved in the drafting of the Compact and has worked diligently to familiarize itself with the charter signatories—visiting their classrooms and discussing their work with Charter leaders and teachers. Our collective mission is to make every one of our schools a high-performing school—a school in which every student is prepared for college and career in a safe learning environment by highly effective educators who focus on the whole child as well as student achievement and engagement. By leveraging the District’s Teacher and Leader Effectiveness tools, public resources and performance- based culture with the Charters’ autonomy and nimbleness, no-excuses mindsets and expertise in data-driven instruction, we, the signatories of this Compact (“the Schools”) will succeed in our mission. In service to this mission, we aspire to:

Work Collectively and in Coordination to Ensure Every Student is College/Career Ready

Implement a Common and Coordinated Enrollment System for Families

Support Transparency, Accountability, and Equitable Access to Services and Resources

Ensure Every Student Has an Effective Teacher and Every School an Effective Leader

Recruit, Develop and Retain Talented Educators

Commitment One:

Work Collectively and in Coordination to Ensure Every Student is College/Career Ready Because we are committed to ensuring that every student has the highest quality education—especially those children living in the city’s neighborhoods of poverty, we are:

Coordinating our long- and short-term plans to build a portfolio of “highly effective schools” as defined by jointly-developed, rigorous, student-focused metrics. The Schools will develop common performance milestones to guide their collective work and inform their organizations’ planning. As noted above, the District’s Strategic Plan recognizes charter schools as one of its resources in serving the students of Tulsa—not out of any desire to replace traditional public schools, but to diversify, enhance and expand its offerings to students living in the District’s enrollment zone. It will also include Charters in its student enrollment planning, educational programming and facility usage. Charters will continue to collaborate with TPS to address underserved student populations and the unmet needs of geographical areas and feeder patterns, adding high-quality, strategically located schools to the District’s portfolio. Our work will be guided and monitored by a Steering Committee comprised of representatives from each of the Schools. Details and timelines regarding the work of the Steering Committee and the workgroups supporting the implementation of the Compact are specified in the Appendix to this Compact.

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Operationalizing our collaborative relationship. Strong relationships among our leadership teams are not sufficient to reach our goals or sustain our collective efforts long term. We will ensure that all school personnel—from central administration to school staff members—understand and embody the joint commitment we have to support the success of all schools for all students.

Pursuing plans to collocate. Because there are underserved neighborhoods that would benefit from the strength and synergy of the Schools’ collective action, the Schools will explore how they might transform one or more communities by collocating some of their best programming and educators in the same buildings by 2015-2016. This arrangement will create a streamlined pathway for students to flow from charter to traditional public school or vice versa and maximize collaboration and the sharing of best practices among Schools.

Committed to defining, rewarding and supporting "highly effective schools" and “ineffective schools” and ensuring that ineffective schools are restructured, replaced or closed when not meeting expectations, whether District or Charter.

Investigating opportunities to expand its Compact to new signatories, especially proven Charters with blended learning expertise.

Commitment Two: Implement a Common and Coordinated Enrollment System for Families

Because the Schools know that families need help identifying and navigating school choices simply, seamlessly and effectively, we are:

Continuing to provide each other with full and expedient access to student data. When a student transfers from or to a charter school, all student data from the sending school, including cumulative files, general student enrollment data, test results, and gifted/ELL/Special Ed status, shall be provided to the receiving school. In addition, Schools shall share student directory information at least once a year, and more frequently upon request.

Creating a common enrollment center. As the District repurposes the old Eisenhower school building into its enrollment center, which will open in the fall of 2014, it is identifying and reserving space for charter schools to help parents and students learn about charter school options in the District as well as expedite enrollment applications.

Developing coordinated communication tools regarding public school choice. Jointly developed communication tools (including, but not limited to, documents and website messaging) will inform parents of the wide array of public school choices including charters, magnets, neighborhood schools, specialty schools, high school academies, and other public schools, intentionally sharing the message that the District is expanding and improving options for students and families in the effort to create as many high performing schools as possible. It will also inform families of the charter school application processes and timelines. Personnel staffing the enrollment center shall be trained in how to disseminate information to families regarding school options, both District and Charter.

