Oklahoma School District Goes Over The Top

MALCOLM BALDRIGE NATIONAL QUALITY AWARD Oklahoma School District Goes Over the Top by Susan E. Daniels, editor at large five recipients, two in the education category, of H ow do you ensure continuous improvement Malcolm Baldrige National Quality Awards for when, by most indications, you’re already at 2005. Only seven organizations have received the top of the heap? Baldrige awards for education since the category One route to consider might be the one taken by was instituted in 2001. the Jenks Public Schools (JPS) in Oklahoma—one of With its data revealing test scores, advanced placement course offerings, curriculum development and a systems approach to professional development the best or among the best in the state, JPS had nowhere In 50 Words to go but down. So, to ensure continuous improve- Or Less ment, the district took a quality journey that bypassed state quality awards and leaped right into implement- • The Jenks public school district was already ing the Baldrige criteria and trying to earn national ranked among the best in Oklahoma when it started recognition. its continuous improvement journey and decided to Notably, JPS was the 100th organization to apply for a Baldrige since the award program’s inception. compare its practices and results nationally. More significantly, JPS received the Baldrige award on its first try. • The district became one of two education Jenks’ Quality Journey organizations to receive the Malcolm Baldrige JPS has nine schools on five campuses covering National Quality Award in 2005. 93 square miles of both suburban and urban areas I MAY 2006 I 51 QUALITY PROGRESS

MALCOLM BALDRIGE NATIONAL QUALITY AWARD in the city of Jenks and portions of south and west JPS focused on the development and implementation Tulsa. Its quality journey began in 1997 with an of efficacious systems and processes. This model also introduction to quality principles. It accelerated the helps the district make decisions based on data, as next year with the development of a continuous opposed to “I think” or “I feel.” improvement model based on the work of quality Thanks to Lee Jenkins, a consultant who has guru W. Edwards Deming and of two educational worked with the district on collecting, tracking and consultants and authors, John Jay Bostingl and analyzing data for improved student learning since James Leonard. 2002, JPS was quite aware that if it was not satis- Diane Bosworth, assistant superintendent, curricu- fied with complacency and resting on its laurels, it lum and school improvement, says all of the model’s would need to strive to exceed its all-time best. components support Baldrige principles and keep “We knew the time had arrived for us to develop and implement districtwide systems and processes in the areas of curriculum, professional development, assessment, finance, HR, operations, transportation, child nutrition, maintenance and all Jenks’ Strategic Planning FIGURE 1 functions under the bailiwick of each,” Bosworth Process explains. Currently, all staff members participate in the goal Phase one setting process and incorporate Deming’s plan-do- Review of district motto (vision), study-act (PDSA) cycle into their plans for achieving mission, core values and pillars. all established goals. Continuous improvement is inherent in the systematic approach and deployment Phase two as a result of developing goals, implementing action Review/development of goals and key measures plans, reviewing results and undergoing subsequent (strategic objectives) that support the district cycles of refinement. motto (vision), mission, core values and pillars. For readers unfamiliar with the Baldrige criteria for education excellence, there are seven categories: Phase three 1. Leadership. Cabinet, directors and principals develop goals 2. Strategic planning. and action plans that support the district goals 3. Student, stakeholder and market focus. and key measures (strategic objectives). 4. Information and analysis. 5. Faculty and staff focus. Phase four 6. Process management. Deploy plans. 7. Organizational performance results. Leadership Phase five Among highlights of the JPS efforts in the lead- Cabinet, directors and principals monitor, Cycle of refinement review and evaluate progress regarding ership category are the encouragement—lauding, attainment of goals; develop focus areas. in fact—of creativity and innovation. This district recognizes outstanding teachers and other staff and gives mini-grants for classroom projects that Phase six support the district curriculum. Focus on identified areas for continuous improvement. Training to differentiate instruction based on student readiness levels, interests and learning prefer- ences for teachers and administration is funded by Phase seven the Jenks Public School Foundation (JPSF). Each Develop site, department and individual goals and action year district leadership recognizes site teachers of plans based on performance appraisal review process and evaluation summary as well as additional identified the year and one district teacher of the year. areas for continuous improvement; review and refine process. The continuous improvement philosophy is I MAY 2006 I www.asq.org 52

