98.00% 96.00% 94.00% 92.00% 90.00% 88.00% 86.00% Comparable District within County Comparable District, Central Oklahoma 100% 80% 60% 40% 20% 0%

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1 7. Organizational Performance Results 7.1a Stuent Learning Results Action plan steps for the focus on curriculum goal of the istrict (i.e., ensuring JPS stuents meet or excee worl class stanars) show very positive trens. The District is well on its way to being the first school istrict in Oklahoma to achieve the maximum API score of 15, the target for excellence set by the state to meet accountability requirements of NCLB. The District has le the state for K-12 schools of comparable size, with API scores of 1292 an (Figure 7.1-1) API Scores State API Comparable District within County Comparable District, Central Oklahoma Figure API scores remain high/show growth towar 21 target of 15 ( ). API scores for most stuent segments showe improvement in 24. Increase attention to the learning nees of the ELL stuent segment in 23 le to an improve API score in 24, although it has not yet surpasse the 22 score. The ownwar tren for the Asian stuent segment can be attribute to changing emographics within this segment; each year a higher portion of these stuents are English Language Learners. (Figure 7.1-2) API: Stuent Segments Black American Inian Hispanic Asian Economically Disavantage Figure Most stuent segments reflect API growth towar the 21 target of 15 ( ). Attenance an grauation rates became part of the API formula in 23. In comparison with a Balrige recipient, attenance rates are within a percentage point an JPS grauation rates surpass a Balrige recipient. (Figure 7.1-3) ELL IEP 98.% 96.% 94.% 92.% 9.% 88.% 86.% Attenance/Grauation Rates Attenance Balrige Recipient Balrige Recipient Grauation Rate Figure Attenance rates remain steay/grauation rates improve. (Target: 1% by 21 ) Thir grae stuents show progress in reaching reaing an math goals i.e., all 3 r grae stuents performing on or above grae level by 214. (Figure 7.1-4) 1% 8% 6% 4% 2% % Progress in Reaing an Mathematics Proficiency 3r Grae Stuents Reaing Mathematics Figure r grae stuents grow in reaing an mathematics proficiency. (Target: 1% by 21 ) When comparing 5 th an 8 th grae reaing an mathematics scores for the past two years with a Balrige recipient, JPS stuents surpass their counterparts. However, changing emographics have le to a slight ecrease in reaing proficiency at 5 th grae. Intervention strategies evelope by the teachers an aministrators targete specific subgroups to improve reaing proficiency scores in 25. (Figures an 7.1-6) Reaing Mathematics Balrige Recipients Balrige Recipients Progress in Reaing an Mathematics Proficiency 5th Grae Stuents 4% 5% 6% 7% 8% 9% 1% Figure th grae stuents grow in mathematics /changing emographics cause slight ecline in reaing. (Target: 1% by 21 ) 34

2 Reaing Mathematics Balrige Recipient Balrige Recipient Progress in Reaing an Mathematics Proficiency 8th Grae Stuents 4% 5% 6% 7% 8% 9% 1% Figure th grae stuents grow in reaing an mathematics proficiency. (Target: 1% by 21 ) En of Instruction proficiency scores in English II an Algebra I also show that JPS seconary stuents rank favorably with Regents exam mastery scores in the Pearl River School District. More eliberate analysis of Algebra I scores le to the strong growth in proficiency. Improve analysis of 24 English II scores targete specific areas for increase focus by teachers with the goal of improve 25 English II scores. (Figure 7.1-7) En of Instruction Proficiency Growth: English II an Algebra I (Stuents Scoring Avance an Satisfactory) 1% 9% 8% 7% 6% 5% 4% 3% JPS English II Balrige Recipient JPS Algebra I Balrige Recipient Figure Growing in English an Algebra Proficiency (Target: 1% by 21 ) The District has shown exemplary progress in growing the AP program at the seconary level through its expaning equity (bringing the rigor of AP coursework to all stuents) while maintaining excellence (percentage of stuents scoring 2 or better on AP exams) goals. Three measures that chart progress in the equity goal are the growth in stuent enrollment in AP courses, the increase in the number of AP course opportunities, an the results of the process of removing barriers to enrollment (stuent segment percentages). In ten years ( ) of tracking AP enrollment ata, the District has grown from 12.5% of the stuent boy taking AP coursework to 49.8% of the stuent boy. Nationally in 24, 31% of stuents enrolle in an AP course. (Figure 7.1-8) Since 1995, the District has also grown in the number of AP courses offere to the current 33 of 38 possible courses. Continue growth is expecte with the aition of AP Chinese Language an Culture in 27 (fuele by our partnership with Chengu #7, Chengu, China) an AP German Language in 28. Pearl River, a Balrige recipient, offers 15 of 38 possible courses. Nationally 1.% 9.% 8.% 7.% 6.% 5.% 4.% 3.% 2.% 1.% AP Enrollment Growth: % of the Stuent Boy Enrolling in at Least 1 AP Course.% Figure Charting Growth in JPS AP Enrollment (Target: 1% by 214 ) The systematic Removing Barriers to AP Enrollment Process was initiate in ; it has invigorate the continuing pattern of enrollment growth. Cycle refinements in the Removing Barriers Process are escribe in Figure Social Stuies Vertical Team establishe AP training opportunities expane to 7 th -9 th grae teachers AP Literature prerequisite eliminate Mathematics an Science Vertical Teams establishe Open enrollment establishe for language arts an social stuies courses Avance history/worl history courses eliminate Worl Language Vertical Team establishe Teacher signatures reuce/ eliminate for math an science courses Basic courses eliminate in mathematics Math assemblies begun Hanout about the value of AP coursework istribute to families uring CAPS conferences. A focus on efining rigor/aing rigor to the stanars an objectives begun Nonfiction writing opportunities workshop establishe AP training opportunities will be expane to 5 th -6 th grae teachers CAPS process will be refine/extene to mile school/intermeiate schools Figure Cycle refinements continue to remove barriers to AP enrollment. 35 Tracking AP enrollment ata by stuent segments began in 23-24; the ata provie inicators for further cycle refinements in the removing barriers process. (Figure 7.1-1)