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Supporting each other’s recruiting efforts in school buildings, ensuring that Schools have equal opportunity to present information to students and families about offerings and enrollment procedures and that every student population is actively recruited.

Investigating opportunities to develop a common enrollment system by spring of 2015. The desired outcome for this endeavor is a common and coordinated choice enrollment system, including common deadlines and waitlist processes and, as feasible, student applications and enrollment forms.

Commitment Three: Support Transparency, Accountability, and Equitable Access to Services and Resources

To eradicate the myths of “us” and “them,” to provide all public school students with equitable access to education services and ensure accountability:

Charters will actively recruit and educate underserved students and remove barriers to student entry and retention.

o The Schools will share student enrollment data on a frequent basis, to identify whether Charters are serving and retaining similar student populations as those served by District schools, including, but not limited to, students with disabilities (of all levels), students with exceptional educational needs, students who are English Language learners (ELL), students in at-risk populations, and students transitioning out of alternative schools. Charters will develop a plan to address any deficiencies revealed by the data by the following school year, including, but not limited to, enhancing their recruitment of such students and removing the barriers to serving them, especially as it pertains to the education of students with more severe disabilities. To ensure that Charters have efficient and affordable access to the educational supports and services for students of all disabilities, Charters may investigate the possibility of establishing joint contracts with outside service providers or contracts with the District.

o To better serve families in which English is not the predominant language spoken in the home, Charters will continue to offer information regarding school enrollment and other pertinent data in all languages. To assist Charters in this regard, the District will share its policies and best practices with them, including the contact information of the vendor it uses for translation services.

o In addition, Charters will continue to ensure that all students have access to their schools, regardless of prior academic achievement and student behavior records. Specifically, Charters will ensure that parents and students are aware of their rights to continued enrollment in their schools under state law, even in the event of poor academic performance or behavior and ensure that charter school policies allow for mid-year entry students in accordance with state law.

The District will continue to provide Charters with full and affordable access to vacant or under-utilized facilities. In the past year, the District has provided its three Charters with low-cost facilities leased at a flat rate of five (5) cents per square foot per month. As referenced above, when a facility leased by one charter school succumbed to fire, the

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District provided the charter with an alternate facility at the same favorable rates and dedicated District personnel and educational resources to make the school operational within 24 hours. The District will investigate opportunities, by Fall 2014, to offer lower lease rates to Charter signatories as well as use bond funds for capital improvements to facilities leased by such schools. Additional authorizer fee-related incentives may also be offered to Charter signatories that address underserved student populations and locate their schools in specific geographic areas of need or exceed specified performance measures.

The District will continue making available to charter schools on a voluntary, contractual basis the District's food services, maintenance, and transportation services and expand opportunities to access the benefits of TPS’ economies of scale for purchasing supplies, products and services, including professional development services. To the extent that a Charter contracts for the use of District transportation, the Schools will optimize opportunities to minimize transportation costs by coordinating school start and end times.

Charters commit to providing District personnel with reasonable access to their professional development as space and arrangements with vendors will allow.

Schools will continue to expand and support participation in District-wide interscholastic leagues and other extracurricular competitions in both Charter and District schools. For example, KIPP’s middle school students participate in the 7th/8th grade football program at TPS’ Will Rogers College Junior High School.

To ensure transparency and the rewards of accountability for student success, Schools will continue to provide each other with transparent and complete accountability and performance data and participate fully in system-wide value added reporting. Value added reporting, in operation for its fourth year straight, supports collaborative and informed decision-making and a method of evaluating school- based results to ensure continuous improvement and strategic planning of educational services. In accordance with student data sharing agreements, Schools will also actively share grade/subject student achievement and growth results, as well as student demographic, achievement, mobility, discipline, exceptional education, and English language learners data to assist in the development of a common longitudinal data system.