WHERE ARE THE WORMS? Eric VanZee, curriculum coordinator, helps second graders Dunya El-Sabbagh and Dylan Young look for worms in their compost bags during a hands-on science lesson. Figure 1 show the JPS strategic planning process. integrated into formal and informal leadership com- At the classroom level, one result of strategic munication about everything from student achieve- planning is that students are no longer given “per- ment to meeting customers’ needs, professional mission to forget.” Beginning with mathematics in development opportunities, decision making strate- the 2004-2005 school year, the district implemented gies, programs, policies and procedures. an essential elements process. JPS administrators also believe it’s both an oblig- After the essential elements at each grade level ation and privilege to share the talents, skills and were identified by a district team, students now work of its staff with other districts in Oklahoma take weekly quizzes compiled of randomly select- and the nation. ed math information including 70% from the cur- Strategic Planning rent grade level and 30% from the curriculum of the two previous grade levels. Strategic planning takes place at the administra- tive, site and classroom levels at JPS. For example, Student, Stakeholder after receiving state mandated tests scores each And Market Focus year, teachers analyze the results and develop To keep the district’s listening and learning goals and specific strategies describing how the methods current with needs and directions, JPS goals will be attained. senior leaders and other staff attend the National These goals and planned strategies become part Quality Education Conference (NQEC), actively of goals each site principal submits to the superin- participate in legislative discussion and lobbying tendent and appropriate assistant superintendent. I MAY 2006 I 53 QUALITY PROGRESS

MALCOLM BALDRIGE NATIONAL QUALITY AWARD Progress in Mathematics Proficiency FIGURE 2 Fifth grade students Third grade students 100% 2004 80% Percentage 2003 60% 2002 40% 2001 20% 2000 0% 2000 2001 2002 2003 2004 40% 50% 60% 70% 80% 90% 100% Curriculum Development Instruction Assessment and School Climate Systems FIGURE 3 School climate Curriculum development • Ensure safety. • Develop character habits/citizenship. • Foster teamwork. • Advance communication with families. Recruit committee members. Assessment Instruction Develop aim statement. District level Identify training needs. Implement pre- and post- assessments and Review current research essential elements testing. and national standards. Analyze and track achievement data. Develop Jenks Public Schools Implement ongoing standards and objectives. and focused training. School and site level Analyze and track Initiate program review achievement data. and adoption process. Set target goals Deploy the curriculum. Provide peer mentoring. Classroom level Evaluate course offerings and curriculum opportunities. Preassessment. Formative assessment. Evaluate the process. Analyze feedback results. Summative assessment. I MAY 2006 I www.asq.org 54

on issues affecting education, and study local, state and national publications. To monitor changes in the district’s education community, data such as popula- tion shifts and demographic changes are continuously reviewed. The district’s communications and stakeholder relations process employs a variety of tools to listen and learn from the stakeholders in each segment, including: • Periodic surveys. • Advisory boards. • Evaluations. • Regularly scheduled parent and teacher meetings. • Parent-teacher groups. • Booster clubs. • Curriculum committees. • Electronic communication tools. The curriculum development process cleans direction from 50 to 60 stakeholders in a year-long process. Another method for building relationships with stakeholders is JPSF, which facilitates financial support to assist the district. Complaints are viewed as a possible tool for improvement, so the board of APPLICATION WRITERS: Debbie Tice and Dana Ezell (standing, l to r) and education established procedural steps Shan Glandon and Diane Bosworth (seated) collaborated and capitalized on for handling complaints. individual talents to write the Jenks Baldrige application. Information and Knowledge Management The JPS curriculum and instruction team is responsible for rapidly identifying, sharing and demonstrations and then make product recom- implementing research based instructional strate- mendations to the IT department. gies, or best practices. As early as 1999, JPS adopted a hands-on, This team, composed of teachers, principals and inquiry based science program for kindergarten parents, meets monthly to identify, plan and fur- through sixth grade. “This program ensured our ther develop a comprehensive method to educate students would learn science in a way that reflects and support teachers regarding these best practices how science actually works and would learn to and refine current programs and practices. think and solve problems as real scientists,” says Data from assessments and essential elements Bosworth. quizzes are assimilated, tracked and analyzed, The district selected a similar program in mathe- and instruction is then modified if necessary for matics for the same grades in 2003, and assessments increased learning. verify student learning of math and science con- The process for remaining current with IT cepts at the elementary and intermediate levels is includes asking multiple faculty and staff who increasing (see Figure 2). have training and experience to view supplier Placement offerings at the secondary level have I MAY 2006 I 55 QUALITY PROGRESS