3 Segment Increase AP enrollment has not iminishe excellence as seen in the exam results in Figure The percentage of exams score at three or better remains consistent i.e., between 62% an 67% of the number of exams taken. The class of 24 surpasse national levels an the highest state rankings. Thirty-seven percent of the class emonstrate a mastery level of three or better compare to a national percentage of 13% an the highest state percentage of 21.2%. # of Exams Taken Mastery Level Scores 3+ The Power of 2 Score Scores < AP Exam Results: The Power of the 2 Level an Mastery Levels Figure Charting Excellence in AP Exam Results: the Power of 2 an Mastery Levels % of Total Enrollment % of AP % of Total Enrollment Enrollment National Merit Semi-finalists National Merit Finalists National Merit Recognitions: Semi Finalists to Finalists % of AP Enrollment African American 4.8% 1.5% 4.8% 1.3% Native American 6.% 8.5% 7.9% 7.2% Hispanic 1.9% 3.2% 5.3% 3.6% Asian 2.4% 7.4% 2.4% 4.8% White 79% 79% 78.8% 81% Other.8% 1.%.8% 2.1% Figure Builing Equity by Tracking AP Enrollment: %s for stuent segments Goo o ooo Figure Charting Excellence: Semi-Finalists Become National Merit Finalists Another measure of the excellence of a JPS eucation can be seen in the consistent acaemic honors garnere by JPS stuents. Regularly, National Merit Semi-Finalists become Goo o 36 Finalists. (Figure ) Since two JPS stuents have been recognize as Presiential Scholars an six have been recognize as semi-finalists honoring their outstaning scholarship, leaership, service, an creativity. Each year JPS stuents are chosen for the Acaemic All-State awar given to seniors who are in the top 1% acaemically of all Oklahoma high school seniors. This year six stuents were selecte, the highest number in the state for any school istrict. Stuents in JPS are college boun as evience by high scores on both the ACT an the SAT, a steaily rising college attenance rate, an increases in scholarship awars. Seventynine percent of JPS seconary stuents take the ACT; a smaller number take the SAT; high scores on both exams give them a competitive ege in the college acceptance process. (Figures an ) Eighty-five percent of the 24 grauating class enrolle in colleges an universities, an increase of one percent over 23. Seniors were offere over $1,, in scholarship monies in 24, an increase from the $8,, offere the 23 grauating class State National ACT Scores Figure Charting Excellence: Close to 5% of JPS stuents taking the ACT score in the top national quartile State National SAT Scores Figure Charting Excellence: SAT Score Comparisons JPS is aressing the strategic challenge pose by population an iversity shifts. The District has continue to expan staff to meet the nees of the ELL stuent segment which is times larger than it was in (Figure ) The District also implemente a kinergarten DLP (English/Spanish) in an is on track for expaning the program to inclue first grae for the school year (an action plan step resulting from the Goal: Focus on Stuents).

4 Certifie Teachers 2.5 Instructional Assistants.5 District Coorinator 5 Certifie Teachers 3.5 Instructional Assistants.5 District Coorinator 5 Certifie Teachers 3.5 Instructional Assistants.5 District Coorinator 6.5 Certifie Teachers 4.5 Instructional Assistants 1 District Coorinator Figure Expaning Staffing to Meet the Nees of the Growing ELL Stuent Segment 7.2 Stuent- an Stakeholer-Focuse Results 7.2a (1) Stuent enthusiasm for learning an strong parent an community support are hallmarks of a JPS eucation. Several measures in this section also show success in aressing the strategic challenge of ensuring safety. Stuents participating in the 24 Saturay Remeiation Program for pre-algebra an Algebra I concepts an skills show renewe enthusiasm for mathematics with their strong pre- an post-score improvements. (Figure 7.2-1) Algebra I Pre-Test Score 53.6 % Algebra I Post-Test Score 76.3% Percent Improvement 42.37% Figure Improve learning in mathematics increases success rates. Improve attention to punctuation an capitalization in writing was the outcome of a 3 r grae project at one of the elementary schools i.e., an average increase of 29 points in the experimental group. As a result of the project stuents write with more confience an clarity. (Figure 7.2-2) Average Percent Correct All 3r Grae Thir Grae Pre/Post Results Experimental Group Control Group 9 Pre-Test Post-Test Goo oooo Goo o Figure Increase in writing skills (capitalization an punctuation) leas to more confience in writing. Satisfie No Opinion Dissatisfie 1.% 8.% 6.% 4.% 2.%.% Stuent Satisfaction Levels Q1 Q2 Q3 Q4 Figure Stuent satisfaction levels are high. Another measure of stuent satisfaction is the rop-out rate; it has shown a steay ecline from a high of 6.3% in 1999 to the 1.2% rate at the close of the 24 school year (less than the 1.6% rate of a Balrige recipient). (Figure 7.2-4) 7.% 6.% 5.% 4.% 3.% 2.% 1.%.% Drop-Out Rate School Year Figure Drop-out rate shows ramatic ecrease. SHOCK (Seniors Helping Our Community an Kis) Day service project participants have increase in the three years of the program to the current high of 535 seniors representing 81% of the senior class. (Figure 7.2-5) SHOCK Day Participants School Year Figure Seniors give back to the istrict. Goo oooo Goo o Goo oooo Goo o Calls to the Safe-Call Hotline to share incients of bullying or harassment an concerns for safety have ecline; the rise for is attribute to post-9/11 concerns for safety. (Figure 7.2-6) A 25 stuent satisfaction survey of elementary an seconary stuents emonstrate high satisfaction levels in all four omains: I learn a lot at school (Q1); I enjoy the time I spen at school (Q2); I feel safe at school (Q3); I practice goo character habits at school (Q4). (Figure 7.2-3) 37

