MacArthur Elementary - Tulsa Public Schools
MacArthur Elementary - Tulsa Public Schools
MacArthur Elementary - Tulsa Public Schools
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<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
District Capacity Determination for School Improvement<br />
District capacity for supporting Priority <strong>Schools</strong> will be determined based on evidence provided by LEAs to the<br />
SEA for committee review. The evidence will need to show that the LEA can implement the Turnaround<br />
Principles as defined in Section 2.D of the ESEA Flexibility Request. The following categories of information<br />
should be included in the LEA’s evidence.<br />
LEAs that are unable to demonstrate capacity to implement the Turnaround Principles defined in the ESEA<br />
waiver will relinquish control of all aspects of a Priority School’s operations that directly or indirectly relate<br />
to student achievement to the SEA to be included in the C3 <strong>Schools</strong> for extensive SDE leadership and<br />
academic management intervention.<br />
This document represents the District Capacity Determination for School Improvement for this site. It is a<br />
compendium of common district and unique site initiatives to improve student learning in this school.<br />
However, in order to develop a fuller understanding of <strong>Tulsa</strong> <strong>Public</strong> School’s capacity as a district to support<br />
and effect school improvement; please refer to the District Notebook for Capacity Determination for School<br />
Improvement.<br />
Historical Data Analysis<br />
Data for a period of five years: − School and district OCCT scores in reading/language arts<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> <strong>Elementary</strong> was performing well until 2009 when there was a dramatic drop in the school’s scores;<br />
since 2009, the scores have been steady but show that <strong>MacArthur</strong> struggles with reading proficiency. The<br />
school remains below the district averages. Any gains have been inconsistent and not sustained. Please see a<br />
listing of this site’s SMART Goals from the attached WISE Plan under the section: “Strategic, yet attainable,<br />
goals at the district and school level.” For additional information, please see the attached site Historical OSTP<br />
Data folder for this school for additional data trends and analysis with guiding questions.<br />
3rd Grade Reading 2007 2008 2009 2010 2011<br />
% of Students Scoring Advanced 3% 5% 0% 0% 0%<br />
District 6% 7% 4% 3% 4%<br />
% of Students Scoring Satisfactory 57% 71% 43% 42% 39%<br />
District 77% 76% 56% 57% 54%<br />
% of Students Scoring Limited Knowledge 26% 21% 34% 21% 20%<br />
District 13% 14% 20% 20% 20%<br />
% of Students Scoring Unsatisfactory 13% 2% 23% 36% 41%<br />
District 4% 3% 19% 21% 22%<br />
4th Grade Reading 2007 2008 2009 2010 2011<br />
Page 1 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
% of Students Scoring Advanced 2% 0% 5% 2% 3%<br />
District 3% 4% 5% 2% 4%<br />
% of Students Scoring Satisfactory 74% 76% 40% 54% 32%<br />
District 80% 85% 50% 52% 47%<br />
% of Students Scoring Limited Knowledge 19% 19% 29% 7% 18%<br />
District 11% 9% 20% 19% 21%<br />
% of Students Scoring Unsatisfactory 6% 5% 26% 36% 47%<br />
District 6% 3% 25% 27% 29%<br />
5th Grade Reading 2007 2008 2009 2010 2011<br />
% of Students Scoring Advanced 9% 5% 13% 4% 5%<br />
District 10% 11% 8% 6% 7%<br />
% of Students Scoring Satisfactory 64% 74% 55% 35% 48%<br />
District 61% 68% 52% 46% 46%<br />
% of Students Scoring Limited Knowledge 17% 13% 19% 25% 31%<br />
District 17% 15% 23% 24% 25%<br />
% of Students Scoring Unsatisfactory 11% 8% 13% 35% 17%<br />
District 12% 5% 17% 23% 21%<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School and district OCCT scores in mathematics<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> <strong>Elementary</strong> has shown a decrease in math proficiency, especially since 2008. Any gains have been<br />
inconsistent and unsustainable. It should be noted that for the most part, <strong>MacArthur</strong> scores lag below the<br />
district averages. Please see a listing of this site’s SMART Goals from the attached WISE Plan under the<br />
section: “Strategic, yet attainable, goals at the district and school level.” For additional information, please see<br />
the attached site Historical OSTP Data folder for this school for additional data trends and analysis with guiding<br />
questions.<br />
Page 2 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
3rd Grade Math 2007 2008 2009 2010 2011<br />
% of Students Scoring Advanced 6% 7% 9% 6% 6%<br />
District 17% 17% 20% 19% 19%<br />
% of Students Scoring Satisfactory 30% 45% 39% 33% 28%<br />
District 55% 17% 43% 44% 37%<br />
% of Students Scoring Limited Knowledge 41% 40% 20% 24% 28%<br />
District 22% 17% 22% 20% 27%<br />
% of Students Scoring Unsatisfactory 22% 7% 32% 36% 38%<br />
District 6% 3% 16% 18% 18%<br />
4th Grade Math 2007 2008 2009 2010 2011<br />
% of Students Scoring Advanced 4% 3% 10% 5% 10%<br />
District 16% 17% 13% 11% 18%<br />
% of Students Scoring Satisfactory 63% 62% 26% 37% 38%<br />
District 58% 61% 45% 45% 38%<br />
% of Students Scoring Limited Knowledge 29% 30% 31% 32% 21%<br />
District 21% 19% 22% 23% 23%<br />
% of Students Scoring Unsatisfactory 4% 5% 33% 27% 31%<br />
District 4% 4% 20% 21% 21%<br />
5th Grade Math 2007 2008 2009 2010 2011<br />
% of Students Scoring Advanced 21% 20% 16% 12% 14%<br />
District 23% 26% 27% 27% 18%<br />
% of Students Scoring Satisfactory 62% 61% 32% 29% 43%<br />
District 54% 58% 34% 33% 40%<br />
% of Students Scoring Limited Knowledge 17% 20% 32% 24% 31%<br />
District 19% 14% 22% 21% 25%<br />
% of Students Scoring Unsatisfactory 0% 0% 19% 35% 12%<br />
District 4% 3% 17% 19% 17%<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 3 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
School and district graduation rates<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
NA<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School and district dropout rates<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
NA<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School and district attendance rates<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> has consistently exceeded the district attendance average as well as the state standard for AYP.<br />
2007 2008 2009 2010 2011<br />
<strong>MacArthur</strong> ES Attendance Rate 93.4% 93.9% 94.6% 93.6% 93.8%<br />
District Attendance Rate 93.2% 92.6% 92.5% 91.9% 92.4%<br />
2011<br />
92.40%<br />
93.80%<br />
2010<br />
91.90%<br />
93.60%<br />
2009<br />
2008<br />
92.50%<br />
92.60%<br />
94.60%<br />
93.90%<br />
District Attendance Rate<br />
<strong>MacArthur</strong> ES Attendance<br />
Rate<br />
2007<br />
93.20%<br />
93.40%<br />
90.00% 91.00% 92.00% 93.00% 94.00% 95.00%<br />
Page 4 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School and district suspension rates and behavior records<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
The table below indicates trends over the last five years in suspensions at <strong>MacArthur</strong>. It is clear from this data<br />
that <strong>MacArthur</strong> is effectively dealing with student discipline without having to suspend students.<br />
<strong>MacArthur</strong> ES 2006‐ 2007‐08 2008‐09 2009‐10 2010‐11<br />
07<br />
Membership 449 349 346 350 320<br />
Total Suspensions 0 0 0 0 6<br />
Total Students Suspended 0 0 0 0 5<br />
% Suspension Total Rate 0 0 0 0 2<br />
% Suspension Total Student<br />
Rate<br />
0 0 0 0 2<br />
District Totals 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11<br />
Membership 40,125 40,754 39,514 40,879 41,224<br />
Total Suspensions 9,937 8,299 9,070 6,984 8,202<br />
Total Student Suspensions NA NA NA 3,647 4,814<br />
% Suspensions Total Rate 25% 20% 23% 17% 20%<br />
% Suspensions Total Student Rate NA NA NA 9% 12%<br />
Page 5 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School and district teacher/principal attrition rates<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> 2006‐07 2007‐08 2008‐09 2009‐010 2010‐011 2011‐012<br />
Principal Howard Howard Howard Howard Howard Twyla<br />
Attrition Rate Wyble Wyble Wyble Wyble Wyble Watterson<br />
On April 18, 2010 The Program Management Office (PMO) in TPS released a report outlining the results of four<br />
year review of the rate of certified staff turnover within schools of the district. The methodology utilized was to<br />
review the names of personnel on the payroll in September of one school year and then review the payroll<br />
records the next September to determine if the individual was still in the same school. This analysis was<br />
conducted for all certificated staff regardless of funding source or assignment. The time period for this review<br />
was 2005‐06, 2006‐07, 2007‐08 and 2008‐09.<br />
<strong>MacArthur</strong><br />
ES<br />
Staff<br />
Turnover<br />
Number of<br />
Certificated<br />
staff<br />
September<br />
2005<br />
Number of the 2005<br />
staff remaining on<br />
payroll in September<br />
2009 at the site<br />
Annual %<br />
of Mobility<br />
% of Staff Turnover in<br />
the four year cycle.<br />
32 23 7.0 ‐28<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 6 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
School and district; mobility rates<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
TULSA PUBLIC SCHOOLS<br />
Mobility and Holding Power Report 2007‐2011<br />
HOLDING HOLDING HOLDING HOLDING HOLDING<br />
MOBILITY MOBILITY MOBILITY MOBILITY MOBILITY POWER POWER POWER POWER POWER<br />
2006‐07 2007‐08 2008‐09 2009‐10 2010‐2011 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11<br />
<strong>MacArthur</strong> 42% 52% 41% 30% 44% 97% 87% 95% 91% 88%<br />
ELEMENTARY<br />
TOTAL 50% 51% 51% 48% 63% 82% 82% 94% 85% 82%<br />
DISTRICT<br />
TOTAL** 95% 95% 85% 70% 90% 92% 82% 92% 84% 80%<br />
**The district total included special facility numbers which have included an<br />
inconsistent variety of<br />
sites over the years.<br />
Note: Holding Power represents the number of students finishing the school year in the same school in which they began the school<br />
year.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 7 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
School and district enrollment data, including subgroups<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
2006‐07 2007‐08 2008‐09<br />
Site District Site District Site District<br />
No. Pct No. Pct No. Pct No. Pct No. Pct No. Pct<br />
All 451 100.00% 42169 100.00% 349 100.00% 41697 100.00% 346 100.00% 41180 100.00%<br />
Male 238 52.77% 21353 50.64% 184 52.72% 21204 50.85% 190 54.91% 21087 51.21%<br />
Female 213 47.23% 20816 49.36% 165 47.28% 20493 49.15% 156 45.09% 20093 48.79%<br />
White 175 38.80% 14759 35.00% 135 38.68% 14359 34.44% 128 36.99% 13827 33.58%<br />
Black 113 25.06% 14787 35.07% 86 24.64% 14554 34.90% 75 21.68% 13882 33.71%<br />
Indian 26 5.76% 4260 10.10% 24 6.88% 4157 9.97% 30 8.67% 4490 10.90%<br />
Hispanic 125 27.72% 7784 18.46% 97 27.79% 8021 19.24% 103 29.77% 8401 20.40%<br />
Asian 12 2.66% 579 1.37% 7 2.01% 606 1.45% 10 2.89% 580 1.41%<br />
Pacific<br />
Multiracial<br />
SPED 49 10.86% 6410 15.20% 41 11.75% 6106 14.64% 54 15.61% 6046 14.68%<br />
2009‐10 2010‐11 2011‐12<br />
Site District Site District Site District<br />
No. Pct No. Pct No. Pct No. Pct No. Pct No. Pct<br />
All 349 100.00% 40846 100.00% 320 100.00% 41224 100.00% 474 100.00% 40919 100.00%<br />
Male 187 53.58% 21100 51.66% 177 53.31% 21247 51.54% 247 52.11% 21019 51.37%<br />
Female 162 46.42% 19746 48.34% 143 44.69% 19977 48.46% 227 47.89% 19900 48.63%<br />
White 130 37.25% 13014 31.86% 104 32.50% 12213 29.63% 112 23.63% 11745 28.70%<br />
Black 81 23.21% 13834 33.87% 60 18.75% 12746 30.92% 127 26.79% 12062 29.48%<br />
Indian 18 5.16% 4383 10.73% 17 5.31% 3309 8.03% 22 4.64% 3022 7.39%<br />
Hispanic 114 32.66% 8970 21.96% 111 34.69% 10177 24.69% 145 30.59% 10693 26.13%<br />
Asian 5 1.43% 624 1.53% 4 1.25% 552 1.34% 9 1.90% 549 1.34%<br />
Pacific 1 0.29% 21 0.05% 0 0.00% 51 0.12% 0 0.00% 71 0.17%<br />
Multiracial 24 7.50% 2176 5.28% 59 12.45% 2777 6.79%<br />
SPED 49 14.04% 5886 14.41% 51 15.94% 6126 14.86% 87 18.35% 6259 15.30%<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 8 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Historical analysis of data over a period of five years and evidence that historical data has been used to<br />
develop school‐level interventions (data should include, but is not limited to, the categories listed above)<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see attached WISE, School Improvement Plans (SIPlan) and File 6‐ Historical Data Analysis in the site<br />
additional documentation folder.<br />
In File 6‐Historical Data Analysis, the District provides:<br />
• Value‐added estimates for all Priority <strong>Schools</strong> for Math and Reading/English ( 3‐year average; 2010‐<br />
2011, and 2009‐2010)<br />
• Achievement results and value‐added data displayed in tandem for all District schools (3‐year average<br />
and 2010‐2011)<br />
• Sample value‐added report<br />
• Evidence of leaders and teachers’ use of the data and training in the use of value‐added data<br />
The faculty of <strong>MacArthur</strong> <strong>Elementary</strong> under direction of the newly appointed principal undertook a<br />
comprehensive analysis of achievement data in August of 2011. The data was examined by subgroups and<br />
gaps identified. In October, working with an Educational Consultant and with data, both historical and current,<br />
on each student teachers created “Hot Lists” of students in need of interventions. These “Hot List” students<br />
were identified for instruction beyond the standard amount of time in small groups, with the Reading<br />
Interventionist or with System 44 and Read 180. The data used include: SRI Results, DIBELS, EnVision<br />
Inventory, OPI scores, Lexile scores and other formative assessments.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
A plan for developing school‐level interventions for the upcoming school year based on historical and current<br />
data (data should include, but is not limited to, the categories listed above)<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> <strong>Elementary</strong> has worked closely with Focus on Results, a national consulting partner for site specific<br />
improvement, to establish a site Instructional Focus Statement and best practices to be used in every<br />
classroom as evidenced in principal walk‐throughs and lesson plans. The school focus and best practices were<br />
Page 9 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
identified based on the aforementioned data and with collaboration by teachers. The Focus and Best Practices<br />
being implemented this year are aligned with our WISE Plan. The instructional focus, instructional strategies<br />
and related professional development are as follows:<br />
2011‐12 Instructional Focus Statement<br />
The teachers, students, parents and staff of <strong>MacArthur</strong> are focused on an increase in student reading<br />
comprehension.<br />
Reading Comprehension will improve as a result of building teacher capacity through targeted professional<br />
development of research‐based literacy instructional practices, consistent monitoring of student progress, swift<br />
intervention when students are struggling and consistent teacher collaboration.<br />
Common Best Practices employed in classrooms include:<br />
1. Small groups are dynamic, flexible and changed on a regular basis.<br />
2. Introductions focus on meaning, attending to new and interesting vocabulary.<br />
3. The focus is on student need and not lesson sequence.<br />
4. Assessment is ongoing and embedded in instruction.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
District Expectations Communicated to All Stakeholders<br />
Strategic, yet attainable, goals at the district and school level (including goals for each subgroup)<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 10‐Strategic Goals in site additional documentation folder. The District aligns its initiatives,<br />
objectives and measures of success around its five core goals:<br />
• Student achievement,<br />
• Teacher and leader effectiveness<br />
• Performance‐based culture<br />
• Financial Sustainability<br />
• Safe and Secure <strong>Schools</strong><br />
File 10 contains the following documents: Introduction to the District’s plan for identifying and measuring its<br />
goals; TPS Strategic Plan; Overview of the District’s Shared Accountability System; District’s Measures of<br />
Success; and Departments’ Balanced Scorecards, as available (draft versions only).<br />
Page 10 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
At <strong>MacArthur</strong>, after a thorough analysis of OCCT data, the leadership team developed the following SMART<br />
goals:<br />
Reading Goals<br />
Grade 3<br />
The percentage of regular education students in third grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or<br />
higher in Objective 2.4 Using Resource Materials will increase from 25% to 50% as measured by the Oklahoma<br />
Core Curriculum Test.<br />
The percentage of ELL students in third grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 2.4 Using Resource Materials will increase from 38% to 63% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of IEP students in third grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 2.4 Using Resource Materials will increase from 25% to 50% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
Grade 4<br />
The percentage of regular education students in fourth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or<br />
higher in Objective 4.3 Figurative Language and Sound Devices will increase from 50% to 75% as measured by<br />
the Oklahoma Core Curriculum Test.<br />
The percentage of ELL students in fourth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 1.2 Affixes, Roots, and Stems will increase from 20% to 40% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of IEP students in fourth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 1.2 Affixes, Roots, and Stems will increase from 30% to 50% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
Grades 5 and 6<br />
The percentage of regular education students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring<br />
proficiency or higher in Objective 1.3 Synonyms, Antonyms, and Homonyms will increase from 63% to 75% as<br />
measured by the Oklahoma Core Curriculum Test.<br />
The percentage of ELL students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective 1.1 Words in Context will increase from 50% to 75% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of IEP students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in<br />
Objective 1.1 Words in Context will increase from 25% to 50% as measured by the Oklahoma Core Curriculum<br />
Test.<br />
Mathematics Goals<br />
Grade 3<br />
The percentage of regular education students in third grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or<br />
higher in Objective 4.1 Measurement will increase from 50% to 75% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of ELL students in third grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 4.1 Measurement will increase from 63% to 88% as measured by the Oklahoma Core Curriculum<br />
Test.<br />
Page 11 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
The percentage of IEP students in third grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 5.1 Data Analysis will increase from 25% to 50% as measured by the Oklahoma Core Curriculum Test.<br />
Grade 4<br />
The percentage of regular education students in fourth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or<br />
higher in Objective 2.2 Number Operations will increase from 60% to 70% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of ELL students in fourth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 2.2 Number Operations will increase from 25% to 35% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of IEP students in fourth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher in<br />
Objective 3.0 Geometry will increase from 44% to 56% as measured by the Oklahoma Core Curriculum Test.<br />
Grades 5 and 6<br />
The percentage of regular education students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring<br />
proficiency or higher in Objective 2.2 Number Operations will increase from 38% to 50% as measured by the<br />
Oklahoma Core Curriculum Test.<br />
The percentage of ELL students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective 2.2 Number Operations will increase from 38% to 50% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of IEP students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective 1.1 Algebra Patterns will increase from 20% to 40% as measured by the Oklahoma Core Curriculum<br />
Test.<br />
Science Goals<br />
Grades 5 and 6<br />
The percentage of regular education students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring<br />
proficiency or higher in Objective P4.3 Prediction based on Data will increase from 50% to 75% as measured by<br />
the Oklahoma Core Curriculum Test.<br />
The percentage of ELL students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective P4.3 Prediction based on Data will increase from 25% to 50% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
The percentage of IEP students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective P4.3 Prediction based on Data will increase from 25% to 50% as measured by the Oklahoma Core<br />
Curriculum Test.<br />
Social Studies Goals<br />
Grades 5 and 6<br />
The percentage of regular education students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring<br />
proficiency or higher in Objective 2.1 Expeditions will increase from 25% to 50% as measured by the Oklahoma<br />
Core Curriculum Test.<br />
The percentage of ELL students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective 2.1 Expeditions will increase from 25% to 50% as measured by the Oklahoma Core Curriculum<br />
Test.<br />
The percentage of IEP students in fifth and sixth grade at <strong>MacArthur</strong> <strong>Elementary</strong> scoring proficiency or higher<br />
in Objective 2.1 Expeditions will increase from 25% to 50% as measured by the Oklahoma Core Curriculum<br />
Page 12 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Test.<br />
Each site’s OSDE approved WISE plan is presented in the site additional documentation folder as evidence<br />
supporting this criterion.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
A communication plan for involvement of all stakeholders in meeting annual goals<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 1‐Communications Plan in the site additional documentation folder. As this plan reveals, <strong>Tulsa</strong><br />
<strong>Public</strong> <strong>Schools</strong> is committed to open, honest and ongoing communication with stakeholders. The district<br />
understands communication is critical to achieving the district’s mission and its overall objectives. Its<br />
communication plan is aligned with the district’s core goals and will be incorporated into the district’s<br />
improvement plan. The communication plan has three overarching objectives:<br />
• Implement a communications program that directly helps the district achieve its strategic goals.<br />
• Foster strong relationships with district stakeholders.<br />
• Enable the district to present itself accurately to audiences.<br />
This is an ongoing project with WISE 5.07 with full completion by, 5/30/2012, by assistance of the Instructional<br />
Leadership Team and Staff Development Teacher. To date, there has been one parent meeting held in the fall<br />
of 2011 to explain the OCCT data and the school’s need to improve status. At that time, attendees were given<br />
a survey with opportunity to provide input and suggestions for school improvement as reflected in the WISE<br />
Plan.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 13 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Analysis of the percent of district’s annual goals that have been met each year for five years<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
See, in part, documents in File 10‐ Strategic Goals provided with regard to “Strategic, yet attainable, goals at<br />
the district and school level (including goals for each subgroup).” As evidenced within those pages, the District<br />
has an unusually aggressive performance management system underway that requires frequent assessment of<br />
the District's success in meeting its goals. The District has defined meaningful, student achievement‐focused<br />
metrics and is in the process of collecting performance data.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Academic Supports<br />
District curriculum aligned to state standards<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
A transition plan is developed for Common Core State Standards to be fully implemented by 2014. (Refer to<br />
TPS CCSS Implementation Plan attached). The Office of Curriculum and Instruction has utilized the OK State<br />
Department’s curriculum resources to develop a pacing calendar and scope and sequence aligned with state<br />
standards. The curriculum department works with teachers and administrators in aligning and unwrapping<br />
state standards for clearer delivery of instruction. Grades K‐2 in language arts are written to Common Core<br />
State Standards with plans for further writing in math, science and social studies in 2012 and beyond until all<br />
content areas are aligned to CCSS. The district plans to utilize the commoncore.org resources as well as<br />
unwrap priority standards in writing K‐2 for 2012 implementation in 2012‐13 and beyond. We utilize the<br />
research of Larry Ainsworth and the consultant from The Leadership and Learning Center to further this work<br />
in the district.<br />
The curriculum at <strong>MacArthur</strong> is aligned with PASS Objectives as well as the <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Pacing<br />
Calendar which reflects the transition from PASS to Common Core State Standards for grades Pre‐Kindergarten<br />
to Second Grade. The implementation of Common Core State Standards will increase by grade levels as<br />
reflected in the Pacing Calendar. Additional Professional Development for teachers is ongoing particularly in<br />
the area of writing to informational text and utilizing rubrics to grade writing.<br />
The principal through walk‐throughs, lesson plans, evaluations and PLC discussions assures that the state<br />
standards are being taught at every grade level. Principal, Instructional Team Leaders and Staff Development<br />
Page 14 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Teacher engage teachers in PLCs weekly to discuss instructional strategies, conversion to Common Core State<br />
Standards, and rubric grading.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School and classroom alignment to district curriculum expectations<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
In 2010, TPS began training teachers in curriculum design. Based on the work of Curriculum Development<br />
Using Backwards Design Method, Wiggins & McTighe, over 200 teachers were trained in writing curriculum<br />
maps, units and sample assessments. Nearly every school was represented by at least one teacher and in<br />
many instances several teachers. The goal was to prepare teachers in effectively aligning instruction to<br />
standards. Further work continues as each session of the Principals Leadership Conference focuses on at least<br />
one session dedicated to curriculum expectations.<br />
Educational Consultant Services, Focus on Results, Flippen Group and Leadership and Learning Center<br />
(consultant groups working in the district), provide individual school teams with classroom alignment to district<br />
curriculum development and expectations, providing training on topics including unwrapping standards,<br />
creating lesson plans aligned to standards, and identifying priority standards for instructional emphasis.<br />
In 2012, the district curriculum department will roll out a K‐2 curriculum design addressing the priority writing<br />
standards fully aligned with CCSS. This will be clearly communicated to schools prior to implementation in the<br />
Fall of 2012.<br />
The principal, through walk‐throughs, lesson plans, and evaluation of weekly lesson plans assures that the<br />
state standards are being taught at every grade level. Daily state standards, in student friendly terms, are<br />
required to be posted in every classroom. Additional observations by the Staff Development Teacher confirm<br />
that state standards are being taught.<br />
Page 15 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
A plan for periodic progress monitoring in reading/language arts<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
In 2010, TPS began training teachers in curriculum design. Based on the work of Curriculum Development<br />
Using Backwards Design Method, Wiggins & McTighe, over 200 teachers were trained in writing curriculum<br />
maps, units and sample assessments. Nearly every school was represented by at least one teacher and in<br />
many instances several teachers. The goal was to prepare teachers in effectively aligning instruction to<br />
standards. Further work continues as each session of the Principals Leadership Conference focuses on at least<br />
one session dedicated to curriculum expectations.<br />
Educational Consultant Services, Focus on Results, Flippen Group and Leadership and Learning Center<br />
(consultant groups working in the district), provide individual school teams with classroom alignment to district<br />
curriculum development and expectations, providing training on topics including unwrapping standards,<br />
creating lesson plans aligned to standards, and identifying priority standards for instructional emphasis.<br />
In 2012, the district curriculum department will roll out a K‐2 curriculum design addressing the priority writing<br />
standards fully aligned with CCSS. This will be clearly communicated to schools prior to implementation in the<br />
Fall of 2012.<br />
Two items are included in the site additional documentation folder to demonstrate the district/school’s efforts<br />
to routinely monitor progress. The first is the implementation of the Scholastic Reading Inventory screening<br />
program for students in grades 4 through 11 in the months of October and May of each school year. The 2011‐<br />
12 year is the first year that this program was implemented. The fall screening results as developed and<br />
reported by the district to each school from the October 7, 2011 timeline are attached.<br />
The second item attached is the Value Added data collected for the school for a three‐year period. This data<br />
demonstrates efforts underway to conduct a comprehensive progress review at the student, classroom, and<br />
school site level.<br />
Periodic Progress monitoring in reading/language arts is accomplished through student and teacher data<br />
folders reflecting benchmark data, DIBELS results, and SRI scores. Student results are color coded providing a<br />
visual tracking system. SRI is administered beginning, middle and end of year to all students as well as<br />
Page 16 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
intermittently to students in Read 180 and System 44. DIBELS progress monitoring occurs monthly as well<br />
beginning, middle and end of year for all students. Benchmark assessments are given quarterly to students in<br />
second through 6 th grades.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
A plan for periodic progress monitoring in mathematics<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Data‐review teams (cross‐departmental) will analyze multiple indicators of student progress in mathematics.<br />
Teams will be assigned based on the needs of the schools derived from a comprehensive review and<br />
interpretation of data. Content area specialists as well as ELL, Special Education, School Improvement,<br />
Academic Coordinators, Staff Development Teachers, leadership and accountability will receive training in<br />
coaching and data analysis to ensure all team members are expert in progress monitoring and being a support<br />
to schools. Various data will be monitored including benchmarks, common assessments, and instructional<br />
programs. Data on literacy levels will also be assessed, as literacy is the foundation for learning in all content<br />
areas.<br />
In addition please see the Value Added data collected for the school for a three‐year period in the site<br />
additional documentation folder. This data demonstrates efforts underway to conduct a comprehensive<br />
progress review at the student, classroom, and school site level.<br />
Benchmark assessments are administered in second through 6 th grades. Teachers utilize enVision topic<br />
assessments and formative assessments in the area of mathematics. As a faculty we realize the need to create<br />
a comprehensive means of progress monitoring for mathematics at <strong>MacArthur</strong> <strong>Elementary</strong>. This areas<br />
continues to be a challenge as far as having the means to gather data in mathematics. However, the<br />
Instructional Leadership Team will be analyzing this area to identify additional appropriate standard means of<br />
assessing mathematics at all grade levels providing data to drive instruction in the classroom.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 17 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Periodic benchmark assessments aligned to state standards<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
The district administers four benchmarks aligned with state standards and the district’s pacing calendar. The<br />
benchmarks are derived from the current Edusoft system. While a testing bank of questions provided from<br />
Edusoft is limited in the number of higher level questions, the district curriculum department writes and aligns<br />
benchmark questions to assure depth of knowledge using guidelines provided by the State. In 2012‐13, the<br />
curriculum department will include at least one writing benchmark administered to all grade levels K‐12,<br />
aligned with CCSS. This benchmark will be scored by teachers as we encourage collaborative scoring in<br />
Professional Learning Communities (PLCs).<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Use of periodic benchmark assessments and other student data to inform classroom instruction<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Through the district’s newly created positions of Staff Development Teachers, benchmark assessments and<br />
other data are studied and analyzed in training sessions. While schools are to independently use benchmark<br />
data to inform classroom instruction, this new position is supported by the Office of Curriculum and<br />
Instruction, during bi‐weekly trainings focused on job‐embedded professional development. One of the many<br />
PD sessions includes using data to inform classroom instruction. Staff Development Teachers use their school’s<br />
data during these PD sessions and are equipped to deliver support to their schools.<br />
Benchmark tests from the district through Edusoft are used in grades 2‐6 in Reading and Math. Teachers use<br />
authentic assessments such as project based learning, scientific journaling, and student presentations in the<br />
areas of Science and Social Studies.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 18 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Timely, effective student interventions in classrooms<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Each site’s OSDE approved WISE plan is presented in the site additional documentation folder as evidence<br />
supporting this criterion.<br />
Further, the offices of <strong>Elementary</strong> and Secondary <strong>Schools</strong> use a Mid‐Year Review and End‐of‐Year Review<br />
process with four major purposes in mind. One of these purposes is to provide documented evidence of<br />
understanding within building leadership (and district supervisors) of school‐level student, staff, and<br />
stakeholder data at the half‐way point in the school year. A second purpose is to ensure that these<br />
understanding results in action steps and specific interventions designed to foster continuous school<br />
improvement. This is demonstrated in the staff’s Professional Learning Community (PLC) work and by studentspecific<br />
Response to Interventions (RTI).<br />
Teachers and staff utilize DIBELS as classroom intervention for primary grades, and Fountas and Pinnell for<br />
intermediate grade levels. The Reading Interventionist and Staff Development Teacher meets with teachers to<br />
analyze data and decide a course of action for individual students. These data teams/PLC’s meet on Mondays;<br />
the following week teachers adjust their lesson plans accordingly. Within the lesson plan template, there is a<br />
section to identify interventions; teachers turn in lesson plans on Fridays.<br />
The Child Study Team provides interventions and support to teachers. CST meets weekly. A school<br />
psychologist is involved in the meetings providing intervention strategy feedback and ideas. Read 180 and<br />
System 44 are used as intervention strategies for ELL, Special Education and regular education students<br />
performing below grade level. EnVision Math intervention strategies are used in small groups for grades K‐5 th<br />
for low performing students.<br />
Further, the offices of <strong>Elementary</strong> and Secondary <strong>Schools</strong> use a Mid‐Year Review and End‐of‐Year Review<br />
process with four major purposes in mind. One of these purposes is to provide documented evidence of<br />
understanding within building leadership (and district supervisors) of school‐level student, staff, and<br />
stakeholder data at the half‐way point in the school year. A second purpose is to ensure that these<br />
understanding results in action steps and specific interventions designed to foster continuous school<br />
improvement. This is demonstrated in the staff’s Professional Learning Community (PLC) work and by studentspecific<br />
Response to Interventions (RTI).<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 19 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Data system that collects, stores, and disseminates timely school‐ and student‐level academic data<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
The District has developed a dashboard system of collecting and disseminating to principals and other staff<br />
information regarding student demographic, student enrollment, student discipline, academic performance,<br />
OCCT and EOI performance. The dashboard data can be disaggregated by three distinct levels; District, School<br />
Level and Student. Four specific screen shots of this data are in the site folder; please see File 2‐Data System<br />
Screen Shots.<br />
The following systems store and are readily available to pull student achievement data: SRI by Scholastic,<br />
Edusoft for benchmarks, M‐Class for DIBELS, and the Powerschool Dashboard.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Timely and equitable distribution of textbooks and instructional materials aligned to state standards<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
At <strong>MacArthur</strong> <strong>Elementary</strong> expenditures from all monies are analyzed through the lens of improving student<br />
achievement.<br />
• The Standard District Curriculum is the cornerstone of curriculum at <strong>MacArthur</strong>.<br />
• In discussion in grade level teams, and within this framework, teachers identify needs in the existing<br />
curriculum and set about researching appropriate means to meet the needs.<br />
• When the grade level has decided upon the preferred course of action the recommendation is taken to the<br />
Instructional Leadership Team which consists of; Principal, Team Leaders, Teacher In Charge and Staff<br />
Development Teacher, to analyze the request as it relates to vertical articulation<br />
• The recommendation is either approved or denied at this step<br />
• The final decision is based upon identified need, taking into account student achievement deficits, research<br />
base of the chosen curriculum, vertical alignment to other grade level curriculum and cost/funds available<br />
Page 20 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Timely district interventions when a school is not making progress<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see attached 11‐ Menu of Strategies for Turnaround School Implementation files in the site additional<br />
documentation folder. In addition, please see File 12 ‐<strong>Elementary</strong> School Timely District Interventions in the<br />
site additional documentation folder.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School board’s unified vision for school improvement<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 10‐ Strategic Goals which is located in the site additional documentation folder. In particular,<br />
please review the Board’s Strategic Plan, its Vision, and its Core Goals. As those documents reveal, the<br />
District’s vision for school improvement is embodied within its overall vision of Excellence and High<br />
Expectations with a Commitment to All. Supporting that vision are the descriptions of the five core goals:<br />
• Student Achievement–Each student will meet or exceed state and national standards by demonstrating<br />
mastery of a rigorous curriculum that provides a foundation for success in career readiness or college<br />
preparedness and beyond.<br />
• Teacher and Leader Effectiveness–Assure that <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has an effective teacher in every<br />
Page 21 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
classroom, an effective principal in every building and an effective employee in every position.<br />
• Performance‐Based Culture–Create an environment for sustainable performance improvement and<br />
accomplishment of the District’s Vision, Mission, Core Goals and Core Beliefs.<br />
• Financial Sustainability–Seek, organize and optimize resources for improved academic results.<br />
• Safe and Secure <strong>Schools</strong>–Ensure the safety and security of all students and staff throughout the District.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Organizational Supports<br />
Human resource policies that effectively recruit, hire, induct, and retain effective school personnel and release<br />
ineffective personnel in a timely manner<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 7‐Human Resource Policies in the site additional documentation folder. <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has<br />
many noteworthy policies and strategies regarding the effective recruitment, hiring, induction and retention of<br />
effective school personnel and the release of ineffective personnel in a timely manner. As noted within these<br />
documents, many of these initiatives began in the 2010 to 2011 timeframe and are already bearing fruit. The<br />
District’s Office of Teacher and Leader Effectiveness, whose work is supported by the Bill and Melinda Gates<br />
Foundation, leads much of this work.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 22 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Timeline to place certified personnel at the site when filling vacancies<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has well established processes and personnel to process and place certified personnel at<br />
the site when filling vacancies. Using “finishers”—Human Capital personnel dedicated to processing the<br />
paperwork and background checks of personnel at District schools—the District places new certified personnel<br />
within a week of their accepting a job offer.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Equitable distribution of highly qualified and effective teachers<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 4‐Equitable Distribution in the site additional documentation folder. With regard to highly<br />
qualified teachers, this document reveals that 100% of the Priority <strong>Schools</strong>’ core teachers are highly qualified.<br />
With respect to effective teachers, the District provides rich detail in this document that describes the<br />
distribution of teachers in terms of their value‐added scores, including comparison data to non‐Priority<br />
<strong>Schools</strong>. Please note that, in general terms, a value‐added score estimates how much a teacher impacted his<br />
or her students’ learning (student growth) over the course of the school year, controlling for the student’s<br />
starting point and other factors that influence student achievement that are outside the control of the teacher.<br />
The District’s value‐added scores are distributed on a 1 to 5 point scale, with three being the District’s average<br />
for that grade/course. Teachers whose students grow more than predicted (more than the District average for<br />
similarly situated students) are high value‐added teachers and teachers whose students grow less than<br />
predicted are low value‐added.<br />
The data within File 4‐Equitable Distribution reveals that some Priority <strong>Schools</strong> have a disproportionately high<br />
number of low value‐added teachers and that some Priority <strong>Schools</strong> have, on average, higher value‐added<br />
teachers. As explained within other sections of the capacity documentation, the District is leveraging this new<br />
information and will be using it for recruitment, retention, and placement initiatives.<br />
Page 23 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Strategies for recruitment of teachers and administrators<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Information responsive to this request is found in the response to the request for information regarding<br />
“Effective recruitment, hiring, induction and retention of effective school personnel and the release of<br />
ineffective personnel in a timely manner.” Please see File 7‐Human Resource Policies file in the site additional<br />
documentation folder.<br />
This document describes the District’s use of several significant recruitment strategies for teachers and<br />
leaders, including, but not limited to:<br />
• Teach For America<br />
• Urban Educator Pipeline Programs with Higher Ed Partners<br />
• Gallup Insight Tools<br />
• TPS Leadership Development Program<br />
• Assistant Principal Internship Program Pilot<br />
• Emerging Leadership Academy<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 24 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Information technology supports aligned with district/school academic goals<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 8‐ Information Technology Supports in the site additional documentation folder.<br />
As this document reveals, the District has an impressive Student Progress Portal for its teachers, leaders and<br />
the public at large to communicate its Strategic Plan and its Value‐Added initiative. This portal has reports,<br />
webinars, videos and FAQs as well as opportunities for input.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Transportation aligned with district/school academic goals (District transportation ensures students are in<br />
school prior to start of school day. Bus schedules ensure students attend school in a timely manner.)<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Mission of Transportation Department: To ensure a quality school bus ride to and from school so as to<br />
support a positive learning experience for every student, every day, without exception.<br />
Department Goal: To provide prompt and efficient transportation services to support a positive learning<br />
environment.<br />
Description of Work: Quality School Bus Ride:<br />
• On schedule pick‐up and delivery for all students every time.<br />
• A safe and secure school bus stop and ride.<br />
• An orderly school bus at all times.<br />
• Consistency of action for all student management on the school bus.<br />
Fact Facts: TPS Transportation is the second largest pupil transportation operation in the state of Oklahoma.<br />
TPS transports over 15,000 students daily on the largest fleet of CNG vehicles in the state. More than 300 staff<br />
members effectively support the following five major department business functions:<br />
1. Transportation Services<br />
2. Student routing and scheduling<br />
3. Safety and training<br />
4. Fleet Maintenance<br />
Page 25 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
5. Fiscal accountability<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Local, state, and federal funds aligned to subgroup academic goals<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
At <strong>MacArthur</strong> <strong>Elementary</strong> expenditures from all monies are analyzed through the lens of improving student<br />
achievement. Following is a list of 2011‐12 anticipated expenditures:<br />
• Read 180 and System 44 Intervention materials for Special Education and English Language Learners,<br />
the 2 subgroups with the greatest achievement gaps<br />
• Read 180 and System 44 Intervention materials for regular education students reading well below<br />
grade level<br />
• Educational Consulting Services, educational consultant working with teachers in PLCs to analyze data,<br />
create student hotlists, identify interventions, unwrap standards, identify academic vocabulary,<br />
strategies for teaching ELL students, and instructional strategies as well as a myriad of other things<br />
• Stipends for teachers to participate in professional development beyond the contract day<br />
• Process Manager stipend for managing the WISE Plan<br />
• Principal and Staff Development Teacher to attend the Association of Supervision and Curriculum<br />
Development annual conference gathering new instructional strategies to bring back and share with<br />
the faculty<br />
• Upgrading of the current Waterford System to a web‐based program since the current access is<br />
outdated, in that it is only accessible on two designated computers per classroom and three classrooms<br />
in Kindergarten and First Grades do not have designated computers due to being new classes this year<br />
• Computers to be used with Waterford System upgrade in the aforementioned classrooms currently not<br />
being served<br />
• The <strong>MacArthur</strong> Library’s primary purpose is to purchase books, conduct classes, and develop projects<br />
and programs that support the core curriculum. Approximately 80% of our book budget is spent on<br />
books that support CCSS, PASS, the Sequoyah Book Program, and district adopted textbooks. The<br />
remaining money is used to purchase quality literature, fill student and teacher requests, update<br />
reference material, meet the demands of English Language Learners, and to focus on the needs of early<br />
childhood and beginning readers who participate in a book bag program to encourage daily reading at<br />
Page 26 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
home.<br />
• Addition of CARE Phonics, a structured phonics program for K, 1stand 2nd grades<br />
• Saxon Phonics, due to the number of 3rd graders lacking foundational phonics skills to be successful<br />
readers it is used strategically with them.<br />
• As a school we utilize Title I funds to provide a full‐time reading interventionist to work with at risk<br />
students and serve as a resource for classroom teachers. Teachers identify at risk students through<br />
observations, standardized tests, and both formal and informal evaluations. Once identified, teachers<br />
differentiate instruction for students based on their individual needs.<br />
• Our Reading Interventionist identifies and screens for students in 5th and 6th grades that are having<br />
difficulty mastering the academic content. Once identified, the Reading Specialist provides additional<br />
instruction through Read 180 for those students.<br />
• Our Special Education Teacher utilizes System 44 to help students improve on basic reading skills<br />
• Our ELL Teacher uses System 44 to assist students acquiring the language and learning to read to be<br />
successful readers<br />
• Advancement via Individual Determination training for 5th and 6th grade teachers. This college<br />
preparation program teaches students the fundamentals of time management, 2 column, 3 column and<br />
Cornell note‐taking, as well as organizational skills. All 5th and 6th grade students are taught these<br />
much needed skills. The plan is to expand AVID to 4th grade also.<br />
• Great Expectations Summer Institute training and teacher stipends for 15 teachers in the summer of<br />
2012, this research‐based philosophy challenges teachers to set high expectations for their students<br />
and then support them in reaching the expectations. Rigor is at the core of GE Philosophy.<br />
• Materials to support classroom instruction ( alphabet lines, number lines, and work station materials)<br />
Use and Alignment of Philanthropic Funds<br />
The District uses national and local foundation support to fund key Teacher and Leader Effectiveness initiatives<br />
focused on reducing the achievement gap and raising students’ college and career readiness. The Bill and<br />
Melinda Gates Foundation and a consortium of <strong>Tulsa</strong> civic donors provide support for the implementation of<br />
district reform strategies that will lead to gains in student achievement across racial/ethnic and socioeconomic<br />
subgroups. These goals—including specific subgroup academic goals—are detailed in File 13—TLE<br />
Funding Objectives and Progress Report and are aligned with the District’s core goals of Student Achievement,<br />
Teacher/Leader Effectiveness and Performance‐Based Culture. In particular, philanthropic support is being<br />
been used to:<br />
• Develop and support the deployment of teacher performance standards<br />
• Implement the District’s research‐based evaluation rubric<br />
• Reorganize the human capital department (complete)<br />
• Develop and support the rollout of a value added data system for schools and teachers<br />
• Design and provide professional development for teachers and leaders on the use of value added data<br />
to improve instruction and to determine which practices and programs are having the greatest impact<br />
on student learning<br />
• Develop leadership pipelines to identify, recruit, and develop future principals who will positively<br />
impact academic performance<br />
Page 27 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Local, state, and federal funds use to purchase research‐based programs, materials, and professional learning<br />
opportunities<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
At <strong>MacArthur</strong> <strong>Elementary</strong> expenditures from all monies are analyzed through the lens of improving student<br />
achievement. As a school we utilize Title I funds to provide a full‐time reading specialist to work with at risk<br />
students and serve as a resource for classroom teachers. Teachers identify at risk students through<br />
observations, standardized tests, and both formal and informal evaluations. Once identified, teachers<br />
differentiate instruction for students based on their individual needs. Funds have been utilized to provide<br />
professional development opportunities that will align with the schools instructional needs. These programs<br />
will be reviewed annually and adjusted based on student achievement data and the amount of funds available.<br />
• All expenditures from Title I MUST match the WISE Plan as meeting identified deficiencies<br />
• All technology purchases must be approved by the district to insure alignment with standards and that<br />
they are research‐based programs<br />
• Textbooks are purchased from the state adopted textbook list<br />
• Professional learning opportunities include but are not limited to Closing the Gap for English Language<br />
Learners, Consultation and Data analysis with ECS, Kim Collier, on data disaggregation, Hotlist<br />
designation, intervention strategies, test prep, Common Core State Standards, PLC development<br />
Instructional Mapping and differentiation of instruction<br />
• Following the model of school improvement as presented by Focus on Results, the faculty and Principal<br />
analyzed achievement data and selected a school‐wide Instructional Focus, Reading Comprehension.<br />
Four Best Practices have been identified which are noted in each classroom during Principal walkthroughs<br />
and in lesson plans as submitted by the teachers. This laser‐like focus has proven to be<br />
effective in aiding the teachers in weeding out distractors from the critical needs of the students<br />
ensuring an adequate amount of rigor and time on task in the core instructional day.<br />
• Books for a book study entitled, What is it About Me You Can’t Teach? Urban Education, purchased<br />
through Title money<br />
Use of Philanthropic Funds<br />
The District uses national and local foundation support to purchase research‐based programs, materials and<br />
Page 28 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
professional development that support its Teacher and Leader Effectiveness initiatives. In particular,<br />
philanthropic support is being been used to:<br />
• Develop and support the deployment of research‐based teacher performance standards<br />
• Implement the District’s research‐based evaluation rubric<br />
• Develop and support the rollout of a value added data system for schools and teachers<br />
• Design and provide professional development for teachers and leaders on the use of value added data<br />
to improve instruction and to determine which practices and programs are having the greatest impact<br />
on student learning<br />
• Develop leadership pipelines to identify, recruit, and develop future principals who will positively<br />
impact academic performance<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Special Education resources aligned with the needs of the students<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Special education teachers and paraprofessionals are allocated to schools based on the services provided on<br />
the IEPs. When an IEP is developed for a student, it is noted on the IEP how the services are delivered.<br />
Information is compiled for all the students in that school and is used to determine the allocation. In addition,<br />
there are Centralized programs are located throughout the district for students with autism, emotional<br />
disturbances, multiple disabilities, and PK students with developmental delays that need a greater level of<br />
service than is typically available at their home school. These programs are heavily staffed in order to provide<br />
the support these students need.<br />
The Special Education department has coordinators that serve elementary and secondary schools as well as<br />
coordinators for specific disabilities. Each coordinator maintains a small budget to have available for<br />
purchasing items requested for programs. If a school makes a request larger than their budget allows, we<br />
determine if the departmental budget can fund the request. The coordinators assist teachers with any<br />
questions they may have from curriculum to services to paperwork.<br />
Technology purchases for all programs have been a focus of the Special Education department. We try to<br />
assure that all teachers have current technology. In schools that house Centralized programs, we do not want<br />
a school to carry the entire responsibility for outfitting those programs when they have been open to taking<br />
students from other schools.<br />
Page 29 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
At <strong>MacArthur</strong>, K‐3 rd grade students in Special Education are taught using SRA Direct Instruction, CARE Phonics<br />
and small group instruction in Special Education classes as well as in the regular classroom.<br />
4 th ‐6 th grade Special Education students are utilizing Read 180 and System 44 intervention programs which<br />
start with a baseline assessment and designates a plan of instruction for each individual student based on their<br />
own deficits.<br />
At <strong>MacArthur</strong> <strong>Elementary</strong> during March Parent Teacher conferences Special Education as well as regular<br />
education students will be given the opportunity to enroll in summer school.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
English Language Learner resources aligned with the needs of the students<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>' English Language Development programs offered to LEP students are designed to<br />
accelerate students’ English proficiency and to meet challenging state academic standards. The programs are<br />
offered to assist students in Pre‐K‐12th grades with achieving proficiency in each of the four domains of<br />
language development by using proven strategies that are aligned with state standards and assessments which<br />
are scientifically research based.<br />
The elementary level language program offered to District LEP students in Pre‐K ‐ 5th grades is met by a variety<br />
of instructional delivery programs at each of the school sites and it is dependent on the site's individual<br />
population characteristics such as level of students proficiency in English, newcomer status, previous<br />
instruction in English, etc. Models of instruction offered include: self‐contained classrooms, inclusion,<br />
structured immersion, resource or pullout. Students are provided English language instruction by certified<br />
teachers allocated for ELL as per the TPS Staffing Formula. Some of the elementary ELL instructors also assist<br />
LEP students in their classroom working with the regular classroom teachers through SIOP.<br />
The secondary language program offered to District LEP students in grades 6 ‐ 12 follows a collaborative team<br />
model. Each secondary school site selects the model(s) which best serve their population. The SIOP model is<br />
utilized for planning and delivery of instruction when the students are mainstreamed into the core curriculum.<br />
Page 30 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Principals are strongly encouraged to have all of their core subject teachers SIOP trained. A cadre of district<br />
resource instructional specialists and curriculum specialists have received the SIOP Coaching Implementation<br />
training and will assist, model, coach, and support the core teachers with the SIOP's eight components and<br />
thirty features. At some of the sites the ELL certified teachers travel with students to regular education core<br />
classrooms.<br />
At <strong>MacArthur</strong>, K‐3 rd grade ELL students are taught using an inclusion model with support from the ELL teacher.<br />
The CARE Phonics curriculum which is an intensive phonics program aligned with the Scott Foresman Reading<br />
Series is taught in both whole group and small group instruction in the regular classroom.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Plan for maintaining a safe and orderly environment<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Campus Police<br />
Mission: The Mission of the <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Campus Police Department is to provide a safe environment,<br />
free from fear and with emphasis on an improved quality of life within the School District for all students,<br />
faculty, staff and authorized visitors. We do so with pride, integrity and a commitment to quality services<br />
within the policing profession.<br />
Fast Facts: The <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Campus Police Department is comprised of 21 sworn police officers, 20<br />
security officers and 14 non‐sworn employees. We are a certified law enforcement agency with full police<br />
powers under statute of the State of Oklahoma.<br />
Description: Officers of the <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Campus Police Department are stationed at each High School<br />
site and are responsible for supervising the security staff and working in concert and cooperation with the<br />
building principal and school staff to provide a safe school environment. Campus Police administration<br />
maintain private security contracts that support our employees at both elementary and secondary schools<br />
across the district on a regular basis. We are also responsible for security services at over 600 special events<br />
(elementary and secondary), including all athletic events throughout the school year. In additional to policing<br />
services, the campus police are responsible for overseeing the emergency radio communication system for<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>, monitoring and maintaining over 44,000 alarms on a 24/7 basis, nearly 2,400 surveillance<br />
cameras, and issues related to Emergency Management and Safety.<br />
Page 31 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Strong Leadership<br />
Details of how performance of a current principal or a new principal (with a proven track record for turning<br />
around schools) will be reviewed for hiring, retention, or dismissal<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Leadership Review Process<br />
Mid‐Year Review Process<br />
<strong>Elementary</strong><br />
The purpose of the Mid‐Year Review process is to provide an opportunity for supervisors and employees to<br />
engage in a discussion regarding progress on site‐based annual goals. It is also an opportunity for supervisors<br />
to acknowledge and encourage good performance and address any possible issues that may have developed.<br />
Process:<br />
A. For Quarterly Review # 2, we request that principals develop a power point presentation to<br />
demonstrate progress in the following areas.<br />
Dashboard Data<br />
1. Attendance update<br />
‐ What are you doing to increase student attendance?<br />
2. Suspensions update<br />
3. School Wide Discipline Plan<br />
‐ If you have one in place, talk about how it is working.<br />
‐ If you do not have a plan in place ‐ What progress have you made toward developing a<br />
school wide discipline plan?<br />
Student Achievement Data<br />
4. District Benchmark data update – Have you seen improvement in student performance?<br />
5. What progress have you made toward utilizing In‐house formative assessments?<br />
Page 32 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
6. Update on DIBELS Results & SRI student results<br />
7. How will you utilize your RSA funds? What materials will you purchase? Tutoring?<br />
8. How are students & teachers tracking data?<br />
9. How are you meeting the needs of students working below grade level in reading and math?<br />
PLC`s – Professional Development<br />
10. How are you utilizing PLC`s to improve student achievement?<br />
11. What changes have you and your staff made as a result of PLC`s as it relates to:<br />
‐ Ensuring that students learn<br />
‐ Building a culture of collaboration<br />
‐ Focus on results<br />
B. Prepare a self‐evaluation utilizing the Principal Evaluation form. We are requesting supporting<br />
documentation for ratings of 4’s and 5’s.<br />
C. Below is the timeline for the above submissions:<br />
• March 15, 2012 ‐ PowerPoint and Self‐Evaluation documents are due to your first point of contact<br />
(Lovett, Swanson or House).<br />
• March 26 – April 6, 2012 – Performance Reviews scheduled for principals (3 years or less).<br />
• April 26‐May 17, 2012 – Performance Reviews scheduled for principals (4 years or more).<br />
For additional information, please see File 9‐Principal Performance in the site additional documentation folder.<br />
In this document, the District describes how it uses the <strong>Tulsa</strong> TLE Observation and Evaluation System to<br />
evaluate and support principals as well as guide performance‐based exits, as necessary. The TLE system, which<br />
incorporates the McREL Principal Evaluation Rubric, is an evidence‐based process of evaluation anchored in<br />
specific Domains, Dimensions and Indicators reflecting national best practices and current research regarding<br />
effective school leadership.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 33 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Details of how principals will be given operational flexibility in the areas of scheduling, staffing, curriculum, and<br />
budget<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Regarding Scheduling: All principals have flexibility in scheduling insofar as arranging student academic<br />
delivery within a general daily, weekly, monthly and yearly time‐frame that supports economic and<br />
stakeholder feasibility. Priority <strong>Schools</strong> make scheduling decisions based on student need data. Double<br />
blocking of specific subjects or content areas in high needs areas is common, but is ultimately the decision of<br />
the school principal along with the staff members at the school. Increasing instructional time is common (i.e.;<br />
Continuous Learning Calendar schools, extended day schools and – new for 2012 – expected increased time<br />
during summer for students who fall below performance expectations). Research based practices, as well as<br />
evidence‐driven local examples, are presented regularly to principals during planned district, state and national<br />
leadership development sessions. Principals regularly learn from one another and from their national peers –<br />
and embed successful practices in their own schools. Doug Reeves, Bob Marzano, Rick and Susan DeFour, Tony<br />
Wagner, Geoffery Canada and countless other nationally recognized leaders have personally lent their<br />
expertise to TPS principals – to learn and use practices that will increase learning at their schools.<br />
Regarding Staffing: Staffing decisions for placement and selection of teachers – especially in areas of most<br />
need (i.e.; placing the most effective teachers in subjects or grade levels where students most need teachers’<br />
individual expertise) – are building based decisions and the practice is supported by district leadership. District<br />
support includes prevention of poorly performing staff members from being “placed” at priority schools.<br />
Principals interview, from an approved pool of teachers who have met a specific criteria as analyzed by our<br />
district partners using the Gallup Insight (strength finder) specifically calibrated to determine promise for<br />
urban educator excellence.<br />
Regarding Curriculum: Student achievement data drive decisions at each school. <strong>Schools</strong> leadership focus on<br />
unpacking the content standards to meet student needs based on what the students’ achievement data tell<br />
them. The curriculum is standard – and will focus solely on Common Core expectations. Teacher and leaders,<br />
working in Professional Learning Communities, make decisions for individual students and schools. These<br />
decisions include specific instructional practices using the Common Core’s expectations ‐ all designed to<br />
improve student academic performance. The district supports schools with analysis of successful curricular<br />
interventions (i.e.; Doug Reeves’ curriculum audit) so that a choice menu is readily available for selection by<br />
principals and their teacher teams. Narrowing the plethora of interventions to only those with strong<br />
implementation records (especially locally) helps schools and principals to select promising practices – rather<br />
than stabbing blindly at the “intervention of the week.” The district further supports principals through staff<br />
and leadership development of skills in using rubrics to increase the level of implementation of successful<br />
practices. Strategically increasing building‐level conversations around implementation – rather than “trying<br />
new interventions” is critical to improving student achievement. Principals and teacher leaders are<br />
accountable for the decisions they make and for the outcomes of those decisions. This is reflected in their<br />
Mid‐Year and End‐of‐Year Reviews – and in their annual performance review.<br />
Regarding Budget: At each district building, principals decide individual budget and expenditures each year ‐<br />
based on student and staff needs. The decisions are based on data and research. TLE data drive staff<br />
development budget decisions. Student achievement data drive building decisions for yearly budgets in<br />
curriculum or instructional delivery. For example: Data that reflects increased need for reading intervention<br />
Page 34 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
drives a principal’s decision to increase funding for Read 180 licenses or increased staffing in this area. Or:<br />
Data that indicates need for engaging instructional practices drives a principal’s decision to increase the budget<br />
for SmartBoards. The use of professional learning communities increases stakeholder input and therefore<br />
increase the likelihood of successful implementation of a particular budget strategy. Again, principals are held<br />
accountable for the decisions they make regarding use of budget authority. Student achievement and teacher<br />
value‐addedness are reflections of these budget decisions. Both are analyzed in annual principal and teacher<br />
leader performance reviews.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Effective Teachers<br />
Details of how the performance of current teachers or new teachers (with proven track record for success in<br />
challenging schools) will be reviewed for hiring, retention, or dismissal<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Please see File 3‐Effective Teacher in site additional documentation folder. In this document, the District<br />
explains how it uses the <strong>Tulsa</strong> TLE Observation and Evaluation System to evaluate and support teachers as well<br />
as guide performance‐based hires, placements and exits. The TLE system, in use District‐wide since 2010‐2011,<br />
has been validated by third‐party researchers, meaning that its evaluation criteria and rankings are positively<br />
correlated with student achievement gains. The document also describes how the District is developing plans<br />
to use quantitative measures of teacher effectiveness (value‐added estimates) as a tool for recruiting and<br />
placing teachers according to their strengths.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 35 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Policy for preventing ineffective teachers to transfer to the school<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
Ineffective teachers are prevented from transferring to a school insofar that voluntary transfer policies require<br />
that the teacher’s evaluation record be considered as a basis for determining whether or not to accept the<br />
transfer request.<br />
In the recent past, some schools have also been able to stock their teachers with highly effective teachers<br />
through the administrative transfer process and thereby preclude any openings that might be open to less<br />
effective teachers. This process has allowed those schools to fundamentally restructure their teacher<br />
workforce by “seeding” the teacher workforce with exemplary teachers. It is typically instigated at the<br />
Associate Superintendent’s level and, in some cases, coordinated with the direct input of the school principal.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Extended Learning Time<br />
Plan for extended learning time (beyond the regular school day) for student learning and teacher collaboration<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
At <strong>MacArthur</strong>, upon analysis of historical OCCT results as well as other achievement data, it has been<br />
demonstrated that a core instructional issue exists at <strong>MacArthur</strong>. Due to this discrepancy between where our<br />
students are and where they should be it was decided that <strong>MacArthur</strong> teachers would focus all of their<br />
energies in bell‐to‐bell rigorous instruction this year rather than providing our own afterschool tutoring.<br />
However, through district‐level Title I dollars, 156 eligible students receive tutoring after school at <strong>MacArthur</strong><br />
in both reading and math as a part of the Supplemental Educational Services program.<br />
We encourage extra‐curricular activities such as scouts, Kids for Christ, Student Council, Safety Patrol,<br />
Newspaper Club, and both competitive and noncompetitive sports.<br />
Our Reading Specialist identifies and screens for students that are having difficulty mastering the<br />
academic content. Once identified, the Reading Specialist provides additional instruction for those students.<br />
Our Gifted and Talented Team screens for, and identifies, students that are meeting and/or exceeding their<br />
grade level objectives. The Staff Development Teacher offers additional ways to differentiate instruction for<br />
identified GT students.<br />
Value Added scores indicate an annual growth rate for students equal to that of the district with the<br />
Page 36 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
exception of 5th grade Social Studies.<br />
Teachers are offered a stipend to attend professional development opportunities, during off contract<br />
hours, in critical need areas such as accommodating ELL students, advanced training in core content areas, etc.<br />
On‐site therapists host activities after school for the students enrolled in their program.<br />
District Plan:<br />
Extended School Year with TFA<br />
In order to extend learning time beyond the regular day and provide meaningful training opportunities for<br />
many of TPS’ newest teachers, this summer <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> will host its most widespread summer school<br />
program in recent history in collaboration with the Community Action Project (CAP), Teach For America (TFA),<br />
and the University of <strong>Tulsa</strong>. The district will have 6 elementary and 3 secondary sites. The sites are strategically<br />
located throughout the district’s boundaries in an attempt to offer the wealth of summer school programming<br />
to every student who wishes to attend.<br />
This extended‐year program, which lasts four weeks, will serve students needing extra instruction,<br />
remediation, or more time to prepare for the next grade. Students will be in class for a little over four hours<br />
each day.<br />
Working with both CAP and TFA, TPS’ curriculum and instruction team is developing a framework and vision for<br />
courses and grade‐levels to facilitate strong student achievement. The District will offer elementary students<br />
remediation in Math and Reading. Middle‐school students will receive a highly differentiated and in‐depth<br />
curriculum based upon the diagnostic data collected on each student. At the high‐school level, the District will<br />
offer credit‐recovery courses in the following areas: Algebra I, Algebra II, English I, English II, Geometry, and<br />
Biology.<br />
Faculty Advisors will work alongside both TFA staff and corps members to provide written and verbal feedback<br />
as well as model lessons in an effort to improve instruction, collaboration and teacher effectiveness. Site<br />
Administrators will use summer school as an opportunity to reflect on their own practices and develop plans to<br />
improve their own building the following school year. There will be approximately 3‐6 educators in each<br />
classroom teaching children. This will allow for increased differentiation in an effort to reach all students and<br />
prepare them for the next grade level. Selection of applicants will include the use of value‐added data as well<br />
as administrative recommendations so that strong instructional leaders will help students this summer.<br />
After‐School Tutoring<br />
Approximately 58% of <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>’ Title I schools (42 out of 73) provide after school tutoring or<br />
intercession with their Title dollars. Tutoring is provided by highly qualified teachers in all applicable content<br />
areas. Ten out of the 18 Priority <strong>Schools</strong> provide after school tutoring or intercession.<br />
In addition, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has contracted with 25 Supplemental Educational Services (SES) providers who<br />
provide additional remediation for all eligible students. To date, 2,351 students have selected an SES provider.<br />
This equates to an additional 49,324 hours of tutoring for our students.<br />
Page 37 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Citizen <strong>Schools</strong><br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is currently exploring the option of partnering with Citizen <strong>Schools</strong> and providing extended<br />
learning time for our middle school students. The Citizen <strong>Schools</strong> program runs for three hours in the<br />
afternoon, Monday‐Thursday, as an after‐school activity. There are four major components to the Citizen<br />
<strong>Schools</strong> program*:<br />
• Apprenticeships<br />
o Students discover new fields alongside adult volunteers—Citizen Teachers—who bring their<br />
expertise to life.<br />
o The hands‐on curricula, either pre‐written or created, link academic skills (aligned with common<br />
core standards) to college and career success<br />
o Projects build “21st Century Skills”: communication, collaboration, data analysis, advanced<br />
literacy, global awareness, effective reasoning, problem solving, innovation and technology<br />
o Students create and present an end product to share what they’ve learned with families,<br />
teachers, public officials, community members, and business leaders.<br />
• Academic Support<br />
o Focused learning time that emphasizes quality homework<br />
o Students work toward homework that is neat, complete, and turned in on time<br />
o Students apply the concept of effective effort towards school‐day success, and practice time<br />
management and self‐organization<br />
o Staff communicate with school‐day teachers to identify students’ homework assignments and<br />
projects, upcoming tests and quizzes, opportunities for extra credit, and missing or make‐up<br />
work<br />
o Targeted support and enrichment for Math or English Language Arts, depending on school<br />
strategy<br />
o Hands‐on curricula mapped to state standards and national common core standards<br />
• College to Career Connections<br />
o Unique curriculum introduces the idea of college and career readiness, laying a foundation of<br />
excellent study habits and skills for students at an early age<br />
o Units include school navigation, student success habits, college knowledge and grades coaching<br />
o Builds a community of achievers and trains them for a habit of success<br />
o 6th and 7th graders gain college exposure<br />
o 8th graders participate in 8th Grade Academy, receiving individualized support to prepare for<br />
college pathway high schools<br />
• Culture of Achievement<br />
*information adapted from http://www.citizenschools.org/about/model<br />
Page 38 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Research‐Based Instruction<br />
Strong instructional program that is research‐based, rigorous, and aligned with state standards<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
The Office of Curriculum and Instruction supports a research‐based model of Balanced Literacy for all<br />
<strong>Elementary</strong> <strong>Schools</strong> in the district. <strong>Schools</strong> have received a rubric detailing the six components of Balanced<br />
Literacy and will receive the first in a series of professional development sessions by Spring 2012. Additional<br />
training modules will be available to schools during the 2012‐13 school year, ensuring that all teachers have a<br />
clear understanding of balanced literacy and receive support in their implementation efforts. (Refer to<br />
Balanced Literacy Rubric, attached) Using the commoncore.org website, we use the common core units<br />
developed in English/Language Arts to guide instruction during the 2012‐13 school year in TPS.<br />
The district deploys the REAC³H Network toolkits to schools through the Academic Coordinators.<br />
• Toolkit #1 Making the Case for the Common Core – an Overview<br />
• Toolkit #2 Aligning School Curriculum to the Common Core<br />
• Toolkit #3 Changing Instruction for the Common Core<br />
• Toolkit #4 Developing Effective Teachers and Leaders for the Common Core<br />
• Toolkit #5 Assessing Student Performance for the Common Core<br />
• Toolkit #6 Using Data to Implement the Common Core<br />
• Toolkit #7 Integrating the Common Core across the Curriculum<br />
• Toolkit #8 Collaborating about the Common Core<br />
• Toolkits #9‐12: Focus determined through district input<br />
Numerous programs are being reviewed and some eliminated to ensure the district has a menu of instructional<br />
programs aligned with rigorous state standards. This is a process just beginning as a result of the<br />
Implementation Audit conducted in TPS utilizing the expertise of Dr. Doug Reeves and the Leadership and<br />
Learning Center.<br />
Page 39 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
While curriculum units for mathematics, science, social studies and other contents have not been fully<br />
developed to the CCSS, we have informed our district schools of the rigor these standards require by bringing<br />
to TPS Skip Fennel during the 2010 school year. These mathematicians are highly knowledgeable of the CCSS<br />
mathematics standards. All mathematics teachers and principals were invited to attend sessions.<br />
We are exploring mathematics “look‐fors” to assist teachers and leaders in recognizing and informing rigorous<br />
instructional practices.<br />
Further, a video prepared by our curriculum department with a facilitator’s guide was prepared and delivered<br />
electronically to all principals in the district at their request. This tool better equipped the principals as<br />
instructional leaders as they prepare their staffs for CCSS and rigorous standards.<br />
The district curriculum department prepares writing prompts for schools to utilize as instructional materials.<br />
During the Principals’ Leadership Conference, staff conducted sessions to support principals and leadership<br />
teams as they collaboratively score students’ work and developed a common understanding of the<br />
expectations for quality student writing using a rubric.<br />
Creating content teams in 2012, the curriculum department will work with mathematics, science, social<br />
studies, arts and literacy to further the development of quality, rigorous curricula using the research from Larry<br />
Ainsworth to unwrap standards and write quality common assessments. This further advances the continuous<br />
work of creating a strong instructional program that is research‐based, rigorous and aligned with state<br />
standards.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Use of Data<br />
Time for principals and teachers to analyze data to inform instruction for continuous improvement<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
At <strong>MacArthur</strong>, we are involved in the following activities to provide time for principals and teachers to analyze<br />
data to inform instruction for continuous improvement:<br />
Page 40 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
• Planned for August 2012, prior to report date, Instructional Plan Mapping to insure critical grade level<br />
standards are taught with adequate time allotted for students to reach mastery<br />
• See faculty meeting agendas, grade level PLC agendas, Team PLC Agendas. (See attachment)<br />
• Teachers meet in PLCs either by teams or whole faculty on a weekly basis (See attachment)<br />
• The <strong>MacArthur</strong> Master Schedule reflects common plan times by grade levels which enables teachers to<br />
meet in grade level PLCs to analyze data and participate in lesson planning.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
School Environment<br />
Strong support for school safety and discipline, addressing other non‐academic factors that impact student<br />
achievement, such as students’ social, emotional, and health needs<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> provides several areas of support to provide school safety and discipline:<br />
• A school‐wide behavioral plan (see attachment) with a signed agreement between parent, child, and school<br />
provides rewards and consequences for student behavior.<br />
• Star Bucks are awarded for exceptional behavior and can be spent at the <strong>MacArthur</strong> store.<br />
• Safe and Healthy <strong>Schools</strong> Plan (see attachment)<br />
• Counseling Plan (see attachment)<br />
• Three therapists and one Behavior Interventionist from YouthCare of Oklahoma are onsite almost daily.<br />
They work with small groups and individual students as well as their families during non‐core instructional<br />
times. Therapists outline behavior programs with goal setting for students and provide support as well as<br />
rewards for students reaching their goals. Two of the therapists are bi‐lingual and work with our ELL<br />
students and families.<br />
• School‐wide procedures are established and evident<br />
• Learning for Life a program by Girl Scouts of America which teaches community guidelines and lifeskills and<br />
correlates with the Great Expectations philosophy, is taught to all First and Second Grade students.<br />
• Materials from a PEP Grant awarded in 2011 are used by the PE teacher to engage and inspire students to<br />
be physically fit<br />
Page 41 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
• In an effort to encourage fitness for all, ALL students walk 2 laps on the track daily prior to being allowed to<br />
play at recess.<br />
• School Counselor conducts guidance classes on bullying, stranger danger, Second Step Curriculum, student<br />
success strategies and conflict resolution are just some of the sessions conducted. Each class receives<br />
guidance weekly.<br />
• Child Study Team, see attached protocol for assisting students who are struggling<br />
• Within the first 2 weeks of school each child’s parent is contacted by their child’s homeroom teacher and it<br />
is logged on the positive contact log. This initial contact is to share a positive reflection of their child this<br />
helps to build a bridge between home and school<br />
• Intruder on Campus Drills are practiced to enhance student safety in case of an unfortunate happening<br />
• Atmospheric Release Drills are conducted since we are in a densely populated area with much interstate<br />
traffic. These drills provide safety in the case of a toxic spill or such.<br />
• Outside doors are locked during the school day with a buzzer system at the front door where visitors have<br />
to be buzzed in to the building. The other doors are manned with a security card swipe system restricting<br />
entrance to the building except through the front door where adults are manning the buzzer.<br />
• Students dress in school uniforms. Two uniform tops are distributed to each student annually to reduce<br />
the incidence of humiliation or teasing over clothing.<br />
• ALL students have access to free breakfast in the classroom daily. This builds community and provides a<br />
healthy start to each school day.<br />
• Once a week students participate in the Healthy Snack Program, exposing them to a variety of healthy<br />
foods to encourage improved eating habits and a healthier lifestyle.<br />
• ALL <strong>MacArthur</strong> students are allowed to eat lunch free of charge under the Universal Free Lunch Program<br />
Attachment 1:<br />
STUDENT DISCIPLINE POLICY:<br />
Green Behavior Folder<br />
<strong>MacArthur</strong> <strong>Elementary</strong> will use a Behavior Folder to maintain school‐wide equality within the Discipline Plan.<br />
Each teacher will receive and maintain a Behavior Folder for each student in their homeroom class. The folders<br />
will be uniform throughout the school so that the folders can be easily identified by all members of<br />
<strong>MacArthur</strong>’s faculty and staff. The folders will be as such:<br />
All folders will be three pronged pocket folders, green in color. Each teacher’s class set of folders and needed<br />
forms will be delivered to the teacher prior to the first day of school.<br />
Students will be informed on the first day of school of the discipline procedures.<br />
WARNING – Teachers will issue a verbal warning when the first Behavior Point is deducted. Homework and<br />
tardy points will not be counted as Behavior Points.<br />
SECOND BEHAVIOR POINT‐ will be logged on Step One in the Folder. The infraction will be briefly described by<br />
the teacher along with the results of the consultation. Both teacher and student sign the form.<br />
THIRD BEHAVIOR POINT‐ will be logged on Step Two in the folder. After a brief description of the infraction the<br />
teacher will fill in the Timeout Information and amount of time to be served (not to exceed 15 minutes).<br />
Student will then be sent to the timeout for a few moments of reflection and regrouping. Before the student<br />
returns to regular class activities both the teacher and student will sign, teacher adds the return time.<br />
FOURTH BEHAVIOR POINT will be logged on Step Three and student will be sent with the folder to the<br />
Counselor’s Office. After counseling the student and taking any necessary actions the Counselor and student<br />
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<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
will both sign.<br />
FIFTH BEHAVIOR POINT will be logged by teacher on Step Four. The supervising teacher will then contact the<br />
student’s guardian by phone and describe the student’s behavior. This will provide the guardian/parent the<br />
opportunity to intervene to prevent learning time from being lost. The results of the parent/student<br />
consultation will be briefly noted. The teacher will note the name of parent/guardian spoken to and student<br />
will sign.<br />
SIXTH BEHAVIOR POINT will be logged on Step Five. The student will then be sent to the Principal’s Office with<br />
the Behavior Folder. The Consequences of the student’s behavior will be completed. Both the Principal and<br />
student will sign the form before returning to class. If it is deemed necessary, an alternative placement for the<br />
remainder of the day may be assigned.<br />
Teachers are encouraged to make every effort to build positive relationships with each individual student<br />
which will allow for intervention and redirection before these steps become necessary. The goal of <strong>MacArthur</strong><br />
faculty and staff is for each child to be successful.<br />
The Log of Positive Contact will be completed reflecting contact with each child’s guardian sharing positive<br />
information. This form is due no later than September 9. This will set the tone for the remainder of the year.<br />
It is the responsibility of each faculty/staff member to build a relationship with each student based on<br />
the principles of Teaching with Love and Logic; disciplining with love and compassion, preserving the dignity of<br />
the student, avoiding emotional interchange especially in front of other students and wearing a face which<br />
bears no emotional response to whatever the student may say or do. It is inappropriate for personnel to EVER<br />
demean, scream at or physically confront students and will not be tolerated.<br />
Only behaviors requiring immediate attention will be brought to the office. This means behavior that is<br />
disruptive to the point that learning has ceased. Anything that can be sent to the office on referral and the<br />
child remain in the classroom without stopping learning should be done. The office will NOT be used for time<br />
out!<br />
Attachment 2:<br />
<strong>MacArthur</strong> <strong>Elementary</strong><br />
Student Referral Process/Procedure<br />
Step 1: Speak with the Counselor to determine if the child has or has not been previously referred to Child<br />
Study Team (CST).<br />
Step 2: Speak to your Team Leader to discuss interventions being used to assist the student’s learning.<br />
Team Leader puts child’s name on the CST Log in the Counselor’s Office.<br />
Step 3A: If the student has not been referred previously the teacher will be given a RED folder to complete.<br />
Students new to the CST process will be observed and interventions documented for 3 weeks<br />
prior to proceeding with CST.<br />
The teacher will use this 3 week intervention period to complete the RED folder.<br />
Step 3B: If the student has been previously referred to CST the teacher will<br />
Review past CST recommendations and proceed with the Counselor. Complete additional forms<br />
to update student information and provide current concerns and interventions.<br />
Step 4: Contact and document conversation with the parent expressing concerns.<br />
Step 5: When all documents are complete, including the documentation of interventions, the teacher will<br />
Page 43 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
return the RED folder to the Counselor. The Counselor verifies file is complete and passes it on to the<br />
Principal for final review; or returns file to teacher for completion.<br />
Step 6: Principal will review the completed RED folder and refer to the counselor for a CST date.<br />
Step 7: Counselor sets the first CST date and communicates with the Team Leader to secure another<br />
classroom teacher to attend the CST meeting. At the first meeting, the child will be presented to the CST by<br />
the teacher.<br />
All of our students are all of our students! Children do not cease to be a part of the regular classroom when<br />
they are identified as having special needs. We are all responsible for the success of EVERY student.<br />
The <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Behavior Response Plan (BRP), in coordination with the Discipline Review Committee<br />
(DRC), provides a scaffolding of services in a Response to Intervention (RTI) design that incorporates researchbased<br />
interventions to support student success. The strategies have been designed to align with the<br />
philosophy and practices of the Positive Behavior Support programs used by many of the District sites. The goal<br />
is to help students in their development as mature, able, knowledgeable and responsible individuals.<br />
Recent school site changes implemented through Project Schoolhouse have already show positive effects,<br />
particularly in regards to decreasing 6 th grade suspensions. The District will continue to monitor current data<br />
and address as necessary.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Family and Community Engagement<br />
Strong ongoing family and community engagement<br />
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW<br />
<strong>MacArthur</strong> has several strategies in place to provide for increased family and community engagement:<br />
• <strong>MacArthur</strong> PTA has a full slate of officers who are very much concerned with improving student<br />
achievement and assisting in any way they can<br />
• Within the first 2 weeks of school, each child’s parent is contacted by their child’s homeroom teacher and it<br />
is logged on the positive contact log. This initial contact is to share a positive reflection of their child this<br />
helps to build a bridge between home and school<br />
• Two new community business partners have joined <strong>MacArthur</strong> this year<br />
Page 44 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
• A volunteer fair was held at DIRECTV, another business partner, to recruit volunteers to mentor students<br />
• 683 students, family and community members attended the Fall Festival at <strong>MacArthur</strong> with many of them<br />
being community members<br />
• 90% of students at <strong>MacArthur</strong> have had parents involved in a Parent Teacher Conference in the first<br />
semester of the 2011‐12 school year<br />
• Title I Parent Night was held where NCLB status was reported to parents along with interventions being<br />
used to correct the deficit<br />
• There are two Family Literacy Nights scheduled in the spring semester of 2012<br />
• There are two Family Make‐It Take‐It Math Nights scheduled in the spring semester of 2012<br />
• Students from Hale High School do community service by volunteering at <strong>MacArthur</strong> to read with students<br />
and practice basic math facts<br />
• Every other Friday Therapy Dogs come to <strong>MacArthur</strong>. Students who have been chosen as a result of formal<br />
and informal reading assessments as being in need of additional support and practice for reading are given<br />
the opportunity to read to the therapy dogs<br />
• Parents are made aware of assignments and behavior points through take home folders and agendas which<br />
are signed and returned to school<br />
• The first semester of the 2011‐12 school year yielded a total volunteer hours of 1164. The majority of<br />
these hours are earned by parents/guardians, and community members.<br />
• The <strong>Tulsa</strong> community supports students at <strong>MacArthur</strong> by providing basic school supplies so that every child<br />
has on hand what is needed to perform in school<br />
• Operation School Bell is a community project which provides the highest needs students with clothes for<br />
school.<br />
• Parents are informed of school information by user of the marquee, memos, calling system and<br />
informational calendars<br />
• Newsletters and memos are translated into Spanish as well as sent out in English<br />
• Our bi‐lingual Health Clerk translates for parents during conferences, phone calls and night events<br />
• Translation devices are available and used for Spanish speaking families to be able to participate in<br />
meetings, events<br />
• The home calling system, School Connects, is used in both English and Spanish to notify parents of<br />
important school information and upcoming events<br />
• Parent Meetings, Principal’s Report is an update on the functions of the school including progress in<br />
student achievement, etc.<br />
Please see File 5‐Evidence of Family‐ Community Engagement in the site additional documentation folder.<br />
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS<br />
Page 45 of 46
<strong>MacArthur</strong> <strong>Elementary</strong><br />
District: <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Submit electronically with completed form and supporting documents to school.improvement@sde.ok.gov<br />
upon request.<br />
Signature<br />
District Board President<br />
Date<br />
Signature<br />
District Superintendent<br />
Date<br />
Signature<br />
Site Administrator<br />
Date<br />
Contact Information<br />
Page 46 of 46
Introduction<br />
Welcome to a review and analysis of published <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>, Oklahoma School Testing Program (OSTP)<br />
results for the school years 2008-09, 2009-10, and 2010-11.<br />
In the 2008-09, 2009-10, and 2010-11. columns, the individual results are reported by their current school, not<br />
necessarily the school where they were tested. This allows the site to view the current student performance over<br />
the past three years for:<br />
• Curriculum modifications<br />
• Interventions<br />
• Differentiation of instruction<br />
• Instructional practices<br />
This report presents the median OPI Score achieved as a common reference in many of its analyses. The median<br />
score is the score at which 50% of students are above and 50% of the students are below. The median score is a<br />
better measure of performance as it is not subject to the influence of variability in very high scores or very low<br />
scores dampening its measurement capability. The median OPI score or the median percentile of questions<br />
answered correctly on individual standards and objectives can reveal over time the extent a school or district is<br />
moving students to higher levels of performance. This document is not a report of effort to meet or exceed Annual<br />
Yearly progress (AYP); it is presented as a planning tool to assist schools to engage in a vigorous and complex<br />
discussion relative to increasing student achievement.<br />
Sources of Data<br />
All data presented within this document was taken directly from the published State, District and<br />
Individual School OSTP summaries for the years indicated as published by Oklahoma Department of<br />
Education. The data analysis presented unless otherwise noted are for all students Full Academic<br />
Year (FAY) and Non Full Academic Year (NFAY). This method of comparison was selected as districts<br />
are charged with the academic achievement of all students. The All FAY/NFAY category is used<br />
whenever student data is compared at the school, district and/or the state level, unless otherwise<br />
noted.