Schools will define and report outcomes based on common accountability standards and timelines and explore the possibility of a common school reporting document by fall of 2015. This report card would likely include overall school effectiveness measures in terms of student growth and college readiness, providing all stakeholders with complete, comparable and transparent school performance data.

Charters will share their knowledge in using specific student-level accountability data to guide decision-making. Of specific note, KIPP educators will share their expertise and experiences in determining students’ learning trajectories and college readiness; and KIPP and Lighthouse will share their knowledge in how to use NWEA-MAP assessment information to guide instruction and meet the learning goals of students, as the District began using NWEA-MAP district-wide in the fall of 2013 in grades K-3rd.

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Commitment Four: Ensure that Every Student Has an Effective Teacher and Every School an Effective Leader

Tulsa Public Schools is a national leader in teacher and leader effectiveness work, receiving substantial financial and technical support from national and local philanthropic partners. The District’s instructional framework and evaluation system for teachers is a product of the joint efforts of teachers, principals, district administrators and the Tulsa Classroom Teachers’ Association (TCTA, an NEA organization). It has been a significant success and is now the official evaluation system of 500 districts throughout Oklahoma. In addition to being validated by external researchers as being markedly correlated with improvements in student achievement, it has provided teachers and leaders with a common language for instructional expectations. It has also resulted in meaningful and valid distinctions of teacher performance, allowing for appropriate recognition and leveraging of exemplary teachers as well as the exiting of teachers whose work was ineffective and not successfully remediated through the expansive support opportunities aligned with the framework. In the 2013-2014 school year, both teachers and leaders’ evaluation reports will communicate the educator’s evaluation score based on multiple measures, such as value added and the Colorado Legacy student and teacher perception surveys. (The District is also piloting Tripod student surveys in a portion of its schools to determine the relative value of the survey instruments in light of their substantial cost difference.) The District anticipates incorporating multiple measures into teachers’ and leaders’ evaluation formulas beginning in 2014-2015. The Charters of this Compact are full of exemplary teachers, too. The evidence is plain from their best-in-class student achievement scores as well as what District and Charter leaders see as they walk through the Charters’ classrooms together. Charter teachers artfully facilitate highly focused, differentiated instruction tightly linked to student feedback as well as short- and long- term objectives. Students and their families are engaged and personally committed to students’ individualized learning goals. Since 2010, KIPP has participated in the District’s value added modeling, allowing for apples-to-apples comparisons of teacher and school effectiveness; TSAS and Lighthouse joined in 2012 and 2013 respectively. School level results are shared with the public. This commitment of transparent and actionable analysis is a first in the history of Oklahoma education. Leadership development and support is also a joint commitment of the Schools. In 2013, KIPP began training two District leaders in its nationally renowned leadership institutes. Charter principals have enjoyed full access to the District’s monthly leadership conferences as well as the innovative TLE supports the District has developed to assist principals to become more effective instructional leaders, such as its value added portal, TLE video library, and its Teaching Channel groups website. The District’s multi-million dollar award of a School Leader Program grant provides even more opportunities for collaboration and joint training.

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Because great results for students depend upon great teachers and leaders, Schools will:

Continue to have full access to the District’s monthly principal leadership conferences, which will soon be enhanced as a part of the District’s $4.8 million School Leadership Program grant. A particular focus of these trainings will be through TNTP and New Teacher Center, focusing on rater accuracy and how to most effectively give feedback to teachers in post-observation conferences. It is the Schools’ expectation that principals attend 90-100% of these conferences. Principals at Charters may opt not to attend the training if there is an unavoidable conflict or if the conference agenda does not pertain to the work at their school.

Continue their participation in the District-funded value added modeling. Based upon the Lighthouse and KIPP’s reports of how NWEA-MAP/MPG tests have helped them inform instruction and support student achievement gains, the District began using the assessments—district-wide—this school year in grades K-3. As a result, the value added reporting for 2013-2014 will include not just the standard 4-12, but K-12. It is the Schools’ expectations that all Charters maintain a score of 3 or better on the District’s value added scale on a three-year overall average basis.