5 Number of Safe-Call Hotline Calls YTD: Figure Satisfaction Inicator: Declining Calls to the Hotline During the school year, the mile school implemente a school climate survey to measure stuents levels of safety, comfort, an acceptance. Results from October an November surveys show increase feelings of safety an acceptance. (Figure 7.2-7) # of Responses Stuent Climate Survey October November Safe, comfortable, accepte responses Unsafe, uncomfortable, unaccepte responses Figure Mile school stuent climate survey shows increase feelings of safety & acceptance. One measure of stakeholer satisfaction is shown in the passage of bon issues (with a consistent approval rate of 6% or more) in 4 of 41 elections. (Figure 7.3-7) Another measure of stakeholer satisfaction is evience from the Buget Reuction Process implemente uring the school year. In aition to the accumulation of regular volunteer hours, more than 125 patrons gave extra time as substitutes in the classroom (a savings of $297,355 in substitute costs to the District buget) an a group of patrons initiate Project Trojan Prie an effort resulting in onations to the school in a total amount of more than $162,. Stakeholer satisfaction can also be seen in the high rate of participation in the annual Bon Task Force Process. Onethir of the committee s members are patrons an many are returning participants each year. Patron survey results show a slight ecline from the 1998 to 21 levels (rating scale of 1-5 with 3.5+ consiere a positive or favorable rating). The aftermath of 9/11 an tensions aroun the worl may have been factors in the slight ecline. Dimension Communications i.e., stuent performance, school finances, accessibility to school leaers Facilities an equipment i.e., physical accessibility, conition, environment Acaemic/instructional i.e., curriculum, leaership, graing practices Operations/aministration i.e., aministrative processes, special nees, transportation, foo service Stuent social behavior i.e., patron perceptions about istrict stuents NA 3.37 alcohol consumption. Figure Patron survey results show slight ecrease in satisfaction levels. Because of the slight ecline, specific cycle refinements were initiate to aress areas within each omain. (Figure 7.2-9) Communication Facilities an Equipment Acaemics an Instruction Operations an Aministration Social Behavior JPS Annual Report to the community establishe District goals, core values, character habits posters eploye Eline implemente Annual buget poste on the JPS Web page. Aministrators an teacher representatives atten PTAG monthly meetings. SERT an Safe School Committees establishe Core values an character habits efine Patrons inclue on the Curriculum Development Committee Professional evelopment training aligne more systematically with the curriculum Elementary report car in-services scheule for families Menu changes initiate by the Chil Nutrition Department CAPS spring enrollment conferences establishe Patrons inclue on School Calenar committee Stuent Assistant Program implemente. Figure Cycle refinements aress patron satisfaction levels. 7.2a (2) is where you want to be with a nationally recognize school system, quiet neighborhoos, quality housing, an a small town atmosphere with big city convenience minutes away. It is no woner that is the secon fastest growing city in the state. (Figures 7.2-1, an ) 38

6 14, 12, 1, 8, 6, 4, 2, Population Statistics: Estimate Figure Population soars in the town of. Year Housing Starts Average Cost $11, $118, $122, $116, $116, $117, $11, $13, $131,5 Figure Housing starts continue to grow. 1, 8, 6, 4, 2, JPS Stuent Population Figure JPS stuent population soars. Even with the ups an owns in the economy an changing emographics, the JPS Volunteer Program is in its 17 th year of aing value to the learning environment. Calculating this ae value (volunteer hours times the average hourly rate of pay for a teacher assistant), shows that 24 volunteer hours represent a $45, contribution of services to JPS. (Figure ) Number of Hours Number of Volunteers Contributing the Hours ,712 1, ,159 1, ,186 1, ,65 1, YTD: 42,513 YTD: 1, Figure A Traition of Excellence: Volunteers make a ifference. Century Club Members Figure A Traition of Excellence: Reaching the 1 Hour Volunteer Mark 7.3 Bugetary, Financial, an Market Results 7.3a(1) Excellence in acaemic performance coul not happen without excellence in managing financial resources an the bugetary process. The District is meeting the strategic challenge of maintaining fiscal stability an integrity an showing progress an/or accomplishment in many of its action plan steps in the Goal: Focus on Finances. The yearly auitor s report consistently fins JPS in compliance with the accounting practices prescribe by the ODE an buget laws of the state of Oklahoma (Title ). The integrity of fiscal stability is also maintaine through an in-epth Bugetary Planning Process an an ongoing Internal Reviews Process that measures current revenues, interest rates, expenitures, an nees. Formal monthly reports to the BOE assure that any bugetary amenments are aresse in a timely an effective manner. Through these processes, the District is on track for meeting an maintaining its 6% fun balance goal. (Figures an 7.3-2) 8% 6% 4% 2% % Fun Balances Figure On Track for Achieving the 6% Fun Balance (Target: Maintain 6% fun balance ) Revenue Expenitures 48,, 46,, 44,, 42,, 4,, 38,, 36,, 34,, Revenue/Expenitures Figure Revenues keep ahea of expenitures. Many volunteers (over 2% of the volunteer pool each year) onate more than 1 hours of service per year. Their services are recognize through membership in the Century Club. (Figure ) 39

7 Through the in-epth Bugetary Planning Process the District has been able to maintain a high level in per pupil expenitures in comparison with two other istricts in the area (Figure 7.3-3) an consistently esignate 82-83% of its operating buget for instruction an instructional support. (Figure 7.3-4) This compares to the 79% spent on instruction an instructional support by a Balrige recipient. District 1 District 2 $5,2 $5, $4,8 $4,6 $4,4 $4,2 $4, Per Pupil Expeniture Figure The Focus on Instruction: Per pupil expenitures continue to grow. 1% 8% 6% 4% 2% % Percentage of Operating Buget 78% 77% 77% 5% 5% 6% Instructional Instructional Support Figure % of the Operating Buget Designate for Instruction an Instructional Support % of the Total Buget State Local Feeral 6% 5% 4% 3% 2% 1% % Funing Sources Figure Local funing increases to maintain financial stability. Forty years of successful bon issue elections are part of the JPS traition of excellence. Bon monies have supporte the District in builing an maintaining state of the art facilities an resources. (Figure 7.3-7) Bon monies have also enable the District to contain costs in the general fun. One cost containment in the general fun was establishe uring the school year with the movement of the $5, textbook allotment from the general fun to the bon fun. This enable the istrict to use general fun monies to a 14 teachers to reuce class size figures. (Figure 7.3-8) In subsequent years that cost removal has allowe the District to retain those classroom positions. Because of a formal 5-year cycle for aing an retiring ebt incurre through bon elections the District is able to maintain a stable tax rate for its patrons. Yes Vote Percentages Amount 25 73% $14,895, 23 7% $14,5, 22 77% $13,75, 21 76% $12,25, 2 69% $12,15, % $11,, Figure Patrons support bon issue elections for forty of forty-one years. Fiscal stability has also been maintaine because of a steay growth in local a valorem assesse valuation ue to strong resiential an commercial evelopment within the District. This growth continues to offset the ecline in funing from the state. (Figures an 7.3-6) Balrige Recipient Teacher/Pupil Ratio Property Valuation 1 5 Assesse Valuation, Millions of Dollars $48. $46. $44. $42. $4. $38. $36. $ Figure Teacher/pupil ratios remain steay. Figure A valorem assesse valuation continues to grow. 4