Explanation of Tables and Their Use<br />
Six tables have been constructed for each content or subject area assessed. The state of<br />
Oklahoma increased its levels of rigor in the OSTP beginning with the 2009 assessment year. In<br />
many situations students and schools within TPS meet or exceed the increased state expectations<br />
as demonstrated by median OPI scores greater than the median OPI scores achieved by the same<br />
reporting group in Oklahoma.<br />
Each of the tables are presented and discussed and followed by discussion starter questions in a<br />
bulleted format. Readers are encouraged to view the information presented as only a part of the<br />
data set which schools/district must use to review progress. This data presentation is part of the<br />
story it is not the entire story
Table 1 --- School's Median OPI Score - Mathematics<br />
For Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
2008-2009 2009-2010 2010-2011<br />
American Indian or Alaskan Nat 772 **** ****<br />
Asian **** **** ****<br />
Black or African-American 659 712 656<br />
Hispanic or Latino 657 628 670<br />
Pacific Islander X X X<br />
Two or More Races / Multi Racial X X 648<br />
White or Caucasian 721 724 698<br />
2008-2009 2009-2010 2010-2011<br />
Female 627 708 684<br />
Male 707 701 674<br />
2008-2009 2009-2010 2010-2011<br />
Free Lunch Eligible 677 708 677<br />
N/A **** 716 ****<br />
Reduced Lunch Eligbile 680 **** 641<br />
ELL Year Proficient - 1<br />
ELL Year Proficient - 2<br />
Non ELL<br />
2008-2009 2009-2010 2010-2011<br />
**** X ****<br />
X X X<br />
683 708 677<br />
2008-2009 2009-2010 2010-2011<br />
Regular Ed 703.5 708 694.5<br />
Special Ed 627 855 613<br />
X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding
Table 1 --- School's Median OPI Score - Mathematics<br />
For Current School MACARTHUR ELEMENTARY<br />
Grade 04<br />
2008-2009 2009-2010 2010-2011<br />
American Indian or Alaskan Nat X **** ****<br />
Asian X X ****<br />
Black or African-American **** 643 676<br />
Hispanic or Latino **** 720 705<br />
Pacific Islander X X X<br />
Two or More Races / Multi Racial X X ****<br />
White or Caucasian **** 712 728<br />
2008-2009 2009-2010 2010-2011<br />
Female **** 665 705<br />
Male **** 678 720<br />
2008-2009 2009-2010 2010-2011<br />
Free Lunch Eligible **** 669 713<br />
N/A X 678 705<br />
Reduced Lunch Eligbile **** **** ****<br />
ELL Year Proficient - 1<br />
ELL Year Proficient - 2<br />
Non ELL<br />
2008-2009 2009-2010 2010-2011<br />
X X X<br />
**** X X<br />
**** 669 713<br />
2008-2009 2009-2010 2010-2011<br />
Regular Ed **** 712 720<br />
Special Ed **** 615 680<br />
X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding
Table 1 --- School's Median OPI Score - Mathematics<br />
For Current School MACARTHUR ELEMENTARY<br />
Grade 05<br />
2008-2009 2009-2010 2010-2011<br />
American Indian or Alaskan Nat X X ****<br />
Asian X X X<br />
Black or African-American X X 672<br />
Hispanic or Latino X X 703<br />
Pacific Islander X X X<br />
Two or More Races / Multi Racial X X 646<br />
White or Caucasian X X 721<br />
2010-2011<br />
Female 679<br />
Male 717<br />
2010-2011<br />
Free Lunch Eligible 689<br />
N/A 787<br />
Reduced Lunch Eligbile 710<br />
ELL Year Proficient - 1<br />
ELL Year Proficient - 2<br />
Non ELL<br />
2008-2009 2009-2010 2010-2011<br />
X X ****<br />
X X X<br />
X X 703<br />
2008-2009 2009-2010 2010-2011<br />
Regular Ed X X 717<br />
Special Ed X X 664.5<br />
X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding
Table 1: School's Median OPI Score<br />
Table I presents the major NCLB reporting groups across a historical time period. The main OSTP assessments are provided<br />
in the spring of each year; so the assessment of 2007 occurred in the spring of the 2006-2007 year.<br />
Four distinct groupings of data are apparent, these are: Ethnicity, Gender, Economic Status and ELL proficiency classification.<br />
Table 1 presents median OPI scores obtained for each reporting group across the time period so that increases or decreases<br />
can be easily observed. The OPI scores presented are “scaled scores” and are a valid measure of comparison across multiple<br />
years for the same assessment, as levels of difficulty may increase or decrease over years the use of the scaled score is a<br />
sound means to compare performance from year to year.<br />
The optimal expectation is to observe annual increases in the OPI score, which well exceed the minimum number required to<br />
reach the proficiency level established for the subject area tested.<br />
It is highly desirable to see a small point spread in the differences of the OPI scores with these spreads well into the middle or<br />
upper ranges of the proficiency/advanced range for each of the reporting groups.<br />
If the points differential are small and close together then all groups are experiencing the same relative growth in the<br />
curriculum area, if there are large variations in the spread of scores different reporting groups are achieving vastly different<br />
outcomes from the same instructional delivery systems. What are the variables that might be influencing the spread?<br />
Discussion Points<br />
• Has a significant change in staff occurred from one year to the next?<br />
• Have new or different methods been employed from one year versus the last?<br />
• What is the potential influence of the time of day the content is presented within the school day?<br />
• How are staff developments efforts increased and strengthen over time in the content area in an effort to<br />
reach higher levels of rigor?<br />
• What are the rigor expectations established in this subject and how does the school routinely review and<br />
monitor attainment?<br />
• What is the consistency of delivery of instruction from one year to the next? How do we measure<br />
consistency? Is it progress measured by delivering of instruction in alignment with the pacing calendar or skill<br />
attainment of students on formative assessment such as benchmarks?<br />
Page 1 of 2
Table 1: School's Median OPI Score --- Continued<br />
Discussion Points ---- Continued<br />
• What are the support or intervention services provided for students if students within a reporting category are consistently<br />
underperforming?<br />
• How is success celebrated with the school when children/staff reach higher levels of achievement?<br />
• Do students and staff know the targets they are shooting for to demonstrate greater levels of rigor?<br />
• Have we changed how and what we teach to meet the changing needs of students selecting our school?<br />
How do we know?<br />
• What is working and how do we sustain the growth?<br />
• How often are we reviewing and discussing student performance data?<br />
Page 2 of 2
Table 1 --- School's Median OPI Score - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
2008-2009 2009-2010 2010-2011<br />
Advanced 6% 15% 4%<br />
Satisfactory 41% 46% 30%<br />
Limited Knowledge 27% 11% 33%<br />
Unsatisfactory 27% 28% 33%<br />
Grade 04<br />
2008-2009 2009-2010 2010-2011<br />
Advanced NEI 4% 22%<br />
Satisfactory 40% 40% 38%<br />
Limited Knowledge NEI 26% 18%<br />
Unsatisfactory 60% 30% 22%<br />
Grade 05<br />
2008-2009 2009-2010 2010-2011<br />
Advanced NEI NEI 7%<br />
Satisfactory NEI NEI 46%<br />
Limited Knowledge NEI NEI 28%<br />
Unsatisfactory NEI NEI 19%<br />
80% or > Median Correct<br />
70% to 79% Median Correct<br />
60% to 69% Median Correct<br />
59% or Less Median Correct
Table 2: Historical Trend Data by Performance Levels<br />
The optimum expectation would be to see significantly fewer students scoring in the unlimited or unsatisfactory range across time.<br />
However, if a school has experienced significant percentages of students performing in the unsatisfactory range one year followed by<br />
the second year with a significant decrease in this range and a larger increase in students with limited knowledge this is a significant<br />
achievement even though the school may not have moved the students to the proficient range. It is significant because significant<br />
growth has occurred to move the student to a higher level. Further exploration to determine how close to the proficiency range did the<br />
school move would be warranted. In the third year the desired outcome would be to see the percentage of student scoring below<br />
proficient to have diminished even further which would indicate that the staff was able to influence how the curriculum was delivered<br />
so that students could master the content and demonstrate higher levels of performance. Patterns with wide fluctuations in percentile<br />
changes between performance levels should raise significant questions.<br />
Discussion Points<br />
• Is there a discernable pattern evident when we reviewing our historical trend?<br />
• Is our trend line continuously moving in an upward direction?<br />
• If we are reaching high % levels of students performing in the proficient and/or above range are we maintaining, decreasing or<br />
increasing this trend?<br />
• Do we know how far into the proficient range or how close to the advanced range our students placed?<br />
• Are we moving an increasing number of students into the advanced range year after year? If not, what can we do differently?<br />
• What is the relationship between median OPI scores in Table I and the levels of proficiency reached in Table 2?<br />
• Do we have a means of gauging how we think our students are going to perform on the OSTP assessment before the assessment<br />
is given? If not, why not? If so, how do we as a school, a team, a department review<br />
• How do we track changes that we make to determine if they worked or produced the intended results?<br />
• If we have determined that something is working how do we maintain our focus?
Table 3 --- Comparison Proficient to Below Proficient - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
2008-2009 2009-2010 2010-2011<br />
Students Scoring<br />
Proficient and Above<br />
No 53% 39% 67%<br />
Students Scoring<br />
Proficient and Above<br />
Yes 47% 61% 33%<br />
Indicates that more than 51% scored Proficient and/or Above. Total of<br />
percentages may not equal 100 due to the effect of rounding.<br />
Indicates that more than 51% scored below Proficient. Total of percentages may<br />
not equal 100 due to the effect of rounding.
Grade 04<br />
2008-2009 2009-2010 2010-2011<br />
Students Scoring<br />
Proficient and Above<br />
No 60% 57% 40%<br />
Students Scoring<br />
Proficient and Above<br />
Yes 40% 43% 60%<br />
Indicates that more than 51% scored Proficient and/or Above. Total of<br />
percentages may not equal 100 due to the effect of rounding.<br />
Indicates that more than 51% scored below Proficient. Total of percentages may<br />
not equal 100 due to the effect of rounding.
Grade 05<br />
2010-2011<br />
Students Scoring<br />
Proficient and Above<br />
No 47%<br />
Students Scoring<br />
Proficient and Above<br />
Yes 53%<br />
Indicates that more than 51% scored Proficient and/or Above. Total of<br />
percentages may not equal 100 due to the effect of rounding.<br />
Indicates that more than 51% scored below Proficient. Total of percentages may<br />
not equal 100 due to the effect of rounding.
Table 3: Comparison Proficient to Below Proficient<br />
Table 3 is designed to reveal the trend data in the subject area tested to indicate if more students are moving into higher proficiency<br />
ranges. As the state continues to increases expectations for students/schools to reach high levels of rigor we can measure our<br />
response to the increased expectations in two ways, higher median OPI scores or greater % of students scoring well into the proficient<br />
or above range. Consequently, Table 3 and Table 1 must be reviewed together. Example: if in Table 1 the Median OPI for Male and<br />
Female in 5th Grade Reading was 706 and 709 respectfully in 2010, this could result in 51% of students scoring proficient (a green<br />
bar) in Table 3. However, the beginning of the proficiency range for this subject in this year was 700. This comparison indicates that<br />
the median score is very close to the break point for limited knowledge and with increased levels of rigor on the horizon the school may<br />
be challenged to obtain the same levels of performance in subsequent years.<br />
Discussion Points<br />
• Are we maintaining, decreasing or increasing the percentages of students scoring proficient and/or above?<br />
• What information is used to identify a student’s proficiency level in the beginning of a school year? How is that information<br />
communicated to staff that may have the student in their class? What method(s) are used to determine how much growth is needed<br />
for each student to reach a higher performance range?<br />
• How did the levels of proficiency revealed in Table 3 match the stated schools goals in the WISE Plan? Where were we close,<br />
where did we exceed expectations, where did we fail to reach our stated growth expectations?<br />
• Is there a discernable pattern evident when we reviewing our historical trend?<br />
• What are we going to do differently and why?
Table 4 --- School to TPS to State Median OPI Score Comparison - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
School Median<br />
OPI Score<br />
TPS Median OPI<br />
Score<br />
State Median<br />
OPI Score<br />
Gap Between<br />
School and TPS<br />
Median OPI<br />
Score<br />
Gap Between<br />
School and State<br />
Median OPI<br />
Score<br />
2008-2009 686 717 728 -31 -42<br />
2009-2010 708 724 740 -16 -32<br />
2010-2011 677 706 X -29 677<br />
Grade 04<br />
School Median<br />
OPI Score<br />
TPS Median OPI<br />
Score<br />
State Median<br />
OPI Score<br />
Gap Between<br />
School and TPS<br />
Median OPI<br />
Score<br />
Gap Between<br />
School and State<br />
Median OPI<br />
Score<br />
2008-2009 544 717 735 -173 -191<br />
2009-2010 669 712 738 -43 -69<br />
2010-2011 713 713 X 0 713<br />
Grade 05<br />
School Median<br />
OPI Score<br />
TPS Median OPI<br />
Score<br />
State Median<br />
OPI Score<br />
Gap Between<br />
School and TPS<br />
Median OPI<br />
Score<br />
Gap Between<br />
School and State<br />
Median OPI<br />
Score<br />
2010-2011 703 717 X -14 703<br />
X Represents no students<br />
**** Represents fewer than five students
Table 4: School to TPS to State Median OPI Score Comparison<br />
Table 4 presents a historical comparison of the median OPI score for the subject area tested between the median OPI score obtained<br />
by the district and the state. This reveals if a school is scoring higher than the district median OPI or the State median OPI and<br />
consequently tracks if the gaps in median OPI scores are decreasing or increasing. This allows a historical comparison of school to<br />
district to state median OPI scores as a measure of progress of growth obtained or needed.<br />
Discussion Points<br />
• What are the linkages between our school and our feeder schools? Do we have accurate ways of knowing how well they are<br />
preparing students to successfully be ready for our expectations?<br />
• Do we conduct curriculum planning and staff development in the core academic areas with our feeder middle schools?<br />
• Do we routinely get together with them to review student performance data?<br />
• What are the structured interventions available within our school for students in a subject area when we have sound evidence they<br />
are at risk of not demonstrating high levels of performance?<br />
• Are interventions electives or in addition to?<br />
• If they are in addition to, how are communications and linkages between the two classes maintained? Do intervention teachers and<br />
core teachers share the same team or planning time to work together? Is one an extension of the other or are they both separate?<br />
• What are the before school or after school opportunities for students to seek additional assistance?
Table 5: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, Median Percent<br />
Correct - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
(NEI means Not Enough Info)<br />
2008-2009 2009-2010 2010-2011<br />
OCCT 1.0 Algebraic Reasoning Standard NEI NEI 71%<br />
OCCT 1.0 Pattern & Algebraic Rsng Standard 63% NEI NEI<br />
OCCT 1.0 Patterns & Algebraic Reasoning Standard NEI 75% NEI<br />
OCCT 1.1 Algebra Patterns Objective 75% 75% 17%<br />
OCCT 1.2 Problem Solving Objective 75% 75% NEI<br />
OCCT 2.0 Number Sense Standard 71% 71% NEI<br />
OCCT 2.0 Number Sense and Operation Standard NEI NEI 68%<br />
OCCT 2.1 Number Sense Objective NEI NEI 70%<br />
OCCT 2.1 Place Value Objective NEI 75% NEI<br />
OCCT 2.2 Number Operations Objective NEI NEI 70%<br />
OCCT 2.2 Whole Numbers & Fractions Objective 75% NEI NEI<br />
OCCT 3.0 Geometry Standard NEI NEI 57%<br />
OCCT 3.0 Number Operations & Computation Standard 50% 42% NEI<br />
OCCT 3.1 Estimation Objective 50% 50% NEI<br />
OCCT 3.1 Properties of Shapes Objective NEI NEI 50%<br />
OCCT 3.2 Multiplication Objective 50% 75% NEI<br />
OCCT 3.3 Money Problems Objective 50% 25% NEI<br />
OCCT 4.0 Geometry Measurement Standard 75% NEI NEI<br />
OCCT 4.0 Geometry & Measurement Standard NEI 75% NEI<br />
OCCT 4.0 Measurement Standard NEI NEI 50%<br />
OCCT 4.1 Measurment Objective NEI NEI 50%<br />
OCCT 4.1 Spatial Reasoning Objective 75% 75% NEI<br />
OCCT 4.2 Measurement Objective 50% 75% NEI<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
OCCT 4.2 Time and Temperature Objective NEI NEI 25%<br />
OCCT 4.4 Time & Temperature Objective 50% 75% NEI<br />
OCCT 5.0 Data Analysis Standard NEI NEI 50%<br />
OCCT 5.0 Data Analysis & Probability Standard 67% 67% NEI<br />
OCCT 5.1 Data Analysis Objective NEI 75% 50%<br />
Table 5: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, Median Percent<br />
Correct - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 04<br />
(NEI means Not Enough Info)<br />
2008-2009 2009-2010 2010-2011<br />
OCCT 1.0 Algebraic Reasoning Standard NEI NEI 71%<br />
OCCT 1.0 Patterns & Algebraic Reasoning Standard 38% 75% NEI<br />
OCCT 1.1 Algebra Patterns Objective 50% 100% NEI<br />
OCCT 1.2 Functions Objective 25% 75% NEI<br />
OCCT 2.0 Number Sense Standard 40% 50% NEI<br />
OCCT 2.0 Number Sense and Operation Standard NEI NEI 72%<br />
OCCT 2.1 Number Sense Objective NEI NEI 75%<br />
OCCT 2.1 Place Value Objective 25% 50% NEI<br />
OCCT 2.2 Number Operations Objective NEI NEI 70%<br />
OCCT 3.0 Geometry Standard NEI NEI 67%<br />
OCCT 3.0 Number Operations & Computation Standard 27% 64% NEI<br />
OCCT 3.2 Division Objective NEI 75% NEI<br />
OCCT 3.3 Estimation Objective 40% 50% NEI<br />
OCCT 4.0 Geometry & Measurement Standard 30% 60% NEI<br />
OCCT 4.0 Measurement Standard NEI NEI 67%<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
OCCT 4.1 Lines & Angles Objective NEI 75% NEI<br />
OCCT 4.1 Measurment Objective NEI NEI 60%<br />
OCCT 4.4 Measurement Objective 25% 50% NEI<br />
OCCT 5.0 Data Analysis Standard NEI NEI 86%<br />
OCCT 5.0 Data Analysis & Probability Standard 33% 67% NEI<br />
OCCT 5.1 Data Analysis Objective 33% 67% NEI<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
Table 5: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, Median Percent<br />
Correct - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 05<br />
(NEI means Not Enough Info)<br />
2010-2011<br />
OCCT 1.0 Algebraic Reasoning Standard 62%<br />
OCCT 1.1 Algebra Patterns Objective 60%<br />
OCCT 1.2 Problem Solving Objective 75%<br />
OCCT 1.3 Number Properties Objective 75%<br />
OCCT 2.0 Number Sense and Operation Standard 63%<br />
OCCT 2.1 Number Sense Objective 63%<br />
OCCT 2.2 Number Operations Objective 50%<br />
OCCT 3.0 Geometry Standard 57%<br />
OCCT 3.1 Circles and Polygons Objective 50%<br />
OCCT 4.0 Measurement Standard 57%<br />
OCCT 4.1 Measurment Objective 60%<br />
OCCT 5.0 Data Analysis Standard 71%<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
Table 5: Median Percent Correct (0-100) By Standards and Objectives<br />
Table 5 presents the median percent of questions answered correctly on the state assessment by standard and objective. The<br />
standards are shaded in gray while objectives are not shaded. Each objective median percent score stands on its own while<br />
the median percentage correct for standards is based upon how individual students collectively performed on all objectives<br />
within a given standard. A color coding system is used to indicate movement toward higher levels of median percent questions<br />
answered correctly. The optimum median percentage of standards and objectives answered correctly would be 100%.<br />
However, obtaining a median percentage correct of 70% or greater is very desirable and there is evidence that when a school<br />
experiences scores at this level there is greater opportunity of achieving higher OPI scores. Achieving higher OPI scores<br />
consequently leads to an increase in a school’s Academic Performance Index (API) score. It is important to understand that the<br />
median percent correct by standard/objective does not directly correlate to obtaining proficiency within a given assessment.<br />
The right hand side of Table 7 presents a summary by assessment years of the placement by median percentage correct by<br />
standards/objectives within the percentile ranges selected for the color coding system. A trend of decreasing percentage<br />
levels from the far right hand column into columns moving to the left indicate that the school is moving students to a higher<br />
range of median percent questions answered correctly by objective and standard.<br />
Discussion Points<br />
• What percentage of our standards are coded gold and/or green?<br />
• Are we maintaining or exceeding the numerical value assigned within each gold or green colored cell?<br />
• What percentage of our standards are coded pink and or red?<br />
• If we have consecutive years of pink or red designations for a standard or objective are we reaching higher<br />
numerical values in consecutive years?<br />
• What are the expectations of students, teachers, teams or departments to track and display group<br />
performance data toward higher levels of proficiency?<br />
• Is there a process for encouraging students to monitor, chart or graph their progress toward attainment of the<br />
next highest level of performance?<br />
• Do we have a means to routinely collect, analyze and discuss student data which assists to make a<br />
prediction of where students will place within the performance ranges?<br />
• How do we review our predictions of student performance to actual performance and make adjustments if<br />
adjustments are necessary?<br />
Page 1 of 2
Table 5: Median Percent Correct (0-100) By Standards and Objectives ---- Continued<br />
Discussion Points ---- Continued<br />
• If there is a district benchmark for the areas being discussed, how does the teacher, team, department, school use the results<br />
to provide differentiation of instruction.<br />
• If there is a less than desirable amount of pink and/or red coded cells evident within the subject area being discussed, what<br />
process(s) are in place to drill down into the individual standards and objectives to determine how rigor can be increased?<br />
• What is the alignment of summative and or formative assessments given by the teacher during the course of<br />
the year to OSTP formats?<br />
• How does the school routinely review the level of difficulty or rigor contained within its<br />
questions ,assignments, outcome expectations etc, so that students can be systematically instructed on how<br />
to demonstrate successful completion of higher level thinking skills?<br />
• If supplemental interventions are used in the school what is the process used during the course of the year<br />
to compare student usage and performance data to the desired proficiency range?<br />
• What are the opportunities for staff to collaborate by reviewing and discussing student performance data to<br />
identify opportunities for improvement or enrichment?<br />
• How is the progress of individual students experiencing difficulty meeting expectations monitored so that<br />
they can be provided additional supports, specific instruction and encouragement?<br />
Page 2 of 2
Table 6: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum,<br />
Median Percent Correct - Mathematics For<br />
Student Current School MACARTHUR ELEMENTARY<br />
03<br />
OCCT 1.0<br />
Algebraic<br />
Reasoning<br />
OCCT 1.0<br />
Pattern &<br />
Algebraic<br />
Rsng<br />
OCCT 1.0<br />
Patterns &<br />
Algebraic<br />
Reasoning<br />
OCCT 2.0<br />
Number<br />
Sense<br />
OCCT 2.0<br />
Number<br />
Sense and<br />
Operation<br />
OCCT 3.0<br />
Geometry<br />
OCCT 3.0<br />
Number<br />
Operations<br />
&<br />
Computatio<br />
n<br />
OCCT 4.0<br />
Geometry<br />
Measureme<br />
nt<br />
OCCT 4.0<br />
Geometry &<br />
Measureme<br />
nt<br />
OCCT 4.0<br />
Measureme<br />
nt<br />
2008-2009 X 63% X 71% X X 50% 75% X X<br />
2009-2010 X X 75% 71% X X 42% X 75% X<br />
2010-2011 71% X X X 68% 57% X X X 50%<br />
04<br />
OCCT 1.0<br />
Algebraic<br />
Reasoning<br />
OCCT 1.0<br />
Patterns &<br />
Algebraic<br />
Reasoning<br />
OCCT 2.0<br />
Number<br />
Sense<br />
OCCT 2.0<br />
Number<br />
Sense and<br />
Operation<br />
OCCT 3.0<br />
Geometry<br />
OCCT 3.0<br />
Number<br />
Operations<br />
&<br />
Computatio<br />
n<br />
OCCT 4.0<br />
Geometry &<br />
Measureme<br />
nt<br />
OCCT 4.0<br />
Measureme<br />
nt<br />
OCCT 5.0<br />
Data<br />
Analysis<br />
OCCT 5.0<br />
Data<br />
Analysis &<br />
Probability<br />
2008-2009 X 38% 40% X X 27% 30% X X 33%<br />
2009-2010 X 75% 50% X X 64% 60% X X 67%<br />
2010-2011 71% X X 72% 67% X X 67% 86% X<br />
05<br />
OCCT 1.0<br />
Algebraic<br />
Reasoning<br />
OCCT 2.0<br />
Number<br />
Sense and<br />
Operation<br />
OCCT 3.0<br />
Geometry<br />
OCCT 4.0<br />
Measureme<br />
nt<br />
OCCT 5.0<br />
Data<br />
Analysis<br />
Count:<br />
80% to<br />
100%<br />
70% to<br />
79%<br />
60% to<br />
69%<br />
59% or<br />
Less<br />
2010-2011 62% 63% 57% 57% 71%<br />
5 0% 20% 40% 40%<br />
X Represents no students<br />
**** Represents fewer than five students
OCCT 5.0<br />
Data<br />
Analysis<br />
OCCT 5.0<br />
Data<br />
Analysis &<br />
Probability<br />
Count:<br />
80% to<br />
100%<br />
70% to<br />
79%<br />
60% to<br />
69%<br />
59% or<br />
Less<br />
2008-2009 X 67%<br />
2009-2010 X 67%<br />
2010-2011 50% X<br />
5 0% 40% 40% 20%<br />
5 0% 60% 20% 20%<br />
5 0% 20% 20% 60%<br />
Count:<br />
80% to<br />
100%<br />
70% to<br />
79%<br />
60% to<br />
69%<br />
59% or<br />
Less<br />
2008-2009<br />
2009-2010<br />
2010-2011<br />
5 0% 0% 0% 100%<br />
5 0% 20% 60% 20%<br />
5 20% 40% 40% 0%<br />
X Represents no students<br />
**** Represents fewer than five students
Table 6: Vertically Aligned Median Percent Correct (0-100) by Standards and Objectives<br />
This section of the report stacks each Table 6 by curricular area such as math, reading when multiple or consecutive courses or<br />
grades contain a like OSTP assessment. This allows for a comparison of the standards and objectives performance within one<br />
course or curriculum area; which would be required to reach higher levels of proficiency required by the standards and<br />
objectives within a higher level course for which the first course was a prerequisite or at the next grade level.<br />
This overview promotes the ability to review vertical and horizontal alignment with a curricula area across classrooms and the<br />
entire schools.
Introduction<br />
Welcome to a review and analysis of published <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>, Oklahoma School Testing Program (OSTP)<br />
results for the school years 2008-09, 2009-10, and 2010-11.<br />
In the 2008-09, 2009-10, and 2010-11. columns, the individual results are reported by their current school, not<br />
necessarily the school where they were tested. This allows the site to view the current student performance over<br />
the past three years for:<br />
• Curriculum modifications<br />
• Interventions<br />
• Differentiation of instruction<br />
• Instructional practices<br />
This report presents the median OPI Score achieved as a common reference in many of its analyses. The median<br />
score is the score at which 50% of students are above and 50% of the students are below. The median score is a<br />
better measure of performance as it is not subject to the influence of variability in very high scores or very low<br />
scores dampening its measurement capability. The median OPI score or the median percentile of questions<br />
answered correctly on individual standards and objectives can reveal over time the extent a school or district is<br />
moving students to higher levels of performance. This document is not a report of effort to meet or exceed Annual<br />
Yearly progress (AYP); it is presented as a planning tool to assist schools to engage in a vigorous and complex<br />
discussion relative to increasing student achievement.<br />
Sources of Data<br />
All data presented within this document was taken directly from the published State, District and<br />
Individual School OSTP summaries for the years indicated as published by Oklahoma Department of<br />
Education. The data analysis presented unless otherwise noted are for all students Full Academic<br />
Year (FAY) and Non Full Academic Year (NFAY). This method of comparison was selected as districts<br />
are charged with the academic achievement of all students. The All FAY/NFAY category is used<br />
whenever student data is compared at the school, district and/or the state level, unless otherwise<br />
noted.
Explanation of Tables and Their Use<br />
Six tables have been constructed for each content or subject area assessed. The state of<br />
Oklahoma increased its levels of rigor in the OSTP beginning with the 2009 assessment year. In<br />
many situations students and schools within TPS meet or exceed the increased state expectations<br />
as demonstrated by median OPI scores greater than the median OPI scores achieved by the same<br />
reporting group in Oklahoma.<br />
Each of the tables are presented and discussed and followed by discussion starter questions in a<br />
bulleted format. Readers are encouraged to view the information presented as only a part of the<br />
data set which schools/district must use to review progress. This data presentation is part of the<br />
story it is not the entire story
Table 1 --- School's Median OPI Score - Reading For<br />
Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
2008-2009 2009-2010 2010-2011<br />
American Indian or Alaskan Nat 741 **** ****<br />
Asian **** **** ****<br />
Black or African-American 671 673 661<br />
Hispanic or Latino 682 644 710<br />
Pacific Islander X X X<br />
Two or More Races / Multi Racial X X 668<br />
White or Caucasian 741 747 683<br />
2008-2009 2009-2010 2010-2011<br />
Female 685 702 706<br />
Male 701 709 668<br />
2008-2009 2009-2010 2010-2011<br />
Free Lunch Eligible 685 687 690<br />
N/A **** 739 ****<br />
Reduced Lunch Eligbile 724 **** 613<br />
ELL Year Proficient - 1<br />
ELL Year Proficient - 2<br />
Non ELL<br />
2008-2009 2009-2010 2010-2011<br />
**** X ****<br />
X X X<br />
689 706 676<br />
2008-2009 2009-2010 2010-2011<br />
Regular Ed 708 702 705.5<br />
Special Ed 664 747 586<br />
X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding
Table 1 --- School's Median OPI Score - Reading For<br />
Current School MACARTHUR ELEMENTARY<br />
Grade 04<br />
2008-2009 2009-2010 2010-2011<br />
American Indian or Alaskan Nat X **** ****<br />
Asian X X ****<br />
Black or African-American **** 662 622<br />
Hispanic or Latino **** 706 654<br />
Pacific Islander X X X<br />
Two or More Races / Multi Racial X X ****<br />
White or Caucasian **** 721 737<br />
2008-2009 2009-2010 2010-2011<br />
Female **** 675 679<br />
Male **** 706 689<br />
2008-2009 2009-2010 2010-2011<br />
Free Lunch Eligible **** 668 661<br />
N/A X 668 754<br />
Reduced Lunch Eligbile **** **** ****<br />
ELL Year Proficient - 1<br />
ELL Year Proficient - 2<br />
Non ELL<br />
2008-2009 2009-2010 2010-2011<br />
X X ****<br />
**** X ****<br />
**** 681 673<br />
2008-2009 2009-2010 2010-2011<br />
Regular Ed **** 706 695.5<br />
Special Ed **** 594 622<br />
X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding
Table 1 --- School's Median OPI Score - Reading For<br />
Current School MACARTHUR ELEMENTARY<br />
Grade 05<br />
2008-2009 2009-2010 2010-2011<br />
American Indian or Alaskan Nat X X ****<br />
Asian X X X<br />
Black or African-American X X 668<br />
Hispanic or Latino X X 680<br />
Pacific Islander X X X<br />
Two or More Races / Multi Racial X X 656<br />
White or Caucasian X X 712<br />
2010-2011<br />
Female 677<br />
Male 712<br />
2010-2011<br />
Free Lunch Eligible 677<br />
N/A 751<br />
Reduced Lunch Eligbile 701<br />
ELL Year Proficient - 1<br />
ELL Year Proficient - 2<br />
Non ELL<br />
2008-2009 2009-2010 2010-2011<br />
X X ****<br />
X X ****<br />
X X 687<br />
2008-2009 2009-2010 2010-2011<br />
Regular Ed X X 687<br />
Special Ed X X 625<br />
X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding
Table 1: School's Median OPI Score<br />
Table I presents the major NCLB reporting groups across a historical time period. The main OSTP assessments are provided<br />
in the spring of each year; so the assessment of 2007 occurred in the spring of the 2006-2007 year.<br />
Four distinct groupings of data are apparent, these are: Ethnicity, Gender, Economic Status and ELL proficiency classification.<br />
Table 1 presents median OPI scores obtained for each reporting group across the time period so that increases or decreases<br />
can be easily observed. The OPI scores presented are “scaled scores” and are a valid measure of comparison across multiple<br />
years for the same assessment, as levels of difficulty may increase or decrease over years the use of the scaled score is a<br />
sound means to compare performance from year to year.<br />
The optimal expectation is to observe annual increases in the OPI score, which well exceed the minimum number required to<br />
reach the proficiency level established for the subject area tested.<br />
It is highly desirable to see a small point spread in the differences of the OPI scores with these spreads well into the middle or<br />
upper ranges of the proficiency/advanced range for each of the reporting groups.<br />
If the points differential are small and close together then all groups are experiencing the same relative growth in the<br />
curriculum area, if there are large variations in the spread of scores different reporting groups are achieving vastly different<br />
outcomes from the same instructional delivery systems. What are the variables that might be influencing the spread?<br />
Discussion Points<br />
• Has a significant change in staff occurred from one year to the next?<br />
• Have new or different methods been employed from one year versus the last?<br />
• What is the potential influence of the time of day the content is presented within the school day?<br />
• How are staff developments efforts increased and strengthen over time in the content area in an effort to<br />
reach higher levels of rigor?<br />
• What are the rigor expectations established in this subject and how does the school routinely review and<br />
monitor attainment?<br />
• What is the consistency of delivery of instruction from one year to the next? How do we measure<br />
consistency? Is it progress measured by delivering of instruction in alignment with the pacing calendar or skill<br />
attainment of students on formative assessment such as benchmarks?<br />
Page 1 of 2
Table 1: School's Median OPI Score --- Continued<br />
Discussion Points ---- Continued<br />
• What are the support or intervention services provided for students if students within a reporting category are consistently<br />
underperforming?<br />
• How is success celebrated with the school when children/staff reach higher levels of achievement?<br />
• Do students and staff know the targets they are shooting for to demonstrate greater levels of rigor?<br />
• Have we changed how and what we teach to meet the changing needs of students selecting our school?<br />
How do we know?<br />
• What is working and how do we sustain the growth?<br />
• How often are we reviewing and discussing student performance data?<br />
Page 2 of 2
Table 1 --- School's Median OPI Score - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
2008-2009 2009-2010 2010-2011<br />
Advanced NEI 2% NEI<br />
Satisfactory 47% 52% 40%<br />
Limited Knowledge 39% 20% 28%<br />
Unsatisfactory 14% 26% 32%<br />
Grade 04<br />
2008-2009 2009-2010 2010-2011<br />
Advanced NEI NEI 6%<br />
Satisfactory 20% 47% 38%<br />
Limited Knowledge 40% 13% 15%<br />
Unsatisfactory 40% 40% 42%<br />
Grade 05<br />
2008-2009 2009-2010 2010-2011<br />
Advanced NEI NEI 4%<br />
Satisfactory NEI NEI 39%<br />
Limited Knowledge NEI NEI 34%<br />
Unsatisfactory NEI NEI 23%<br />
80% or > Median Correct<br />
70% to 79% Median Correct<br />
60% to 69% Median Correct<br />
59% or Less Median Correct
Table 2: Historical Trend Data by Performance Levels<br />
The optimum expectation would be to see significantly fewer students scoring in the unlimited or unsatisfactory range across time.<br />
However, if a school has experienced significant percentages of students performing in the unsatisfactory range one year followed by<br />
the second year with a significant decrease in this range and a larger increase in students with limited knowledge this is a significant<br />
achievement even though the school may not have moved the students to the proficient range. It is significant because significant<br />
growth has occurred to move the student to a higher level. Further exploration to determine how close to the proficiency range did the<br />
school move would be warranted. In the third year the desired outcome would be to see the percentage of student scoring below<br />
proficient to have diminished even further which would indicate that the staff was able to influence how the curriculum was delivered<br />
so that students could master the content and demonstrate higher levels of performance. Patterns with wide fluctuations in percentile<br />
changes between performance levels should raise significant questions.<br />
Discussion Points<br />
• Is there a discernable pattern evident when we reviewing our historical trend?<br />
• Is our trend line continuously moving in an upward direction?<br />
• If we are reaching high % levels of students performing in the proficient and/or above range are we maintaining, decreasing or<br />
increasing this trend?<br />
• Do we know how far into the proficient range or how close to the advanced range our students placed?<br />
• Are we moving an increasing number of students into the advanced range year after year? If not, what can we do differently?<br />
• What is the relationship between median OPI scores in Table I and the levels of proficiency reached in Table 2?<br />
• Do we have a means of gauging how we think our students are going to perform on the OSTP assessment before the assessment<br />
is given? If not, why not? If so, how do we as a school, a team, a department review<br />
• How do we track changes that we make to determine if they worked or produced the intended results?<br />
• If we have determined that something is working how do we maintain our focus?
Table 3 --- Comparison Proficient to Below Proficient - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
2008-2009 2009-2010 2010-2011<br />
Students Scoring<br />
Proficient and Above<br />
No 53% 46% 60%<br />
Students Scoring<br />
Proficient and Above<br />
Yes 47% 54% 40%<br />
Indicates that more than 51% scored Proficient and/or Above. Total of<br />
percentages may not equal 100 due to the effect of rounding.<br />
Indicates that more than 51% scored below Proficient. Total of percentages may<br />
not equal 100 due to the effect of rounding.
Grade 04<br />
2008-2009 2009-2010 2010-2011<br />
Students Scoring<br />
Proficient and Above<br />
No 80% 53% 57%<br />
Students Scoring<br />
Proficient and Above<br />
Yes 20% 47% 43%<br />
Indicates that more than 51% scored Proficient and/or Above. Total of<br />
percentages may not equal 100 due to the effect of rounding.<br />
Indicates that more than 51% scored below Proficient. Total of percentages may<br />
not equal 100 due to the effect of rounding.
Grade 05<br />
2010-2011<br />
Students Scoring<br />
Proficient and Above<br />
No 57%<br />
Students Scoring<br />
Proficient and Above<br />
Yes 43%<br />
Indicates that more than 51% scored Proficient and/or Above. Total of<br />
percentages may not equal 100 due to the effect of rounding.<br />
Indicates that more than 51% scored below Proficient. Total of percentages may<br />
not equal 100 due to the effect of rounding.
Table 3: Comparison Proficient to Below Proficient<br />
Table 3 is designed to reveal the trend data in the subject area tested to indicate if more students are moving into higher proficiency<br />
ranges. As the state continues to increases expectations for students/schools to reach high levels of rigor we can measure our<br />
response to the increased expectations in two ways, higher median OPI scores or greater % of students scoring well into the proficient<br />
or above range. Consequently, Table 3 and Table 1 must be reviewed together. Example: if in Table 1 the Median OPI for Male and<br />
Female in 5th Grade Reading was 706 and 709 respectfully in 2010, this could result in 51% of students scoring proficient (a green<br />
bar) in Table 3. However, the beginning of the proficiency range for this subject in this year was 700. This comparison indicates that<br />
the median score is very close to the break point for limited knowledge and with increased levels of rigor on the horizon the school may<br />
be challenged to obtain the same levels of performance in subsequent years.<br />
Discussion Points<br />
• Are we maintaining, decreasing or increasing the percentages of students scoring proficient and/or above?<br />
• What information is used to identify a student’s proficiency level in the beginning of a school year? How is that information<br />
communicated to staff that may have the student in their class? What method(s) are used to determine how much growth is needed<br />
for each student to reach a higher performance range?<br />
• How did the levels of proficiency revealed in Table 3 match the stated schools goals in the WISE Plan? Where were we close,<br />
where did we exceed expectations, where did we fail to reach our stated growth expectations?<br />
• Is there a discernable pattern evident when we reviewing our historical trend?<br />
• What are we going to do differently and why?
Table 4 --- School to TPS to State Median OPI Score Comparison - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
School Median<br />
OPI Score<br />
TPS Median OPI<br />
Score<br />
State Median<br />
OPI Score<br />
Gap Between<br />
School and TPS<br />
Median OPI<br />
Score<br />
Gap Between<br />
School and State<br />
Median OPI<br />
Score<br />
2008-2009 693 716 732 -23 -39<br />
2009-2010 706 716 739 -11 -34<br />
2010-2011 683 702 X -19 683<br />
Grade 04<br />
School Median<br />
OPI Score<br />
TPS Median OPI<br />
Score<br />
State Median<br />
OPI Score<br />
Gap Between<br />
School and TPS<br />
Median OPI<br />
Score<br />
Gap Between<br />
School and State<br />
Median OPI<br />
Score<br />
2008-2009 634 717 735 -83 -101<br />
2009-2010 681 706 721 -25 -40<br />
2010-2011 679 713 X -34 679<br />
Grade 05<br />
School Median<br />
OPI Score<br />
TPS Median OPI<br />
Score<br />
State Median<br />
OPI Score<br />
Gap Between<br />
School and TPS<br />
Median OPI<br />
Score<br />
Gap Between<br />
School and State<br />
Median OPI<br />
Score<br />
2010-2011 684 696 X -13 684<br />
X Represents no students<br />
**** Represents fewer than five students
Table 4: School to TPS to State Median OPI Score Comparison<br />
Table 4 presents a historical comparison of the median OPI score for the subject area tested between the median OPI score obtained<br />
by the district and the state. This reveals if a school is scoring higher than the district median OPI or the State median OPI and<br />
consequently tracks if the gaps in median OPI scores are decreasing or increasing. This allows a historical comparison of school to<br />
district to state median OPI scores as a measure of progress of growth obtained or needed.<br />
Discussion Points<br />
• What are the linkages between our school and our feeder schools? Do we have accurate ways of knowing how well they are<br />
preparing students to successfully be ready for our expectations?<br />
• Do we conduct curriculum planning and staff development in the core academic areas with our feeder middle schools?<br />
• Do we routinely get together with them to review student performance data?<br />
• What are the structured interventions available within our school for students in a subject area when we have sound evidence they<br />
are at risk of not demonstrating high levels of performance?<br />
• Are interventions electives or in addition to?<br />
• If they are in addition to, how are communications and linkages between the two classes maintained? Do intervention teachers and<br />
core teachers share the same team or planning time to work together? Is one an extension of the other or are they both separate?<br />
• What are the before school or after school opportunities for students to seek additional assistance?
Table 5: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, Median Percent<br />
Correct - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 03<br />
(NEI means Not Enough Info)<br />
2008-2009 2009-2010 2010-2011<br />
OCCT 2.0 Vocabulary Standard 75% 67% 58%<br />
OCCT 2.4 Using Resource Materials Objective NEI 50% 50%<br />
OCCT 4.0 Comprehension/Critical Literacy Standard 71% 58% 63%<br />
OCCT 4.1 Literal Understanding Objective 83% 80% 80%<br />
OCCT 4.2 Inferences & Interpretation Objective 71% 57% 63%<br />
OCCT 4.3 Summary & Generalization Objective 60% 50% 60%<br />
OCCT 4.4 Analysis & Evaluation Objective 67% 50% 67%<br />
OCCT 5.0 Literature Standard 63% 63% 63%<br />
OCCT 5.2 Literary Elements Objective 50% NEI 50%<br />
OCCT 5.3 Figurative Language/Sound Devices Objective 75% 67% 75%<br />
OCCT 6.0 Research & Information Standard 67% 67% 33%<br />
OCCT 6.1 Accessing Information Objective 67% 67% 33%<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
Table 5: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, Median Percent<br />
Correct - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 04<br />
(NEI means Not Enough Info)<br />
2008-2009 2009-2010 2010-2011<br />
OCCT 1.0 Vocabulary Standard 58% 58% 67%<br />
OCCT 1.1 Words in Context Objective 75% NEI NEI<br />
OCCT 1.2 Affixes, Roots, & Stems Objective 50% 40% 60%<br />
OCCT 1.3 Synonyms, Antonyms, & Homonyms Objective 50% 50% 75%<br />
OCCT 3.0 Comprehension/Critical Literacy Standard 57% 65% 65%<br />
OCCT 3.1 Literal Understanding Objective 50% 75% 75%<br />
OCCT 3.2 Inferences & Interpretation Objective 83% 67% 67%<br />
OCCT 3.3 Summary & Generalization Objective 57% 57% 67%<br />
OCCT 3.4 Analysis & Evaluation Objective 33% 67% 71%<br />
OCCT 4.0 Literature Standard 56% 56% 56%<br />
OCCT 4.2 Literary Elements Objective 50% 40% 40%<br />
OCCT 4.3 Figurative Language/Sound Devices Objective NEI 50% 50%<br />
OCCT 5.0 Research & Information Standard 67% 67% 67%<br />
OCCT 5.1 Accessing Information Objective 67% 67% 67%<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
Table 5: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, Median Percent<br />
Correct - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
Grade 05<br />
(NEI means Not Enough Info)<br />
2010-2011<br />
OCCT 1.0 Vocabulary Standard 75%<br />
OCCT 1.1 Words in Context Objective 75%<br />
OCCT 1.2 Affixes, Roots, & Stems Objective 75%<br />
OCCT 1.3 Synonyms, Antonyms, & Homonyms Objective 50%<br />
OCCT 3.0 Comprehension/Critical Literacy Standard 75%<br />
OCCT 3.1 Literal Understanding Objective 75%<br />
OCCT 3.2 Inferences & Interpretation Objective 67%<br />
OCCT 3.3 Summary & Generalization Objective 80%<br />
OCCT 3.4 Analysis & Evaluation Objective 80%<br />
OCCT 4.0 Literature Standard 67%<br />
OCCT 4.1 Literary Genre Objective 75%<br />
OCCT 4.2 Literary Elements Objective 50%<br />
OCCT 4.3 Figurative Language/Sound Devices Objective 50%<br />
OCCT 5.0 Research & Information Standard 67%<br />
OCCT 5.1 Accessing Information Objective 75%<br />
80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
Table 5: Median Percent Correct (0-100) By Standards and Objectives<br />
Table 5 presents the median percent of questions answered correctly on the state assessment by standard and objective. The<br />
standards are shaded in gray while objectives are not shaded. Each objective median percent score stands on its own while<br />
the median percentage correct for standards is based upon how individual students collectively performed on all objectives<br />
within a given standard. A color coding system is used to indicate movement toward higher levels of median percent questions<br />
answered correctly. The optimum median percentage of standards and objectives answered correctly would be 100%.<br />
However, obtaining a median percentage correct of 70% or greater is very desirable and there is evidence that when a school<br />
experiences scores at this level there is greater opportunity of achieving higher OPI scores. Achieving higher OPI scores<br />
consequently leads to an increase in a school’s Academic Performance Index (API) score. It is important to understand that the<br />
median percent correct by standard/objective does not directly correlate to obtaining proficiency within a given assessment.<br />
The right hand side of Table 7 presents a summary by assessment years of the placement by median percentage correct by<br />
standards/objectives within the percentile ranges selected for the color coding system. A trend of decreasing percentage<br />
levels from the far right hand column into columns moving to the left indicate that the school is moving students to a higher<br />
range of median percent questions answered correctly by objective and standard.<br />
Discussion Points<br />
• What percentage of our standards are coded gold and/or green?<br />
• Are we maintaining or exceeding the numerical value assigned within each gold or green colored cell?<br />
• What percentage of our standards are coded pink and or red?<br />
• If we have consecutive years of pink or red designations for a standard or objective are we reaching higher<br />
numerical values in consecutive years?<br />
• What are the expectations of students, teachers, teams or departments to track and display group<br />
performance data toward higher levels of proficiency?<br />
• Is there a process for encouraging students to monitor, chart or graph their progress toward attainment of the<br />
next highest level of performance?<br />
• Do we have a means to routinely collect, analyze and discuss student data which assists to make a<br />
prediction of where students will place within the performance ranges?<br />
• How do we review our predictions of student performance to actual performance and make adjustments if<br />
adjustments are necessary?<br />
Page 1 of 2
Table 5: Median Percent Correct (0-100) By Standards and Objectives ---- Continued<br />
Discussion Points ---- Continued<br />
• If there is a district benchmark for the areas being discussed, how does the teacher, team, department, school use the results<br />
to provide differentiation of instruction.<br />
• If there is a less than desirable amount of pink and/or red coded cells evident within the subject area being discussed, what<br />
process(s) are in place to drill down into the individual standards and objectives to determine how rigor can be increased?<br />
• What is the alignment of summative and or formative assessments given by the teacher during the course of<br />
the year to OSTP formats?<br />
• How does the school routinely review the level of difficulty or rigor contained within its<br />
questions ,assignments, outcome expectations etc, so that students can be systematically instructed on how<br />
to demonstrate successful completion of higher level thinking skills?<br />
• If supplemental interventions are used in the school what is the process used during the course of the year<br />
to compare student usage and performance data to the desired proficiency range?<br />
• What are the opportunities for staff to collaborate by reviewing and discussing student performance data to<br />
identify opportunities for improvement or enrichment?<br />
• How is the progress of individual students experiencing difficulty meeting expectations monitored so that<br />
they can be provided additional supports, specific instruction and encouragement?<br />
Page 2 of 2
Table 6: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum,<br />
Median Percent Correct - Reading For<br />
Student Current School MACARTHUR ELEMENTARY<br />
03<br />
OCCT 2.0<br />
Vocabulary<br />
OCCT 4.0<br />
Comprehen<br />
sion/Critical<br />
Literacy<br />
OCCT 5.0<br />
Literature<br />
OCCT 6.0<br />
Research &<br />
Information<br />
Count:<br />
80% to<br />
100%<br />
70% to<br />
79%<br />
60% to<br />
69%<br />
59% or<br />
Less<br />
2008-2009 75% 71% 63% 67%<br />
2009-2010 67% 58% 63% 67%<br />
2010-2011 58% 63% 63% 33%<br />
4 0% 50% 50% 0%<br />
4 0% 0% 75% 25%<br />
4 0% 0% 50% 50%<br />
04<br />
OCCT 1.0<br />
Vocabulary<br />
OCCT 3.0<br />
Comprehen<br />
sion/Critical<br />
Literacy<br />
OCCT 4.0<br />
Literature<br />
OCCT 5.0<br />
Research &<br />
Information<br />
Count:<br />
80% to<br />
100%<br />
70% to<br />
79%<br />
60% to<br />
69%<br />
59% or<br />
Less<br />
2008-2009 58% 57% 56% 67%<br />
2009-2010 58% 65% 56% 67%<br />
2010-2011 67% 65% 56% 67%<br />
4 0% 0% 25% 75%<br />
4 0% 0% 50% 50%<br />
4 0% 0% 75% 25%<br />
05<br />
OCCT 1.0<br />
Vocabulary<br />
OCCT 3.0<br />
Comprehen<br />
sion/Critical<br />
Literacy<br />
OCCT 4.0<br />
Literature<br />
OCCT 5.0<br />
Research &<br />
Information<br />
Count:<br />
80% to<br />
100%<br />
70% to<br />
79%<br />
60% to<br />
69%<br />
59% or<br />
Less<br />
2010-2011 75% 75% 67% 67%<br />
4 0% 50% 50% 0%<br />
X Represents no students<br />
**** Represents fewer than five students
Table 6: Vertically Aligned Median Percent Correct (0-100) by Standards and Objectives<br />
This section of the report stacks each Table 6 by curricular area such as math, reading when multiple or consecutive courses or<br />
grades contain a like OSTP assessment. This allows for a comparison of the standards and objectives performance within one<br />
course or curriculum area; which would be required to reach higher levels of proficiency required by the standards and<br />
objectives within a higher level course for which the first course was a prerequisite or at the next grade level.<br />
This overview promotes the ability to review vertical and horizontal alignment with a curricula area across classrooms and the<br />
entire schools.
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive to the OSDE’s request for information regarding:<br />
A communication plan for involvement of all stakeholders in meeting annual goals.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is in the process of developing a comprehensive communications plan<br />
under the leadership of a new Director of <strong>Public</strong> Information. The overarching objectives and<br />
strategies described below encompass the basic framework of what will become part of the<br />
final plan.
TULSA PUBLIC SCHOOLS COMMUNICATION PLAN- DRAFT<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is committed to open, honest and ongoing communication with<br />
stakeholders. The district understands communication is critical to achieving the district’s<br />
mission and its overall objectives. As such, this communication plan is aligned with the<br />
district’s core goals and will be incorporated into the district’s improvement plan.<br />
Overarching Goals<br />
• Implement a communications program that directly helps the district achieve its<br />
strategic goals.<br />
• Foster strong relationships with district stakeholders.<br />
• Enable the district to present itself accurately to audiences.<br />
Target Audiences<br />
Internal<br />
• Principals<br />
• Department managers/central<br />
office administrators<br />
• Teachers and other instructional<br />
staff<br />
• Support staff<br />
• Professional development staff<br />
• Board of Education<br />
External<br />
• Students<br />
• Parents/PTA<br />
• Community members and leaders<br />
• Teacher associations<br />
• Partner organizations and foundations<br />
• Business leaders and chamber of<br />
commerce<br />
• Media<br />
• Parents/PTA<br />
• Students<br />
• Taxpayers<br />
The communication approach for internal audiences will include keeping internal<br />
stakeholders informed of key district initiatives, promote pride and ownership of the district<br />
and encourage a collaborative and high-performing work environment. The main goals in<br />
communicating with external audiences will be to strengthen relationships based on trust<br />
and transparency, engage them in the process of improving schools, and enlist broad support<br />
for the district from all constituencies.<br />
Communication Objectives and Strategies<br />
2
1. Develop and maintain positive, collaborative relationships with all stakeholders to<br />
strengthen support for <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
a. Develop communication messages that proactively inform stakeholders about<br />
district’s progress in achieving strategic goals as well as key district issues.<br />
b. Maintain electronic communication and social media updates for widespread<br />
community reach.<br />
c. Work closely with Community Relations and Parent Involvement departments to<br />
expand interpersonal communication channels to broader external audiences.<br />
d. Provide district representations for community-led meetings, such as <strong>Tulsa</strong> Metro<br />
Chamber, community organizations, civic groups, and others.<br />
e. Continue engaging parent, students and community through forums and town<br />
hall meetings to provide regular updates on key district issues.<br />
2. Establish an effective employee communication plan to improve internal communication and<br />
employee engagement.<br />
a. Distribute organizational charts to all staff showing decision-making process,<br />
reporting, and accountability structure.<br />
b. Establish structured communications channels to disseminate information<br />
internally regarding key district initiatives and progress (via Intranet, district Open<br />
Book newsletter, etc.)<br />
c. Assist schools and departments with internal communication plans and actions.<br />
d. Provide relevant content to TPS Communications and Community Relations to<br />
continually update the Open Book newsletter.<br />
3. Utilize a variety of media to maximize awareness and support of the district goals, objectives<br />
and key initiatives.<br />
a. Develop a centralized page on external website where regular updates on<br />
strategic initiatives are posted.<br />
b. Maintain TPS website and train key school personnel on effective use of online<br />
tools to update school web pages with key district information as well as school<br />
performance data.<br />
c. Maximize use of TPS Channel 20 via revamped programming that builds<br />
awareness of district initiatives.<br />
d. Conduct annual media training with principals and other key district leadership<br />
that emphasizes messaging about strategic priorities.<br />
4. Develop stakeholder understanding of accountability, the district’s performance-based<br />
culture and continuous improvement approach.<br />
3
a. Publish external TPS dashboard to provide real-time information on leading<br />
indicators of district’s performance.<br />
b. Promote and highlight district improvements through website, print publications<br />
and employee communication channels.<br />
c. In collaboration with the Accountability and Community Relations departments<br />
develop a concise and user-friendly guide to understanding district and school<br />
level reports.<br />
d. Work closely with school improvement team to develop a uniform reporting<br />
template to be shared in school newsletters, websites, and parent meetings.<br />
5. Establish strong, positive connections between individual schools and their surrounding<br />
communities.<br />
a. In collaboration with Community Relations, Parent Involvement and Community<br />
<strong>Schools</strong> departments, provide easy-to-use communication tools for staff<br />
members and parent leaders and encourage their use.<br />
b. Promote use of parent and student portals for timely school information and<br />
updates.<br />
c. Support Community Relations department efforts to recognize community<br />
leaders, Partners in Education and others for their involvement and support of<br />
schools.<br />
d. Encourage parent and community feedback regarding school and district needs<br />
and priorities through surveys, community forums, PTA meetings, etc.<br />
6. Design a coordinated approach, both internally and externally, regarding safety issues and<br />
emergency management.<br />
a. Work closely with Emergency Management department to coordinate sharing of<br />
information regarding safety and crisis management.<br />
b. Maintain and update emergency content feature on district’s home page.<br />
c. Work with administrative staff to provide crisis information to all employees.<br />
7. Develop a branding strategy for the district and build on that image and reputation.<br />
a. Provide messaging, branding and production oversight of promotional materials,<br />
PowerPoint presentations and other necessary materials to principals and district<br />
leadership to ensure consistency.<br />
b. Create a cohesive message when communicating district initiatives to all<br />
stakeholders to establish familiarity and brand recognition.<br />
c. Develop an easy to use branding standards guide to be shared with employees to<br />
use consistently when communicating with stakeholders.<br />
4
8. Maintain a proactive media relations program to enhance the district’s image on local, state<br />
and national levels.<br />
a. Continue to build relationships with media through regular press releases,<br />
updates, briefings and photo opportunities.<br />
b. Work with broadcast producers, editorial boards and others to promote positive,<br />
newsworthy stories that highlight TPS’ progress and successes.<br />
Communication Channels<br />
To develop a broad and deep understanding of <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> strategic priorities<br />
and initiatives, various communication channels will be used, including but not limited to:<br />
Electronic<br />
District Website<br />
District E-Newsletter<br />
District Newsletter “Open Book”<br />
District Bulletin Board<br />
School Web pages<br />
Targeted E-mail lists<br />
Video media<br />
Social Media: Facebook & Twitter<br />
Parent/Student Portals<br />
Print<br />
Brochures<br />
Targeted mailing lists<br />
School newsletters<br />
ESC newsletter<br />
Media<br />
<strong>Tulsa</strong> World<br />
Other print newspapers<br />
Radio stations<br />
<strong>Tulsa</strong> magazines<br />
Interpersonal<br />
Town Hall meetings<br />
PTA meetings<br />
Community advisory meetings<br />
Superintendent Advisory Committees<br />
(various)<br />
Principal meetings<br />
Foundation for <strong>Tulsa</strong> <strong>Schools</strong><br />
Civic and philanthropic community<br />
Superintendent’s Council meetings<br />
<strong>Tulsa</strong> Metro Chamber<br />
Professional associations meetings<br />
Strategic Approach & Deliverables<br />
Evaluation<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> will perform the following to assess the effectiveness of the communication<br />
plan:<br />
• Create and distribute a stakeholder communication feedback survey annually.<br />
• Solicit input from a Communications Steering Committee about ways to continually improve<br />
district’s communication plan.<br />
• Collect and analyze published articles, media coverage, public inquiries, website visits<br />
statistics, etc.<br />
• Conduct an annual review of plan to make any necessary adjustments<br />
5
Assessment Rates – District Level
Assessment Rates – School Level
Assessment Values – Student Level
Assessment Graphs – School Level
Math Results – Student level
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive to the OSDE’s request for information regarding:<br />
Details of how performance of a current teachers or a new teachers (with a proven track record for<br />
turning around schools) will be reviewed for hiring, retention, or dismissal.<br />
1
How Performance is Reviewed for Hiring, Retention, or Dismissal.<br />
Assessing Performance<br />
In a high-performing school system, there is an emphasis on continuous improvement<br />
and shared accountability for student achievement. Instructional practices grow and student<br />
achievement levels rise in an organization that values performance feedback, analysis and<br />
refinement.<br />
In August of 2010, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> embarked on a new Teacher and Leader<br />
Effectiveness (TLE) initiative in support of its mission—Excellence and High Expectations with a<br />
Commitment to All—and its Core Goal of Raising Student Achievement.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>’ Core Goals<br />
The <strong>Tulsa</strong> TLE Observation and Evaluation System is an evidence-based process of<br />
teacher evaluation anchored in specific Domains, Dimensions and Indicators reflecting national<br />
best practices and current research regarding effective instruction. The Domains, Dimensions<br />
and Indicators within a Rubric categorize and explicitly define effective teaching/performance<br />
along a spectrum of professional proficiency. (A copy of the Rubric is at the end of this<br />
2
document.) The Rubric creates a common language to guide teachers’ understanding of<br />
expectations and the various levels of performance.<br />
Each Domain has one or more Dimensions and Indicators. When performing an<br />
observation or evaluation, a principal must judge the teacher's performance as to each<br />
Indicator. The principal bases his or her score for an Indicator according to the Rubric. The<br />
Rubric contains a set of detailed narratives—scoring guidelines developed collaboratively by the<br />
District's Administrators and teachers based upon professional practices linked to student<br />
learning. By evaluating the teacher’s performance using the Rubric's narratives, the principal:<br />
• Creates a common framework and language for evaluation.<br />
• Provides teachers with clear expectations about what is being assessed, as well<br />
as standards that should be met.<br />
• Send messages about what is most meaningful.<br />
• Increases the consistency and objectivity of evaluating professional<br />
performances.<br />
• Provides teachers with information about where they are in relation to where<br />
they need to be for success.<br />
• Identifies what is most important to focus on in instruction.<br />
• Gives teachers guidance in evaluating and improving their work.<br />
The principal's assessment is a reflection of the teacher's performance during formal<br />
observations as well as his or her overall performance. The evaluation software calculates the<br />
average score for each Domain according to the scores entered for each Indicator within the<br />
Domain. The overall evaluation score—the composite average—is determined by calculating a<br />
weighted average of the evaluation's Domain scores.<br />
The Rubric's descriptions as to each Indicator are organized along a five-point scale<br />
with numeric rankings of 1 - 5. The rankings of N/A and N/O are used for not applicable and<br />
not observed behavior (evidence) respectively. The numeric scores represent the following<br />
rankings:<br />
3
The TLE evaluation process is comprised of observations and evaluations. Every<br />
evaluation must be supported by (built upon) at least two observations in addition to the<br />
principal’s overall assessment of the teacher’s performance.<br />
Career teachers must be evaluated at least once a year.<br />
Probationary teachers must be evaluated at least twice a year.<br />
Observations are a principal's intentional study and analysis of the teacher's performance (e.g.,<br />
the teacher's classroom instruction). The principal's assessment is guided by the detailed descriptions of<br />
the Teacher's Rubric. The principal's assessments of the teacher's performance during the observation<br />
must be recorded in the Observation Form, described in more detail in Section 5. Each observation<br />
must be followed by an observation conference held no more than five (5) instructional days from the<br />
date of the observation. An evaluation conference is held within five (5) instructional days from the<br />
date of the evaluation.<br />
4
Use of Performance Data for Hiring, Retention of Dismissal<br />
Retention/Dismissal. As noted above, the District’s successful evaluation system (the TLE<br />
Observation and Evaluation System) provides teachers with a performance ranking on a scale from 1-5.<br />
The TLE evaluation system provides teachers with a five-tier support system for improvement, but when<br />
they fail to improve, the District’s performance-based exit procedures go into effect and provide for<br />
their timely release from the District.<br />
In the months following the district-wide implementation of the<br />
TLE evaluation system in 2010-2011, the Human Capital personnel successfully exited 57 teachers from<br />
the District for poor performance through recommendations for non-renewal and termination<br />
proceedings. These exits targeted teachers whose performance rankings were 1 or 2 (Ineffective or<br />
Needs Improvement). Due process hearings, as applicable, were held throughout the summer of 2011<br />
and all recommendations for non-renewal and termination were adopted by the Board. Many other<br />
teachers were counseled out of the District for performance reasons prior to this time.<br />
The District is aggressive in seeking performance-based exits, but it also recognizes that teachers<br />
must be supported and provided a chance to improve prior to any removal from the District. As a<br />
precursor to the District’s support/release program , over 130 Personal Development Plans (plans for<br />
improvement) were issued for teachers. At least 29 teachers were also placed in an intensive<br />
remediation-based mentoring program lasting 8 weeks.<br />
It is notable that prior to the implementation of the TLE Evaluation System in 2010-2011, there<br />
had been no performance-based exiting of teachers or principals and a very small number of personal<br />
development plans. A significant support for this occurrence was the complete reorganization of the<br />
District’s entire human capital department and the addition of a team of Human Capital Partners. The<br />
human resource function at the District has been completely restructured, with a new approach to<br />
recruitment, retention, and development. The addition of the Human Capital Partner position has<br />
provided a cadre of HC liaisons to quickly respond to the staffing needs of every building principal, as<br />
well as support the implementation of the new evaluation system and the necessary exiting procedures.<br />
Human Capital Partners—experts in teacher-related human capital matters—are assigned to<br />
specific schools and assist principals throughout the school year with regard to evaluation processes and<br />
substantive personnel matters. They are the principal’s primary human capital (HC) contact. They<br />
provide invaluable support to their clients by:<br />
• Directing and coordinating evaluations;<br />
• Providing assistance, guidance and review of PDPs (Personal Development Plans); and<br />
• Assisting with the compilation of necessary documentation for employment actions,<br />
including coordination with legal staff to satisfy procedural requirements for dismissal;<br />
5
Human Capital Partners meet with each principal toward the end of each school year<br />
and review the evaluation data for purposes of determining which teachers merit<br />
exiting/retention. Because Human Capital Partners work so closely with principals, they know<br />
which teachers have needed support for improvement, the levels of intervention necessary<br />
(from subtle suggestions to intensive mentoring) and how successful the supports to the<br />
teacher were. HC Partners know for which teachers the principals have adequate<br />
documentation and rationale for purposes of making a recommendation for termination or<br />
non-renewal.<br />
Principals have the ultimate responsibility for making a recommendation to their<br />
Associate Superintendent regarding exits. That said, they benefit greatly from the counsel and<br />
support of the HC Partners. For purposes of assisting principals in determining which teachers<br />
should be recommended for exiting, the HC Partner and the principal look at those teachers<br />
who scored between a 1 and a 2 on their evaluation(s). Their primary focus is typically those<br />
teachers who scored a 1 or a 2 on the domain of Classroom Management or Instructional<br />
Effectiveness. They also evaluate the PDPs that were used and the teachers’ success in meeting<br />
the goals of the plans for improvement. They also consider those teachers who were placed in<br />
the 8-week intensive mentoring program or who were asked to participate in the program but<br />
declined. HC Partners also assist principals by reminding them of key legal issues that can<br />
influence the District’s ability to exit a teacher. Specifically, HC Partners help principals focus on<br />
retention and release decisions involving those teachers who are in their last year of<br />
probationary status. In doing so, they can exit those teachers who should be exited before they<br />
gain tenure and help the District improve the effectiveness of its career teaching pool.<br />
Hiring. As always, the teachers’ evaluation record is available to principals with whom<br />
the teacher is interviewing. As such, the TLE data also provides an essential data element for<br />
the District when teachers are investigating a move from one school to another. In addition,<br />
while value-added data is not a component of the teacher evaluation system or included within<br />
the decision-making regarding the exiting of teachers, planning is underway to use value-added<br />
data in the summer of 2011 for purposes of identifying those teachers with strengths in specific<br />
6
subgroups (by achievement level, ELL status and/or special ed). With this information, the<br />
District will be able to recruit and strategically place teachers in new positions.<br />
7
TLE Observation and Evaluation Rubric<br />
Teachers<br />
2011-2012<br />
Domain/Relative Weight Dimension Page<br />
Classroom<br />
Management<br />
30%<br />
1. Preparation<br />
2. Discipline<br />
3. Building-Wide Climate Responsibility<br />
4. Lesson Plans<br />
5. Assessment Patterns<br />
6. Work Area Environment<br />
2<br />
2<br />
3<br />
3<br />
4<br />
4<br />
Instructional Effectiveness<br />
50%<br />
Professional Growth &<br />
Continuous Improvement<br />
10%<br />
Interpersonal Skills<br />
5%<br />
7. Literacy<br />
8. Common Core Standards<br />
9. Involves All Learners<br />
10. Explains Content<br />
11. Explains Directions<br />
12. Models<br />
13. Monitors<br />
14. Adjusts Based upon Monitoring<br />
15. Establishes Closure<br />
16. Student Achievement<br />
17. Uses Professional Growth as an<br />
Important Strategy<br />
18. Exhibits Professional Behaviors and<br />
Efficiencies<br />
19. Effective Interactions/<br />
Communications with Stakeholders<br />
5<br />
5<br />
6<br />
7<br />
8<br />
8<br />
9<br />
10<br />
11<br />
12<br />
13<br />
13<br />
14<br />
Leadership<br />
5%<br />
20. Leadership Involvements 15
Indicator No.<br />
1<br />
Domain: Classroom Management<br />
Dimension: Preparation<br />
Teacher plans for delivery of the lesson relative to short-term and long-term objectives.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
Does not plan for<br />
instructional strategies<br />
that encourage the<br />
development of<br />
performance skills.<br />
Materials and<br />
equipment are not<br />
ready at the start of the<br />
lesson or instructional<br />
activity.<br />
Occasionally plans for<br />
instructional strategies<br />
that encourage the<br />
development of<br />
performance skills.<br />
Materials and<br />
equipment are usually<br />
not ready at the start of<br />
the lesson or<br />
instructional activity.<br />
Plans for instructional<br />
strategies that<br />
encourage the<br />
development of<br />
performance skills.<br />
Ensures materials and<br />
equipment are ready at<br />
the start of the lesson<br />
or instructional activity<br />
(most of the time).<br />
Plans for instructional<br />
strategies that<br />
encourage the<br />
development of critical<br />
thinking, problem<br />
solving, and<br />
performance skills.<br />
Materials and<br />
equipment are ready at<br />
the start of the lesson<br />
or instructional activity.<br />
Plans for instructional<br />
strategies that<br />
encourage the<br />
development of critical<br />
thinking, problem<br />
solving and<br />
performance skills and<br />
consistently<br />
implements.<br />
Materials and equipment<br />
are ready at the start of<br />
the lesson or<br />
instructional activity and<br />
learning environment is<br />
conducive to the activity.<br />
2<br />
Domain: Classroom Management<br />
Teacher clearly defines expected behavior.<br />
1<br />
Ineffective<br />
Standards of conduct<br />
have not been<br />
established.<br />
Students are<br />
disengaged and unclear<br />
about the expectations<br />
of the classroom.<br />
Does not monitor the<br />
behavior of students<br />
during whole class,<br />
small groups, seat work<br />
activities and<br />
transitions.<br />
Usually ignores<br />
inappropriate behavior<br />
and uses an<br />
inappropriate voice<br />
level / word choice<br />
when correction is<br />
attempted.<br />
2<br />
Needs Improvement<br />
Standards of conduct<br />
have been established<br />
with inconsistent<br />
implementation.<br />
Students are usually<br />
disengaged and unclear<br />
about the expectations<br />
of the classroom.<br />
Rarely monitors the<br />
behavior of students<br />
during whole class,<br />
small groups, seat work<br />
activities and<br />
transitions.<br />
Most of the time<br />
ignores inappropriate<br />
behavior and / or uses<br />
an inappropriate voice<br />
level / word choice to<br />
attempt to bring<br />
correction.<br />
3<br />
Effective<br />
Establishes and posts<br />
standards of conduct<br />
and implements with<br />
consistency.<br />
Ensures that students<br />
are engaged and clear<br />
as to the expectations<br />
of the classroom with<br />
few reminders given.<br />
Monitors the behavior<br />
of students during<br />
whole-class, small<br />
group and seat work<br />
activities and during<br />
transitions between<br />
instructional activities.<br />
Stops inappropriate<br />
behavior promptly and<br />
consistently with an<br />
appropriate voice level /<br />
word choice.<br />
4<br />
Highly Effective<br />
Standards of conduct<br />
have been established<br />
and posted with<br />
consistent peer-based<br />
implementation.<br />
Students are engaged<br />
and clear about the<br />
expectations of the<br />
classroom with no need<br />
for reminders.<br />
Monitors the behavior of<br />
all students during<br />
whole-class, small group<br />
and seat work activities<br />
and during transitions<br />
between instructional<br />
activities, lunch time,<br />
recess, assemblies, etc.<br />
Stops inappropriate<br />
behavior promptly and<br />
consistently, with an<br />
appropriate voice level /<br />
word choice, while<br />
maintaining the dignity<br />
of the student.<br />
Dimension: Discipline<br />
5<br />
Superior<br />
Standards of conduct<br />
have been established<br />
and posted with<br />
consistent peer<br />
monitoring.<br />
Students are engaged<br />
and are clear about the<br />
expectations of the<br />
classroom and are<br />
responsible for their<br />
own learning.<br />
Monitors the behavior<br />
of all students at all<br />
times. Standards of<br />
conduct extend beyond<br />
the classroom.<br />
Stops inappropriate<br />
behavior promptly and<br />
consistently, with an<br />
appropriate voice level /<br />
word choice,<br />
maintaining the dignity<br />
of the student and<br />
encouraging students to<br />
self discipline.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
2<br />
TLE Teacher Evaluation and Observation Rubric
3<br />
Domain: Classroom Management<br />
Dimension: Building-Wide Climate Responsibilities<br />
Teacher assures a contribution to building-wide positive climate responsibilities.<br />
1<br />
Ineffective<br />
Is not involved in school<br />
projects and initiatives<br />
that contribute to<br />
promoting orderly<br />
behavior throughout the<br />
school.<br />
Ignores the procedures,<br />
practices and guidelines<br />
outlined by the school,<br />
district, state and federal<br />
laws, intended to keep<br />
students healthy and<br />
safe.<br />
2<br />
Needs Improvement<br />
Participates in school<br />
projects and initiatives<br />
that contribute to<br />
promoting orderly<br />
behavior throughout the<br />
school when specifically<br />
requested and only for<br />
specified time.<br />
Inconsistently follows the<br />
procedures, practices<br />
and guidelines outlined<br />
by the school, district,<br />
state and federal laws,<br />
intended to keep<br />
students healthy and<br />
safe.<br />
3<br />
Effective<br />
Regularly and routinely<br />
participates in school<br />
projects and initiatives<br />
that contribute to<br />
promoting orderly<br />
behavior throughout the<br />
school.<br />
Follows the procedures,<br />
practices and guidelines<br />
outlined by the school,<br />
district, state and federal<br />
laws, intended to keep<br />
students healthy and<br />
safe.<br />
4<br />
Highly Effective<br />
Participates actively in<br />
school projects and<br />
initiatives that promote<br />
orderly behavior<br />
throughout the school<br />
volunteering for extra<br />
assignments / time<br />
periods.<br />
Follows the procedures,<br />
practices and guidelines<br />
outlined by the school,<br />
district, state and federal<br />
laws, intended to keep<br />
students healthy and<br />
safe. Offers<br />
enhancements and<br />
suggestions to<br />
procedures and<br />
guidelines.<br />
5<br />
Superior<br />
Makes substantial<br />
contribution to school<br />
projects and initiatives<br />
that promote orderly<br />
behavior throughout the<br />
school. Teacher assumes<br />
a leadership role in these<br />
projects and initiatives<br />
inspiring others to<br />
participate.<br />
Always follows the<br />
procedures, practices<br />
and guidelines outlined<br />
by the school, district,<br />
state and federal laws,<br />
intended to keep<br />
students healthy and<br />
safe. Is proactive in<br />
intervening on behalf of<br />
children and staff.<br />
4<br />
Domain: Classroom Management<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
3<br />
Dimension: Lesson Plans<br />
Teacher develops daily lesson plans designed to achieve the identified objectives.<br />
1<br />
Ineffective<br />
Only develops a brief outline<br />
of the daily schedule, which<br />
shows no alignment with<br />
state/common core<br />
standards and does not<br />
address student diversity<br />
and learning style.<br />
Plans are not completed.<br />
Never plans with other<br />
members of the gradelevel/school<br />
planning teams<br />
(when it is an expectation of<br />
the campus).<br />
Never provides substitute<br />
plans, classroom rosters,<br />
seating charts, behavior<br />
plans, emergency plans and<br />
identification of diverse<br />
learning groups.<br />
2<br />
Needs Improvement<br />
Develops instructional plans<br />
that are not in alignment<br />
with State / common core<br />
standards and does not<br />
address student's diversity<br />
and learning styles.<br />
Plans are rarely completed.<br />
Rarely plans with other<br />
members of the gradelevel/school<br />
planning teams<br />
(when it is an expectation of<br />
the campus).<br />
Rarely provides substitute<br />
plans, classroom rosters,<br />
seating charts, behavior<br />
plans, emergency plans and<br />
identification of diverse<br />
learning groups.<br />
3<br />
Effective<br />
Develops instructional plans<br />
that are in alignment with<br />
State / common core<br />
standards including an<br />
amount of strategies that<br />
address student diversity<br />
and learning styles.<br />
Plans are developed<br />
consistently and on time<br />
based upon an analysis of<br />
data.<br />
Plans with other members<br />
of the grade-level / school<br />
planning teams (when it is<br />
an expectation of the<br />
campus).<br />
Provides substitute plans,<br />
classroom rosters, seating<br />
charts, behavior plans,<br />
emergency plans and<br />
identification of diverse<br />
learning groups.<br />
4<br />
Highly Effective<br />
Develops instructional plans<br />
that are in alignment with<br />
State / common core<br />
standards and addresses<br />
student diversity and<br />
learning styles through<br />
differentiated instruction.<br />
Plans are developed<br />
consistently and on time or<br />
in advance.<br />
Plans with other members<br />
of the grade-level/school<br />
planning teams (when it is<br />
an expectation of the<br />
campus).<br />
Revises plans according to<br />
student data analysis and<br />
shares same with fellow<br />
staff members to the<br />
benefit of the grade level,<br />
curricular area or building.<br />
Provides in sequenced and<br />
organized fashion substitute<br />
plans, classroom rosters,<br />
seating charts, behavior<br />
plans, emergency plans and<br />
identification of diverse<br />
learning groups.<br />
5<br />
Superior<br />
Has long and short-term<br />
instructional plans that are<br />
aligned with State /<br />
common core (CCSS) /<br />
district PASS standards and<br />
address student diversity<br />
and learning styles through<br />
differentiated instruction<br />
and other research-based<br />
learning strategies.<br />
Plans are developed<br />
consistently and on time or<br />
in advance with inherent<br />
opportunity for continual<br />
revision &/or modification.<br />
Plans with other members<br />
of the grade-level / school<br />
planning teams (when it is<br />
an expectation of the<br />
campus or based upon<br />
collegial decision-making).<br />
Revises plans according to<br />
student data and<br />
performance.<br />
Can serve as a grade level,<br />
curricular area and/or<br />
building-wide model for<br />
substitute plans, classroom<br />
rosters, seating charts,<br />
behavior plans, emergency<br />
plans and identification of<br />
diverse learning groups.<br />
TLE Teacher Evaluation and Observation Rubric
5<br />
Domain: Classroom Management<br />
Dimension: Assessment Patterns<br />
Teacher utilizes assessments patterns that are fairly administered and based on identified<br />
criteria.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
Assessment is<br />
inconsistent and<br />