MALCOLM BALDRIGE NATIONAL QUALITY AWARD also opened up opportunities for more rigorous tion with colleges and universities, job fair atten- math and science curricula for some students. dance, newspaper advertising, cultivation of intern teachers and plentiful professional development Faculty and Staff Focus opportunities to recruit and retain qualified math The curriculum, instruction, assessment and and science teachers. school climate systems depicted in Figure 3 (p. 54) Process Management result in improved communication among teachers, administrators and parents while setting high The JPS PDSA process provides a systematic standards for students and staff. approach for continuous improvement in teaching, The instrument used for teacher evaluation was learning, student achievement, student and faculty well being and support process efficiency and effec- tiveness. Table 1 (p. 58), for example, illustrates requirements, control strategies and key measures for support processes. Complaints are viewed as a Among learning centered processes, curriculum development is designed to bring coherence across possible tool for improvement. school sites and ensures equal access to knowledge for all students. A systematic approach organizes decision making around the entire period of a child’s education, creating a sequential body of knowledge and skills that supports teachers in pro- developed by a committee of teachers and adminis- viding a logical progression of learning experiences. trators. A critical component of the performance The district’s focus on instruction enhances the appraisal review process for administrators involves learning capacity of all students because it strength- reporting on the status of department or site goals ens the ability of teachers to implement classroom and action plans that are aligned to district goals ad management structures that promote both student key measures (strategic objectives). ownership for learning and teacher skills in plan- To meet the demands made of staff members by ning engaging lessons, assessing learning and dif- rapidly evolving technology, the district is a mem- ferentiating instruction for various groups of ber of a professional development consortium called students. the Eighth Floor. Eighth Floor training is technology Organizational Performance Results based and provides all staff the opportunity to learn The JPS Baldrige application (www.jenksps.org) new computer skills. contains pages of text and illustrations of improved JPS uses various practices such as communica- student learning results, comparing it with other schools in the state, other recipients of Baldrige awards in education and national results. Academic Performance Some significant results include: FIGURE 4 Index (API) Scores • JPS is well on its way to being the first school district in Oklahoma to achieve the maximum API scores academic performance index score of 1,500, 1500 the target for excellence set by the state to Jenks 1200 meet accountability requirements of the No Child Left Behind legislation (see Figure 4). State API 900 • The percentage of students enrolling in at least Comparable district 600 one advanced placement (AP) course is grow- within county ing. 300 Comparable district • The increased enrollment in AP courses has central oklahoma 0 not diminished excellence, as 37% of the class 2001 2002 2003 2004 I MAY 2006 I www.asq.org 56

HANDS-ON LEARNING: Ben Ferem, executive administrator of construction, looks on as second graders Michala Martinez, Ever Lopez and Amy Kliewer open compost bags for their hands-on science lesson. I MAY 2006 I 57 QUALITY PROGRESS