8 Another cost containment has been realize through the movement of the istrict s utilities costs from the general fun to the builing fun, an annual savings of approximately $1.3 million in the general fun over the past six years that can be esignate for instruction. In 1997 the istrict establishe a goal of ecreasing sewer ischarges, an water, electricity, an natural gas consumption, freeing money ($2,77,926) in the builing fun for aing/ maintaining state of the art resources to support high acaemic achievement. (Figure 7.3-9) 21 $726, $521, $744, $777,947 Figure Energy cost avoiance increases funs for instructional support. Lobbying practices focus on key legislative goals an they are ongoing. The Superintenent lobbies legislators each month uring the area superintenents meetings an each Wenesay from February to June uring the legislative session. The District sponsors twice yearly legislative lobbying events, a breakfast an a luncheon. Over 7 stakeholers participate in the luncheon meeting, an BOE members an aministrators atten the breakfast. 7.3a(2) There are 35 private/nonprofit schools in the Tulsa area, an three of the private schools are within the JPS attenance area. The District s market share is approximately 8% of the stuents living in the istrict. 7.4 Faculty an Staff Results 7.4a(1) Teamwork is the key to effective work system performance in the District. Teamwork buils a systems focus (increasing collaboration an communication within an across work groups), evelops strong quality leaers, an promotes ata-base ecision making an use of the PDSA continuous improvement process. Examples of teamwork can be foun throughout the school District at all levels. (Figure 5.1-1) Workplace health is monitore through workers compensation claims. (Figure 7.4-1) The experience moification factor for schools in Oklahoma is 1.. When compare to this factor, the experience factor is.89 emonstrating that our systematic training an supervision programs have been successful. Since 199 the District has focuse on ergonomics through the work of the purchasing warehouse manager. She evaluates classroom an office set-up arrangements to aress ergonomic nees for all new construction an renovation projects in the District. Each year she provies aitional consultation to 15-2 iniviual staff members to aress equipment an builing esign moifications that improve health an safety. 41 All staff are traine in Universal Precautions an staff segments (paraprofessionals, playgroun assistants, health services professionals, special eucation teachers, custoians, bus rivers transporting special eucation stuents, athletic trainers) receive training in hanling bloo-born pathogens. Key personnel at each school site an within the District are also certifie in cariovascular pulmonary resuscitation (CPR). Inoor air quality is monitore by school site staff traine in using the EPA s air quality tools. For the past five years, air an water quality levels have been in the acceptable range. The Asbestos Management Plan is current with a three-year re-inspection complete in 24. No injuries ue to hazarous waste an chemical mismanagement have occurre as a result of school/work proceures in place for the past seven years. To support workplace safety (aressing the strategic challenge of ensuring safety), vieo camera systems are installe an operational at all school sites (an action plan accomplishment in the Goal: Focus on Safety). The Campus Police have also increase their visibility an customer focus since the change in supervision an the hiring of the new police chief. In a survey of school site principals, responents inicate that they have notice a significant increase in Campus Police visibility an accessibility. Key staff are traine in OSHA regulations. Twice yearly school site rills (fire, tornao, hazarous materials evacuation) an annual SERT training experiences increase emergency prepareness. Because of this training istrict personnel have resolve recent safety incients with no loss of life. Key personnel at each school site have two-way raios to improve communication an coorination in the case of an emergency. All classrooms an offices have telephone an /internet access an all JPS personnel wear ientity bages. All visitors to a school site register in the office an wear visitors bages. Number/ Percentage YTD Number of Staff 1,178 1,167 1,183 Percentage of Staff Who Ha Accients 4.24% 4.2% 1.52% Total # of claims Claims with Lost Time Figure Training an supervision results in lowere worker compensation claims. 7.4a(2) The District has a highly qualifie workforce, a principal factor of success in the traition of excellence. Over 98% of certifie staff have been esignate as highly qualifie accoring to the manates of NCLB. Forty-two percent of the certifie employees hol master s egrees an two percent have grauate with octoral egrees. Twelve teachers are certifie via National Boar Certification. Most recently, a JPS teacher was honore with the Milken Eucator Awar an a $25, stipen in recognition of her outstaning teaching an commitment to the profession.

9 During the past ten years, two JPS teachers were selecte as state Teachers of the Year an achieve the final four level for National Teacher of the Year. Both of these same teachers receive the Presiential Awar for Excellence in Mathematics an Science Teaching. Four JPS coaches have been selecte as the National Coach of the Year by their respective associations. Two plans of improvement were issue in the past two years. One resulte in the resignation of the employee, an in the other the teacher emonstrate professional growth an complete the plan of improvement. Per state manates, certifie personnel are require to earn 75 continuing eucation points uring a 5-year certification cycle with a minimum recommenation of 15 points per year. District staff are committe to learning an growth an earn many more points than the minimum recommenation. (Figure 7.4-3) Average Number of Professional School Year Development Points Earne by Certifie Personnel Figure Certifie personnel show a commitment to professional growth. Sustaine, intensive, classroom focuse professional evelopment training is an action plan step in the Goal: Focus on the Curriculum. The District is a leaer in proviing training that buils the capacity for supporting acaemic excellence for all stuents. Examples inclue the following: The Differentiate Classroom base on the work of Dr. Carol Ann Tomlinson. (Figure 7.4-3) High Preparation Differentiation Strategies 1 year: 21 Hours Years Year 4 25 Year traine 2 traine 254 traine - projecte Low Preparation Differentiation Strategies 1 school year: 9 Hours Years 1-3 Year 4 Year 5 72 traine 12 traine 132 traine - projecte Figure Increasing Stuent Learning: Aministrators/Teachers Traine in Differentiation Strategies The JPS Writing Project: Writing Takes Flight, an annual 18 hour summer workshop: Eighty-seven teachers have participate in the workshop over the past four summers. Mathematics Problem Solving annual workshops: (Figure 7.4-4) L to J Essential Elements annual workshops presente by Dr. Lee Jenkins: Almost 1% of certifie staff traine. Year Mathematics Consultant/Trainer Hours of Training Dr. Grayson Wheatley 6 hours each year 216 Brian Tash 9 hours 285 District Mathematics Leaers 6 hours 12 Dr. Susan DeMoss 9 hours each year 76 Teachers Traine Everyay hours 175 Mathematics Figure Increasing Stuent Learning: Teachers Traine in Mathematics Skills an Concepts. Technology Integration annual workshops: JPS eucators have use 388 Eighth Floor coupon hours so far in 24-25, an increase from the school year. Aitionally, the District offere a January Technology Day in 24; 25 classes were offere an approximately 2 eucators participate in the training opportunities. School site CLEP goals also target technology integration training. Family Outreach, Multicultural Awareness, an AIDS Training: 1% of staff are traine within each 4-year school improvement cycle per state manates. TRIBES Program: 95% of elementary, mile school an alternative school teachers have been traine. New Teacher Orientation, annual six-hour workshop: All new teachers participate an give the introuction to istrict services an policies high marks. Each year presenters analyze the feeback ratings an comments to refine presentation content an methos for the subsequent year. (Scale, 5 = very effective) (Figure 7.4-5) Curriculum Special Eucation Services Professional Development Finance Print Shop Services Continuous Improvement Moel Figure New teacher training survey results. Annual Substitute Teacher Training: 1% of applicants for substitute teaching assignments participate in a formal training process evelope by the Human Resources Department. This process ensures that substitutes are knowlegeable about responsibilities, emergency proceures, legal information regaring confientiality, religion in schools, sexual harassment an bullying, an classroom management an iscipline. 42