insufficient to<br />
determine student's<br />
overall progress and is<br />
not based on the<br />
district’s grading policy.<br />
Assessments provide<br />
delayed and inadequate<br />
feedback for students<br />
to assess themselves.<br />
Assessment is<br />
inconsistent and is not<br />
based on district’s<br />
grading policy.<br />
Assessments provide<br />
delayed and inadequate<br />
feedback for students<br />
to assess themselves.<br />
Formative and<br />
summative assessments<br />
are recorded<br />
consistently based on<br />
district’s grading policy<br />
and are used to guide<br />
instruction.<br />
Provides adequate and<br />
timely feedback from<br />
assessment results for<br />
students to reflect and<br />
set goals.<br />
Formative and<br />
summative assessments<br />
are recorded<br />
consistently based on<br />
district’s grading policy<br />
and are used to develop<br />
and evaluate<br />
instruction.<br />
Assessments provide<br />
useful and immediate<br />
feedback that assists<br />
students in assessing<br />
themselves in meeting<br />
their learning goals.<br />
Formative and<br />
summative assessments<br />
are recorded<br />
consistently based on<br />
district’s grading policy<br />
and utilized to develop,<br />
refine and evaluate<br />
instruction.<br />
Assessments provide<br />
useful and immediate<br />
feedback that assists<br />
students in assessing<br />
themselves to develop<br />
and evaluate their<br />
progress with their<br />
learning goals.<br />
Learning goals are not<br />
only designed by the<br />
teacher but the student<br />
has an opportunity to<br />
direct his/her own<br />
learning by contributing<br />
goals.<br />
6<br />
Domain: Classroom Management<br />
Dimension: Work Area Environment<br />
Teacher optimizes the physical learning environment to assure student learning<br />
advantage in alignment with classroom management best practices.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
The classroom (as set<br />
up by the teacher)<br />
prohibits learning<br />
opportunities, order,<br />
cleanliness, safety and<br />
ease of traffic flow.<br />
Physical resources are<br />
not utilized as designed<br />
and instructionally<br />
intended.<br />
The classroom lacks<br />
organization for<br />
learning opportunities,<br />
order, cleanliness,<br />
safety and ease of<br />
traffic flow.<br />
Physical resources are<br />
not optimized for<br />
effective utilization.<br />
The classroom is<br />
organized for providing<br />
learning opportunities,<br />
order, cleanliness,<br />
safety and ease of<br />
traffic flow.<br />
Physical resources are<br />
well placed in locations<br />
that enhance their<br />
functions and do not<br />
interfere with other<br />
functions.<br />
The classroom is<br />
attractive and organized<br />
for efficacy in learning<br />
opportunities, order,<br />
cleanliness, safety and<br />
ease of traffic flow.<br />
Physical resources,<br />
spaces for studying and<br />
learning activities and<br />
specific space for large<br />
group, small group<br />
and/or center work are<br />
well placed in locations<br />
that enhance their<br />
functions and do not<br />
interfere with other<br />
functions.<br />
Includes the narrative<br />
descriptions in<br />
performance category<br />
4, plus the classroom<br />
could serve as an<br />
exemplary model for<br />
replication at a grade /<br />
building level or<br />
curricular venue.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
4<br />
TLE Teacher Evaluation and Observation Rubric
7<br />
Domain: Instructional Effectiveness<br />
Teacher embeds the components of literacy into all instructional content.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
Literacy, the ability to<br />
read, write, spell, listen<br />
and speak, is not<br />
embedded / woven into<br />
instructional lessons;<br />
rather, it is presented as<br />
single, stand-alone<br />
skills.<br />
Literacy, the ability to<br />
read, write, spell, listen<br />
and speak, is rarely<br />
embedded / woven into<br />
instructional lessons;<br />
rather, it is presented as<br />
single, stand-alone<br />
skills. Students do not<br />
see literacy as the<br />
“bonding agent” for all<br />
learning.<br />
Literacy is embedded in<br />
ALL content.<br />
Literacy is embedded in<br />
ALL content and its<br />
definition is expanded<br />
to include visually<br />
representing,<br />
expressing ideas and<br />
opinions, making<br />
decisions and solving<br />
problems.<br />
Dimension: Literacy<br />
5<br />
Superior<br />
Includes the narrative<br />
descriptions in<br />
performance category<br />
4, plus the additional<br />
definitional<br />
components of literacy<br />
to include: multimedia,<br />
computer, information<br />
analysis and technology.<br />
8<br />
Domain: Instructional Effectiveness<br />
Dimension: Common Core<br />
Teacher understands and optimizes the delivery focus of Common Core State Standards<br />
and the expectations derived from same on student learning and achievement.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
Neither understands<br />
nor participates (at<br />
even the “conversation<br />
/ awareness” level) in<br />
the multi-year<br />
conversion process<br />
from PASS to CCSS.<br />
Neither understands<br />
nor participates (at<br />
even a minimal<br />
implementation level)<br />
in the multi-year<br />
conversion process<br />
from PASS to CCSS.<br />
Understands and<br />
participates in the<br />
multi-year conversion<br />
process from an<br />
emphasis on PASS to an<br />
emphasis on CCSS as<br />
evidenced by use of<br />
alternate instructional<br />
strategies and modified<br />
content focus aligned<br />
with CCSS.<br />
Has participated in<br />
available learning<br />
opportunities to assure<br />
a strong foundation of<br />
understanding the<br />
conversion process<br />
from PASS to CCSS and<br />
regularly and routinely<br />
uses alternate<br />
instructional strategies<br />
and modified content<br />
focus aligned with CCSS.<br />
Includes the narrative<br />
descriptions in<br />
performance category<br />
4, plus serves as a<br />
“change agent” and/or<br />
grade level, curricular<br />
area, building-wide, or<br />
departmental presenter<br />
/ facilitator for the<br />
implementation of the<br />
conversion from PASS<br />
to CCSS. This<br />
participation level could<br />
be initiated via<br />
volunteering or being<br />
asked.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
5<br />
TLE Teacher Evaluation and Observation Rubric
9<br />
Domain: Instructional Effectiveness<br />
Dimension: Involves All Learners<br />
Teacher uses questioning techniques and/or guided practices to involve all students in<br />
active learning.<br />
1<br />
Ineffective<br />
Students are not<br />
mentally engaged in<br />
active learning<br />
experiences.<br />
Displays no knowledge<br />
of students’ interests<br />
and skills.<br />
Does not ask any type<br />
of questions or use<br />
questioning techniques<br />
during the lesson to<br />
check for student<br />
understanding or to<br />
involve all learners.<br />
Student participation is<br />
not monitored or the<br />
teacher response is<br />
inconsistent, overly<br />
repressive or does not<br />
respect the student's<br />
dignity.<br />
2<br />
Needs Improvement<br />
A few students are<br />
minimally engaged in<br />
active learning<br />
experiences 50 percent<br />
of the class time.<br />
Displays little<br />
knowledge of students’<br />
interests and skills and<br />
rarely uses strategies.<br />
All or most questions<br />
used are recall<br />
questions.<br />
Typically calls on<br />
students who raise their<br />
hands first and<br />
responds to students<br />
who blurt out answers.<br />
A few students<br />
dominate the lesson.<br />
3<br />
Effective<br />
Engages most students<br />
in active learning<br />
experiences 80 percent<br />
of the class time.<br />
Uses questioning<br />
strategies throughout<br />
the lesson that are<br />
primarily at a lower or<br />
mid level of Bloom's<br />
taxonomy. Provides<br />
wait time for some<br />
student response and<br />
does random checking<br />
for understanding.<br />
Lesson progresses at a<br />
pace that<br />
accommodates most<br />
student questions and<br />
interests.<br />
Recognizes the value of<br />
understanding students’<br />
skills and interests.<br />
Asks critical thinking<br />
questions throughout<br />
the lesson and uses<br />
questioning techniques<br />
to involve all learners.<br />
4<br />
Highly Effective<br />
The significant majority<br />
of students are<br />
cognitively engaged and<br />
exploring content in<br />
active learning<br />
experiences 80 percent<br />
of the class time.<br />
Uses questioning<br />
strategies which include<br />
high and low levels of<br />
complexity, providing<br />
adequate wait time for<br />
most students to<br />
respond. A variety of<br />
techniques are used to<br />
solicit responses from<br />
most students<br />
throughout the lesson<br />
to check for student<br />
understanding.<br />
Uses varied questioning<br />
techniques that engage<br />
students in critical<br />
thinking.<br />
5<br />
Superior<br />
All students are<br />
cognitively engaged in<br />
active learning activities<br />
and assignments in<br />
exploration of content.<br />
Students initiate or<br />
adapt activities and<br />
projects to enhance<br />
their understanding.<br />
Questions are of high<br />
quality with adequate<br />
time wait time for all<br />
students to respond. A<br />
variety of techniques<br />
are used to solicit<br />
responses from all<br />
students before, during<br />
and after the lesson to<br />
check for student<br />
understanding and to<br />
encourage critical<br />
thinking.<br />
Students formulate<br />
many of their own<br />
questions. Uses full<br />
realm of Bloom’s<br />
taxonomy.<br />
Seizes opportunities to<br />
enhance learning,<br />
building on student<br />
interests or a<br />
spontaneous event.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
6<br />
TLE Teacher Evaluation and Observation Rubric
10<br />
Domain: Instructional Effectiveness<br />
Teacher teaches the objectives through a variety of methods.<br />
1<br />
Ineffective<br />
Explanation of the<br />
content is unclear or<br />
confusing or uses<br />
inappropriate language.<br />
Does not use<br />
cooperative learning<br />
activities, advance<br />
organizers, teaching<br />
strategies that foster<br />
participation of<br />
students and activities<br />
that address a variety of<br />
learning styles /<br />
multiple intelligences to<br />
involve any of the<br />
learners.<br />
Students are provided<br />
with activities from the<br />
textbook, specific to the<br />
content but are not<br />
differentiated for varied<br />
needs or learning styles.<br />
Technology is not<br />
utilized as designed and<br />
not used as an<br />
instructional tool.<br />
No techniques used to<br />
make concepts clear.<br />
Lessons do not reflect<br />
the stated objectives.<br />
2<br />
Needs Improvement<br />
Explanation of the<br />
content is sporadic with<br />
some portions difficult<br />
to follow.<br />
Uses limited<br />
cooperative learning<br />
activities, advance<br />
organizers, teaching<br />
strategies that foster<br />
participation of<br />
students and activities<br />
that address a variety of<br />
learning styles /<br />
multiple intelligences to<br />
involve all learners.<br />
Uses an occasional<br />
strategy that is<br />
research-based. There is<br />
evidence of attempts to<br />
differentiate instruction<br />
for diverse learners<br />
without success.<br />
Technology is rarely<br />
included in the planning<br />
process to support<br />
instruction, and<br />
technology is not used<br />
on a regular basis as an<br />
instructional tool.<br />
Some techniques used<br />
to make concepts clear.<br />
Students are provided<br />
with activities from the<br />
textbook, specific to the<br />
content but are not<br />
varied.<br />
3<br />
Effective<br />
Explains content<br />
appropriately and<br />
connects with students’<br />
knowledge and<br />
experience.<br />
Uses cooperative<br />
learning activities,<br />
advance organizers and<br />
teaching strategies that<br />
foster participation of<br />
students. Uses some<br />
activities that address a<br />
variety of learning styles<br />
/ multiple intelligences<br />
to involve all learners.<br />
Provides differentiated<br />
tasks to meet the varied<br />
learning styles and<br />
needs of students. An<br />
understanding of the<br />
concepts, tools of<br />
inquiry and structures<br />
of the discipline is<br />
evidenced through<br />
research-based<br />
strategies that support<br />
the standards and<br />
promote student<br />
engagement.<br />
Technology is included<br />
in the planning process<br />
to support instruction,<br />
and technology is used<br />
on a regular basis as an<br />
instructional tool.<br />
Uses a variety of<br />
techniques to make<br />
content clear (e.g.<br />
modeling, visuals,<br />
hands-on activities,<br />
demonstrations,<br />
gestures, body<br />
language).<br />
4<br />
Highly Effective<br />
Explanation of content<br />
is imaginative, ongoing<br />
and connects with<br />
students’ knowledge<br />
and experience.<br />
Utilizes the knowledge<br />
of student skills and<br />
interests to decide<br />
which cooperative<br />
learning activities,<br />
advance organizers and<br />
teaching strategies that<br />
foster participation of<br />
students. Activities that<br />
address a variety of<br />
learning styles /<br />
multiple intelligences<br />
are used to maximize<br />
student potential.<br />
Technology is woven<br />
into / serves as a<br />
foundational base in the<br />
planning process to<br />
support instruction, and<br />
technology is used on a<br />
common-place basis as<br />
an instructional tool.<br />
Students contribute to<br />
explaining concepts to<br />
their peers.<br />
Dimension: Explains Content<br />
5<br />
Superior<br />
Uses all of the<br />
characteristics of Level 4.<br />
Additionally, the teacher<br />
has an understanding of<br />
the concepts, tools of<br />
inquiry and structures of<br />
the discipline. This is<br />
evidenced through<br />
research-based strategies<br />
that support the<br />
standards and promote<br />
student engagement.<br />
Utilizes the knowledge of<br />
student skills and<br />
interests to determine<br />
appropriate cooperative<br />
learning activities,<br />
advance organizers and<br />
teaching strategies that<br />
successfully foster<br />
participation of students.<br />
Activities that address<br />
individual learning styles<br />
and multiple intelligences<br />
are used to help<br />
maximize student<br />
potential.<br />
Students are included in<br />
planning for methods of<br />
instructional delivery.<br />
Uses differentiated tasks<br />
including (modeling,<br />
visuals, hands-on<br />
activities,<br />
demonstrations,<br />
gestures, body language,<br />
and thematic instruction)<br />
to teach the objectives<br />
that are research-based.<br />
Technology has achieved<br />
an efficacy level not only<br />
in the support of<br />
instruction but in and by<br />
itself is an instructional<br />
platform.<br />
Continually seeks out<br />
new methods and<br />
strategies to better teach<br />
and willingly shares<br />
discoveries and successes<br />
with colleagues.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
7<br />
TLE Teacher Evaluation and Observation Rubric
11<br />
Domain: Instructional Effectiveness<br />
Dimension: Explains Directions<br />
Teacher gives directions that are clearly stated and relate to the learning objectives.<br />
1<br />
Ineffective<br />
Directions and<br />
procedures are<br />
confusing to students.<br />
Does not offer<br />
alternative, clarifying<br />
directions.<br />
Does not give students<br />
directions for<br />
transitions and does not<br />
plan for transitions.<br />
Spoken language is<br />
inaudible or written<br />
language is illegible.<br />
Spoken or written<br />
language contains<br />
errors of grammar or<br />
syntax. Vocabulary may<br />
be inappropriate, vague<br />
or used incorrectly<br />
causing students to be<br />
confused.<br />
2<br />
Needs Improvement<br />
Directions and<br />
procedures are initially<br />
confusing to students<br />
and are not clarified.<br />
Attempts to give<br />
students directions for<br />
transitions but does not<br />
plan for transitions.<br />
Spoken language is<br />
audible and written<br />
language is legible.<br />
Usage of both<br />
demonstrates many<br />
basis errors<br />
(mispronunciation,<br />
misspelled words, etc.).<br />
Vocabulary is correct,<br />
but limited, or is not<br />
appropriate to the<br />
students’ ages or<br />
backgrounds.<br />
3<br />
Effective<br />
Provides directions and<br />
procedures, in a variety<br />
of delivery modes, e.g.,<br />
verbal, modeling, visual,<br />
demonstration, etc.,<br />
that are clearly stated /<br />
presented and relate to<br />
the learning objectives.<br />
Gives students<br />
directions for<br />
transitions and includes<br />
transitioning in the<br />
planning process to<br />
optimize academic<br />
learning time.<br />
Uses spoken and<br />
written language that is<br />
clear and correct,<br />
conforms to standard<br />
English, vocabulary, and<br />
is appropriate to<br />
students’ ages and<br />
interests.<br />
4<br />
Highly Effective<br />
Directions and<br />
procedures, in a variety<br />
of delivery modes, are<br />
clear to students.<br />
Anticipation of possible<br />
student<br />
misunderstanding<br />
and/or confusion is<br />
incorporated in the<br />
initial direction and<br />
clarified.<br />
Gives clear directions<br />
for transitions between<br />
lessons and between<br />
instructional activities<br />
while optimizing<br />
academic learning time.<br />
Spoken and written<br />
language is clear and<br />
correct and conforms to<br />
standard English.<br />
Vocabulary is<br />
appropriate to the<br />
students’ ages and<br />
interests. Teacher finds<br />
opportunities to extend<br />
students’ vocabularies.<br />
5<br />
Superior<br />
Uses all of the<br />
characteristics of Levels<br />
3 and 4. Facilitates<br />
students in constructing<br />
their own<br />
understanding of how<br />
the directions relate to<br />
the learning objectives.<br />
Plans for smooth,<br />
structured transitions<br />
between lessons and<br />
instructional activities<br />
and gives clear, concise<br />
directions to accomplish<br />
same while optimizing<br />
academic learning time.<br />
Spoken and written<br />
language is correct and<br />
conforms to standard<br />
English. It is also<br />
expressive with wellchosen<br />
vocabulary that<br />
enriches the lesson and<br />
extends students’<br />
vocabularies. Teacher<br />
seizes opportunities to<br />
enhance learning by<br />
building vocabulary<br />
skills and experiences<br />
based on student<br />
interests or a<br />
spontaneous event.<br />
12<br />
Domain: Instructional Effectiveness<br />
Teacher demonstrates / models the desired skill or process.<br />
1<br />
Ineffective<br />
Does not demonstrate<br />
or model the desired<br />
skill or process.<br />
2<br />
Needs Improvement<br />
Demonstration or<br />
modeling of the desired<br />
skill or process is<br />
infrequent and unclear<br />
to students.<br />
3<br />
Effective<br />
Provides<br />
demonstrations and<br />
modeling of the desired<br />
skill or process that are<br />
clear and precise to<br />
students.<br />
4<br />
Highly Effective<br />
Demonstrations are<br />
clear and precise to<br />
students with<br />
anticipation and<br />
preemptive action to<br />
avoid possible students'<br />
misunderstanding.<br />
Dimension: Models<br />
5<br />
Superior<br />
Demonstrations will<br />
match all characteristics<br />
of Level 4. Additionally,<br />
teacher’s modeling will<br />
assist students in<br />
achieving the lesson’s<br />
stated objective.<br />
Students will<br />
demonstrate the skill or<br />
process.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
8<br />
TLE Teacher Evaluation and Observation Rubric
13<br />
Domain: Instructional Effectiveness<br />
1<br />
Ineffective<br />
Dimension: Monitors<br />
Teacher checks to determine if students are progressing toward stated objectives.<br />
2<br />
3<br />
4<br />
Needs Improvement Effective<br />
Highly Effective<br />
5<br />
Superior<br />
Never moves around<br />
the room while<br />
students are working on<br />
guided practice.<br />
Never uses student<br />
response techniques to<br />
increase active<br />
engagement.<br />
Never uses feedback<br />
concerning student’s<br />
understanding.<br />
Never uses wait time<br />
after voicing a question<br />
to the students.<br />
Seldom moves around<br />
the room while<br />
students are working on<br />
guided practice to<br />
promote and reinforce<br />
positive student<br />
behaviors. When<br />
movement happens it is<br />
to the same area of<br />
classroom.<br />
Seldom uses student<br />
response techniques to<br />
increase active<br />
engagement.<br />
Seldom uses feedback<br />
concerning student’s<br />
understanding.<br />
Seldom uses wait time<br />
after voicing a question<br />
to the students.<br />
When appropriate,<br />
moves to all areas of<br />
the room while<br />
students are working on<br />
guided practice to<br />
promote and reinforce<br />
positive student<br />
behaviors.<br />
Uses different types of<br />
student response<br />
techniques, both<br />
individual / group.<br />
Uses student response<br />
techniques to increase<br />
active engagement.<br />
Student’s<br />
understanding is<br />
evaluated by feedback.<br />
Uses wait time of 3-5<br />
seconds (more for more<br />
complex questions)<br />
after voicing the<br />
question. Provides<br />
opportunity for<br />
students to formulate<br />
more thoughtful<br />
responses and allows<br />
time for the student to<br />
consider supporting<br />
evidence.<br />
Moves to all areas of<br />
the room with efficiency<br />
and effectiveness while<br />
students are working on<br />
guided practice to<br />
promote and reinforce<br />
positive student<br />
behaviors. Makes eye<br />
contact with all<br />
students often.<br />
Routinely uses<br />
developmentally<br />
appropriate student<br />
response techniques to<br />
increase active<br />
engagement by the<br />
students. Uses<br />
immediate feedback<br />
concerning student’s<br />
understanding.<br />
Routinely uses wait<br />
time of 3-5 seconds<br />
(additional time for<br />
more complex<br />
questions) after voicing<br />
the question. Provides<br />
opportunity for<br />
students to formulate<br />
more thoughtful<br />
responses and allows<br />
time for the student to<br />
consider supporting<br />
evidence. Re-phrases<br />
the question after<br />
hearing student<br />
response to probe for<br />
deeper understanding<br />
of concept utilizing<br />
appropriate wait time.<br />
Moves throughout the<br />
room to assure optimal<br />
instructional impact<br />
while students are<br />
working on guided<br />
practice to promote and<br />
reinforce positive<br />
student behaviors.<br />
When a problem is<br />
observed reviews / reteaches<br />
it to the whole<br />
class.<br />
Delivers upon all of<br />
performance category 4<br />
and varied response<br />
techniques are used to<br />
provide immediate<br />
feedback to re-teach /<br />
review the concept(s)<br />
misinterpreted or not<br />
learned, while actively<br />
engaging all students.<br />
Delivers upon all of<br />
performance category 4<br />
and is able to assess<br />
when question / wait<br />
time is no longer<br />
effective and employs a<br />
different strategy /<br />
technique.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
9<br />
TLE Teacher Evaluation and Observation Rubric
14<br />
Domain: Instructional Effectiveness<br />
Teacher changes instruction based on the results of monitoring.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
Dimension: Adjusts Based Upon Monitoring<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
Does not adjust<br />
instructional plan to<br />
meet the needs of<br />
students. Lesson pace<br />
is too fast or slow to<br />
accommodate for<br />
students’ questions or<br />
interest.<br />
Does not assess<br />
mastery of the new<br />
learning to determine if<br />
independent practice or<br />
re-teaching is<br />
appropriate.<br />
There is no evidence<br />
that the teacher uses<br />
data from various<br />
assessments to modify<br />
instruction and guide<br />
intervention strategies.<br />
Inconsistently monitors<br />
student involvement<br />
and makes some effort<br />
to adjust instructional<br />
plans to engage more<br />
students.<br />
Inconsistently assesses<br />
mastery of the new<br />
learning to determine if<br />
independent practice or<br />
re-teaching is<br />
appropriate without<br />
making adjustments as<br />
necessary.<br />
There is little evidence<br />
that data is used from<br />
various assessments to<br />
modify instruction and<br />
guide intervention<br />
strategies.<br />
Consistently monitors<br />
student involvement<br />
and makes efforts to<br />
adjust instructional<br />
plans to engage more<br />
students.<br />
Assesses mastery of the<br />
new learning to<br />
determine if<br />
independent practice or<br />
re-teaching is<br />
appropriate and makes<br />
adjustments to lessons.<br />
Reviews data from<br />
assessments to modify<br />
instruction and guide<br />
intervention strategies.<br />
Is aware of student<br />
participation and<br />
smoothly makes<br />
appropriate<br />
adjustments to the<br />
lesson successfully<br />
accommodating student<br />
questions or interests.<br />
Assesses mastery of the<br />
new learning using a<br />
variety of methods to<br />
determine if<br />
independent practice or<br />
re-teaching is<br />
appropriate and<br />
restructures lessons to<br />
address various learning<br />
needs.<br />
Uses data from various<br />
assessments to modify<br />
instruction and to<br />
determine what<br />
additional interventions<br />
can be implemented to<br />
assist students.<br />
Is always aware of<br />
student participation<br />
and successfully<br />
engages all students in<br />
the lesson. Is able to<br />
successfully make<br />
adjustments to the<br />
lesson to accommodate<br />
student questions or<br />
interests.<br />
Assesses mastery of the<br />
new learning using a<br />
variety of methods to<br />
determine if<br />
independent practice or<br />
re-teaching is<br />
appropriate. Works<br />
with individual students<br />
or small groups to<br />
reteach. Uses peer<br />
tutoring to facilitate<br />
mastery of skills.<br />
Multiple classroom<br />
evaluations,<br />
assessments and formal<br />
State assessments<br />
provide ample and<br />
varied opportunity for<br />
all students to<br />
demonstrate their<br />
knowledge and skill set<br />
levels. Ongoing<br />
assessment is<br />
systematically used to<br />
modify instruction and<br />
guide intervention<br />
strategies.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
10<br />
TLE Teacher Evaluation and Observation Rubric
15<br />
Domain: Instructional Effectiveness<br />
Teacher summarizes and fits into context what has been taught.<br />
1<br />
Ineffective<br />
Does not teach students<br />
to summarize new<br />
learning in a variety of<br />
ways. There is no<br />
ending to the lesson.<br />
Students disengage at<br />
the end of the class<br />
with no teacher<br />
direction.<br />
2<br />
Needs Improvement<br />
Students are asked to<br />
summarize new<br />
learning but are not<br />
taught why it’s<br />
important or how to do<br />
it. The teacher ends the<br />
lesson without a<br />
summary of the main<br />
points of the segment<br />
of instruction or day’s<br />
learning/activity and<br />
does not relate it to<br />
how the learning will be<br />
needed in the future.<br />
3<br />
Effective<br />
Ends the day’s learning<br />
/ activity by<br />
summarizing the lesson<br />
and teaches students to<br />
summarize new<br />
learning.<br />
Connects what is<br />
learned to prior<br />
learning.<br />
Dimension: Establishes Closure<br />
4<br />
Highly Effective<br />
Summarizes the lesson<br />
in a variety of ways and<br />
relates instruction to<br />
prior and future<br />
learning.<br />
Students are able to<br />
summarize in a variety<br />
of ways and reflect on<br />
their own learning.<br />
5<br />
Superior<br />
Facilitates students in<br />
summarizing and<br />
discussing main ideas.<br />
Students are able to<br />
connect the lesson to<br />
prior learning and<br />
articulate how learned<br />
skills can be used in the<br />
future. Linkages with<br />
real world situations are<br />
woven into the lessons.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
11<br />
TLE Teacher Evaluation and Observation Rubric
Domain: Instructional Effectiveness<br />
Dimension:<br />
16<br />
Student Achievement<br />
Use of common / varied assessments, tracking of student progress, use of data from<br />
various assessments, recognition of student achievement, appropriately modifying assessments.<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
There is no evidence<br />
that the teacher<br />
recognizes student<br />
progress or<br />
achievement.<br />
There is no evidence<br />
that the teacher is<br />
knowledgeable of the<br />
IEP or that the teacher<br />
modifies instruction for<br />
all students on an IEP<br />
regardless of student’s<br />
learning goals.<br />
When a student has<br />
difficulty learning, the<br />
teacher either gives up<br />
or blames the student<br />
or the student’s home<br />
environment.<br />
There is some evidence<br />
that students are<br />
recognized for their<br />
progress and<br />
achievement; however,<br />
recognition is sporadic.<br />
There is some evidence<br />
that the teacher is<br />
aware of the IEP;<br />
however, the IEP is not<br />
being used to guide<br />
instruction for the<br />
student.<br />
When a student has<br />
difficulty learning, the<br />
teacher makes an<br />
ineffectual effort and<br />
quickly gives up or<br />
blames the student or<br />
the student’s home<br />
environment.<br />
Recognizes student<br />
progress and<br />
achievement at<br />
significant intervals and<br />
encourages behaviors<br />
that would result in<br />
student success.<br />
Modifies assessments<br />
for special student<br />
populations in<br />
alignment with the IEP.<br />
Provides required<br />
feedback to student,<br />
roster teacher and/or<br />
parent.<br />
Assures that all<br />
students have access to<br />
standard / common<br />
core / district<br />
curriculum.<br />
Accepts responsibility<br />
for the success of all<br />
students.<br />
Students are informed<br />
regularly regarding their<br />
progress and<br />
achievement and are<br />
provided opportunities<br />
to improve and achieve<br />
academic success.<br />
Works with individual<br />
students to develop a<br />
mutually acceptable<br />
plan for "success."<br />
Modifies assessments<br />
for special student<br />
populations as indicated<br />
in IEP and as needed.<br />
Provides frequent /<br />
timely feedback to<br />
student, teacher or<br />
parent.<br />
Assures that all<br />
students have access<br />
and modifications to<br />
standard /common core<br />
/district curriculum.<br />
Perseveres in seeking<br />
effective approaches for<br />
students who have<br />
difficulty learning<br />
drawing on a broad<br />
repertoire of strategies.<br />
Students are informed<br />
regularly regarding their<br />
progress and<br />
achievement and are<br />
provided opportunities<br />
to improve and achieve<br />
academic success. The<br />
teacher informs parents<br />
on a timely basis of<br />
their student’s progress<br />
and achievement<br />
through systematic<br />
communication<br />
procedures.<br />
Informs student, roster<br />
teacher and parent of<br />
the results of<br />
modifications on<br />
student progress and<br />
participates as a team<br />
member in<br />
recommending needed<br />
changes in<br />
modifications. The<br />
teacher consistently<br />
advocates for all special<br />
needs students to have<br />
direct access to<br />
standard /common core<br />
/district curriculum.<br />
Perseveres in seeking<br />
effective approaches for<br />
students who need help<br />
using an extensive<br />
repertoire of strategies<br />
and soliciting additional<br />
resources from the<br />
school and community.<br />
Maintains contact with<br />
the student to monitor<br />
and encourage<br />
participation even after<br />
the student has moved<br />
on (to another class).<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
12<br />
TLE Teacher Evaluation and Observation Rubric
17<br />
Domain: Professional Growth and Continuous Improvement<br />
Uses Professional Growth as a Continuous Improvement Strategy<br />
1<br />
Ineffective<br />
Does not participate in<br />
professional<br />
development that<br />
updates their content<br />
knowledge and<br />
professional practices.<br />
18<br />
2<br />
Needs Improvement<br />
Participates in a portion<br />
of the required<br />
minimum hours of<br />
professional<br />
development. The<br />
professional<br />
development does not<br />
update their content<br />
knowledge and current<br />
professional practices.<br />
3<br />
Effective<br />
Participates in the<br />
required minimum<br />
hours of professional<br />
development updating<br />
their content<br />
knowledge and current<br />
professional practices.<br />
Domain: Professional Growth and Continuous Improvement<br />
4<br />
Highly Effective<br />
Participates in the<br />
required hours of<br />
professional<br />
development and seeks<br />
additional training to<br />
update their content<br />
knowledge and<br />
professional practices<br />
beyond what is<br />
required.<br />
Exhibits behaviors and efficiencies associated with professionalism.<br />
1<br />
Ineffective<br />
Exhibits documentable<br />
patterns of repeated<br />
inconsistent reliabilitybased<br />
behavior patterns<br />
as delineated in<br />
performance category 3<br />
– Effective.<br />
2<br />
Needs Improvement<br />
Exhibits inconsistent<br />
reliability-based<br />
behavior patterns as<br />
evidenced by flawed<br />
punctuality and<br />
dependability; not<br />
adhering to prescribed<br />
arrival and departure<br />
times; not following<br />
notification and<br />
reporting procedures<br />
for absences; not<br />
complying with<br />
reporting timelines and<br />
other time sensitive<br />
info./compliance<br />
requests.<br />
3<br />
Effective<br />
Exhibits consistent<br />
reliability-based<br />
behavior patterns as<br />
evidenced by<br />
punctuality and<br />
dependability; adhering<br />
to prescribed arrival<br />
and departure times;<br />
following notification<br />
and reporting<br />
procedures for<br />
absences; complying<br />
with reporting timelines<br />
and other time sensitive<br />
info./compliance<br />
requests.<br />
4<br />
Highly Effective<br />
Exhibits highly<br />
consistent reliabilitybased<br />
behavior patterns<br />
as evidenced by<br />
punctuality and<br />
dependability; adhering<br />
to prescribed arrival<br />
and departure times;<br />
following notification<br />
and reporting<br />
procedures for<br />
absences; complying<br />
with reporting timelines<br />
and other time sensitive<br />
info./compliance<br />
requests<br />
5<br />
Superior<br />
In addition to<br />
participating in the<br />
required hours of prof.<br />
development and add'l<br />
training, the teacher<br />
makes a substantial<br />
contribution to the<br />
profession through<br />
activities such as,<br />
coaching and mentoring<br />
new teachers, training<br />
teachers in professional<br />
practices, making<br />
presentations,<br />
conducting action<br />
research, working<br />
towards Master<br />
Teacher Certification<br />
and/or writing articles<br />
for grade level,<br />
department level,<br />
internal / school-wide<br />
and/or external<br />
publication. Writings<br />
that could be used as<br />
“models” may include<br />
classroom newsletters,<br />
parent / community<br />
communications, etc.<br />
5<br />
Superior<br />
Serves as a model and<br />
mentor exhibiting<br />
consistent reliabilitybased<br />
behavior patterns<br />
as evidenced by<br />
punctuality and<br />
dependability; adhering<br />
to prescribed arrival<br />
and departure times;<br />
following notification<br />
and reporting<br />
procedures for<br />
absences; complying<br />
with reporting timelines<br />
and other time sensitive<br />
info./compliance<br />
requests.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
13<br />
TLE Teacher Evaluation and Observation Rubric
19<br />
Domain: Interpersonal Skills<br />
Effective Interactions and Communications with Stakeholders.<br />
1<br />
Ineffective<br />
Provides minimal or no<br />
information to families<br />
and makes no attempt<br />
to engage them in the<br />
educational program.<br />
Oral, written and<br />
nonverbal<br />
communication is<br />
unclear (without regard<br />
to student<br />
misconceptions) and<br />
inconsiderate to<br />
students, as<br />
characterized by<br />
insensitivity, demeaning<br />
language and<br />
condescension<br />
Makes decisions based<br />
on self-serving<br />
interests. Never<br />
consults other staff or<br />
team members.<br />
2<br />
Needs Improvement<br />
Appears to be<br />
inconsistent and<br />
inaccurate in providing<br />
information to families<br />
and engaging them in<br />
the educational<br />
program.<br />
Oral, written, and<br />
nonverbal<br />
communication may not<br />
be considerate and<br />
usually requires further<br />
explanations to avoid<br />
confusion.<br />
Makes decisions<br />
assuming the result will<br />
be positive for<br />
everyone. Never checks<br />
to see if it is or will be.<br />
3<br />
Effective<br />
Interacts with families<br />
in a timely, consistent,<br />
positive and<br />
professional manner.<br />
Complies with school<br />
procedures for<br />
communicating with<br />
families and makes an<br />
effort to engage<br />
families in the<br />
educational program.<br />
Uses effective<br />
communication skills<br />
with students.<br />
Demonstrates<br />
communication skills<br />
(oral, written and<br />
nonverbal) that are<br />
clear, considerate,<br />
positive and rarely<br />
requires further<br />
explanations.<br />
Collaborates<br />
appropriately and<br />
makes decisions that<br />
reflect genuine<br />
professional<br />
consideration.<br />
4<br />
Highly Effective<br />
Communicates<br />
frequently and<br />
sensitively with families<br />
and engages them in<br />
the educational<br />
program.<br />
Oral, written, and<br />
nonverbal<br />
communication is clear,<br />
considerate, sensitive<br />
and positive.<br />
Further explanations to<br />
avoid confusion are not<br />
needed.<br />
Maintains an open mind<br />
and participates in<br />
collaborative decision<br />
making respecting and<br />
considering the<br />
thoughts of other peers.<br />
5<br />
Superior<br />
Communicates<br />
consistently and<br />
sensitively with families<br />
and uses diverse<br />
methods to engage<br />
them in the educational<br />
program and supports<br />
their participation.<br />
Oral, written, and<br />
nonverbal<br />
communication is clear<br />
(with conscientious<br />
regard and anticipation<br />
of possible student<br />
misconceptions),<br />
considerate, sensitive<br />
and positive.<br />
Communication is<br />
clearly understood by<br />
diverse stakeholders.<br />
Takes a leadership role<br />
in advocating that all<br />
collaborative decisions<br />
are based on the<br />
highest professional<br />
standards. Seeks out<br />
the expertise and<br />
opinion of other<br />
professionals before<br />
considering<br />
collaborative decisions.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
14<br />
TLE Teacher Evaluation and Observation Rubric
20<br />
Domain: Leadership<br />
1<br />
Ineffective<br />
2<br />
Needs Improvement<br />
3<br />
Effective<br />
4<br />
Highly Effective<br />
5<br />
Superior<br />
Provides no evidence of<br />
leadership as described<br />
in performance<br />
category 3 – Effective.<br />
Declines becoming<br />
involved in school<br />
events.<br />
Avoids becoming<br />
involved in school and<br />
district projects.<br />
Makes no effort to<br />
share knowledge with<br />
others or to assume<br />
professional<br />
responsibilities.<br />
Rarely contributes to<br />
the modification of<br />
school practices that<br />
would result in students<br />
being better served by<br />
the school.<br />
Participates in school<br />
events when asked.<br />
Participates in school<br />
and district projects<br />
when asked.<br />
Finds ways to<br />
contribute to the<br />
profession and follows<br />
through.<br />
Assumes a proactive<br />
role in addressing<br />
student needs.<br />
Volunteers to<br />
participate in school<br />
events making a<br />
substantial<br />
contribution.<br />
Volunteers to<br />
participate in school<br />
and district projects<br />
making a substantial<br />
contribution.<br />
Participates actively in<br />
assisting other<br />
educators.<br />
Works within the<br />
context of a particular<br />
team or department to<br />
ensure that all students<br />
receive a fair and equal<br />
opportunity to succeed.<br />
Volunteers to<br />
participate in school<br />
events, making a<br />
substantial contribution<br />
and assumes a<br />
leadership role in at<br />
least some aspect of<br />
school life.<br />
Volunteers to<br />
participate in school /<br />
district projects, making<br />
a substantial<br />
contribution /<br />
leadership role in a<br />
major school or district<br />
project.<br />
Initiates important<br />
activities to contribute<br />
to the profession, such<br />
as mentoring new<br />
teachers and/or writing<br />
articles for publication<br />
and/or making<br />
presentations.<br />
Makes a particular<br />
effort to challenge<br />
negative attitudes and<br />
helps ensure that all<br />
students, particularly<br />
those traditionally<br />
underserved, are<br />
respected in the school.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
15<br />
TLE Teacher Evaluation and Observation Rubric
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive to the OSDE’s request for information regarding:<br />
Equitable distribution of:<br />
1. Highly qualified teachers and<br />
2. Effective teachers.<br />
1. Distribution of Highly Qualified Teachers<br />
2011-2012<br />
% HQ in Core<br />
ANDERSON ELEMENTARY 100<br />
CELIA CLINTON ELEMENTARY 100<br />
CENTRAL HIGH 100<br />
CLINTON MIDDLE 100<br />
EAST CENTRAL HIGH 100<br />
GREELEY ELEMENTARY 100<br />
HALE HIGH 100<br />
LINDBERGH ELEMENTARY 100<br />
MACARTHUR ELEMENTARY 100<br />
MARSHALL ELEMENTARY 100<br />
MCCLURE ELEMENTARY 100<br />
MCKINLEY ELEMENTARY 100<br />
MCLAIN HIGH 100<br />
SEQUOYAH ELEMENTARY 100<br />
SPRINGDALE ELEMENTARY 100<br />
WEBSTER HIGH 100<br />
WHITMAN ELEMENTARY 100<br />
Number of Priority <strong>Schools</strong> with at<br />
least one teacher not HQ<br />
Number of non-Priority <strong>Schools</strong><br />
with at least one teacher not HQ<br />
0 schools<br />
0 teachers<br />
3 schools<br />
3 teachers total
2<br />
2. Distribution of Effective Teachers (by Value-Added Scores)<br />
In the past, the primary method of communicating a school's performance was student achievement data, a<br />
measurement of student knowledge at a single point in time and how well that performance compares against a<br />
standard. Achievement data alone, however, does not reflect the effectiveness of a school. Growth measures like<br />
value-added provide a more complete and accurate picture of a school's impact on student achievement over a school<br />
year. It isolates the effectiveness of the school and its teachers by combining achievement and growth information<br />
with other data sources to statistically control for factors outside of educators’ influence such as students' starting<br />
points, whether they are English language learners, their disability status, etc. Using value-added along with other data<br />
allows us to separate what we think is happening from what is actually happening.<br />
Value-added data is available now for 2009-2010 and 2010-2011. It is being used for information, analysis and<br />
improvement. The statistical modeling and reporting is provided by the Value Added Research Center (VARC) of Univ.<br />
of Wisconsin. In general terms, VARC calculates the gain of scale score points for students at each school using a<br />
prior-test and a post-test. Due to the statistical controls that eliminate the effect of external factors (starting point,<br />
student demographics, etc.), value-added data reveals in which schools students are growing faster than average and in<br />
which schools students are growing slower than average. The District average is set at three. Consequently, schools<br />
with high value-added are greater than three, and schools with value added estimates less than 3 are low value-added<br />
schools. 1 The following tables reflect the distribution of teachers by their value-added scores for the 2010-2011 school<br />
year.<br />
1<br />
Please note that value-added data for Burroughs <strong>Elementary</strong> is not available because it would reveal one or more<br />
individual teachers’ value added data, which is confidential and protected from disclosure.
3<br />
VA Score<br />
Distribution of Teachers by Value Added Scores (all subjects)<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
4<br />
Distribution of Teachers by Value Added Scores (all subjects)<br />
VA Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
5<br />
Distribution of Teachers by Value Added Scores (all subjects)<br />
VA Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
1
6<br />
Distribution of Teachers by Value Added Scores (Math only)<br />
VA Score Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
7<br />
Distribution of Teachers by Value Added Scores (Math only)<br />
VA<br />
Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
1
8<br />
Distribution of Teachers by Value Added Scores (Math only)<br />
VA<br />
Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
1
9<br />
Distribution of Teachers by Value Added Scores (Reading/English only)<br />
VA<br />
Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
10<br />
Distribution of Teachers by Value Added Scores (Reading/English only)<br />
VA<br />
Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
1
11<br />
Distribution of Teachers by Value Added Scores (Reading/English only)<br />
VA<br />
Score<br />
Average Distribution of<br />
VA Scores by School<br />
Non-priority <strong>Schools</strong><br />
Frequency<br />
Pct of Prior + Non-Prior<br />
Pct of Non-Prior’s Total<br />
1
12<br />
Priority <strong>Schools</strong>’ Distribution of Teachers by Value Added Scores (All Subjects)<br />
Frequency<br />
Row Pct<br />
ANDERSON ELEMENTARY 0<br />
0.00<br />
CELIA CLINTON<br />
ELEMENTARY<br />
1
13<br />
Priority <strong>Schools</strong>’ Distribution of Teachers by Value Added Scores (Math only)<br />
Frequency<br />
Row Pct 1
14<br />
Priority <strong>Schools</strong>’ Distribution of Teachers by Value Added Scores (Reading/English only)<br />
Frequency<br />
Row Pct
PARENT FACILITATORS<br />
EVIDENCE OF FAMILY & COMMUNITY ENGAGEMENT<br />
The Title I office provides coordination, technical assistance and other support necessary to<br />
assist all schools in planning and implementing effective parent involvement activities to<br />
improve student academic achievement and school performance. All schools have Parent<br />
Facilitators or someone in charge of those duties. Parent Facilitators are the liaison between the<br />
school, parents and community. In their capacity as liaison they are the outreach to increase<br />
communication between interested parties. Every month of the school year, the Parent<br />
Facilitators meet to receive technical support, collaborate with other facilitators and link with<br />
other resources. Each Title I school has established a Parent Community Advisory Council. All<br />
schools keep a binder with the evidence of Title I requirements for parent involvement that is<br />
formally monitored once a year.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> provides training for Parent facilitators with the Practical Parent Education<br />
Curriculum (PPE) (below is an explanation of the initial training). Parent Facilitators that have<br />
taken the initial training for PPE have a new one‐day workshop using a PPE Profile of Families<br />
Checklist; a PPE Educational Consultant will help the parent educators identify specific<br />
characteristics of their families and create a plan that will do two things: (1) It will design parent<br />
involvement events at their school that are culturally comfortable to encourage parents to<br />
attend, and (2) it will help parents change their parenting practices at home so that their home<br />
life supports their children’s learning.<br />
Initial Parent Educator Training<br />
Practical Parent Education’s Initial Parent Educator Training is designed to provide participants a<br />
comprehensive set of skills in three days of interactive fun. Practical application and practice are<br />
joined with theory and research so that parent educators leave with the following concepts and<br />
the confidence to make them applicable in their programs:<br />
• an understanding of the field of parent education as it has emerged in the 21st<br />
century<br />
• recognition of the benefits to children when parents and families have<br />
appropriate parenting skills<br />
• confidence in establishing and maintaining appropriate professional boundaries<br />
• an understanding of family systems and its application to parent education<br />
• awareness of the ways that lifespan development affects families<br />
• an understanding of how long‐term change takes place<br />
• effective strategies for increasing parental capacity and parental involvement
• effective group facilitation skills<br />
• strategies for promoting school and community support for parent education<br />
programs<br />
• awareness of funding opportunities<br />
• short‐term and long‐term goals for parent education programs<br />
• familiarity with services, support, and materials offered through Practical Parent<br />
Education membership<br />
VOLUNTEER HOURS<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is proud of the many volunteers who provide their time and talent in service<br />
to our schools. During the 2010‐11 school year, a total of 4,642 volunteers worked 173,666<br />
hours. (Fifteen schools did not report volunteer data).<br />
# of volunteers # of hours<br />
<strong>Elementary</strong> schools 3,245 135,232<br />
Middle <strong>Schools</strong> 930 16844<br />
High <strong>Schools</strong> 412 16,711<br />
Alternative 55 4879<br />
Total 4,642 173,666<br />
At the following “priority” schools, here is the available volunteer data from the last two school<br />
years.<br />
2010‐11 2009‐10<br />
# of vol. # of hours # of vol. # of hours<br />
Nathan Hale High School 32 1,377 28 309 *<br />
Central High School 14 1,253 n/a n/a<br />
E. Central High School 35 982 26 1,282<br />
Anderson <strong>Elementary</strong> 12 226 * n/a n/a<br />
Burroughs <strong>Elementary</strong> n/a n/a 65 1,865<br />
Celia Clinton <strong>Elementary</strong> n/a n/a 2 17 *<br />
Clinton Middle School 26 896 34 1,302<br />
Lindbergh <strong>Elementary</strong> n/a n/a 128 1,836<br />
<strong>MacArthur</strong> <strong>Elementary</strong> 55 2,250 57 2,240<br />
Marshall <strong>Elementary</strong> n/a n/a 101 681 *<br />
McClure <strong>Elementary</strong> 154 1,731 * 118 2,112<br />
McKinley <strong>Elementary</strong> 119 1,750 87 3,064<br />
McLain High School 26 624 n/a n/a<br />
Sequoyah <strong>Elementary</strong> 37 1,632 n/a n/a<br />
Springdale <strong>Elementary</strong> n/a n/a 68 1,530<br />
Whitman <strong>Elementary</strong> 44 2,839 35 1,257<br />
Total 554 15,560 749 17,495<br />
* incomplete data
EDUCARE<br />
• <strong>Tulsa</strong> Educare, Incorporated (TEI) is a not‐for‐profit organization created to provide highquality<br />
early childhood education and care to low‐income families living in <strong>Tulsa</strong>. TEI was<br />
created through a partnership with Community Action Project of <strong>Tulsa</strong> County (CAP), Family<br />
and Children's Services, George Kaiser Family Foundation, the <strong>Tulsa</strong> Community<br />
Foundation and Oklahoma University Pediatrics.<br />
• Serving at‐risk children from birth to 5 years, Educare provides <strong>Tulsa</strong>’s most vulnerable<br />
children with programming and instructional support to develop early skills and nurture<br />
strong parent‐child relationships that create the foundation for successful learning.<br />
• <strong>Tulsa</strong> has three Educare sites, including:<br />
• Educare I at Hawthorne <strong>Elementary</strong><br />
• Educare II (serving Kendall‐Whittier)<br />
• Educare III (currently being built, will service Whitney, Hale and <strong>MacArthur</strong><br />
communities.<br />
BACKPACK PROGRAMS<br />
• “Backpack” programs – about 50 schools and 350 students served weekly in the TPS<br />
district. The backpack program sends students home with food they can eat over the<br />
weekend.<br />
• 100% funded and run by Food Bank of Eastern Oklahoma<br />
• Contents of the backpacks change weekly. This week, bags contained cereal, toasted corn,<br />
apple sauce, pudding, crackers, juice, grean beans, nuts and milk.<br />
• TPS also has a fresh fruit and vegetable program for 30 sites.<br />
PARTNERS IN EDUCATION<br />
<strong>Tulsa</strong> Metro Chamber and <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> collaborate to provide the Partners In Education<br />
program, which unites schools and the business community to increase the quality of education<br />
for all students. More than 1,600<br />
community partners are involved in<br />
the program, serving the 41,000<br />
students in the TPS district.The<br />
partners consist of businesses,<br />
community organizations, religious<br />
groups and individuals.<br />
Established in 1983, Partners In Education links students with resources that help provide<br />
knowledge and skills needed for future success. The program connects students and teachers<br />
with corporate, education, volunteer, government and civic leaders. These partnerships help<br />
educators improve the academic and personal growth of all students.
There are a number of ways in which partners are involved with the schools:<br />
• Serving as volunteers by reading to students, mentoring during the lunch hour, or<br />
serving as guest speakers<br />
• Donating school supplies<br />
• Recognizing top‐performers with victory parties and other incentive programs<br />
• Sharing a company's technical expertise with a school<br />
• Awarding attendance or good behavior in the classroom<br />
• Hosting teacher appreciation lunches or providing teacher appreciation awards<br />
• Catering PTA meetings to encourage parent participation<br />
• Many, many other ways!<br />
OKLAHOMA SCHOLARS<br />
• Launched in 2004, in partnership with the <strong>Tulsa</strong> Metro Chamber, Oklahoma Scholars<br />
encourages eighth grade students to enroll in a more rigorous curriculum in high school. The<br />
coursework will better prepare them for post‐secondary education and training, providing<br />
more opportunities as they begin work.<br />
Students participating in the<br />
Oklahoma Scholars course of study<br />
receive incentives to continue the<br />
coursework, and those who complete<br />
the program earn special recognition<br />
at graduation. In Texas and Arkansas,<br />
students in the Scholars program<br />
have higher ACT and SAT scores, take<br />
fewer remedial courses at the college<br />
level, and demonstrate better college completion rates.<br />
Business leaders present the program to eighth grade students by demonstrating a realworld<br />
monthly budget based on a $32,900 per year salary. Students actively participate in<br />
the discussion, and are typically shocked to realize they have no money left at the end of the<br />
month for clothing and entertainment. The presentation illustrates that their job supports<br />
their lifestyle, and their career possibilities are directly linked to the training or education<br />
they receive when they graduate from high school.<br />
Over 50 business representatives have completed the two‐hour training session required to<br />
become a classroom presenter.<br />
The <strong>Tulsa</strong> Metro Chamber has partnered with the OU‐<strong>Tulsa</strong> Community Engagement Center<br />
and <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> to launch a new program called Career Access College Readiness<br />
(CACR) to help students prepare for college upon graduation.
COLLEGE ACCESS CAREER READINESS<br />
• In partnership with the <strong>Tulsa</strong> Metro Chamber, CACR matches volunteers from the local<br />
business community with small groups of seventh and 10th grade students. The goal is to<br />
help these students learn about and plan for college through a variety of subjects, including<br />
how to apply for college, how to acquire funding for college and knowing which courses to<br />
take.<br />
• The program kicked off last year with about 70 community members. CACR coaches work<br />
with students in five schools in TPS and meet twice a month to discuss their career and life<br />
expectations and how to start making present day decisions to meet their long term goals.<br />
• TPS secondary students are in need of reliable, caring and trained coaches to help develop<br />
workplace and college readiness skills for success beyond high school.<br />
• Coaches’ responsibilities are as follows:<br />
• Complete training for the program<br />
• Participate in two classes each month, January‐May 2011<br />
• Work with and at the direction of the Teacher Adviser<br />
• No personal contact with students outside the classroom<br />
• Listen to students and develop a rapport in order to help them develop a personal plan<br />
for their future<br />
• May help facilitate bringing additional speakers into the classroom as planned with the<br />
Teacher Adviser<br />
ANTI‐BULLYING PROGRAMS/TIPS<br />
• Since Nov. 2011, TPS has teamed up with the <strong>Tulsa</strong> Drillers, Partners In Education and the<br />
Parent Child Center to deliver anti‐bullying curriculum into elementary schools in the<br />
district.<br />
• <strong>Tulsa</strong> Drillers mascot Hornsby visits children in grades K‐6, accompanied by The Parent Child<br />
Center of <strong>Tulsa</strong>’s “Kids on the Block” puppets. These child‐sized puppets, with performer<br />
Jacqueline Gallegos and Hornsby, present a bully awareness skit. Kids on the Block are<br />
frequent visitors to classrooms, teaching children how to protect themselves in difficult<br />
situations, including bullying, “stranger danger” and physical abuse.<br />
• In January 2012, TPS launched a new online incident‐reporting tool called TIPS, in<br />
conjunction with its anti‐bullying efforts. The software was funded by a $22,000 grant from<br />
a private donor group. TIPS allows for the anonymous reporting of weapons possession,<br />
drug/alcohol use, harassment or intimidation, school vandalism, physical assault, threats of<br />
violence, suicide risk, abuse or neglect and other incidents.<br />
• TIPS provides TPS with one more way for students, teachers, parents and members of the<br />
community to alert schools to potential problems – either inside our buildings or outside, in<br />
our neighborhoods.<br />
• TIPS is important because we know that no learning can take place unless students are in an<br />
environment that is safe, including the neighborhoods in which schools reside.<br />
• Threat assessment teams have been created at each school and the district office to be<br />
automatically notified of certain types of incidents. Teams include school counselors, the
principal, other administrators, TPS police, local law enforcement and other valuable<br />
resources.<br />
PROMISE NEIGHBORHOODS/COMMUNITY ACTION PROJECT<br />
• In Dec. 2011, Community Action Project of <strong>Tulsa</strong> received $750,000 in federal grants for the<br />
Promise Neighborhoods initiative, which will fund the development of a plan to provide<br />
educational opportunities to children from birth to career in the Kendall‐Whittier and<br />
Eugene Field neighborhoods.<br />
• In partnership with Community Action Project, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>, George Kaiser Family<br />
Foundation, other organizations and community residents.<br />
• The Promise Neighborhoods program aims to address significant challenges faced by<br />
students and families living in high‐poverty communities by providing resources to plan<br />
services from early learning to college and career.<br />
• Plans include a range of services from improving a neighborhood’s health, safety, and<br />
stability to expanding access to learning technology and Internet connectivity, and boosting<br />
family engagement in student learning<br />
• CAP is one of 15 organizations across the U.S. to receive a $500,000 planning grant from the<br />
U.S. Department of Education for the Promise Neighborhoods initiative, with its application<br />
having received the fourth highest score of all applications. The federal funds will be<br />
enhanced by a $250,000 matching grant from GKFF.<br />
• Last year, CAP’s application just barely missed the threshold to receive federal funding.<br />
Executive Director Steven Dow attributed the rise in the score to the phenomenal changes<br />
within TPS, particularly the Teacher Effectiveness Initiative, Project Schoolhouse, and the<br />
transformation of Rogers High School.<br />
• “What clearly distinguished this year’s narrative was the compelling story which we were<br />
able to share about the incredible and rapid changes being instituted by Dr. Ballard, the<br />
TPS Board, and the staff of TPS,” said Dow. “The amount of progress which they have made<br />
on their major initiatives certainly got the attention of the U.S. Department of Education.”<br />
• The Kendall‐Whittier neighborhood, which covers 2.5 square miles near downtown <strong>Tulsa</strong> and<br />
has 14,000 residents, including nearly 3,000 children, is home to Educare I. The<br />
neighborhood is anchored by Kendall‐Whittier <strong>Elementary</strong>, which serves more than 1,000<br />
children.<br />
• Promise Neighborhoods, launched in 2010, made available a total of $10 million for one‐year<br />
planning grants to 21 communities across the country. The 2011 grants announced today will<br />
reach an additional 16 communities. Between both rounds, 18 states and D.C. will have plans<br />
in place to help revitalize disadvantaged neighborhoods. Congress recently passed a fiscal<br />
year 2012 budget, which will include an additional $60 million for Promise Neighborhoods.<br />
TEACH FOR AMERICA/SUMMER INSTITUTE<br />
• From June 18 ‐ July 13, 2012, TPS becomes a Teach For America (TFA) Summer Institute site.<br />
The program – offered by <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> in partnership with TFA, Community Action<br />
Project (CAP) and The University of <strong>Tulsa</strong> – will provide a comprehensive academic program<br />
for over 3,000 children in <strong>Tulsa</strong>.
• The free summer school will serve TPS children entering grades 1‐12 in the 2012‐13 school<br />
year, with nine different schools serving as host sites for the 2012 Teach For America<br />
Summer Institute.<br />
• For children entering grades 1‐6 in the fall, the program will focus on meeting common core<br />
standards in mathematics and reading. <strong>Elementary</strong> host sites include Hamilton, Hawthorne,<br />
Lewis & Clark, McClure, Robertson and Skelly.<br />
• Students entering grades 7‐9 in the 2012‐13 school year may take free credit recovery<br />
courses in math or language arts. Incoming students in grades 10‐12 may take free credit<br />
recovery in English I, English II, Algebra I, Algebra II, Biology, and Geometry. School sites for<br />
incoming students in grades 7‐12 include Hale, McLain and Will Rogers College High <strong>Schools</strong>.<br />
• Breakfast and lunch will be provided. Free busing will be available to all students.<br />
• In May, <strong>Tulsa</strong> was added as the ninth Teach For America training location, joining Atlanta,<br />
Chicago, Houston, Los Angeles, the Mississippi Delta, New York City, Philadelphia and<br />
Phoenix. During institute training, approximately 650 new TFA teachers, also called corps<br />
members, will teach summer school programs in <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> and Community Action<br />
Project while attending courses and living at The University of <strong>Tulsa</strong>.<br />
• TFA recruits outstanding recent college graduates and professionals who commit to teach in<br />
urban and rural public schools. TFA invests in the training and professional development<br />
necessary to ensure the success of their teachers in schools serving low‐income<br />
communities.<br />
COMMUNITY SCHOOLS<br />
TPS, through the Foundation for <strong>Tulsa</strong> <strong>Schools</strong>, has received a three‐year financial commitment<br />
from <strong>Public</strong> Service Company of Oklahoma (PSO) for an investment of $195,000 to support the<br />
expansion of the successful Community <strong>Schools</strong> Initiative.<br />
Eighty‐five percent of all students in the TPS district are at or below the poverty level. Students<br />
born into homes of generational poverty often come to school with poor vocabulary, low<br />
motivation to succeed and few supporting adults at home to address their basic needs. These<br />
students often experience a lack of success in elementary school and drop out of school during<br />
the middle school years. When they do make it to high school graduation, they often lack the<br />
skills to be college‐ or career‐ready.<br />
The three‐year commitment from PSO includes: 1) Funding of the Literacy First program at<br />
$35,000 per year; 2) Tutoring at $5,000 per year; and 3) the Community School Institute at<br />
$25,000 per year to teach and train selected TPS personnel and community partners to prepare<br />
for community school leadership.<br />
Other philanthropic partners for community schools include the Chapman Foundation, the Hille<br />
Foundation, George Kaiser Family Foundation, the Oxley Foundation, the Charles and Lynn<br />
Schusterman Family Foundation, the Temple Foundation and the Anne and Henry Zarrow<br />
Foundation. We have also partnered with Arvest Bank, Bank of Oklahoma, QuikTrip and T.D.<br />
Williamson Company.
More than 3000 students and their families are being positively impacted by the five (5) Title I<br />
Community <strong>Schools</strong> in low‐income neighborhoods throughout the City of <strong>Tulsa</strong>, which are<br />
currently operating under the auspices of <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>. Students, families and their<br />
neighbors have access to unique and innovative programs, services, and opportunities at their<br />
neighborhood elementary Community School, made possible by <strong>Tulsa</strong> <strong>Public</strong> School funding<br />
partners. These comprehensive programs and services create the support, communication and<br />
collaboration needed for successful students, healthy families and engaged communities. Current<br />
research (Forsythe, Adams: OU University, 2010) indicates that the rigor, responsibility and relationships<br />
in community schools has made and is making a huge difference in success.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> ‐ Community <strong>Schools</strong><br />
Sustaining<br />
School Location Students Years/CS<br />
1. Eugene Field 2249 South Phoenix 448 Students 5<br />
2. Kendall‐Whittier 2601 East 5 th Street 1193 Students 5<br />
3. Mark Twain 541 South 43 rd West Ave. 432 Students 5<br />
4. Marshall 1142 East 56 th Street 447 Students 5<br />
5. McClure 1770 East 61 st Street 524 Students 5<br />
Mentoring/Emerging<br />
1. Hawthorne 1105 East 33 rd Street North 559 Students 3‐4<br />
2. McKinley 6703 East King 504 Students 3‐4<br />
3. Bryant 6201 East Virgin 516 Students 3‐4<br />
4. Celia Clinton 1740 North Harvard 529 Students 3‐4<br />
5. Cooper 1808 South 123 rd Street 784 Students 3‐4<br />
Inquiring<br />
1. Academy Central 1789 West Seminole 499 Students 1‐2<br />
2. Remington 2524 West 53 rd Street 345 Students 1‐2<br />
3. Robertson 2721 West 50 th Street 470 Students 1‐2<br />
4. Lindbergh 931 South 89 th Street 443 Students 1‐2<br />
5. Owen 1132 North Vandalia 540 Students 1‐2<br />
6. Gilcrease 5550 North Cincinnati 268 Students 1‐2<br />
Sixteen (16) Community <strong>Schools</strong><br />
8,501 Students
Leadership Development Program<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>’ Leadership Development program is an initiative to build the district’s<br />
talent pool by preparing school and district leaders for the challenging landscape of urban<br />
education. Some of the components are partially funded by district funds and other private<br />
donors, as well as the Foundation for <strong>Tulsa</strong> <strong>Schools</strong> at $202,623, which represents a number of<br />
private donors.<br />
Modeled after research‐based programs and best practices, the leadership development<br />
program focuses on five components that are being piloted during the 2011‐2012 school year:<br />
• Assistant principal internships to support learning and development of first year<br />
administrators and build their capacity for future leadership opportunities.<br />
• Novice principal induction and development to provide continuous support for<br />
principals with less than three years of experience.<br />
• Leadership development for current principals to build their leadership skills and<br />
provided targeted training on key areas of student learning.<br />
• Expanded opportunities for both school and central office administrators, focused on<br />
developing leadership skills at every level of the district.<br />
• Staff Development Teachers positions to support on‐site professional development at<br />
school sites and further teachers knowledge in key areas of instructional improvement,<br />
Common Core Standards and data analysis.<br />
Teacher Leader Effectiveness<br />
George Kaiser Family Foundation has been an active partner with <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> (TPS), as<br />
the district seeks to transform the way teachers and leaders are trained, evaluated and<br />
supported in classrooms and school buildings.<br />
In 2009, through a partnership with the Bill & Melinda Gates Foundation, TPS launched<br />
its Teacher and Leadership Effectiveness Initiative (TLE) after months of research and<br />
collaboration between district administrators, principals, teachers, <strong>Tulsa</strong> Classroom Teachers<br />
Association leadership and the broader community.<br />
Key elements of the Initiative include:<br />
1. Deployment of a thorough and objective teacher and leader five‐tier evaluation process<br />
to measure the effectiveness of all professional staff;<br />
2. Use of student performance data to inform teaching strategies and personalized<br />
professional development;<br />
3. Remediating ineffective teachers and exiting those who fail to improve;<br />
4. Improving the human resources department so that highly effective teachers are<br />
recruited, retained and supported.<br />
As TPS has focused its efforts around TLE and seriously committed to college and career<br />
readiness for all students, GKFF has worked with the broader <strong>Tulsa</strong> community to support this<br />
transformation. The community has warmly responded to the changes. In spring 2011, when TPS
closed 14 schools due to under‐enrollment, the plan (“Project Schoolhouse”) was met with<br />
healthy debate and minimal public discord.<br />
TPS is clearly on a path to improved teaching and learning for all students. Each professional<br />
employee in the district (teachers, leaders, principals and administrators) has had their job<br />
performance thoroughly reviewed. Teachers have received testing results on each student and<br />
can make instructional adjustments based on individual scores.<br />
In fact, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>’ new teacher evaluation system beat out two national models in<br />
being selected as the “presumptive state default” as Oklahoma’s primary new model for<br />
evaluating public school educators.<br />
Parents As Teachers<br />
In partnership with Community Action Project, Parents as Teachers (PAT) is a voluntary early<br />
childhood parent education and family support program for parents who have children from<br />
birth to three years of age designed to help all parents give their children the best possible start<br />
in life.<br />
The <strong>Tulsa</strong> Parents as Teachers program serves families with children younger than 3 years old at<br />
no cost, thanks to grants from the state and federal Title I funds.<br />
Services include:<br />
• Personal Visits: A parent educator, knowledgeable about child development and brain<br />
research on early learning, helps parents learn what to expect as their child grows and offers<br />
practical suggestions on encouraging learning and managing challenging behavior.<br />
• Group Meetings: The group meetings allow parents to meet other parents to gain new<br />
insights, share experiences and discuss parenting topics. They also give them the opportunity<br />
to participate in parent‐child activities.<br />
• Screenings: Parent educators administer screenings periodically. They are used to assess a<br />
child’s overall development and to provide early detection of potential problems to prevent<br />
difficulties later in school.<br />
• Resource Network: Families are helped to access other community services that are beyond<br />
the scope of the PAT program.<br />
Mental Health Providers/Partnerships<br />
• Social workers in the high schools: in June 2011, an anonymous donor provided TPS with<br />
$175,000 to fund eight service specialists/social workers in high schools for the 2011‐12<br />
academic year. The eight social workers had been previously eliminated from the budget on<br />
June 14 due to $4.2 million in cuts to the TPS special education budget due to the end of<br />
2009 stimulus funding by ARRA (the American Recovery and Reinvestment Act) and<br />
reductions in state funding by the Oklahoma legislature.
By restoring these eight social worker positions, TPS can continue to help students in difficult<br />
situations such as:<br />
• Those needing help with food, clothing and shelter;<br />
• Suicide or abuse;<br />
• Loss of a friend or parent; or<br />
• Any situation that puts the stress of a crisis on the student.<br />
Other Mental Health Providers/Partnerships include:<br />
• Community Service Council<br />
• Department of Health & Human Services<br />
• A New Way<br />
• Center 4 Change<br />
• Counseling and Recovery Services of Oklahoma (CREOKS)<br />
• Daybreak Family Services<br />
• Day Spring Services of Oklahoma<br />
• Family and Children's Services<br />
• Health Concepts<br />
• Shadow Mountain Center for Therapeutic Interventions<br />
• Volunteers of America<br />
• YouthCare Oklahoma<br />
• Youth Services of <strong>Tulsa</strong>
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive, in part, to the OSDE’s request for information regarding:<br />
Historical analysis of data over a period of five years and evidence that historical data has been used to<br />
develop school-level interventions (data should include, but is not limited to, the categories listed above.<br />
Value Added Reporting for Priority <strong>Schools</strong><br />
In the past, the primary method of communicating a school's performance was student achievement data, a<br />
measurement of student knowledge at a single point in time and how well that performance compares against a<br />
standard. Achievement data alone, however, does not reflect the effectiveness of a school. Growth measures like<br />
value-added provide a more complete and accurate picture of a school's impact on student achievement over a school<br />
year. It isolates the effectiveness of the school and its teachers by combining achievement and growth information<br />
with other data sources to statistically control for factors outside of educators’ influence such as students' starting<br />
points, whether they are English language learners, their disability status, etc. Using value-added along with other data<br />
allows us to separate what we think is happening from what is actually happening.<br />
Value-added data is available now for 2009-2010 and 2010-2011. It is being used for information, analysis and<br />
improvement. The statistical modeling and reporting is provided by the Value Added Research Center (VARC) of Univ.<br />
of Wisconsin. In general terms, VARC calculates the gain of scale score points for students at each school using a<br />
prior-test and a post-test. Due to the statistical controls that eliminate the effect of external factors (starting point,<br />
student demographics, etc.), value-added data reveals in which schools students are growing faster than average and in<br />
which schools students are growing slower than average. The District average is set at three. Consequently, schools<br />
and teachers with high value-added are greater than three, and schools/teachers with value added estimates less than 3<br />
are low value-added. 1<br />
1<br />
Please note that value-added data for Burroughs <strong>Elementary</strong> is not available because it would reveal one or more<br />
individual teachers’ value added data, which is confidential and protected from disclosure.
2<br />
The District rolled out its value-added reporting in the fall of 2011, including background information about how<br />
value-added works and detailed reports regarding each school’s value added estimates. This information is available at<br />
the TPS Student Progress Portal. Value-added reporting is a project of the District's Teacher and Leader Effectiveness<br />
initiative made possible by community donor funds and the Bill and Melinda Gates Foundation. At present, <strong>Tulsa</strong><br />
<strong>Public</strong> <strong>Schools</strong> is the only district in the state reporting such information. In 2013-2014, other districts in the state<br />
will be required to calculate and report value-added data.<br />
There are school-level and teacher-level reports. In addition to grade/course reporting, there is rich detail in<br />
each school and teacher-level report regarding the school/teacher’s impact on different subgroups—in particular, their<br />
impact on students of different prior achievement levels, ELL students, and special education students.<br />
TPS data teams of District administrators, school principals, staff development teachers, and teachers are using<br />
value-added analysis to measure the effectiveness of our practices and programs, identify and respond to our strengths<br />
and challenges, and improve student achievement. Value-added analysis is a core strategy being modeled and<br />
developed in the District’s year-long plan for principal development for rollout to the individual school sites.<br />
Value-added data is incorporated into schools’ WISE plans as an indicator related to the selection and retention of<br />
teachers. In In the future, pursuant to state law, TPS also plans to use this value-added data as one of the components<br />
of teachers’ and principals’ evaluations.<br />
Value-added information provides schools and teachers with important diagnostic information that was not<br />
previously available with traditional achievement reporting. Value-added information allows educators to assess their<br />
impact on student learning and can help initiate conversations about the efficacy of curriculum, instructional practices<br />
and programs. Educators can use the information to modify their instruction and practices to maximize student learning.<br />
Value-added information also allows educators to better identify what is working well and areas for improvement to<br />
help individual students and groups of students.<br />
The primary use of value-added data is to help identify the practices that have the greatest impact on student<br />
growth so that they can be replicated elsewhere. Teachers with value-added data use the detail within their individual<br />
reports to identify their strengths and areas for improvement.<br />
In the following pages, there is:<br />
• Value added and achievement data (priority school detail (table) and District-wide detail (scatterplot)<br />
• Example of value-added reporting provided to every school and available to all stakeholders on our TPS Student<br />
Progress Portal (school-level reports for each Priority School are provided within their individual responses<br />
regarding Historical Data Analysis)<br />
• Examples of training on and reflection of value-added data<br />
• Agendas and materials from Principal Leadership Conferences in which value-added data was analyzed and<br />
incorporated into school improvement planning.
3<br />
Priority <strong>Schools</strong>’ Value Added Scores (Math only)<br />
Overall 3-Year<br />
Average<br />
VA Estimate<br />
Math<br />
Overall 2011<br />
VA Estimate<br />
Math<br />
Overall 2010<br />
VA Estimate<br />
ANDERSON ELEMENTARY 2.68 2.53 2.15<br />
CELIA CLINTON ELEMENTARY 1.82 2.79 0.76<br />
CENTRAL HIGH 2.83 2.51 3.07<br />
CLINTON MIDDLE 1.95 2.91 1.53<br />
EAST CENTRAL HIGH 2.31 2.48 2.52<br />
GREELEY ELEMENTARY 0.82 1.02 3.30<br />
HALE HIGH 2.28 2.41 2.26<br />
LINDBERGH ELEMENTARY 2.41 2.19 2.91<br />
MACARTHUR ELEMENTARY 3.23 3.52 3.30<br />
MARSHALL ELEMENTARY 4.11 2.70 5.34<br />
MCCLURE ELEMENTARY 3.21 3.48 3.02<br />
MCKINLEY ELEMENTARY 2.58 1.94 3.05<br />
MCLAIN HIGH 2.62 3.16 2.19<br />
SEQUOYAH ELEMENTARY 2.93 3.19 2.72<br />
SPRINGDALE ELEMENTARY 2.22 2.89 2.29<br />
WEBSTER HIGH 2.98 3.21 2.88<br />
WHITMAN ELEMENTARY 2.91 2.77 2.77<br />
Math
4<br />
Priority <strong>Schools</strong>’ Value Added Scores (Reading/English only)<br />
Overall 3-Year<br />
Average<br />
VA Estimate<br />
Math<br />
Overall 2011<br />
VA Estimate<br />
Reading/English<br />
Overall 2010<br />
VA Estimate<br />
ANDERSON ELEMENTARY 2.63 2.97 1.79<br />
CELIA CLINTON<br />
ELEMENTARY<br />
2.40<br />
CENTRAL HIGH 2.98 2.65 3.00<br />
CLINTON MIDDLE 2.59 2.65 2.46<br />
EAST CENTRAL HIGH 1.85 2.53 2.13<br />
GREELEY ELEMENTARY 0.44 1.42 2.39<br />
HALE HIGH 2.15 1.69 1.83<br />
LINDBERGH ELEMENTARY 2.84 3.26 2.98<br />
MACARTHUR ELEMENTARY 3.38 3.30 3.28<br />
MARSHALL ELEMENTARY 2.55 0.02 4.95<br />
MCCLURE ELEMENTARY 2.96 2.84 3.00<br />
MCKINLEY ELEMENTARY 2.73 2.21 3.50<br />
MCLAIN HIGH 3.07 2.82 2.70<br />
SEQUOYAH ELEMENTARY 2.65 2.62 2.66<br />
SPRINGDALE ELEMENTARY 2.26 2.74 1.00<br />
WEBSTER HIGH 2.95 2.66 3.28<br />
WHITMAN ELEMENTARY 2.46 3.08 1.95<br />
2.90<br />
Math<br />
1.84
Introduction to Value-Added/Achievement Scatter Plots<br />
2010-2011 School Year and 3-Year Average (2009-2011)<br />
In the past, the primary method of communicating a school's performance was student achievement data, a measurement of<br />
student knowledge at a single point in time and how well that performance compares against a standard. Achievement data alone,<br />
however, does not reflect the effectiveness of a school. Growth measures like value-added provide a more complete and accurate<br />
picture of a school's impact on student achievement over a school year. It isolates the effectiveness of the school and its teachers by<br />
combining achievement and growth information with other data sources to statistically control for factors outside of educators’<br />
influence such as students' starting points, whether they are English language learners, their disability status, etc.<br />
The District rolled out its value-added reporting in the fall of 2011, including background information about how value-added<br />
works and detailed reports regarding each school’s value added estimates. This information is still available at the TPS Student<br />
Progress Portal. Value-added reporting is a project of the District's Teacher and Leader Effectiveness initiative made possible by<br />
community donor funds and the Bill and Melinda Gates Foundation. At present, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is the only district in the state<br />
reporting such information. In 2013-2014, other districts in the state will be required to calculate and report value-added data.<br />
Both student achievement and value-added measures are important performance indicators. In the following pages, <strong>Tulsa</strong><br />
<strong>Public</strong> <strong>Schools</strong> is reporting schools’ achievement and value-added data on the same graph for the past school year (2010-2011) as well<br />
as their average performance for the past three years (2009-2011). This information is available with regard to elementary, middle and<br />
high schools and reflects data from all courses and subjects tested by the state. The scatter plots are not a “sorting” or “ranking”<br />
of schools. Identifying schools’ achievement and value added data in the same graphic allows for identification of effective practices<br />
and leveraging those practices across the district. <strong>Schools</strong> and teachers will use the information to create action plans, timelines and<br />
strategies to improve student achievement.<br />
Finally, please note that all of the data reported in these graphics reflect value-added estimates and student<br />
achievement data from schools prior to any changes made as a result of Project Schoolhouse. As indicated on the graphs,<br />
many of the schools have been closed or restructured.
How to Read the Value–Added Scatter Plots<br />
These scatter plots represent the Value-Added (student academic growth) and Attainment (percent proficient and advanced<br />
students) in <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>. The subject and time span are listed below each scatter plot.<br />
Along the x-axis (horizontal direction) is each school’s Value-Added estimate. Students to the right of “District Average” are<br />
growing faster than predicted. Students to the left of “District Average” are still gaining knowledge, but at a rate slower than predicted.<br />
Along the y-axis (vertical direction) is each school’s attainment. Attainment is measured by the percentage of students who scored in<br />
the proficient or advanced level on the prior year’s test. The purpose of using last year’s test is to facilitate comparisons of schools<br />
based on similar student populations.<br />
Bubble size represents the number of students included in the Value-Added estimate for each school site. The more students<br />
there are in calculation, the tighter the confidence intervals around the Value-Added estimate. Representative confidence interval sizes<br />
are displayed in the upper right of each scatter plot. Especially in the case of small schools, keep these 95% confidence intervals in<br />
mind when interpreting the scatter plots.