Pursue the expansion of Colorado Legacy Foundation’s (or Tripod’s) student and teacher perception surveys into Charter Schools beginning in the spring of 2014 and pursuing the possibility of also administering the University of Oklahoma’s school climate survey at Charter Schools.

Create a crosswalk of our teacher and leader frameworks to increase the number and quality of instructional supports available to principals and teachers, regardless of where they work. The District has a wealth of TLE supports that are already being used by Charters. Charters have TLE resources to share as well. The usefulness of these supports will grow exponentially as the Schools analyze the frameworks and identify their common expectations: schools can keep their existing evaluation frameworks and still expand their access to TLE resources.

Investigate the feasibility of Charters using multiple measures for their teacher and leader evaluations by 2015-2016 as the District anticipates doing by 2014-2015. By incorporating common, and vital, TLE components into teachers’ and leaders’ scores like teacher and student perception surveys, the Schools will come closer to a common definition of what it means to be an effective teacher and leader. A common definition allows for better performance management and the most strategic and informed collective decision-making.

Organize, plan and hold annual open house days for at least five of the most "highly effective" schools as measured by value added beginning in the fall/winter of 2014. Using early release time or strategic calendaring, teachers and leaders from other schools will be provided with the opportunity to participate in small-group tours of these schools. As relationships grow among school systems, it is our desire that teachers and leaders begin to collaborate directly with each other across sites, shadowing their colleagues at the most effective schools, especially those with similar prior test scores and demographics, to learn new strategies or see in person what those strategies look like when implemented with full fidelity. A particular interest of the District is to learn from teachers and leaders who have successfully implemented parent engagement as one of their key strategies in achieving the high rates of growth.

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Commitment Five: Recruit, Develop and Retain Talented Educators

Recruiting teacher and principal talent is a struggle across the state, and the challenge is dire in Tulsa, one of only two urban areas in Oklahoma. Because of the educator shortages across the region, teachers and principal applicants have many opportunities to work in less challenging schools in the state or in its neighbor states, frequently for more money. As such, the pool of high quality applicants is small in Tulsa. Substantial teacher vacancies impede Tulsa Public Schools, especially. The Compact Schools must attract the same type of applicants—educators with a sense of urgency, willing to tackle the fallout of poverty and lead students who are often unprepared for on-level instruction to college and career readiness. As such, we will:

Support each other’s efforts to recruit and strengthen their teacher and leader pool by sharing all teacher and leader vacancy information on their websites, including those of our Compact partners. Instead of fearing what might occur by posting the vacancy information of other schools, the District and the Charters dispel the notion of competition and recognize that aggregating vacancy notices strengthens the pull of their websites. (The District has provided Charters’ job listings on its website since early 2013.) The Schools will also invite each other to man booths at their recruiting events.

Develop and pursue collective strategies to recruit and strengthen its teacher and leader pool. Recruiting high quality talent is difficult, but the creativity and common effort of the Schools will meet the challenge better than going it alone. The Schools are already informally sharing recruiting leads, for example, sharing contact information of certain applicants whom they did not select with other schools in the Compact. Significant opportunities also exist by leveraging the Schools’ partnerships with the traditional teacher preparation programs and Teach for America, which places more than 75 teachers at the District a year, as well as two and five corps members at KIPP and Lighthouse respectively, as well as sharing access to each other’s leadership training programs.

Commit to implementing strategies that celebrate, reward and promote the teaching profession, including partnerships with community and business organizations. By fall 2014, a Compact working group will begin to identify the most feasible and rewarding partnership opportunities with outside organizations and develop a plan for implementing the same.