10 7.4a(3) The District has an excellent reputation; therefore, faculty turnover is low. (Figure 7.4-6) Turnover rates for classifie staff have experience an upturn for the past two years cause by a reuction in work-week hours an elimination of over-time (cost containment strategies uring an 23-24). (Figure 7.4-7) JPS 15% 5% 5% 11% 6% Balrige Recipient 13% 11% 13.6% National 2% 2% 2% 2% 2% Figure Certifie staff turnover rates are low. 2 91% 21 84% 22 93% 23 82% 24 85% Figure Classifie Staff Retention Percentages An Exit Questionnaire Process was implemente in 23; the questionnaire is given to all staff leaving the istrict i.e., retirement, mobility, other jobs. Analysis of the results confirms that JPS is a great place to work. (Figure 7.4-8) Certifie Staff Classifie Staff Figure Exit questionnaires show employee satisfaction (+). Certifie staff an classifie survey results show positive levels of satisfaction (rating scale of 1-5 with 3.5+ consiere a positive or favorable rating). (Figures an 7.4-1) Topic Safety an emergency prepareness Fairness an Uniformity: policy implementation Recognition an feeback Consieration of ieas/ suggestions by site/ istrict leaers Communication of site leaers Communication with patrons N/A District aministration s expectations of certifie personnel Resource allocation priorities Figure Certifie staff show satisfaction increase. Dimension Recognition Enthusiasm for work Consieration of ieas/contributions Leaership Figure Classifie staff show satisfaction increase. 43 Cycle refinements were initiate to aress specific areas within each omain on the certifie staff survey. (Figure ) The PDSA Process has been use to aress specific nees on the classifie staff survey. Safety Policy Implementation Recognition an Feeback Consieration of ieas SERT establishe Safe School committees establishe at each school site Boar Policy Review Process establishe Teacher/stuent Hanbooks Review Process establishe Performance Appraisal Review Process refine through PDSA cycle Vision of Excellence awars program begun Teacher representation on committees, uring facility esign/ remoeling, leaership teams enhance District Web page upate an enhance Installation of Eline Communication with patrons Resource Select Committee for the Stuy of School Allocation Finance implemente Figure cycle refinements increase employee satisfaction. Staff an stuent recognition is the first agena item at all BOE meetings throughout the year with a time to honor staff an stuents for their leaership in achieving acaemic, community service, an athletic excellence. The VOE awar program (fune by the JPSF) also recognizes outstaning JPS eucators an classifie employees each year. (Figure ) Certifie Classifie Figure Recognizing Excellence: VOE Awar #s The annual negotiations process results in a negotiate contract mutually beneficial to certifie personnel an to the istrict. The JCTA an a team of aministrators meet each summer to evelop the contract agreement. Association issues are evelope from surveys of certifie personnel. Teachers have consistently ratifie the negotiate contract. Throughout the year monthly meetings of JCTA representatives an istrict aministrators provie formal opportunities for ongoing communication before issues rise to the grievance level. Because of this systematic communications process, only one grievance has been file in the past five years. This grievance was resolve using the District s Grievance Proceures an a compromise was reache with the teacher. 7.5 Organizational Effectiveness Results 7.5a(1) As oes the curriculum mapping complete by the Pearl River District, the JPS Curricula Continua efines the stanars an objectives for the istrict. The Continua has been 1% eploye at the elementary/intermeiate schools since 1998; by 25 it will be eploye to all seconary

11 aministrators an mathematics an language arts teachers. The District uses it to efine a rigorous curriculum an assure equal access to knowlege an skills for all stuents; principals use it in the Performance Appraisal Review Process; teachers use it to esign an implement units of stuy; the JPSF uses it to juge how well mini-grant resource requests support the stanars an objectives. The Curriculum Development Process aheres to a formal six-year review cycle (action plan step in the Goal: Focus on the Curriculum) which ensures the stanars, objectives, primary program resources, an teaching an assessment practices are current with research an eucational nees. (Figure 7.5-1) Mathematics Language Arts Science Social Stuies, Art, Music Reaing Worl Languages, Health, Safety, Physical Eucation Figure Curriculum evelopment review cycle emonstrates a systematic process for keeping current with research an national stanars. The focus on implementation training levels for instruction have proven results in acaemic performance for stuents because they buil teacher effectiveness in using the resources of the primary tools, integrating researche-base instructional practices, an ifferentiating instruction to meet the nees of iverse learners. (Figure 7.5-2) Level 4 Training: Deepening Differentiation Skills Level 3 Training: Developing Assessment Strategies Level 2 Training: Deepening Research-Base Practices Level 1 Training: Introuction to New Resources Aopt Programs Figure The focus on instruction implementation time-line emonstrates a systematic process for builing excellence in meeting iverse learner nees. The focus on instruction has mae the JPS special eucation program a role moel in elivering services to chilren with special nees. Currently, 15.5% of stuents in JPS (compare to 14% statewie an 12% nationally) receive special eucation services an increase of almost 6 points since (Figure 7.5-3) Over the past five years, many of these stuents have come from other istricts; there were 26 transfers into the District for special eucation services in % 15% 1% 5% % % of Stuent Enrollment Serving Chilren with Special Nees Figure The District continues to be a role moel in serving chilren with special nees. Each year over 3 special eucation stuents are irectly serve through the assistive technology office via assistive/ aaptive computer setups enabling them to succee in least restrictive environments. An aitional 1, stuents are serve via instructional equipment i.e., other aaptive evices, instructional software. The Special Eucation Department also tracks phone call inquiries about the program; to ate (24-25), 27 calls have been charte. A similar number were tracke uring The awar winning Community Eucation Program also contributes to the District s traition of excellence in the many services an programs it sponsors. (Figure 7.5-4) Program Families/Chilren Serve Parent Care Center Early Learning Center year ol Program th -12 th Summer School June K-6 th Summer School June Before & After Care Aventure Club After School Tutoring (YTD) Reaing Acaemy June Early Back Acaemy June Figure Community Eucation programs meet stakeholer nees. Although many school istricts in Oklahoma have eliminate their Parents as Teachers Programs because of recent buget cuts (155 programs throughout the state to just 55), the JPS Parents as Teachers program is another example of the District s commitment to acaemic excellence focusing on families in the community who have chilren uner the age of three. Home visits are the primary activity of the program, builing the capacity for parents to nurture an prepare chilren for eucational success. (Figure 7.5-5) The Stay an Play experiences (offere aily throughout the school year an perioically in the evenings an on Saturays) are another component of the program receiving a positive response from families. Participation rates average 1 families per session. 44