<strong>Elementary</strong> <strong>Schools</strong> (2010‐2011)
Key to <strong>Elementary</strong> <strong>Schools</strong>’ Value-Added/Achievement Scatter Plots<br />
NUMBER NAME NUMBER NAME NUMBER NAME<br />
1 ACADEMY CENTRAL 20 GREELEY 40 MCKINLEY<br />
2 ADDAMS (closed) 21 GRIMES 41 MITCHELL<br />
3 ALCOTT (closed) 22 GRISSOM 42 OWEN<br />
4 ANDERSON 23 HAWTHORNE 43 PARK<br />
5 BARNARD (closed) 24 HOOVER 44 P. HENRY<br />
6 BELL 25 HOUSTON (closed) 45 PEARY<br />
7 BRYANT (closed) 26 JACKSON 46 PENN<br />
8 BURROUGHS 27 JONES 47 PHILLIPS (closed)<br />
9 CARNEGIE 28 KENDALL- WHITTIER 48 REMINGTON<br />
10 C. CLINTON 29 KERR 49 ROBERTSON<br />
11 CHEROKEE (closed) 30 KEY 50 ROOSEVELT (closed)<br />
12 CHOUTEAU (moved) 31 KIPP TULSA ACADEMY 51 SALK<br />
13 COLUMBUS 32 LANIER 52 SANDBURG (closed)<br />
14 COOPER 33 LEE 53 SEQUOYAH<br />
15 DISNEY 34 LINDBERGH 54 SKELLY<br />
16 E. FIELD 35 MACARTHUR 55 SPRINGDALE<br />
17 EISENHOWER 36 MARK TWAIN 56 WHITMAN<br />
18 ELIOT 37 MARSHALL 57 WRIGHT<br />
19 EMERSON 38 MAYO 58 ZARROW INTL<br />
39 MCCLURE
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
9<br />
17<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80 90<br />
20<br />
3<br />
57<br />
46<br />
40<br />
36<br />
41<br />
5 23<br />
34<br />
54<br />
11<br />
52 45<br />
50<br />
4<br />
18<br />
37<br />
14<br />
30<br />
56<br />
10<br />
25<br />
55<br />
49<br />
29<br />
42<br />
19<br />
7<br />
6<br />
2<br />
26<br />
53<br />
12<br />
51<br />
44<br />
15<br />
27<br />
28 35<br />
39<br />
33<br />
32<br />
43<br />
4738<br />
13<br />
48<br />
1<br />
24<br />
16<br />
22<br />
58<br />
1 2 District Average<br />
4<br />
MATHEMATICS Value Added (2010−2011)
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80 90 100<br />
37<br />
20<br />
36<br />
43<br />
14<br />
23<br />
40<br />
29<br />
3<br />
45<br />
9<br />
17<br />
18<br />
44<br />
24<br />
22<br />
12 21 49 51<br />
32 57<br />
13<br />
38<br />
7<br />
42<br />
46<br />
2 19<br />
30 35<br />
41<br />
27<br />
54<br />
47<br />
52<br />
16<br />
15<br />
11<br />
28<br />
50 34<br />
56<br />
5<br />
39<br />
53 10<br />
1<br />
55 25 26<br />
4<br />
6<br />
48<br />
33<br />
58<br />
1 2 District Average 4 5<br />
READING Value Added (2010−2011)
Middle <strong>Schools</strong> (2010‐2011)
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Carver<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80<br />
Lewis and Clark<br />
Cleveland<br />
Nimitz<br />
BYRD<br />
Wilson<br />
Clinton<br />
Edison<br />
Whitney<br />
Foster<br />
Madison<br />
Hamilton<br />
Gilcrease<br />
Thoreau<br />
Kipp<br />
2 District Average<br />
MATHEMATICS Value Added (2010−2011)
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80 90<br />
Wilson<br />
Clinton<br />
Foster<br />
Madison<br />
Carver<br />
Kipp<br />
Lewis and Clark<br />
Nimitz<br />
Whitney<br />
Hamilton<br />
Thoreau<br />
Edison<br />
Byrd<br />
Cleveland<br />
Gilcrease<br />
2.5 District Average<br />
3.5<br />
READING Value Added (2010−2011)
High <strong>Schools</strong> (2010‐2011)
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
20 30 40 50 60 70<br />
East Central<br />
Hale<br />
Central<br />
Memorial<br />
Edison<br />
Webster<br />
McLain<br />
Rogers<br />
2 District Average<br />
4<br />
Algebra I Value Added (2010−2011)
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
40 50 60 70 80<br />
Central<br />
Rogers<br />
McLain<br />
Hale<br />
Webster<br />
Edison<br />
Memorial<br />
East Central<br />
2 District Average<br />
4<br />
Geometry Value Added (2010−2011)
Bubble size represents size of the school<br />
for representative school sizes<br />
Washington<br />
Edison<br />
Percent Proficient on Prior Exam<br />
20 40 60 80<br />
Rogers<br />
Memorial<br />
Hale<br />
McLain<br />
Central<br />
East Central<br />
2 District Average<br />
4<br />
Algebra II Value Added (2010−2011)
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80 90<br />
Hale<br />
East Central<br />
Central<br />
Rogers<br />
Memorial<br />
Webster<br />
Washington<br />
Edison<br />
McLain<br />
2.5<br />
District Average 3.5<br />
MATHEMATICS Value Added (2010−2011)
Bubble size represents size of the school<br />
for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
20 30 40 50 60 70 80<br />
Hale<br />
Central<br />
East Central<br />
Rogers<br />
Webster<br />
McLain<br />
Edison<br />
Memorial<br />
2<br />
District Average<br />
English II Value Added (2010−2011)<br />
4
Bubble size represents size of the school<br />
for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
Hale<br />
Webster<br />
East Central<br />
Rogers<br />
Memorial<br />
Central<br />
Edison<br />
McLain<br />
District Average<br />
English III Value Added (2010−2011)<br />
4
Bubble size represents size of the school<br />
for representative school sizes<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80 90<br />
Hale<br />
East Central<br />
Rogers<br />
Webster<br />
Central<br />
McLain<br />
Washington<br />
Edison<br />
Memorial<br />
2 District Average<br />
4<br />
ENGLISH Value Added (2010−2011)
Bubble size represents size of the school<br />
for representative school sizes<br />
Percent Proficient on Proir Exam<br />
40 50 60 70 80 90 100<br />
East Central<br />
Memorial<br />
Hale<br />
Central<br />
Edison<br />
Washington<br />
Webster<br />
Rogers<br />
McLain<br />
District Average<br />
Biology I Value Added (2010−2011)<br />
4
Bubble size represents size of the school<br />
These lines are 95% confidence intervals<br />
for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
Webster<br />
Hale<br />
Rogers<br />
Central<br />
East Central<br />
Edison<br />
Memorial<br />
McLain<br />
2 District Average<br />
4<br />
U.S. History Value Added (2010−2011)
<strong>Elementary</strong> <strong>Schools</strong> (3 Year Average)
Key to <strong>Elementary</strong> <strong>Schools</strong>’ Value-Added/Achievement Scatter Plots<br />
NUMBER NAME NUMBER NAME NUMBER NAME<br />
1 ACADEMY CENTRAL 20 GREELEY 40 MCKINLEY<br />
2 ADDAMS (closed) 21 GRIMES 41 MITCHELL<br />
3 ALCOTT (closed) 22 GRISSOM 42 OWEN<br />
4 ANDERSON 23 HAWTHORNE 43 PARK<br />
5 BARNARD (closed) 24 HOOVER 44 P. HENRY<br />
6 BELL 25 HOUSTON (closed) 45 PEARY<br />
7 BRYANT (closed) 26 JACKSON 46 PENN<br />
8 BURROUGHS 27 JONES 47 PHILLIPS (closed)<br />
9 CARNEGIE 28 KENDALL- WHITTIER 48 REMINGTON<br />
10 C. CLINTON 29 KERR 49 ROBERTSON<br />
11 CHEROKEE (closed) 30 KEY 50 ROOSEVELT (closed)<br />
12 CHOUTEAU (moved) 31 KIPP TULSA ACADEMY 51 SALK<br />
13 COLUMBUS 32 LANIER 52 SANDBURG (closed)<br />
14 COOPER 33 LEE 53 SEQUOYAH<br />
15 DISNEY 34 LINDBERGH 54 SKELLY<br />
16 E. FIELD 35 MACARTHUR 55 SPRINGDALE<br />
17 EISENHOWER 36 MARK TWAIN 56 WHITMAN<br />
18 ELIOT 37 MARSHALL 57 WRIGHT<br />
19 EMERSON 38 MAYO 58 ZARROW INTL<br />
39 MCCLURE
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
9<br />
17<br />
Percent Proficient on Prior Exam<br />
40 50 60 70 80 90<br />
20<br />
10<br />
52<br />
57<br />
30<br />
8<br />
34<br />
55<br />
3<br />
41<br />
45<br />
21<br />
23<br />
40<br />
50<br />
1<br />
11<br />
12<br />
18<br />
46<br />
14<br />
5133<br />
44<br />
29 36 43<br />
13<br />
47<br />
42<br />
7<br />
48 5 15<br />
19<br />
2 6<br />
54<br />
31<br />
26 35<br />
53<br />
56<br />
39<br />
24<br />
49<br />
32<br />
38<br />
28<br />
27<br />
58<br />
22<br />
16<br />
37<br />
25<br />
4<br />
1 2 District Average<br />
4<br />
MATHEMATICS Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
9<br />
17<br />
18<br />
58<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
20<br />
3<br />
1<br />
31<br />
55<br />
24<br />
21<br />
43<br />
44<br />
12<br />
57<br />
38<br />
36<br />
32<br />
46 14<br />
30<br />
13<br />
42<br />
8<br />
48 7<br />
29<br />
45<br />
40<br />
23<br />
41 2<br />
19<br />
47 28<br />
5 34 54 35<br />
50<br />
16<br />
15<br />
6<br />
52<br />
11<br />
27<br />
10 37<br />
26<br />
56 53<br />
4 25 39<br />
33<br />
51<br />
49<br />
22<br />
1 2 District Average<br />
4<br />
READING Value Added (3 Year Average)
Middle <strong>Schools</strong> (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
Clinton<br />
Lewis and Clark<br />
Nimitz<br />
Foster<br />
Carver<br />
Thoreau<br />
Edison<br />
Wilson<br />
Byrd<br />
Whitney<br />
Madison<br />
Kipp<br />
Cleveland<br />
Gilcrease<br />
Hamilton<br />
2 District Average<br />
4 5<br />
MATHEMATICS Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Percent Proficient on Prior Exam<br />
40 50 60 70 80 90<br />
Byrd<br />
Clinton<br />
Madison<br />
Nimitz<br />
Foster<br />
Edison<br />
Whitney<br />
Wilson<br />
Lewis and Clark<br />
Hamilton<br />
Carver<br />
Kipp<br />
Thoreau<br />
Gilcrease<br />
Cleveland<br />
2.5 District Average<br />
3.5<br />
READING Value Added (3 Year Average)
High <strong>Schools</strong> (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
40 45 50 55 60 65 70 75<br />
A<br />
Hale<br />
East Central<br />
Memorial<br />
Central<br />
Webster<br />
Edison<br />
McLain<br />
Rogers<br />
2 District Average<br />
4<br />
Algebra I Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
Rogers<br />
Central<br />
Webster<br />
East Central<br />
Hale<br />
Memorial<br />
Edison<br />
McLain<br />
2 District Average<br />
4<br />
Geometry Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Percent Proficient on Prior Exam<br />
30 40 50 60 70 80 90<br />
Hale<br />
Webster<br />
Rogers<br />
Memorial<br />
Washington<br />
Central<br />
East Central<br />
Edison<br />
McLain<br />
District Average<br />
Algebra II Value Added (3 Year Average)<br />
4
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
40 50 60 70 80<br />
Hale<br />
East Central<br />
Memorial<br />
Central<br />
Webster<br />
Rogers<br />
Edison<br />
McLain<br />
District Average<br />
MATHEMATICS Value Added (3 Year Average)<br />
4
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
40 50 60 70 80 90<br />
A<br />
East Central<br />
Hale<br />
Rogers<br />
Webster<br />
Edison<br />
Central<br />
Memorial<br />
McLain<br />
2 District Average<br />
4<br />
English II Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
McLain<br />
East Central<br />
Memorial<br />
Hale<br />
Central<br />
Webster<br />
Rogers<br />
Edison<br />
2 District Average<br />
4<br />
English III Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
A<br />
East Central<br />
Hale<br />
Rogers<br />
Webster<br />
Central<br />
Edison<br />
Memorial<br />
McLain<br />
2 District Average<br />
4<br />
ENGLISH Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
East Central<br />
A<br />
Hale<br />
Memorial<br />
Webster<br />
Edison<br />
Washington<br />
McLain<br />
Central<br />
Rogers<br />
2 District Average<br />
4<br />
Biology I Value Added (3 Year Average)
Bubble size represents size of the school<br />
These lines are approximate 95% confidence<br />
intervals for representative school sizes<br />
Washington<br />
Percent Proficient on Prior Exam<br />
50 60 70 80 90<br />
Webster<br />
Central<br />
Hale<br />
East Central<br />
Edison<br />
Memorial<br />
McLain<br />
Rogers<br />
2 District Average<br />
4<br />
U.S. History Value Added (3 Year Average)
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
2011 VA School Report<br />
This report provides 2011 ValueAdded (VA) data. The results reported here<br />
measure your school's impact on the academic growth of students at both the<br />
school and grade levels for each tested subject. In addition to the overall<br />
results, VA Estimates are also provided for specific groups of students, based<br />
on Prior Student Achievement Level, ELL Status, and Special Education<br />
Status. For each student group, the VA Estimate compares the actual<br />
achievement of students in your school to the predicted achievement of those<br />
students. All VA results account for prior state test scores (OCCT and<br />
OMAAP). A number of demographic variables are also included in the<br />
calculation to ensure the results regarding your school's impact are as fair<br />
and accurate as possible. For more information on the demographic variables,<br />
please see the last page of this report.<br />
Report Contents<br />
Page 1 How to Read the VA<br />
School Report<br />
Page 2 SchoolLevel VA Results<br />
Page 3 4 GradeLevel VA<br />
Results<br />
Page 5 6 SchoolLevel Results<br />
with Student Subgroups<br />
Page 7 13 GradeLevel Results<br />
with Student Subgroups<br />
Page 14 16 SchoolLevel and<br />
GradeLevel VA Graphs<br />
Page 17 Additional Information on<br />
VA<br />
1
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: SchoolLevel Results<br />
The tables below provide SchoolLevel VA results for Reading and Math. Results are provided both for the 2010–<br />
2011 academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to<br />
read these tables.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
READING SchoolLevel VA<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Overall 67.0 3.3 214.3<br />
3.4<br />
MATH SchoolLevel VA<br />
Overall 67.0 3.5 212.3<br />
3.2<br />
2
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results<br />
The tables below provide GradeLevel VA results for all OCCT subjects. Results are provided both for 2010–2011<br />
academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to read<br />
these tables.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
READING<br />
GradeLevel VA<br />
Grade 4 28.0 3.1 101.6<br />
3.2<br />
Grade 5 39.0 3.4 112.7<br />
3.6<br />
MATH<br />
GradeLevel VA<br />
Grade 4 28.0 3.9 101.6<br />
3.4<br />
Grade 5 39.0 3.2 110.7<br />
3.0<br />
SCIENCE<br />
GradeLevel VA<br />
Grade 5 39.0 3.2 110.7<br />
3.8<br />
3
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results<br />
The tables below provide GradeLevel VA results for all OCCT subjects. Results are provided both for 2010–2011<br />
academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to read<br />
these tables.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
SOCIAL STUDIES<br />
GradeLevel VA<br />
Grade 5 39.0 2.4 102.9<br />
3.1<br />
WRITING<br />
GradeLevel VA<br />
Grade 5 35.0 2.6 96.9<br />
2.7<br />
4
READING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: SchoolLevel Results with Student Subgroups<br />
The tables below provide SchoolLevel VA results for specific groups of students. Results are provided both for<br />
the 2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
READING By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 36.0 3.1 114.9<br />
3.4<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 36.1<br />
3.2<br />
Unsatisfactory 20.0 3.5 36.0<br />
3.6<br />
READING By ELL Status<br />
ELL 11.0 3.3 38.6<br />
3.4<br />
NonELL 54.0 3.3 153.4<br />
3.4<br />
READING By SPED Status<br />
SPED ** Insufficient Data or NA 34.9<br />
3.2<br />
NonSPED ** Insufficient Data or NA 179.4<br />
3.5<br />
5
MATH<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: SchoolLevel Results with Student Subgroups<br />
The tables below provide SchoolLevel VA results for specific groups of students. Results are provided both for<br />
the 2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
MATH By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA 14.0<br />
3.3<br />
Proficient 28.0 3.5 85.5<br />
3.2<br />
Limited<br />
Knowledge<br />
14.0 3.5 52.3<br />
3.2<br />
Unsatisfactory 18.0 3.5 40.2<br />
3.1<br />
MATH By ELL Status<br />
ELL 11.0 3.6 38.6<br />
3.3<br />
NonELL 54.0 3.5 153.4<br />
3.2<br />
MATH By SPED Status<br />
SPED ** Insufficient Data or NA 32.9<br />
3.4<br />
NonSPED ** Insufficient Data or NA 179.4<br />
3.2<br />
6
READING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 4 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 15.0 3.1 56.0<br />
3.3<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 21.3<br />
3.0<br />
Unsatisfactory ** Insufficient Data or NA 15.0<br />
3.2<br />
Grade 4 By ELL Status<br />
ELL ** Insufficient Data or NA 23.3<br />
3.0<br />
NonELL ** Insufficient Data or NA 71.0<br />
3.2<br />
Grade 4 By SPED Status<br />
SPED ** Insufficient Data or NA 11.3<br />
3.1<br />
NonSPED ** Insufficient Data or NA 90.3<br />
3.3<br />
7
READING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 21.0 2.6 58.9<br />
3.5<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 14.8<br />
3.6<br />
Unsatisfactory 11.0 4.4 21.0<br />
4.4<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 15.3<br />
4.1<br />
NonELL ** Insufficient Data or NA 82.4<br />
3.5<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 23.6<br />
3.3<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.8<br />
8
MATH<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 4 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 10.0 3.9 39.0<br />
3.5<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 25.6<br />
3.4<br />
Unsatisfactory 10.0 4.0 21.8<br />
3.2<br />
Grade 4 By ELL Status<br />
ELL ** Insufficient Data or NA 23.3<br />
3.4<br />
NonELL ** Insufficient Data or NA 71.0<br />
3.4<br />
Grade 4 By SPED Status<br />
SPED ** Insufficient Data or NA 11.3<br />
4.2<br />
NonSPED ** Insufficient Data or NA 90.3<br />
3.4<br />
9
MATH<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 18.0 3.2 46.5<br />
3.0<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 26.8<br />
3.1<br />
Unsatisfactory ** Insufficient Data or NA 18.4<br />
3.0<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 15.3<br />
3.2<br />
NonELL ** Insufficient Data or NA 82.4<br />
3.0<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 21.6<br />
3.0<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.0<br />
10
SCIENCE<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 18.0 3.2 46.5<br />
3.8<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 26.8<br />
3.6<br />
Unsatisfactory ** Insufficient Data or NA 18.4<br />
3.8<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 15.3<br />
3.8<br />
NonELL ** Insufficient Data or NA 82.4<br />
3.7<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 21.6<br />
3.7<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.6<br />
11
SOCIAL STUDIES<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 21.0 2.4 59.9<br />
3.1<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 16.0<br />
3.1<br />
Unsatisfactory 13.0 2.4 24.0<br />
3.2<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 16.3<br />
3.2<br />
NonELL ** Insufficient Data or NA 86.7<br />
3.1<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 13.9<br />
2.8<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.2<br />
12
WRITING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 21.0 2.6 58.4<br />
2.7<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 14.5<br />
2.7<br />
Unsatisfactory 10.0 2.6 21.0<br />
2.7<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 16.3<br />
2.9<br />
NonELL ** Insufficient Data or NA 80.6<br />
2.6<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 10.9<br />
2.6<br />
NonSPED ** Insufficient Data or NA 86.0<br />
2.7<br />
13
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Your School Compared to the Rest of the District<br />
The charts below compare your school's student growth (ValueAdded) in reading and mathematics to student<br />
attainment (percentage of students who meet or exceed the OCCT proficiency standards). ValueAdded scores<br />
are read along the bottom, and percentage meeting/exceeding standards are read along the lefthand side.<br />
READING<br />
MATH<br />
14
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Your School Compared to the Rest of the District by Grade<br />
15
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Your School Compared to the Rest of the District by Grade<br />
16
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Additional Information on ValueAdded<br />
Differences Between Specific Groups of Students<br />
Readers may want to compare two student subgroups. For example, let's say you see the following on your<br />
report:<br />
In this case, it is not necessarily true that students in the "Unsatisfactory" grouping grew more than students in<br />
the "Proficient" grouping. Instead the table above indicates that your "Unsatisfactory" students grew more, on<br />
average, than similar "Unsatisfactory" students from across TPS. Your "Proficient" students grew, on average,<br />
about the same as similar "Proficient" students from across TPS.<br />
Prior Achievement Level for Student Groups<br />
The prior achievement level groupings in this report are "Advanced", "Proficient", "Limited Knowledge" and<br />
"Unsatisfactory." These groups are based on the student's OCCT performance level from the previous year. The<br />
purpose of this calculation is to measure the impact of teachers on students from across the achievement<br />
spectrum.<br />
Control Variables Used in the VA Model<br />
The VA Model uses statistical techniques to separate the impact of schooling from other factors that may<br />
influence growth; the following variables are controlled for in the VA Model:<br />
1. Prior OCCT Reading Score 5. Race/Ethnicity 9. Mobility<br />
2. Prior OCCT Math Score 6. LowIncome Status 10. Attendance History<br />
3. Grade Level 7. ELL Status 11. Grade Retention<br />
4. Gender 8. Special Education Status<br />
It is important to note that controlling for demographic characteristics does not mean a lowering of expectations<br />
for any grouping of students addressed by a control variable.<br />
For more information on ValueAdded (VA), please refer to the companion professional development piece titled,<br />
"Making Meaning of Your ValueAdded School Report."<br />
Insufficient Data or NA<br />
Results may not be provided for the following reasons:<br />
Too few students to calculate a result (less than 10).<br />
Too few students in the contrasting category to calculate a result.<br />
A grade level or subject was not taught during the given time period.<br />
Only one teacher taught that grade or subject during the given time period.<br />
No districtwide differential effects between student groups.<br />
17
Principal Leadership Conference October 2011<br />
Agenda<br />
October 5, 2011<br />
8:00 a.m. BREAKFAST Cafetorium<br />
8:20 a.m.<br />
Welcome and Opening Remarks<br />
WELCOME AND REFLECTION<br />
Millard House, Deputy Superintendent<br />
Kevin Burr, Associate Superintendent for Secondary<br />
<strong>Schools</strong><br />
Concurrent Morning Sessions<br />
Cafetorium<br />
8:30 a.m. - 10:00 a.m. VALUE ADDED DATA - Part 1 <strong>Elementary</strong> Team 1 Auditorium<br />
VALUE ADDED DATA - Part 1 <strong>Elementary</strong> Team 2 W-2<br />
COMMON CORE All Secondary W-6<br />
10:00 a.m.- 10:15 a.m. BREAK<br />
10:15 a.m. - 11:15 a.m. VALUE ADDED DATA - Part 2 <strong>Elementary</strong> Team 1 Auditorium<br />
VALUE ADDED DATA - Part 2 <strong>Elementary</strong> Team 2 W-2<br />
10:15 a.m.- 11:45 a.m. TLE EVALUATION SYSTEM All Secondary W-6<br />
11:15 a.m. - 12:15 p.m. CULTURAL COMPETENCE All <strong>Elementary</strong> Auditorium<br />
11:45 a.m.- 12:45 p.m. SECONDARY LUNCH Cafetorium<br />
12:15 p.m. - 1:15 p.m. ELEMENTARY LUNCH Cafetorium<br />
Afternoon Sessions<br />
12:45 p.m. - 1:45 p.m. CULTURAL COMPETENCE All Secondary W-6<br />
1:15 p.m. - 2:45 p.m. COMMON CORE All <strong>Elementary</strong> Auditorium<br />
1:45 p.m. - 2:45 p.m. VALUE ADDED DATA - Part 1 M.S./Jr. High W-8<br />
2:45 p.m.- 3:00 p.m. BREAK<br />
VALUE ADDED DATA - Part 1 High School W-6<br />
3:00 p.m.- 4:30 p.m. TLE EVALUATION SYSTEM All <strong>Elementary</strong> Cafetorium<br />
VALUE ADDED DATA - Part 2 M.S./Jr. High W-8<br />
VALUE ADDED DATA - Part 2 High School W-6<br />
NOTE: See back page for your cohort assignment<br />
PLEASE MARK YOUR CALENDARS:<br />
Principal Leadership Conferences: January 4 th , March 7 th and May 2nd (8:00 a.m.-4:30 p.m.)<br />
Superintendent’s Qtly. Meetings (PRINCIPALS ONLY): Monday, November 7th (DATE CHANGE), February 1 st<br />
(8:00-12:00 PM)<br />
June Leadership Conference: TBD
ELEMENTARY TEAM 1:<br />
o Central, Rogers, Hale and McLain Feeder<br />
<strong>Elementary</strong> Sites<br />
o ECDC Sites<br />
ELEMENTARY TEAM 2:<br />
o Memorial, East Central, Edison and<br />
Webster Feeder <strong>Elementary</strong> Sites<br />
o Magnet <strong>Elementary</strong> Sites<br />
SECONDARY TEAM<br />
MIDDLE SCHOOL/JR HIGH<br />
HIGH SCHOOL<br />
COHORT ASSIGNMENTS<br />
Academy Central, Mark Twain, Burroughs,<br />
Emerson, Chouteau, Kendall-Whittier, Sequoyah,<br />
Skelly, McArthur, Jones, Lindbergh, Bell, Hoover,<br />
Hamilton, Owen, McKinley, Celia Clinton,<br />
Hawthorne, Jackson, Gilcrease, Greeley,<br />
Springdale, Whitman, Anderson, Penn, ECDC<br />
Houston, ECDC Reed, ECDC Porter, Project Accept<br />
Grissom, Salk, Carnegie, Grimes, Key, McClure,<br />
Marshall, Kerr, Mitchell, Lewis & Clark, Columbus,<br />
Cooper, Disney, Peary, Eliot, Wright, Lanier, Lee,<br />
Patrick Henry, Eisenhower, Mayo, Zarrow, Monroe<br />
Dual Immersion, Park, Robertson, Remington,<br />
Eugene Field<br />
All Secondary Sites<br />
Carver, Clinton, East Central JH, Hale JH, Memorial<br />
JH, Monroe Demonstration, Thoreau, <strong>Tulsa</strong> Met JH<br />
Central, East Central HS, Edison Preparatory, Hale,<br />
McLain, Memorial, Rogers College High,<br />
Washington, Webster HS,<br />
TLA/Virtual/Continuation, TRAICE, <strong>Tulsa</strong> Met HS,<br />
Early College<br />
*ESC and Fulton Personnel may follow any cohort based on the schools with whom they work most closely.
Principal Leadership Conference<br />
August 2011<br />
Agenda<br />
August 15, 2011<br />
8:00 a.m. BREAKFAST Cafetorium<br />
Welcome and Opening Remarks<br />
8:30 a.m.<br />
8:35 a.m-8:55 a.m.<br />
OPENING REMARKS<br />
Dr. Keith E. Ballard, Superintendent<br />
REFLECTION AND THE YEAR AHEAD<br />
Millard House, Deputy Superintendent<br />
Kevin Burr, Associate Superintendent for Secondary <strong>Schools</strong><br />
Concurrent Morning Sessions<br />
Cafetorium<br />
Cafetorium<br />
9:00 a.m. -10:30 a.m. COMMON CORE Cohort 1 Auditorium<br />
COMMON CORE Cohort 2 Room S-1<br />
PROFESSIONAL LEARNING<br />
COMMUNITIES<br />
Cohorts 3 & 4<br />
Cafetorium<br />
10:35 a.m. -12:05 p.m. COMMON CORE Cohort 3 Auditorium<br />
COMMON CORE Cohort 4 Room S-1<br />
PROFESSIONAL LEARNING<br />
COMMUNITIES<br />
Cohorts 1 & 2<br />
Cafetorium<br />
12:05 p.m.-12:55 p.m. LUNCH Cafetorium<br />
Afternoon Sessions<br />
1:00 p.m. -4:30 p.m. VALUE ADDED ANALYSIS RETOOLING<br />
(2:30-2:45 Break with refreshments<br />
provided in Cafetorium)<br />
<strong>Elementary</strong> Team 1 Room S-1<br />
<strong>Elementary</strong> Team 2 Room N-8<br />
Secondary Team Auditorium<br />
NOTE: See back page for your cohort assignment<br />
PLEASE MARK YOUR CALENDARS:<br />
Principal Leadership Conferences: October 5 th , January 4 th , March 7 th and May 2nd (8:00 a.m.-4:30 p.m.)<br />
Superintendent’s Quarterly Meetings (PRINCIPALS ONLY): September 7 th , November 3 rd (Thur.), February 1 st<br />
(8:00-12:00 PM)<br />
June Leadership Conference: TBD
COHORT 1:<br />
o Central, Rogers and Hale Feeder Patterns<br />
COHORT 2:<br />
o McLain and Memorial Feeder Patterns<br />
o ECDC Sites<br />
COHORT 3:<br />
o East Central and Edison Feeder Patterns<br />
o Magnet <strong>Schools</strong><br />
COHORT 4:<br />
o Webster Feeder Pattern<br />
o Innovative <strong>Schools</strong><br />
o ESC and Fulton Personnel*<br />
ELEMENTARY TEAM 1:<br />
o Central, Rogers, Hale and McLain Feeder<br />
<strong>Elementary</strong> Sites<br />
o ECDC Sites<br />
ELEMENTARY TEAM 2:<br />
o Memorial, East Central, Edison and<br />
Webster Feeder <strong>Elementary</strong> Sites<br />
o Magnet <strong>Elementary</strong> Sites<br />
SECONDARY TEAM<br />
MORNING SESSIONS COHORT ASSIGNMENTS<br />
Academy Central, Mark Twain, Burroughs,<br />
Emerson, Chouteau, Central JH/HS, Kendall-<br />
Whittier, Sequoyah, Rogers College High, Skelly,<br />
McArthur, Jones, Lindbergh, Bell, Hoover,<br />
Hamilton, Owen, McKinley, Hale HS, Hale JH<br />
Celia Clinton, Hawthorne, Jackson, Gilcrease,<br />
Greeley, Springdale, Whitman, Anderson, Penn,<br />
McLain JH/HS, Grissom, Salk, Carnegie, Grimes,<br />
Key, McClure, Marshall, Memorial HS, Memorial<br />
JH, ECDC Houston, ECDC Reed, ECDC Porter<br />
Kerr, Mitchell, Lewis & Clark, Columbus, Cooper,<br />
Disney, Peary, East Central HS, East Central JH,<br />
Eliot, Wright, Lanier, Lee, Patrick Henry, Edison<br />
Preparatory, Booker T. Washington, Carver,<br />
Thoreau, Eisenhower, Mayo, Zarrow, Monroe Dual<br />
Immersion, Monroe Demonstration<br />
Park, Robertson, Remington, Eugene Field,<br />
Webster JH, Webster HS,<br />
TLA/Virtual/Continuation, TRAICE, <strong>Tulsa</strong> Met HS,<br />
<strong>Tulsa</strong> Met JH, Project Accept, Early College,<br />
Hospital Sites<br />
AFTERNOON SESSIONS COHORT ASSIGNMENTS<br />
Academy Central, Mark Twain, Burroughs,<br />
Emerson, Chouteau, Kendall-Whittier, Sequoyah,<br />
Skelly, McArthur, Jones, Lindbergh, Bell, Hoover,<br />
Hamilton, Owen, McKinley, Celia Clinton,<br />
Hawthorne, Jackson, Gilcrease, Greeley,<br />
Springdale, Whitman, Anderson, Penn, ECDC<br />
Houston, ECDC Reed, ECDC Porter<br />
Grissom, Salk, Carnegie, Grimes, Key, McClure,<br />
Marshall, Kerr, Mitchell, Lewis & Clark, Columbus,<br />
Cooper, Disney, Peary, Eliot, Wright, Lanier, Lee,<br />
Patrick Henry, Eisenhower, Mayo, Zarrow, Monroe<br />
Dual Immersion, Park, Robertson, Remington,<br />
Eugene Field<br />
All Secondary Sites<br />
*ESC and Fulton Personnel may follow Cohort 4 or select another cohort based on the schools with whom<br />
they work most closely.
TO:<br />
TPS Principals<br />
SUBJECT LINE: Value-Added Report Access and Resources<br />
DATE: 10/06/11<br />
Principals,<br />
Thank you for attending the training yesterday, designed to prepare you to share results with teachers on October 20. 1 In addition to<br />
viewing your 2010–2011 school-level value-added results, you should now be prepared to provide professional development on the<br />
topic of value-added to teachers, share school-level results with teachers and help teachers know how to respond to their own data.<br />
At the training, you received a wrist-band flash drive with the following materials:<br />
Principal Facilitation Guide<br />
Video Message from Dr. Ballard<br />
An e-learning series of videos, focused on value-added, with supporting PowerPoint files and PDFs with talking points, including the<br />
topics:<br />
• Introduction to Value-Added Measures<br />
• The Oak Tree Analogy<br />
• Interpreting Value-Added Reports<br />
Making Meaning Guides for both <strong>Elementary</strong>/Middle <strong>Schools</strong> and High <strong>Schools</strong><br />
Additional Materials, including:<br />
• An article, authored by Jim Mahoney, Executive Director, Battelle for Kids, focusing on multiple measures, entitled, Home<br />
Runs, RBIs and Batting Averages—How Today’s Educators Measure Up.<br />
• A whitepaper, exploring the challenges and opportunities of defining “great” teaching, entitled, Why Are Some Teachers<br />
More Effective Than Others?<br />
Additional Value-Added Resources, including:<br />
• Report Access Instructions*<br />
• Reflective Questions<br />
• Exit Ticket<br />
• Frequently Asked Questions<br />
• A Value-Added Overview<br />
In addition to yesterday’s training, and ongoing discussion of value-added analysis in the district, this e-toolkit will support your<br />
discussions with teachers later this month. If you have additional questions about your reports, or how to access information, please<br />
visit the TPS Student Progress Portal (www.battelleforkids.org/<strong>Tulsa</strong>) or email valueadded@tulsaschools.org.<br />
Sincerely,<br />
The Office of Teacher and Leader Effectiveness<br />
*Report Access Instructions are attached to this email and have been updated as of 10/06/11. Please disregard the file on the<br />
flash drive.<br />
1 As indicated in previous communications, schools in the McLain and Rogers feeder patterns will provide this value added training<br />
to their teachers in two staff meeting sessions in October (ex: 10/10 and 10/17; or 10/17 and 10/24)—dividing the training into two<br />
parts. If you are a principal of a school within the McLain and Rogers feeder pattern, please wait until the second session of your<br />
training to provide teachers with their school’s value added report, as all other schools in the District will be distributing school-level<br />
value added reports on the 20 th of October.
Hello Teachers,<br />
We want to make you aware of an important opportunity to learn more about how to read and<br />
use value-added reports.<br />
The Opportunity: An “open lab” for you to talk one-on-one with national experts from<br />
Battelle for Kids on how to interpret value-added data and how to use this data to<br />
improve your effectiveness in the classroom. You can talk privately or in groups about your<br />
data.<br />
When/Where:<br />
• Labs are open on February 15 and 16 from 3:30 p.m. to 6:30 p.m.<br />
• The sessions will run approximately one hour in length.<br />
• Sessions will begin at 3:30 p.m., 4:30 p.m. and 5:30 p.m.<br />
• These labs will be held at Fulton.<br />
What to Bring: Bring your school level or teacher-level reports as available. Access<br />
instructions are below.<br />
RSVP: While there is no requirement that you attend or that you RSVP, please email us with<br />
your date/time at valueadded@tulsaschools.org if you plan on attending.<br />
Accessing Reports:<br />
• School-Level Reports: School-level value added reports for 2009–2010 and 2010–<br />
2011 are available at the <strong>Tulsa</strong> Student Progress Portal<br />
at http://valueadded.tulsaschools.org.<br />
• Teacher-Level Reports: As indicated to you in October, teachers of state-tested<br />
grades and subjects, beginning with grade 4, may have individual, teacher-level valueadded<br />
reports. Teacher-level reports were produced for these elementary and middle<br />
school teachers for the 2009–2010 and 2010–2011 school years. Teacher-level reports<br />
were produced with regard to high school teachers only for the 2010–2011 school year.<br />
Teacher-level reports are confidential and not available to the public. Principals will<br />
have access to their teachers’ value-added reports no earlier than May 1, 2012. Feel<br />
free to bring your report to the open lab. You will have opportunities to discuss your<br />
results, in private, with value-added experts.<br />
To access your teacher-level value-added report, visit the <strong>Tulsa</strong> Student Progress<br />
Portal at http://valueadded.tulsaschools.org. Click on the "My Portal" tab and follow the<br />
instructions. Log in using your TPS e-mail address and Portal password. If this is your<br />
first time logging in to the <strong>Tulsa</strong> Student Progress Portal, establish a new password by<br />
clicking “Forgot Password.” After logging in, access your teacher report by clicking on<br />
“View My Value-Added Teacher Report.” You will then see a page with your<br />
documents. Click “View Document” to download your PDF report.<br />
http://valueadded.tulsaschools.org/
Additional Background on Value-Added Analysis at <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
In October of 2011, the District rolled out school-level and teacher-level value-added reports<br />
for the 2009–2010 and 2010–2011 school years. Your principals provided your sites with<br />
initial training on the topic. We are providing you with this open lab training in response to your<br />
feedback.<br />
Value-added analysis is a statistical, quantitative “student growth” measure that isolates the<br />
impact our schools and teachers have on student achievement from year to year. Value-added<br />
analysis is different from traditional student achievement measures because it measures<br />
student growth over time and controls for factors that are beyond educators’ control. In<br />
particular, TPS’ value-added approach takes into account prior achievement scores,<br />
attendance history, mobility, English Language Learner status, special education status, low<br />
income status, grade level, grade retention, gender, and race/ethnicity.<br />
Value-added data is just ONE component of the overall Teacher Leader Effectiveness initiative<br />
that is focused on making sure we have a great teacher in every classroom, a great leader in<br />
every building, and a great employee in every position. It allows us to identify what practices<br />
are accelerating learning and which need improvement.<br />
At this time, the data collected will be used only for informational purposes to analyze and<br />
improve classroom instruction and is not being used as a component of a teacher’s evaluation.<br />
Beginning with the 2013–2014 school year, however, Oklahoma schools must comply with the<br />
requirements of Oklahoma Senate Bill 2033 that mandate the use of this student growth data<br />
as one component of evaluating teachers’ effectiveness.<br />
Questions about Value Added?<br />
• Any questions regarding value added may now be sent to the following email<br />
address: valueadded@tulsaschools.org.<br />
• Updated FAQs will be available in the next few days! We have added to and updated<br />
them extensively in response to your feedback and questions. The updated FAQs<br />
will be available at http://valueadded.tulsaschools.org.<br />
© 2012, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive to the OSDE’s request for information regarding:<br />
Human resource policies that effectively recruit, hire, induct, and retain effective school personnel<br />
and the release of ineffective personnel in a timely manner.<br />
1
Teacher and Principal Recruitment, Induction, Retention and Release<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has many noteworthy policies and strategies regarding the effective<br />
recruitment, hiring, induction and retention of effective school personnel and the release of ineffective<br />
personnel in a timely manner. As noted below, many of these initiatives began in the 2010 to 2011<br />
timeframe and are already bearing fruit.<br />
I. Recruitment of Teachers<br />
The District uses Teach For America and its Oklahoma higher education partners to recruit<br />
effective teachers. It uses the Teacher Insight screening tool from Gallup to identify the best candidates<br />
for the District’s new workforce and provides financial incentives to assist with the recruitment of hard<br />
to staff subjects.<br />
Teach for America: Teach For America (TFA) is the primary conduit for the District’s new<br />
teaching staff. TFA recruits the country's most promising future leaders in the movement to eliminate<br />
educational inequity and brings them to <strong>Tulsa</strong> to help meet the greatest educational needs of the city.<br />
TFA identifies and inspires thousands of potential corps members on college campuses and from<br />
multiple career sectors. It has ambitious goals for the growth and diversity of its corps along racial,<br />
ethnic, and socioeconomic lines. TFA works with the District’s Human Capital team to place corps<br />
members in the District’s most needy schools in terms of achievement and poverty levels. TFA is able to<br />
recruit an impressive applicant pool because of its prestige and the financial aid it provides its corps<br />
members to help bridge the gap between college and the beginning of the school year.<br />
Beginning with the 2009-2010 school year, TFA has provided the District with an impressive<br />
number of effective teachers. In 2009-2010, TFA provided the District with 67 corps members. In 2010-<br />
2011, the TFA corps class was 53. The class of 2011-2012 corps members is 74, and a similar size class of<br />
corps members is expected 2012-2013.<br />
The organization’s assistance in improving student achievement over the last two years is<br />
significant. For example, even though the corps members were novice teachers, they out-performed<br />
the District’s average value added scores for Math (overall , as well as 7 th and 8 th grade), Biology, Algebra<br />
I, and English III. 1<br />
1<br />
Only 2011 test data was available for this analysis. Additional analysis is underway to compare TFA members’<br />
value-added scores with their non-TFA counterparts (teachers with two or fewer years of experience). Initial data<br />
2
Higher Education Partnerships, including Urban Education Pipelines: The District recruits from<br />
Oklahoma institutes of higher education and uses two specific strategies for recruiting teachers that will<br />
be effective in an urban setting like <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>.<br />
Like most school districts in the state, the District uses its student-teaching programs to identify<br />
potential teacher candidates. The District works with Oklahoma State University, Northeastern State<br />
University, Langston University, Oral Roberts University and others to provide a hands-on experience for<br />
university students completing their teacher preparation programs. Through the student-teaching<br />
process, school principals and District personnel become acquainted with the strengths and needs of its<br />
future teaching force.<br />
Since the 2010-2011 school year, however, the District has worked with its partners to develop a<br />
more rigorous and effective recruitment program –its Urban Education Pipeline program. This program<br />
works in tandem with the specialty teaching preparation programs now underway at Oklahoma State<br />
University, Northeastern State University and the University of <strong>Tulsa</strong>.<br />
The urban educator pipeline programs of these universities establish a collaborative preparation<br />
model for teacher candidates who wish to teach in an urban, high need school district and to create a<br />
reliable pipeline of well-prepared educators for the school district. Program participants complete a<br />
higher number of hours in their clinical practice than the standard teacher preparation programs. Their<br />
field experience is with effective and experienced teachers in urban, high-needs schools. They also<br />
participate in additional professional development delivered by TPS addressing important topics on<br />
specific to high-poverty, high-minority schools.<br />
TPS’s Urban Educator Pipeline. The District has developed a Steering Committee for its<br />
Urban Educator Pipeline to improve and develop new urban teacher preparation programs<br />
partnerships (“urban teacher pipeline programs”) with Oklahoma universities and teacher<br />
development programs. Working in collaboration with institutes of higher education<br />
(Oklahoma State University, Northeastern State University and the University of <strong>Tulsa</strong>), Teach<br />
for America and the <strong>Tulsa</strong> Classroom Teachers Association, the Steering Committee is making<br />
recommendations regarding the following issues:<br />
• Strategies to encourage the recruitment of the highest quality candidates in the<br />
District’s urban teacher pipeline programs;<br />
appear to show that the TFA corps members’ performance outpaces the growth generated by teachers with similar<br />
years of experience.<br />
3
• Program and participation criteria that will ensure the quality of student participants<br />
and the pipeline programs generally;<br />
• Necessary improvements to the clinical and mentoring experiences of the District’s<br />
urban teacher pipeline programs; and<br />
• Processes to facilitate information sharing, feedback and continuous improvement of<br />
the urban teacher pipeline programs.<br />
Gallup Insight. The District believes that teachers are critical to student success, and it is<br />
committed to placing teachers in positions where they will be most successful with students. As such, it<br />
now requires the web-based assessment designed by Gallup called the “Teacher Insight Assessment” as<br />
a component of its teacher application and uses it as a screening tool.<br />
The Teacher Insight assessment was developed by national experts who studied the job<br />
performance of teachers and the qualities they possessed. Teacher Insight was developed on the basis<br />
of over 40 years of research focused on what characteristics make a teacher successful. Current<br />
research also informs improvements of the screening tool. Namely, Gallup used value-added scores to<br />
identify the talents of teachers whose students demonstrated greater gains. As a result, Teacher Insight<br />
is helping <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> identify teacher applicants whose students will achieve higher levels of<br />
success in the classroom.<br />
By evaluating applicants’ online survey results, Teacher Insight assesses the talents that result in<br />
teacher excellence that are difficult or nearly impossible to teach. Results are based on the applicant's<br />
responses and include a score that is predictive of an applicant's potential for teaching success based on<br />
his or her talent. The assessment requires approximately 30 minutes to complete.<br />
The Teacher Insight Index is a score that ranges from 0 to 100. The District’s policy is to<br />
recommend only those applicants that score a 72 or better to principals to interview for their possible<br />
openings. In addition to providing a total score that is predictive of an applicant's potential for<br />
producing student growth, the assessment provides other very valuable information. The Talent<br />
Dimension Report contains information regarding the applicant's talents and relative strengths which<br />
help the district make optimal placement decisions.<br />
Stipends for Hard to Staff Subjects. To recruit teachers of hard to staff subjects, the District<br />
provides a $2,000 stipend to teachers with the following certifications:<br />
4
• Special education: special education certification plus one or more core secondary subjects,<br />
elementary education or early childhood education<br />
• Math: Algebra, Calculus, Geometry, Math Analysis, Advanced Math, Intermediate Math,<br />
Statistics, Trigonometry<br />
• Biological Science, Anatomy/Physiology, Biology, Botany, Zoology, Chemistry, Earth Science,<br />
Physical Science, Physics<br />
II.<br />
Induction of Teachers<br />
The District’s induction programs are the TFA induction programs and the New Teacher Center.<br />
Teach for America: Before they start teaching, each new TFA corps member attends an<br />
intensive five-week summer training institute—a working summer school—in one of nine locations<br />
across the United States. (Beginning in the summer of 2012, <strong>Tulsa</strong> will host one of TFA’s summer<br />
training institutes, which is a prized accomplishment.) The institute’s training is designed to help corps<br />
members learn essential teaching frameworks, curricula and lesson planning skills. Corps members work<br />
with experienced teachers who observe and coach them to improve their skills quickly throughout the<br />
summer. By the end of institute, corps members have developed the knowledge, skills, and mindsets<br />
needed to be effective beginning teachers, made an immediate impact on students, and built<br />
relationships that will support them throughout their corps experience.<br />
At the training, corps members teach summer school for four of five weeks and help their<br />
students master critical content for the fall. Corps members teach summer school students for an<br />
average two hours each day and are observed by experienced teachers. For one of the two hours, they<br />
lead an entire class to master academic content, and build their own skills in delivering lessons and<br />
managing a classroom. For the other hour, most corps members work with four to five students to build<br />
skills in math and reading and gain experience in leading group work.<br />
TFA instructional coaches observe each corps member several times a week. They provide<br />
written feedback and discuss areas for development, working with corps members to create concrete<br />
plans to increase student learning and develop teaching knowledge and skills. Veteran district teachers<br />
partner with TFA coaches to provide regular feedback throughout the summer. Corps members meet in<br />
small groups that provide a supportive yet challenging space to practice teaching new lessons, react to<br />
classroom management dilemmas, discuss feedback they’ve received, and analyze student progress.<br />
5
Corps members leave these small group sessions with clear direction they can use to improve their<br />
teaching. Corps members receive extensive lesson planning instruction from Teach For America<br />
instructional coaches. They internalize student learning objectives for the coming week, create<br />
assessments to evaluate student progress, select the right teaching methods to meet their objectives,<br />
and develop their plans in great detail.<br />
Corps members study the fundamentals of teaching and practice teaching techniques to prepare<br />
them for all elements of classroom instruction. Sessions focus on Teaching As Leadership; Instructional<br />
Planning and Delivery; Classroom Management and Culture; Diversity, Community, and Achievement;<br />
and Literacy Development. This training introduces corps members to the principles and specific actions<br />
that successful teachers take to lead their students to success. It presents a goal-oriented, standardsbased<br />
approach to teaching and teaches corps members to diagnose and assess students, plan lessons,<br />
and deliver lessons effectively. TFA corps members are taught how to create and maintain a culture of<br />
achievement in the classroom. They develop the mindsets and skills needed to build relationships and<br />
work effectively with the diverse students, families, educators and others in the communities where<br />
they teach. Plus, they learn how to teach literacy skills to students at all performance levels and across<br />
grade levels and content areas.<br />
Teach For America provides room and board for corps members in local university housing<br />
during institute. Special accommodations are available for corps members with partners and families.<br />
While institute is a rigorous and intensive experience, corps members have free time during weekends<br />
and typically take advantage of opportunities to socialize and explore their institute city.<br />
The New Teacher Project. Beginning this school year (2011-2012), <strong>Tulsa</strong> uses the renowned<br />
<strong>Tulsa</strong> New Teacher Induction program for all new teachers of core subjects who are not TFA corps<br />
members. The New Teacher Project, made possible through the District’s partnership with The New<br />
Teacher Center, focuses on strengthening the practice of beginning first and second year teachers. The<br />
New Teacher Center induction model is nationally recognized in the United States for its promotion of<br />
new educator development and its impact on teacher retention and student learning.<br />
The New Teacher Project’ Induction program encompasses an orientation to the workplace,<br />
socialization, mentoring, and guidance through beginning teacher practice through the use of mentor<br />
teachers. The District’s support is based on a comprehensive, high-quality induction consisting of<br />
several key elements:<br />
• 2-year program<br />
6
• subject-area pairing of mentors and beginning educators<br />
• rigorous mentor selection and mentor training from the New Teacher Center<br />
• sufficient time for mentors to collaborate with and observe new educators<br />
• formative assessment structures and tools that assists beginning educators to advance<br />
along a continuum (rubric) of professional growth and an individual learning plan.<br />
The <strong>Tulsa</strong> New Teacher Induction program is currently engaged with 128 first and second year<br />
teachers. Eight District mentor coaches have completed their third of four Developmental Academy<br />
trainings. The four academies (held each year) allow our veteran teacher mentors to learn and refine<br />
their mentoring skills, problem solving issues of mentoring, stretch their own levels of classroom<br />
practice, and develop their leadership capacity.<br />
III.<br />
Retention of Teachers<br />
Teach for America. TPS recognizes that Teach For America corps members are extremely strong<br />
teachers and are eager to bring in more each year. In a recent survey, roughly 90% of TPS principals<br />
reported that TFA corps members make a positive difference in their school. In addition, 90% of<br />
principals rated corps members as effective as teachers with more experience in terms of student<br />
achievement.<br />
In 2009, the first year of partnership between TPS and TFA, 70 corps members were placed in<br />
TPS schools. Of those 70, nearly 30 corps members remain in a TPS classroom today, and 54 corps<br />
members (72%) remain in education as a whole, even after their initial two-year commitment. This is<br />
well above the national average of 66%. The success has been a product of specific strategies put in<br />
place in the region. TFA has worked with university partners and TPS to create a fast track to school<br />
leadership, connected corps members with leaders of the community to talk through long-term career<br />
interests, and held meetings with principals to stress their importance in retaining corps members. With<br />
new corps members coming in each year, and continued success in retention, TFA will play an integral<br />
role in successful student achievement and future leaders in the district.<br />
Annual Retention Stipends for Occupational Therapists. Because of the District’s significant<br />
need to retain its occupational therapists, the District currently provides these personnel a $5,000<br />
annual retention stipend. This policy has been in effect since 2007-2008.<br />
7
IV.<br />
Recruitment, Induction and Retention of School Leaders<br />
While teacher quality is the single most influential factor in raising student achievement, principal<br />
effectiveness is nearly as important in improving educational outcomes for children. A 2004 report<br />
funded by the Wallace foundation revealed that while teachers account for 33% of a school’s impact on<br />
student achievement, principals account for 25% 2. Indeed, principal leadership is at the cornerstone of<br />
continuous teacher development, improved teacher practices and teacher job retention.<br />
There is growing consensus that process and standards by which traditional principal preparation<br />
programs screen, select, and graduate candidates often do not adequately equip principals for the<br />
complex role of effective instructional leader. Many preparation programs rely upon educational<br />
background credentials for admission and do not consider key individual qualities such as a fundamental<br />
belief in all children’s ability to learn, analytical and results-oriented approach, adaptability and change<br />
management 3. Substantial research supports the further development of principal candidates through<br />
effective preparation programs that offer real-life experiences which allow them to practice and refine<br />
their skills as they learn what it takes to run a school successfully. 4.<br />
One of the core goals of the <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>’ (TPS) strategic plan is focused on teacher and<br />
leader effectiveness, and the notion that effective leaders and classroom teachers have a profound<br />
effect on children’s lives. The TPS’ Teacher and Leader Effectiveness Initiative is focused on ensuring<br />
there is an effective teacher in every classroom and an effective leader in every building. However,<br />
similar to other urban school districts around the country, TPS is challenged by the shortage of a<br />
qualified talent pool to fill its principal vacancies every year. This immediate need has led the district to<br />
seek ways to expand the leadership capacity of future principals, novice administrators and sitting<br />
principals. The demands of today’s schools requires principals, in particular, to be skillful in studentbased<br />
learning and teaching, a school-wide achievement culture, and personal leadership.<br />
2 Leithwood, K., Louis, K. S., Anderson, S., and Wahlstrom, K. (2004). Review of Research: How Leadership nfluences<br />
Student Learning. Wallace Foundation<br />
3 Educational Research Service. (2000). The Principal, Keystone of a High-Achieving School: Attracting and Keeping<br />
the Leaders we Need. Arlington, VA.<br />
4 Leithwood, K., Louis, K. S., Anderson, S., and Wahlstrom, K. (2004). Review of Research: How Leadership<br />
Influences Student Learning. Wallace Foundation<br />
8
The TPS Leadership Development program builds on the framework of research based programs and<br />
best-practices that have proven to prepare leaders who can have a dramatic impact on student<br />
achievement and closing the achievement gap.<br />
The proposed Leadership Development program, focusing on the recruitment and induction of<br />
school principals includes the following components:<br />
• Assistant principal Internships<br />
• Induction and support for novice principals<br />
• Emerging Leadership Academy.<br />
• Principal Leadership Conference Leadership development program<br />
• Market-Based Compensation<br />
Assistant Principal Internship Program Pilot. Modeled after the New Leaders/New <strong>Schools</strong><br />
Aspiring Principals program, this pilot will inform the development of a comprehensive two-year<br />
internship program for aspiring principals/assistant principals. A small group of first-year and second<br />
year assistant principals are currently receiving intensive and continuous professional development<br />
focused on the skills, strategies and practices s correlated with effective school leadership. Key areas<br />
include: organizational and school management, instructional leadership, leadership skills, etc.<br />
Components of this program include:<br />
• Monthly training sessions provided by TPS in conjunction with the University of Oklahoma<br />
Professional Development and Leadership Academy (OUPDLA) focused on the domains and<br />
indicators of the principal evaluation system.<br />
• School-based projects that allow participants to demonstrate and further develop their skill level<br />
at designing, implementing and evaluating strategies that address student needs.<br />
• Quarterly development team meetings where participants have the opportunity to present<br />
relevant documentation of professional growth in a particular area.<br />
• On the job-coaching provided by a principal trainer and a mentor (Planned for 2012-2013)<br />
Participants are selected based on the following criteria:<br />
• Track record of success in challenging educational programs as identified by student<br />
achievement, value-added data, etc.<br />
• Leadership skills<br />
• Level of energy, determination and perseverance to act as an agent of change in a demanding<br />
organization<br />
• Analytical, problem-solving and project management skills<br />
• Oral and written communication skills<br />
9
• Passion for improving urban public education and a long-term commitment to the K-12<br />
education sector<br />
Expected Outcomes And Metrics For Evaluation: As part of the district’s performance management<br />
initiative, the office of Teacher and Leader Effectiveness will track the following indicators and establish<br />
benchmarks to inform the further development of the internship program:<br />
• Participants’ annual performance evaluation ratings: The expectation is that program<br />
participants will receive at minimum a highly effective rating (4) in their Leader Effectiveness<br />
evaluation.<br />
• Successful implementation of school-based projects: Projects implemented by participants will<br />
result in measurable gains in student achievement.<br />
• Program Design Delivery: Completed design for a principal internship for full implementation in<br />
2012-2013 that is based on best practices, current research and district’s overall goals for its<br />
principal leadership pipeline program.<br />
• Participant satisfaction: Survey feedback from interns and their principals about quality of<br />
monthly trainings—90% or more report training was highly relevant to developing their skills as<br />
instructional leaders.<br />
Induction and Support For Novice Principals Program Pilot. This program provides induction<br />
support and development for first, second and third-year administrators. Similar to the Assistant<br />
Principal Internship component, this pilot will inform the design and implementation of a<br />
comprehensive induction program. The components of the program include:<br />
• A two-day induction session focused on essential information needed by new principals as they<br />
begin their new assignment.<br />
• Monthly training sessions designed by TPS and consulting experts (New Leaders/New <strong>Schools</strong>)<br />
and provided by the University of Oklahoma Professional Development and Leadership<br />
Academy. The sessions will focus on:<br />
o Instructional leadership and successful school management (as defined by the Leader<br />
Evaluation rubric).<br />
o The shift from operations/management to data driven analysis of student achievement;<br />
o The alignment of goals, supports and supervision and evaluation of teachers<br />
• Ongoing coaching provided by a mentor and a member of the TPS executive team (Planned for<br />
2012-2013).<br />
Expected Outcomes And Metrics For Evaluation: As part of the district’s performance<br />
management initiative, the office of Teacher and Leader Effectiveness will track the following indicators<br />
and establish benchmarks to inform the further development of the induction program:<br />
• Participants’ annual performance evaluation ratings: Program participants will receive at<br />
minimum a highly effective rating (4) in their Leader Effectiveness evaluation.<br />
10
• Participants demonstrated improvement on particular indicators identified as areas of growth in<br />
their prior year Leader Effectiveness evaluation.<br />
• Program Design Delivery: Completed design for a principal induction program for full<br />
implementation in 2011-2012 that is based on best practices, current research and District’s<br />
overall goals for its principal leadership pipeline program.<br />
• Participant satisfaction: Survey feedback from novice principals quality of monthly trainings—<br />
90% or more report training was highly relevant to developing their skills as instructional<br />
leaders.<br />
Emerging Leadership Academy. This academy, rolling out in 2012-2013 and focusing primarily<br />
on developing the pipeline of elementary-level principals, will provide teacher-leaders with a rich<br />
experience to explore the role of the principalship and to assist them in determining future career goals.<br />
Participants will learn leadership skills through hands-on professional development, problem-based<br />
learning and cohort study group opportunities to better understand the function of being a successful<br />
principal in <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>. The foundation of the Academy is based on the District’s six domains<br />
of Teacher Leader Effectiveness; Organization and Management, Instructional Support, Professional<br />
Growth and Continuous Improvement, Interpersonal Skills, and Leadership. Each domain study will<br />
provide the participants an opportunity to apply District expectations, to engage with recognized<br />
principal talent and identify protocols to support future success.<br />
Principal Leadership Conference Development Program . To recruit, induct and retain new and<br />
existing school leaders, this program provides current principals, assistant principals and staff<br />
development teachers with relevant support to develop and refine their skills in five key areas aligned<br />
with the district’s initiatives and core goals: Data analysis and value added, curriculum implementation<br />
based on Common Core standards, teacher/leadership effectiveness, cultural competence and<br />
professional learning communities.<br />
Professional development opportunities will be delivered via bimonthly leadership conferences<br />
that will be content rich and allow for collaboration and alignment between school levels and feeder<br />
patterns.<br />
Expected Outcomes: By the end of the year, participants will have:<br />
1. Data Analysis And Value Added:<br />
• Identified the key data points that will change student achievement and progress through value<br />
added and other measures.<br />
• Learned how to use data to take action for improvement.<br />
11
• Utilized multiple data sources to build a data-driven culture in their schools where evidence is<br />
being used to make all decisions.<br />
• Implemented a system to track school-based data which will lead to increased accountability<br />
2. Curriculum Implementation Based On Common Core Standards:<br />
• Learned to supervise the new curriculum for each grade level in order to observe and evaluate<br />
implementation.<br />
• Observed for implementation and worked with colleagues to reflect on consistency and<br />
pervasive implementation of new standards across the district.<br />
• Provided feedback to the curriculum office on how to improve the curriculum.<br />
• Practiced providing quality feedback to teachers about curriculum implementation.<br />
3. Teacher/Leadership Effectiveness:<br />
• Analyzed emerging trends from observations and evaluations from the previous year and plan<br />
appropriate interventions that lead to improvement.<br />
• Utilized best practices when observing and evaluating teachers with the goal of improving<br />
teaching strategies.<br />
• Continue to improve<br />
4. Cultural Competence:<br />
• Learned more about what it means to lead a school in an urban school district and acquired a<br />
shared understanding of what cultural competence means in TPS.<br />
• Begun a long-range study of how race, poverty, and culture intersect with student achievement.<br />
• Implemented specific school-wide strategies that build high expectations for all students.<br />
5. Professional Learning Communities:<br />
• Learned systems, structures, processes, and practices to utilize professional learning<br />
communities in their schools.<br />
• Worked in professional learning communities with other principals to learn promising practices<br />
and share implementation challenges and results.<br />
Market-Based Compensation. In an effort to ensure the district offers fair and competitive<br />
compensation to all employees and improve recruiting and retention rates, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
commissioned Battelle for Kids to conduct a salary study that includes school principals and assistant<br />
principals. As part of the study, jobs were evaluated based on updated job descriptions that reflect clear<br />
job analysis factors. A large sample of jobs were compared to salary data from over 35 external<br />
organizations of similar structure and size for a comprehensive market analysis. As the study nears<br />
completion this spring, preliminary data reveals the district's job evaluation points are highly correlated<br />
12
with market pay resulting in a competitive and fair pay structure. Key school leadership positions such as<br />
principals at every level, were a special focus of the compensation study as the district is committed to<br />
remain competitive with market pay and enhance its ability to attract and retain the most highly<br />
qualified candidates. <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> plans to review compensation practices on our regular basis<br />
to ensure internal and external market equity.<br />
V. Release of Ineffective Teachers and Principals in a Timely Manner<br />
Teacher/Leader Effectiveness System and Related Supports. The District’s successful evaluation<br />
system (the TLE Observation and Evaluation System) provides teachers and principals with a<br />
performance ranking on a scale from 1-5. The TLE evaluation system provides teachers and principals<br />
with a five-tier support system for improvement, but when they fail to improve, the District’s<br />
performance-based exit procedures go into effect and provide for their timely release from the District.<br />
In the months following the district-wide implementation of the TLE evaluation system in 2010-<br />
2011, the Human Capital personnel successfully exited 57 teachers and 12 principals from the District for<br />
poor performance through recommendations for non-renewal and termination proceedings. These<br />
exits targeted teachers and principals whose performance rankings were 1 or 2 (Ineffective or Needs<br />
Improvement). At least 7 principals were demoted (removed from their principalship) but not exited<br />
from the District. Due process hearings, as applicable, were held throughout the summer of 2011 and<br />
all recommendations for non-renewal and termination were adopted by the Board. Many other<br />
teachers were counseled out of the District for performance reasons prior to this time.<br />
The District is aggressive in seeking performance-based exits, but it also recognizes that<br />
teachers/principals must be supported and provided a chance to improve prior to any removal from the<br />
District. As a precursor to the District’s support/release program , over 130 Personal Development Plans<br />
(plans for improvement) were issued for teachers and 31 for principals. At least 29 teachers were also<br />
placed in an intensive remediation-based mentoring program lasting 8 weeks.<br />
It is notable that prior to the implementation of the TLE Evaluation System in 2010-2011, there<br />
had been no performance-based exiting of teachers or principals and a very small number of personal<br />
development plans. A significant support for this occurrence was the complete reorganization of the<br />
District’s entire human capital department and the addition of Human Capital Partners. The human<br />
resource function at the District has been completely restructured, with a new approach to recruitment,<br />
13
etention, and development. The addition of the Human Capital Partner position has provided a cadre<br />
of HC liaisons to quickly respond to the staffing needs of every building principal, as well as support the<br />
implementation of the new evaluation system and the necessary exiting procedures.<br />
Performance-Based Reductions in Force. Another significant achievement that will support the<br />
continued improvements in the District’s Human Capital initiatives is the successful negotiation of<br />
changes to its agreement with the <strong>Tulsa</strong> Classroom Teachers Association that has eliminated the<br />
traditional “first-in-last-out” reduction in force policy. In short, teachers will no longer be released as a<br />
reduction in force due to their lack of seniority. Instead, a teacher’s performance on the TLE<br />
Observation and Evaluation system determines which teacher is laid off in the event of a reduction of<br />
force (RIF).<br />
Due to statutory constraints, the full effect of this policy will not be in place until July 1, 2012.<br />
Until that time, there will be performance-based “bumping” only within a teacher’s classification<br />
(probationary or career). Beginning July 1, 2012, however, the District’s negotiated agreement with<br />
TCTA provides for performance-based RIFs, not tenure-based RIFs. This remarkable policy change will<br />
allow principals to retain their most effective teachers in the event of a RIF, regardless of their years of<br />
experience at the District.<br />
Principals’ Mid-Year Reviews. As explained in more detail in other sections of this response to<br />
the State’s request for information regarding the District’s capacity for school improvement, the<br />
individual mid-year reviews conducted between District leaders and each school’s principal allow for<br />
timely analysis and response to student-focused data—creating a performance-based culture in which<br />
the performance and placement of principals are under constant review.<br />
Among other items, District leaders require that principals present analysis and plans regarding<br />
the following points:<br />
1. Data related to achievement and Career and College Readiness (“CACR”)<br />
• End of Instruction data<br />
• Value Added (school level)<br />
• SRI data (proficient / advanced analysis for OCCT – and for Common Core)<br />
• Explore / PLAN (percentages on track for “CACR”) (3 year trend)<br />
• ACT (percentage on track for CACR – 3 year trend)<br />
• ACE (number of students not meeting ACE in each area)<br />
14
• 11 Steps to CACR data (relevant to grade level)<br />
• Read 180 implementation<br />
2. Strategies that have been implemented to meet the needs of students who are not on<br />
pace for CACR and / or EOI success, including re-grouping of students at semester for intensive<br />
intervention.<br />
3. Communication of meeting AYP and understanding the process (as well as the data) as<br />
a priority to the building staff.<br />
4. Evidence of and participation in the Ramp Up/Navigator, AVID, TAA.<br />
5. Explore and PLAN longitudinal data (Evidence of presentation to staff)<br />
6. TLE progress within the building, including timeline for completion of all evaluations by<br />
monthly progress charts. Staff highlights and concerns.<br />
7. ACE and Title expenditures.<br />
8. School discipline data analysis...including strategies for reduction of suspension.<br />
9. Plan for Testing - including test coordinator training and training of faculty. Timeline for<br />
spring enrollment<br />
15
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive, in part, to the OSDE’s request for information regarding:<br />
Information technology supports aligned with district/school academic goals.<br />
Throughout the District’s response to the OSDE, there is extensive reference to the District’s<br />
Strategic Plan and its value-added reporting initiative—a strategy within the District’s goal of teacher<br />
and leader effectiveness. The value-added initiative is supported by impressive information technology<br />
tools, including a Student Progress Portal with entire informational and training libraries as well as<br />
school-level reporting. The strategic plan is also located on this portal.<br />
Select screen shots , including highlights regarding the system’s value-added supports, are<br />
included below. The public at large has access to most of the information on this site: TPS Student<br />
Progress Portal or http://portal.battelleforkids.org/tulsa/Home.html?sflang=en .