Teachers and leaders of the 21st Century must be skilled in Common Core standards and curriculum. While the instructional practices described in the Schools’ evaluation frameworks speak to many of those skills, additional explanation and support tied to Common Core must be provided to all educators if they are to fulfill the promises of the initiative. The resources and supports relating to Common Core implementation are growing, and the Schools have several opportunities for collaboration. The Bill & Melinda Gates Foundation recently gave the District an iPD visioning grant to help the District assess the quality of its teacher professional development (PD) systems and design an ideal plan for customized PD aligned with Common Core. The District is already using the resources of the Literacy and Math Design

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Collaboratives. These tools focus on organizing class work around reading and writing in all subject areas and, with regard to math, uses an “assessment for learning” approach that provides teachers with better insight into student-learning needs and allows them to quickly adjust their teaching strategies and emphasis. Charters also use innovative resources such as lesson plan banks, videos, and other common core collateral, including formative assessments. To develop our educators and accelerate student growth, we will design formal systems to share and spread the wealth of these resources to all classrooms in Tulsa. Specifically, we will:

Identify and establish processes for efficient sharing of Common Core resources and best practices, including a Shared Practices Summit effort to begin no later than spring 2015 to introduce their resources to each other and discuss how those practices might be scaled or customized for each other.

Discuss how the Compact Schools might share Common Core materials using electronic portals. This strategy would allow teachers to cross District/Charter boundaries and access best-in-class Common Core resources such as non-proprietary lesson plan templates and review student work samples and related assessment rubrics.

Develop a menu of highly effective practices and juried educators who wish to share their expertise in such practices, and design processes for the Schools’ teachers and leaders to observe and learn from these colleagues, whether in a District or Charter site.

Create processes and the appropriate climates to support an “open door” policy for the teachers and leaders of both Charters and traditional public schools to share with and learn from each other regarding Common Core implementation and student achievement strategies generally.

Conclusion and Next Steps

We firmly believe that to provide every student with a high-performing school, we must rely on our collective efforts, resources and strengths as public schools—traditional and charter. We will develop short- and long-term goals in our pursuit, meeting regularly within working groups and pushing each other to achieve more for our students. We will manage and expand our portfolio of public schools thoughtfully, reporting on our progress publicly in regularly scheduled intervals. We unequivocally believe from our own experiences together over the last three years that our Collaboration Compact will change mindsets and change the lives of Tulsa students. We celebrate our success to date and look forward to our future together in service to the students of Tulsa.

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Signatories of the Collaboration Compact

Date John Wolfkill Executive Director KIPP Tulsa College Preparatory Date Michael Ronan Founder and CEO Lighthouse Academies Date Ruth Ann Fate Board President Tulsa Public Schools Date Eric Doss Director Tulsa School of Arts and Sciences

Appendix

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1. Overview of Compact Schools

Appendix

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2. The Tulsa Collaboration Compact Steering Committee

The Tulsa Collaboration Compact Steering Committee began meeting in the summer of 2011 in order to

develop a compact of collaboration in the service of Tulsa’s students. The compact, the first of its kind in

Oklahoma, was finalized in August, 2012.

The Steering Committee began meeting again in the fall of 2013 to update the Compact for the purpose of

establishing new areas of collaboration and collective effort, as well as fine tuning expectations of their work.

To this end, the Steering Committee will meet on a regular (i.e., monthly, if not more frequently) basis to:

Solidify its working relationship, trust, and transparency among participants.

Articulate and create a shared understanding around the desired outcomes of the Compact and the

parties’ collective efforts.

Define areas of improvement for each participating organization and the shared benefits of the

partnership.

Develop and negotiate the terms of the update to the Collaboration Compact.

Determine deliverables and establish working groups of functional area experts to help drive the

work of the partnership.

Support the effort of the working groups (defined below) to design and implement a common

enrollment center for the District and its Charters.

Support the work of the working groups to plan one or more collocated schools that will become a

national model for a partnership among high performing charter organizations and a high performing

school district.

Create a sustainable structure and process to ensure the collaboration and collective effort of the

Collaboration Compact work lives beyond any personnel changes in any of the participating schools.

Document our work for future partnerships to glean best practices and lessons learned.