12 Parents as Teachers Program: # of Chilren Serve Since the school year, all pre-kinergarten an kinergarten teachers have maintaine ata folers for each chil, giving them an families a comprehensive assessment recor of growth in all curriculum areas an in the evelopment of social skills. Each year pre-kinergarten an kinergarten teachers participate in a cycle refinement process to continually make improvements in the ata folers an assessment gathering processes. A cycle refinement for will be that kinergarten ata folers follow the stuents to first grae for the first quarter. Figure Parents As Teachers Home Visits: A Proven Success Innovations in the learning-centere process of assessment inclue The Essential Elements Process, pre-kinergarten an kinergarten ata folers, an the Retention Review Process. The Essential Elements Process aresses the strategic challenge of striving for worl class learning an an action plan step in the Goal: Focus on Curriculum. This process is eploye throughout the system in mathematics an gives teachers an aministrators weekly assessment ata on stuents mathematics proficiency levels. After two months, it has become a vital component in assessing stuents reainess for stanarize testing success. Algebra I essential elements ata show growing levels of achievement with review test items. Lower totals are a reflection of more preview than review items on a particular quiz. (Figures an 7.5-7) Number Correct Algebra I Essential Elements Quiz Results Aggregate Data: 3 classrooms Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5 Quiz 6 Figure Tracking Growth: Algebra I Essential Elements Number Correct r Grae Mathematics Essential Elements Quiz Results: Aggregate Data 3 Classrooms Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5 Quiz 6 Figure Tracking Growth: Thir Grae Mathematics Essential Element 45 After an extensive review of research on stuent retention showe that retaining stuents actually contributes to greater acaemic failure, higher levels of ropping out, an greater behavioral ifficulties, the District evelope a Retention Review Process an set a retention reuction goal uring the school year. The District is making progress towar that goal at some grae levels. (Figure 7.5-8) Percentage of the Stuents at a Grae Level 7.% 6.% 5.% 4.% 3.% 2.% 1.%.% Retention Data Kinergarten Figure Reucing retentions buils success for staying in school. School Climate results continue to sustain the JPS traition of excellence. Eucational opportunities for JPS stuents exten beyon school walls. A class Eagle Project was selecte for isplay in the National Archives Builing in Washington, D. C. An elementary stuent became a Crayola Dream-Maker National Art Exhibition winner an the Mile School Mathcounts Team won the state championship for the sixth consecutive year. Five high school stuents receive awars from the National Scholastics Awar Committee in New York City (selecte from more than 2, entries). The Future Farmers of America Club was ranke in the top 1% in the nation an the JPS Key Club was ranke secon of more than 3 chapters in Texas an Oklahoma. The High School Oyssey of the Min team won worl in an the Yearbook was selecte as a Gol Mealist by Columbia Press Association from Columbia University. Teacher support has expane through the work of the JPSF. Since 1987, the JPSF has provie over $1,1, for the irect benefit of eucators an their stuents. (Figure 7.5-9) The largest use of funs has been grants to teachers for classroom projects. Over the past 18 years, the Founation has built an enowment fun of almost $86, tapping into a broa base of support of parents, businesses, eucators, an friens of the JPS school system. 1st 2n 3r 4th 5th 6th

13 $8, $7, $6, $5, $4, $3, $2, JPSF Grants to the District Figure JPSF supports the istrict. A unique project le by a JPS partnership between the East Elementary Dynamic Das volunteer group an school aministrators is the revitalization of Rentie Grove, a section of wooe lan between two JPS school sites. Countless hours of volunteerism an contributions from community organizations an businesses have transforme the property into an accessible outoor museum an a walking trail for families. Twenty markers provie information about the trees an plants on the more than 2,85 feet of asphalt trail. The area offers something for everyone with stuents iscovering leaves, high school stuents stuying the environment, an families enjoying the fresh air an foliage on walks in the evenings an on weekens. To enhance communications with families, over 9% of elementary teachers prepare monthly newsletters, an over 4% have Web pages, while mile school an seconary teachers complete ongoing upates of the information available to families via Eline. In the District Web page was honore with a Golen Web Awar from the International Association of Web Masters an Designers. The awar is base on content, interest, structure, ease of navigation, an interactivity. A sampling of performance results in CLEP school climate goals are liste in Figure Elementary/ Intermeiate Seconary (Mile School, Freshman Acaemy, High School, Alternative Center) 95% of teachers are traine in TRIBES Great Books program expans to serve 162 stuents (up from 15 in 22-23). 9% of teachers sen home monthly newsletters Ten expane to inclue more invitations 1% of stuents maintain aily agenas Aitional character lessons on antibullying integrate into 1998 Character Habits Program Camera security systems installe an operational 1% of families notifie of weekly upates on Eline 1% stuent participation in AIDS awareness, Crash Court, Making High School Count programs Figure School sites meet CLEP school climate goals. Process From To Purchase Orer Processing 3-4 ays 1 ay (24) Remote Desktop Assistance 1-3 ays Online (2) Financial Applications Upgrae to Microsoft.Net (Information Access) Warehouse Orering Turnaroun on Print Shop Orers Scanning Stuent IDs in the Lunch Line Campus Police Response Time Teacher Caniate Resumes 1-2 ays 5-7 ays 5-7 ays 2-25 secons 1-2 minutes 1-3 ays 5 secons (25) Online (23) 3-4 ays (22) 1-3 secons (24) 1-5 minutes (24) Online (24) Online (22) Online (24) JPSF Mini-grant 1-3 ays Applications Professional Development Once a year Transcripts for Each Teacher Figure Departments show cycle time reuctions for increase efficiency. 7.5a(2) Effectiveness an efficiency of key support processes is also evient when examining several measures. Examples of cycle time reuctions can be foun throughout the epartments. (Figure ) With the PDSA Process prouctivity improvements are constant. The Maintenance Department uses TMA to track purchasing, job costs, labor, preventive maintenance requests, an personnel performance. Prouctivity has been improve, enabling the epartment to prioritize the requests an assign personnel more efficiently. Customers can monitor the status of a work orer at anytime by accessing the online system. The TMA system also brings more accountability an improvement to personnel performance. Energy conservation (water, electricity, natural gas consumption, sewer ischarges) an paper recycling have been priorities of the istrict since In reviewing 2-24 ata, JPS has reuce water consumption by 1, 163, gallons, electricity consumption by 984,852 kilowatt hours, natural gas use by 99,648 ecatherms, an sewer ischarges by 6,319 kilograms, resulting in a $2,77,926 cost avoiance. In over 9 tons of paper were recycle, a 1,38.9% increase since (Figure ) 46