TPS Student Progress Portal<br />
Screen Shots and Sitemap
TPS Student Progress Portal<br />
Screen Shots and Sitemap
TPS Student Progress Portal<br />
Screen Shots and Sitemap
TPS Student Progress Portal<br />
Screen Shots and Sitemap
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive, in part, to the OSDE’s request for information regarding:<br />
Details of how performance of a current principal or a new principal (with a proven track record for<br />
turning around schools) will be reviewed for hiring, retention, or dismissal.<br />
1
How Performance is Reviewed for Hiring, Retention, or Dismissal.<br />
Assessing Performance<br />
As noted in the District’s response within the Organizational Supports section, the District’s<br />
successful evaluation system (the TLE Observation and Evaluation System) provides teachers and<br />
principals with a performance ranking on a scale from 1-5. The TLE evaluation system provides teachers<br />
and principals with a multi-tier support system for improvement, but when they fail to improve, the<br />
District’s performance-based exit procedures go into effect and provide for their timely release from the<br />
District. In the months following the district-wide implementation of the TLE evaluation system in 2010-<br />
2011, the Human Capital personnel successfully exited 12 principals from the District for poor<br />
performance through recommendations for non-renewal and termination proceedings. These exits<br />
targeted principals whose performance rankings were 1 or 2 (Ineffective or Needs Improvement). At<br />
least 7 principals were demoted (removed from their principalship) but not exited from the District.<br />
Due process hearings, as applicable, were held throughout the summer of 2011 and all<br />
recommendations for non-renewal and termination were adopted by the Board. Many other teachers<br />
were counseled out of the District for performance reasons prior to this time.<br />
The District is aggressive in seeking performance-based exits, but it also recognizes that<br />
principals must be supported and provided a chance to improve prior to any removal from the District.<br />
As a precursor to the District’s support/release program , over 30 Personal Development Plans (plans for<br />
improvement) were issued for principals in 2010.<br />
It is notable that prior to the implementation of the TLE Evaluation System in 2010-2011, there<br />
had been no performance-based exiting of principals and a very small number of personal development<br />
plans. A significant support for this occurrence was the complete reorganization of the District’s entire<br />
human capital department and the addition of Human Capital Partners. The human resource function at<br />
the District has been completely restructured, with a new approach to recruitment, retention, and<br />
development.<br />
Principals’ Performance Rubric. The criteria for assessing principals’ performance ranking are<br />
found at the end of this document. The rubric and its weights instructional leadership and teacher<br />
support. Like the evaluation for teachers, their evaluation process is aligned with Senate Bill 2033.<br />
Principals and Vice Principals are evaluated by the associate superintendents using the rubric and are<br />
rated on a scale from 1 to 5.<br />
2
In general, Principals and Vice Principals are evaluated once a year; however, a Principal or Vice<br />
Principal with less than three years in his or her position is evaluated twice a year. Their Evaluation<br />
Form is guided by a performance rubric addressing:<br />
• Organizational and School Management, including retention and development of<br />
effective teachers and dismissal of ineffective teachers,<br />
• Instructional Leadership,<br />
• Professional Growth and Responsibility,<br />
• Interpersonal Skills,<br />
• Leadership Skills, and<br />
• Stakeholder Perceptions.<br />
Principals’ Mid-Year Reviews. As explained in more detail in other sections of this response to<br />
the State’s request for information regarding the District’s capacity for school improvement, the<br />
individual mid-year reviews conducted between District leaders and each school’s principal allow for<br />
timely analysis and response to student-focused data—creating a performance-based culture in which<br />
the performance and placement of principals are under constant review.<br />
Among other items, District leaders require that principals present analysis and plans regarding<br />
the following points:<br />
1. Data related to achievement and Career and College Readiness (“CACR”)<br />
• End of Instruction data<br />
• Value Added (school level)<br />
• SRI data (proficient / advanced analysis for OCCT – and for Common Core)<br />
• Explore / PLAN (percentages on track for “CACR”) (3 year trend)<br />
• ACT (percentage on track for CACR – 3 year trend)<br />
• ACE (number of students not meeting ACE in each area)<br />
• 11 Steps to CACR data (relevant to grade level)<br />
• Read 180 implementation<br />
3
2. Strategies that have been implemented to meet the needs of students who are not on<br />
pace for CACR and / or EOI success, including re-grouping of students at semester for intensive<br />
intervention.<br />
3. Communication of meeting AYP and understanding the process (as well as the data) as<br />
a priority to the building staff.<br />
4. Evidence of and participation in the Ramp Up/Navigator, AVID, TAA.<br />
5. Explore and PLAN longitudinal data (Evidence of presentation to staff)<br />
6. TLE progress within the building, including timeline for completion of all evaluations by<br />
monthly progress charts. Staff highlights and concerns.<br />
7. ACE and Title expenditures.<br />
8. School discipline data analysis...including strategies for reduction of suspension.<br />
9. Plan for Testing - including test coordinator training and training of faculty. Timeline for<br />
spring enrollment<br />
Use of Performance Data for Hiring, Retention of Dismissal<br />
With the information gained from the TLE Observation and Evaluation System and the<br />
principals’ Mid-Year Review, associate superintendents are armed with the relevant and rich data they<br />
need to make retention, placement decisions and dismissal decisions.<br />
As mentioned above, last year, 12 principals were exited for performance and at least 7<br />
principals were demoted (removed from their principalship) but not exited from the District. This level<br />
of scrutiny and fortitude will continue. For purposes of dismissal decisions, associate superintendents<br />
will review the information from the TLE system and focus their analysis on those principals who scored<br />
between a 1 and 2 on their evaluation and who failed to improve after receiving their PDPs. In addition<br />
to the information in the evaluation record, they will also review the evidence revealed in the Mid-Year<br />
Reviews. The same information will also be used for purposes of new placements (hires with a track<br />
record at TPS).<br />
4
ESEA Waiver<br />
District Capacity Determination for School Improvement<br />
The following document is responsive to the OSDE’s request for information regarding:<br />
Strategic, yet attainable, goals at the district and school level ( including goals for each<br />
subgroup).<br />
The following documents consist:<br />
• Introduction to the District’s plan for identifying and measuring its goals<br />
• TPS Strategic Plan;<br />
• Overview of the District’s Shared Accountability System<br />
• District’s Measures of Success<br />
• Departments’ Balanced Scorecards, as available (draft versions only)
Introduction to District’s plan for identifying targets, collecting performance<br />
data and then analyzing/using the measures of success.<br />
As part of the development of the district’s strategic plan, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> embarked upon a<br />
comprehensive performance management initiative to create a shared accountability system where<br />
every district employee, including non-instructional staff, is responsible for supporting student<br />
achievement. <strong>Tulsa</strong> <strong>Public</strong> School’s strategic plan outlined five core goals:<br />
• Student achievement,<br />
• Teacher and leader effectiveness<br />
• Performance-based culture<br />
• Financial Sustainability<br />
• Safe and Secure <strong>Schools</strong><br />
Under each of these core goals, strategic objectives were developed and used to derive at a set of<br />
district-level measures which are tracked and monitored. Similarly, the strategic objectives also provided<br />
a roadmap for departments to develop goals and metrics to quantify performance.<br />
District-level measures: Measures of Success<br />
The executive team identified key performance indicators under each of the district’s five core goals.<br />
These measures of success contain the most pertinent indicators the district will track to monitor its<br />
continuous improvement process. Following the development of the measures of success, departments<br />
began collecting baseline information and setting targets, a process that is currently underway and will<br />
be completed by the summer of 2012. Some of the data collected through the district’s accountability<br />
department and the student management system is currently housed in a data warehouse that<br />
produces daily reports for principals and administrators. The district plans on this data warehouse to be<br />
the repository for most of the district performance data once it is collected. The ongoing data collection<br />
process will be automated in early summer with the purchase of a longitudinal data system (LDS) which<br />
will link data from relevant existing systems to produce advanced analytical reports. The district expects<br />
the LDS system to greatly facilitate the process of collecting, reporting and analyzing leading and lagging<br />
indicators, and provide departments and schools with immediate feedback on progress against target<br />
goals.<br />
Department and individual-level measures: Balanced scorecards<br />
Concurrently, departments also began the process of developing balanced scorecards to align individual<br />
and team goals to the strategic core goals. Departments will use scorecards to transform the district’s
strategic plan from a high level document into their daily marching orders. Following a similar process,<br />
departments are currently identifying the measures to be tracked in order to effectively identify<br />
performance targets, process gaps and opportunities for continuous improvement. Department<br />
scorecards will be part of each individual’s performance evaluation, similar to how school-level results<br />
(achievement and growth) will be part of teachers and principals’ evaluations (see graph below).<br />
SHARED ACCOUNTABILITY SYSTEM
2010–2015<br />
Strategic Plan<br />
03.28.2011
FROM THE BOARD OF EDUCATION<br />
TULSA BOARD OF EDUCATION<br />
Mr. Gary Percefull–District 1<br />
Mrs. Oma Jean Copeland–District 2<br />
Dr. Lana Turner-Addison (President)–District 3<br />
Ms. Anna America–District 4<br />
Mr. Brian Hunt (Vice President)–District 5<br />
Ms. Ruth Ann Fate–District 6<br />
Dr. Lois Jacobs–District 7<br />
Mrs. Peggy Young (Clerk)<br />
Dear <strong>Tulsa</strong> Community,<br />
The Members of the Board of Education for <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> (TPS), Independent School<br />
District Number One of <strong>Tulsa</strong> County, <strong>Tulsa</strong>, Oklahoma, hereby join and express our support for<br />
the “2010–2015 Strategic Plan” for <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>.<br />
It is the mission of <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> “to provide a quality learning experience for every<br />
student, every day, without exception.” We know that quality learning experiences require an<br />
effective teacher and leader at every site. The “2010–2015 Strategic Plan” provides a concrete<br />
plan for completing that critical component in pursuit of our Vision, Mission, Core Goals and<br />
Core Beliefs. We are committed to closing achievement gaps and to serving all students in their<br />
pursuit of educational success.<br />
While this statement of support for the “2010–2015 Strategic Plan” is important, it is also<br />
important that we express our commitment that the successful implementation of this plan will<br />
include, where necessary and appropriate:<br />
• Policy change;<br />
• Focused, consistent and courageous decision-making;<br />
• Building community and legislative support; and,<br />
• Continuing, outspoken and unwavering advocacy for these reforms and for continuous<br />
improvement in our schools.<br />
We offer our thanks to all supporters and stakeholders for the generous commitment to<br />
high quality education.<br />
Dr. Lana Turner-Addison<br />
President<br />
1
FROM THE SUPERINTENDENT<br />
Dear Friends of <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>,<br />
This is a challenging time for urban districts. The bar on student achievement has<br />
been elevated and will continue to increase at a time when families are struggling<br />
financially (85 percent of students qualify for free or reduced lunch) and state<br />
resources are declining. However, addressing these and other externally-imposed<br />
challenges cannot justify a position or acceptance that students need less. We will<br />
not use excuses. It is an understatement to suggest that the world students will be<br />
entering upon graduation is a globally competitive one. We know that students<br />
need to graduate from high school fully ready for work-force entry or college, and<br />
subsequent career decision-making, regardless of their background.<br />
Our work with the <strong>Tulsa</strong> community and the Bill & Melinda Gates Foundation has been transformational<br />
for this District. It has crystallized our thinking and focused our actions. We know that the single greatest<br />
influence on student academic growth is effective teaching and that teachers do their best when they<br />
are part of a high-performing professional team. We know that in order to build a performance culture<br />
across the District and a service culture at the District office, we must increase the use of data to inform<br />
instruction and assure that measurement drives results. We have extreme clarity for our direction: great<br />
teachers, great leaders and accountability for student growth and achievement.<br />
There is a sense of urgency to all that we do in the pursuit of optimizing educational opportunities and<br />
advantages for every student in the District. Therefore, via the Strategic Plan, we make the following<br />
implementation commitments to you:<br />
• We will do what is best for children. We will assess every strategy by how it will help students succeed in<br />
our classrooms and subsequently in the work-force environment and/or college setting.<br />
• We will be prioritized and focused. We will focus attention on issues that must be addressed now and we<br />
will apply the proper resources and time to be successful.<br />
• We will work within our means. We will commit to those things for which we have resources. We will<br />
identify funding gaps and propose solutions to address them.<br />
• We will measure progress and report back frequently to the community. Each strategy we propose is<br />
based on clear, specific goals so that we can measure progress. We will commit to clear and timely<br />
communication so that staff, families and community members are informed of our plans and have the<br />
opportunity to share their suggestions for the future.<br />
The approval of the “2010–2015 Strategic Plan” is the beginning of a process that provides performancebased,<br />
timely reviews by the Board of Education to take measure of our achievements and announce<br />
actions needed to address those areas that need bolstering. I look forward to working together to<br />
implement this plan on behalf of the more than 41,000 young people in <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>.<br />
Thank you in advance for your deliberate and thoughtful efforts to help guide <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
to a bright, successful future.<br />
Sincerely,<br />
Keith E. Ballard, Ed.D.<br />
Superintendent of <strong>Schools</strong><br />
2
ABOUT THE DISTRICT<br />
Who We Are<br />
TULSA PUBLIC SCHOOLS (TPS) was founded in 1904 to provide public education to <strong>Tulsa</strong> area<br />
students from kindergarten through grade 12. Since the District’s inception, TPS has grown to<br />
encompass 85 accredited sites spread over 173 square miles.<br />
Total enrollment in the District exceeds 41,000 students from the city of <strong>Tulsa</strong>, the county<br />
seat of <strong>Tulsa</strong> County and the surrounding area in <strong>Tulsa</strong>, Creek, Osage and Wagoner counties.<br />
TPS provides early childhood (pre-kindergarten for four-year old students), primary<br />
(kindergarten through grade 3) and intermediate (grades 4 and 5) elementary schools, middle<br />
schools (grades 6–8) and high schools (grades 9–12).<br />
The governing body of the District is the Board of Education, which is composed of seven<br />
elected members who serve four-year terms. The appointed Superintendent is the executive<br />
officer of the District.<br />
The District has a<br />
$558 million<br />
annual budget with a<br />
$326.5 million<br />
general fund.<br />
TPS employs 6,729 staff<br />
members of whom 3,459<br />
are certified teachers and<br />
administrators and<br />
3,270 are support personnel.<br />
About 15,000 volunteers<br />
offer their services within<br />
TPS each year.<br />
An Urgent Challenge<br />
College and/or work-force readiness and career preparedness must be our unwavering<br />
goals, and the academic achievement gaps along racial/ethnic and socioeconomic lines<br />
must be eliminated. We must deliver upon the spirit and intent of our Mission:<br />
To provide a quality learning experience for every student, every day, without exception.<br />
The time to act is now. Our work thus far has been met with enthusiastic support throughout<br />
the <strong>Tulsa</strong> community—local government, philanthropic, business and community groups, staff<br />
and parents. That support gives us both the momentum needed to undertake a comprehensive<br />
transformation plan and the foundation upon which to secure its success.<br />
TPS currently uses ACT’s College Readiness Benchmark Scores as one measure of college and<br />
career readiness. Currently 14 percent of TPS students taking the ACT test are proficient in all<br />
four areas as compared to 19 percent for the state and 24 percent nationally. At this time we<br />
cannot compare ethnicity in ACT scores but we can identify achievement gaps within TPS using<br />
End-of-Instruction (EOI) test data.<br />
3
For the 2009–2010 school year, the gap from the highest achieving students by ethnicity is as<br />
follows: (The goal is to reduce the numeric value of the percentages.)<br />
Algebra I: African American 36%, American Indian 29%, Hispanic/Latino 24%, Caucasian 12%<br />
Algebra II: African American 55%, Hispanic/Latino 45%, American Indian 38%, Caucasian 16%<br />
Geometry: African American 41%, Hispanic/Latino 27%, American Indian 24%, Caucasian 10%<br />
English II: African American 28%, Hispanic/Latino 28%, American Indian 15%, Caucasian 1%<br />
English III: African American 36%, Hispanic/Latino 31%, American Indian 15%, Caucasian 8%<br />
Biology I: African American 39%, Hispanic/Latino 37%, American Indian 22%, Caucasian 5%<br />
U.S. History: African American 41%, Hispanic/Latino 36%, American Indian 17%, Asian 8%<br />
The above statistics are a “high school-level snapshot in time;” however, the above performance<br />
disparities have their long-seeded origins in early childhood, elementary and middle school<br />
educational conduits. In other words, the challenge must be addressed from early childhood on<br />
through high school.<br />
4
SUBSTANTIVE FRAMEWORK<br />
Vision<br />
Mission<br />
Excellence and High Expectations with a Commitment to All<br />
To provide a quality learning experience for every student, every day, without exception<br />
Core Goals<br />
• Student Achievement–Each student will meet or exceed state and national standards by<br />
demonstrating mastery of a rigorous curriculum that provides a foundation for success in<br />
career readiness or college preparedness and beyond.<br />
• Teacher and Leader Effectiveness–Assure that <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has an effective teacher<br />
in every classroom, an effective principal in every building and an effective employee in<br />
every position.<br />
• Performance-Based Culture–Create an environment for sustainable performance<br />
improvement and accomplishment of the District’s Vision, Mission, Core Goals and<br />
Core Beliefs.<br />
• Financial Sustainability–Seek, organize and optimize resources for improved<br />
academic results.<br />
• Safe and Secure <strong>Schools</strong>–Ensure the safety and security of all students and staff throughout<br />
the District.<br />
Core Beliefs<br />
• Effective leaders and classroom teachers have a profound impact on children’s lives.<br />
• All children can learn and TPS can close the achievement gap.<br />
• TPS can be an efficient, effective, performance-based organization.<br />
• Community collaboration is fundamental to achieving and sustaining excellence.<br />
• TPS should provide a safe, healthy learning environment for students and staff.<br />
5
PROCESS FRAMEWORK<br />
The Process Framework is the vehicle that will be used to check progress on the achievement<br />
of Core Goals. The process will be managed by the Chief of Staff with each Core Goal assigned<br />
to an individual Strategic Planning Facilitator. Within a 12-month period each Core Goal will<br />
be presented twice before the Board of Education for update/review that provides specific<br />
opportunities for monitoring and tracking of progress. Specific details of the process reside<br />
within a separate document.<br />
The Strategic Plan SUBSTANCE presented as CORE GOALS<br />
Student Achievement<br />
Safe and Secure<br />
<strong>Schools</strong><br />
Teacher and Leader<br />
Effectiveness<br />
Financial Sustainability<br />
Performance-Based<br />
Culture<br />
The Strategic Plan PROCESS will be operationalized by Strategic Planning<br />
Facilitators, with comprehensive oversight provided by the Chief of Staff.<br />
Student Achievement<br />
Assistant Superintendent for<br />
Curriculum and Instruction/Special<br />
Education and Student Services<br />
Safe and Secure <strong>Schools</strong><br />
Associate Superintendents (or<br />
designees) and the Campus<br />
Police Chief<br />
Teacher and Leader<br />
Effectiveness<br />
Executive Director of Teacher/<br />
Leadership Effectiveness Initiative<br />
Financial Sustainability<br />
Chief Financial Officer<br />
Performance-Based Culture<br />
Chief Human Capital Officer<br />
6
CORE GOALS<br />
1<br />
Student Achievement–Each student will meet or exceed state and national standards by<br />
demonstrating mastery of a rigorous curriculum that provides a foundation for success in career readiness<br />
or college preparedness and beyond.<br />
Strategic Objectives:<br />
A. Create an exceptional learning environment, via enhanced curricular and instructional<br />
offerings and practices, that prepares students to pursue college and work-force ready<br />
opportunities and to subsequently become effective, productive and contributing citizens.<br />
B. Develop a learning culture within our students that focuses on a love for learning, problem<br />
solving ability, intellectual curiosity, passion for the arts and a valuing of physical wellness.<br />
C. Examine District programs needed to deliver academic excellence with a focus on the<br />
elimination of achievement gaps among all subgroups of students.<br />
D. Analyze facility utilization. Consolidation of schools will simultaneously be considered with<br />
parallel planning to optimize student learning and performance opportunities.<br />
E. Expand the concept of community schools to appropriate scales of growth within the District.<br />
A community school is both a place and a set of partnerships between the school and other<br />
community resources. Community schools combine the best educational practices with a<br />
wide range of vital in-house health and social services to ensure that children are physically,<br />
emotionally and socially prepared to learn.<br />
2<br />
Teacher and Leader Effectiveness–Assure that <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has an effective<br />
teacher in every classroom, an effective principal in every building and an effective employee in<br />
every position.<br />
Strategic Objectives:<br />
A. Implement a new, innovative and fair evaluation system for all TPS staff that is based upon<br />
feedback and support and is aligned to enacted Oklahoma legislation.<br />
B. Continue the enhancement of human capital functions that assures: 1) a pipeline of high<br />
quality principals, teachers and staff, prepared to be effective in an urban setting; 2)<br />
targeted and coordinated evidence-based development of leaders and teachers.<br />
C. Structure central administration and human capital resources and establish systems and<br />
processes to support schools and enable campus leadership to focus on student growth<br />
and achievement.<br />
D. Create a culture of high expectations for academic achievement and conduct that makes no<br />
excuses based on the student’s demographics and/or socioeconomic status.<br />
7
E. Explore opportunities for increasing academic learning time so students have more time in<br />
the classroom to acquire the academic knowledge and skills that will prepare them for workforce<br />
entry or college, and subsequent career decision making.<br />
F. Develop, track and communicate clear outcome measures for student learning goals and<br />
organizational goals in order to precisely monitor work that will make a difference in student<br />
achievement. Develop a system for shared accountability for results.<br />
3<br />
Performance-Based Culture–Create an environment for sustainable performance<br />
improvement and accomplishment of the District’s Vision, Mission, Core Goals and<br />
Core Beliefs.<br />
Strategic Objectives:<br />
A. Improve alignment of District leadership and community focus on the most critical District<br />
aspirations while fostering an environment of innovation based upon data-driven decisions.<br />
B. Diligently monitor and report staff and student progress on Strategic Plan initiatives to<br />
enhance trust via transparency, promote productive dialogue and determine success via<br />
observable and measurable standards.<br />
C. Develop coherent professional development content and delivery systems that support the<br />
strategic initiatives (examples illustrated on page 6) and build professional learning in all<br />
work environments.<br />
D. Replicate success models and turn around low-performing schools.<br />
E. Adopt a District-wide accountability system to ensure the success of all schools with progress<br />
reporting/sharing via data walls, data dashboards, etc. Inherent in this accountability system<br />
will be the expansion of successful schools, programs and practices, and holding schools<br />
accountable for dramatic, documentable and sustainable improvement.<br />
4<br />
Financial Sustainability–Seek, organize and optimize resources for improved<br />
academic results.<br />
Strategic Objectives:<br />
A. Be prudent stewards of District resources through rigorous planning and budgeting, and<br />
build further resources by enhancing public and private support for public education.<br />
B. Effectively manage fiscal resources in compliance with internal and external accountability<br />
requirements and deliver the highest quality financial services to all stakeholders.<br />
C. Maximize revenue from state, local, other governmental sources and private/foundation support.<br />
D. Support the efforts of Partners in Education, PTA, foundations, individual donors, business<br />
groups, and other community groups and agencies to augment existing District resources.<br />
8
5<br />
Safe and Secure <strong>Schools</strong>–Ensure the safety and security of all students and staff<br />
throughout the District.<br />
Strategic Objectives:<br />
A. Create a caring, safe and secure environment that enables teaching and learning to<br />
take place.<br />
B. Ensure that policies and procedures are in place that identify and promote strategies,<br />
promising practices and programs that support positive climate and safe schools for all<br />
students and staff as part of the total academic mission.<br />
9
CORE GOALS<br />
Imagine the TPS Core Goals as the lanes of a multi-lane highway that provides the direction<br />
and focus to close achievement gaps, prevent students from dropping out and raise the level<br />
of achievement for all students so that every student graduates ready for college, work-force<br />
entry, and career and life decisions in an ever-changing world. The vehicles that we employ to<br />
achieve Core Goals are the partnerships, initiatives and programs that drive us down the path of<br />
success. At times a single vehicle “accelerates” and moves to a different lane, yet the direction,<br />
forward progress and alignment is always clear. At other times a “caravan” of vehicles is used<br />
to move our precious passengers, our students, to new levels of knowledge and understanding.<br />
Along the way billboards are viewed. They include messages of:<br />
• Loves to learn, views the world as a classroom without walls and thinks critically about the<br />
issues within it.<br />
• Masters verbal and written expression and uses mathematical skill, scientific inquiry<br />
and state-of-the-art technology to invent new solutions to persistent or unanticipated<br />
challenges.<br />
• Exhibits growth, self-discipline and reflection through innovative expression and artistry.<br />
• Acknowledges and respects people with diverse backgrounds, histories and perspectives.<br />
• Assumes personal responsibility for physical and emotional well-being by making<br />
healthy choices.<br />
• Contributes confidently and positively in professional and social settings, both<br />
independently and as a member of a team.<br />
• Demonstrates resourcefulness and resilience in the face of setbacks and obstacles, relying<br />
on personal assets and support from others to achieve goals.<br />
• Participates actively in a democratic society as a responsible, courageous leader who<br />
challenges injustice.<br />
Our District is home to some of the most talented young people in our nation. They also are<br />
astonishingly different, with vast variations in preparation for school, academic interests,<br />
passions and learning needs. Our challenge is to create an environment that makes the most of<br />
every day for each student so that school is always a place where learning is valued, creativity is<br />
nurtured and celebrated and every student graduates with numerous opportunities.<br />
Strategic Plan Process Framework<br />
The following is NOT part of the Strategic Plan but provides “background” information regarding<br />
the Strategic Plan Review Process for use by the Strategic Planning Facilitators and for review by<br />
the Board of Education.<br />
Process Framework<br />
(The Process Framework is the vehicle that will be used to check progress on the achievement<br />
of Core Goals.)<br />
The Process will be managed by the Chief of Staff.<br />
10
Responsibilities include:<br />
• Assure the continued progress of Strategic Plan components via regular meetings,<br />
communications and sharing between Core Goal Strategic Planning Facilitators.<br />
• Review, analyze and screen all current programs, initiatives, projects,<br />
etc. and assign them to the appropriate Core Goal.<br />
• Collaborate with individual Strategic Planning Facilitators to review, analyze and screen ALL<br />
proposed programs, initiatives, projects, etc. and forward a written recommendation to<br />
the Superintendent of <strong>Schools</strong> for incorporation and/or rejection of same. If incorporation<br />
is recommended, then assignment to a specific Core Goal is an inherent responsibility.<br />
• Review progress reports, provide direction and/or redirection, from the individual<br />
Core Goal Strategic Planning Facilitators.<br />
Each Core Goal will be assigned to an individual Strategic Planning Facilitator. The<br />
Facilitators by Core Goal are:<br />
• Student Achievement–Assistant Superintendent for Curriculum and Instruction/Special<br />
Education and Student Services<br />
• Teacher and Leader Effectiveness–Executive Director of Teacher/Leadership Effectiveness<br />
Initiative<br />
• Performance-Based Culture–Chief Human Capital Officer<br />
• Financial Sustainability–Chief Financial Officer<br />
• Safe and Secure <strong>Schools</strong>–Associate Superintendents (or designees) and the Campus<br />
Police Chief<br />
Responsibilities of the individual Core Goal Strategic Planning Facilitators include:<br />
• Provide and present twice annually a written progress report by individual Core Goal<br />
(on a prescribed template) to the Board of Education.<br />
• Collaborate with the Chief of Staff regarding current and proposed programs, initiatives<br />
and projects that fall or may fall within the province of a specific Core Goal.<br />
• Review the effectiveness of specific programs, initiatives, projects and actions<br />
within a specific Core Goal and forward a recommendation to the Chief of Staff<br />
regarding continuation, modification and or abandonment of the specific program,<br />
initiative, project and/or action.<br />
• Design, fully and completely, key actions that are needed to assure the efficacy of the<br />
Core Goal.<br />
11
Timeline<br />
The individual Core Goal presentations may be reordered based upon data availability<br />
and/or reporting requirements of statute; however, within a 12-month period of time each<br />
Core Goal will be presented twice for Board of Education update and review.<br />
• April 2011–Presentation by the Chief of Staff to the Board of Education that includes:<br />
• Objectives by Core Goal<br />
• Key actions within each objective<br />
• Programs, initiatives, projects, etc. that fall within the province of the Core Goal<br />
• Linkages between programs, initiatives and projects that may overlap Core Goals<br />
May 2011–Teacher and Leader Effectiveness<br />
June 2011–Performance-Based Culture<br />
July 2011–Financial Sustainability<br />
August 2011–Student Achievement<br />
September 2011–Safe and Secure <strong>Schools</strong><br />
October 2011–Strategic Plan Update by the Chief of Staff<br />
November 2011–Teacher and Leader Effectiveness<br />
December 2011–Performance-Based Culture<br />
January 2012–Financial Sustainability<br />
February 2012–Student Achievement<br />
March 2012–Safe and Secure <strong>Schools</strong><br />
April 2012–Strategic Plan Update by the Chief of Staff<br />
Reporting cycle begins again.<br />
12
Strategic Plan<br />
Core Goal Update<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
© Copyright <strong>Tulsa</strong> <strong>Public</strong> © <strong>Tulsa</strong> <strong>Schools</strong> <strong>Public</strong> 2011 <strong>Schools</strong> 2011
Strategic Objectives Review – January 2012<br />
CURRENT OBJECTIVES<br />
Core Goal: Student Achievement<br />
A. Create an exceptional learning environment, via<br />
enhanced curricular and instructional offerings and<br />
practices that prepares students to pursue college and<br />
work-force ready opportunities and to subsequently<br />
become effective, productive and contributing citizens.<br />
B. Develop a learning culture within our students that<br />
focuses on a love for learning, problem solving ability,<br />
intellectual curiosity, passion for the arts and a valuing of<br />
physical wellness.<br />
C. Examine District programs needed to deliver academic<br />
excellence with a focus on the elimination of achievement<br />
gaps among all subgroups of students.<br />
D. Analyze facility utilization. Consolidation of schools will<br />
simultaneously be considered with parallel planning to<br />
optimize student learning and performance opportunities.<br />
E. Expand the concept of community schools to appropriate<br />
scales of growth within the District. A community school is<br />
both a place and a set of partnerships between the school<br />
and other community resources. Community schools<br />
combine the best educational practices with a wide range<br />
of vital in-house health and social services to ensure that<br />
children are physically, emotionally and socially prepared<br />
to learn.<br />
F. Explore opportunities for increasing academic learning<br />
time so students have more time in the classroom to<br />
acquire the academic knowledge and skills that will<br />
prepare them for work-force entry or college, and<br />
subsequent career decision making.<br />
PROPOSED REVISIONS<br />
Each student will meet or exceed state and national standards by<br />
demonstrating mastery of a rigorous curriculum that provides a<br />
foundation for success in career readiness or college<br />
preparedness and beyond.<br />
A. Create an exceptional learning environment, via enhanced<br />
curricular and instructional offerings as well as improved systems<br />
and structures, that prepare students to pursue college and workforce<br />
ready opportunities and to subsequently become effective and<br />
productive citizens<br />
MOVE D. TO SECTION 4 (FINANCIAL SUSTAINABILITY)<br />
E. Expand the concept of community schools to appropriate scales of<br />
growth within the District. Community schools combine the best<br />
educational practices with a wide range of vital in-house health and<br />
social services to ensure that children are physically, emotionally<br />
and socially prepared to learn.<br />
ADDED (from #2g)<br />
F. Replicate success models and turn around lowperforming<br />
schools.<br />
ADDED (from #3d)<br />
Strategic Objectives Review Page 1
Strategic Objectives Review – January 2012<br />
CURRENT OBJECTIVES<br />
Core Goal: Teacher and Leader Effectiveness<br />
A. Implement a new, innovative and fair evaluation system<br />
for all TPS staff that is based upon feedback and support<br />
and is aligned to enacted Oklahoma legislation.<br />
B. Continue the enhancement of human capital functions<br />
that assures: 1) a pipeline of high quality principals,<br />
teachers and staff, prepared to be effective in an urban<br />
setting; 2) targeted and coordinated evidence-based<br />
development of leaders and teachers.<br />
C. Structure central administration and human capital<br />
resources and establish systems and processes to<br />
support schools and enable campus leadership to focus<br />
on student growth and achievement.<br />
D. Create a culture of high expectations for academic<br />
achievement and conduct that makes no excuses based<br />
on the student’s demographics and/or socioeconomic<br />
status.<br />
G. Explore opportunities for increasing academic learning<br />
time so students have more time in the classroom to<br />
acquire the academic knowledge and skills that will<br />
prepare them for work-force entry or college, and<br />
subsequent career decision making.<br />
H. Develop, track and communicate clear outcome<br />
measures for student learning goals and organizational<br />
goals in order to precisely monitor work that will make a<br />
difference in student achievement. Develop a system for<br />
shared accountability for results.<br />
Core Goal: Performance-Based Culture<br />
A. Improve alignment of District leadership and community<br />
focus on the most critical District aspirations while<br />
fostering an environment of innovation based upon datadriven<br />
decisions.<br />
PROPOSED REVISIONS<br />
Assure that <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has an effective teacher in every<br />
classroom, an effective principal in every building and an effective<br />
employee in every position.<br />
B. Continue the enhancement of human capital functions that<br />
assures the effective recruitment, development and retention<br />
of a high-performing workforce prepared to be successful in<br />
an urban setting.<br />
C. Structure central administration and human capital systems to<br />
effectively support schools and enable campus leadership to<br />
focus on student growth and achievement.<br />
F. Create a culture of high expectations for academic<br />
achievement and conduct that makes no excuses based on<br />
students’ demographics and/or socioeconomic status.<br />
MOVE UNDER GOAL 1 STUDENT ACHIEVEMENT<br />
F. Develop, track and communicate clear outcome measures for<br />
student learning and organizational goals in order to precisely<br />
monitor work that will positively affect student achievement.<br />
Create an environment for sustainable performance improvement and<br />
accomplishment of the District’s Vision, Mission, Core Goals and<br />
Core Beliefs.<br />
A. Improve alignment of district goals and objectives to focus on the<br />
most critical District priorities while fostering an environment of<br />
innovation based upon data-driven decisions.<br />
Strategic Objectives Review Page 2
Strategic Objectives Review – January 2012<br />
CURRENT OBJECTIVES<br />
B. Diligently monitor and report staff and student progress<br />
on Strategic Plan initiatives to enhance trust via<br />
transparency, promote productive dialogue and determine<br />
success via observable and measurable standards.<br />
C. Develop coherent professional development content and<br />
delivery systems that support the strategic initiatives and<br />
build professional learning in all work environments.<br />
D. Replicate success models and turn around lowperforming<br />
schools.<br />
E. Adopt a District-wide accountability system to ensure the<br />
success of all schools with progress reporting/sharing via<br />
data walls, data dashboards, etc. Inherent in this<br />
accountability system will be the expansion of successful<br />
schools, programs and practices, and holding schools<br />
accountable for dramatic, documentable and sustainable<br />
improvement.<br />
Core Goal: Financial Sustainability<br />
PROPOSED REVISIONS<br />
B. Diligently monitor and report staff and student progress on Strategic<br />
Plan initiatives to enhance trust through transparency, promote<br />
continuous improvement and determine success via observable<br />
and measurable standards.<br />
MOVE UNDER GOAL 1 STUDENT ACHIEVEMENT<br />
E. Adopt a District-wide accountability system to ensure the success of<br />
all schools.<br />
Seek, organize and optimize resources for improved academic<br />
results.<br />
A. Be prudent stewards of District resources through<br />
rigorous planning and budgeting, and build further<br />
resources by enhancing public and private support for<br />
public education.<br />
B. Effectively manage fiscal resources in compliance with<br />
internal and external accountability requirements and<br />
deliver the highest quality financial services to all<br />
stakeholders.<br />
C. Maximize revenue from state, local, other governmental<br />
sources and private/foundation support.<br />
D. Support the efforts of Partners in Education, PTA,<br />
foundations, individual donors, business groups, and<br />
other community groups and agencies to augment<br />
existing District resources.<br />
E. Evaluate facility utilization to optimize the allocation of<br />
resources that will meet the changing needs of the<br />
community and support student learning.<br />
ADDED (from #1d)<br />
Strategic Objectives Review Page 3
Strategic Objectives Review – January 2012<br />
CURRENT OBJECTIVES<br />
PROPOSED REVISIONS<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
A. A. Create a caring, safe and secure environment that<br />
enables teaching and learning to take place.<br />
B. Ensure that policies and procedures are in place that<br />
identify and promote strategies, promising practices and<br />
programs that support positive climate and safe schools<br />
for all students and staff as part of the total academic<br />
mission.<br />
Ensure the safety and security of all students and staff throughout<br />
the District.<br />
B. Ensure policies, procedures, strategies and programs support a<br />
positive climate and safe schools for all students and staff as part of<br />
the total academic mission.<br />
Strategic Objectives Review Page 4
Strategic Plan<br />
Core Goal Update<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
© Copyright <strong>Tulsa</strong> <strong>Public</strong> © <strong>Tulsa</strong> <strong>Schools</strong> <strong>Public</strong> 2011 <strong>Schools</strong> 2011
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011<br />
Strategic Plan
Measures of Success Framework<br />
• Provides a vehicle that will be used to check progress<br />
on the achievement of Core Goals (benchmark year is<br />
2010–2011).<br />
• Provides linkages between programs, initiatives and<br />
projects that overlap Core Goals.<br />
• Aligns work to district goals so that every employee<br />
understands and knows their direct impact on student<br />
achievement.<br />
• Creates transparency and simplifies communication.<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Developing Measures of Success<br />
Strategic<br />
Planning<br />
Facilitator<br />
Metric<br />
Development<br />
with Cross<br />
Functional Group<br />
Measures of<br />
Success<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Measures of Success:<br />
Key Performance Indicators<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Monitoring Progress<br />
• This is the bi-annual overview of all Core Goals<br />
as set forth in the Strategic Plan.<br />
• Select measures from each of the Core Goals<br />
will be discussed during this presentation.<br />
• Additional data will be provided in the<br />
accompanying written report.<br />
• Some data is not reported as final student<br />
performance data is pending OK SDE<br />
certification.<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Student Achievement<br />
% students scoring at/or above grade level in<br />
Math (PRELIMINARY)*<br />
2010 Preliminary 2011<br />
3 rd Grade 57 % 56%<br />
4 th Grade 56% 56%<br />
5 th Grade 60% 58%<br />
6 th Grade 46% 51%<br />
7 th Grade 49% 53%<br />
*Pending OK SDE certification<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Student Achievement<br />
% students scoring at or above grade level in<br />
Reading (PRELIMINARY)*<br />
2010 Preliminary 2011<br />
3 rd Grade 60% 58%<br />
4 th Grade 54% 51%<br />
5 th Grade 52% 53%<br />
6 th Grade 48% 50%<br />
7 th Grade 52% 57%<br />
*Pending OK SDE certification<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Teacher & Leader Effectiveness<br />
Personal Development Plans (resulting from evaluations)<br />
2010–2011 Number of PDPs<br />
Teachers 136*<br />
Principals 31<br />
*29 teachers placed in intensive mentoring<br />
Number Exited for performance<br />
2010–2011 # Exited for performance<br />
Teachers 57<br />
Principals 12<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Teacher and Leader Effectiveness<br />
90.0%<br />
Evaluation Score Distribution 2010-2011<br />
80.0%<br />
70.0%<br />
76.4%<br />
73.3%<br />
71.7%<br />
60.0%<br />
50.0%<br />
Elem<br />
40.0%<br />
Middle<br />
High<br />
30.0%<br />
20.0%<br />
20.1%<br />
22.7%<br />
23.4%<br />
10.0%<br />
0.0%<br />
1.8%<br />
2.5%<br />
2.2%<br />
1's-2's 3's 4's-5's<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011<br />
1's-2's 3's 4's-5's<br />
Elem 1.8% 76.4% 20.1%<br />
Middle 2.5% 73.3% 22.7%<br />
High 2.2% 71.7% 23.4%
Performance Management<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011<br />
PDP Distribution<br />
Indicator Description Percent (includes<br />
Stand –Alone<br />
PDP’s)<br />
2 Clearly defines expected student behavior 20.20%<br />
6a<br />
Engages learners in active learning 80% or<br />
more of class time 12.50%<br />
1<br />
Plans for delivery of the lesson relative to<br />
short term and long term objectives 9.50%<br />
4<br />
Develops daily lesson plans designed to<br />
achieve the identified objectives 9.50%<br />
7<br />
Teaches the objectives through a variety of<br />
methods 5.90%<br />
6b<br />
Uses cooperative learning activities, learning<br />
styles, multiple intelligences 4.80%
Financial Sustainability<br />
% Instructional Expenditure Level as a % of the<br />
Total General Fund expenditure<br />
Instructional Expenditures as % of General<br />
Fund Expenditures<br />
Fiscal Year<br />
57.2% 2010–2011<br />
57.3% 2009–2010<br />
57.5% 2008–2009<br />
58.8% 2007–2008<br />
58.1% 2006–2007<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Financial Sustainability<br />
TPS Interest Earnings vs. Industry Indicators<br />
Year<br />
TPS Average<br />
Portfolio<br />
Rate<br />
2-Year<br />
Treasury<br />
Note<br />
90-Day<br />
Treasury<br />
Security<br />
1-Year<br />
Treasury<br />
Note<br />
Oklahoma<br />
Liquid<br />
Assets Pool<br />
(OLAP)<br />
2010–2011 0.68% 0.54% 0.12% 0.25% 0.09%<br />
2009–2010 0.50% 0.90% 0.13% 0.38% 0.14%<br />
2008–2009 1.25% 1.32% 0.51% 1.01% 0.89%<br />
2007–2008 3.49% 2.99% 2.80% 2.95% 3.51%<br />
2006–2007 5.20% 4.77% 4.99% 4.97% 4.84%<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Safe and Secure <strong>Schools</strong><br />
Truancy:<br />
Year<br />
2010–2011 884<br />
2009–2010 640<br />
Dropout and/or Attendance<br />
Letters Mailed<br />
Year<br />
Number Pursued in Court<br />
2010–2011 237<br />
2009–2010 167<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Safe and Secure <strong>Schools</strong><br />
Student Attendance<br />
96%<br />
94%<br />
94%<br />
93.70%<br />
93.30%<br />
92.60%<br />
92%<br />
90%<br />
88%<br />
87.30%<br />
86.50%<br />
2011<br />
2010<br />
86%<br />
84%<br />
82%<br />
<strong>Elementary</strong> Middle School High School<br />
LEVEL 2011 2010<br />
<strong>Elementary</strong> 94.00% 93.70%<br />
Middle School 93.30% 92.60%<br />
High School 87.30% 86.50%<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
How will we measure success?<br />
TPS PERFORMANCE MANAGEMENT WILL BE<br />
SUCCESSFUL WHEN ALL DEPARTMENTS AND<br />
EMPLOYEES…<br />
• Align their work to district goals<br />
• Know their direct impact on student achievement<br />
• Use data to learn and improve<br />
• Have support/feedback on clear job expectations<br />
• Provide outstanding customer service<br />
• Optimize efficiency to maximize resources<br />
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Questions?<br />
Amy Polonchek<br />
polonam@tulsaschools.org<br />
© Copyright <strong>Tulsa</strong> <strong>Public</strong> © <strong>Tulsa</strong> <strong>Schools</strong> <strong>Public</strong> 2011 <strong>Schools</strong> 2011
© <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> 2011
Student Achievement<br />
Measures of Success<br />
Board of Education Update<br />
August 2011
Core Goal: Student Achievement<br />
Each student will meet or exceed state and national standards by demonstrating mastery<br />
of a rigorous curriculum that provides a foundation for success in career readiness or<br />
college preparedness and beyond.<br />
Strategic Objective A<br />
Create an exceptional learning environment, via enhanced curricular and instructional<br />
offerings and practices, that prepares students to pursue college and work-force ready<br />
opportunities and to subsequently become effective, productive and contributing citizens.<br />
Progress and Accomplishments<br />
Sixteen of the 24 TPS schools on last year’s School Improvement list increased their total API<br />
scores this year. Their average growth was 154 total API points, an increase of 28 percent.<br />
Needs to improve list schools ,Academy Central, Walt Whitman, and McClure elementary<br />
schools; Clinton Middle School; and Central, Hale and Rogers high schools made AYP.<br />
A total of 45 TPS sites achieved AYP this year, compared with 29 last year.<br />
9 more elementary schools made AYP than last year<br />
Nearly 56 percent of TPS schools improved their total API scores.<br />
<strong>Elementary</strong> schools improved the percentage of students scoring “satisfactory or above” in both<br />
math and reading.<br />
At the middle school and high school level, 19 of 26 schools experienced an increase in total API<br />
scores -- an average increase of nearly 130 points.<br />
‣ Students taking Plan and Explore<br />
o EXPLORE prepares help eighth- and ninth-graders for their high school coursework and their<br />
post–high school choices. EXPLORE includes four multiple-choice tests covering English,<br />
mathematics, reading, and science. EXPLORE tests have content similar to the PLAN and<br />
the ACT<br />
o PLAN serves as the midpoint check of academic progress in high school. It is designed to<br />
improve students' preparation for education, training, and work after high school while they<br />
still have time to adjust their high school courses. PLAN has content similar to the ACT.<br />
‣ WorkKeys ® skills tests—for high school students<br />
‣ WorkKeys measures skills such as reading, math, listening, locating information, and teamwork to<br />
help students understand how they can improve their skills for better-paying jobs. Students who take<br />
the WorkKeys tests have a clear way to demonstrate their abilities to future employers.<br />
‣ Teachers received training in the new DIBELS Next which assesses reading fluency for elementary<br />
students<br />
‣ TPS students completed more than 1600 AP tests<br />
‣ The Course of Study was approved offering a wide-range of courses required for graduation as<br />
well as requested courses by campus to enhance student opportunities for choices.<br />
‣ Increased number of students participating in Concurrent Enrollment in 2010-11.<br />
‣ Preparing an 11 Step to College Readiness plan for TPS which addresses reading readiness in early<br />
grades, preparing for advance mathematics, and challenges students to prepare for rigorous<br />
curriculum.<br />
2 |<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Board of Education Update August, 2011
Core Goal: Student Achievement<br />
‣ Approximately 200 teachers attended summer PD as TPS began to write curriculum maps in<br />
reading, English, mathematics, social studies and science. The writing process continues in 2011-<br />
12. This is a major step as we move toward Common Core State Standards by 2014.<br />
‣ Staff Development Teacher Project currently begins with 39 teachers serving in that capacity for<br />
2011-12. We expect to hire all 70 SDTs by 2012-13.<br />
Measures of Success – results data not available<br />
% 8 th graders taking Explore<br />
Avg. Explore score<br />
% 10 th graders taking Plan<br />
Avg. Plan score<br />
% 8 th graders meeting the College Readiness Index (CRI)<br />
% 10 th graders meeting the CRI<br />
% students taking SAT/ACT<br />
Avg. composite SAT/ACT score<br />
% students > 24 composite on the ACT<br />
% high school students on track to graduate<br />
% students graduating on time with their cohort<br />
% students graduating outside their cohort<br />
% campuses with majority grades/subjects with positive<br />
value-added growth<br />
Preliminary Results<br />
% students above/at/below grade level in math & reading Above At Below<br />
Grade 3<br />
Grade 4<br />
Grade 5<br />
Grade 6<br />
Grade 7<br />
Grade 8<br />
Grade Level K 1 2 3 4 5 6 7 8 9 10 11<br />
% completion/promotion<br />
Key Issues<br />
‣ Review and monitoring of AP courses for rigor with the expectation that we will increase the<br />
number of students successfully scoring 3, 4 and 5 on AP exams.<br />
Strategic Objective B<br />
Develop a learning culture within our students that focuses on a love for learning,<br />
problem solving ability, intellectual curiosity, passion for the arts and a valuing of physical<br />
wellness.<br />
3
Core Goal: Student Achievement<br />
Progress and Accomplishments<br />
‣ AVID—Advancement Via Individual Determination challenges students to higher levels of<br />
achievement while supporting them along the way<br />
‣ AP and AP Incentive opportunities<br />
‣ Virtual Learning<br />
‣ Concurrent enrollment<br />
‣ Rogers Early College<br />
‣ Magnet <strong>Schools</strong> and specialized themes on numerous campuses provide rich opportunities for our<br />
students throughout the district<br />
‣ TPS is committed to developing the fine arts and physical education opportunities for all children<br />
and has made this a priority during Project Schoolhouse<br />
‣ TPS students excel in the arts; expanding those opportunities for all children is important<br />
‣ Dual Language Immersion Program at Monroe<br />
‣ Monroe Demonstration Academy—MicroSociety and Tribes. Tribe’s philosophy subscribes to<br />
“making every school a model home, a complete community actively developing future compassionate<br />
citizens capable of creating, leading and contributing to the kind of democratic communities - in which we all<br />
long to live”.<br />
Measures of Success – results data not available<br />
Student attendance rate<br />
<strong>Elementary</strong> Middle High<br />
% students identified and served as gifted<br />
% students participating in extracurricular activities<br />
(Arts & Athletics)<br />
% students taking/completing a world language<br />
% 5 th graders scoring advanced on the OCCT<br />
% 8 th graders taking and passing Algebra I<br />
% 11 th graders taking and passing Algebra II<br />
% students taking/completing AP/IB course(s)<br />
% students scoring > 3 on AP exam<br />
% students scoring > “X” on IB exam<br />
% students taking/completing concurrent enrollment courses<br />
Gallup Student Poll Results<br />
% student attending their zoned campus (elementary)<br />
% students attending an interest focused High School that matches<br />
their interest area (determined by Explore/Plan)<br />
Preliminary Results<br />
4
Core Goal: Student Achievement<br />
Key Issues<br />
‣ Assuring that all fine arts programs are outstanding throughout the district<br />
Strategic Objective C<br />
Examine District programs needed to deliver academic excellence with a focus on the<br />
elimination of achievement gaps among all subgroups of students.<br />
Progress and Accomplishments<br />
‣ Pending Board approval, during the 2011-12 school year The Leadership and Learning Center will<br />
conduct an Implementation Audit on TPS’ work on literacy (K-6), readers and writers workshop (6-<br />
10 th ), Read 180 and Professional Learning Communities.<br />
‣ The Common Core State Standards Implementation Plan will take us through a 3-year process to<br />
prepare for the standards which are to be fully developed by 2014.<br />
‣ Curriculum writing during Oct. 2010 and in June and July, 2011 is building the internal capacity of<br />
staff to write and review curriculum.<br />
‣ The School Improvement Office has worked with individual schools to determine root causes<br />
‣ The Office of Accountability has monitored the use of Read 180 and has provided reports to assist<br />
schools in making decisions regarding instruction<br />
‣ Students in middle and high school have a SRI (Scholastic Reading Inventory) assessment; these<br />
students have Lexile scores which offer meaningful information regarding their ability to read and<br />
comprehend complex text.<br />
‣ In 2011-12, students in grades 2 through 12 th will have a Lexile score.<br />
‣ Building Capacity around 1.TLE 2.Common Core 3.Cultural Competence 4.Value Added through<br />
PLC's<br />
Measures of Success – results data not available<br />
Completion/Promotion/Graduation rate by subgroup<br />
OK Core Curriculum Tests by grade/subgroup<br />
Preliminary Results<br />
High achieving student gap by ethnicity/content area<br />
5
Core Goal: Student Achievement<br />
Algebra I<br />
Algebra II<br />
Geometry<br />
English II<br />
English III<br />
Biology I<br />
US History<br />
African<br />
American<br />
American<br />
Indian<br />
Hispanic/<br />
Latino<br />
Caucasian<br />
Asian<br />
Key Issues<br />
Using Lexile scores to drive instruction based on students’ needs is critical; we must use this resource<br />
through Reading Counts and/or Read 180<br />
Removing students from remediation into acceleration and on-grade level learning<br />
Strategic Objective D<br />
Analyze facility utilization. Consolidation of schools will be simultaneously be considered<br />
with parallel planning to optimize student learning and performance opportunities.<br />
Progress and Accomplishments<br />
‣ Project Schoolhouse trade-ups and facility utilization is ongoing.<br />
‣ Construction and building optimal space is ongoing<br />
Measures of Success – results data not available<br />
% campuses utilized at<br />
< 70% capacity 75 – 85% capacity 100 % capacity<br />
6
Core Goal: Student Achievement<br />
% portable square footage (as compared to total district sq. ft.)<br />
Preliminary Results<br />
Key Issues<br />
Strategic Objective E<br />
Expand the concept of community schools to appropriate scales of growth within the<br />
District. A community school is both a place and a set of partnerships between the school<br />
and other community resources. Community schools combine the best educational<br />
practices with a wide range of vital in-house health and social services to ensure that<br />
children are physically, emotionally and socially prepared to learn.<br />
Progress and Accomplishments<br />
‣ A Community <strong>Schools</strong> Office has been created.<br />
‣ Approximately 8,000 students are being served in ten mentoring community schools with 50% of the<br />
schools committed to the continuous learning calendar.<br />
Meeting the serious challenges and barriers to success families face daily, demands supportive<br />
community partnerships and creative best practices which nurture the whole child and family<br />
unselfishly within their own neighborhood. Administrators, staff and coordinators are empowering<br />
and enriching the school cultures with home visits, daily lunch and recess with teacher mentorship,<br />
daily sidewalk conversations with parents, etc. which bring strong communication and involvement<br />
with parents and family, the first steps in building a foundation for success<br />
‣<br />
Measures of Success – results data not available<br />
% students served by community schools<br />
% students participating in after school programs<br />
% campuses conducting parent/community outreach events<br />
Avg. # volunteers/campus (ES/MS/HS)<br />
% community school students attending a Mentoring or Sustaining<br />
level campus<br />
% student participating in Continuous Learning <strong>Schools</strong> Intercession<br />
Avg. value added scores community schools as compared to<br />
District scores<br />
Preliminary Results<br />
Key Issues<br />
7
Teacher and Leader Effectiveness<br />
Measures of Success<br />
Board of Education Update<br />
May 2011
Core Goal: Teacher and Leader Effectiveness<br />
Assure that <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has an effective teacher in every classroom, an effective<br />
principal in every building and an effective employee in every position.<br />
Strategic Objective A<br />
Implement a new, innovative and fair evaluation system for all TPS staff that is based upon<br />
feedback and support and is aligned to enacted Oklahoma legislation.<br />
Progress and Accomplishments<br />
‣ A new 5-tier evaluation system with feedback and support for teachers and principals has been<br />
implemented for the 2010-11 school year. The evaluation system parallels SB 2033 (2010 session).<br />
‣ The teacher evaluation instrument was designed collaboratively with the union, and was field<br />
tested. The teacher evaluation process was bargained and overwhelmingly ratified, even in a year<br />
where not step increases were awarded.<br />
‣ Sample calibrations of the teacher evaluation instrument have been conducted jointly in 100<br />
classrooms by our lead evaluation consultant and the corresponding principal to assure consistent<br />
application of the ratings, and provide coaching to principals as they began the new process. The<br />
results show a real differentiation: 19% received ratings of 1 or 2, 61% are rated “effective”, and<br />
20% received ratings of 4 or 5.<br />
‣ An extensive system of feedback and support has been included as part of the teacher evaluation<br />
process, including professional development plans for every teacher with a “needs improvement” or<br />
“ineffective” rating. An intensive peer mentoring process is available for low performing career<br />
teachers.<br />
‣ Over thirty low-performing teachers have been receiving intense peer intervention assistance.<br />
‣ Principals have received over 35 hours of training and mentoring on the teacher evaluation,<br />
feedback and support process.<br />
‣ Non-renewal letters based on evaluation results for teachers on temporary contracts were<br />
distributed at the end of April.<br />
‣ Evaluations for approximately 2300 career teachers and 700 probationary teachers have been<br />
completed. Results are being analyzed and compiled.<br />
‣ Complete principal evaluation results are due in June.<br />
‣ Plans are in place to complete an update and re-design of the evaluation process before next<br />
year. We will analyze the evaluation results, and gather feedback from teachers and other<br />
stakeholders through surveys and other methods. That process has begun.<br />
Measures of Success – not available<br />
Teacher/principal appraisal distribution (% teachers/principals scoring in each rating category)<br />
1 2 3 4 5<br />
Teachers<br />
Principals<br />
2 |<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Board of Education Update May 16, 2011
Core Goal: Teacher and Leader Effectiveness<br />
Teacher Measures<br />
# teachers on Professional Development Plans (PDPs)<br />
# teachers on PDPs with improved appraisal ratings<br />
# teachers on PIMs<br />
# temporary teachers non-renewed<br />
# teachers exited for performance<br />
Principal Measures<br />
# principals on PDPs<br />
# principals on PDPs with improved appraisal ratings<br />
# principals exited for performance<br />
Other Measures<br />
% alignment of performance levels with appraisal rating<br />
% evaluations completed on time<br />
Preliminary Results<br />
Preliminary Results<br />
Preliminary Results<br />
Key Issues<br />
‣ This new evaluation system is part of an early adoption of SB 2033 by <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong>. Ideally,<br />
the state will take advantage of the work TPS has done, and adopt a statewide evaluation system<br />
that aligns with <strong>Tulsa</strong>’s system.<br />
‣ Technology solutions for the entry, analysis and data reporting in year one have been inadequate. A<br />
technology solution that will interface with the new Munis Finance and HR system is desired and<br />
being pursued.<br />
‣ Human Capital is determining the number of board hearings that will be required for performancebased<br />
terminations. The schedule could be challenging.<br />
Strategic Objective B<br />
Continue the enhancement of human capital functions that assures: 1) a pipeline of highquality<br />
principals, teachers and staff, prepared to be effective in an urban setting; 2)<br />
targeted and coordinated evidence-based development of leaders and teachers.<br />
Progress and Accomplishments<br />
‣ Two urban teacher pipeline agreements have been executed with local universities, and a third is<br />
under construction.<br />
‣ Evidence-based Gallup screening instruments have been put in place as part of the teacher and<br />
principal recruiting process. Applicants must take these surveys online as part of the application<br />
process, and threshold scores have been established.<br />
‣ A TPS conference for building leaders⎯Great Educators Make Great <strong>Schools</strong>⎯will take place in<br />
June, to kick off a year of focused professional development for district leadership.<br />
‣ A new evidence-based leadership development plan is under development, with plans to implement<br />
during the 2011–12 school year.<br />
3
Core Goal: Teacher and Leader Effectiveness<br />
‣ A third corps of Teach for America teachers will be brought on board for the 2011 school year.<br />
‣ An evidence-based teacher induction program, in partnership with the New Teacher Center, will be<br />
in place during the fall of 2011.<br />
‣ TLE Indicator-specific workshops and sessions have been held on the following topics:<br />
o INSTRUCTIONAL EFFECTIVENESS – A Six (6) Part Series on the “How To” of Differentiated<br />
Instruction<br />
o CLASSROOM MANAGEMENT – Successful Strategies for Working with the Defiant Child<br />
INSTRUCTIONAL EFFECTIVENESS – Differentiating Reading Instruction in the Content Areas –<br />
<strong>Elementary</strong> and Secondary).<br />
‣ Summer 2011 professional development has been designed and scheduled to improve performance<br />
in specific areas identified frequently as low-performing in the evaluations. Specifically:<br />
o 13a. & 11b.* Use of data to modify instruction and guide intervention. Methods for students<br />
to track their own effort and accomplishments & collaboration.<br />
o 11g. Re-teaches learning that is not mastered in different ways<br />
o 13c. Appropriately and consistently adheres to IEPs and modifies assignments for special<br />
education populations if required in the IEP.<br />
o 12a. & 10b. Summarizes or teaches students to summarize new learning in a variety of ways.<br />
Uses different types of student response techniques, both individual and group. 2. & 3b.<br />
Clearly defines expected student behavior. Follows the procedures to protect the health and<br />
safety of all students & Moves around the room while students are working independently.<br />
o 4. & 6a. Plans for the delivery of the lesson relative to short term and long term objective.<br />
Require participation of all students and engages learners in active learning 80% or more of<br />
the time.<br />
*notations in underlined italics refer to specific indicators in the teacher evaluation instrument that need<br />
improvement<br />
Measures of Success<br />
Teacher retention – years of service<br />
1 2 3 4 5<br />
Teachers<br />
Teacher effectiveness & retention – years of service scoring > 3 on most recent appraisal<br />
1 2 3 4 5<br />
Teachers<br />
Pipeline Measures<br />
% applicants scoring > 72 on Gallup Insight<br />
% staff transferring/promoting scoring > 72 on Gallup Insight<br />
Average time to fill teacher positions<br />
Preliminary Results<br />
4
Core Goal: Teacher and Leader Effectiveness<br />
Development Measures<br />
% new teachers assigned a mentor<br />
% beginning teachers completing comprehensive new<br />
teacher induction program<br />
# hours professional development offered that are aligned to<br />
TLE results<br />
Preliminary Results<br />
Key Issues<br />
Strategic Objective C<br />
Structure central administration and human capital resources and establish systems and<br />
processes to support schools and enable campus leadership to focus on student growth<br />
and achievement.<br />
Progress and Accomplishments<br />
‣ Human Capital and Finance have begun a pilot to develop balanced scorecards that connect their<br />
individual and department goals to district core goals, including student achievement<br />
‣ This balanced scorecard process includes professional development activities for identifying key<br />
processes, analyzing root causes, and optimizing performance.<br />
Measures of Success – not available<br />
% central services departments with Key Performance<br />
Indicators<br />
% central services departments with service scorecards<br />
% job descriptions that are reviewed annually<br />
# process improvement projects<br />
Preliminary Results<br />
Key Issues<br />
Strategic Objective D<br />
Create a culture of high expectations for academic achievement and conduct that makes<br />
no excuses based on the student’s demographics and/or socioeconomic status.<br />
Progress and Accomplishments<br />
‣ A student progress data model (sometimes called “value-added”) is being finalized. This new type<br />
of data will be disaggregated to identify achievement gaps, and will provide a basis for improved<br />
and targeted instruction.<br />
‣ District leadership professional development will have a focus during the 11-12 school year on<br />
5
Core Goal: Teacher and Leader Effectiveness<br />
CULTURAL COMPETENCE: Infusing actions focused on Cultural Competence that build high<br />
expectations for all students by understanding what it means to lead an urban school.<br />
Measures of Success – not available<br />
% core teachers retained in each grade/area with positive value-added results<br />
Reading Math Science Social Studies<br />
3 rd Grade<br />
4 th Grade<br />
5 th Grade<br />
6 th Grade<br />
7 th Grade<br />
8 th Grade<br />
% campuses with positive value-added results for all areas by grade and subgroup<br />
3 rd Grade 4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade<br />
African<br />
American<br />
American<br />
Indian<br />
Hispanic/Latino<br />
Caucasian<br />
Asian<br />
Econ.<br />
Disadvantaged<br />
Special Ed.<br />
ELL<br />
GT<br />
% teachers with positive value-added results – Reading<br />
% teachers with positive value-added results – Math<br />
Avg. teacher appraisal rating (5 highest performing campuses)<br />
Avg. teacher appraisal rating (5 lowest performing campuses)<br />
Preliminary Results<br />
Key Issues<br />
6
Core Goal: Teacher and Leader Effectiveness<br />
Strategic Objective E<br />
Explore opportunities for increasing academic learning time so students have more time in<br />
the classroom to acquire the academic knowledge and skills that will prepare them for<br />
work-force entry or college, and subsequent career decision making.<br />
Progress and Accomplishments<br />
‣ Extended learning time in the six School Improvement Grant (SIG) schools has been in place this<br />
school year, and data is being analyzed and revised to inform future plans for extended learning<br />
time. These schools include Will Rogers, East Central, Central, Nathan Hale, Clinton and Gilcrease.<br />
Measures of Success<br />
% campuses > 95% teacher attendance rate<br />
% lost instructional days due to teacher absences<br />
Avg. score Extended Learning Time Teacher Survey<br />
SIG campuses as compared to district results<br />
SIG Campus Average<br />
API<br />
Composite ACT score<br />
Overall campus value-added<br />
Preliminary Results<br />
District Average<br />
Key Issues<br />
Strategic Objective F<br />
Develop, track and communicate clear outcome measures for student learning goals and<br />
organizational goals in order to precisely monitor work that will make a difference in<br />
student achievement. Develop a system for shared accountability for results.<br />
Progress and Accomplishments<br />
‣ Development of student achievement and college readiness measures of success as part of the<br />
Board Reporting for the Strategic Plan.<br />
Measures of Success<br />
% students meeting district identified achievement goals<br />
% teachers meeting district identified achievement goals<br />
% campuses meeting district identified achievement goals<br />
Preliminary Results<br />
Key Issues<br />
7
Safe <strong>Schools</strong><br />
Measures of Success<br />
Board of Education Update<br />
July 2011
Core Goal: Safe and Secure <strong>Schools</strong><br />
Ensure the safety and security of all students and staff throughout the District.<br />
Strategic Objective A<br />
Create a caring, safe and secure environment that enables teaching and learning to take<br />
place.<br />
Progress and Accomplishments<br />
‣<br />
Measures of Success – data not available<br />
Weapons incidents per 1000 students<br />
Arrests per 1000 students<br />
Part 1 Crime incidents per 1000 students<br />
% campuses that pass an internal safety audit<br />
Bus accidents per 100,000 miles<br />
Alarm calls – actual calls/false alarms<br />
% emergency drills completed per state statute<br />
% safe school plans submitted on time<br />
% emergency drills that identified a problem<br />
Bullying/harassment incidents per 1000 students<br />
Breakfast participation rate<br />
Preliminary Results<br />
<strong>Elementary</strong> Middle High<br />
Key Issues<br />
‣<br />
2 |<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Board of Education Update July 2011
Core Goal: Safe and Secure <strong>Schools</strong><br />
Strategic Objective B<br />
Ensure policies, procedures, strategies, and programs support a positive climate and safe<br />
schools for all students and staff as part of the total academic mission.<br />
Progress and Accomplishments<br />
‣<br />
Measures of Success – data not available<br />
Truancy rate<br />
# referrals to Alternative Education Programs for disciplinary reasons per 1000 students<br />
# suspensions per 1000 students<br />
Student Attendance Rate API<br />
% students meeting state required mandates for immunizations<br />
Avg. time to complete facilities/maintenance work orders<br />
Avg. on time performance (transportation)<br />
% campuses convening Safe School Committee meetings as required<br />
Preliminary Results<br />
Value of lost/stolen/misplaced assets reported<br />
<strong>Elementary</strong> Middle High<br />
Key Issues<br />
‣<br />
3
Financial Sustainability<br />
Measures of Success<br />
Board of Education Update<br />
September 2011
Core Goal: Financial Sustainability<br />
Seek, organize and optimize resources for improved academic results.<br />
Strategic Objective A<br />
Be prudent stewards of District resources through rigorous planning and budgeting, and<br />
build further resources by enhancing public and private support for public education.<br />
Progress and Accomplishments<br />
‣ Project Schoolhouse, which resulted in the closing of 14 school sites, is estimated to result in annual<br />
savings of $5.3 million, under the assumption that all vacant schools are eventually sold. Further,<br />
the Project Schoolhouse format will be revisited annually to evaluate facility utilization and<br />
enrollment trends districtwide.<br />
‣ Implement budget planning process for 2012-13 to capture district-level priorities that are tied to<br />
the 2010-2015 Strategic Plan.<br />
‣ Developed system of planning and managing staff allocations that provides improved budgetary<br />
control.<br />
‣ The Energy Education program has captured savings of $3.3 million in utility costs since<br />
implementation. By focusing efforts during the summer months, July 2011 energy costs were<br />
reduced by 29.95%.<br />
‣ Despite record low interest earnings averaging $2.4 million less than pre-2008-09, TPS maintained<br />
consistent interest earnings in excess of 1- and 2-year Treasury Notes and the Oklahoma Liquid<br />
Asset Pool.<br />
‣ Development of Key Performance Indicators (KPI) will provide measurable comparative data to<br />
monitor progress and identify weaknesses.<br />
‣ Purchasing natural gas through third-party suppliers resulted in savings of $136,683 during FY 2010-<br />
11.<br />
‣ Rebates received by the District through participation in the P-card system were $372,474 during<br />
calendar 2010.<br />
Measures of Success – results data not yet available<br />
Instructional expenditure level as a % of Total General Fund<br />
Expenditures<br />
Current spend vs. encumbered funds as compared to prior year<br />
% bond projects completed on time per bond package<br />
% construction contracts completed + 10% budgeted amount<br />
% campuses who spend “X” % of discretionary funds by<br />
November<br />
% campuses who spend “X”% of discretionary funds by<br />
February<br />
% campuses forfeiting discretionary funds<br />
% campuses forfeiting bond funds<br />
Annual value of negotiated contract savings/additional services<br />
Preliminary Results<br />
2 |<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Board of Education Update September, 2011
Core Goal: Financial Sustainability<br />
Key Issues<br />
TPS interest earnings vs. industry indicators<br />
1. Provide support, evaluate recommendations, and implement decisions based on results of<br />
Curriculum & Instruction Implementation Audit.<br />
2. Continue to emphasize the importance of reducing and managing the district’s utility costs.<br />
3. Implementation of new position control system that will streamline the staffing allocation<br />
process.<br />
4. Savings from solicitation activities may be calculated in a variety of ways and we are<br />
evaluating a national initiative in public procurement to standardize on methodology. A<br />
consistent measurement must be identified and manual tracking initiated as there is no<br />
automated mechanism available to collect this data. Data will be only representative as not<br />
all transactions flow through Finance before they are substantially complete. Staffing and<br />
process are challenges.<br />
Strategic Objective B<br />
Effectively manage fiscal resources in compliance with internal and external accountability<br />
requirements and deliver the highest quality financial services to all stakeholders.<br />
Progress and Accomplishments<br />
‣ Received national awards for excellence in financial reporting from the Association of School<br />
Business Officials International (ASBO) and Government Finance Officers’ Association (GFOA); each<br />
for the third consecutive year.<br />
‣ Implemented a new financial reporting system to provide enhanced reporting and monitoring<br />
capabilities. The new system allows users to have real time budget and expense reports along with<br />
the ability to “drill down” to transactional data. The system is a fully integrated Finance/Human<br />
Capital product, which will reduce redundancy of data entry and provide improved internal controls.<br />
‣ The District’s annual audit for 2009-10 reported no instances of material weaknesses and no<br />
questioned costs.<br />
‣ All monthly and annual financial reports and budget documents are available on the District’s web<br />
page.<br />
Measures of Success – results data not available<br />
Fund Balance – General Fund as a % of General Fund revenue<br />
% vendor invoices paid on time<br />
% recurring items on auditors management letter<br />
% accounts receivable for non grant district billing over 60 days<br />
% payroll processed correctly<br />
Preliminary Results<br />
3
Core Goal: Financial Sustainability<br />
Avg. # manual payroll checks issued monthly<br />
Avg. days to submit grant claims from end of period<br />
Key Issues<br />
1. The new financial system provides challenges and opportunities for tracking and evaluating<br />
performance data. We are still in the first months of implementation, so communication and<br />
training continue to be important. However, the system provides a number of opportunities for<br />
improved service delivery through employee self serve and vendor self serve functionality.<br />
2. There is a need for a district-wide customer service survey that would incorporate levels of<br />
service from Finance and all other District support areas.<br />
3. Continuing to balance high quality customer service with the need for efficiency with both<br />
internal and external customers.<br />
4. As school finance becomes more compliance-driven, there is an increasing need for training and<br />
development of departmental employees.<br />
5. Ongoing training for users of the new financial system will be essential to long-term success.<br />
Strategic Objective C<br />
Maximize revenue from state, local, other governmental sources and private/foundation<br />
support.<br />
Progress and Accomplishments<br />
‣ Improve tracking and timeliness of federal and state reimbursement claims. A system of tracking<br />
spreadsheets feed into the master file, providing “at a glance” information on claims paid and those<br />
filed but not paid.<br />
‣ The functionality of the new financial system will streamline the preparation of monthly<br />
reimbursement requests.<br />
Measures of Success – results data not available<br />
% General Fund budget funded by grant dollars<br />
% repeat private funders/partners annually<br />
$ new grants/private funds awarded annually as a % of total grant<br />
Funds<br />
Preliminary Results<br />
Key Issues<br />
1. Develop processes within the Federal Programs department to evaluate grant opportunities<br />
4
Core Goal: Financial Sustainability<br />
with respect to alignment with district priorities, obligation of district resources, and<br />
sustainability.<br />
2. Incorporate state and federal grant programs into the district budget and planning processes.<br />
Strategic Objective D<br />
Support the efforts of Partners in Education, PTA, foundations, individual donors, business<br />
groups, and other community groups and agencies to augment existing District resources.<br />
Progress and Accomplishments<br />
‣ Developed Board Policy and procedures for organizations wishing to be sanctioned by the District,<br />
such as booster clubs, PTA’s, etc.<br />
‣ Developed process for handling major donor contributions to provide budget tracking,<br />
reimbursement claims, and accountability with respect to the donor’s wishes.<br />
Measures of Success – results data not available<br />
Timely access to grant budget<br />
Value of unspent grant funds lost<br />
% grant reports submitted on time<br />
Preliminary Results<br />
Key Issues<br />
1. Clear communication of expectations with donor groups will continue to be important.<br />
2. The new financial system will provide easier tracking of timely grant spending.<br />
5
Performance-Based Culture<br />
Measures of Success<br />
Board of Education Update<br />
June 2011
Core Goal: Performance-Based Culture<br />
Create an environment for sustainable performance improvement and accomplishment of<br />
the District’s Vision, Mission, Core Goals and Core Beliefs.<br />
Strategic Objective A<br />
Improve alignment of District leadership and the community focus on the most critical<br />
District aspirations while fostering an environment of innovation based upon data-driven<br />
decisions.<br />
Progress and Accomplishments<br />
‣ Successful implementation of Project Schoolhouse in partnership with stakeholders and community<br />
‣ Community forums, parent and stakeholder surveys, and public hearings provided extensive<br />
feedback in the district reconfiguration through Project Schoolhouse.<br />
‣ A comprehensive communications plan is under development to effectively build stakeholder<br />
understanding of key initiatives aligned to the strategic plan.<br />
Measures of Success – data not available<br />
% campuses conducting parent/community forums<br />
Avg. response time to complaints/issues reported to Assistant<br />
Superintendents' office<br />
Avg. # Partners in Education (PIE) per campus<br />
Preliminary Results<br />
% campuses with monthly updated websites<br />
<strong>Elementary</strong> Middle High<br />
Key Issues<br />
‣ Implementing change and effectively communicating all aspects of the process to all stakeholders.<br />
Strategic Objective B<br />
Diligently monitor and report staff and student progress on Strategic Plan initiatives to<br />
enhance trust via transparency, promote productive dialogue and determine success via<br />
observable and measureable standards.<br />
Progress and Accomplishments<br />
‣ The first phase of MUNIS implementation is underway with a target completion date of July 1, 2011<br />
for the financial application. The MUNIS system will enhance reporting and data collection functions<br />
that will assist us in monitoring achievement of performance targets. Human Capital department<br />
implementation will follow early next year.<br />
‣ Development of District-Level Measures of Success aligned to the Strategic Plan. This collection of<br />
carefully crafted, developed, and vetted metrics will describe the District's progress toward the<br />
2 |<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Board of Education Update June 20, 2011
Core Goal: Performance-Based Culture<br />
accomplishment of the strategic objectives and core goals of the Strategic Plan. Each month, the<br />
Board will be presented with a report regarding the District's progress toward a different core goal.<br />
Twice a year, the Board will receive a report detailing the District's overall progress regarding its<br />
Strategic Plan.<br />
‣ Human Capital and Finance have created department-level scorecards (Measures of Success) that<br />
connect individual and department objectives to district core goals, including student achievement.<br />
Departments began to develop a framework focused on continuous improvement that will be<br />
refined and later replicated by other departments. Ultimately, these scorecards will assist in the<br />
development of performance metrics that will be tied to central office staff performance evaluation.<br />
‣ Value-added reports for the 2009–10 school year have been developed and distributed to<br />
principals. Training has been provided to leadership teams to promote a basic understanding of<br />
value-added analysis. Additional training on how to read, analyze and respond to their reports has<br />
also been delivered. A new 5-tier evaluation system with feedback and support for teachers and<br />
principals was implemented for the 2010–11 school year. The evaluation system parallels SB 2033<br />
(2010 session).<br />
Measures of Success – data not available<br />
Name or describe the survey so others will know what it is measuring?<br />
OU Survey Results*<br />
Teachers Students <strong>Public</strong><br />
Avg. annual score<br />
Avg. volunteer hours per campus<br />
<strong>Elementary</strong> Middle High<br />
Project/Initiative Implemented on Time Within Budget Reported on Time<br />
Munis<br />
Value-Added<br />
Evaluations<br />
% all projects/initiatives<br />
Project/Initiative Implemented on Time Within Budget Reported on Time<br />
*The OU Survey measures collective trust in schools from the parent, student, and faculty perspective.<br />
Collective trust is a key component of school effectiveness and educational improvement.<br />
Key Issues<br />
‣ Technology solutions for the entry, analysis and data reporting of performance metrics as well as<br />
evaluation data are currently inadequate. The Finance and HC Departments are pursuing a technology<br />
solution that will interface with the new MUNIS system.<br />
3
Core Goal: Performance-Based Culture<br />
Strategic Objective C<br />
Develop coherent professional development content and delivery systems that support the<br />
strategic initiatives and build professional learning in all work environments.<br />
Progress and Accomplishments<br />
‣ A TPS conference for building leaders⎯Great Educators Make Great <strong>Schools</strong>⎯ took place in June to<br />
kick off a year of focused professional development for district leadership. Training provided during<br />
this conference included the following focus areas:<br />
o Value-Added – an introduction to value-added as well as in depth analysis of campus<br />
reports<br />
o Cultural Competencies<br />
o Common Core<br />
o Formative Instruction Practices – Descriptive Feedback<br />
o Formative Instructional Practices – Clear Learning Targets<br />
‣ A new evidence-based leadership development plan is under development, with plans to implement<br />
during the 2011–12 school year. Plan will include: a staff development teacher (master<br />