The Tulsa Collaboration Compact Steering Committee Members represent leaders from the participating

Schools as well as their governing boards who are directly responsible for the growth and expansion of

academic programs. Members of the Steering Committee are listed below:

Dr. Keith Ballard, TPS Annie Van Hanken, Lighthouse Board

Amy Polonchek, TPS John Wolfkill, KIPP Tulsa

Gary Percefull, TPS Board Eric Doss, Tulsa School of Arts and Sciences

Timeline of 2013-2014 Steering Committee meetings and outcomes is provided below:

Appendix

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Tu lsa Colla boration Compa ct Steering Co mmit tee 2013-2014 Calendar of Meet ings and Key Outco mes

December 2013 –

January 2014

Update the Compact with new areas of collaboration and enhanced specificity

in the participants’ expectations

Establish Work Area leads and timelines

Update to Compact signed and adopted by the governing bodies of TPS, KIPP

Tulsa, Lighthouse and Tulsa School of Arts and Sciences

January 2014 -

May 2014

Meet monthly to monitor and support progress of Working Groups

Finalize working group’s scope of work; measures of success; expected

outcomes; the process for reporting the Working Group’s progress; and

instructions for working group to develop a plan that specifies deliverables and

a project timeline

Determine need for collocated school and the key components of the school,

and as appropriate, identify site options for collocated school

Analyze and report Charter student enrollment and retention data

Open common enrollment center

Manage communications to internal and external audiences

June 2014 -

August 2014


Evaluate campus academic performance

Communicate progress and key outcomes of Working Groups to the boards of

each school in formal report


Engage parents and community in campus design of any collocated school

plans

September 2014 –

November 2014



Identify school leaders relating to any collocated school plans and engage

them in campus design and relationship building.

Create communication collateral for any collocated school being planned for

2015-2016

December 2014-

February 2015



Analyze and report Charter student enrollment and retention data




Evaluate Compact effectiveness and make any necessary amendments to same

Recruit and admit student applicants to any collocated school opening in 2015-

2016 through the lottery process

March 2015 –

May 2015



Appendix

14


Support the development of any collocated school opening in 2015-2016,

ensuring that all campuses will be staffed with highly effective teachers

June 2015 –

July 2015






Support the development of any collocated school opening in 2015-2016,

ensuring that all campuses have the materials and resources they need and

that all leaders, faculty and staff are trained and inducted

August 2015 Meet monthly to monitor and support progress of Working Groups



Any collocated school planned for 2015-2016 will open

Appendix

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3. Tulsa Collaboration Compact Working Groups

The Tulsa Collaboration Compact Steering Committee is establishing Working Groups to lead, organize and

successfully implement the expectations of the Compact. Members of the Working Groups are

organizational experts in their field and will work collaboratively beginning January 2014 and throughout the

duration of the Compact to advance the strategies defined below and to report findings and

recommendations to the Steering Committee. Because the same individuals may participate in several

Working Groups, meetings of the Working Groups may be combined and their work listed as individual

agenda items of one meeting.

Working Group Definition of Task

Academics &

Program

The Academics & Program Working Group will identify programming needs and

strengths across the Compact schools and make recommendations regarding areas

of collaboration and joint effort, including the creation of a collocated school,

containing two or more Schools of the Compact.

Finance &

Operations

The Finance and Operations Working Group will provide relevant financial

information to the Steering Committee and support the equitable budgeting,

funding, and economies of scale among all partners as described in the Compact. It

will also ensure efficient use of services necessary for successful school functions,

including child nutrition, transportation, human capital, and facilities.

Teaching,

Leadership &

Learning

The Teaching, Leadership and Learning Working Group will design and implement

plans to share best practices in the area of instruction and instructional leadership

as specified in the Compact and ensure that appropriate TLE performance data is

reported to the Steering Committee in a transparent and timely fashion. It will also

design and implement the expectations of the Compact relating to Common Core

collaboration.

Accountability &

Enrollment

The Accountability and Enrollment Working Group will report transparent and

complete student performance data to the Steering Committee and remove all

barriers to student entry, retention and information as described in the

Compact.

Communications The Communications Working Group will develop and implement communications

plans and messaging that build strong stakeholder understanding of and support for

the Compact and its initiatives. The group will also support government/policy

relations as appropriate.