14 Tonnage Recycle Paper Tonnage Figure JPS Conserves Resources: Growth in Tonnage of Recycle Paper The E-APECS inventory process provies ongoing an more accurate ata on capital assets an rates of epreciation. A contract with an outsie agency establishe the baseline ata an JPS employees are able to complete annual upates of equipment, furniture an fixtures in a timely manner. For the year ening June 3, 24, capital assets were $74,262,635. The E-APECS software also tracks receipts, inventory an issues of about 15 ifferent teaching/classroom/office supplies, print shop forms, an ink/toner cartriges use throughout the District. The ata assist the Print Shop/ Warehouse Services Department in etermining how much of any one prouct has been use uring the month an annually an how much is currently on han. During the IT Department greatly improve network spee an reliability. (Figure ) Site to Site Access (Internal) Internet Access (External) Prior to 24 T-1 Access (1.4 MB) 3 DSL Lines (1MB, 3k Uploa) 25 Fiber (1 MB) DS3 Line (1 MB, 2-way traffic) Figure Network spee an reliability soars. The District maintains a ratio of at least one computer for every three stuents in the istrict. Continuing cycle refinements are liste in Figure Community Eucation Store online Online Graebook for 9 th -12 th graes 26 Online Graebook for 7 th -8 th graes 27 Palm Pilots for all teachers Figure The Information Technology Department continues to set improvement targets. The Job Log Process in the IT Department has increase communication within the epartment an with stakeholers an helps in setting priorities, thus improving service turnaroun time. Cross training has prouce technical assistants who are knowlegeable about an able to troubleshoot each school site s network an computer systems. Cost containment is a priority of the epartment when consiering upgraes. The ecision to move financial 47 applications to Microsoft.Net rather than upgrae the mainframe computer save the istrict approximately $475,. Other prouctivity highlights for the IT Department inclue the following: never misse a payroll or been late; never lost ata; experience only one ay of owntime with the mainframe computer since 198. E-APECS inventory control an computerize tracking of turnaroun time in the lunch line have prouce improvements in Chil Nutrition Department services. Inventory control base on consumption patterns reporte in E-APECS is more accurate (Figure ), an turnaroun time in lunch lines (# of stuents per minute getting through the line) has improve. Before E-APECS With E-APECS Chicken Teners 5-1 cases overage a month ($175-$3) 1-2 cases overage a month ($35-$7) Peaches 25-5 cases overage a month ($5-1) 1-2 cases overage a month ($2-$4) Figure E-APECS inventory control makes a ifference in the Chil Nutrition Department costs. Since , the Transportation Department has mae significant progress in reaching its goal to reuce bus accients to zero per year. (Figure ) This is being accomplishe through in-service training, heightene awareness of safety prevention, an recoring of ata. The District operates 59 buses aily an transports approximately 51% of the total stuent enrollment to an from school. Year JPS Number of Accients Balrige Recipient Comparison N/A YTD: 1 N/A Figure Transportation Department reuces bus accients through training an increase awareness. For many years, the Transportation Department has been able to follow a yearly cycle for retiring ol buses an purchasing new buses because of the systematic review of bus maintenance an repair nees, completion of aily pre-trip inspection forms by each bus river, an continuing high support of bon issue referenums by patrons, The average age of the buses in the epartment is 6.25 years. In the early 9s the Warehouse Department began pursuing competitive biing an pricing, resulting in a continue focus on high quality but at 2%-5% cost reuctions. The Warehouse Department has also benefite from the continuing high support of bon issue referenums by patrons an has establishe a regular cycle for replacing copiers in the District. The current moel reflects the newest technology,

15 enabling employees to copy, print from a computer, fax, an scan ocuments. By the 27 school year, all copiers in the istrict will be replace with this moel. In 22, the District went online with paperwork associate with the monthly BOE meetings. This has reuce paper costs (a minimum of 18 reams of paper per year) an countless hours of copy time as well as smoothe the evelopment of the monthly BOE packets. Accessibility to the BOE agena an the minutes of the meetings have been enhance. 7.6 Leaership an Social Responsibility Results 7.6a(1) Organizational Strategy an Action Plans Results are as follows. (Figure 7.6-1) School Funing Class Sizes Demographics Shift Safety Acaemic Performance Bon issue passe by 73% majority A valorem assesse valuation continues to grow (Figure ) Energy conservation shows strong increase JPS emonstrates compliance in the auitor s report District continuing to focus on ecreasing class sizes (Figure 7.3-8) DLP is fully implemente in kinergarten DLP is on track for implementation in 1 st grae Bus accients are at an all time low (Figure ) Vieo security systems are installe an operational at all school sites API score is at the top of K-12 schools in Oklahoma Thirty-three of 38 AP courses are offere in JPS AP enrollment shows a steay rise 9% Reaing an math goals show growth Drop-out rate remains low CAPS conference participations has remaine steay at 95% of families Year 4 ifferentiation training continues to expan # traine (Figure 7.4-3) Over 98% of teachers are rate highly qualifie Curriculum Development Process on target for science for Figure Action plan accomplishments result in increase stability an improve stuent learning. 7.6a (2) Ethical Behavior an Stakeholer Trust Senior leaers foster an environment that requires legal an ethical behavior. All teachers receive The Stanars of Performance an Conuct for Teachers on an annual basis. Aitionally, all staff (certifie an classifie) complete the 48 annual criminal recor questionnaire. All new staff receive a copy of the Expecte Attributes for JPS employees. Fortunately, there are few incients of illegal an/or unethical activity in the istrict. Teacher an stuent hanbooks are eploye across the District. All certifie staff an all families sign hanbook agreements, acknowleging that they have rea the hanbooks an agree to abie by their rules an guielines. Aitionally, all JPS stuents agree to an sign acceptable use agreements relating to Internet/computer usage. A cuttingege firewall protects stuents an employees from inappropriate Web sites an communications. Behavior infraction incients (amage to school, incients of bullying an fighting) an bus conuct incients reflect a small portion of the stuent population. Incients of fighting an amage to school property are eclining. Bullying incients have not ecline an bus incients have risen slightly ue to increase reporting an no-tolerance expectations. (Figures an 7.6-3) Fighting Incients Bullying Incients Damage to School Incients % of Stuent Enrollment.5%.4%.4%.3%.3%.2%.2%.1%.1%.% Behavior Infractions Figure Character eucation training helps keep behavior infractions at a low rate. % of Bus Riers.1%.8%.6%.4%.2%.% Bus Incients Figure Bus conuct incients increase ue to increase reporting an no-tolerance expectations. Test security protocols for state tests have been establishe by the Stuent Assessment Department an are reviewe yearly for continuous improvement. Training is also provie annually for aministrators an school site test coorinators. Two aults (the classroom teacher an another JPS employee or parent volunteer) monitor classroom protocols uring testing weeks. There have been no test protocol violations in the District.