teacher/coach) program; a principal development (pipeline) program; a new principal induction<br />
program; continuing support and training for veteran principals in the above mentioned focus areas;<br />
and expanded learning opportunities for central office staff.<br />
‣ Value-Added Roll Out<br />
o Targeted training for schools' leadership teams was provided at the June leadership<br />
conference to promote a basic understanding of value-added analysis as well as how to read,<br />
analyze and respond to their school-level value added reports. Additional training on the use<br />
of value-added data and reports will be provided in 2011–12.<br />
o The core team of central office administrators involved with value-added scoring was<br />
provided training in value-added modeling and reporting.<br />
o<br />
Teacher training in value-added will be provided during 2011–12 and will include group<br />
sessions, open labs, online instruction, etc.<br />
‣ TLE Indicator-specific workshops and sessions have been held on the following topics:<br />
o INSTRUCTIONAL EFFECTIVENESS – A Six-Part Series on the “How To” of Differentiated<br />
Instruction<br />
o CLASSROOM MANAGEMENT – Successful Strategies for Working with the Defiant Child<br />
o INSTRUCTIONAL EFFECTIVENESS – Differentiating Reading Instruction in the Content Areas<br />
‣ Summer 2011 professional development has been designed and scheduled to improve performance<br />
in specific areas identified frequently as low-performing in the evaluations. Specifically:<br />
o 13a. & 11b. Use of data to modify instruction and guide intervention. Methods for students<br />
to track their own effort and accomplishments & collaboration.<br />
o 11g. Re-teaches learning that is not mastered in different ways<br />
o 13c. Appropriately and consistently adheres to IEPs and modifies assignments for special<br />
education populations if required in the IEP.<br />
o 12a. & 10b. Summarizes or teaches students to summarize new learning in a variety of ways.<br />
4
Core Goal: Performance-Based Culture<br />
Uses different types of student response techniques, both individual and group. 2. & 3b.<br />
Clearly defines expected student behavior. Follows the procedures to protect the health and<br />
safety of all students & Moves around the room while students are working independently.<br />
o 4. & 6a. Plans for the delivery of the lesson relative to short term and long term objective.<br />
Require participation of all students and engages learners in active learning 80% or more of<br />
the time.<br />
Measures of Success – data not available<br />
TLE Professional Development hours/staff<br />
# strategic initiative trainings offered to staff<br />
% campuses with > 85% staff completing value-added professional<br />
development<br />
Preliminary Results<br />
Key Issues<br />
Strategic Objective D<br />
Replicate success models and turn around low-performing schools.<br />
Progress and Accomplishments<br />
‣ Campus level value added data for the 2009–10 school year is currently available. Campus and<br />
district leaders have been trained in the evaluation and analysis of their data. Planned responses to<br />
the data can be developed and implemented to improve success at low-performing schools.<br />
‣ Performance results for School Improvement Grant (SIG) schools are being analyzed to inform<br />
future plans to increase student achievement.<br />
‣ Campuses will use student performance data including API and value-added to develop action plans<br />
to improve student achievement.<br />
Measures of Success – data not available<br />
Avg. value-added score of campuses<br />
identified as low performing<br />
Avg. value-added score of the district<br />
+/- difference in avg. value-added score<br />
between low-performing schools and the<br />
District.<br />
Avg. API score of campuses<br />
identified as low performing<br />
Avg. API score of District/State campuses<br />
Math Reading Science Social Studies Writing<br />
Preliminary Results<br />
5
Core Goal: Performance-Based Culture<br />
+/- difference in avg. API scores between low-performing schools<br />
and District/State.<br />
% campuses identified as low performing<br />
Preliminary Results<br />
Key Issues<br />
Strategic Objective E<br />
Adopt a District-wide accountability system to ensure the success of all schools with<br />
progress reporting/sharing via data walls, data dashboards, etc. Inherent in this<br />
accountability system will be the expansion of successful schools, programs and practices,<br />
and holding schools accountable for dramatic, documentable and sustainable<br />
improvement.<br />
Progress and Accomplishments<br />
‣ The District's data dashboards will be evaluated and redesigned in 2011–12 to improve their<br />
usefulness to teachers and leaders in their efforts to improve student and school achievement.<br />
‣ Campus' use of data dashboards and other data sources will be tracked.<br />
‣ School-level value-added reports for the 2009–10 school year have been distributed to principals.<br />
School leaders have also been provided access to an online portal regarding value-added data<br />
school-level reports.<br />
‣ The District's automated evaluation system in 2011–12 will generate reports on key points of<br />
information (aggregate performance scores by indicator, distribution of scores within and among<br />
campuses, etc.) The District's accountability/reporting systems (data walls, dashboards, etc.) will<br />
link with and report this evaluation information.<br />
‣ The District's automated evaluation system in 2011–12 will identify district, school, principal and<br />
teacher-level professional development needs based upon teacher and leaders' evaluation results,<br />
allowing for professional development to be aligned with teacher and leaders’ performance on each<br />
evaluation indicator. The District's accountability/reporting systems (data walls, dashboards, etc.)<br />
will link with and report this professional development needs data.<br />
Measures of Success – data not available<br />
% District accountability measures reported on time<br />
% campuses utilizing data dashboards monthly<br />
% campuses with an increased API score<br />
Preliminary Results<br />
Key Issues<br />
6
2011–2012 Balanced Scorecard<br />
Finance Department<br />
Chief Financial Officer: Trish Williams<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Create an exceptional learning environment, via enhanced<br />
curricular and instructional offerings and practices, that prepares students to pursue<br />
college and work-force ready opportunities and to subsequently become effective,<br />
productive and contributing citizens.<br />
DEPT. GOAL: Establish and standardize practices to ensure prompt response to all<br />
requests to ensure necessary resources are available on time.<br />
Results Actual Target<br />
% warehouse orders filled accurately<br />
Avg. number of manual add on warehouse orders processed/month<br />
Avg. time to complete RFP process (approved requisition to<br />
encumbrance date)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Structure central administration and human capital resources and<br />
establish systems and processes to support schools and enable campus leadership to focus<br />
on student growth and achievement.<br />
DEPT. GOAL: Deliver excellent service and customer service to correct problems<br />
in a timely manner.<br />
Results Actual Target<br />
Avg. approval time in requisition workflow (Req. created to approved<br />
Avg. time to issue a P.O. (Approved req. to encumbrance)<br />
Avg. customer service score from customer survey<br />
Avg. # manual/off cycle payroll checks monthly<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DEPT. GOAL: Identify and support appropriate professional development for<br />
finance staff.<br />
Results Actual Target<br />
% ES campuses with > 2 active system users<br />
% secondary campuses with > 3 active system users<br />
% staff completing > 4 hrs. job specific professional development<br />
% department staff evaluations completed on time<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission<br />
To provide a quality learning<br />
experience for every student,<br />
every day, without exception.<br />
Vision<br />
Excellence and High<br />
Expectations with a<br />
Commitment to All<br />
Core Beliefs<br />
• Effective leaders and<br />
classroom teachers have a<br />
profound impact on<br />
children’s lives.<br />
• All children can learn and<br />
TPS can close the<br />
achievement gap.<br />
• TPS can be an efficient,<br />
effective, performancebased<br />
organization.<br />
• Community collaboration is<br />
fundamental to achieving<br />
and sustaining excellence.<br />
• TPS should provide a safe,<br />
healthy learning<br />
environment for all<br />
students and staff.<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
District Overview<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is<br />
Northeastern Oklahoma’s<br />
largest and most dynamic school<br />
district with nearly 42,000<br />
thousand students, 7,000<br />
employees, 75 campuses, 250<br />
school buses and about 173<br />
square miles.<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Finance Department<br />
Chief Financial Officer: Trish Williams<br />
STRATEGIC OBJECTIVE: Adopt a District-wide accountability system to ensure the success<br />
of all schools with progress reporting/sharing via data walls, data dashboards, etc.<br />
DEPT. GOAL: Implement a comprehensive financial system, examine TPS<br />
practices, and adopt and communicate best practices throughout the district.<br />
Results Actual Target<br />
% school allocations completed within 2 weeks of final forecast<br />
% campuses who spend 40% of unrestricted funds by Dec. 1<br />
% campuses who spend 80% of unrestricted funds by March 1<br />
% campuses/departments attending an annual Finance training<br />
% unrestricted fund dollars swept from campuses (as a % of total<br />
unrestricted funds allocated)<br />
% bond fund dollars swept from campuses (as a % of total bond<br />
funds allocated)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Financial Stability<br />
STRATEGIC OBJECTIVE: Be prudent stewards of District resources through rigorous<br />
planning and budgeting, and build further resources by enhancing public and private<br />
support for public education.<br />
DEPT. GOAL: Provide timely and accurate implementation and administration of<br />
annual district budgets.<br />
Results Actual Target<br />
Actual to budget (by fund – expenditures and revenue)<br />
# budget amendments per year<br />
Annual value of negotiated contract savings/ additional services<br />
% over/under department operating budget (all funds)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Effectively manage fiscal resources in compliance with internal and<br />
external accountability requirements and deliver the highest quality financial services to<br />
all stakeholders.<br />
DEPT. GOAL: Benchmark financial performance against industry standards.<br />
Results Actual Target<br />
District administrative costs compared to OK statute requirements<br />
Avg. # days to process a vendor payment (receipt to payment)<br />
Fund Balance – General fund as a % of general fund revenue<br />
% of invoices paid > 60 days from invoice date<br />
Instructional expenditure level as a % of total general fund<br />
expenditures.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Finance Department<br />
Chief Financial Officer: Trish Williams<br />
STRATEGIC OBJECTIVE: Maximize revenue from state, local, other governmental sources<br />
and private/foundation support.<br />
DEPT. GOAL: Monitor claims and allocations to maximize impact to the district.<br />
Results Actual Target<br />
% eligible grant claims submitted within 2 weeks of month end close<br />
% grant claims filed that are paid without submitting additional<br />
information/corrections (i.e. “one and done”)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Support the efforts of Partners in Education, PTA, foundations,<br />
individual donors, business groups, and other community groups and agencies to augment<br />
existing district resources.<br />
DEPT GOAL: Accept and track donated funds in accordance with donor directions.<br />
Results Actual Target<br />
% gifts spent during the fiscal year donated<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and<br />
promote strategies, promising practices and programs that support positive climate and<br />
safe schools for all students and staff as part of the total academic mission.<br />
DEPT. GOAL: Implement policies and procedures to ensure excellent customer<br />
service.<br />
Results Actual Target<br />
% of vendor payments that are returned<br />
% misplaced/lost/stolen inventory within schools as a total cost of<br />
fixed assets<br />
% misplaced/lost/stolen inventory within central office departments<br />
as a total cost of fixed assets<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Human Capital<br />
Executive Director of Human Capital: Ken Calhoun<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Implement a new, innovative and fair evaluation system for all TPS<br />
staff that is based upon feedback and support and is aligned to enacted Oklahoma<br />
legislation.<br />
DEPT. GOAL: Implement and maintain a comprehensive evaluation system for all<br />
district staff.<br />
EVALUATION PROCESS Results Actual Target<br />
% department staff evaluations completed on time 100%<br />
% evaluations completed on time – teachers 100%<br />
% evaluations completed on time – principals 100%<br />
% evaluations completed on time – non instructional staff 100%<br />
Avg. time to assign a performance support mentor (PDP date to<br />
assignment)<br />
3 days<br />
Avg. time to implement a performance support mentor (PDP date<br />
to first meeting)<br />
% teachers on a improvement plan (Quest) with an improved<br />
rating<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
10 wkg.<br />
days<br />
Benchmark<br />
STRATEGIC OBJECTIVE: Continue the enhancement of human capital functions that<br />
assures: 1) a pipeline of high quality principals, teachers and staff, prepared to be effective<br />
in an urban setting; 2) targeted and coordinated evidence-based development of leaders<br />
and teachers.<br />
DEPT. GOAL: Develop, explore and leverage opportunities to provide a<br />
continuous qualified pipeline for district staff.<br />
PIPELINE/INDUCTION Results Actual Target<br />
% of teacher applicants scoring >72 on Gallup instrument<br />
% participants in partnership programs scoring > 72 on the<br />
Gallup instrument<br />
% of teachers scoring >3 on evaluation who graduated from<br />
TPS recruited higher education programs (after 2 years)<br />
% teachers scoring > 3 on evaluation who completed an urban<br />
teacher preparation program (after 2 yrs)<br />
% teachers scoring > 3 on evaluation (after 2 years)<br />
Average evaluation score of new teachers assigned NTC mentors<br />
(New Teacher Center mentoring program for 1 st and 2 nd year teachers )<br />
Avg. length of time lapsed to assign a new teacher to a mentor<br />
% leaders scoring > 3 on evaluation who completed the revised<br />
leadership development program<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission<br />
To provide a quality learning<br />
experience for every student,<br />
every day, without exception.<br />
Vision<br />
Excellence and High<br />
Expectations with a<br />
Commitment to All<br />
Core Beliefs<br />
• Effective leaders and<br />
classroom teachers have a<br />
profound impact on<br />
children’s lives.<br />
• All children can learn and<br />
TPS can close the<br />
achievement gap.<br />
• TPS can be an efficient,<br />
effective, performancebased<br />
organization.<br />
• Community collaboration is<br />
fundamental to achieving<br />
and sustaining excellence.<br />
• TPS should provide a safe,<br />
healthy learning<br />
environment for all<br />
students and staff.<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
District Overview<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is<br />
Northeastern Oklahoma’s<br />
largest and most dynamic school<br />
district with nearly 42,000<br />
thousand students, 7,000<br />
employees, 75 campuses, 250<br />
school buses and about 173<br />
square miles.<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Human Capital<br />
Executive Director of Human Capital: Ken Calhoun<br />
STRATEGIC OBJECTIVE: Structure central administration and human capital resources and<br />
establish systems and processes to support schools and enable campus leadership to focus<br />
on student growth and achievement.<br />
DEPT. GOAL: Manage systems and processes to support campuses by providing<br />
essential services and resources.<br />
Recruiting/Retention Results Actual Target<br />
Avg. time to complete hiring process (recommendation to position<br />
filled)<br />
Avg. time to fill a job opening (vacancy to fill)<br />
Avg. time to recommend candidates for job openings (vacancy<br />
notification/occurrence to recommendation)<br />
Ratio of early contracts as compared to resignations/retirements<br />
Staff turnover rate (certified, support, administration)<br />
% teacher positions open on the first day of school<br />
Number of grievances filed<br />
% formal grievances resolved prior to TPS Board involvement<br />
Teacher Retention rate by evaluation score<br />
% teachers exited for performance<br />
% teachers scoring >4 on their evaluation leaving TPS<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Create a culture of high expectations for academic achievement<br />
and conduct that makes no excuses based on the student’s demographics and/or<br />
socioeconomic status.<br />
DEPT. GOAL: Ensure that hiring, evaluation and mentoring processes support the<br />
equitable distribution of talent to the highest identified needs areas/campuses.<br />
Results Actual Target<br />
% teachers scoring > 3 on evaluation indicator #9 (regarding<br />
involvement of all learners)<br />
Comparison – evaluation scores 5 high/5 low performing campuses<br />
(ES/MS/HS)<br />
Comparison – evaluation scores SIG campuses/district average<br />
% teachers scoring > 4 on evaluation retained at high needs<br />
campuses<br />
% teachers/leaders/mentors receiving professional development<br />
focused on supporting high academic achievement of minority<br />
and low income students<br />
% teachers scoring > 4 who transfer to a lower performing campus<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Human Capital<br />
Executive Director of Human Capital: Ken Calhoun<br />
STRATEGIC OBJECTIVE: Explore opportunities for increasing academic learning time so<br />
students will have more time in the classroom to acquire the academic knowledge and skills<br />
that will prepare them for work-force or college entry, and subsequent career decision<br />
making.<br />
DEPT. GOAL: In collaboration with stakeholders improve hiring policies and<br />
practices that will increase students’ academic learning time in the classroom.<br />
Leave Management /Staff Improvement Results Actual Target<br />
% instructional days lost due to teacher absences<br />
% instructional days lost due to teacher professional development<br />
% approved Leaves of Absence (LOA) that contain all required<br />
documentation<br />
% employees returning from LOA on time<br />
% teachers absent > 10 instructional days (NOT due to approved LOA)<br />
Annual rate substitutes requested/substitutes filled<br />
(by high needs & ES/MS/HS)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
STRATEGIC OBJECTIVE: Diligently monitor and report staff and student progress on<br />
Strategic Plan initiatives to enhance trust via transparency, promote productive dialogue<br />
and determine success via observable and measureable standards.<br />
DEPT. GOAL: Increase positive visibility and public awareness by providing timely,<br />
relevant and accurate information to all stakeholders.<br />
Results Actual Target<br />
% HC initiative updates provided on time (i.e. measures of success)<br />
% pipeline related performance results distributed to partners<br />
on time<br />
Principal Survey – Customer Responsiveness; Knowledge; etc.<br />
% quarterly attendance information reports distributed to<br />
campuses on time<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DEPT. GOAL: Coordinate and align programs and systems that increase the<br />
knowledge base of department and campus staff.<br />
Professional Development Results Actual Target<br />
% teachers participating in professional development aligned to<br />
evaluation<br />
% leaders participating in professional development aligned to<br />
evaluation<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Human Capital<br />
Executive Director of Human Capital: Ken Calhoun<br />
% staff participating in > “X” hours of job specific professional<br />
development annually<br />
% professional development classes offered outside of the<br />
instructional day<br />
# hours of professional development (aligned to TEI indicators)<br />
provided to teachers scoring 2 or below<br />
# hours of professional development focused on strategic<br />
initiatives completed by ESC staff<br />
Avg. hrs professional development for teachers in the NTC (hours<br />
completed vs. hours recommended)<br />
% teachers/principals with improved evaluation score that attended<br />
professional development<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Financial Stability<br />
STRATEGIC OBJECTIVE: Effectively manage fiscal resources in compliance with internal and<br />
external accountability requirements and deliver the highest quality financial services to all<br />
stakeholders.<br />
DEPT. GOAL: Efficiently manage department resources to provide the highest,<br />
most effective level of service with the funding provided.<br />
Results Actual Target<br />
Percentage of new hires on payroll for first pay period without error<br />
Percentage of teachers hired that matched allocations<br />
% over/under department operating budget<br />
# processes converted to an on-line format<br />
% teachers required transferred at the start of each school year<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and<br />
promote strategies, promising practices and programs that support positive climate and<br />
safe schools for all students and staff as part of the total academic mission.<br />
DEPT. GOAL: Utilize preventive planning and increase safety awareness through<br />
policies and procedures to minimize risks to students, staff and the community.<br />
Results Actual Target<br />
Accident frequency rate<br />
Lost time accident frequency rate<br />
% of staff completing safety training (by department)<br />
Approved workers’ compensation claims<br />
% campuses with > 3 average on classroom management<br />
evaluation indicators<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Campus Police<br />
Department Leader: Chief Gary Rudick<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Examine District programs needed to deliver academic excellence<br />
with a focus on the elimination of achievement gaps among all subgroups of students.<br />
DEPT. GOAL: Collaborate with community and TPS Partners to improve student<br />
attendance.<br />
Results Actual Target<br />
Improve % of reduction in annual truancy (as defined by the<br />
5%<br />
District) rates using district measurements of truancy<br />
Improve % student attendance rates by truancy enforcement and<br />
5%<br />
Home visits when necessary.<br />
Avg. number of home visits per month for purposes of<br />
6<br />
assessing absence reasons and to check well-being of students.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Structure central administration and human capital resources and<br />
establish systems and processes to support schools and enable campus leadership to focus<br />
on growth and achievement.<br />
DEPT. GOAL: Attract and the retrain regularly the most highly qualified public safety<br />
personnel to serve within the unique demands of an educational environment.<br />
Results Actual<br />
% of sworn employees exceeding the State requirements for<br />
continuing education as mandated by the State of Oklahoma on an<br />
annual basis.<br />
% of personnel including contract employees who are certified and<br />
Retrained annually on the District’s mandate for interaction with<br />
Special Needs students, specifically MANDT training.<br />
Target<br />
100%<br />
100%<br />
DRAFT<br />
STRATEGIC OBJECTIVE: Create a culture of high expectations for academic achievement and<br />
Conduct that makes no excuses based on the student’s demographics and/or socio-<br />
Economic status.<br />
DEPT. GOAL: Reduce Disproportionate Minority Contact (DMC) levels as it relates to<br />
students placed under arrest and referred to Juvenile Bureau District Court.<br />
Results Actual Target<br />
DMC infers disproportionate treatment of youth within the criminal<br />
5%<br />
Justice system. TPS PD will work to reduce the ratio of DMC within<br />
the City of <strong>Tulsa</strong> in compliance with the request of the State DMC<br />
initiative and the programs sponsored by the U.S. Attorney’s<br />
Office for the Northern District of Oklahoma.<br />
Reduce the % of criminal cases declined annually by the District<br />
25%<br />
Attorney’s office due to officer error.<br />
Profile<br />
Mission<br />
The Mission of the <strong>Tulsa</strong> <strong>Public</strong><br />
<strong>Schools</strong> Campus Police is to provide<br />
a safe environment, free from fear<br />
and with emphasis on an improved<br />
quality of life within the School<br />
District for all students, faculty, staff<br />
and authorized visitors.<br />
We do so with pride, integrity and a<br />
commitment to quality services<br />
within the policing profession.<br />
Fast Facts:<br />
The Campus Police Department is<br />
comprised of 21 sworn police<br />
officers, 20 security officers and 14<br />
non-sworn employees. We are a<br />
certified law enforcement agency<br />
will full police powers under<br />
statute of the State of Oklahoma.<br />
Description:<br />
Officers of the TPS Campus Police<br />
Department are stationed at each<br />
High School site and are<br />
responsible for supervising the<br />
security staff and working in<br />
concert and cooperation with the<br />
building principal and school staff<br />
to provide a safe school<br />
environment. Campus Police<br />
administration maintain private<br />
security contracts that support our<br />
employees at schools across the<br />
district on a regular basis. We are<br />
also responsible for security<br />
services at over 600 special events,<br />
including all athletic events,<br />
throughout the school year.<br />
In addition to policing services, the<br />
campus police are responsible for<br />
monitoring and maintaining over<br />
44,000 alarm sensors for<br />
monitoring on a 24/7 basis, nearly<br />
2400 surveillance cameras, and<br />
issues related to Emergency<br />
Management and safety.<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
Awards/Recognitions<br />
None<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Campus Police<br />
Department Leader: Chief Gary Rudick<br />
Core Goal: Performance Based Culture<br />
STRATEGIC OBJECTIVE: Improve alignment of District leadership and the community focus<br />
on the most critical District aspirations while fostering an environment of innovation<br />
based upon data-driven decisions.<br />
DEPT. GOAL: Respond effectively and efficiently to calls for service as it relates<br />
to repairs and service on surveillance cameras, fire and intrusion alarms and the<br />
open options door access systems.<br />
Results Actual Target<br />
% of completed work orders on Surveillance Cameras in 15 days 100%<br />
% of fire and intrusion alarm work orders completed in 30 days 100%<br />
% of door access work orders completed in 10 days 100%<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Financial Stability<br />
STRATEGIC OBJECTIVE: Maximize revenue from state, local, other governmental sources<br />
and private/foundation support.<br />
DEPT. GOAL: Implement processes and procedures to utilize allocated financial<br />
resources efficiently and effectively.<br />
Results Actual Target<br />
Over/under department operating budget<br />
within<br />
% of security contracts reviewed and renewed or amended annually 100%<br />
# of grant or private funding support obtained specific to safety or<br />
1<br />
Policing in an educational environment.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DEPT. GOAL: Provide specialized instruction to students and staff via scheduled<br />
seminars and special programs.<br />
Results Actual Target<br />
Criminal Street Gang seminars for faculty/staff annually 4<br />
Participate in City sponsored Youth Initiatives 2<br />
Coordinate district sponsored Emergency Response training events,<br />
1<br />
either live exercise or tabletop exercise, annually<br />
DRAFT<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and<br />
promote strategies, promising practices and programs that support positive climate and<br />
safe schools for all students and staff as part of the total academic mission.<br />
DEPT. GOAL: Review and refine policies and procedures for the Campus Police.<br />
Results Actual Target<br />
Annual Campus Police Policy review and update 100%<br />
Annual Emergency Management policy review and update 100%<br />
Annual Alarm and Camera policy reviews and update 100%<br />
# of policy violations by personnel recorded annually 0<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Communications/<strong>Public</strong> Information<br />
Department Leader: Chris Payne<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Develop a learning culture within our students that focuses on a<br />
love for learning, problem solving ability, intellectual curiosity, passion for the arts and a<br />
valuing of physical wellness.<br />
DEPT. GOAL: Be supportive of TPS departments that affect student achievement<br />
and inform internal and external audiences to broaden their understanding of<br />
our initiatives.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
Media usage (+/-) content analysis<br />
Comments at public forums and board meetings<br />
Social media channels – conversation/feedback<br />
Parental support for key programs<br />
# people subscribed to e-news<br />
Avg. time to distribute messages/post information to the web<br />
Survey/comments from TPS departments w/ direct impact on<br />
student achievement<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Create a culture of high expectations for academic achievement<br />
and conduct that makes no excuses based on the student’s demographics and/or<br />
socioeconomic status.<br />
STRATEGIC OBJECTIVE: Develop, track and communicate clear outcome measures for<br />
student learning goals and organizational goals in order to precisely monitor work that<br />
will make a difference in student achievement. Develop a system for shared accountability<br />
for results.<br />
DRAFT<br />
DEPT. GOAL: Actively support the efforts of the TLE Department and the district<br />
at large by communicating the latest trends, improvements and programs that<br />
TPS is undertaking to improve teacher/leader effectiveness.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
Measure internal teacher/employee support for TLE<br />
Media coverage (positive/negative)<br />
<strong>Public</strong>/partner support – editorials in support of the new system<br />
Legislative support – in terms of voting outcomes<br />
Social media – public comments on Facebook/Twitter<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission:<br />
2. Develop and maintain<br />
positive, collaborative<br />
relationships with all<br />
stakeholders to<br />
strengthen support for<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> and<br />
improve student<br />
achievement.<br />
Fast Facts: Responsible for<br />
internal/external communications,<br />
including the TPS<br />
website, social media, digital TV<br />
Channel 107.20 and many other<br />
communication channels.<br />
Description<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
Awards/Recognitions<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Communications/<strong>Public</strong> Information<br />
Department Leader: Chris Payne<br />
Core Goal: Performance Based Culture<br />
STRATEGIC OBJECTIVE: Improve alignment of District leadership and the community focus<br />
on the most critical District aspirations while fostering an environment of innovation<br />
based upon data-driven decisions.<br />
DEPT. GOAL: Improve TPS’ reputation among parents, students, teachers,<br />
administrators, district employees and the community at large by showing them<br />
what we are doing to change performance and ultimately the positive impact on<br />
student achievement.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
Employee survey – climate/engagement<br />
External feedback – Dr. Ballard’s advisory groups; comments<br />
Parent/community perceptions – online survey results<br />
Improved student test scores<br />
Fewer teachers on probation<br />
News media stories (positive/negative)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Be prudent stewards of District resources through rigorous planning<br />
and budgeting, and build further resources by enhancing public and private support for<br />
public education.<br />
STRATEGIC OBJECTIVE: Support the efforts of Partners in Education, PTA, foundations,<br />
individual donors, business groups, and other community groups and agencies to augment<br />
existing District resources.<br />
DEPT. GOAL: Improve the reputation of TPS in the <strong>Tulsa</strong> community to showcase<br />
the district’s keen ability to leverage all financial resources efficiently in tough<br />
economic times.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
<strong>Public</strong> perception of how well we manage our finances<br />
Partner support of our programs – financial<br />
Legislative support – increased $ if they think we are effective<br />
<strong>Public</strong> forums/building meetings – informal feedback<br />
Media stories –finance related (positive/negative)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
DRAFT<br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DEPT. GOAL: Communicate and illustrate to parents, employees, and the <strong>Tulsa</strong><br />
community all of the ways in which TPS works to keep staff and students safe<br />
both en route and in our schools.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
Growth in students/parents using TIPS online reporting system<br />
Decrease in # of incidents (assaults, guns, etc.)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Special Education<br />
Department Leader: Kay Sandschaper<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Examine District programs needed to deliver academic excellence<br />
with a focus on the elimination of achievement gaps among all subgroups of students.<br />
DEPT. GOAL: Support school teams and stakeholders to develop and provide<br />
appropriate services for students.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of Special Education (SPED) students scoring proficient on<br />
EOI/OCCT/OMAAP<br />
% of SPED students with increased scores on OCCT/OMMAP<br />
% of SPED students graduating with diploma<br />
Number of parent trainings offered throughout the year 4<br />
Number of parents participating in trainings<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Structure central administration and human capital resources and<br />
establish systems and processes to support schools and enable campus leadership to focus<br />
on student growth and achievement.<br />
DEPT. GOAL: Provide annual updates for special education teachers<br />
which include information on state/federal requirements and district procedures.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of SPED teachers who attend procedural training<br />
% of attendees who rate training 3 or higher<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
DRAFT<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DEPT. GOAL: Survey all special education teachers/para-professionals to<br />
determine the most critical professional development needs.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% current special ed/para-professionals responding to annual survey<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DEPT. GOAL: Plan and provide professional development that meets special<br />
education/para-professional needs.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of critical needs reported addressed in PD opportunities<br />
% current SPED teachers/paras participating in PD above the required<br />
% of attendees who rate training 3 or higher<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission<br />
The mission of the Department<br />
of Special Education is to<br />
provide a free appropriate<br />
public education to all students<br />
who are determined to be<br />
eligible to receive special<br />
education services in order for<br />
each student to be ready for<br />
life after their public school<br />
career.<br />
Fast Facts<br />
The department of Special Education<br />
serves approximately 6100 students<br />
Description<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
Awards/Recognitions<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Special Education<br />
Department Leader: Kay Sandschaper<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Effectively manage fiscal resources in compliance with internal and<br />
external accountability requirements and deliver the highest quality financial services to all<br />
stakeholders.<br />
DEPT. GOAL: Allocate staff to school sites based on student needs as reflected<br />
by IEP services.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of schools whose SPED paperwork is sent to ESC within 5 days of<br />
the meeting<br />
% of schools whose Service Delivery Codes (SDC) are entered<br />
correctly when submitted<br />
% of schools whose rosters reflect the correct SDCs resulting in<br />
appropriate allocations<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DEPT. GOAL: Effectively and efficiently use the resources provided to maximize<br />
student achievement.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of budget encumbered by December 1<br />
% of budget encumbered by March 1<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DRAFT<br />
DEPT. GOAL: Provide effective Positive Behavior Intervention Support (PBIS)<br />
services to schools on an ongoing basis.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of schools participating in school wide PBIS<br />
% of schools represented at trainings designed to build behavioral expertise<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Title III Office<br />
Department Leader:<br />
Laura Grisso<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Examine District programs needed to deliver academic excellence<br />
with a focus on the elimination of achievement gaps among all subgroups of students.<br />
DEPT. GOAL: Provide curriculum and support to increase the linguistic and<br />
Academic achievement of English Language Learner (ELL) students within the<br />
Title III Annual Measurable Achievement Objectives (AMAO) framework<br />
Results Actual Target<br />
AMAO 1: Percentage of ELL students showing progress on the<br />
62%<br />
ACCESS for ELLs Test<br />
AMAO 2: Percentage of ELL students attaining proficiency on the<br />
19%<br />
ACCESS for ELLs Test<br />
AMAO 3: ELL students meeting Annual Yearly Progress (AYP) in<br />
Yes<br />
Reading and Math on the Oklahoma Core Curriculum Tests<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Structure central administration and human capital resources and<br />
establish systems and processes to support schools and enable campus leadership to focus<br />
on student growth and achievement.<br />
DEPT. GOAL: Provide effective and embedded ELL coaching, consultation, or<br />
training for teachers, administrators and other school staff<br />
Results Actual Target<br />
Percentage of on-site requests for ELL coaching, consultation or training<br />
80%<br />
with schedule confirmation by English Language Development (ELD)<br />
specialists within 10 school days<br />
Percentage of ELL Professional Development survey responses with<br />
100%<br />
an overall score of ≥ 4 (scale of 1 to 5, 5=High)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
DRAFT<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DEPT. GOAL: Provide ongoing professional development opportunities focused on<br />
the teaching and learning of ELL students<br />
Results Actual Target<br />
Number of hours presented of ELD Professional<br />
3<br />
Development for ELL teachers per semester<br />
Percentage of ELD teachers exceeding average number of ELD<br />
30%<br />
Professional Development hours for ELD teachers per semester<br />
Number of hours presented per month of ELD Professional<br />
3<br />
Development for general education staff per semester<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission<br />
To provide a quality learning<br />
experience for every student,<br />
every day, without exception.<br />
Fast Facts<br />
As of January 2012, <strong>Tulsa</strong><br />
<strong>Schools</strong> has 6,317 students who<br />
are identified as English<br />
Language Learners in<br />
PreKindergarten through 12 th<br />
grade and represent 47 different<br />
languages.<br />
Description<br />
The Title III Office provides:<br />
• supplemental<br />
instructional services<br />
for immigrant students<br />
and/or students who<br />
are identified as<br />
English Language<br />
Learners;<br />
• targeted professional<br />
development<br />
opportunities for all<br />
school staff and<br />
parents;<br />
• interpretation and<br />
translation services in<br />
a variety of languages.<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
Awards/Recognitions<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Title III Office<br />
Department Leader:<br />
Laura Grisso<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Maximize revenue from state, local, other governmental sources<br />
and private/foundation support.<br />
DEPT. GOAL: Ensure proper identification and reporting of ELL students,<br />
immigrant students and bilingual students for maximized and accurate federal<br />
and state funding allocations<br />
Results Actual Target<br />
Percentage of ELL students with qualifying documentation recorded<br />
accurately in PowerSchool within the first 30 days of school<br />
Percentage of bilingual students with qualifying documentation<br />
recorded accurately in PowerSchool by October 1st<br />
Percentage of immigrant students with qualifying documentation<br />
recorded accurately in PowerSchool by the Title III Limited English<br />
Proficient Survey reporting date<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables teaching and<br />
learning to take place.<br />
DEPT. GOAL: Respond effectively and efficiently to school and department<br />
requests for interpretation or translation services<br />
Results Actual Target<br />
Percentage of interpretation requests scheduled within 5 school days 100%<br />
Percentage of translation requests fulfilled within 10 school days 100%<br />
Number of calls to Language Line Services per month 10<br />
Average number of document views per user in TransAct Parent<br />
Notifications<br />
6<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DEPT. GOAL: Provide parent involvement activities and resources to parents of<br />
ELL students in order to facilitate active engagement and participation in their<br />
students’ education<br />
Results Actual Target<br />
Average number of home visits made monthly to parents of ELL students<br />
8<br />
ELL Parent Outreach Case Managers<br />
Number of ELL Parent Involvement workshops and/or trainings<br />
8<br />
held at elementary schools by ELL Parent Outreach Case Managers<br />
Number of ELL Parent Involvement workshops and/or trainings<br />
8<br />
held at secondary schools by ELL Parent Outreach Case Managers<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and<br />
promote strategies, promising practices and programs that support positive climate and<br />
safe schools for all students and staff as part of the total academic mission.<br />
DEPT. GOAL: Review and revise Title III district policies and procedures to align<br />
with federal, state and local laws as well as best practice to support compliance<br />
and efficiency<br />
Results Actual Target<br />
Annual review and update of Title III district policies and procedures 100%<br />
100%<br />
100%<br />
100%<br />
DRAFT<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Transportation<br />
Department Leader:<br />
Rosalyn Vann-Jackson<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Develop a learning culture within our students that focuses on a<br />
love for learning, problem solving ability, intellectual curiosity, passion for the arts and a<br />
valuing of physical wellness.<br />
DEPT. GOAL: To provide prompt and efficient transportation services to support<br />
a positive learning environment.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of on-time performance - bus routes<br />
% of on-time performance - field trips<br />
Average student ride time (in minutes)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Create a culture of high expectations for academic achievement<br />
and conduct that makes no excuses based on the student’s demographics and/or<br />
socioeconomic status.<br />
DEPT. GOAL: Empower employees and ensure they are provided the knowledge<br />
and tools to care for a diverse student population in transport.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of positive annual school evaluations<br />
Patron Correspondence/Complaint analysis – positive/negative ratio<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DRAFT<br />
DEPT. GOAL: Provide a training and development program to ensure trained<br />
skilled employees and high performing leaders are produced within the<br />
transportation workforce.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
% of employees that met job specific requirements<br />
% of drivers that met required hours of safety training<br />
Average annual hours of training per driver<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DEPT GOAL: Retain motivated high performing workers and teams by recognizing<br />
and rewarding their contributions to the department’s and the district’s Visions,<br />
Missions, Core Goals and Core Beliefs.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
Driver turnover analysis<br />
Average daily driver attendance rate<br />
% of employee evaluations completed on time<br />
Average tenure of drivers (OVERALL)<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission<br />
“To ensure a quality school bus<br />
ride to and from school so as to<br />
support a<br />
positive learning experience for<br />
every student, every day,<br />
without exception.”<br />
Fast Facts:<br />
TPS Transportation is the second<br />
largest pupil transportation<br />
operation in the state of Oklahoma.<br />
TPS transports over 15,000<br />
students daily on the largest fleet<br />
of CNG Vehicles in the state. More<br />
than 300 staff members effectively<br />
support the following five major<br />
department business functions:<br />
1. Transportation<br />
Services<br />
2. Student Routing and<br />
scheduling<br />
3. Safety and training<br />
4. Fleet maintenance<br />
5. Fiscal accountability<br />
Description:<br />
Quality School Bus Ride:<br />
• On schedule pick-up and<br />
delivery for all students every<br />
time.<br />
• A safe and secure school bus<br />
stop and ride.<br />
• An orderly school bus at all<br />
times.<br />
• Consistency of action for all<br />
student management on the<br />
school bus.<br />
Location<br />
1815 N 77 th East Ave.<br />
<strong>Tulsa</strong>, OK 74115<br />
918.833.8100<br />
www.tulsaschools.org<br />
4 Area Transportation offices<br />
Awards/Recognitions<br />
Henry Bellmon Awards Partner<br />
Oklahoma Association of Pupil<br />
Transportation<br />
National Association of Pupil<br />
Transportation<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Transportation<br />
Department Leader:<br />
Rosalyn Vann-Jackson<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Be prudent stewards of District resources through rigorous planning<br />
and budgeting, and build further resources by enhancing public and private support for<br />
public education.<br />
DEPT. GOAL: Develop innovative approaches in transportation planning to<br />
reduce costs while, maintaining a high level of service.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
Number of days vehicles are out of service<br />
% of daily breakdowns<br />
% of parts inventory used annually<br />
Average repair time per bus<br />
Average age of fleet<br />
% of on time preventative maintenance<br />
% of positive annual vehicle (white fleet) evaluations<br />
Transportation cost per mile<br />
Transportation cost per student<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and<br />
promote strategies, promising practices and programs that support positive climate and<br />
safe schools for all students and staff as part of the total academic mission.<br />
DEPT. GOAL: Provide safe and secure transport of students with an increased<br />
focus on behavior management and student tracking.<br />
Metrics (Measures that show progress toward identified goal) Results Actual Target<br />
PBIS bus participation (% of campuses)<br />
% of elementary schools requesting safety instruction<br />
% of accidents with student injuries<br />
% of preventable/chargeable accidents<br />
% of accidents per 100,000 miles driven<br />
% of student conduct reports per run<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DRAFT<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: District Accountability &<br />
Program Management<br />
Department Leader: Larry Smith<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Examine District programs needed to deliver academic excellence<br />
with a focus on the elimination of achievement gaps among all subgroups of students.<br />
DEPT. GOAL: To identify specific data and develop timelines for dissemination of<br />
information.<br />
Complete analysis of TPS performance on the most recent State<br />
NCLB (OCCT, EOI, OMAAP) assessments by disaggregation of specific<br />
variables to determine achievement gaps and achievement gains to<br />
be uploaded to the Dashboard by September 1 of each year or<br />
within 10 working days after the release of the data whichever<br />
occurs first.<br />
Complete analysis of each school’s performance on the most recent<br />
State NCLB (OCCT, EOI OMAAP) assessments by disaggregation of<br />
specific variables to determine achievement gaps and achievement<br />
gains to be uploaded to the Dashboard by September 1 of each<br />
year or within 10 working days after the release of the data<br />
whichever occurs first.<br />
Complete annual needs assessment of principals, teachers,<br />
department heads and senior leadership to identify and prioritize<br />
the collection, dissemination and use of Dashboard/Warehouse<br />
data to drive instruction by January of each school year for the<br />
coming year.<br />
Utilize the Data Coordination Work group to create and implement<br />
action plans with specific task and deadlines for the completion the<br />
identified priorities (goal 3) by the first day of teacher report time.<br />
Complete an annual survey of senior leadership by September 1 to<br />
identify three district specific areas for review. Complete a<br />
comprehensive program evaluation of each of the three areas<br />
with findings reported in April .<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Results Actual Target<br />
100%<br />
100%<br />
100%<br />
DRAFT<br />
100%<br />
100%<br />
Profile<br />
Mission<br />
To provide a quality learning<br />
experience for every student,<br />
every day, without exception.<br />
Vision<br />
Excellence and High<br />
Expectations with a<br />
Commitment to All<br />
Core Beliefs<br />
• Effective leaders and<br />
classroom teachers have a<br />
profound impact on<br />
children’s lives.<br />
• All children can learn and<br />
TPS can close the<br />
achievement gap.<br />
• TPS can be an efficient,<br />
effective, performancebased<br />
organization.<br />
• Community collaboration is<br />
fundamental to achieving<br />
and sustaining excellence.<br />
• TPS should provide a safe,<br />
healthy learning<br />
environment for all<br />
students and staff.<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
District Overview<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> is<br />
Northeastern Oklahoma’s<br />
largest and most dynamic school<br />
district with nearly 42,000<br />
thousand students, 7,000<br />
employees, 75 campuses, 250<br />
school buses and about 173<br />
square miles.<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: District Accountability &<br />
Program Management<br />
Department Leader: Larry Smith<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Develop, track and communicate clear outcome measures for<br />
student learning goals and organizational goals in order to precisely monitor work that<br />
will make a difference in student achievement. Develop a system for shared accountability<br />
for results.<br />
DEPT. GOAL: Develop, track and communicate student achievement and other<br />
data in order to precisely monitor district, site and staff effectiveness that make a<br />
difference in student achievement.<br />
Provide state student test results for all tested students to ISS for<br />
posting within 2 weeks of receiving accurate test results.<br />
Report discipline (referrals, suspensions, bullying), student and staff<br />
attendance, truancy, membership, holding, mobility and transfer<br />
data annually.<br />
Monitor and report accreditation data such as (class size, highly<br />
qualified teacher, membership) by state deadlines.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
Results Actual Target<br />
STRATEGIC OBJECTIVE: Adopt a District-wide accountability system to ensure the success<br />
of all schools with progress reporting/sharing via data walls, data dashboards, etc.<br />
DEPT. GOAL: Construct, implement, and sustain systemic processes for the<br />
annual deployment of information via the district dashboard.<br />
DRAFT<br />
Convert data points from identifed department goals and objectives<br />
into data presentations on the data warehouse prior to required<br />
date(s).<br />
Report State student test results for all tested students.<br />
Report data elements such as discipline referrals , suspensions,<br />
bullying, student and staff attendance, truancy, membership,<br />
holding, mobility and transfer data .<br />
Report accreditation data , such as class size, membership.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Results Actual Target<br />
100%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: District Accountability &<br />
Program Management<br />
Department Leader: Larry Smith<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Maximize revenue from state, local, other governmental sources<br />
and private/foundation support.<br />
DEPT. GOAL: Maximize state aid revenue derived from ADM, bilingual funding,<br />
and class size penalties.<br />
Results Actual Target<br />
Avg. # student enrollment errors annually 5%<br />
reduction<br />
Avg. bilingual funding annually 1%<br />
increase<br />
# class size penalties annually 0<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DEPT. GOAL: Ensure district and department staff are effectively trained.<br />
Results Actual Target<br />
% monthly registrar professional development meetings with a<br />
1% increase in attendance over the prior month<br />
Avg. number of quarterly counselor training session opportunities<br />
Avg. number of quarterly school administrative training session<br />
opportunities<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DEPT. GOAL: Collect, analyze and distribute data requests to meet deadlines for<br />
funding source applications.<br />
Results Actual Target<br />
% of all data requests delivered within 3 days of receiving the<br />
100%<br />
approved request form<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
DRAFT<br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DEPT. GOAL: Provide timely data to schools and district departments to be used<br />
for developing strategies to ensure a caring, safe and secure environment that<br />
enables teaching and learning to take place.<br />
Results Actual Target<br />
Annually work with school and district leaders to identify important<br />
100<br />
data to be collected i.e. bullying.<br />
Provide an end of year analysis to be delivered to school and district<br />
100<br />
leadership by July 1 to be used for planning for the upcoming<br />
school year.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: District Accountability &<br />
Program Management<br />
Department Leader: Larry Smith<br />
DRAFT<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Health Services<br />
Department Leader:<br />
Pam Butler<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Develop a learning culture within our students that focuses on a<br />
love for learning, problem solving ability, intellectual curiosity, passion for the arts and a<br />
valuing of physical wellness.<br />
DEPT. GOAL: Offer developmentally appropriate health education classes for<br />
students Pre-K thru 12 th grade to increase or improve health practices.<br />
Results Actual Target<br />
% 5 th ,7 th and 10 th grade students attending HIV/AIDS education<br />
80%<br />
classes<br />
% elementary students who attend growth and development and<br />
80%<br />
hand washing classes<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Implement a new, innovative and fair evaluation system for all TPS<br />
staff that is based upon feedback and support and is aligned to enacted Oklahoma<br />
legislation.<br />
DEPT. GOAL: Implement new evaluation rubric, observation and evaluation for<br />
nurses who rotate to various sites.<br />
Results Actual Target<br />
% rotating nurses with 1 st observation complete by 11/30/11 99% 100%<br />
% rotating nurses with 2 nd observation complete by 2/14/12 100%<br />
% rotating nurses with evaluations completed by 5/1/12 100%<br />
% rotating nurses receiving immediate feedback after<br />
observations<br />
100%<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
DRAFT<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DEPT. GOAL: Provide relevant professional development to assist staff and<br />
students with health needs.<br />
Results Actual Target<br />
% health assistants participating in professional development sessions 90%<br />
% nurses participating in professional development sessions 90%<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Profile<br />
Mission<br />
Fast Facts<br />
Description<br />
Location<br />
3027 S New Haven Ave.<br />
<strong>Tulsa</strong>, OK 74117<br />
918.746.6800<br />
www.tulsaschools.org<br />
Awards/Recognitions<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: Health Services<br />
Department Leader:<br />
Pam Butler<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Support the efforts of Partners in Education, PTA, foundations,<br />
individual donors, business groups, and other community groups and agencies to augment<br />
existing District resources.<br />
DEPT. GOAL: Collaborate with community health partners to provide services<br />
for students and staff.<br />
Results Actual Target<br />
% school sites receiving community health partner services<br />
80%<br />
under the auspices of Health Services such as dental screenings.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and<br />
promote strategies, promising practices and programs that support positive climate and<br />
safe schools for all students and staff as part of the total academic mission.<br />
DEPT. GOAL: Review and revise health related district policies and procedures<br />
using state law and best practices to support safety, efficacy and consistency.<br />
Results Actual Target<br />
% biannual policy reviews conducted by October 1 of School<br />
100%<br />
Board policies related Health Services<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DRAFT<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2011–2012 Balanced Scorecard<br />
Department: ISS<br />
Department Leader:<br />
Ben Stout, CIOO<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Create an exceptional learning environment, via enhanced<br />
curricular and instructional offerings and practices, that prepares students to pursue college<br />
and work-force ready opportunities and to subsequently become effective, productive, and<br />
contributing citizens.<br />
DEPT. GOAL: Provide accurate and timely information to show how well prepared<br />
students are for college and the work force.<br />
Results Actual Target<br />
Percentage of assessment results loaded to the Data Warehouse<br />
within 15 business days of receipt of the data from Accountability<br />
Percentage of assessments loaded to the Data Warehouse<br />
within 30 business days of receipt of the data from Accountability<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
≥80%<br />
≥99%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Explore opportunities for increasing academic learning time so<br />
students will have more time in the classroom to acquire the academic knowledge and skills<br />
that will prepare them for work-force or college entry, and subsequent career decision<br />
making.<br />
DEPT. GOAL: Provide timely support of IT issues to minimize downtime of<br />
technology equipment in the classroom.<br />
Results Actual<br />
Target<br />
Percentage of work orders within scope closed within one week ≥75%<br />
Percentage of work orders within scope closed within 30 days ≥95%<br />
Percentage of ISS Help Desk calls abandoned by the caller
2011–2012 Balanced Scorecard<br />
Department: ISS<br />
Department Leader:<br />
Ben Stout, CIOO<br />
Core Goal: Financial Sustainability<br />
STRATEGIC OBJECTIVE: Be prudent stewards of District resources through rigorous planning<br />
and budgeting, and build further resources by enhancing public and private support for<br />
public education.<br />
DEPT. GOAL: Submit zero-based budget for each fiscal year.<br />
Percent variance of actual to budget figures for the year, excluding<br />
Erate-funded items<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Results Actual<br />
Target<br />
≤10%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DEPT. GOAL: Provide network support to maintain high availability for door<br />
access, IP video surveillance, applications, and Internet access.<br />
Results Actual Target<br />
Percentage availability of District network services/month,<br />
≥99%<br />
excluding scheduled outages<br />
Percentage availability of network services to all sites/month,<br />
≥95%<br />
excluding scheduled outages<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DRAFT<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2010–2011 Balanced Scorecard<br />
Department: Child Nutrition Services<br />
Department Leader: Kit Hines, R. D., L. D.<br />
Core Goal: Student Achievement<br />
STRATEGIC OBJECTIVE: Create an exceptional learning environment, via enhanced<br />
curricular and instructional offerings and practices, that prepares students to pursue college<br />
and work-force ready opportunities and to subsequently become effective, productive and<br />
contributing citizens.<br />
DEPT. GOAL: Provide nutritious and quality meals for breakfast and lunch to<br />
maximize student achievement.<br />
Results Actual Target<br />
Breakfast participation rate (% of students participating) 51 %<br />
Lunch participation rate(% of students participating) 70 %<br />
Annual Parent Survey Above Average Rating 75 %<br />
Menu meets USDA requirements 100%<br />
Food testing conducted with students annually 100%<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Teacher and Leader Effectiveness<br />
STRATEGIC OBJECTIVE: Continue the enhancement of human capital functions that<br />
assures: 1) a pipeline of high quality principals, teachers and staff, prepared to be effective<br />
in an urban setting; 2) targeted and coordinated evidence-based development of leaders<br />
and teachers.<br />
DEPT. GOAL: Attract and retain the most highly trained specialized staff in the<br />
Child Nutrition department.<br />
Results Actual Target<br />
Annual Retention rate of employees 87%<br />
% Annual employee performance evaluations are at exceed<br />
Expectations.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Performance Based Culture<br />
DRAFT<br />
STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery<br />
systems that support the strategic initiatives and build professional learning in all work<br />
environments.<br />
DEPT. GOAL: Provide support and professional training to assure professional<br />
development of child nutrition staff and teachers.<br />
Results Actual Target<br />
Monthly food safety and physical training provided at all sites 100%<br />
All Personal development plans have follow-up 100%<br />
% of employees who participate in training 80 %<br />
Training classes include leadership, culinary skills, nutrition<br />
100%<br />
standards, food safety and physical safety and customer service<br />
% <strong>Schools</strong> that receive nutrition education classes for students or<br />
75%<br />
teachers<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
75%<br />
Profile<br />
Mission<br />
To contribute to Student<br />
Achievement by providing meal<br />
service and nutrition education<br />
for every student, everyday<br />
without exception.<br />
Fast Facts<br />
Serve 28,000 lunches per day.<br />
Serve 21,000 breakfast meals<br />
per day.<br />
Centralized Bakery provided<br />
freshly baked items for all sites.<br />
Provide meals for all Community<br />
Action Sites in City of <strong>Tulsa</strong>.<br />
Summer Café – Provide Summer<br />
Feeding meals at 80 community<br />
sites.<br />
Description<br />
We are committed to operate<br />
a Child Nutrition Program that<br />
is "Best in the Class" for food<br />
and customer service. In doing<br />
this, we strive to create a great<br />
working environment for our<br />
employees; that provides the<br />
time, tools and the training<br />
needed to be the "Best in the<br />
Class"!<br />
Location<br />
8934 East Latimer<br />
<strong>Tulsa</strong>, OK 74115<br />
918.833. 8670<br />
www.tulsaschools.org.<br />
Awards/Recognitions<br />
All schools are Team Nutrition<br />
<strong>Schools</strong>.<br />
All schools are Enrolled as Fuel<br />
to Play <strong>Schools</strong>.<br />
Fruit and Vegetable Program at<br />
30 elementary sites.<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
2010–2011 Balanced Scorecard<br />
Department: Child Nutrition Services<br />
Department Leader: Kit Hines, R. D., L. D.<br />
Core Goal: Financial Stability<br />
STRATEGIC OBJECTIVE: Maximize revenue from state, local, other governmental sources<br />
and private/foundation support.<br />
DEPT. GOAL: Maximize state and federal funding to assure that all funding is<br />
Received.<br />
Results Actual Target<br />
% of students that complete free/reduced application 80%<br />
Variance in free/reduced status for the district 3 %<br />
On site reviews conducted at 100 % of sites indicate that all proper<br />
100%<br />
procedures are in place for counting and recording meals.<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
Core Goal: Safe and Secure <strong>Schools</strong><br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DEPT. GOAL: Implement hazard analysis critical control plan that assures safe<br />
food service for all customers.<br />
Results Actual Target<br />
% of schools that score 80 % or better on comprehensive inspection<br />
% of schools with more than one health inspection violation<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables<br />
teaching and learning to take place.<br />
DEPT. GOAL: Implement safety program that assures safe work environment for<br />
Child Nutrition employees<br />
Results Actual Target<br />
Accident prevention checklist reviewed annually with all employees 100%<br />
Child Nutrition orientation includes safety training, all new<br />
100%<br />
Employees attend.<br />
% employees on workers compensation annual variance less than 5%<br />
Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20%<br />
DRAFT<br />
© 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> www.<strong>Tulsa</strong><strong>Schools</strong>.org
Menu of Strategies for Turnaround School Implementation<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Strategic Moves and Menu of Possible<br />
Implementation Strategic Approaches<br />
Note: Budget implications need to be addressed<br />
Note: This is a menu of researched and effective<br />
practice based approaches to be matched to the<br />
turnaround school needs<br />
Strategic Focus Area; Teacher and Leader<br />
Effectiveness<br />
Recruit and place effective/highly effective teachers<br />
in turnaround schools<br />
• Utilize Gallup scores to identify applicants<br />
new to the district who are a match for<br />
turnaround schools<br />
• Identify teachers with highly effective TLE<br />
scores and high value added scores to<br />
recruit to turnaround schools<br />
• Recruit teachers who have an interest in<br />
serving in turnaround schools<br />
• Seek ways to provide differentiated pay for<br />
teachers who will work additional<br />
planning/student teaching hours<br />
• Redistribute existing mentoring resources to<br />
provide additional support to priority<br />
schools with high numbers of novice<br />
teachers.<br />
Metric<br />
Gallup scores of<br />
applicants new to the<br />
district in turnaround<br />
schools<br />
# of teachers with high<br />
TLE and value-added<br />
scores in pool for<br />
turnaround schools<br />
# of teachers in pool to<br />
serve in turnaround<br />
schools<br />
Amount of<br />
differentiated pay for<br />
teachers in turnaround<br />
schools<br />
Assignment of mentors<br />
to novice teachers<br />
Lead Office<br />
(note: many of<br />
these strategies<br />
are crossfunctional,<br />
but<br />
to show<br />
capacity to<br />
deliver, lead<br />
office is noted)<br />
HC<br />
1
• Schedule opportunities for teachers to work<br />
collaboratively in PLCs for a block of 90<br />
minutes (outside of regular planning time).<br />
• Determine and select appropriate turnaround<br />
model based upon the menu of interventions<br />
and supports as supplied in OK’s NCLB<br />
Waiver.(Attachment 12)<br />
Identify and place principals with quantifiable<br />
student achievement gains and the desire to work in<br />
a turnaround school into turnaround sites<br />
• Utilize a research-based rubric (see Gallup<br />
and other expert rubrics) for identifying<br />
turnaround school principals to identify best<br />
match for turnaround schools<br />
School schedules<br />
List of priority<br />
schools and selected<br />
interventions and/ or<br />
supports<br />
Rubric scores of<br />
principals at all schools<br />
and at turnaround<br />
schools<br />
Associate Supts<br />
• Recruit principals who have had<br />
demonstrable success in turnaround schools<br />
# of highly effective<br />
principals<br />
• Provide differentiated reward (pay/learning<br />
opportunities/decision-making) for highly<br />
effective principals who commit to<br />
turnaround schools for a three year time<br />
period<br />
Recruit and place highly effective teachers into<br />
school turnarounds to fill leadership team roles<br />
• Design leadership teams in turnaround<br />
schools to address school needs<br />
• Provide professional learning opportunities<br />
for turnaround leadership teams<br />
• Provide pay differential for serving on<br />
leadership team<br />
Provide professional learning opportunities on<br />
turnaround strategies for staff<br />
• Develop differentiated learning<br />
opportunities through key partners in the<br />
city and through Gates Foundation<br />
connections<br />
Amount of<br />
pay/opportunities per<br />
principal at turnaround<br />
vs pay/opportunities at<br />
all schools<br />
Leadership Team<br />
descriptions<br />
Program evaluation<br />
results<br />
Cost of team<br />
development and<br />
differential<br />
# of opportunities;<br />
participant response;<br />
student achievement<br />
gains<br />
HC<br />
C&I<br />
2
• Provide professional development support<br />
on specific turnaround models such as<br />
BRIDGES (Blending Research, Instruction,<br />
and Data to Grow Effective <strong>Schools</strong>)<br />
• Develop the skills, strategies, practices, and<br />
beliefs of Staff Development Teachers to<br />
provide job-embedded support at each<br />
turnaround schools<br />
Strategic Focus Area:<br />
Support for Student Learning Through Datadriven<br />
Decision-making<br />
Develop a system to provide a Pyramid of<br />
Interventions<br />
• Build school level skills in DuFour’s<br />
Pyramid of Interventions<br />
• Build school level skills in Response to<br />
Intervention Model<br />
School Pyramid of<br />
Intervention systems<br />
aligned to specific<br />
approach<br />
C&I<br />
Provide Extended Learning Opportunities for<br />
identified students so that they have more time in<br />
study skills and key learning areas<br />
• Pursue partnerships with funding entities to<br />
provide extended learning opportunities<br />
such as Citizen <strong>Schools</strong><br />
Develop teachers’ skills in Instructional Strategies<br />
that reach diverse learners<br />
• Provide cultural competence training and<br />
training of effective effort such as The<br />
Skillful Teacher<br />
Provide Support for English Language Learners and<br />
Special Education Students<br />
• Provide staffing models to support diverse<br />
student learners<br />
Interim Diagnostic Assessments<br />
• Assess students regularly on both formative<br />
and summative assessments to determine<br />
continuous improvement<br />
# of students in ELO<br />
opportunities<br />
# of teachers<br />
participating<br />
Results of teacher<br />
observation/evaluations<br />
Movement toward the<br />
goal staffing model of<br />
1:70 ratio for ELL<br />
teachers<br />
Student learning gains<br />
School<br />
Turnaround<br />
Officers<br />
C&I<br />
Associate Supts<br />
Data Office<br />
3
Formulate processes to continuously analyze<br />
student learning data<br />
• Develop school-level and district-level data<br />
review teams<br />
• Develop data review team skills in dataanalysis<br />
content<br />
Strategic Focus Area:<br />
Curriculum: Support for English Language<br />
Arts; Support for Mathematics; Support for<br />
College and Career Readiness<br />
Revise standards to ensure alignment to Common<br />
Core<br />
Identify needs and processes to ensure time is<br />
provided for Literacy and math blocks<br />
Provide College and Career planning support for all<br />
students<br />
• Develop career and college planning tools<br />
that begin when students are in elementary<br />
school consistent with the Eleven Steps to<br />
College and Career Readiness<br />
• Provide professional development to<br />
support the 11 Steps to College and Career<br />
Readiness.<br />
•<br />
• Provide C3 counselors at every level to<br />
deliver college, career, and citizenship<br />
planning services to students as guided by<br />
the ACT 8 Components of College and<br />
Career Readiness.<br />
Strategic Focus Area:<br />
Use of Time<br />
Provide processes to determine best use of<br />
instructional time at elementary and secondary<br />
schools<br />
• Assess and implement course scheduling<br />
that optimizes time in core subjects and<br />
appropriate remedial classes.<br />
Strategic Focus Area: Safe, Secure, and<br />
Supported <strong>Schools</strong><br />
• Assess the current level of safety and<br />
security at each priority school and develop<br />
a plan for each school in response to the<br />
data.<br />
4<br />
Make-up of data teams<br />
Observation/Evaluation<br />
data about dataanalysis<br />
skills<br />
Revised standards<br />
Data of student<br />
progress towards C3 as<br />
measured by the 11<br />
Steps to College and<br />
Career Readiness<br />
# of C3 counselors<br />
Framework in evidence<br />
Turnaround <strong>Schools</strong><br />
have a clear<br />
instructional model<br />
Baseline safety and<br />
security data<br />
School<br />
Turnaround<br />
Officers<br />
C&I<br />
C&I<br />
C&I<br />
Turnaround<br />
Office<br />
Turnaround<br />
Office
• Identify culturally competent models for<br />
behavior support<br />
Provide support for Community Engagement in<br />
Turnaround <strong>Schools</strong><br />
• Identify models of parent and community<br />
engagement that work in Turnaround<br />
<strong>Schools</strong><br />
Monthly data and<br />
continuous<br />
improvement strategies<br />
Model is identified<br />
5
Timely district interventions when a school is not making progress<br />
Focus on Results‐ In the fall of 2010, Associate Superintendent Millard House and his Executive<br />
Assistant Jean Swanson, with the assistance of the <strong>Elementary</strong> Leadership team, carefully<br />
reviewed the OCCT and AYP data of the elementary schools in <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> (TPS). Based<br />
on this data and observations made during visits to each campus, the schools were prioritized<br />
in three tiers, indicating the level of need for each school. At the conclusion of this process, six<br />
schools were identified as the highest priority for district intervention: Academy Central,<br />
Alcott, Houston, Jackson, McClure, and Whitman.<br />
Because these six schools had been unable to facilitate reform through existing leadership,<br />
professional development, and student progressing monitoring efforts, the district determined<br />
that the time for a systemic “turnaround” using an external facilitating team has come. The<br />
intent of this decision was to move beyond triage and intervention in these schools to<br />
developing learning organizations that “reform” and “recover” from prior limiting practices,<br />
expectations, and poor capacity to do the required work, it was necessary that each of the six<br />
priority schools develop systemic competence. TPS was seeking coherence from policy,<br />
pedagogy, and programs leading to student achievement evidenced by summative proficiency<br />
data. This project was built on the following tenets that were expressed in the stakeholder<br />
relationships and action:<br />
1) The learning organization is responsible to create the conditions in which students<br />
learn.<br />
2) Children are best engaged in meaningful work that is intellectually, emotionally, and<br />
physically charged.<br />
3) Students must be involved in assessing their progress, monitoring on‐going growth<br />
and checking for mastery of objectives.<br />
4) Adult role models can provide support and validation for learning for anybody’s<br />
child.<br />
5) Student success or failure is a consequence of community investment and<br />
responsibility.<br />
6) Collaboration, consistency in curriculum, standards based instruction, data<br />
collection, frequent assessment, data analysis, professional development and<br />
constant feedback are the organizational “basics” in a reform process.<br />
After considering the proposals of several consulting groups, Focus on Results was contracted<br />
to begin work with the six schools beginning in January 2011. When Project Schoolhouse<br />
resulted in the closing of Alcott and Houston <strong>Elementary</strong> <strong>Schools</strong>, <strong>MacArthur</strong> and Emerson
<strong>Elementary</strong> <strong>Schools</strong> were added to the group. The following timeline summarizes Focus on<br />
Results’ work with these schools from January 2011 until the present time.<br />
January 2011 – June 2011<br />
Creating a Culture of Improvement<br />
Engaged entire staff in the identification of an Instructional Focus:<br />
■ Created a student friendly slogan<br />
■ Made the focus visible<br />
■ Relentless communication of the focus<br />
■ School begins to align decisions around the instructional focus.<br />
The Instructional Leadership Team begins to lead the improvement effort:<br />
■ ILT team meets regularly – twice monthly<br />
■ ILT had developed norms, agendas and minutes<br />
■ ILT had established two‐way communication systems<br />
■ ILT plan and leads teacher collaboration meetings and staff meetings<br />
■ ILT assumes responsibility for professional development in the building.<br />
The staff has identified a narrow set of best teaching practices in the instructional focus:<br />
■ Narrow set of best practices are communicated<br />
■ Targeted professional development is planned and implemented to build teacher expertise.<br />
Teacher collaboration teams meet regularly to carry out the improvement effort:<br />
■ ILT members plan and lead the collaboration meetings.<br />
Data is displayed in classrooms and hallways to keep the focus on the improvement effort:<br />
■ Students are setting individual improvement goals<br />
■ Grade level teams determine appropriate data displays.<br />
1 day per month of Professional Development for the ILT<br />
2 coaching days per month by a coach who has been a building principal and led a successful<br />
improvement effort with results to show.<br />
August 2011 – May 2012<br />
Living A Culture of Improvement<br />
Entire staff is “living” the Instructional Focus:<br />
■ The instructional focus is the lens for decision making gains in achievement are reached in<br />
the instructional focus area and beyond.
The Instructional Leadership Team strongly and confidently leads the improvement effort:<br />
■ ILT works in collaboration with the Staff Development Teacher to provide a targeted,<br />
focused professional development plan to build teacher expertise in the selected best<br />
practices.<br />
The staff is building expertise in the narrow set of best teaching practices:<br />
■ Staff is held mutually accountable for the implementation of solid teaching practices<br />
■ Staff is using instructional walk throughs as a strategy to build expertise and mutual<br />
accountability.<br />
Teacher collaboration teams focus on the improvement of teaching and learning:<br />
■ Teacher teams engage in Looking At Student Work and Building Better Assignment<br />
Protocols to improve teaching and learning<br />
■ Teams create and communicate action plans for improving teaching.<br />
Data systems are created for internal accountability:<br />
■ Data is analyzed and action is taken to improve student learning.<br />
■ Student and families know individual student data, have set goals and have a plan of<br />
improvement and support.<br />
1 day per month of Professional Development for the ILT<br />
1 coaching day per month by a coach who has been a building principal and led a successful<br />
improvement effort with results to show.
Flippen/Learning Keys: Following a similar process, in January 2011, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
contracted with The Flippen Group to conduct school improvement with the next seven priority<br />
schools in Tier I of TPS elementary schools. The Flippen Group utilized the District by Design<br />
process, taking a comprehensive approach when working with the 7 priority elementary schools<br />
(Anderson, Celia Clinton, Springdale, Remington, Hamilton, Sequoyah and Lindbergh) that<br />
were identified by their OCCT data and AYP data. The design for school improvement began<br />
with training for the leadership of the building. The leadership comprised of the principal and<br />
identified teacher leaders. The professional development and information was shared with the<br />
rest of their school’s staff. The Flippen Group aligned their work with the <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Teacher Leader Effectiveness rubric. Below is a summary of the work conducted with the<br />
selected schools.<br />
• NEEDS ASSESSMENT‐ All 7 schools participated in a Needs Assessment in March 7‐12,<br />
2011 which included:<br />
o Curriculum and Planning<br />
o Instruction and Assessment<br />
o Professional development<br />
o Analysis of OCCT standardized state scores<br />
o Analysis of classroom instructional time.<br />
The Needs Assessment summary and findings for each of the 7 schools were reviewed by the<br />
Deputy Superintendent and his team as well as each of the principals. Monitoring and coaching<br />
for the principals and teachers were conducted to support each of the schools by Learning Keys<br />
consultants, Mr. House and his Executive Assistants, Wise Coach and other Curriculum and<br />
Instruction members.<br />
• Leadership Blueprint – This was a three day workshop held on April 5‐7, 2011. The<br />
principals and members of the Curriculum and Instruction team members discovered<br />
that relationships are at the core of performance; trust and respect are essential in any<br />
organization to help them grow and improve. The principals and other participants<br />
practiced specific techniques that helped them make clear and candid communication<br />
possible, in their personal and professional lives.<br />
• Organization Blueprint – This was a three day workshop held on October 11‐13, 2011.<br />
The principals of the 7 schools worked through systemic elements of their school<br />
(mission, core principles, vision, and capacity for change, alignment tools, accountability<br />
and internal communication. The principals learned essential facilitation skills that<br />
helped them guide their school through effective strategic‐planning process.<br />
• Capturing Kids’ Hearts ‐ This was a three day workshop in which the principals and<br />
their teachers attended in August 9‐11, 2011. The principals and their teachers
attended. The principals and teachers learned tools to build positive, productive,<br />
trusting relationships among themselves and their students. Principals and the teacher<br />
have a Capturing Kids Hearts rubric to measure their progress on meeting their<br />
classroom climate goals.<br />
LEARNING KEYS ‐ Learning Keys is the curriculum and instruction side of Flippen Group.<br />
Learning Keys provided needs assessment, training, and consulting services for the district and<br />
7 schools. Their team of consultants, all experienced professionals, assisted with identifying<br />
areas for improvement and implemented effective research‐based solutions for instructional<br />
leaders which are listed below:<br />
• SOLUTIONS FOR INSTRUCTIONAL LEADERS<br />
o Data Walks I and II‐ Data Walks I was conducted on April 25‐26, 2011 and Data<br />
Walks II training was conducted on May 12‐13, 2011. The 7 principals and their<br />
teacher leaders increased their visibility in the classrooms as well as focused<br />
them on specific instructional practices. The Data Walks I and II were aligned<br />
with the district’s TLE process. (Data Walks alignment with TLS process is<br />
attached.)<br />
o Data Walks Coaching – The Data Walks Coaching was conducted on September<br />
22, 2011, November 10, 2011, November 29, 2011 and December 13, 2011. A<br />
Learning Key consultant coached the 7 principals their teacher leaders on how to<br />
maximize the data walk process. (Samples of classroom data walk is attached.)<br />
o Engaging Students in the Right Work‐ The 7 principals and their teacher leaders<br />
participated in the training on August 15, 2011. The training provided a process<br />
to ensure that work given to the students meet the state’s grade level<br />
expectations and the work is relevant.<br />
o Level of Thinking – The training was conducted on November 29, 2011. The<br />
principals and their teacher leaders reviewed effective methods for coaching<br />
their staff toward designing lessons that promote students working and thinking<br />
at higher levels.<br />
o Student‐Friendly Learning Objectives‐ The training was conducted on<br />
September 22, 2011. Principals and their teacher leaders reviewed the criteria<br />
of writing student‐friendly learning objectives and practiced using the OCCT<br />
standards to write these objectives. The Core Curriculum was also aligned with<br />
the OCCT standards.<br />
o Data Walks Rubric ‐ This training was conducted on December 6, 2011. The<br />
principal and their teacher leader utilized the rubric that provide them with the<br />
direction to guide their staff in what instructional focus needs to occur in the<br />
classroom to promote student learning.
• CURRICULUM DEVELOPMENT‐ Learning Keys consultants worked with teachers across<br />
the district and Curriculum and Instruction with Math curriculum writing. This was<br />
conducted in June 2011.<br />
o Safety Net Curriculum‐Selected teachers from each grade level PK‐6 identified a<br />
very limited set of learning objectives that was aligned for each grade in Reading,<br />
Math, Social Studies and Science. This process empowered teachers to make<br />
wise decisions about which learning objectives are most important in a<br />
curriculum, and to ensure those topics are covered in a limited amount of time<br />
prior to state testing. (Reading Safety Nets work for reading was conducted at<br />
Springdale on October 5‐6, 2011. Math Safety Nets works was conducted at<br />
Hamilton on November 7‐8, 2011. Social Studies Safety Net work was conducted<br />
on November 15‐16, 201. Science Safety Net work was conducted on December<br />
13‐14 at Remington.)<br />
o Designing Engaging Lessons‐This training was conducted on June 7, 2011.<br />
Principals and teacher leaders were trained on how to design student‐friendly<br />
lessons that engage the students and prepare them for the state assessment.<br />
o Designing Engaging Student Work – This training was conducted on the morning<br />
of August 15, 2011. Principals and teacher leaders identified the five levels of<br />
student engagement and how the level of engagement impact learning<br />
retention.<br />
o Delivering Engaging Lessons – This training was conducted on the afternoon of<br />
August 15, 2011. Principals and teachers learned how to take a quality lesson<br />
they prepared in the design module and then plan how to effectively teach it in a<br />
way that maximizes the students’ understanding and retention.<br />
• District Conference Call Consulting – Beginning in April and ending in May, 2011 (6)<br />
conference calls were conducted with Flippen Group consultants to address any district<br />
or school needs. The participants in the conference calls were Mr. House and his<br />
Executive Assistants and members of Curriculum and Instruction.<br />
• District Consulting –A Flippen Group consultant met with Mr. House and his Executive<br />
Assistants and members of Curriculum and Instruction (7) times to gauge the<br />
professional development and progress of the schools toward school improvement.<br />
CONTINUATION OF SUPPORT TO THE 7 FLIPPEN GROUP SCHOOLS<br />
• Mr. House, School Improvement Office, <strong>Elementary</strong> Administrative Team members,<br />
<strong>Elementary</strong> Transformation and Turnaround Officer and principals wrote a 100 day plan<br />
on how to continue the school improvement work in the 7 schools. The Transformation<br />
and Turnaround Officer is continuing to provide support to principals and Staff<br />
Development Teachers on a monthly basis.