Appendix

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Compact Commitments

• Work Collectively and in Coordination to Ensure Every Student is College/Career Ready

• Implement a Common and Coordinated Enrollment System for Families

• Support Transparency, Accountability, and Equitable Access to Services and Resources

• Ensure Every Student Has an Effective Teacher and Every School an Effective Leader

• Recruit, Develop and Retain Talented Educators

Working Groups Management Plan

Note: The Steering Committee will populate the table below in greater detail, especially with regard to the

working group leads. The information provided at this time is not complete and only reflects those

outcomes and deadlines now available.

Tulsa Collaboration Compact Working Groups

Commitment

Area

Timeline Anticipated Outcomes Work Area Leads

Start Completion

1 Jan. 15, 2014 Jan. 17, 2014 Identify point persons in each

Department or Office who interact

with and serve public charter schools

in order to promote and sustain the

intent of the Compact.

3 Feb. 7, 2014 Mar. 7, 2014 Finalize any outstanding data sharing

agreements and identify student info.

sets to share and develop processes to

streamline and automate the sharing of

this information.

2 Feb. 7, 2014 April 1, 2014 Collect, analyze and report student

enrollment and retention data to

determine if Charters are serving

student populations comparable to

that of the District.

Appendix

17


Commitment

Area


Start Completion

4 Feb. 7 April 1, 2014 Determine feasibility of including

Charters in the administration of the

District’s student and teacher

perception survey project and

complete plan for same so that surveys

may be administered in May 2014.

3 Mar. 14,

2014

May 15, 2014 Review TPS’ roster verification

processes (for value added modeling

purposes) used in Charters since 2010

for possible improvement, and outline

and implement linkages necessary for

value-added analysis at each school.

1 June 2, 2014 August 1,

2014

Define “highly effective school”and

“ineffective” in alignment with the

Compact’s mission and in full and

measurable terms.

1 March 2,

2014

May 1, 2014 Develop exploratory committee and

preliminary plan to investigate the

need for and feasibility of a collocating

a District-served school with one or

more Charter (or Contract-Charter)

schools.

4 April 1, 2014 April 30,

2014

Create crosswalks of the Schools’

instructional and leadership

frameworks after identifying intended

outcomes (benefits) of this work.

5 April 30,

2014

July 11 , 2012 Identify the menu of “highly effective

practices” and related exemplars to

share and develop processes and

calendars to share same.

Appendix

18


Commitment

Area


Start Completion

2 May 1, 2014 Aug. 7, 2014 Identify any barriers to Charters’

recruitment of and service to students

with disabilities of all levels, especially

those with more severe needs, and

develop solutions to ensure Charters

recruit these students and provide

them with the required educational

services.

3 May 1, 2014 Sept. 1, 2014 Investigate the feasibility of Charters

using multiple measures for their

teacher and leader evaluations by

2015-2016 as the District anticipates

doing by 2014-2015.

1 Sept. 1, 2014 Jan. 1, 2015 Develop processes for schools to

implement a common and coordinated

choice enrollment system, including

common deadlines and waitlist

processes, and as feasible, student

applications and enrollment forms.

3 Sept. 1, 2014 January 30,

2015

Investigate, and as appropriate,

develop a common school

accountability reporting document.

4 Sept. 1, 2014 January 30,

2015

Identify and establish processes for

efficient sharing of Common Core

resources and best practices, including

a Shared Practices Summit effort to

introduce their resources to each other

and discuss how those practices might

be scaled or customized for each other.

4 Oct. 1, 2014 Dec. 13, 2014 Identify the most feasible and

rewarding partnership opportunities

with outside organizations and

develop a plan for implementing the

same.

Appendix

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Commitment

Area


Start Completion

4 Oct. 1, 2014 Nov. 3, 2014 Organize and plan annual open house

days for the 5 most "highly effective"

schools in the District's geographic

boundaries after identifying intended

outcomes (benefits) of this work.

tulsa public schools collaboration compact - frankly...

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