16 Stakeholers emonstrate trust in the five-member BOE. The average time spent as an electe BOE member for JPS over the past 2 years is 7.8 years with most members consistently reelecte. 7.6a(3) Fiscal Accountability The District uses an external, inepenent auiting firm to ensure fiscal accountability. The auitor s report consistently fins JPS in compliance with the accounting practices prescribe by the Oklahoma SDE an buget laws of the State of Oklahoma (Title ). The Finance Department completes an annual in-epth bugetary plan for approval by the BOE by July 1 each year. This projecte revenue an expeniture buget is publishe in the local newspaper an on the District Web page. (Figures 7.3-2, an 7.3-4) The executive irector of finance an irector of accounting conuct monthly internal reviews an reports to the BOE; buget ajustments are mae epening on the state of the economy. Perioic compliance reviews of internal controls an aherence to policies an proceures catch irregularities an breaches in BOE policies; proceures are in place to correct the irregularities to prevent future such occurrences. The istrict is on-target for reaching its 6% fun goal for an maintaining the percentage in Capital assets for the year ening June 3, 24 are $74,262,635. (Figure 7.3-1) 7.6a(4) Regulatory Compliance The IT Department emonstrates a consistent recor of compliance with state requirements. As of Summer 25, the epartment will be SIF compliant. The Asbestos Management Plan is current with a three-year re-inspection complete in 24. Air an water quality levels fell within the acceptable range five years in a row in school builings. The Tulsa City/County Health Department inspects school cafeterias four times a year, an ratings are consistently goo to excellent. The inspection report rates foo hanling proceures an ientifies items that are in nee of improvement, rating the nees as critical or non-critical. The Chil Nutrition Department consistently scores well in this area also. JPS school buses meet feeral an state school bus compliance regulations. Bus safety inspections are complete annually or every 12, miles. The Transportation Department also meets all feeral an state manates regaring employee rug testing, licensing, an physical examinations. A river s hanbook contains all employee behavior expectations an requirements. Safety meetings are hel monthly. On an annual basis, families an stuents are provie safety information through the stuent hanbooks at each school site. Emergency plans are auite by the local police epartment an rate in full compliance. Fire safety inspections by fire epartment inspectors emonstrate compliance. A traition of excellence is emonstrate in the annual comprehensive accreitation review of the istrict. The District receive no eficiencies uring the past eight out of nine years. The District emonstrates excellence in the comprehensiveness of its CLEP plan an compliance in meeting the report ealines to the state each year. One hunre percent of certifie staff have the require certifications for teaching/working in the istrict. To keep abreast of changes in the law affecting eucation, Cabinet members an irectors atten the annual legislative upate in Oklahoma City. 7.6a(5) Organizational Citizenship Nine of fourteen school sites/epartments have consistently emonstrate 1% participation in the annual Unite Way rive. The goal is 1% participation from all sites an epartments. The nationally acclaime intergenerational program (Eucation Week, CNN news, People) is a partnership between Grace Living Center an JPS. Over 25 Granma an Granpa resients interact aily with the prekinergarten an kinergarten stuents. Since the program began in August 1999, it has hoste over 5 groups of visitors wanting to learn more about this unique partnership. The Oklahoma Aquarium (opening its oors in May 23) is a recent partnership with the school District. Over 3 JPS life/environmental science teachers participate in training workshops uring 23-4 an have integrate the resources of the Aquarium into their classrooms. Another successful partnership has taken place between JPS an Union Public Schools, a neighboring school istrict. The two istricts have worke together since 1997 to host conference experiences for young stuents an their families i.e., Writer s Conference, Science Conference, Math Conference. Each year over five hunre stuents an their families atten the Saturay morning conference. Service learning by stuents is a key part of preparing all learners for prouctive, responsible citizenship in an everchanging worl. Each year stuents are involve in many projects to help the community. A sampling of projects from the 24-5 school year can be seen in Figure

17 High School Mile School Elementary/ Intermeiate Schools Community Foo Bank fun raising Trojans for Troops Families in Nee Toys for Tots Relay for Life (raising over $3,) Project Angel Tree support Community Foo Bank (over 2 cans of foo collecte Supporting Our Troops (over 75 boxes of supplies sent overseas) Community Foo Bank (over 5,295 cans collecte an a matching onation from a local grocer) Game of Giving: Holiay Nees Dynamic Das Winter Coats Project La-La Lemonae & Sucker Sales Recycling Jeans Socks for Soliers (15 boxes were sent to Iraq) Figure Stuents show citizenship an make a ifference in the community. Key Club volunteers continue to contribute countless hours of service to the District in a wie variety of ways i.e., stuent mentoring an tutoring, proviing support uring special projects (/Union conferences), sponsorship of Relay for Life. (Figure 7.6-5) The JPS chapter has consistently ranke as the top chapter in the Oklahoma/ Texas istrict an garnere many awars: outstaning newsletter, outstaning Web page, volunteer of the year, early bir recognition (ues). Year # of Active Members # of Volunteer Hours , , , ,182 YTD Figure Key Club continues its traition of excellence in volunteer hours. The District s builings are available to the community for after school, evening, an weeken use, an BOE Policy 1.13 outlines comprehensive proceures for facility rental an usage. During 23-24, 664 organizations an/or groups complete facility rental forms. This inclues approximately 395 courses, classes or programs offere by Community Eucation. Other activities inclue Boy/Girl Scout organizations, college classes, youth an ault sports groups, PTAG, musical groups, church an religious groups, pageants, civic groups, an other governmental agencies. The JPS traition of excellence results in a worl where high achievement, an outstaning athletics program, an multituinous opportunities for involvement in extracurricular activities aboun! It is a worl in which high test scores an national awars are the norm rather than the exception, an yet never taken for grante. 5

18