BRIDGES (Blending Research, Instruction, and Data to Grow Effective <strong>Schools</strong>)‐ In August<br />
2011, the Deputy Superintendent decided to identify a third cohort of schools to receive<br />
support in implementing turnaround principles. The newly created Office of School<br />
Improvement assumed the responsibility of facilitating the turnaround process through the<br />
BRIDGES process, which follows research ‐proven principles of effective turnaround models.<br />
The next nine schools on the district’s priority list were identified based upon newly‐received<br />
Spring 2011 OCCT results: McKinley, Burroughs, Kendall‐Whittier, Kerr, Gilcrease, Marshall,<br />
Skelly, Greeley, and Webster High School.<br />
Principals and Staff Development Teachers attend a full day of professional development every<br />
month with their instructional leadership teams. School sites are visited by members of the<br />
School Improvement Office throughout the month to support teams in the implementation<br />
process. The BRIDGES ILTs receive training in the following areas:<br />
Setting Expectations<br />
• Use multiple data sources to identify academic achievement gaps<br />
• Watch for student learning patterns<br />
• Use higher questions to examine why particular instructional practices are not working<br />
• Discussions about teaching and learning grounded in evidence and analysis rather than<br />
opinion and preconceptions<br />
• Shift accountability from the individual teacher to the teaching community<br />
Providing Research‐Based and Effective Instruction<br />
• Use Program of Studies and Core Curriculum Maps<br />
• Grade level team discussions/selection of research‐ based intervention programs in<br />
reading and math<br />
• Discussion/selection of research‐based programs to support higher‐achieving students<br />
Supporting Instruction in the Classroom<br />
• Attend weekly collaborative team meetings<br />
• Analyze student work and student data by asking the 4 questions: What do students<br />
need to learn? How will we know if they have learned it? What will we do if they don’t?<br />
What will we do if they already have?<br />
• Develop an intervention program using research‐based materials<br />
• Plan for embedded professional development to support programs<br />
• Allocate funding to support identified goals<br />
• Schedule daily common planning times<br />
Supervision and Monitoring of Instruction<br />
• Principal does walkthroughs to observe instruction and gives feedback<br />
• Teachers participate in peer observation and feedback<br />
• Teachers participate in collaborative teaching and assessment<br />
• Principal routinely reviews lesson plans and gives feedback<br />
Engaging Families and Community<br />
• Providing academic updates for parents regarding progress
• Monthly publication to families and community<br />
• Classroom teacher provides regular communication to parents<br />
• Coordinate regular activities to bring families and community to the building<br />
Using Data for Planning and Accountability<br />
• Use multiple data sources to identify academic achievement gaps<br />
• Watch for student learning patterns<br />
• Use higher questions to examine why particular instructional practices are not working<br />
• Discussions about teaching and learning grounded in evidence and analysis rather than<br />
opinion and preconceptions<br />
• Shift accountability from the individual teacher to the teaching community<br />
The following timeline chronicles the professional development topics in BRIDGES for the 2011‐<br />
2012 school year:<br />
September 21‐22, 2011<br />
• The Transformation Process<br />
• Establishing Professional Learning Communities<br />
• Creating a Collaborative Culture<br />
• The Role of the Instructional Leadership Team<br />
• Communication Styles and the Change Process<br />
• Accepting Data<br />
• School‐based Data Reflection<br />
• Creating a Powerful School Vision<br />
October 12, 2011<br />
• Understanding Scholastic Reading Inventory Data<br />
• Understanding WIDA/ACCESS Data for ELL students<br />
• Creating a Data Inventory of Multiple Data Sources<br />
• Writing SMART Goals for the school improvement plan (WISE plan)<br />
November 16, 2011<br />
• The Purpose of an Instructional Focus<br />
• Identifying an Instructional Focus<br />
• Effective Instructional Strategies<br />
• Needs Assessment to Identify Threats to the Turnaround Process
January 18, 2012<br />
• Success Analysis<br />
• The Value of a Clear and Shared Focus<br />
• The Implementation and Communication of an Instructional Focus<br />
• Implementation of Best Practices<br />
February 15, 2012<br />
• The Continuous Improvement Cycle<br />
• Characteristics of Effective Professional Development<br />
• Approaches to Professional Development<br />
• Understanding Change
TLE Objectives and Progress Report – January 31, 2012<br />
TEACHER AND LEADER EFFECTIVENESS (TLE) INITIATIVE<br />
OVERARCHING INITIATIVE GOALS<br />
• Every student will have a quantifiably effective teacher.<br />
• Effective teachers will be supported by effective leadership in a district that is<br />
centered on a performance-based culture.<br />
• Every student will be college and career-ready.<br />
Objectives- Year 1 (2010-2011) Objectives- Year 2 (2011-2012) Objectives-Year 3 (2012-2013)<br />
Collect baseline data for<br />
outcomes and milestones (see<br />
college readiness measures<br />
below)<br />
Design and calibrate<br />
performance rubric for<br />
teachers<br />
Set district performance<br />
standards<br />
Reduce the shortfall of<br />
students scoring at satisfactory<br />
or above on state tests by 12%<br />
Raising college-readiness<br />
from 7-10%.<br />
Reduce the racial/ethnic<br />
achievement gap by 2%.<br />
Reduce the socio-economic<br />
achievement gap by 2%.<br />
Reduce the shortfall of<br />
students scoring at<br />
satisfactory or above on state<br />
tests by 25%.<br />
Raising college-readiness from<br />
10-15%.<br />
Reduce the racial/ethnic<br />
achievement gap by 3%.<br />
Reduce the socio-economic<br />
achievement gap by 3%.<br />
Reduce the shortfall of<br />
students scoring at<br />
satisfactory or above on state<br />
tests by 40%.<br />
Increase graduation rate from<br />
69% to 70%<br />
Increase the graduation rate<br />
from 70-73%.<br />
Increase the graduation rate<br />
from 73-77%.<br />
Set teacher performance<br />
standards<br />
Quantify that 85% of teachers<br />
meet or exceed district<br />
performance standards.<br />
Quantify that 90% of teachers<br />
meet or exceed district<br />
performance standards.<br />
Receive first year of value<br />
added data<br />
Streamline allocation and<br />
hiring timelines<br />
Begin linking student data for<br />
purposes of value-added data<br />
analysis<br />
Receive 3 years of valuedadded<br />
data.<br />
Demonstrate that 100% of<br />
LIM (low-income/minority)<br />
schools are 90% staffed with<br />
effective teachers.<br />
Link student achievement<br />
data for value added analysis<br />
Receive value-added data<br />
Demonstrate that 100% of LIM<br />
schools are 95% staffed with<br />
effective teachers.<br />
Link student achievement data<br />
for value added analysis<br />
Page 1
TLE Objectives and Progress Report – January 31, 2012<br />
PROGRESS TO-DATE<br />
Progress is reported under each of the stated objectives:<br />
Student levels of college readiness<br />
TPS has adopted 11 steps to college readiness, a more comprehensive, gradual way to define<br />
college readiness at several points in a student’s academic life. We proposed the used of these<br />
metrics as more accurate measures for defining college readiness (see revised Appendix A):<br />
1. Advanced reading: Grades K-5<br />
2. Advanced Math: 5 th Grade<br />
3. Advanced Reading: 6 th -8 th Grade<br />
4. Pre-Algebra I: 7 th Grade<br />
5. Algebra I: “C” or higher by 8 th Grade<br />
6. Explore: 18<br />
7. Plan: 21<br />
8. Algebra II: “C” or Higher by 11 th Grade<br />
9. AP Exam: 3<br />
10. Concurrent Enrollment<br />
11. ACT 24<br />
Principals incorporated the college readiness measures into their individual dashboards this<br />
school year and are tracking their progress towards these goals.<br />
Design and calibrate the performance rubric<br />
• In addition to fully implementing observation-based evaluations during 2010-2011, the<br />
district revised and improved the rubric during the summer of 2011 based on teacher,<br />
administrator and stakeholder feedback.<br />
• TPS also developed rubrics for counselors, nurses, deans, speech pathologists and<br />
librarians which will be used this year.<br />
Create a system of feedback and support for teachers<br />
The district has created a web of supports for teachers via targeted professional development<br />
aligned with the evaluation rubric, new teacher supports through the New Teacher Center,<br />
intensive mentoring and coaching for struggling teachers, and site-based professional<br />
development.<br />
Quantified that 85% of teachers meet or exceed performance<br />
• <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> fully implemented an observation-based evaluation system which<br />
affected all teachers.<br />
• The district was able to collect baseline data which revealed 2% of teachers were rated<br />
as ineffective or in need of improvement. This may seem to be a low percentage,<br />
Page 2
TLE Objectives and Progress Report – January 31, 2012<br />
however when compared to the previous year’s total (5 teachers, or less than 1%), the<br />
district has made remarkable improvements in differentiating performance and<br />
identifying teachers in need of improvement. In addition, 2011 was also the first year of<br />
implementation and principals’ understanding of the rubric varied across sites. Rater<br />
agreement and accuracy will be a focus for this school year.<br />
Receive three years of valued-added data<br />
• Teacher level data for 2010 and 2011 was released this past October. By fall of 2012,<br />
TPS will have 3 years of teacher-linked value added data available for all teachers in<br />
tested subjects, grades 4-11. (Note: We have already received three-year school level<br />
value added data).<br />
• In October 2011, the district shared value added estimates with principals and teachers<br />
in a low-stakes fashion as value added is not yet part of the evaluation. This intentional<br />
and gradual rollout provides value added estimates to principals and teachers to assist<br />
them in identifying best practices, encourage collaboration within and across schools,<br />
and discover areas for improvement. In order to promote teacher trust, the district<br />
embargoed teacher level reports to all but the individual teachers. TPS would like to<br />
ensure principals will not be prematurely biased by single year results. The district<br />
believes that as teachers and principals become more comfortable with the use of value<br />
added data for these purposes, they will be more likely to embrace it as one of the<br />
measures used to evaluate their effectiveness in the near future. Plans are currently in<br />
place to share teacher-level value added reports with their respective principals in May<br />
of 2012.<br />
• Teacher feedback collected upon rollout of value added reports(n=385):<br />
o 63% perceived value added data as very useful<br />
o 68% felt comfortable with the approach the district has taken to use value added<br />
analysis for instructional purposes prior to using it for evaluation<br />
o 57% perceived they had a good understanding of value added after the first<br />
round of trainings.<br />
• Continuous training is under way to ensure full understanding of value added measures<br />
by not only teachers and principals but also the entire district (web portal, continuous<br />
professional development, plans for additional support on how to respond to data, etc.)<br />
Set district performance standards<br />
In addition to teacher performance standards, principal performance standards were<br />
established and used in the evaluation of school administrators in May of 2011. Furthermore,<br />
the Board approved district-level metrics to gauge progress made on the five strategic core<br />
goals and the board receives monthly updates on each.<br />
Page 3
TLE Objectives and Progress Report – January 31, 2012<br />
Streamline allocation and hiring timeline<br />
• The trim and transfer process used in 2010-2011 included the new requirement that any<br />
teachers scoring less than a 3 (effective) would not be placed on the trim list but moved<br />
toward resignation, retirement or board action.<br />
• The new staff allocation process was completed ahead of schedule in the spring of 2012.<br />
However, due to school closures in late May, allocations had to be recalculated based<br />
on new school boundaries, new grade configurations, certification requirements (middle<br />
school vs. junior high – 6 th grade) and hiring took place through the first weeks of the<br />
school year.<br />
• Low-income/minority (LIM) schools received first priority in filling staffing allocations<br />
and access to effective teacher placements.<br />
Contract with Battelle for Kids to begin linking student achievement to program<br />
design and implementation and value added data measurements.<br />
Student achievement data for 2009-2010 and 2010-2011 is complete. Battelle provided support<br />
in the linkage of teacher-student data, planning and roll out of value added data, and<br />
subsequent professional development during the summer and fall.<br />
Performance Management<br />
The district began the first phase of its central office performance management initiative with<br />
Battelle for Kids. The Human Capital and Finance Department were the first to develop<br />
balanced scorecards which will eventually be linked to individual performance. Both<br />
departments are continuing on to the next phase of learning how to respond to the data and<br />
address process gaps. A Battelle for Kids contract is part of this year’s budget request to fund<br />
the replication of this process with all other central office departments during 2012.<br />
KEY ACCOMPLISHMENTS<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has continued to gain momentum and make significant strides over the<br />
past 18 months in the implementation of the Teacher and Leader Effectiveness initiative and<br />
the district overall strategic priorities. Despite undergoing major reorganization and<br />
approaching levels of change fatigue, TPS embarked upon the consolidation of 14 school sites<br />
during 2011 and implemented recommended changes with significant stakeholder support.<br />
While in the midst of these dramatic changes TPS was able to make headway in the following<br />
areas:<br />
Page 4
TLE Objectives and Progress Report – January 31, 2012<br />
Support for ineffective teachers/leaders<br />
• 136 teacher Personal Development Plans (PDP) issued in 2010-2011 (compared to 5 in<br />
‘09-’10)<br />
• 29 teachers placed in intensive mentoring program [QUEST: An intensive mentoring<br />
program focused on teachers scoring 1’s and 2’s. Learning facilitators (master coaches)<br />
spend at minimum 84 hours with a struggling teacher over an 8 week period providing<br />
specific support and targeted professional development]<br />
• 31 (35%) principals received PDPs in 2010-2011 (compared to 2 in ‘09-’10)<br />
Exit of ineffective teachers/principals<br />
• 57 teachers exited from District for performance in 2010-2011 (compared to 0 in ‘09-<br />
’10)<br />
• 12 principals exited from District for performance in 2010-2011 (compared to 0 in‘09-<br />
’10)<br />
• 7 principals removed (demoted) from principal positions in 2010-2011 (compared to 0 in<br />
‘09-’10)<br />
Performance-based RIF Policy<br />
Garner full support and approval of a performance-based reduction-in-force policy, negotiated<br />
and approved by 98% of the union membership (measures are currently in place and more<br />
comprehensive language takes effect in July 2012).<br />
Evaluation system state model<br />
<strong>Tulsa</strong>’s experience as an early implementer influenced the State Commission for Teacher and<br />
Leader Effectiveness to recommend <strong>Tulsa</strong> as the state default system. The State Board of<br />
Education named <strong>Tulsa</strong>’s TLE evaluation system the presumptive default for the pilot<br />
implementation year of 2012-2013. The Marzano and Danielson models (both national<br />
commercial frameworks) were approved as acceptable models as well and districts will have a<br />
choice to implement one of the three during the pilot year.<br />
Teacher recruitment<br />
The Urban Education Committee was formed with participation from Oklahoma State<br />
University, Northeastern State University, University of <strong>Tulsa</strong> and Teach for America. Goals<br />
include:<br />
a.) Increase the recruitment of the highest quality candidates for teacher<br />
preparation programs;<br />
b.) Align current teacher effectiveness efforts with the curriculum and<br />
preparation provided in the programs;<br />
c.) Facilitate sharing of best practices among participants.<br />
Initial data analysis of the evaluation data by teacher preparation program and by traditional vs.<br />
alternative certification will be completed in the next few months. We expect to share the<br />
results with our teacher preparation program partners and use them to evaluate and improve<br />
the pipeline. In addition, TPS has developed a strong partnership with Teach for America for the<br />
Page 5
TLE Objectives and Progress Report – January 31, 2012<br />
past 3 years, as evidence by the fact that the district was selected as the ninth regional site for<br />
TFA Summer institute. Over 650 corps members will be in <strong>Tulsa</strong> and along with TPS faculty<br />
advisors will teach summer school to an estimated 2500 to 3000 students in June 2012.<br />
Creation of 2 new teacher leader roles (Staff Development Teacher and New Teacher<br />
Mentors)<br />
These expanded teacher leader career opportunities have placed highly effective teachers in<br />
coaching, staff development and mentoring positions. The district placed 40 Staff Development<br />
teachers at priority sites to embed professional development at the building level. The New<br />
Teacher Mentors are supporting first and second year teachers. As the district prioritizes key<br />
initiatives that must be funded, the full expansion of these 2 positions rises to the top of the<br />
list.<br />
Value added rollout success<br />
The District rolled out its first value-added reporting in June 2011. Principals, assistant<br />
principals and lead teachers received their 2009-2010 school-level reports only after receiving<br />
several hours of intensive training on value-added methodology and on how this information<br />
should be used as an important tool for identifying effective instructional practices. Teacher<br />
level reports and 2010-2011 school level reports were released in October of 2011. Surveys<br />
conducted after the rollout of the reports revealed that this delivery method was successful in<br />
all respects. On the whole, participants felt comfortable with their understanding of how valueadded<br />
works, and, most importantly, agreed that value-added reports would help them identify<br />
and replicate the practices and programs proven to be real drivers in increasing student<br />
achievement. Plans are underway to release three-year school level reports in early 2012.<br />
NEXT YEAR OBJECTIVES AND ACTIVITIES - MAJOR ACTIVITIES FOR 2012<br />
In addition to the objectives referenced above (see Page 1), the following strategic activities are<br />
also planned for 2012:<br />
• Wider alignment of district wide professional development to teacher evaluation<br />
results. Currently, only targeted professional development is provided to<br />
struggling teachers according to their areas of need. The district plans on making<br />
aligned and relevant professional development a priority for all teachers.<br />
• Develop of a comprehensive rater certification process to ensure rater<br />
agreement and prevent rater drift. Based on the first year experience and<br />
supported by the findings of other Gates partner districts, principals and<br />
assistant principals need continuous training on using the rubric and<br />
differentiating levels of performance. A rater certification process would require<br />
principals to demonstrate mastery prior to evaluating teachers.<br />
Page 6
TLE Objectives and Progress Report – January 31, 2012<br />
• Develop a comprehensive plan to measure student growth in non-tested grades<br />
and subjects. Value added data is only available for teachers in tested grades and<br />
subjects. The district plans on leveraging what is learned from other Gates sites<br />
and technical assistance from our value added provider to develop a way to<br />
measure student growth for other grades and subjects.<br />
• Follow up with recommendations from curriculum implementation audit. The<br />
independent audit was conducted in the fall of 2011 to evaluate how well<br />
district-wide curricular initiatives have been implemented. This information will<br />
assist district leadership which initiatives provide a sizable return on investment,<br />
which may need to be reassessed and/or phased out.<br />
LESSONS LEARNED<br />
• Importance of the collaboration and constant communication with stakeholders is a key<br />
lesson learned. The district would not have been able to garner overwhelming support<br />
for the performance based reduction in force provisions, the exit of ineffective teachers,<br />
and the higher levels of accountability without some carefully cultivated relationships.<br />
• The impact of human capital practices and policies especially during periods of district<br />
restructuring proved to be a significant lesson learned this year. In the midst of school<br />
closures, principals were faced with the complexities of maintaining effective teaching<br />
teams and responding to personnel changes. Our work to improve Human Capital<br />
processes has to continue if we are to effectively support schools.<br />
• As 12 principals exited this year, the district faced a shortage of job ready<br />
administrators. The district is keenly aware of the need for a solid principal pipeline and<br />
has made great strides in developing the talent pool for future positions. With the newly<br />
designed Assistant Principal Leadership Academy, first and second year assistant<br />
principals receive targeted leadership development support and the opportunity to be<br />
considered for future principal posts. Based upon research based models from New<br />
Leaders/New <strong>Schools</strong>, this pilot will inform the design of a full principal preparation<br />
program.<br />
Page 7
<strong>MacArthur</strong> <strong>Elementary</strong> School<br />
Comprehensive Plan Report<br />
Key Indicators are shown in RED.<br />
School Leadership Team CI<br />
Academic Learning and Performance<br />
Essential Element 1 - Curriculum<br />
Indicator<br />
EEIA-1.04 - Instructional teams identify key curriculum vertical transition points between<br />
and among early childhood and elementary school; elementary and middle school; and<br />
middle school and high school to eliminate unnecessary overlaps and close curricular<br />
gaps (236)<br />
Status Tasks completed: 0 of 4 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 4 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sherry Eldridge<br />
How it will look when fully met:<br />
Target Date: 05/01/2012<br />
Tasks:<br />
There is some discussion between grade levels, but<br />
discussions are usually limited and not very indepth. There is<br />
minimal discussion between schools (elementary to middle).<br />
Vertical alignment teams will develop a process that helps<br />
communication within and between schools to align key<br />
curriculum and avoid duplicating standards and benchmarks<br />
1. During PLCs teachers will meet to discuss OCCT, Benchmark, SRI, and DIBELS data to address<br />
areas of curricular gaps between grade levels.<br />
Assigned to:<br />
Sandy Black<br />
Target Completion Date: 09/30/2012<br />
Comments:<br />
2. Cross grade level teams will meet at least twice a month to identify gaps between grade levels<br />
based on benchmark and DIBELS data.<br />
Assigned to:<br />
Sandy Black<br />
Target Completion Date: 05/01/2012<br />
Comments:<br />
3. Students in the fifth and sixth grades will be given the chance to shadow middle schools,<br />
allowing students to meet with the sixth and seventh grade teachers, and hear about curricular<br />
offerings available at those schools.<br />
Assigned to:<br />
Tammy Reed<br />
Target Completion Date: 05/01/2012<br />
Page: 1 of 32
Comments:<br />
4. The Principal will invite parents whose children attend area preschool programs to visit with<br />
kindergarten classroom teachers during spring enrollment to help inform them of expectations<br />
and background knowledge needed for kindergarten.<br />
Assigned to:<br />
Kristi Alcorn<br />
Target Completion Date: 04/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 4 (0%)<br />
Indicator<br />
Status<br />
EEIA-1.07 - School leadership and instructional teams ensure all students have access to<br />
the common academic core curriculum. (239)<br />
Full Implementation<br />
Rubric Score Initial: 3<br />
Assessment Level of Development: Initial: Full Implementation 09/21/2010<br />
Evidence:<br />
* Instructional teams follow the District and State standards.<br />
* We use the curriculum materials including the manipulatives<br />
and websites provided by the curriculum textbook companies.<br />
* All students, including special education and ELL, use<br />
Oklahoma PASS Objectives at their individual level.<br />
* We use scientific research based curriculum and text books<br />
aligned with Oklahoma PASS Objectives.<br />
* Grades 3-5 are given quarterly benchmark tests that are<br />
aligned to Oklahoma PASS Objectives.<br />
Page: 2 of 32
Academic Learning and Performance<br />
Essential Element 2 - Classroom Evaluation and Assessment<br />
Indicator<br />
EEIB-2.05 - All teachers use test scores, including pre- and post-test results, to identify<br />
instructional and curriculum gaps, modify units of study, and reteach as appropriate.<br />
(244)<br />
Status Tasks completed: 1 of 4 (25%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 3 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Kristi Alcorn<br />
How it will look when fully met:<br />
Target Date: 05/30/2012<br />
Tasks:<br />
As a staff, we feel like time constaints keep everyone from<br />
modifying and reteaching as necessary.<br />
Teachers will meet as teams to work collaboratively to analyze<br />
test scores to identify gaps, use the results for data analysis to<br />
modify units, and re-teach and differentiate instruction as<br />
appropriate.<br />
1. As evidenced by meeting agendas, teachers will meet in their grade level teams once a month<br />
to disaggregate DIBELS, Benchmark scores, OCCT scores, and other applicable data to identify<br />
objectives that need to be modified and retaught.<br />
Assigned to:<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
Tammy Reed, Sherry Eldridge, Sandy Black, Kristi A<br />
2. As evidenced by teacher lesson plans, teachers will use Edusoft, DIBELS, and other informal<br />
assessments, to guide small group instruction time in order to reteach and differentiate<br />
curriculum.<br />
Assigned to:<br />
Sandy Black<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
3. All first - sixth grade teachers will guide students in creating and using a personal data book to<br />
record and analyze their individual test scores. These data books will be shared with parents at<br />
parent/teacher conferences.<br />
Assigned to:<br />
Sherry Eldridge<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
As of this date, this is a well established procedure in our<br />
school.<br />
4. All classroom teachers will keep a data book that includes the results from benchmark tests,<br />
unit tests, and other various assessments, to guide instruction and identify gaps in student<br />
learning.<br />
Assigned to:<br />
Barbara McGrew<br />
Page: 3 of 32
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/30/2011<br />
Implement Percent Task Complete: Tasks completed: 1 of 4 (25%)<br />
Academic Learning and Performance<br />
Essential Element 3 - Instruction<br />
Indicator<br />
EEIC-3.01 - All teachers use varied instructional strategies that are scientifically researchbased.<br />
(248)<br />
Status Tasks completed: 2 of 7 (29%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 06/03/2010<br />
Index: 4 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sandy Black<br />
How it will look when fully met:<br />
Target Date: 05/30/2012<br />
Tasks:<br />
As evidenced through principal walkthroughs, lesson plans,<br />
Instructional Leadership Team and PLC discussions, a majority<br />
of teachers use varied instructional strategies that are<br />
scientifically research-based in our building. The Staff<br />
Development Teacher models and shares varied instructional<br />
strategies based on the needs of the individual teachers.<br />
All teachers will implement strategies that encompass all<br />
learning styles and multiple intelligences to the benefit of<br />
colleagues and students.<br />
1. Paid for by a grant we were awarded, an associate with Debbie Diller will visit <strong>MacArthur</strong> to<br />
assist and support teachers in using small groups and differentiated instruction.<br />
Assigned to:<br />
Tina Craig<br />
Target Completion Date: 06/01/2011<br />
Comments:<br />
Task Completed: 05/30/2011<br />
2. The Gifted and Talented facilitator will hold professional development to assist classroom<br />
teachers in implementing various strategies for differentiating instruction.<br />
Assigned to:<br />
Barbara McGrew<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/30/2011<br />
Page: 4 of 32
3. All teachers will assess student learning styles. Grades 1st-4th use Great Expectations<br />
methodology and inventories. The learning styles inventory from AVID <strong>Elementary</strong> is utilized for<br />
5th and 6th grade students. Pre-K and Kindergarten use formal and informal assessments to<br />
determine student learning styles ensuring that all students receive instruction in a style they can<br />
learn.<br />
Assigned to:<br />
Sarah Wolfe<br />
Target Completion Date: 09/30/2012<br />
Comments:<br />
4. Professional development will be held for all teachers to support a book study that revisits<br />
Marzano Instructional Strategies and Blooms Taxonomy.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
5. All teachers and support staff will be given the opportunity to participate in professional<br />
development on Sheltered Instruction facilitated by Kim Collier through Educational Consulting<br />
Services.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 12/30/2011<br />
Comments:<br />
6. Several staff members, including the Principal and Staff Development Teacher, will attend the<br />
ASCD Conference to deepen knowledge of scientifically research based teaching strategies<br />
strengthening the core teaching skills within the building when shared with the remaining faculty.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
7. PLC and full faculty meeting agendas will reflect the dessimilation of best practices strategies<br />
from the ASCD Conference.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 2 of 7 (29%)<br />
Page: 5 of 32
Indicator<br />
EEIC-3.02 - All teachers use instructional strategies and activities that are aligned with<br />
learning objectives. (249)<br />
Status Tasks completed: 0 of 5 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 10/13/2011<br />
Index: 9 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Mary Ornelas<br />
How it will look when fully met:<br />
Target Date: 05/30/2013<br />
Tasks:<br />
Most <strong>MacArthur</strong> teachers utilize research-based strategies to<br />
improve student achievement as indicated in weekly lesson<br />
plans. Strategies include small groups, graphic organizers,<br />
hands on activities, and technology such as; Waterford,<br />
DynEd, Study Island, and Smartboards.<br />
As evidenced in lesson plans and principal walkthroughs, all<br />
teachers will routinely use educational strategies and activities<br />
that are aligned with the grade level learning objectives.<br />
Collaboratively, teachers will promote the success of all<br />
students by regularly implementing research-based learning<br />
strategies. Teachers will freely share instructional learning<br />
strategies during grade/team PLCs.<br />
1. Weekly lesson plans will be written with educational activities that are fully aligned with the<br />
grade level learning objectives. Administration will review and provide feedback as needed.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
2. Working with the consultants from Focus on Results, the faculty will identify a school wide<br />
instructional focus, best practices, and strategies.<br />
Assigned to:<br />
Mary Ornelas<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
3. Instructional Leadership Team will create PLC agendas with time alloted for reflection and<br />
collaboration specifically for the sharing of ideas and expertise.<br />
Assigned to:<br />
Mary Ornelas<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
4. The Staff Development Teacher will model in classrooms based on teacher request and<br />
administration recommendations.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 12/20/2012<br />
Comments:<br />
Page: 6 of 32
5. In an effort to close all achievement gaps of students at <strong>MacArthur</strong> <strong>Elementary</strong>, teachers will<br />
participate in book studies on educating urban children and differentiating math instruction as<br />
documented in PLC agendas.<br />
Assigned to:<br />
Tammy Reed<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 5 (0%)<br />
Indicator<br />
EEIC-3.03 - All teachers use instructional strategies and activities that are differentiated<br />
to meet specific student learning needs. (250)<br />
Status Tasks completed: 3 of 8 (38%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 06/03/2010<br />
Index: 3 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Twyla Waterson<br />
How it will look when fully met:<br />
Target Date: 06/01/2012<br />
Tasks:<br />
Teachers are struggling with meeting the diverse and unique<br />
needs of all students in the classroom. Some reading teachers<br />
have access to a teacher assistant during the literacy block.<br />
The assistant monitors students in work stations and seatwork<br />
allowing the teacher to interact with small groups of students<br />
providing differentiated instruction.<br />
Teachers will use differentiated instructional strategies in small<br />
groups and whole group to meet specific learning styles and<br />
provide for each student's needs. All teachers have access to<br />
a teacher assistant during the literacy block which enables the<br />
teacher to work with small groups of students differentiating<br />
instruction. The assistants will monitor seatwork and work<br />
stations.<br />
1. <strong>MacArthur</strong> teachers will meet every Tuesday during their plan times or after school. As<br />
evidenced by in meeting agendas, they will collaborate within their PLCs, utilizing their data<br />
notebooks in order to close the gaps within instruction.<br />
Assigned to:<br />
Cindy Miller<br />
Target Completion Date: 06/01/2012<br />
Comments:<br />
2. Paid for by grant funds, teachers will meet with a Debbie Diller associate for professional<br />
development to help use differentiated instruction through small groups.<br />
Assigned to:<br />
Barbara Nole<br />
Target Completion Date: 06/01/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
Page: 7 of 32
3. Based on the results of the DIBELS assessment, teachers will use small group instruction to<br />
assist student learning.<br />
Assigned to:<br />
Barbara McGrew<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
4. Teachers will utilize the online software and activities that accompany the Envision Math series<br />
to differentiate instruction.<br />
Assigned to:<br />
Target Completion Date: 05/01/2012<br />
Comments:<br />
Tammy Reed, Sherry Eldridge, Sandy Black, Kristi A<br />
5. The Gifted and Talented Coach will meet with teachers to assist teachers in using various<br />
differentiated instuctional methods.<br />
Assigned to:<br />
Barbara McGrew<br />
Target Completion Date: 05/01/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
6. The Staff Development Teacher will be a part of the weekly PLCs to determine the instructional<br />
strategies that <strong>MacArthur</strong> teachers need. She will support the teachers within the classroom by<br />
modeling, providing instructional materials specific to the teacher needs, and reflecting about<br />
instruction.<br />
Assigned to:<br />
Mary Ornelas<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
7. Using strategies learned from attending Sheltered Instruction professional development, and<br />
Read 180 and System 44 software and as evidenced in lesson plans and principal walk throughs,<br />
teachers will provide differentiated instruction for ELL students.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
8. Grade levels PLCs will meet to create a schedule which allows each teacher access to a teacher<br />
assistant during literacy block as documented in PLC agendas. The teacher assistants will be on<br />
hand to assist students doing seatwork while the teacher is conducting small group sessions and<br />
support students who may be struggling during the literacy block as documented in teacher<br />
lesson plans and principal walk throughs.<br />
Assigned to:<br />
Virginia Scoggin<br />
Target Completion Date: 01/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 3 of 8 (38%)<br />
Page: 8 of 32
Indicator<br />
EEIC-3.07 - All teachers examine and discuss student work collaboratively and use this<br />
information to inform their practice. (254)<br />
Status Tasks completed: 2 of 4 (50%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 9 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Kristi Alcorn<br />
How it will look when fully met:<br />
Target Date: 05/30/2012<br />
Tasks:<br />
Most teachers collaborate some, but it is limited and not on a<br />
regular basis.<br />
Teachers will regularly collaborate in PLC's to analyze their<br />
students' work and test data, and plan instruction based on<br />
the analysis.<br />
1. In connection with faculty meetings, cross grade level PLCs will meet monthly to discuss<br />
student achievement, share student work, and compare research-based learning strategies.<br />
Teachers will participate in vertical articulation teams to identify skills necessary for student<br />
success, and articulate common standards of grading.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
2. Teachers will attend professional development with Kim Collier on how to use test data and<br />
student work to improve instruction.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
3. Team leaders are currently attending and will continue to attend monthly District professional<br />
development led by Kim Collier on how to implement PLC's.<br />
Assigned to:<br />
Howard Wyble<br />
Target Completion Date: 05/01/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
4. After attending the District PD on PLCs led by Kim Collier, team leaders will share that<br />
information with their teams.<br />
Assigned to:<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
Tammy Reed, Sarah Wolfe, Sherry Eldridge, Sandy Bl<br />
Implement Percent Task Complete: Tasks completed: 2 of 4 (50%)<br />
Page: 9 of 32
Indicator<br />
EEIC-3.08 - All teachers assign purposeful homework and provide timely feedback to<br />
students. (255)<br />
Status Objective Met 5/18/2011 11/10/2011<br />
Rubric Score Current: 3 Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 06/03/2010<br />
Objective Met - 05/18/2011 11/10/2011<br />
Index: 6 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Barbara McGrew<br />
How it will look when fully met:<br />
Target Date: 01/31/2011<br />
Tasks:<br />
Currently, no grades may be given per TPS guidelines. The<br />
school has adopted guidelines for purposeful homework, but<br />
the guidelines are not fully implemented by all staff.<br />
Homework will be purposeful to each student, and an<br />
extension of the standards and objectives covered in class and<br />
discussed with students in a timely manner.<br />
1. During small group instruction, teachers will go over homework to determine students<br />
understanding of assignments.<br />
Assigned to:<br />
Pam Worth<br />
Target Completion Date: 01/11/2011<br />
Comments:<br />
Task Completed: 01/11/2011<br />
2. Grade level teams will meet and discuss homework being assigned. Teachers must analyze<br />
the homework to make sure it is purposeful to each student and that it covers the grade level<br />
standards.<br />
Assigned to:<br />
Cindy Miller<br />
Target Completion Date: 01/11/2011<br />
Comments:<br />
Task Completed: 01/11/2011<br />
3. Teachers will utilize "Home and Back" folders and/or daily planners to make it easier for<br />
parent/teacher communication regarding homework.<br />
Assigned to:<br />
Target Completion Date: 12/20/2010<br />
Comments:<br />
Tammy Reed, Sarah Wolfe, Sherry Eldridge, Sandy Bl<br />
Page: 10 of 32
Implement<br />
Task Completed: 12/20/2010<br />
Percent Task Complete:<br />
Objective Met: 5/18/2011 11/10/2011<br />
Experience: 5/18/2011<br />
Over the course of several months, teachers have habitiually<br />
started using a take home folder, or daily planner, to make<br />
sure that homework is communicated to the parents. In<br />
addition, teachers discuss homework expectations with the<br />
students to make sure they understand their homework. In<br />
order to make sure homework is beneficial to students,<br />
teachers meet with their grade level to discuss the benefits<br />
and purpose of sending homework, as well as making sure it<br />
aligns with the benchmarks and standards.<br />
Sustain: 5/18/2011<br />
Teachers must continue to evaluate their students homework<br />
needs, and communicate those needs to the students and<br />
parents.<br />
11/10/2011<br />
Teachers continue to use "Home and Back" folders and/or<br />
daily planners on a daily basis.<br />
Evidence: 5/18/2011<br />
Teachers use folders and planners to communicate homework.<br />
Teachers meet with class to discuss homework. Teachers<br />
meet in teams to discuss purposeful homework.<br />
Page: 11 of 32
Professional Learning Environment-Effective Teachers<br />
Essential Element 4 - School Culture<br />
Indicator<br />
Status<br />
EEIIA-4.07 - All teachers communicate regularly with families about individual student<br />
progress. (262)<br />
Full Implementation<br />
Rubric Score Initial: 3<br />
Assessment Level of Development: Initial: Full Implementation 09/21/2010<br />
Evidence:<br />
All teachers send home progress reports four weeks into each<br />
quarter as well as quarterly report cards per PowerSchool. We<br />
utilize student planners with daily/weekly correspondence.<br />
Teachers send home weekly newsletters, make regular phone<br />
calls home to touch base with parents, and have impromptu<br />
meetings with parents after school. As a school, we also host<br />
meet the teacher, back to school, and several literacy nights.<br />
Parent/Teacher conferences are scheduled and conducted as<br />
documented by parent sign-in sheets and quarterly parent<br />
contact forms. The above regular communication will continue<br />
quarterly with all parents regarding each student's progress.<br />
At the end of the year teacher communication will be reviewed<br />
and changes will be made as more resources become<br />
available.<br />
Professional Learning Environment-Effective Teachers<br />
Essential Element 5 - Student, Family, and Community Support<br />
Indicator<br />
Status<br />
EEIIB-5.02 - All students have access to academic and behavioral supports including<br />
tutoring, co- and extra-curricular activities, and extended learning opportunities (e.g.,<br />
summer bridge programs, Saturday school, counseling services, Positive Behavior<br />
Intervention Supports [PBIS] and competitive and noncompetitive teams). (268)<br />
Full Implementation<br />
Rubric Score Initial: 3<br />
Assessment Level of Development: Initial: Full Implementation 09/21/2010<br />
Page: 12 of 32
Evidence:<br />
We offer after school tutoring for both reading and math for<br />
eligible students. Free counseling services are available to<br />
everyone. We encourage extra-curricular activities such as<br />
scouts, Kids for Christ, Student Council, Safety Patrol,<br />
Newspaper Club, and both competitive and noncompetitive<br />
sports. Our Reading Specialist identifies and screens for<br />
students that are having difficulty mastering the academic<br />
content. Once identified, the Reading Specialist provides<br />
additional instruction for those students. Our Gifted and<br />
Talented Team screens for, and identifies, students that are<br />
meeting and/or exceeding their grade level objectives. The<br />
Staff Development Teacher offers additional ways to<br />
differentiate instruction for identified GT students. In addition,<br />
we offer summer school for students that are not mastering<br />
their grade level objectives.<br />
All listed programs will continue to be provided. In the event<br />
that more funds became available we will add additional<br />
programs to focus on academic and behavioral support.<br />
Value Added scores indicate an annual growth rate for<br />
students equal to that of the district with the exception of 5th<br />
grade Social Studies. A school-wide behavioral plan with a<br />
signed agreement between parent, child, and school provides<br />
rewards and consequences for student behavior. Star Bucks<br />
are awarded for exceptional behavior and can be spent at the<br />
<strong>MacArthur</strong> store.<br />
Indicator<br />
EEIIB-5.03 - School leadership and all teachers implement strategies such as family<br />
literacy to increase effective parental involvement. (269)<br />
Status Objective Met 5/18/2011 5/20/2011<br />
Rubric Score Current: 3 Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Objective Met - 05/18/2011 05/20/2011<br />
Index: 6 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sherry Eldridge<br />
How it will look when fully met:<br />
Target Date: 06/01/2012<br />
Tasks:<br />
The school leadership has asked all parents to volunteer at<br />
least three hours of their time a year. As a school, we hold<br />
several literacy nights a year that also include "make-it, takeit"<br />
activities for parents to complete with their child.<br />
School leadership and teachers will plan and organize activities<br />
and events to increase communication to encourage parental<br />
involvement within the school.<br />
Page: 13 of 32
1. School leadership in coordination with the library, will plan the annual book fair and at least<br />
two literacy nights throughout the year.<br />
Assigned to:<br />
Debbie Barrick<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
2. In order to get 100% attendance from parents at both Fall and Spring conferences, the<br />
scheduled events will be highly publicized by using the marquee and the school connects phone<br />
system.<br />
Assigned to:<br />
Robyne Caddy<br />
Target Completion Date: 12/01/2010<br />
Comments:<br />
Task Completed: 04/29/2011<br />
3. Parents have access to PowerSchool, which allows them to monitor their child's grades from<br />
home.<br />
Assigned to:<br />
Howard Wyble<br />
Target Completion Date: 12/01/2010<br />
Comments:<br />
Page: 14 of 32
Implement<br />
Task Completed: 10/29/2010<br />
Percent Task Complete:<br />
Objective Met: 5/18/2011 5/20/2011<br />
Experience: 5/18/2011<br />
At the beginning of the year, a notice was sent home that<br />
gave detailed instructions on how parents can access<br />
PowerSchool. The notice included their username and<br />
password needed to gain access. For both Fall and Spring<br />
conferences, the Principal publicized the conferences by<br />
placing the date and time on the marquee, and arranging for<br />
the school connects phone system to call all families to inform<br />
them of the conferences. The library held three literacy nights<br />
this year and the annual bookfair.<br />
Sustain: 5/18/2011<br />
School administration will continue to utilize the school<br />
marquee and the school connects phone system to relay<br />
important information to families. The library and staff will<br />
continue to hold literacy and math nights and encourage<br />
families to attend. Teachers and staff will continue to make<br />
sure parents have access to PowerSchool and their childs<br />
grades.<br />
Evidence: 5/18/2011<br />
Notices were sent home at the beginning of the year about<br />
PowerSchool access.<br />
The school marquee was changed to reflect the conferences<br />
the week before both conferences (October 13 and March 30).<br />
The School Connects Phone System called parents a few<br />
nights before conferences to remind them (October 19 and<br />
April 4). Literacy Nights were held on March 2nd and April<br />
19th.<br />
The Scholastic book fair was held the week of April 4-8th and<br />
kept open late on April 5th and 7th.<br />
Indicator<br />
EEIIB-5.06 - School leadership and staff actively pursue relationships to support students<br />
and families as they transition from grade to grade, building to building, and beyond high<br />
school. (817)<br />
Status Tasks completed: 4 of 5 (80%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 4 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
In cooperation with Nathan Hale Junior High School, we send<br />
our sixth grade students to visit and tour the school. We also<br />
encourage other middle schools to come to <strong>MacArthur</strong> in order<br />
to visit with the students about their future choices. We hold<br />
an Early Childhood Spring Round-up to encourage parents to<br />
meet teachers and staff, and tour <strong>MacArthur</strong>. At the beginning<br />
of the year, <strong>MacArthur</strong> hosts a Meet the Teacher Night. Pre-K<br />
and Kindergarten teachers schedule one-on-one screenings<br />
Page: 15 of 32
Plan Assigned to: Sandy Black<br />
How it will look when fully met:<br />
Target Date: 06/01/2012<br />
Tasks:<br />
will all incoming students and work with community agencies<br />
to ease transition from home to school.<br />
School staff will initiate contact with students and their families<br />
to build a supportive environment to enable success<br />
throughout their schooling. We will continue to cooperate with<br />
Nathan Hale Junior High School and send our sixth grade<br />
students to visit and tour the school. We will also continue to<br />
encourage other middle schools to come to <strong>MacArthur</strong> in order<br />
to visit with the students about their future choices. The Early<br />
Childhood Spring Round-up to encourage parents to meet<br />
teachers and staff and tour <strong>MacArthur</strong> will continue to be held<br />
as will our Meet the Teacher Night. Pre-K and Kindergarten<br />
teachers will continue to ease transition between home and<br />
school by scheduling one-on-one screenings will all incoming<br />
students and working with community agencies.<br />
1. Teachers will provide the opportunity for parents to collaborate in their child's education<br />
through fall and spring conferences.<br />
Assigned to:<br />
Traci Megli<br />
Target Completion Date: 04/01/2011<br />
Comments:<br />
Task Completed: 04/01/2011<br />
During the spring conference, teachers will provide parents<br />
with expectations for the next grade level.<br />
2. School leadership and teachers will encourage families to attend the literacy and math nights<br />
that will be held at least three times throughout the year. Snacks will be provided.<br />
Assigned to:<br />
Debbie Barrick<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/30/2011<br />
3. School leadership and teachers will encourage families to attend the "Make it; Take it" nights<br />
that will be held at least three times throughout the year.<br />
Assigned to:<br />
Susan Dost<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/30/2011<br />
4. Students and parents will attend activities and performances to build relationships vertically<br />
among the <strong>MacArthur</strong> school community.<br />
Assigned to:<br />
Tracy Megli<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 06/02/2011<br />
5. In April, after testing, every student, will simultaneously visit the classrooms of the teachers in<br />
the grade level they will be promoted to the next school year, and will participate in a lesson to<br />
support their transition from grade to grade.<br />
Assigned to:<br />
Sarah Wolfe<br />
Page: 16 of 32
Target Completion Date: 05/01/2012<br />
Comments:<br />
This activity will be planned during team meetings.<br />
Implement Percent Task Complete: Tasks completed: 4 of 5 (80%)<br />
Indicator<br />
EEIIB-5.07 - School leadership ensures that appropriate stakeholders (e.g., school staff,<br />
students, parents, family members, guardians, community organizations and members,<br />
business partners, postsecondary education institutions, and workforce) are involved in<br />
critical planning and decision-making activities. (818)<br />
Status Tasks completed: 0 of 3 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 4 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Mary Ornelas<br />
How it will look when fully met:<br />
Target Date: 05/30/2012<br />
Tasks:<br />
<strong>MacArthur</strong> faculty, staff, and community stakeholders are<br />
beginning to collaborate in joint decisions that will benefit our<br />
school and students.<br />
To ensure that all <strong>MacArthur</strong> stakeholders are involved in<br />
critical planning and decision making, the <strong>MacArthur</strong><br />
Instructional Leadership Team will discuss important school<br />
issues then present the issues to the rest of the stakeholders<br />
(faculty, staff, parents, partners in education, and various<br />
other community members).<br />
1. School leadership will meet with our Partners in Education on a quarterly basis. Opinions will<br />
be sought as to how to improve <strong>MacArthur</strong> <strong>Elementary</strong>. Our meetings will be documented<br />
thorugh the quarterly agenda and meeting notes.<br />
Assigned to:<br />
Monya Brown<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
2. Our <strong>MacArthur</strong> parents will be invited to meetings that involve important planning and decision<br />
making. Our newspaper sponsor will send monthly newsletters to inform parents of these<br />
meetings. A sign-in sheet will document these meetings.<br />
Assigned to:<br />
Shantel Price<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
3. At a staff meeting, early in the year, teachers will discuss ways that partners can assist us<br />
throughout the school year.<br />
Assigned to:<br />
Mary Ornelas<br />
Target Completion Date: 05/30/2012<br />
Page: 17 of 32
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 3 (0%)<br />
Indicator<br />
Status<br />
EEIIB-5.08 - School leadership and all staff incorporate multiple communication<br />
strategies that are culturally and linguistically appropriate and support two-way<br />
communications with families and other stakeholders. (819)<br />
Full Implementation<br />
Rubric Score Initial: 3<br />
Assessment Level of Development: Initial: Full Implementation 09/21/2010<br />
Evidence:<br />
Our school includes several bilingual staff members that help<br />
translate when needed. All of our parents have access to the<br />
school website. The principal uses School Connects, an<br />
automatic phone dialer, as a communication tool. Teachers<br />
frequently use email to communicate with parents. Report<br />
Cards, emails, newsletters, notes, and phone messages are<br />
translated into Spanish to better communicate with all parents.<br />
Translators are provided for parent/teacher conferences, PTA<br />
programs, enrollment, and other activities hosted at the<br />
school. We offer ESL class for Spanish speaking parents. We<br />
also have an ELL teacher on staff.<br />
All communication strategies listed are ongoing and adjusted<br />
as needed to ensure two-way communication with families and<br />
other stakeholders in our school.<br />
Page: 18 of 32
Professional Learning Environment-Effective Teachers<br />
Essential Element 6 - Professional Growth, Development, Evaluation<br />
Indicator<br />
EEIIC-6.02 - School leadership plans opportunities for teachers to share their teaching<br />
skills with other teachers to build instructional capacity. (273)<br />
Status Tasks completed: 0 of 3 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 3 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Mary Ornelas<br />
How it will look when fully met:<br />
Target Date: 05/30/2013<br />
Tasks:<br />
School is in the beginning stages of implementation of PLCs.<br />
The newly hired Staff Development Teacher is trained to<br />
model effective teaching strategies.<br />
Teachers will be given the opportunity to share specific<br />
teaching skills that they have had success with in their<br />
classrooms during staff meetings. When teachers return from<br />
professional development training they will be given the<br />
opportunity during staff meetings to share what they learned<br />
with the whole staff.<br />
1. PLCs will meet at least twice a month to discuss teaching methods both effective and<br />
ineffective.<br />
Assigned to:<br />
Carrie Welch<br />
Target Completion Date: 05/01/2012<br />
Comments:<br />
2. Through the TLE process, highly effective teachers will be identified and will model teaching<br />
methods for other teachers.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2013<br />
Comments:<br />
3. Teachers will be given the opportunity to observe teaching methods of highly effective<br />
teachers.<br />
Assigned to:<br />
Barbara McGrew<br />
Target Completion Date: 04/30/2013<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 3 (0%)<br />
Page: 19 of 32
Indicator<br />
EEIIC-6.06 - School planning team designs professional development that has a direct<br />
connection to the analysis of student achievement data. (277)<br />
Status Tasks completed: 1 of 6 (17%)<br />
Rubric Score Initial: 1<br />
Assessment Level of Development: Initial: No development or Implementation 09/21/2010<br />
Index: 6 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Mary Ornelas<br />
How it will look when fully met:<br />
Target Date: 05/30/2012<br />
Tasks:<br />
Currently, there is no development or implementation.<br />
Staff members and administrators will collect recent testing<br />
data on student achievement and bring in on-site professional<br />
development instruction based on low performing areas.<br />
1. The school will contract with Educational Consulting Services to provide professional<br />
development in data analysis and addressing areas of low performance.<br />
Assigned to:<br />
Virginia Scoggin<br />
Target Completion Date: 05/01/2012<br />
Comments:<br />
2. Teachers will meet in teams in order to analyze and dis-aggregate data taken from the first<br />
two Edusoft Benchmark assessments and DIBELS, as evidenced by meeting agendas.<br />
Assigned to:<br />
Tammy Reed<br />
Target Completion Date: 12/17/2011<br />
Comments:<br />
3. Classroom teachers will collaborate to design strategies to improve scores of low performing<br />
areas according to existing data, as evidenced by meeting agendas.<br />
Assigned to:<br />
Virginia Scoggin<br />
Target Completion Date: 05/01/2012<br />
Comments:<br />
4. Faculty will receive professional development training on the use of Value Added data for the<br />
purpose of increasing student growth and achievement<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 11/30/2011<br />
Comments:<br />
Task Completed: 10/20/2011<br />
Value Added is a new district initiative to be fully implemented<br />
in the year 2013. A score is generated for the entire school<br />
and teachers receive their individual scores confidentially.<br />
5. Faculty will receive professional development utilizing our site Value Added score and the<br />
disaggregation of data which shows achievement and growth from the previous school year as<br />
well as the average of the last two years to guide discussions on our lowest areas of<br />
achievement, the reasons for this, and the implications for classroom instruction and learning.<br />
Page: 20 of 32
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
6. As evidenced by meeting agendas, the Staff Development Teacher will facilitate PLCs on<br />
current best practices focused on areas of greatest need based on an analysis of OCCT and Value<br />
-Added data.<br />
Assigned to:<br />
Mary Ornelas<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 1 of 6 (17%)<br />
Indicator<br />
EEIIC-6.13 - School leadership uses the evaluation process to provide teachers with<br />
follow-up and support to change behavior and instructional practices. (820)<br />
Status Tasks completed: 0 of 3 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 9 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Twyla Waterson<br />
How it will look when fully met:<br />
Target Date: 06/01/2012<br />
Tasks:<br />
Teachers are evaluated at least once a year. TPS has<br />
introduced a new rubric to provide teachers and administrators<br />
with feedback.<br />
District is implementing the Teacher Leadership Evaluation.<br />
The leadership is being trained and will implement the<br />
program to provide teachers with follow-up and support to<br />
change behavior and to encourage effective instructional<br />
practices.<br />
1. School leadership will communicate with teachers any feedback that is necessary for<br />
improvement.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 06/01/2012<br />
Comments:<br />
2. School leadership will provide a co-worker to coach and review components of the evaluation<br />
process.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 06/01/2012<br />
Comments:<br />
3. School leadership will provide clear connection between student and teacher performance and<br />
individual growth plans.<br />
Page: 21 of 32
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 06/01/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 3 (0%)<br />
Collaborative Leadership-Effective Leaders<br />
Essential Element 7 - Leadership<br />
Indicator<br />
EEIIIA-7.06 - School leadership ensures that instructional time is protected and allocated<br />
to focus on curricular and instructional issues, including adding time to the school day as<br />
necessary. (289)<br />
Status In Plan / No Tasks Created<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 10/13/2011<br />
Index: 6 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Not yet assigned<br />
A master schedule has been created to meet the expectations<br />
of the district for core curriculum instructional time. This block<br />
of instructional time is protected from external disruption. The<br />
level of implementation throughout the building is not<br />
consistent. Internal transitions and nonessential activities take<br />
longer than necessary in some classrooms.<br />
Indicator<br />
EEIIIA-7.07 - School leadership provides effective organizational structures in order to<br />
allocate resources, monitor progress, and remove barriers to sustain continuous school<br />
improvement. (290)<br />
Status In Plan / No Tasks Created<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 10/13/2011<br />
Index: 6 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
<strong>MacArthur</strong>'s new building administrator has aligned<br />
expenditures with the areas in the greatest need of<br />
improvement. The identified needs are Reading<br />
Comprehension and Vocabulary. The consulting company,<br />
Focus on Results will help monitor the areas of need on a<br />
monthly basis through professional development, classroom<br />
observations, and walk-throughs.<br />
Page: 22 of 32
Plan Assigned to: Not yet assigned<br />
Indicator<br />
EEIIIA-7.08 - School leadership provides organizational policies and resources necessary<br />
for implementation and maintenance of a safe and effective learning environment. (291)<br />
Status Tasks completed: 0 of 3 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 10/13/2011<br />
Index: 9 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Implementation of guidelines, policies, and procedures to<br />
maintain a supportive, safe, healthy, orderly and equitable<br />
learning and working environment for both students and staff<br />
members is ongoing. The district policies for repair or<br />
replacement of facilities and equipment are utilized in order to<br />
support a safe and effective learning environment.<br />
Plan Assigned to: Twyla Waterson<br />
How it will look when fully met:<br />
Guidelines and policies for a schoolwide behavior plan that<br />
supports a safe, healthy, and orderly learning environment for<br />
both students and staff will be fully implemented. Resources<br />
and training will be allocated to ensure implementation.<br />
Target Date: 05/30/2013<br />
Tasks:<br />
1. All teachers and staff will be trained in the identification of "referrable" behaviors on<br />
schoolwide behavior plan.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 01/31/2012<br />
Comments:<br />
2. All teachers will be trained in Great Expectations methodology as well as opportunity given for<br />
additional specialized training.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2014<br />
Comments:<br />
3. The counselor's schedule will reflect ongoing, developmentally appropriate, sessions on the<br />
topic of bullying prevention.<br />
Assigned to:<br />
Kristin Lough<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 3 (0%)<br />
Page: 23 of 32
Collaborative Leadership-Effective Leaders<br />
Essential Element 8 - Organizational Structure and Resources<br />
Indicator<br />
EEIIIB-8.05 - School leadership uses effective strategies to attract highly qualified and<br />
highly effective teachers. (299)<br />
Status Tasks completed: 0 of 1 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/21/2010<br />
Index: 2 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Twyla Waterson<br />
How it will look when fully met:<br />
Target Date: 01/30/2013<br />
Tasks:<br />
Leadership utilizes the expertise of TPS Human Capital to<br />
review only qualified applications. We will continue to follow<br />
TPS protocol when acquiring new staff. <strong>MacArthur</strong> utilizes<br />
teaching internships and continuing relationships with area<br />
universities to attract and recruit highly effective and highly<br />
qualified teachers. Team leaders are included in the interview<br />
process for hiring new teachers. Ongoing professional<br />
development is provided throughout the year to sustain the<br />
effectiveness of the staff. An atmosphere conducive to<br />
learning and collegial collaboration is constantly developed,<br />
nourished, and evaluated in order to successfully retain<br />
teacher effectiveness.<br />
School leadership will use district resources and strategies to<br />
attract highly qualified teachers.<br />
1. The Principal will contact area Universities to seek placement of field experience students and<br />
student teachers at <strong>MacArthur</strong>.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 01/30/2013<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 1 (0%)<br />
Page: 24 of 32
Indicator<br />
EEIIIB-8.07 - School leadership collaborates with district leadership to provide increased<br />
opportunities to learn such as virtual courses, dual enrollment opportunities, and workbased<br />
internships. (301)<br />
Status Tasks completed: 2 of 3 (67%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/22/2010<br />
Index: 2 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Twyla Waterson<br />
How it will look when fully met:<br />
Target Date: 05/30/2013<br />
Tasks:<br />
Budget constraints keep teachers from providing more field<br />
trips and other outside learning opportunities.<br />
Increased learning opportunities and being there experiences<br />
will be provided through collaboration of school and district<br />
leadership.<br />
1. The Fine Arts teachers will explore other being there experiences (i.e. The Philbrook Museum,<br />
Gilcrease, Disney and Friends Musical, etc), aligned to the grade level objectives.<br />
Assigned to:<br />
Shantel Price<br />
Target Completion Date: 05/30/2011<br />
Comments:<br />
Task Completed: 05/30/2011<br />
2. The second grade, in collaboration with the <strong>Tulsa</strong> City-County Library, will host the Books to<br />
Treasure author/illustrator Steve Jenkins. The second grade will continue to participate annually<br />
in this program that promotes children's literature and encourage reading.<br />
Assigned to:<br />
Debbie Barrick<br />
Target Completion Date: 11/30/2010<br />
Comments:<br />
Task Completed: 10/29/2010<br />
3. Grade level teams will meet to plan at least one "being there" experience per grade level that<br />
is aligned to the grade level objectives.<br />
Assigned to:<br />
Tammy Reed<br />
Target Completion Date: 05/30/2013<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 2 of 3 (67%)<br />
Page: 25 of 32
Indicator<br />
EEIIIB-8.08 - School leadership provides and communicates clearly defined process for<br />
equitable and consistent use of fiscal resources. (302)<br />
Status Tasks completed: 0 of 2 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/22/2010<br />
Index: 4 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Budget review committee meets infrequently, and a limited<br />
number of staff members have input regarding spending<br />
decisions.<br />
Plan Assigned to: Twyla Waterson<br />
How it will look when fully met:<br />
Target Date: 06/01/2013<br />
Tasks:<br />
The Board of Control will meet regularly, and is involved with<br />
the school leadership in decisions regarding the budget.<br />
Budget planning will be based on the staff needs' assessment<br />
on an annual basis.<br />
1. Monthly, in staff meetings, Board of Control members will share spending decisions.<br />
Assigned to:<br />
Michelle Hoppis<br />
Target Completion Date: 06/01/2013<br />
Comments:<br />
2. Annually, the staff will complete a needs' assessment based on the WISE plan and the needs<br />
of the students.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 06/01/2013<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 2 (0%)<br />
Indicator<br />
Status<br />
EEIIIB-8.09 - School leadership directs funds based on an assessment of needs aligned to<br />
the school improvement plan. (303)<br />
Full Implementation<br />
Rubric Score Initial: 3<br />
Assessment Level of Development: Initial: Full Implementation 09/22/2010<br />
Page: 26 of 32
Evidence:<br />
Funds have been used for a Reading Specialist to address low<br />
reading scores on OCCT and DIBELS. A half-time Math<br />
Teacher has been hired to address low test scores on OCCT.<br />
A six-hour teacher assistant will be working with Reading and<br />
Math in our mobile computer lab. Funds are also spent for<br />
professional development such as Great Expectations,<br />
differientiated instruction training, and Lucy Calkins writing<br />
training. Funds will be assessed annually and adjustments will<br />
be made accordingly.<br />
Indicator<br />
Status<br />
EEIIIB-8.10 - School leadership allocates and integrates state and federal program<br />
resources to address identified student needs. (304)<br />
Full Implementation<br />
Rubric Score Initial: 3<br />
Assessment Level of Development: Initial: Full Implementation 09/22/2010<br />
Evidence:<br />
As a school we utilize Title I funds to provide a full-time<br />
reading specialist to work with at risk students and serve as a<br />
resource for classroom teachers. Teachers identify at risk<br />
students through observations, standardized tests, and both<br />
formal and informal evaluations. Once identified, teachers<br />
differentiate instruction for students based on their individual<br />
needs. Funds have been utilized to provide professional<br />
development opportunities that will align with the schools<br />
instructional needs. These programs will be reviewed annually<br />
and adjusted based on student achievement data and the<br />
amount of funds available.<br />
Page: 27 of 32
Collaborative Leadership-Effective Leaders<br />
Essential Element 9- Comprehensive and Effective Planning<br />
Indicator<br />
EEIIIC-9.04 - School planning team establishes goals for building and strengthening<br />
instructional and organizational effectiveness. (308)<br />
Status Tasks completed: 1 of 3 (33%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/20/2010<br />
Index: 2 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sarah Wolfe<br />
How it will look when fully met:<br />
As planning teams, we collect some data, but not enough<br />
variety of data is collected to fully analyze and implement the<br />
changes we need.<br />
Grade level teams will collect and analyze various forms of<br />
data to verify that the school is following and meeting the<br />
goals set forth by the school improvement plan and the state<br />
and/or national standards. This data will include the strengths<br />
and limitations identified for each grade level.<br />
Target Date: 08/31/2012<br />
Tasks:<br />
1. Identify formal and informal assessments that will be given at each grade level.<br />
Assigned to:<br />
Kristi Cummings<br />
Target Completion Date: 12/01/2010<br />
Comments:<br />
Task Completed: 01/15/2011<br />
2. PLC's will meet to disseminate and disaggregate the data that was gathered from the formal<br />
and informal assessments.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 08/31/2012<br />
Comments:<br />
3. After the information has been gathered and analyzed, PLC's will determine the necessary<br />
tools needed to effectively plan for student achievement.<br />
Assigned to:<br />
Sarah Wolfe<br />
Target Completion Date: 08/31/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 1 of 3 (33%)<br />
Page: 28 of 32
Indicator<br />
EEIIIC-9.05 - School planning team identifies action steps, resources, timelines, and<br />
persons responsible for implementing the activities aligned with school improvement<br />
goals and objectives. (309)<br />
Status Tasks completed: 0 of 2 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/20/2010<br />
Index: 4 (Priority Score x Opportunity Score)<br />
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sarah Wolfe<br />
How it will look when fully met:<br />
As planning teams, we align goals and objectives both<br />
vertically and horizantally using research-based curriculum.<br />
We focus on closing acheivement gaps among all subgroups.<br />
Planning teams will set appropriate, research-based goals and<br />
objectives that are aligned with the school improvement plan.<br />
Following a feasible timeline, we will implement a plan to be<br />
utilized by all staff members.<br />
Target Date: 05/30/2012<br />
Tasks:<br />
1. PLCs will meet to discuss and interpret benchmark data in order to determine if the students<br />
understand the standards and objectives, and that the goals we have set are aligned to the WISE<br />
plan.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
2. Once the WISE plan is approved, as a staff, we will choose five high priority key indicators to<br />
focus our attention on. We will post these indicators in the building, and as we complete the<br />
tasks we will update our posted list. The timeline will include the "Where Are We Now" graphs to<br />
show progress.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 2 (0%)<br />
Page: 29 of 32
Indicator<br />
EEIIIC-9.06 - School leadership and all staff implement the improvement plan as<br />
developed. (310)<br />
Status Tasks completed: 0 of 2 (0%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/20/2010<br />
Index: 9 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sarah Wolfe<br />
How it will look when fully met:<br />
Most staff members are aware of the improvement plan, but<br />
few are actually involved in the creation and implementation of<br />
the plan.<br />
All teachers will be aware of the plan and know how to access<br />
it. Teachers will use the plan to drive instruction in their<br />
classroom.<br />
The principal will provide direction, support, and resources to<br />
implement the plan.<br />
Target Date: 05/30/2013<br />
Tasks:<br />
1. School Administration and staff members will make available the guest login and password in<br />
order for parents and communtiy members to view the WISE plan online.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2012<br />
Comments:<br />
2. Teachers will meet every other month in their grade level PLCs with the specific goal to<br />
analyze and address the tasks assigned to each team based on the WISE plan.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 05/30/2013<br />
Comments:<br />
Implement Percent Task Complete: Tasks completed: 0 of 2 (0%)<br />
Page: 30 of 32
Indicator<br />
EEIIIC-9.07 - School leadership and all staff regularly evaluate their progress toward<br />
achieving the goals and objectives for student learning set by the plan. (311)<br />
Status Tasks completed: 1 of 4 (25%)<br />
Rubric Score Initial: 2<br />
Assessment Level of Development: Initial: Limited Development 09/20/2010<br />
Index: 9 (Priority Score x Opportunity Score)<br />
Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)<br />
Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished<br />
within current policy and budget conditions, 1 -<br />
requires changes in current policy and budget<br />
conditions)<br />
Describe current level of<br />
development:<br />
Plan Assigned to: Sarah Wolfe<br />
How it will look when fully met:<br />
Target Date: 05/01/2012<br />
Tasks:<br />
School leadership and staff members regularly collect and<br />
analyze data that the district requires, which does align with<br />
the school improvement plan. However, the intentions of the<br />
collection of data is more for individual usage than to align<br />
with the school improvement plan.<br />
School leadership and staff members will regularly collect and<br />
analyze data that the district requires, with the intention of<br />
aligning to the school improvement plan.<br />
1. Pre and Post Benchmark tests for grades 3-6 will be analyzed and graphed for areas that need<br />
improvement.<br />
Assigned to:<br />
Kristi Alcorn<br />
Target Completion Date: 05/01/2013<br />
Comments:<br />
2. Record and monitor data on a data wall, virtual data wall, or individual student data folders.<br />
Assigned to:<br />
Katie White<br />
Target Completion Date: 05/01/2011<br />
Comments:<br />
Task Completed: 05/01/2011<br />
1st and 2nd are on the virtual data wall, 3rd - 5th have<br />
individual student folders.<br />
3. Using DIBELS data, students that achieve proficient status in each class will be graphed and<br />
compared to previous years, then shared with teachers.<br />
Assigned to:<br />
Barbara McGrew<br />
Target Completion Date: 02/01/2012<br />
Comments:<br />
4. Teams will meet once a month to evaluate the grade level data in reading and math to<br />
continually evaluate small group placement.<br />
Assigned to:<br />
Twyla Waterson<br />
Target Completion Date: 04/01/2012<br />
Page: 31 of 32
Comments:<br />
Implement Percent Task Complete: Tasks completed: 1 of 4 (25%)<br />
February 09, 2012<br />
Page: 32 of 32
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Program Management Office (PMO)<br />
Scholastic Reading Inventory (SRI) Baseline Data of October 7, 2011<br />
SECTION I<br />
Text Complexity Grade<br />
Band in the Standards<br />
K-1<br />
2-3<br />
4-5<br />
6-8<br />
9-10<br />
11-C.C.R.<br />
Lexile Range Performance and College Career Readiness<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School<br />
Reading and Common Core Standards :**<br />
"The Common Core Standards aim to ensure that all students are "on track" to be both college and career ready. Research shows<br />
that high school graduation no longer guarantees that students are ready for the postsecondary challenges that await them. While<br />
the reading demands of college, the workforce and life in general have remained consistent or increased over time, K-12 texts and<br />
reading tasks have decreased in complexity. The result is a significant gap between many students' reading abilities and the reading<br />
demands they will likely encounter after graduation". http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/<br />
"In 2006, ACT, Inc., released a report called Reading Between the Lines that showed which skills differentiated those students who<br />
equaled or exceeded the benchmark score (21 out of 36) in the reading section of the ACT college admissions test from those who<br />
did not. Prior ACT research had shown that students achieving the benchmark score or better in reading—which only about half (51<br />
percent) of the roughly half million test takers in the 2004–2005 academic year had done—had a high probability (75 percent chance)<br />
of earning a C or better in an introductory, credit-bearing course in U.S. history or psychology (two common reading-intensive<br />
courses taken by first-year college students) and a 50 percent chance of earning a B or better in such a course. Surprisingly, what<br />
chiefly distinguished the performance of those students who had earned the benchmark score or better from those who had not was<br />
not their relative ability in making inferences while reading or answering questions related to particular cognitive processes, such as<br />
determining main ideas or determining the meaning of words and phrases in context. Instead, the clearest differentiator was<br />
students’ ability to answer questions associated with complex texts. Students scoring below benchmark performed no better than<br />
chance (25 percent correct) on four-option multiple-choice questions pertaining to passages rated as ―complex‖ on a three-point<br />
qualitative rubric described in the report".<br />
"These findings held for male and female students, students from all racial/ethnic groups, and students from families with widely<br />
varying incomes. The most important implication of this study was that a pedagogy focused only on ―higher-order‖ or ―critical‖<br />
thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of its<br />
complexity, was at least as important as what they could do with what they read."<br />
Lexile Ranges and the Common Core Initiative:**<br />
"The Common Core Standards advocate a "staircase" of increasing text complexity, beginning in grade 2, so that students can<br />
develop their reading skills and apply them to more difficult texts. At the lowest grade in each band, students focus on reading texts<br />
within that text complexity band. In the subsequent grade or grades within a band, students must "stretch" to read a certain<br />
proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can<br />
both build on earlier literacy gains and challenge themselves with texts at a higher complexity level. all students should be reading at<br />
the college and career readiness level by no later than the end of high school. To measure the attainment of higher complexity<br />
levels of reading required for ,Common Core Standards the use of " qualitative scales of text complexity anchored at one end by<br />
descriptions of texts representative of those required in typical first-year credit-bearing college courses and in workforce training<br />
programs" is essential. Lexile measures and the Lexile ranges are widely recognized as a qualitative scale suited for such a<br />
purpose. By incorporating Lexile Ranges as measures of student performance, schools can readily determine what text is<br />
appropriate for each grade band and what should be considered "stretch" text."<br />
MetaMetrics, a leader in the development and validation of the use of Lexile has realigned its Lexile ranges (Table 1) to match the<br />
Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension development through the<br />
grades to indicate that all students should be reading at the college and career readiness level by no later than the end of high<br />
school.<br />
NA<br />
Table I<br />
Old Lexile Ranges<br />
Lexile Ranges Aligned to<br />
Common Core Expectations<br />
NA<br />
450-725 450-790<br />
645-895 770-980<br />
860-1010 955-1155<br />
960-1115 1080-1305<br />
1070-1220 1215-1355<br />
"Additional research has shown that the texts required for many postsecondary pursuits fall within a Lexile range of 1200L to 1400L,<br />
while the text complexity of typical high school textbooks for grades 11 and 12 is about 1050L to 1165L. This research provides<br />
valuable insight into the apparent disconnect when high school graduates encounter college and career texts. To put this gap in<br />
perspective, a 250L difference between reader ability and text complexity can cause a drop from 75-percent comprehension to 50-<br />
percent comprehension. This means that high school seniors who can successfully read twelfth-grade texts may enter college or the<br />
workplace several months later and encounter texts that result in less than 50-percent comprehension."<br />
** Excerpted from "Common Core State Standards for Language Arts & Literacy in History/Social Studies Science and Technical Subjects :Appendix A"<br />
Prepared by: Taylor L. Young, Ph.D. 4 10:41 AM2/16/2012
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Program Management Office (PMO)<br />
Scholastic Reading Inventory (SRI) Baseline Data of October 7, 2011<br />
SECTION II<br />
Implementation Of Scholastic Reading Inventory<br />
In December of the 2010-11 school year a district level task force formed by the Curriculum Office recommended that the SRI be<br />
used as a district screening device to measure the reading levels of students grades 4 through 11. The SRI was selected because<br />
it is an computer based reading assessment that provides an individual assessment based upon the abilities of each person taking<br />
the assessment. The score obtained from the assessment is a Lexile score is based upon the Lexile ranges developed by<br />
MetaMetrics . The SRI reports the range of ability rather than a single yes or no, pass or failure type measurement.<br />
In April and May of 2011 the Program Management Office , the Instructional Support Services Department and the Curriculum<br />
Department deployed a district wide SRI screening program for students in grades 4 through 11. Beginning in the 2011-2012 school<br />
year students in grades 4 through 11 will receive a SRI in September and again May of 2012. The two SRI administered during the<br />
2011-2012 year will be used to measure the Lexile gains during the school year. The information in this this report is baseline data<br />
collected from SRI screenings conducted into he spring of 2011. These results will be compared to the data collected during the<br />
2011-2012 year to determine gains and/or gap analysis.<br />
SECTION III<br />
Baseline Lexile Range Performance<br />
Presented below is a chart depicting the distribution of the Lexile performance of students screened as using the<br />
performance Lexile ranges established by MetaMetrics and adopted by Scholastic Inc. contained in the SRI.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School, 4th Through 6th Grade, Scholastic<br />
Reading Inventory (SRI) Baseline Data of October 7, 2011<br />
0% 7%<br />
5%<br />
BR<br />
BR 5%<br />
At Risk 20%<br />
Basic 32%<br />
Proficient<br />
#REF!<br />
Advanced 7%<br />
32%<br />
20%<br />
At Risk<br />
Basic<br />
Proficient<br />
Advanced<br />
Reading Proficiency Levels : Scholastic READ 180 Placement, Assessment, and Reporting Guide Revised Edition, 2009, page 18.<br />
BR: Beginning reader<br />
At Risk: Significantly Below Grade Level Student does not exhibit minimally competent performance when reading grade level<br />
appropriate text.<br />
Basic: Below Grade Level Student exhibits minimally competent performance when reading grade-level appropriate text.<br />
Proficient: Grade Level Student exhibits competent performance when reading grade-level appropriate text and can identify details,<br />
draw conclusions, and make comparisons and generalizations.<br />
Advanced: Above Grade Level Student exhibits superior performance when reading grade-level appropriate text.<br />
SECTION IV<br />
Analysis of Data<br />
As of October 7, 2011 (Official Baseline for 2011-2012), 96% of the students in grades 4th through 6th had completed an SRI.<br />
Forty-two percent of these students placed at the proficient Lexile level or above. Fifty-seven percent of the students completing the<br />
SRI placed in the "Basic" or "At Risk" or "BR" Lexile level category. Note: percentages may not equal 100% due to effects of rounding.<br />
When calculating the estimated Lexile range required to be a proficient reader in the Common Core Standards, current data<br />
indicates 20% of the students would possess the necessary reading skills to demonstrate success in Common Core Standards.<br />
Prepared by: Taylor L. Young, Ph.D. 4 10:41 AM2/16/2012
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Program Management Office (PMO)<br />
Scholastic Reading Inventory (SRI) Baseline Data of October 7, 2011<br />
SECTION V<br />
Levels of Reading Proficiency<br />
The actual Lexile range performance results by students (on the left) compared to the same Lexile performance results (on the<br />
right) sorted into the expected Lexile range necessary for success in the Common Core Standards.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School, October 7, 2011<br />
% of<br />
Reading Proficiency 4th Grade Students<br />
Lexile Range Required for Common<br />
BR 7 15%<br />
Core Standards<br />
At Risk 349 and Below 9 20%<br />
4th % of<br />
Basic 350 to 599 12 26%<br />
Proficient 770 to Grade students<br />
Proficient 600 to 900 17 37% 980<br />
4 9%<br />
Advanced 901 and Above 1 2% 100% Above 980 1 2%<br />
Total with SRI 46 94% Total of SRI 5 11%<br />
No Lexile 3 6%<br />
Total 4th Grade 49 100%<br />
Reading Proficiency<br />
5th Grade<br />
% of<br />
Students<br />
Lexile Range Required for Common<br />
BR 0 0%<br />
Core Standards<br />
At Risk 449 and Below 16 33%<br />
5th % of<br />
Basic 450 to 699 14 29%<br />
Proficient 770 to Grade students<br />
Proficient 700 to 1000 16 33% 980<br />
10 20%<br />
Advanced 1001 and Above 3 6% 100% Above 980 4 8%<br />
Total with SRI 49 96% Total of SRI 14 29%<br />
No Lexile 2 4%<br />
Total 5th Grade 51 100%<br />
Reading Proficiency<br />
6th Grade<br />
% of<br />
Students<br />
Lexile Range Required for Common<br />
BR 1 2%<br />
Core Standards<br />
At Risk 499 and Below 6 11%<br />
6th % of<br />
Basic 500 to 799 23 40%<br />
Proficient 955 to Grade students<br />
Proficient 800 to 1050 20 35% 1155<br />
9 16%<br />
Advanced 1051 and Above 7 12% 100% Above 1155 2 4%<br />
Total with SRI 57 98% Total of SRI 11 19%<br />
No Lexile 1 2%<br />
Total 6th Grade 58 100%<br />
Level of Reading<br />
Proficiency All ( 4th<br />
through 6th Grades)<br />
Grades 4th through<br />
6th<br />
% of<br />
Students<br />
Lexile Range Required in Common<br />
BR 8 5%<br />
Core Standards<br />
At Risk 31 20%<br />
% of<br />
Basic 49 32%<br />
Grades 4th through 6th students<br />
Proficient 53 35% Proficient 23 15%<br />
Advanced 11 7% 100% Above Proficient 7 5%<br />
Total with SRI 152 96% Total of SRI 30 20%<br />
Total No Lexile 6 4%<br />
Total 4th through 6th 158 100%<br />
Prepared by: Taylor L. Young, Ph.D. 4 10:41 AM2/16/2012
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
Program Management Office (PMO)<br />
Scholastic Reading Inventory (SRI) Baseline Data of October 7, 2011<br />
SECTION VI<br />
Common Lexile Levels<br />
Listed below are the Lexile levels for material from three types of text with titles for comparative purposes.<br />
Informational Text Lexile Levels<br />
Functional Text Lexile Levels<br />
College Text 1200-1400 College Application 1500+<br />
New York Times 1380 State Job Application 1410<br />
Scholastic Home Page 1220 Application for Federal Student Aid 1270<br />
11th Grade Chemistry Textbook 1100 Car Warranty Application 1160<br />
11th Grade American Literature Textbook 1040 Pool Installation Manual 1130<br />
<strong>Elementary</strong> Encyclopedia 850 Drivers License Manual 1020<br />
All About Things People Do 630 Play Station Install Instructions 830<br />
The World of Water 300 Toy Assembly Instructions 760<br />
Narrative Text Lexile Levels<br />
Billy Bud 1450<br />
Up From Slavery 1320<br />
The Scarlet Pimpernel 1140<br />
The Old Man and the Sea 940<br />
Charlie and the Chocolate Factory 810<br />
Esperanza Rising 760<br />
I Lost my Tooth in Africa 620<br />
Knight 590<br />
Children's Comic Strip 350<br />
Clifford the Big Red Dog 200<br />
SECTION VII<br />
What is expected Lexile growth?<br />
The proficient Lexile performance ranges presented in SECTION V are the ranges which should be achieved by a student before<br />
the end of a given school year. Ideally a student should be at his or her Lexile proficient range for their grade commencing with<br />
the beginning of the school year. An anticipated rate of growth equaling one year of reading development is 140 Lexile points for<br />
a student in grades 3-5, 70 Lexile points for a student in grades 6-8, and 50 points for a student in grades 9-12 Students who<br />
are "At Risk" or even "Basic" Lexile may need to attain more than a years growth in a years time. This type of growth is<br />
possible within an READ 180 classroom that is effectively operating at model standards.<br />
Prepared by: Taylor L. Young, Ph.D. 4 10:41 AM2/16/2012
Twyla Waterson<br />
<strong>MacArthur</strong> <strong>Elementary</strong><br />
2011‐12<br />
Principal’s Review
TLE Process at <strong>MacArthur</strong><br />
• Early fall ‐ During PD, principal and<br />
teachers watch video clips of<br />
teaching examples and rate based<br />
on TLE Rubric. Candid discussion<br />
provides the basis for an agreement<br />
of what effective instruction looks<br />
like and how to get there.<br />
• Observation 1 – teachers are<br />
allowed to designate the day and<br />
time of first observation with the<br />
understanding that if they know the<br />
principal is coming it should be the<br />
absolute best they have to offer.
continued<br />
• Within 5 days of the observation,<br />
a private conference is conducted<br />
in the principal’s office where a<br />
candid discussion of observation<br />
and questions are asked<br />
concerning any areas in need of<br />
clarification.<br />
• Observation 2 –drop‐in<br />
observation and post observation<br />
conference are conducted at the<br />
principal’s discretion within the<br />
time frame of TLE.
continued<br />
• Evaluation 2 for probationary teachers<br />
and Evaluation 1 for career‐ teachers are<br />
asked to bring a completed selfevaluation<br />
form along with supporting<br />
evidence for scores they have rated<br />
above 3. An analytical discussion<br />
ensues.<br />
• As has been communicated numerous<br />
times, the principal’s goal for TLE is to<br />
improve instruction, helping all teachers<br />
become the best.<br />
• There are currently *3 teachers under<br />
ongoing monitoring beyond what other<br />
teachers experience and 1 that a PDP is<br />
being prepared to address an area of<br />
concern.
Organizational and School<br />
Management<br />
Budget Process‐ Budgetary<br />
decisions are made through the<br />
lens of improving student<br />
achievement. Teacher requests are<br />
submitted with justification to this<br />
objective. The ILT is utilized to<br />
gather needs from teachers and<br />
then meets to determine what is<br />
the best course of action to improve<br />
achievement. Expenditures from<br />
Title I are all tied to WISE Plan<br />
strategies for improving<br />
achievement.
Conflict Resolution<br />
As is typical, when people work together there will be conflict that arises.<br />
Listed below are healthy ways to resolve conflict.<br />
The capacity to recognize and respond to the things that matter to the other<br />
person<br />
Calm, non‐defensive, and respectful reactions<br />
A readiness to forgive and forget, and to move past the conflict without holding<br />
resentments or anger<br />
The ability to seek compromise and avoid punishing<br />
A belief that facing conflict head on is the best thing for both sides<br />
As we are all professionals and possess a common purpose which directly impacts and models<br />
for young children healthy relationships it is especially critical that school professionals come<br />
together and resolve conflict in a healthy manner.<br />
• When conflict arises between 2 adults in the building those 2 adults will be asked to attend<br />
a resolution conference. This conference is not about taking sides or placing blame but<br />
rather for the resolution of the conflict. During the conference both parties will be asked<br />
to share their side of the story. When both have been heard each party will then be asked<br />
to provide an “I” Statement, see example below, to clearly identify what is needed from<br />
the other person.<br />
• I Statement: I feel ____________________ when you ___________________ . I need you<br />
to _________________________.<br />
• Both parties are reminded by the administration as to their own responsibility to the<br />
students and other workers to resolve the issue and move forward. While it is understood<br />
that not all conflict can be totally erased in this manner it is possible and the expectation of<br />
the principal that a common ground be reached where professional dialogue is the<br />
protocol and learning is not restricted within the building.<br />
• ALL personnel within the building will be held to the high standard of professionalism that<br />
is imperative for healthy working relationships to exist.
Formal and Informal<br />
Communication<br />
• School Improvement letter from TPS<br />
to patrons<br />
• Back to School Night/Parent<br />
Meeting<br />
• PTA Meetings<br />
• Newsletter<br />
• Parent/Teacher Conferences<br />
• Progress reports/PowerSchool<br />
Access<br />
• In the process of creating<br />
Instructional Focus bulletin board in<br />
front of the office<br />
• School website<br />
• Memos sent out in both languages
Expectations, Structures,<br />
Rules and Procedures<br />
• Student Handbook in English and<br />
Spanish<br />
• Teacher/Staff Handbook<br />
• School‐wide Behavior Plan with<br />
rewards such as Star Bucks to spend<br />
at the store, and reward parties as<br />
well as step by step consequences<br />
for inappropriate behavior. Contract<br />
for behavior signed by student and<br />
parent.<br />
• Building‐wide procedures<br />
• Faculty and PLC norms<br />
• Safe and Healthy <strong>Schools</strong> Plan
Instructional and<br />
Curricular Discussions<br />
• Meetings are held primarily for the<br />
purpose of having instructional and<br />
curricular discussions.<br />
• Discussions are centered around data<br />
presented and observations of principal<br />
during walk‐throughs, review of lesson<br />
plans, etc.<br />
• Every effort is made to ask reflective<br />
questions rather than to simply present<br />
the administrative perspective.<br />
• Day to Day housekeeping details are<br />
shared by memo (see Monday Morning<br />
Memo to follow)<br />
• See examples (following slides) of just a<br />
FEW pieces of data used for curricular<br />
decisions.
Value Added Data
Value Added Data<br />
Continued<br />
While Value Added scores fell<br />
within the District Average Range<br />
<strong>MacArthur</strong> recognizes a significant<br />
gap in scores of IEP, ELL and other<br />
students and is working hard to<br />
close this gap.
Attendance from<br />
Dashboard<br />
Attendance Percentage ‐ 2011‐2012<br />
Total<br />
Filter Criteria:<br />
SPED [All] ELL [All]<br />
School 305 ‐ MACARTHUR Grade [All Grades]<br />
Gender [All] Ethnicity [All]
Demographics of Special<br />
Programs<br />
Program Count<br />
Filter Criteria:<br />
School 305 ‐ MACARTHUR Gender [All]<br />
Ethnicity<br />
[All]<br />
Total of 8 row(s) with 10000 Row Limit<br />
Grade G/T SPED ELL<br />
PK4 0 1 0<br />
KG 0 10 0<br />
01 1 10 0<br />
02 0 10 0<br />
03 6 10 0<br />
04 6 21 0<br />
05 12 11 0<br />
06 9 15 0
Chart of Special Programs
Enrollment Summary<br />
Gra<br />
de<br />
Leve<br />
l<br />
‐1<br />
0<br />
1<br />
2<br />
3<br />
4<br />
5<br />
TOT<br />
AL<br />
Asia<br />
IN<br />
n<br />
GRA<br />
DE<br />
40<br />
22 /<br />
18<br />
79<br />
36 /<br />
43<br />
64<br />
41 /<br />
23<br />
64<br />
40 /<br />
24<br />
58<br />
29 /<br />
29<br />
50<br />
27 /<br />
23<br />
47<br />
26 /<br />
21<br />
1<br />
1 / 0<br />
2<br />
1 / 1<br />
1<br />
1 / 0<br />
1<br />
1 / 0<br />
2<br />
1 / 1<br />
0<br />
0 / 0<br />
1<br />
0 / 1<br />
Blac<br />
k<br />
or<br />
Afric<br />
an<br />
Ame<br />
rica<br />
n<br />
10<br />
3 / 7<br />
22<br />
12 /<br />
10<br />
13<br />
10 /<br />
3<br />
18<br />
10 /<br />
8<br />
17<br />
10 /<br />
7<br />
17<br />
11 /<br />
6<br />
12<br />
5 / 7<br />
Hisp<br />
anic<br />
Orig<br />
ins<br />
15<br />
11 /<br />
4<br />
25<br />
9 /<br />
16<br />
20<br />
11 /<br />
9<br />
18<br />
13 /<br />
5<br />
19<br />
7 /<br />
12<br />
13<br />
5 / 8<br />
16<br />
11 /<br />
5<br />
Ame<br />
rica<br />
n<br />
Indi<br />
an<br />
or<br />
Alas<br />
ka<br />
Nati<br />
ve<br />
2<br />
2 / 0<br />
4<br />
2 / 2<br />
3<br />
3 / 0<br />
2<br />
2 / 0<br />
4<br />
2 / 2<br />
3<br />
2 / 1<br />
1<br />
0 / 1<br />
Mul<br />
ti<br />
‐<br />
2<br />
or<br />
mor<br />
e<br />
4<br />
2 / 2<br />
8<br />
4 / 4<br />
12<br />
8 / 4<br />
6<br />
3 / 3<br />
6<br />
3 / 3<br />
7<br />
2 / 5<br />
1<br />
1 / 0<br />
Paci<br />
fic<br />
Islan<br />
der<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
Whi<br />
te<br />
8<br />
3 / 5<br />
18<br />
8 /<br />
10<br />
15<br />
8 / 7<br />
19<br />
11 /<br />
8<br />
10<br />
6 / 4<br />
10<br />
7 / 3<br />
16<br />
9 / 7<br />
Uncl<br />
assif<br />
ied<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0<br />
0<br />
0 / 0
Percent of Students in<br />
Zone<br />
• Enrollment at the time of<br />
calculation‐ 453<br />
• Number of Students in<br />
Attendance Zone – 346<br />
• Percent of Students attending in<br />
Zone – 79%
Suspensions for First<br />
Semester<br />
2011‐12<br />
Grade Level Pre K K 1 2 3 4 5 6Total<br />
Suspension<br />
Totals 0 0 1 2 2 2 0 9 16
Referral Summary for 1 st<br />
Semester<br />
2011‐12<br />
• In accordance with our schoolwide<br />
behavior plan student<br />
offenses are tracked through their<br />
personal behavior folder. When a<br />
student reaches Step 5 and is<br />
referred to the office it is an<br />
official referral. The number of<br />
incidences during first semester<br />
resulting in a student spending a<br />
full day in in‐school intervention<br />
was 34.
4th Grade Final Marks<br />
Filter Criteria:<br />
SPED [All] ELL [All]<br />
School 305 ‐ MACARTHUR Grade 04<br />
Gender [All] Ethnicity [All]<br />
Total of 16 row(s) with 10000<br />
Row Limit<br />
Course<br />
Subject<br />
Mark<br />
Scale<br />
Marks<br />
English<br />
Language A 7<br />
English<br />
Language B 16<br />
English<br />
Language C 14<br />
English<br />
Language D 8<br />
English<br />
Language F 3<br />
Mathematics A 2<br />
Mathematics B 19<br />
Mathematics C 12<br />
Mathematics D 14<br />
Mathematics F 1<br />
Sciences A 3<br />
Sciences B 20<br />
Sciences C 25<br />
Social<br />
Sciences A 8<br />
Social<br />
Sciences B 29<br />
Social<br />
Sciences C 11
Graph of 4th Grade Final<br />
Marks<br />
End of year‐ 3 rd grade
December 5, 2011<br />
Monday Morning Memo<br />
• Word of the Week – Trustworthiness‐ Mrs. Nole’s Class, def.<br />
‐ deserving of trust, It takes years to build up trust and only<br />
seconds to destroy it. ~Anonymous<br />
• Tuesday, 12/6, no faculty meeting<br />
• 12/6, Lion’s Club Party in Mrs. Worth’s Class<br />
• Wednesday, 12/7, Some of the tutoring begins<br />
• Thursday, 12/8, ILT Meeting in the Library at 3:10<br />
• Friday, 12/9, PD with Kim Collier in grade level PLCs,<br />
10 mins after plan period starts, Mrs. Ornelas’ Office, bring<br />
your data notebook<br />
• 12/9, Student Council to sing a Direct TV<br />
• REMEMBER: Student Council Christmas Project, Cozy Tree<br />
• INSTRUCTIONAL TIP OF THE WEEK: ELL students can get lost<br />
in the emotion of what you are saying and miss the<br />
meaning. Make sure that even when excited about<br />
something you slow down and provide the support of<br />
pictures and gestures to make meaning clear. Differentiating<br />
instruction and providing hands‐on experiences will enhance<br />
the learning of not only ELL but, Special Education and ALL<br />
students! If you need help coming up with hands‐on<br />
strategies to use with your students see Mary Ornelas. She<br />
is ready with a ton of things you can use! Just ask!
Professional Growth and<br />
Responsibility<br />
• <strong>MacArthur</strong> is in the process of transforming<br />
into a Professional Learning Community<br />
• The PLC process is modeled in faculty<br />
meetings<br />
• All team and grade level PLCs submit<br />
minutes and an agenda<br />
• SDT is working in many classrooms<br />
supporting instruction as well as hosting<br />
PLCs<br />
• Kim Collier with ECS, works with teachers<br />
supporting increasing teacher capacity in<br />
core instruction<br />
• Transitioning from a family to a team of<br />
professionals<br />
• Teachers are updated on a quarterly basis<br />
concerning their own attendance data<br />
(slide to follow)
Teacher Attendance Update<br />
2011‐12<br />
_________________________,<br />
The teacher attendance goal for<br />
2011‐12 is 95%. As of the last day<br />
of the first quarter your personal<br />
attendance rate, excluding<br />
professional development days, is<br />
_____________%. Thank you for<br />
your continued efforts in this area<br />
as we all know that there is a direct<br />
correlation between the attendance<br />
of the teacher and student<br />
achievement.
First Quarter Teacher<br />
Attendance %<br />
105%<br />
100%<br />
95%<br />
90%<br />
Series1<br />
85%<br />
80%<br />
75%
Collaborative Work<br />
Environment<br />
• Teachers have common plan<br />
times by grade level<br />
• Grade Level PLCs, encouraged to<br />
submit grade level lesson plans<br />
• Team PLCs, 2 grade levels<br />
• Building‐wide PLCs<br />
• Professional Development<br />
Opportunities
WISE Process at<br />
<strong>MacArthur</strong><br />
• A Process Manager is paid a stipend<br />
from Title I funds.<br />
• Working in grade level PLCs and after<br />
analysis of data from OCCT, instructional<br />
goals were chosen for all grades.<br />
• Instructional Leadership Team met on<br />
several occasions to create tasks for the<br />
indicators chosen to be worked on this<br />
year.<br />
• Process Manager prints the indicators<br />
with the list of due dates and distributes<br />
to all faculty.<br />
• The timeline of activities for the current<br />
year is compiled and added to the<br />
principal’s master calendar with<br />
documentation filed in the office.
Leverage of Staff<br />
Expertise and Influence<br />
• Teachers are encouraged to be leaders within the<br />
building.<br />
• Team Leaders apply for the positions by<br />
submitting their interest and qualifications they<br />
wish to bring to the job.<br />
• All faculty and staff sign up for 2 Committees they<br />
are interested in serving on. A chairperson is<br />
designated and committees meet and work<br />
reporting back to the principal.<br />
• Teachers are asked to model instruction for other<br />
teachers as well as mentoring new teachers.<br />
• Teachers facilitate Rise and Shine assemblies<br />
• Input is gathered from all faculty on important<br />
instructional decisions such as the instructional<br />
focus, best practices, and slogan for instructional<br />
focus.