MALCOLM BALDRIGE NATIONAL QUALITY AWARD Requirements, Strategies and Measures for Support Processes TABLE 1 Support process Key requirements Control strategies Key measures Goal: focus on finances • Number of positive audit reports. To meet federal, state and local • Internal process controls. • Maintenance of 6% fund balance. mandates, demonstrate fiscal • Upgrades in financial software. Finance • Dollars of new revenues. responsibility and maintain a 6% fund • Monthly reports to board • Number of successful bond elec- balance and stakeholder trust. of education. tions. To comply with federal, state and local • Internal and external inspection • Number of positive inspections. laws and codes, and Americans with processes. • Level of stakeholder satisfaction. Maintenance Disabilities Act standards; provide • Ongoing energy cost analysis. • Data indicating reduced energy accessible well-maintained buildings; • Monitoring/tracking work requests. costs. decrease energy costs. To comply with federal and state • Review of approval levels. • Compliance levels. mandates and deadlines; increase • Daily monitoring. • Downtime. IT standardization; reduce incidence • Systematic process for review of • New technologies reviews. of malfunction; meet curriculum new technologies. • Tech team requests. objectives. Printing/ To provide high quality, low cost • Use of personal communication. • Accurate inventory information. warehouse products and maintain accurate • Ongoing cost analysis. • Cost reductions. services inventories. • Setting daily priorities. • Meeting priority lists. Goal: focus on students To comply with federal and state • Daily, weekly and monthly monitor- laws, health and safety codes, U.S. • Positive inspection ratings. Health and ing. Department of Agriculture meal • Cost reductions. nutrition • Ongoing review of visitor feedback requirements; maintain stakeholder • Level of stakeholder satisfaction. cards. satisfaction. To meet state mandates, maintain • Internal and external reviews. effective policies and ontime • Systematic routines, maintenance, • Compliance levels. Transportation delivery, reduce accidents and delivery time and accident occurrence. • Accident rate trends. meet stakeholder expectations. • Monthly review of conduct notices. Goal: focus on safety To maintain a safe and secure • Weekly review of reports and school • Number of monitoring systems. Campus police school environment and increase site visits schedule. • Stakeholder satisfaction levels. visibility of campus police. • Annual survey of principals. Goal: focus on curriculum To comply with federal and state • Ongoing monitoring communications • Percentage of highly qualified laws and board of education policies; and training. HR personnel. ensure an effective hiring/performance • Systematic process for continuous • Level of policy adherence. appraisal system. improvement. To meet stakeholder expectations and • Daily communications. • Stakeholder satisfaction levels. Communication lobby for supportive legislation. • Weekly update of lobbying efforts. • Results of lobbying efforts. Community • Number of stakeholders served. • Daily monitoring of programs. education/Jenks To meet stakeholder expectations • Dollars invested in JPS. • Monthly and quarterly meetings. Public School and demonstrate fiscal responsibility. • Number of programs and grants • Review of the grant process. Foundation funded. I MAY 2006 I www.asq.org 58

of 2004 demonstrated a mastery level of three Advanced Placement FIGURE 5 or better compared to a national percentage of Exam Results 13% and the next highest state percentage of 21.2% (see Figure 5). Number of exams taken 1000 • Students participating in 2004 remediation for 800 pre-algebra and algebra I concepts and skills saw an average 42% increase in test scores. 600 • A project in one elementary school resulted in 400 significantly improved writing skills among a 200 group of third graders. 0 • The dropout rate has dramatically decreased 2000 2001 2002 2003 2004 from 6.3% in 199 to 1.2% at the close of the Mastery level scores of 3+. 2004 school year. Scores of 2. • JPS consistently designates 82-83% of its oper- Scores < 2. ating budget for instruction and instructional support. • There were 26 transfers into the district in 2004-2005 because of its special education services. italize on individual talents in areas such as The Jenks Baldrige application also demonstrates organization, technology (formatting), edit- improvements in nonacademic areas, including ing and assimilating data while being inter- financial management. dependent. 3. Celebrating is important. Lessons Learned 4. Having the mentorship of a seasoned con- For other educational institutions or organizations sultant who can guide, encourage, push thinking of starting the Baldrige journey, Bosworth and celebrate with you is invaluable. says the following were necessary for Jenks: “Vision, perseverance and patience are • Understanding the meaning of “this is a paramount in a continuous improvement jour- process” as it became apparent that without ney,” says Bosworth. assiduous efforts toward continuous improve- “The journey will include some bumps in the ment over 10 years, JPS would not have been road, and it is sometimes easy to become frustrat- prepared to apply for the Baldrige award. ed and disillusioned with what may at times • Learning the value of systems, processes, appear to be a lack of progress. At that point, it is alignment, consistency and coherency across important to review how far you have traveled, the district. celebrate a bit and then continue moving for- • Knowing the value of teamwork. ward.” • Expanding benchmarking and comparative data beyond the state to the nation and the world. In addition to Bosworth, the authors of the application were Shan Glandon, director of curriculum and instruction; Dana Ezell, director of personnel; Please and Debbie Tice, director of professional develop- comment ment. They offered four tips to future Baldrige applicants: If you would like to comment on this article, 1. By collaborating and sharing a common direc- please post your remarks on the Quality Progress tion, you can accomplish a great feat much Discussion Board at www.asq.org, or e-mail more easily than by flying solo. them to editor@asq.org. 2. It works best to divide the hard tasks and cap- I MAY 2006 I 59 QUALITY PROGRESS

Oklahoma School District Goes Over The Top

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