<strong>MacArthur</strong> Committees<br />
2011‐12<br />
SUPENSION REVIEW<br />
Kristin Lough ‐<br />
Chairperson<br />
Mary Ornelas<br />
Tammy Reed<br />
Robyne Caddy<br />
Tina Craig<br />
Susan Dost<br />
Cathy Offutt<br />
EARTH DAY<br />
Mary Dean‐ Chairperson<br />
Kristi Alcorn<br />
Lauri Brown<br />
STAFF SHIRTS<br />
Shantel Price ‐<br />
Chairperson<br />
Cindy Miller<br />
Billie Bates<br />
Carrie Welch<br />
Kristi Alcorn<br />
Lauri Brown<br />
BEHAVIOR REWARD<br />
Laura Wolf ‐Co‐<br />
Chairperson<br />
Virgina Scoggin ‐ Co‐<br />
Chairperson<br />
Pam Worth<br />
Monya Brown<br />
Tina Craig<br />
Jonna Morrow<br />
SAFE SCHOOL<br />
Mary Dean ‐<br />
Chairperson<br />
Barbara Nole<br />
Sarah Holland<br />
Kristin Lough<br />
GIFTED TALENTED<br />
Kristin Lough‐<br />
Chairperson<br />
Virginia Scoggin<br />
Dawn Sallee<br />
VETERAN'S DAY<br />
Katie White ‐ Chairperson<br />
Sherry Eldridge<br />
Billie Bates<br />
Doris Mason<br />
PROFESSIONAL<br />
DEVELOPMENT<br />
Mary Ornelas ‐ Chairperson<br />
Sherry Eldridge<br />
GREAT EXPECTATIONS<br />
Barbara McGrew<br />
Kris Sells<br />
READING CHALLENGE<br />
Barbara McGrew ‐<br />
Chairperson<br />
Debbie Barrick<br />
Sandy Black<br />
FIELD DAY<br />
Sarah Holland‐ Chairperson<br />
Cindy Miller<br />
Dawn Sallee<br />
Sara Wolfe<br />
Sandy Black<br />
Shantel Price<br />
Robyne Caddy<br />
Jonna Morrow<br />
HOSPITALITY<br />
Pam Worth ‐ Co‐<br />
Chairperson<br />
Debbie Barrick ‐ Co‐<br />
Chairperson<br />
Susan Dost<br />
Lauri Wolf<br />
Monya Brown<br />
Kris Sells<br />
Sarah Wolfe<br />
GRANTS<br />
UNITED WAY<br />
Barbara Nole<br />
Pam Worth
Parent and Community<br />
Engagement<br />
• Afterschool pickup procedures were created with<br />
faculty input and distributed to all parents in the<br />
first few days of school. The increase in students<br />
demanded a different approach and this was very<br />
difficult for parents. Procedures were translated<br />
into Spanish so everyone could understand.<br />
• PTA Board of Officers is in place.<br />
• Committees of staff and faculty plan and facilitate<br />
activities for community engagement.<br />
• Conformity to the district uniform policy<br />
• Open door policy by principal, same day return<br />
on phone calls, if at all possible.<br />
• Principal visible during morning drop‐off and<br />
afternoon pickup for parent interaction.<br />
• Partners in Education, addition of 2 this year,<br />
Sodexo and Memorial Baptist Church<br />
• Volunteers who are on hand almost daily to assist<br />
with classroom, cafeteria and office duties as<br />
needed.
continued<br />
• Child Study Process as outlined in the<br />
Teacher/Staff Handbook to draw parents<br />
into the process validating them as a<br />
valuable member of the Team.<br />
• 3 therapists are on hand on a continual<br />
basis. Students attend small group and<br />
individual sessions during specials times.<br />
Two of the therapists are bilingual and<br />
work with the families, not just the student.<br />
• Bilingual therapists and health clerk attend<br />
night functions to interpret for parents as<br />
needed<br />
• Electronic devices for translating are<br />
utilized for parent meetings.<br />
• Boy Scouts meet at the school weekly on<br />
Thursday evening<br />
• Kids for Christ meet weekly on Wednesday<br />
afternoon
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
2011 VA School Report<br />
This report provides 2011 ValueAdded (VA) data. The results reported here<br />
measure your school's impact on the academic growth of students at both the<br />
school and grade levels for each tested subject. In addition to the overall<br />
results, VA Estimates are also provided for specific groups of students, based<br />
on Prior Student Achievement Level, ELL Status, and Special Education<br />
Status. For each student group, the VA Estimate compares the actual<br />
achievement of students in your school to the predicted achievement of those<br />
students. All VA results account for prior state test scores (OCCT and<br />
OMAAP). A number of demographic variables are also included in the<br />
calculation to ensure the results regarding your school's impact are as fair<br />
and accurate as possible. For more information on the demographic variables,<br />
please see the last page of this report.<br />
Report Contents<br />
Page 1 How to Read the VA<br />
School Report<br />
Page 2 SchoolLevel VA Results<br />
Page 3 4 GradeLevel VA<br />
Results<br />
Page 5 6 SchoolLevel Results<br />
with Student Subgroups<br />
Page 7 13 GradeLevel Results<br />
with Student Subgroups<br />
Page 14 16 SchoolLevel and<br />
GradeLevel VA Graphs<br />
Page 17 Additional Information on<br />
VA<br />
1
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: SchoolLevel Results<br />
The tables below provide SchoolLevel VA results for Reading and Math. Results are provided both for the 2010–<br />
2011 academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to<br />
read these tables.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
READING SchoolLevel VA<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Overall 67.0 3.3 214.3<br />
3.4<br />
MATH SchoolLevel VA<br />
Overall 67.0 3.5 212.3<br />
3.2<br />
2
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results<br />
The tables below provide GradeLevel VA results for all OCCT subjects. Results are provided both for 2010–2011<br />
academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to read<br />
these tables.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
READING<br />
GradeLevel VA<br />
Grade 4 28.0 3.1 101.6<br />
3.2<br />
Grade 5 39.0 3.4 112.7<br />
3.6<br />
MATH<br />
GradeLevel VA<br />
Grade 4 28.0 3.9 101.6<br />
3.4<br />
Grade 5 39.0 3.2 110.7<br />
3.0<br />
SCIENCE<br />
GradeLevel VA<br />
Grade 5 39.0 3.2 110.7<br />
3.8<br />
3
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results<br />
The tables below provide GradeLevel VA results for all OCCT subjects. Results are provided both for 2010–2011<br />
academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to read<br />
these tables.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
SOCIAL STUDIES<br />
GradeLevel VA<br />
Grade 5 39.0 2.4 102.9<br />
3.1<br />
WRITING<br />
GradeLevel VA<br />
Grade 5 35.0 2.6 96.9<br />
2.7<br />
4
READING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: SchoolLevel Results with Student Subgroups<br />
The tables below provide SchoolLevel VA results for specific groups of students. Results are provided both for<br />
the 2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
READING By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 36.0 3.1 114.9<br />
3.4<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 36.1<br />
3.2<br />
Unsatisfactory 20.0 3.5 36.0<br />
3.6<br />
READING By ELL Status<br />
ELL 11.0 3.3 38.6<br />
3.4<br />
NonELL 54.0 3.3 153.4<br />
3.4<br />
READING By SPED Status<br />
SPED ** Insufficient Data or NA 34.9<br />
3.2<br />
NonSPED ** Insufficient Data or NA 179.4<br />
3.5<br />
5
MATH<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: SchoolLevel Results with Student Subgroups<br />
The tables below provide SchoolLevel VA results for specific groups of students. Results are provided both for<br />
the 2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
MATH By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA 14.0<br />
3.3<br />
Proficient 28.0 3.5 85.5<br />
3.2<br />
Limited<br />
Knowledge<br />
14.0 3.5 52.3<br />
3.2<br />
Unsatisfactory 18.0 3.5 40.2<br />
3.1<br />
MATH By ELL Status<br />
ELL 11.0 3.6 38.6<br />
3.3<br />
NonELL 54.0 3.5 153.4<br />
3.2<br />
MATH By SPED Status<br />
SPED ** Insufficient Data or NA 32.9<br />
3.4<br />
NonSPED ** Insufficient Data or NA 179.4<br />
3.2<br />
6
READING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 4 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 15.0 3.1 56.0<br />
3.3<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 21.3<br />
3.0<br />
Unsatisfactory ** Insufficient Data or NA 15.0<br />
3.2<br />
Grade 4 By ELL Status<br />
ELL ** Insufficient Data or NA 23.3<br />
3.0<br />
NonELL ** Insufficient Data or NA 71.0<br />
3.2<br />
Grade 4 By SPED Status<br />
SPED ** Insufficient Data or NA 11.3<br />
3.1<br />
NonSPED ** Insufficient Data or NA 90.3<br />
3.3<br />
7
READING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 21.0 2.6 58.9<br />
3.5<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 14.8<br />
3.6<br />
Unsatisfactory 11.0 4.4 21.0<br />
4.4<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 15.3<br />
4.1<br />
NonELL ** Insufficient Data or NA 82.4<br />
3.5<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 23.6<br />
3.3<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.8<br />
8
MATH<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 4 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 10.0 3.9 39.0<br />
3.5<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 25.6<br />
3.4<br />
Unsatisfactory 10.0 4.0 21.8<br />
3.2<br />
Grade 4 By ELL Status<br />
ELL ** Insufficient Data or NA 23.3<br />
3.4<br />
NonELL ** Insufficient Data or NA 71.0<br />
3.4<br />
Grade 4 By SPED Status<br />
SPED ** Insufficient Data or NA 11.3<br />
4.2<br />
NonSPED ** Insufficient Data or NA 90.3<br />
3.4<br />
9
MATH<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 18.0 3.2 46.5<br />
3.0<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 26.8<br />
3.1<br />
Unsatisfactory ** Insufficient Data or NA 18.4<br />
3.0<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 15.3<br />
3.2<br />
NonELL ** Insufficient Data or NA 82.4<br />
3.0<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 21.6<br />
3.0<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.0<br />
10
SCIENCE<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 18.0 3.2 46.5<br />
3.8<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 26.8<br />
3.6<br />
Unsatisfactory ** Insufficient Data or NA 18.4<br />
3.8<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 15.3<br />
3.8<br />
NonELL ** Insufficient Data or NA 82.4<br />
3.7<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 21.6<br />
3.7<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.6<br />
11
SOCIAL STUDIES<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 21.0 2.4 59.9<br />
3.1<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 16.0<br />
3.1<br />
Unsatisfactory 13.0 2.4 24.0<br />
3.2<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 16.3<br />
3.2<br />
NonELL ** Insufficient Data or NA 86.7<br />
3.1<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 13.9<br />
2.8<br />
NonSPED ** Insufficient Data or NA 89.0<br />
3.2<br />
12
WRITING<br />
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
ValueAdded: GradeLevel Results with Student Subgroups<br />
The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the<br />
2010–2011 academic year and for the average of the last three years.<br />
By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the<br />
previous year. Note: does not include OMAAP results.<br />
By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include<br />
OMAAP results.<br />
By SPED Status: Results are based on Special Education (SPED) status of students.<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
Past Academic Year 2010–2011 3 Year Average 20082011<br />
VA ESTIMATE<br />
Grade 5 By Prior Student Achievement Level<br />
NUMBER OF<br />
STUDENTS<br />
(WEIGHTED)<br />
VA ESTIMATE<br />
1 2 District Average 4 5 1 2 District Average 4 5<br />
Advanced ** Insufficient Data or NA ** Insufficient Data or NA<br />
Proficient 21.0 2.6 58.4<br />
2.7<br />
Limited<br />
Knowledge<br />
** Insufficient Data or NA 14.5<br />
2.7<br />
Unsatisfactory 10.0 2.6 21.0<br />
2.7<br />
Grade 5 By ELL Status<br />
ELL ** Insufficient Data or NA 16.3<br />
2.9<br />
NonELL ** Insufficient Data or NA 80.6<br />
2.6<br />
Grade 5 By SPED Status<br />
SPED ** Insufficient Data or NA 10.9<br />
2.6<br />
NonSPED ** Insufficient Data or NA 86.0<br />
2.7<br />
13
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Your School Compared to the Rest of the District<br />
The charts below compare your school's student growth (ValueAdded) in reading and mathematics to student<br />
attainment (percentage of students who meet or exceed the OCCT proficiency standards). ValueAdded scores<br />
are read along the bottom, and percentage meeting/exceeding standards are read along the lefthand side.<br />
READING<br />
MATH<br />
14
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Your School Compared to the Rest of the District by Grade<br />
15
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Your School Compared to the Rest of the District by Grade<br />
16
2011 VA SCHOOL REPORT<br />
MACARTHUR ELEMENTARY<br />
Additional Information on ValueAdded<br />
Differences Between Specific Groups of Students<br />
Readers may want to compare two student subgroups. For example, let's say you see the following on your<br />
report:<br />
In this case, it is not necessarily true that students in the "Unsatisfactory" grouping grew more than students in<br />
the "Proficient" grouping. Instead the table above indicates that your "Unsatisfactory" students grew more, on<br />
average, than similar "Unsatisfactory" students from across TPS. Your "Proficient" students grew, on average,<br />
about the same as similar "Proficient" students from across TPS.<br />
Prior Achievement Level for Student Groups<br />
The prior achievement level groupings in this report are "Advanced", "Proficient", "Limited Knowledge" and<br />
"Unsatisfactory." These groups are based on the student's OCCT performance level from the previous year. The<br />
purpose of this calculation is to measure the impact of teachers on students from across the achievement<br />
spectrum.<br />
Control Variables Used in the VA Model<br />
The VA Model uses statistical techniques to separate the impact of schooling from other factors that may<br />
influence growth; the following variables are controlled for in the VA Model:<br />
1. Prior OCCT Reading Score 5. Race/Ethnicity 9. Mobility<br />
2. Prior OCCT Math Score 6. LowIncome Status 10. Attendance History<br />
3. Grade Level 7. ELL Status 11. Grade Retention<br />
4. Gender 8. Special Education Status<br />
It is important to note that controlling for demographic characteristics does not mean a lowering of expectations<br />
for any grouping of students addressed by a control variable.<br />
For more information on ValueAdded (VA), please refer to the companion professional development piece titled,<br />
"Making Meaning of Your ValueAdded School Report."<br />
Insufficient Data or NA<br />
Results may not be provided for the following reasons:<br />
Too few students to calculate a result (less than 10).<br />
Too few students in the contrasting category to calculate a result.<br />
A grade level or subject was not taught during the given time period.<br />
Only one teacher taught that grade or subject during the given time period.<br />
No districtwide differential effects between student groups.<br />
17
A 3-Year Continuous School<br />
Improvement and Achievement<br />
Plan<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
W. Howard Wyble, Principal<br />
School Year 2008 - 2009<br />
Written and monitored by:<br />
Kenny Pierce, Pre-K and Kindergarten Team Leader<br />
Lauri Brown, Pre-K Teacher<br />
Kristi Cummings, 1 st Grade Team Leader<br />
Sandy Black - 2 nd Grade Team Leader<br />
Sarah Wolfe – 3 rd Grade Team Leader<br />
Virginia Scoggin – 4 th Grade Team Leader<br />
Carolyn Elder, 5 th Grade Team Leader<br />
Barbara McGrew – Reading Specialist<br />
Heather Helm, Parent<br />
April Fyffe, Parent<br />
W. Howard Wyble, Principal<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 1
TABLE OF CONTENTS<br />
1. INTRODUCTION / PROFILE<br />
1.1 DESCRIPTION OF THE SCHOOL ........................................................ 3<br />
1.2 MISSION AND API / AYP STATUS / COORDINATION OF SERVICES .......... 6<br />
1.3 IN SUPPORT OF TPS CORE GOALS ...................................................... 8<br />
1.4 IN SUPPORT OF TPS BELIEFS ........................................................... 10<br />
1.5 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES .................. 12<br />
2. DATA SUMMARY/PROFILE AND<br />
DATA ANALYSIS RESULTING IN IDENTIFIED PRIORITIES<br />
PROFILE ………………………………………………………………14<br />
INDIVIDUAL GRADE LEVELS / CURRICULAR AREAS…. .................... 15<br />
3. BUILDING GOALS<br />
SPECIFIC GOALS TO BE ADDRESSED BY ACTION PLANS ................. …28<br />
4. ACTION PLANS BY INDIVIDUAL GRADE LEVELS AND BUILDING<br />
4.1 LANGUAGE ARTS / ENGLISH BY GRADE LEVEL ................... … 32<br />
4.2 MATHEMATICS BY GRADE LEVEL…… ............................... ….52<br />
4.3 BUILDING-WIDE ATTENDANCE ................................................ 72<br />
4.4 BUILDING-WIDE CLIMATE / BEHAVIOR ..................................... 73<br />
5. THREE (3) YEAR TIME LINE<br />
FOR IMPLEMENTATION, REVIEW, AND REVISION …… . … ........ …74<br />
6. APPENDICES<br />
CHECKLIST OF THE TEN COMPONENTS OF A SCHOOLWIDE SITE PLAN ….........77<br />
PROFESSIONAL DEVELOPMENT NEEDS ASSESSMENT …………………………………78<br />
OKLAHOMA SCHOOL ACCOUNTABILITY DATA REPORT…………………………............81<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 2
1. INTRODUCTION<br />
1.1 DESCRIPTION OF THE SCHOOL<br />
Section A: Who We Are and Who We Serve<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School serves 350 students in grades Pre-Kindergarten to 5 in <strong>Tulsa</strong>,<br />
Oklahoma. <strong>Tulsa</strong> is a metropolitan community with a population in excess of 400,000. The <strong>Tulsa</strong><br />
<strong>Public</strong> School district serves over 42,000 students at over 100 educational sites.<br />
Students who list their ethnic group as Caucasian make up 39% of the student population. The<br />
African-American student population is 24% presently. Hispanic students have shown the greatest<br />
increase in enrollment in the past four years. The Hispanic population has increased from a low of 9%<br />
to the current 28%. The American Indian population is 7% and the Asian population is 2%. Grade<br />
level populations have remained fairly constant in number during the same time frame. Student<br />
mobility has increased from 42% during the 2006-2007 school year to 52% last year. During the same<br />
period of time, our Holding Power has decreased from 97% to 87%. Children with disabilities<br />
comprise approximately 12% of the student population. <strong>MacArthur</strong> students made AYP or Safe Harbor<br />
in all subgroups for the 2007-2008 school year.<br />
Section B: Programs and Achievements<br />
Programs in place include:<br />
• TargetTeach • Partners In Education • Spelling Bee<br />
• Reading Sufficiency • TPS nutrition program • Track and Field<br />
• Certified Tutors • Student community projects • Operation Aware<br />
• Reading Specialist<br />
• Principal’s Reading<br />
Challenge<br />
• Philbrook ArtReach<br />
Program<br />
• Full-time Physical Education • Scholastic Book Fair • RIF book distribution<br />
• <strong>Tulsa</strong> Reads • Safety Patrol • Full-time Art Instruction<br />
• <strong>Tulsa</strong> Counts • Student Council • Volunteers<br />
• Cub Scouts • Girl Scouts<br />
• Salvation Army canned food<br />
drive<br />
• Vocal Music • Strings Program<br />
• Masonic Student of Today<br />
Award – fifth grade<br />
• LifeSkills<br />
• Martin Luther King Jr. Art<br />
and Speech Contests • Great Expectations<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 3
Achievements in place include:<br />
• Professional Development focusing on meeting<br />
student needs.<br />
• Student recognition: Student of the Month<br />
(Pizza Hut with Principal), Math Achievers,<br />
Braums Book Buddies participation and reward,<br />
Attendance recognition<br />
• Low number of discipline referrals<br />
• Active parent participation in annual<br />
events, such as Fall Festival, Parent-<br />
Teacher Conferences<br />
• 85% participation in Parent<br />
Conferences<br />
• 1 Teacher has National Board<br />
Certification<br />
Section C: Transitions<br />
To receive a new student /parent to <strong>MacArthur</strong> <strong>Elementary</strong> School the following activities and<br />
processes are in place:<br />
• New students are greeted by office staff during enrollment<br />
• Secretary or office staff give brief tour of building<br />
• Welcome folder is given to every new student<br />
• Buddies are assigned to new students<br />
• For Hispanic families, two bilingual TA’s are on-site to assist with translation needs. Several<br />
staff members including the Principal, secretary, health assistant, and teachers have taken<br />
Spanish classes.<br />
• A caring environment (Great Expectations model) has been woven into the fabric of <strong>MacArthur</strong>.<br />
• Uniform beginning of the day, Rise and Shine Assembly in gym<br />
Career Awareness / Orientation / Exploration activities include:<br />
• Wide selection of library books available on careers<br />
• Career focused speakers<br />
• Students are exposed to a variety of career paths by on-site and off-site learning opportunities<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 4
Preparation for vertical articulation includes:<br />
• Pre-enrollment for PK and Kindergarten is held in April of each year.<br />
• Middle school counselors visit 5 th graders to inform of schedule options and courses.<br />
• Visitation/Orientation Night for incoming 6 th graders at Whitney Middle School<br />
• Information provided about options for middle school students<br />
• Open House info. distributed to all 5 th grade families<br />
Section D: Challenges<br />
Our student population is diverse economically and culturally.<br />
A large percentage of our students come from non-traditional families that appear to have difficulty<br />
providing for the basic needs of their children.<br />
An increasing number of students demonstrate behaviors associated with poverty: slowed learning,<br />
quick tempers, impassivity, and problems defining personal space.<br />
Non-English speaking parents (Spanish) present a communication problem.<br />
Mobility has increased from 42% (2006-2007) to 52% (2007-2008)<br />
Additional challenges include: tardiness and attendance.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 5
1. INTRODUCTION<br />
1.2 MISSION, API / AYP STATUS AND COORDINATION OF SERVICES<br />
The MISSION of <strong>MacArthur</strong> <strong>Elementary</strong> School is to provide a quality educational experience for<br />
every student, every day, without exception.<br />
To achieve our MISSION we are guided by the following PRINCIPLES…<br />
• Everyone can and will learn.<br />
• High expectations yield high results.<br />
• Quality learning experiences require:<br />
• An effective teacher in every classroom;<br />
• An effective principal in every school;<br />
• A challenging curriculum;<br />
• Adequate resources;<br />
• Continuous improvement in every classroom, office and department;<br />
• Shared accountability among students, teachers, administrators, staff, parents and community;<br />
and<br />
• A safe, secure, non-threatening, comfortable environment.<br />
• Families and communities are essential partners in the education process.<br />
• Every employee is personally responsible to model ethical behavior, exhibit a strong work ethic<br />
and to achieve high performance.<br />
• Every individual has dignity and worth.<br />
• A diverse community of learning requires a variety of educational opportunities.<br />
API / AYP STATUS<br />
API numeric status reporting for <strong>MacArthur</strong> <strong>Elementary</strong>:<br />
Year<br />
Math –All<br />
Students<br />
State Math<br />
Target<br />
AYP?<br />
Yes, No<br />
or SH<br />
Reading – All<br />
Students<br />
State Reading<br />
Target<br />
AYP?<br />
Yes, No or<br />
SH<br />
2002-2003 590 648 No 738 622 Yes<br />
2003-2004 625 790 No 496 768 No<br />
2004-2005 810 790 Yes 583 768 SH<br />
2005-2006 648 790 SH 393 768 SH<br />
2006-2007 748 932 SH 600 914 SH<br />
2007-2008 1102 932 Yes 1043 914 Yes<br />
Attendance statistics are:<br />
Year Attendance Rate Target Rate<br />
2002 – 2003 93.1 (892) 91.2 (664)<br />
2003 – 2004<br />
2004 – 2005<br />
2005 – 2006<br />
2006 – 2007<br />
2007 – 2008<br />
92.0 (808)<br />
91.7 (724)<br />
93.5 (940)<br />
93.4 (928)<br />
93.9 (988)<br />
91.2 (664)<br />
91.2 (664)<br />
91.2 (664)<br />
91.2 (664)<br />
91.2 (664)<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 6
1. INTRODUCTION<br />
1.2 MISSION, API / AYP STATUS AND COORDINATION OF SERVICES<br />
COORDINATION OF SERVICES<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School has embedded (integrated and coordinated) the components of Title II<br />
and other entitlement programs within the spirit, intent, focus and direction of this SIPlan as evidenced<br />
below and within the Action Plans (Chapter 4):<br />
Program<br />
Title I<br />
Title III - Language<br />
Instruction of LEP<br />
Title IV A - Safe /<br />
Drug Free School<br />
Title VII - Indian<br />
Education<br />
Reading Sufficiency<br />
Grant<br />
Community Programs<br />
School Partners<br />
Status Reporting<br />
Reading Specialist<br />
Teacher Assistant focusing on Reading/Math-Riverdeep Software and Read<br />
Naturally<br />
Teachers/SIOP trained<br />
Operation Aware ( 4 th & 5 th grades) and Red Ribbon week,<br />
promoting drug-free lifestyles.<br />
Indian Education services, resource advisor, Johnson O’Malley services – at<br />
parent request<br />
Reading sufficiency funding is used to provide direct reading instruction to<br />
primary students performing below grade level in small group settings during<br />
after school tutoring. Family Involvement Nights provide strategies for families<br />
to develop and participate in reading and math activities.<br />
Boy Scouts, Girl Scouts, Learning for Life<br />
McDonald’s at 21 st and Sheridan<br />
Moore Funeral Homes<br />
Metro Faith Christian Church<br />
DirecTV<br />
Countryside Flowers and Gifts<br />
Masonic Daylight Lodge<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 7
1. INTRODUCTION<br />
1.3 IN SUPPORT OF TPS CORE GOALS<br />
TPS Core Goals<br />
I. Student Learning & Performance<br />
By 2010, each student will meet or exceed<br />
state and national standards by<br />
demonstrating mastery of an individualized<br />
and challenging comprehensive curriculum.<br />
II. Efficient & Effective Operations<br />
By 2010, each <strong>Tulsa</strong> <strong>Public</strong> School division,<br />
department and office will meet or exceed all<br />
generally accepted standards of performance<br />
effectiveness.<br />
III. Parent/Guardian & Community<br />
Involvement<br />
By 2010, each school community will<br />
demonstrate exceptional parent/guardian<br />
involvement and support through 100%<br />
membership in its respective parent/guardian<br />
association, and the district will triple its<br />
Partners-in-Education agreements with<br />
community, businesses, institutions,<br />
organizations and agencies.<br />
IV. Faculty & Staff Focus<br />
By 2010, all employees will be highly qualified<br />
in their positions and CHOOSE to remain with<br />
TPS.<br />
<strong>MacArthur</strong>’s Complementary Actions<br />
• PASS focused curriculum<br />
• TPS resource teachers– to support literacy instruction<br />
• TargetTeach – to focus (drive) reading and math<br />
instruction through continuous assessment<br />
• DIBELS assessments<br />
• Growing With Mathematics/Reading Counts<br />
• Riverdeep Destination Reading and Math Software<br />
• Read Naturally Softward<br />
• Reading Sufficiency tutoring for grades 1 through 3<br />
• <strong>Tulsa</strong> Model for School Improvement<br />
• Site Technical Support Team – School Efficacy<br />
• District Accountability Plan<br />
• SIPlan - Site Improvement Plan<br />
• Performance Excellence<br />
• PTA<br />
• After school tutoring<br />
• Family Reading/Literacy Nights<br />
• Family Math nights<br />
• Parent-Teacher conferences<br />
• Partners in Education: McDonalds, Moore Funeral<br />
Homes, Metro Faith Christian Church, DirecTV,<br />
Countryside Flowers and Gifts, and Masonic Daylight<br />
Lodge<br />
• Read at Home program through Reading Challenges<br />
and Book Bag program with PK-2 nd Grades<br />
• Participation in Salvation Army food drives<br />
• Professional Development – onsite, district, state,<br />
national<br />
<strong>MacArthur</strong> <strong>Elementary</strong> is committed to the professional<br />
growth and development of each new staff member. When<br />
a new staff member arrives he/she is immediately<br />
interviewed by the Principal and the Principal “pairs” the<br />
new staff member with a compatible, resource-rich and<br />
experienced colleague. The senior staff member mentors<br />
the new staff member and is charged with the<br />
responsibilities of “linking” experiences with the needs of<br />
the mentee. At grade level / curricular level meetings entire<br />
teams provide a network of support, encouragement and<br />
resources for each new staff member.<br />
The SIPlan process serves as the foundational blueprint in<br />
the development of the new staff member’s understanding<br />
of the instructional / curricular directions of the building.<br />
Inherent in the mentor / mentee relationship<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 8
SEE NEXT PAGE<br />
is a philosophy of two-way communication and sharing of<br />
ideas. New staff members are encouraged and promoted to<br />
offer suggestion, direction and focus to all activities of the<br />
school. They are also encouraged to provide on-site and offsite<br />
opportunities to increase the experiential<br />
base of the new staff member alternate scheduling<br />
processes that are in place, e.g., providing substitute cover,<br />
shadowing another staff member, teaming opportunity,<br />
participation in small learning communities on focused<br />
topics and visiting alternate sites to view programs and<br />
approaches. Close partnerships exist between the school<br />
and local, regional and state-wide centers of higher<br />
learning. Each partner provides all staff members, new and<br />
seasoned, with opportunities for coursework, collaboration<br />
and other venues of collegial decision-making.<br />
V. Quality Performance<br />
By 2010, <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> will win the<br />
Malcolm Baldrige National Quality Award.<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> has a Professional Development<br />
Program that promotes professional competence of all<br />
certified, licensed and support personnel. The District will<br />
offer, and all certified employees will participate in,<br />
professional development for all topics as may be required<br />
by law. Whether or not required by law, the District will offer<br />
and all certificated employees will participate in training that<br />
includes the following topics: classroom management and<br />
student discipline strategies, outreach to parents, diversity<br />
and multicultural education and other components as<br />
required for school improvement.<br />
• Full day Early Childhood program<br />
• Full day Kindergarten<br />
• Site-based professional development<br />
• Continuous improvement driven by data<br />
• Site Technical Support Team –School Efficacy<br />
• Performance Excellence practices<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 9
1. INTRODUCTION<br />
1.4 IN SUPPORT OF TPS BELIEFS<br />
TPS Beliefs<br />
<strong>MacArthur</strong>’s Complementary Actions<br />
A. Everyone Can & Will Learn • TargetTeach/Fill the Gaps<br />
• Riverdeep Reading and Math Software<br />
• Read Naturally Software<br />
• Fast Math Software<br />
B. High Expectations Yield High Results. • Continuous assessment<br />
• Data-driven instruction<br />
• PASS -based instruction<br />
• Progress reports to parents<br />
C. Effective Teachers in Every Classroom • Professional Development (site & district<br />
delivered)<br />
• Peer coaching/planning<br />
• District Departmental and grade level meetings<br />
• Grade level planning<br />
D. Effective Principals in Every School • High Expectations<br />
• Participates in Professional Development with<br />
staff & plans for same<br />
• Actively engages students<br />
• Accessible to parent, teacher, staff and<br />
students<br />
E. Safe, Secure, Non-Threatening<br />
Environments<br />
• Great Expectations/Life Skills/Community<br />
Guidelines<br />
• Secure facility/doors locked, ID badges worn<br />
• In-class counseling<br />
• Discipline plan<br />
F. Individual Dignity & Worth • Great Expectations<br />
• Tribes – LifeSkill development<br />
• Community Circle<br />
• School Creed<br />
• Site philosophy of respect/dignity<br />
• Student Council<br />
• Individual recognition for Math & Reading<br />
Performance<br />
G. Challenging Curriculum • PASS-Based curriculum/Benchmarks<br />
• Fine Arts / P.E. instruction<br />
• Data-driven instruction<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 10
TPS Beliefs<br />
<strong>MacArthur</strong>’s Complementary Actions<br />
(continued)<br />
H. Adequate Resources • Title I funded Reading Specialist,<br />
Reading/Math TA, and ½ time Parent<br />
Facilitator<br />
• PASS supplies for children<br />
• Partners in Education<br />
• Reading Sufficiency<br />
• Grants from <strong>Tulsa</strong> <strong>Schools</strong> Foundation<br />
and DonorsChoose.org<br />
I. Continuous Improvement • Professional Development<br />
• Data-driven instruction (DIBELS,<br />
Benchmarks, OCCT)<br />
• Book studies<br />
J. Shared Accountability • Student Achievement Monitoring<br />
• Community Service Learning<br />
• Family Participation<br />
K. Families / Communities as Partners • Parent conferences/Family Nights<br />
• Parent Make It-Take It Nights<br />
• Partners in Education<br />
• Community volunteers<br />
L. Variety of Educational<br />
Opportunities<br />
• Art Instruction and Philbrook’s ArtReach<br />
program<br />
• Field trips/Study Trips<br />
• Vocal Music/Drama Experiences<br />
• Strings Program<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 11
1. INTRODUCTION<br />
1.5 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES<br />
NCLB Compliance Elements<br />
1. Using research-based strategies that<br />
address the academic issues that caused<br />
the school to be identified<br />
<strong>MacArthur</strong>’s Response<br />
Academic Improvement:<br />
• Data driven, PASS-based curriculum<br />
• Reading Sufficiency<br />
• Reading Mastery Instruction for Special<br />
Education Students<br />
• After-School Tutoring<br />
• <strong>Tulsa</strong> Reads/<strong>Tulsa</strong> Model<br />
• Riverdeep Destination Reading and Math<br />
• Read Naturally<br />
• Fast Math<br />
• Literacy First<br />
Attendance:<br />
• Individual<br />
• Quarterly<br />
2. Adopting “Best Practices” Weekly plan - literacy /math – grade level<br />
Instructional Coaching in Reading and Math –<br />
school wide<br />
Site Delivered Training - data disaggregation and<br />
literacy/math curriculum use, Handwriting Without<br />
Tears, Marzano’s Strategies, Great Expectations,<br />
Differentiated Instruction<br />
3. Meeting professional<br />
development needs<br />
4. Using professional development<br />
funds effectively<br />
Literacy & Math – site training – district resource<br />
teachers<br />
Teacher requested – staff development<br />
Book Studies/departmental meetings/staff<br />
meetings<br />
Instructional Improvement<br />
District Professional development funds and Title I<br />
funds provide for training at the school site and<br />
elsewhere for instructional improvement.<br />
Data Disaggregation and Use<br />
On-going data disaggregation support is provided<br />
throughout the year from ESC and District<br />
Instructional Facilitators.<br />
5. Setting annual goals Academic: All students will develop<br />
language arts and math skills needed<br />
to be successful as determined by<br />
State and District assessment.<br />
Attendance: 95% of students will attend school<br />
daily.<br />
Climate/Behavior: Students and staff<br />
will use the 7 Community Guidelines and LifeSkills<br />
as part of their daily interactions along with Great<br />
Expectations.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 12
NCLB Compliance Elements<br />
<strong>MacArthur</strong>’s Response<br />
(continued)<br />
(continued)<br />
6. Outlining parent notices School-wide<br />
Outdoor marquee sign<br />
Written notices (in Spanish & English)<br />
Announcements at Special Events and Parent<br />
Meetings<br />
Web site<br />
School Connects<br />
Monthly Newsletter/Calendar (in Spanish &<br />
English)<br />
Classroom<br />
Conversations with parents<br />
Written notices<br />
Classroom newsletters/logs<br />
7. Assigning responsibilities Administration creates ownership for student<br />
success with teachers and parents supported and<br />
assisted by District and guided by the State.<br />
8. Increasing parent involvement After-school opportunities<br />
Extended Library Hours<br />
Running Club<br />
Family Nights<br />
Fall Festival<br />
During school opportunities<br />
Classroom parties<br />
School Events<br />
At Home opportunities<br />
Reading and homework logs<br />
9. Increasing instructional time Scheduled uninterrupted blocks of instructional<br />
time<br />
After school tutoring<br />
10. Setting up teacher mentoring Instructional Facilitator leads in peer coaching<br />
design<br />
District resource teachers<br />
Grade level teaming/common plan times<br />
New teacher mentors<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 13
2. DATA SUMMARY/PROFILE<br />
DATA ANALYSIS resulting in IDENTIFIED PRIORITIES<br />
with DATA DISPLAYS<br />
At <strong>MacArthur</strong> <strong>Elementary</strong> School, we are committed to Excellence! The<br />
staff focuses on students’ learning styles as they plan challenging<br />
learning activities. The school was named for a famous American Five<br />
Star General, Douglas <strong>MacArthur</strong>.<br />
W. Howard Wyble, Principal<br />
2182 South 73 rd East Avenue<br />
<strong>Tulsa</strong> Oklahoma<br />
918-746-9140<br />
School colors are green and white<br />
www.tulsaschools.org/schools/macarthur<br />
Staff Information<br />
Advanced degrees<br />
Doctorate 0<br />
Masters 7<br />
Bachelor 20<br />
National Board Certified 1<br />
Experienced (11+ years) 16<br />
Highly Qualified 100%<br />
Attendance 96.2%<br />
Minority 3<br />
Gender<br />
Female 24<br />
Male 3<br />
Student Teacher Ratio 15.1 to 1<br />
As of October 8, 2008<br />
Classes with 30 or more students 0<br />
(Start time – 7:55, End time – 2:45)<br />
Student Information<br />
American Indian 6.8%<br />
Asian 2.0%<br />
African American 24.6%<br />
Hispanic 27.7%<br />
Caucasian 38.6%<br />
Students on IEP 11.7%<br />
Students with free lunch 78.5%<br />
Attendance 93.9%<br />
Total Students (October 1, 2007) 349<br />
Adequate Yearly Progress?<br />
Yes<br />
Activities<br />
Student Council<br />
Breakfast program<br />
Scouts<br />
Safety Patrol<br />
Before and After Care<br />
In-class Counseling<br />
Bullying Prevention Program<br />
Operation Aware<br />
JA BizTown<br />
Curriculum<br />
Full day Kindergarten<br />
Full day 4 year old program<br />
Vocal Music Program<br />
Art program<br />
Strings Program<br />
Science Enrichment<br />
Physical Education<br />
program<br />
Multi-level tutoring<br />
River Deep Software for<br />
Reading and Math<br />
English Language Learner<br />
Program<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 14
Early Childhood<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The Early Childhood staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment<br />
procedures to implement the following assessment tools.<br />
1. PAT – Preschool Assessment Screening<br />
2. Waterford Early Reading Assessments<br />
3. Teacher made assessment for TPS Math Benchmarks<br />
4. Teacher made assessment for TPS Language Benchmarks<br />
Based upon these tools in conjunction with student portfolios, teacher made tests,<br />
teacher observations and with review of current student performance, goals for<br />
instructional emphasis consist of:<br />
In Reading: Phonemic Awareness - demonstrates the ability to hear,<br />
identify, and manipulate individual sounds in spoken words –<br />
II.3 (06-07) (07-08)<br />
Writing Process – uses the writing process to express<br />
thoughts and feelings – III.1 (06-07) (07-08)<br />
In Mathematics: Patterns – sorts and classifies objects and analyzes<br />
simple patterns – 1 (06-07) (07-08)<br />
Data Analysis – collects and analyzes data in a group<br />
setting – 5 (06-07) (07-08)<br />
Ongoing assessments in conjunction with teacher made tests, teacher observation and<br />
analysis of assessment result in instructional goals in areas of phonemic awareness,<br />
writing process, patterns, and data analysis.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 15
Kindergarten<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The kindergarten staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing disaggregated<br />
assessment with the following tools:<br />
1. KAT – Kindergarten Assessment Screening<br />
2. DIBELS – Dynamic Indicators of Basic Literacy Skills<br />
3. Phonological Awareness Skills Test<br />
4. Literacy First Phonics Assessment<br />
5. Yopp-Singer Test of Phoneme Segmentation<br />
6. Basic Sight Word Knowledge Test<br />
7. Growing With Math Comprehensive Assessment<br />
8. Riverdeep Destination Reading and Math Assessments<br />
9. Waterford Reading Assessments<br />
Based on these tools and in conjunction with teacher-made tests, teacher<br />
observations and with review of current student performance, goals for<br />
instructional emphasis consist of:<br />
In Reading: Phonological/Phonemic/ Begin to segment phonemes of<br />
one syllable words – 2.7 (07-08)<br />
In Mathematics: Measurement/Measure objects using<br />
non-standard units of measurement – 4.1<br />
(06-07) (07-08)<br />
Ongoing assessments in conjunction with teacher made tests, teacher observation and<br />
analysis of assessment result in instructional goals for the areas of vocabulary and<br />
measurement.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 16
1st Grade<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The first grade staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment procedures<br />
to implement the following assessment tools.<br />
1. DIBELS Assessments<br />
2. <strong>Tulsa</strong> Reads/Literacy First<br />
3. RIGBY Leveling System and Running Records<br />
3. Growing with Math Assessments<br />
4. Riverdeep Destination Reading and Math Assessments<br />
Based upon these tools in conjunction with teacher-made tests, observations, and student<br />
portfolios, goals for instructional emphasis are:<br />
In Reading: Fluency/ Read independent-level text 5.1<br />
Phonological/Phonemic Awareness- segment and blend the<br />
Phonemes of one-syllable words-2.4 (07-08)<br />
Retired: Comprehension-interact with the words and concepts in a text to<br />
construct an appropriate meaning-6.1a (05-06) (06-07) (07-08)<br />
Comprehension/Summary and Generalization<br />
Respond to who, what, when, where, why, and how questions and<br />
discuss the main idea-6.3b (06-07) (07-08)<br />
In Mathematics: Number Operations/Computations-Develop and apply the<br />
concepts of Addition and Subtraction-3.1a (06-07) (07-08)<br />
Number Sense-Develop the concept of place value-2.1 (06-07)<br />
(07-08)<br />
Ongoing assessments in conjunction with teacher-made tests, teacher observation, and<br />
analysis of assessment result in instructional goals for the areas of Fluency and Phonological/<br />
Phonemic Awareness in Reading and in Math; Number Operations and Computations and<br />
Number Sense and Place Value.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 17
2 nd Grade<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The second grade staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment with the<br />
following tools:<br />
1. <strong>Tulsa</strong> Assessment Tool Kit - Individual Skills Assessments<br />
2. Scott Foresman Assessments<br />
3. DIBELS Assessments<br />
4. Comprehensive Standard District Curriculum Assessments<br />
5. Growing With Math Assessments<br />
Based upon these tools in conjunction with teacher-made tests, teacher observations, and with<br />
review of current student performance, goals for instructional emphasis consist of:<br />
In Reading/Language Arts:<br />
• Vocabulary/Affixes-3.3<br />
• Comprehension and Critical Literacy / Analysis and Evaluation- 5.4<br />
Retired…Reading/Language Arts<br />
• Phonetics and Decoding / Phonetic Analysis – 2.1(06-07) (07-08)<br />
• Comprehension and Critical Literacy / Summary and Generalization - 5.3(06-07)<br />
(07-08)<br />
In Mathematics:<br />
• Number Operations Computation / Develop and apply concepts of<br />
Addition and Subtraction-3.1<br />
• Geometry and Measurement/Measurement-4.2<br />
Retired…Math<br />
• Number Sense / Place Value – 2.1a (06-07) (07-08)<br />
• Number Operations Computation/Fluency of Basic Addition and Subtraction Facts-<br />
3.1a (06-07) (07-08)<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 18
Ongoing assessments in conjunction with teacher-made tests, teacher observation and<br />
analysis of assessment result in instructional goals for the areas of Phonetics and Decoding<br />
Phonetic Analysis, Comprehension and Critical Literacy Summary and Generalization, and<br />
Number Sense Place Value, and Number Operations Computation Fluency of Basic Add and<br />
Subtraction Facts.<br />
The staff at <strong>MacArthur</strong> has analyzed data and found no discrepancies in the learning<br />
objectives between race, gender or special education students in second grade.<br />
.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 19
3 rd Grade<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The third grade staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment procedures to<br />
implement the following assessment tools.<br />
1. DIBELS<br />
2. Scott Foresman Reading Placement Test and Unit Tests<br />
3. Growing With Math Placement Test and Topic Tests<br />
4. Standard District Curriculum Assessments<br />
5. OCCT<br />
6. Riverdeep Destination Reading and Math Assessments<br />
7. Read Naturally Assessments<br />
8. Fast Math Assessments<br />
Based upon these tools in conjunction with teacher-made tests, observations and student<br />
portfolios, goals for instructional emphasis for both male and female regular education, ELL,<br />
and IEP students are:<br />
Reading/Language Arts<br />
• Literature/Figurative Language/Sound Devices – 5.3<br />
• Research & Information/Accessing Information – 6.1 (07-08)<br />
RETIRED…Reading/Language Arts<br />
• Comprehension/Critical Literacy/Literal Understanding – 4.1 (06-07) (07-08)<br />
• Comprehension/Critical Literacy/Summary and Generalization – 4.3 (07-08)<br />
• Literature/Literacy Elements – 5 .2 (07-08)<br />
Mathematics<br />
• Number Operations and Computations/Estimation – 3.1 (06-07) (07-08)<br />
• Number Operations and Computations/Multiplication – 3.2<br />
• Number Operations and Computations/Money Problems – 3.3 (06-07), (07-08)<br />
• Geometry & Measurement/Measurement – 4.2 (07-08)<br />
RETIRED…Mathematics<br />
• None<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 20
Ongoing assessments in conjunction with teacher-made tests, teacher observation and<br />
analysis of assessment result in instructional goals in areas of vocabulary, phonics: decoding,<br />
comprehension summary/contextual clues and Number Operations and Computations/Money<br />
Problems and Geometry & Measurement.<br />
The staff at <strong>MacArthur</strong> has analyzed data and come to the conclusion that third grade<br />
ELL students need additional help on:<br />
Reading/Language Arts<br />
• Comprehension/Critical Literacy/Inferences & Interpretation – 4.2<br />
• Comprehension/Critical Literacy/Summary and Generalization – 4.3 (06-07)<br />
(07-08)<br />
RETIRED…Reading/Language Arts<br />
• Comprehension/Critical Literacy/Literal Understanding – 4.1<br />
The staff at <strong>MacArthur</strong> has analyzed data and found no discrepancies in the learning<br />
objectives between race or gender in third grade.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 21
4th Grade<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The fourth grade staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment<br />
procedures to implement the following assessment tools.<br />
1. Standard District Curriculum Assessments<br />
2. OCCT<br />
3. Scott Foresman Assessments<br />
4. Growing with Mathematics Assessments<br />
5. Riverdeep Destination Reading and Math Assessments<br />
6. DIBELS<br />
7. Read Naturally Assessments<br />
8. SRA<br />
9. Fast Math Assessments<br />
Based upon these tools in conjunction with teacher-made tests, observations, and student<br />
portfolios, goals for instructional emphasis are:<br />
Reading/Language Arts<br />
• Comprehension/Critical Literacy/Summary and Generalization- 3.3<br />
RETIRED…Reading/Language Arts<br />
• Vocabulary/Synonyms, Antonyms, and Homonyms 1.3 (07-08)<br />
• Literature/Figurative Language/Sound Devices 4.3 (07-08)<br />
Mathematics<br />
• Number Operations and Computation/Multiplication-3.1 (06-07) (07-08)<br />
• Geometry and Measurement/Measurement-4.4 (07-08)<br />
RETIRED…Mathematics<br />
• Number Operations and Computation/Estimation-3.3 (07-08)<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 22
Ongoing assessments in conjunction with teacher-made tests, teacher observation, and<br />
analysis of assessment result in instructional goals for the areas of<br />
Comprehension/Critical Literacy/Summary and Generalization and in Math; Number<br />
Operations and Computation/Multiplication and Geometry and Measurement/<br />
Measurement.<br />
The staff at <strong>MacArthur</strong> has analyzed data and come to the conclusion that fourth grade<br />
IEP students need additional help on:<br />
Reading/Language Arts<br />
• Vocabulary/Synonyms, Antonyms, & Homonyms 1.3<br />
• Research & Information 5.0<br />
• Research & Information/Accessing Information 5.1<br />
RETIRED…Reading/Language<br />
• Comprehension and Critical Literacy/Literal Understanding 3.1 (07-08)<br />
• Comprehension and Critical Literacy/Inferences and Interpretation 3.2<br />
(07-08)<br />
• Literature/Figurative Language/Sound Devices 4.3 (07-08)<br />
Mathematics<br />
• Patterns & Algebraic Reasoning/Functions 1.2<br />
• Geometry and Measurement/Measurement 4.4 (06-07) (07-08)<br />
• Data Analysis & Probability/Data Analysis 5.1 (06-07) (07-08)<br />
RETIRED…Mathematics<br />
• Number Operations and Computation/Multiplication 3.1 (07-08)<br />
and ELL students need additional help on:<br />
Reading/Language Arts<br />
• Comprehension/Critical Literacy/Summary & Generalization 3.3<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 23
• Comprehension/Critical Literacy/Analysis and Evaluation 3.4<br />
• Literature 4.0<br />
• Literature/Literary Elements 4.2 (07-08)<br />
RETIRED…Reading/Language Arts<br />
• Vocabulary/Synonyms, Antonyms, and Homonyms 1.3<br />
• Comprehension and Critical Literacy/Literal Understanding 3.1 (07-08)<br />
Mathematics<br />
• Number Sense 2.0<br />
• Number Operations & Computation 3.0<br />
• Data Analysis & Probability/Data Analysis 5.1<br />
RETIRED…Mathematics<br />
• Number Operations and Computation/Multiplication 3.1 (07-08)<br />
• Geometry and Measurement/Measurement 4.4 (07-08)<br />
The staff at <strong>MacArthur</strong> has analyzed data and found no discrepancies in the learning<br />
objectives between race or gender in fourth grade.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 24
5th Grade<br />
Data Analysis Resulting in the Following Identified<br />
The fifth grade staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment procedures<br />
to implement the following assessment tools.<br />
1. DIBELS<br />
2. Standard District Curriculum Assessments<br />
3. OCCT – Oklahoma Core Curriculum Test<br />
4. Scott Foresman Selection and Unit Tests<br />
5. Target Teach Strategies and Fundamentals Assessments<br />
6. Read Naturally Assessments<br />
7. Riverdeep Destination Reading and Math Assessments<br />
8. Fast Math Assessments<br />
9. SRA<br />
Based upon these tools in conjunction with teacher-made tests, observations, and student<br />
portfolios, goals for instructional emphasis are:<br />
Reading/Language Arts<br />
• Vocabulary 1.0<br />
RETIRED …Reading/Language Arts<br />
• Comprehension/Critical Literacy/Analysis & Evaluations 3.4<br />
• Literature/Figurative Language/Sound Devices 4.3<br />
Mathematics<br />
• Number Sense/Fractions/Decimals/Percents 2.1<br />
• Geometry and Measurement/Perimeters/Area 4.2<br />
• Geometry and Measurement/Convert Measurements 4.5 (07-08)<br />
RETIRED … Mathematics<br />
• Number Sense/Number Theory 2.2<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 25
Ongoing assessments in conjunction with teacher-made tests, teacher observation, and<br />
analysis of assessment result in instructional goals for the areas of Reading/Language<br />
Arts; Vocabulary and in Math; Number Sense/Fractions/Decimals/Percents and Geometry<br />
and Measurement/ Perimeter/Area and Convert Measurements.<br />
The staff at <strong>MacArthur</strong> has analyzed data and come to the conclusion that Fifth Grade IEP<br />
students need additional help in:<br />
Reading/Language Arts<br />
• Comprehension/Critical Literacy/Literal Understanding 3.1<br />
RETIRED … Reading/Language Arts<br />
• Comprehension/Critical Literacy/Summary & Generalizations 3.3<br />
• Research and Information/ Accessing Information 5.1<br />
Mathematics<br />
• Number Operations & Computation/Estimation 3.1<br />
RETIRED … Mathematics<br />
• Patterns/Algebraic Reasoning/Algebraic Patterns 1.1<br />
• Geometry and Measurement/Convert Measurements 4.5<br />
The staff at <strong>MacArthur</strong> has analyzed data and come to the conclusion that Fifth Grade ELL<br />
students need additional help in:<br />
Reading<br />
• Comprehension/Critical Literacy/Analysis & Evaluation 3.4 (05-06) (06-07) (07-08)<br />
• Literature/Literary Elements 4.2 (06-07) (07-08)<br />
RETIRED . . . Reading/Language Arts<br />
• Literature/Figurative Language/Sound Devices 4.3<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 26
Mathematics<br />
• Patterns & Algebraic Reasoning/Algebraic Patterns 1.1<br />
RETIRED … Mathematics<br />
• Number Sense/Number Theory 2.2<br />
The staff at <strong>MacArthur</strong> has analyzed data and found no discrepancies in the learning<br />
objectives between race or gender in fifth grade.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 27
Building-Wide Attendance<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment procedures to<br />
implement the following assessment tools.<br />
1. Daily Attendance Reports<br />
2. Absentee phone call reports<br />
3. Quarterly report cards to document absences<br />
Based upon these tools the goal for increased student attendance is that 95% of the students<br />
will be present daily.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 28
Building-Wide Climate/Behavior<br />
Data Analysis Resulting in the Following Identified Priorities<br />
The staff at <strong>MacArthur</strong> <strong>Elementary</strong> School utilizes ongoing assessment procedures to<br />
implement the following assessment tools.<br />
1. Discipline Referrals<br />
2. Suspension Forms<br />
Based upon these tools in conjunction with observations the goal for improved building wide<br />
climate/behavior is that student discipline referrals will decrease 50% from the previous school<br />
year, with quarterly monitoring in place.<br />
<strong>MacArthur</strong>SIPlan 08-09– Page 29
3. BUILDING GOALS<br />
3.1 Language Arts/Reading<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School is dedicated to student mastery of the language arts curriculum.<br />
This curriculum is the base for all communication skills (thinking, speaking, listening, reading,<br />
writing). The instruction of the language arts curriculum will place emphasis for mastery in the<br />
following areas: figurative language, comprehension, concepts in text, critical literacy with literal<br />
understanding, literature and research as well as accessing information<br />
Progress Report for the 2007-08 School Year in Language Arts:<br />
<strong>MacArthur</strong>’s test scores showed a 443 point API increase, but also showed that we need to<br />
continue our focus on comprehension, literature, and vocabulary.<br />
Progress Report for the 2006-07 School Year in Language Arts:<br />
<strong>MacArthur</strong>’s test scores showed a 100 point API increase, but also showed that we need to<br />
continue our focus on literacy instruction for comprehension and Literature.<br />
3.2 Mathematics<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School is dedicated to student mastery of the mathematics curriculum.<br />
This curriculum serves as the foundation for abstract reasoning and problem-solving. The<br />
instruction for development and mastery of mathematics skills will include: spatial/algebraic<br />
reasoning, number operations/computation, geometry, measurement, fractions and decimals,<br />
data analysis, number sense, estimation and patterns found in tables, graphs and models.<br />
Progress Report for the 2007-08 School Year in Mathematics:<br />
<strong>MacArthur</strong>’s test scores showed a 354 point API increase, but also showed a need to continue<br />
our focus on number operations, computation, geometry, and measurement.<br />
Progress Report for the 2006-07 School Year in Mathematics:<br />
<strong>MacArthur</strong>’s test scores showed a 207 point API increase, but also showed a need to continue<br />
our focus on number operations and computation.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 30
3.3 Attendance<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School students will attend school daily, and arrive on time, ready for<br />
purposeful learning.<br />
Progress Report for the 2006-07 School Year in Attendance:<br />
<strong>MacArthur</strong>’s attendance increased to 93.9%, but tardies continue to be an area of focus.<br />
Progress Report for the 2006-07 School Year in Attendance:<br />
<strong>MacArthur</strong>’s attendance dipped slightly to 93.4%, and shows a need to continue to focus on<br />
attendance and tardies.<br />
3.4 Climate<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School is a learning community built on mutual respect and individual<br />
worth. <strong>MacArthur</strong> students will develop the tools for citizenship in a positive, safe and caring<br />
environment. Parents, students, and staff commit to work together to ensure success.<br />
Progress Report for the 2007-08 School Year in Climate:<br />
<strong>MacArthur</strong>’s climate continued to be very warm and caring. Suspensions continued to be 0.<br />
Progress Report for the 2006-07 School Year in Climate:<br />
<strong>MacArthur</strong>’s climate continued to be very warm and caring. Suspensions dropped from 13 to 0.<br />
Focusing on Student Sub-Group Learning Needs: Via an analysis of disaggregated data it<br />
has become apparent that sub-group populations of students at <strong>MacArthur</strong> <strong>Elementary</strong> School<br />
are functioning at varying performing levels. As a result of these findings, this staff is charting<br />
courses of action to address these instructional / learning realities with immediacy and buildingwide<br />
concerted effort. Work products to this end will be found within individual teacher’s lesson<br />
planning.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 31
4. ACTION PLANS BY INDIVIDUAL GRADE LEVEL<br />
4.1 Language Arts / Reading<br />
School Improvement and Achievement Plan<br />
Focus of Improvement: Early Childhood Language Arts,<br />
Regular Students, IEP, ELL and All Low-Scoring Subgroups<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All Early Childhood students will have developed language skills needed to be successful<br />
in pre-kindergarten as determined by the PAT – Preschool Assessment Screening.<br />
Achievement Objective: All Early Childhood students will be able to demonstrate proficiency<br />
at grade level or show an improvement within the areas of Phonemic Awareness- demonstrate<br />
the ability to hear, identify, and manipulate individual sounds in spoken words II.3; and Writing<br />
Process- uses the writing process to express thoughts and feelings III.1<br />
Benchmark: Early childhood students will attain age equivalent or higher on the PAT –<br />
Preschool Assessment Screening.<br />
Interventions / Strategies<br />
Phonemic Awareness/ demonstrates the ability to<br />
hear, identify, and manipulate individual sounds in<br />
spoken words– II.3<br />
Early Childhood teachers will use big books and<br />
songs, alphabet charts, flash cards and literacy centers<br />
to instruct and assist students.<br />
Writing Process – uses the writing process to express<br />
thoughts and feelings- III.1<br />
Early Childhood teachers will model writing by<br />
creating classroom big books, with students dictating<br />
stories and participating in shared writing experiences.<br />
Assessments<br />
Daily and Weekly:<br />
• Daily participation observations<br />
• Observation of learning center activities<br />
• Daily work<br />
• Visual Phonics<br />
Periodic:<br />
• Portfolios of student work<br />
• PAT – Preschool Assessment Screening<br />
• Waterford Early Reading Assessments<br />
• Teacher Made Assessments<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Instructional Technology Integrated Strategies:<br />
• Teachers will use Smartboards for computer instruction and whole group instruction, supplementing with<br />
interactive reading games and activities.<br />
• Students will use Waterford Early Reading Program daily for additional instruction and independent<br />
practice.<br />
Action Plan continues on next page.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 32
Professional Development<br />
Phonemic Awareness – II.3<br />
• Collaboration with Instructional Facilitator and<br />
Reading Specialist<br />
• Staff Meetings<br />
• Team Meetings<br />
• Smartboard Training<br />
• Literacy First Workshop<br />
• Great Expectations Seminars<br />
• Early Childhood Classroom Clinics<br />
• Early Childhood Teaching Strategies Workshop<br />
Parental Participation<br />
Learning at Home:<br />
• Parental Participation<br />
Communication:<br />
• Monthly Newsletter<br />
• Progress Reports<br />
• Report Cards<br />
• Parent/Teacher Conferences<br />
• Library Book Bags<br />
Writing Process – III.1<br />
• Workshops at Fulton<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 33
Focus of Improvement: Kindergarten, Regular, ELL,<br />
IEP, and All Low-Scoring Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> School Year: 2008-2009<br />
Goal: All kindergarten students will have acquired the basic vocabulary and language skills<br />
needed to be successful in first grade as determined by the KAT – Kindergarten Assessment<br />
Screening.<br />
Achievement Objective: Phonological /Phonemic Awareness 2.7-The student will<br />
demonstrate the ability to hear, identify, and manipulate large parts of spoken language (e.g.,<br />
words, syllables, onsets, and rimes) and individual sounds (phonemes) in spoken language,<br />
Benchmark: At a current Median Score of 16% at least half of Kindergarten students will score<br />
34% or above on the DIBELS during the 2009 testing cycle.<br />
Interventions / Strategies<br />
Assessments<br />
Phonological/Phonemic/Begin to segment<br />
phonemes of one syllable words. 2.7<br />
Kindergarten teachers will use Waterford System and<br />
Smartboard Instruction using Imagery-based<br />
Instructional Techniques to teach Phonemic<br />
Awareness.<br />
Spending time with a special education teacher as<br />
directed by individual IEP’s.<br />
• KAT – Kindergarten Assessment Screening<br />
• DIBELS Testing<br />
• Teacher observation<br />
• Assessments given based on PASS outcomes<br />
• Portfolios<br />
• Open-ended questions<br />
• Daily interactions<br />
• Daily work<br />
• Oral / verbal participation<br />
• Interactions during centers<br />
• Waterford Reading Assessments<br />
• <strong>Tulsa</strong> Reads assessments: Yopp Singer Phonemic<br />
Segmentation, basic sight words, phonological<br />
skills awareness, concepts about print, rhymes<br />
assessment & letter recognition.<br />
• <strong>Tulsa</strong> Reads assessments: Yopp Singer Phonemic<br />
Segmentation, basic sight words, phonological<br />
skills awareness, concepts about print, rhymes<br />
assessment & letter recognition.<br />
Instructional Technology Integrated Strategies<br />
Teachers will prescribe computer-based activities for Phonemic Awareness from the Waterford Reading System<br />
based on individual needs.<br />
Teachers will use Smartboards activities for Phonemic Awareness for individual<br />
And whole group instruction.<br />
Professional Development<br />
• DIBELS Training<br />
• Smartboard Training<br />
• Waterford System Training<br />
Parental Participation<br />
Communication:<br />
Monthly newsletters<br />
Parent-Teacher conferences<br />
Learning at Home:<br />
- Staff will implement the use of the PALS packets in<br />
an effort to extend the learning to the home<br />
environment as well.<br />
- Weekly homework-family time<br />
- Library Book Bags<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 34
Focus of Improvement: All first grade Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All first grade students will achieve proficiency at grade level or above on the DIBELS<br />
Nonsense Word and Oral Reading Fluency Assessments. Differences were not found<br />
between subgroups.<br />
Achievement Objective: All first grade students will be able to demonstrate proficiency at<br />
grade level or show an improvement within the areas of Fluency/ Read independent level<br />
text 5.1 and Phonological/ Phonemic Awareness segment and blend one syllable words 2.4<br />
on the DIBELS Nonsense Word and Oral Reading Fluency Assessments.<br />
Benchmark: At a current median score of 35 in Fluency/ read independent level text 5.1 at<br />
least half of first grade students will achieve a score of 40 or higher on the DIBELS Oral<br />
Reading Fluency Assessment. In addition at a current median score of 44 in Phonological/<br />
Phonemic Awareness 2.4 at least half of first grade students will achieve a score of 49 or<br />
higher on the DIBELS Nonsense Word Assessment.<br />
Interventions / Strategies<br />
Fluency/ Read independent-level text 5.1<br />
The first grade teacher will utilize various texts, leveled libraries, and<br />
reading programs to develop and increase student oral reading skills<br />
and increase fluency levels.<br />
Phonological/ Phonemic Awareness- segment and blend the<br />
phonemes of one syllable words- 2.4<br />
First grade teachers will use hands-on manipulatives and Marzano’s<br />
strategy of classroom practice to segment and blend phonemes of one<br />
syllable words. Students will manipulate onset and rhyme cards to<br />
practice in whole group, small group, and individual settings on a<br />
continuing basis.<br />
Assessments<br />
Daily and Weekly Assessment:<br />
• Teacher observations<br />
• Homework reviewed and recorded<br />
• Teacher-made tests as needed<br />
• Literacy First<br />
• Running Records<br />
Other:<br />
• Scott Foresman Assessments<br />
• Riverdeep Destination Reading<br />
Assessments<br />
• DIBELS- Progress Monitoring<br />
Procedural specificity will be detailed in individual teacher lesson<br />
plans.<br />
Instructional Technology Integrated Strategies<br />
Fluency/ Read regularly in independent-level text 5.1<br />
Phonological/ Phonemic Awareness- segment and blend the phonemes of one syllable words- 2.4<br />
In addition, students will enjoy reading the following fiction and nonfiction selections using the following website:<br />
www.hubbardscupboard.org www.highlightskids.com<br />
http://www.manatee.k12.fl.us/sites/elementary/palmasola/SRW1.htm<br />
www.raz_kids.com<br />
Professional Development<br />
Fluency/ Read regularly in independent-level text 5.1<br />
Phonological/ Phonemic Awareness- segment and blend the<br />
phonemes of one syllable words- 2.4<br />
• New teachers will attend Literacy First and DIBELS Training.<br />
Teachers who have already attended training will collaborate<br />
team members on reading strategies<br />
• Great Expectations Seminars<br />
Parental Participation<br />
Communication:<br />
• Progress reports<br />
• Parent Teacher Conferences<br />
Learning at Home:<br />
• Reading Homework<br />
• Phonics story packets<br />
• P.A.L.S. Packets<br />
• Repeated Readings<br />
• Library Book Bags<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 35
Focus of Improvement: Second Grade, All Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All second grade students will achieve reading proficiency at grade level or above on<br />
the DIBELS and Comprehensive Benchmark Assessment for Language Arts.<br />
Achievement Objective: All second grade students will be able to demonstrate proficiency<br />
at grade level or show an improvement with the areas of Vocabulary/Affixes 3.3 and<br />
Comprehension and Critical Literacy/Analysis and Evaluation 5.4.<br />
Benchmark: At current Median Score of 50% in Vocabulary-3.3 at least half to 2 nd grade<br />
students will score at 83% or above; and at a current Median Score of 50% in<br />
Comprehension/Critical Literacy – 5.4 at least half of 2 nd grade students will score at 75%<br />
or above as documented on teacher-made tests, Comprehensive Benchmark Assessment,<br />
and DIBELS.<br />
Interventions / Strategies<br />
Vocabulary/Affixes 3.3<br />
Second grade teachers will use strategies from<br />
Marzano’s Building Background Knowledge for<br />
Academic Achievement to increase vocabulary<br />
knowledge. Teachers will also use academic<br />
vocabulary provided by the Oklahoma State<br />
Department of Education when teaching. They will<br />
utilize word walls and robust vocabulary.<br />
Comprehension and Critical Literacy/Analysis and<br />
Evaluation-5.4<br />
Second grade teachers will use Graphic Organizers to<br />
increase understanding of comprehension skills such<br />
as: comparisons, summarization, main idea and<br />
details. Teachers will also use strategies from Mosaic<br />
of Thought to develop students’ abilities to draw<br />
conclusions based on what they read.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Assessments<br />
Daily and Weekly Assessment:<br />
• Teacher observations of daily<br />
participation/work and flexible group work will<br />
give an informal view of student development.<br />
• Teacher-made tests will be administered as<br />
needed.<br />
• Anecdotal and running records will be used to<br />
record children’s use of cueing systems and<br />
comprehension skills.<br />
• Graphic organizers will be reviewed to verify<br />
children’s thinking and understanding of text.<br />
Other:<br />
• DIBELS– Nonsense Word and Oral Reading<br />
Fluency will be given in the Fall, Winter and<br />
Spring.<br />
• <strong>Tulsa</strong> Assessment Tool Kit - Individual Skills<br />
Assessments will be given periodically<br />
throughout the year.<br />
• Comprehensive Benchmark Assessment for<br />
Language Arts.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 36
Instructional Technology Integrated Strategies<br />
Vocabulary/Affixes 3.3<br />
Second grade teachers will utilize teacher-created and Smart-created lessons for the SmartBoard and assign<br />
Destination Reading activities and other online activities from the following sites:<br />
http://games.funschool.com/game_zoo_crew.html?g=1193&category=60&level=5<br />
www.StarFall.com<br />
www.PBSKids.org<br />
http://www.kidport.com/Grade3/LanguageArts/LanguageArts.htm<br />
Comprehension and Critical Literacy/Analysis and Evaluation 5.4<br />
Second grade teachers will utilize teacher-created and Smart-created lessons for the SmartBoard and will assign<br />
Destination Reading and online graphic organizers from these sites:<br />
http://www.readwritethink.org/materials/venn/<br />
http://www.writedesignonline.com/organizers/comparecontrast.html<br />
www.sfreading.com<br />
www.internet4classrooms.com<br />
to increase children’s understanding of comprehension skills.<br />
Professional Development<br />
Vocabulary/Affixes-3.3<br />
• Second grade teachers will view Annenberg<br />
Media video called “Teaching K-2 Reading<br />
Workshop: Word Study and Fluency.”<br />
• Collaborate with the Media Specialist<br />
• Great Expectations Seminars<br />
Comprehension and Critical Literacy/Analysis and<br />
Evaluation 5.4<br />
• Second grade teachers will view Annenberg<br />
Media video called “Teaching K-2 Reading<br />
Workshop: Comprehension and Response.”<br />
• Great Expectations Seminars<br />
• Collaborate with the Media Specialist<br />
• Second grade teachers will attend state,<br />
district, and /or school professional<br />
opportunities for reading comprehension<br />
Parental Participation<br />
Communication:<br />
• Second grade teachers will send home a<br />
parent survey giving parents the opportunity to<br />
express their concerns and observations<br />
regarding their child’s literacy strengths and<br />
needs.<br />
• Second grade teachers will send home<br />
newsletters informing parents of reading skills<br />
being taught.<br />
• Second grade teachers will send home a<br />
monthly reading newsletter from Scholastic –<br />
“Your Lucky Reader Now” or The Parent<br />
Institute – “Building Readers.” This newsletter<br />
will give reading tips to parents on how they<br />
can help their child in the reading process.<br />
• Second grade teachers will send home<br />
progress reports informing parents of their<br />
child’s progress.<br />
Learning at Home:<br />
• Reading Logs will have an area for<br />
parent/teacher feedback regarding the<br />
student’s reading at school and at home.<br />
• List of the academic vocabulary will be sent<br />
home.<br />
• Library Book Bags<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 37
Focus of Improvement: Third Grade, Regular Education, ELL, and IEP Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All third grade students will achieve reading proficiency at grade level or above on the<br />
Standard District Curriculum Assessments and the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All third grade students will be able to demonstrate proficiency at grade level or show<br />
an improvement within the areas of Literature/Figurative Language/Sound Devices 5.3 and Research &<br />
Information/Accessing Information 6.1.<br />
Benchmark: At a current Median Score of 60% in Literature/Figurative Language/Sound Devices 5.3 at least<br />
half of the regular students will score 80% or above, and at a current Median Score of 40% at least half of Grade<br />
3 ELL students will score 60% or above, and at a current Median Score of 20% at least half of the IEP students<br />
will score 40% or above. These measures of progress with be achieved on the Standard District Curriculum<br />
Assessments and OCCT during the 2009 testing cycles. At a current Median Score of 67% in Research &<br />
Information/Accessing Information 6.1 at least half of Grade 3 regular students will score 83% or above, and at<br />
a current Median Score of 33% at least half of the Grade 3 ELL students will score 50% or above, and at a<br />
current Median Score of 50% at least half of the Grade 3 IEP students will score 67% or above. These<br />
measures of progress with be achieved on the Standard District Curriculum Assessments and OCCT during the<br />
2009 testing cycles.<br />
Interventions / Strategies<br />
The following research-based strategies have<br />
been chosen specifically to meet the needs of<br />
students of each gender and race as well as those<br />
who are Special Needs, ELL, or economically<br />
challenged. Female students benefit from verbal<br />
interaction, descriptive narration, and expressing<br />
emotional connections/experiences to the<br />
information. Male students benefit from simple,<br />
analytic explanation, kinesthetic movement, and<br />
visual images to aid in retention of information.<br />
According to Ruby Payne, economically<br />
challenged students, need to know the “why” and<br />
“how” of a topic, before they can learn it. ELL and<br />
Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations,<br />
connections to prior knowledge, and repetition of<br />
skills. With those needs in mind, the following<br />
interventions/strategies have been chosen:<br />
Literature/Figurative Language/Sound Devices 5.3<br />
Teachers will identify figurative language through the<br />
reading and writing lessons. Teachers will access<br />
information through and from visual charts.<br />
Assessments given periodically to check for progress<br />
coupled with regular use of examples of figurative<br />
language during instruction.<br />
Research & Information/Accessing Information 6.1<br />
Third grade teachers will facilitate a classroom<br />
discussion to assess prior knowledge of students’<br />
ability to research and access information. Teacher<br />
will engage students in a hands-on activity in which<br />
students will utilize a graphic organizer to locate and<br />
correctly use a variety of research resources (i.e.<br />
atlas, glossary, encyclopedia, etc.).<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Benchmark Assessments<br />
Daily and Weekly<br />
• Teacher observations<br />
• Homework reviewed and recorded<br />
• Classroom assignments/reading logs<br />
• Teacher-made tests as needed<br />
• Basal end-of-unit assessments and tests<br />
• Vocabulary and comprehension test<br />
• Data Books<br />
Periodically<br />
• Standard District Curriculum Tests – monthly<br />
• DIBELS – Fall, Winter, and Spring<br />
• Destination Success – Riverdeep<br />
• Read Naturally Assessments<br />
• SRA<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 38
Instructional Technology Integrated Strategies<br />
Literature/Figurative Language/Sound Devices 5.3<br />
Using the following link: http://www.readwritethink.org/materials/lit-elements/ students will analyze a short story<br />
that they have recently read and complete an online Literary Elements about setting, character, conflict, and the<br />
resolution.<br />
Research & Information/Accessing Information 6.1<br />
Students conduct research in the library and computer lab to learn which resource (i.e. dictionary, encyclopedia)<br />
to select for a given purpose. They will use CD and computer based sources to locate information as well as<br />
hard copy materials. Websites such as www.learning.com and other computer resources (CD-ROMS,<br />
SmartBoard, and Senteo).<br />
Professional Development<br />
Literature/Figurative Language/Sound Devices 5.3<br />
• Collaboration with Librarian<br />
• In-service on Marzano’s Strategies<br />
• Great Expectations Seminars<br />
Research & Information/Accessing Information 6.1<br />
• Collaboration with Librarian<br />
• In-service on Marzano’s graphic organizers<br />
Technology<br />
• Utilize resources such as the SmartBoard,<br />
Senteo, and NetTrekker<br />
• Consult with Librarian/Site Tech to research<br />
on-line activities to be utilized by students.<br />
Parental Participation<br />
Communication:<br />
• Weekly Newsletters<br />
• Parent Teacher Conference<br />
• Progress Reports<br />
• Notes and phone calls<br />
• Daily Planners<br />
Learning at Home:<br />
• PALS packets<br />
• Reading Incentive Program<br />
• Homework sent home at a minimum of four<br />
times per week<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 39
School Improvement and Achievement Plan<br />
Focus of Improvement: Third Grade, ELL Students, Reading<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All third grade ELL students will achieve reading proficiency at grade level or above on<br />
the Oklahoma Core Curriculum Test and the DIBELS Test.<br />
Achievement Objective: All third grade ELL students will be able to demonstrate proficiency at grade level or<br />
show an improvement within the areas of Comprehension/Critical Literacy/Inferences & Interpretation 4.2;<br />
Comprehension/Critical Literacy/Summary and Generalization 4.3.<br />
Benchmark: At a current Median Score of 33% in Comprehension/Critical Literacy/Inferences &<br />
Interpretation 4.2 at least half of Grade 3 ELL students will score 50% or above; and at a current Grade 3<br />
(Objective – 4.3) Summary and Generalization Median Score of 25% at least half of the ELL students will score<br />
at 75% or above. These measures of progress will be achieved on the Standard District Curriculum<br />
Assessments and OCCT during the 2009 testing cycles.<br />
Interventions / Strategies<br />
Benchmark Assessments<br />
Comprehension/Critical Literacy/Inferences &<br />
Interpretation 4.2<br />
Third grade teachers will use Marzano’s strategy to<br />
teach students to “skim” chapters using textbooks,<br />
articles in magazines or other informative texts as a<br />
form of advance organizers. The teacher will<br />
introduce the key terms: headings, sub-headings,<br />
highlighted information, bold terms, pictures with<br />
captions, inset quotations and other helpful clues<br />
about the information presented.<br />
Comprehension/Critical Literacy/Summary and<br />
Generalization 4.3<br />
Third grade teachers will use Marzano’s Summary<br />
Frame Strategy to help students recognize the<br />
structure of a narrative text and produce a six-paneled<br />
comic strip summary of it. The teacher will use The<br />
Narrative Frame Questions to guide students to<br />
identify the story elements (characters, setting,<br />
initiating events, internal response, goal,<br />
consequence, resolution) of a text. After the story<br />
elements are identified the students will use the<br />
information to create their six-paneled comic strip<br />
summary of the text. Students will answer the Frame<br />
Questions about the text selection together as a class.<br />
Daily and Weekly<br />
• Teacher observations<br />
• Homework reviewed and recorded<br />
• Classroom assignments/reading logs<br />
• Teacher-made tests as needed<br />
• Basal end-of-unit assessments and tests<br />
• Vocabulary and comprehension test<br />
• Data Books<br />
Periodically<br />
• Standard District Curriculum Tests – monthly<br />
• DIBELS – Fall and Spring<br />
• Destination Success – Riverdeep<br />
• Read Naturally Assessments<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 40
Instructional Technology Integrated Strategies<br />
Comprehension/Critical Literacy/Inferences & Interpretation 4.2<br />
A KWL chart is a chart activating the students’ prior knowledge and arouses their curiosity about a topic.<br />
Students will list what they already Know (K) about the topic, questions they Want (W) to know about the topic,<br />
and what they have Learned (L) about the topic. For a black line master go to<br />
http://www.eduplace.com/graphicorganizer and click on “KWL Chart.”<br />
Comprehension/Critical Literacy/Summary and Generalization 4.3<br />
After using the Narrative Frame Questions and completing a hand drawn comic strip let students use the Comic<br />
Creator Student Interactive website http://www.readwritethink.org/student_mat/student_material.asp?id=21 for a<br />
different book they have read. The Comic Creator is limited on the backgrounds, characters, and props used.<br />
Encourage students to add their own details once their comic strip is printed out.<br />
Professional Development<br />
Comprehension/Critical Literacy/Inferences &<br />
Interpretation 4.2<br />
• Collaboration with Librarian<br />
• In-service on Marzano’s graphic organizers<br />
• Great Expectations Seminars<br />
Comprehension/Critical Literacy/Summary and<br />
Generalization 4.3<br />
• Collaboration with Librarian<br />
Technology<br />
• Utilizing resources such as the SmartBoard,<br />
Senteo, and NetTrekker<br />
• Consult with Librarian/Site Tech to research<br />
on-line activities to be utilized by students.<br />
Parental Participation<br />
Communication:<br />
• Weekly Newsletters<br />
• Parent Teacher Conference<br />
• Progress Reports<br />
• Notes and phone calls<br />
• Daily Planners<br />
Learning at Home:<br />
• PALS packets<br />
• Reading Incentive Program<br />
• Homework sent home at a minimum of four<br />
times per week<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 41
Focus of Improvement: Fourth Grade, Regular and ELL Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fourth grade regular students and ELL students will achieve reading proficiency at<br />
grade level or above on the Oklahoma Core Curriculum Tests.<br />
Achievement Objective: All fourth grade regular and ELL students will be able to<br />
demonstrate proficiency at grade level or show an improvement within the areas of<br />
Comprehension/Critical Literacy/Summary and Generalization 3.3. In addition, ELL<br />
students will be able to demonstrate proficiency at grade level or show an improvement<br />
within the areas of Comprehension/Critical Literacy/Analysis and Evaluation 3.4;<br />
Literature 4.0; Literature/Literary Elements 4.2.<br />
Benchmark: At a current Median Score of 71% in Comprehension/Critical<br />
Literacy/Summary and Generalization 3.3 at least half of fourth grade regular students will<br />
score 86% or above, and at a current Median Score of 43% at least half of fourth grade ELL<br />
students will score 57% or above on the Standard District Curriculum Assessments and<br />
OCCT during the 2009 testing cycles. In addition, at least half of the ELL students at a<br />
current Median Score of 40% in Comprehension/Critical Literacy/Analysis and Evaluation<br />
3.4 will score 60% or above and at a current Median Score of 39% in Literature at least half<br />
of Grade 4 ELL students will score 56% or above; and at a current Grade 4 (Objective – 4.2)<br />
Literary Elements Median score of 42% at least half of the ELL students will score 67% or<br />
above. These measures of progress will be achieved on the Standard District Curriculum<br />
Assessments and OCCT during the 2009 testing cycles.<br />
Interventions / Strategies<br />
Assessments<br />
The following research-based strategies have<br />
been chosen specifically to meet the needs of<br />
students of each gender and race as well as those<br />
who are Special Needs, ELL, or economically<br />
challenged. Female students benefit from verbal<br />
interaction, descriptive narration, and expressing<br />
emotional connections/experiences to the<br />
information. Male students benefit from simple,<br />
analytic explanation, kinesthetic movement, and<br />
visual images to aid in retention of information.<br />
According to Ruby Payne, economically<br />
challenged students, need to know the “why” and<br />
“how” of a topic, before they can learn it. ELL and<br />
Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations,<br />
connections to prior knowledge, and repetition of<br />
skills. With those needs in mind, the following<br />
interventions/strategies have been chosen:<br />
Comprehension/Critical Literacy/Summary and<br />
Generalization 3.3<br />
Fourth grade teachers will utilize the Destination<br />
Reading Management System, Target Teach, and will<br />
instruct students in small, flexible groups based on<br />
need, utilizing Marzano’s Summary Frame Strategy for<br />
summarizing and Marzano’s Similarities and<br />
Differences Strategy to teach the use of<br />
generalization.<br />
Comprehension/Analysis and Evaluation 3.4<br />
Fourth grade teachers will use Marzano’s<br />
Comprehensive Development Strategy and use key<br />
Daily and Weekly Assessment:<br />
• Class assignments<br />
• Teacher observations<br />
• Scott Foresman tests<br />
• Data Folders<br />
Periodic:<br />
• Standard District Curriculum Tests<br />
• Scott Foresman (End of book test)<br />
• DIBELS<br />
• Read Naturally Assessments<br />
• OCCT (Spring)<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 42
word strategy to teach students how to recognize<br />
common language cues writers use for fact/opinion<br />
and cause/effect relationships. The Destination<br />
Reading Management System will be used to analyze<br />
characters and to evaluate text structure.<br />
Literature 4.0<br />
Fourth grade teachers will utilize the story options from<br />
the READ NATURALLY program to enhance students’<br />
understanding and enjoyment of literature.<br />
Literature/ Literary Elements 4.2<br />
Fourth grade teachers will use Marzano’s strategy of<br />
Classroom Practice and Cueing. By practicing each<br />
cue with bodily-kinesthetic movements, the students<br />
will remember the meaning of each Literary Element<br />
term.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Instructional Technology Integrated Strategies<br />
Comprehension/Critical Literacy/Summary and Generalization 3.3<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Reading, as well as using<br />
the interactive smartboard program activities and Senteo specific to the benchmark area listed above.<br />
Comprehehension/Analysis and Evaluation 3.4<br />
Fourth grade teachers will utilize TPS Intervention Writing Project Template for on-line activities to evaluate<br />
characters and text structure, as well as the interactive smartboard program activities and Senteo specific to the<br />
benchmark area listed above.<br />
Professional Development<br />
Comprehension/Critical Literacy/Summary and<br />
Generalizations 3.3<br />
• Fourth grade teachers will collaborate with the<br />
area instructional facilitator and the reading<br />
specialist to enhance and target specific<br />
benchmark area shown above.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that target<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
Comprehension/Analysis and Evaluation 3.4<br />
• Fourth grade teachers will collaborate with the<br />
area instructional facilitator and the reading<br />
specialist to enhance and target specific<br />
benchmark area shown above.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that targets<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
Parental Participation<br />
Communication:<br />
• Weekly Planners<br />
• Braum’s Book Buddy/Reading Challenges<br />
• Progress Notes/Report Cards<br />
• Monthly Newsletters<br />
• Parent/Teacher Conferences<br />
• Curriculum night to inform parents of homefriendly<br />
lessons as well as teach them how to<br />
use the PALS packets with their child<br />
• Personal school websites<br />
Learning at Home:<br />
• Read 30 minutes per day<br />
• Monthly Reading Logs<br />
• Homework 10-15 minutes/review<br />
• PALS – Parent Assisted Learning Packets<br />
• Teachers will make known these Internet sites<br />
for further practice at home:<br />
http://www.storyplace.org<br />
http://www.iknowthat.com<br />
Technology<br />
• Consult with media specialist, site tech, and<br />
reading specialist to research on-line activities<br />
to be utilized by students.<br />
• Consult with reading specialist to facilitate the<br />
computer program READ NATURALLY<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 43
Focus of Improvement: Fourth Grade IEP Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fourth grade IEP students will achieve reading proficiency at grade level or above<br />
on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fourth grade IEP students will be able to demonstrate<br />
proficiency at grade level or show an improvement with the areas of Vocabulary/Synonyms,<br />
Antonyms, & Homonyms 1.3; Research & Information 5.0; Research and<br />
Literature/Accessing Information 5.1<br />
Benchmark: At a current Median Score of 40% in Vocabulary/Synonyms, Antonyms, &<br />
Homonyms 1.3 at least half of fourth grade IEP students will score 60% or above on the<br />
Standard District Curriculum Assessments and OCCT during the 2009 testing cycles. At a<br />
current Median Score of 42% in Research and Information 5.0 at least half of Grade 4 IEP<br />
students will score 67% or above; and at a current Grade 4 (Objective – 5.1) Accessing<br />
Information Median Score of 42% at least half of the IEP students will score 67% or above.<br />
These measures of progress will be achieved on the Standard District Curriculum<br />
Assessments and OCCT during the 2009 testing cycles.<br />
Interventions / Strategies<br />
Vocabulary/Synonyms, Antonyms and Homonyms<br />
1.3<br />
Fourth grade teachers will utilize the Destination<br />
Reading Management System, Target Teach, and will<br />
use visual tools and kinesthetic games to build an<br />
understanding of synonyms, antonyms, and<br />
homonyms, as well as using a thesaurus to determine<br />
meanings of words.<br />
Research & Information 5.0<br />
Fourth grade teachers will utilize Target Teach, as well<br />
as emphasize research using atlases, dictionaries,<br />
almanacs, and encyclopedias, as well as other nonfiction<br />
material in addition to using the computer for<br />
research.<br />
Research & Information/Accessing information 5.1<br />
Fourth grade teachers will utilize Target Teach, as well<br />
as having students conduct research and organize<br />
information about a state. The students will locate,<br />
organize, and synthesize information from a variety of<br />
print, nonprint, and technological resources. They will<br />
be responsible for locating the state’s bird, population,<br />
flower, motto, flag, introduction to statehood, famous<br />
people, etc. As a culmination activity, they will<br />
organize their information into a class 50 states<br />
booklet.<br />
Assessments<br />
Daily and Weekly Assessment:<br />
• Class assignments<br />
• Teacher observations of daily<br />
participation/work and flexible group work will<br />
give an informative view of student<br />
development<br />
Periodic:<br />
• Standard District Curriculum Tests<br />
• Scott Foresman (End of book test)<br />
• DIBELS<br />
• Read Naturally<br />
• SRA<br />
• OCCT (Spring)<br />
.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 44
Instructional Technology Integrated Strategies<br />
Vocabulary/Synonyms, Antonyms, and Homonyms 1.3<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Reading, as well as the<br />
interactive smartboard program activities and Senteo specific to the benchmark area listed above.<br />
Research 5.0<br />
Fourth grade teachers will use http://elementary.nettrekker.com to research topics, as well as the interactive<br />
smartboard program activities and Senteo specific to the benchmark area listed above.<br />
Research/Accessing information 5.1<br />
Fourth grade teachers will use Safari Montage from the shared server, the interactive smartboard program<br />
activities and Senteo and also http://elementary.nettrekker.com to research topics specific to the benchmark area<br />
listed above.<br />
Professional Development<br />
Vocabulary/Synonyms, Antonyms, and Homonyms<br />
1.3<br />
• Fourth grade teachers will collaborate with<br />
the area instructional facilitator and the<br />
reading specialist to enhance and target<br />
specific benchmark area shown above.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that<br />
targets the specific benchmark area shown<br />
above to receive new ideas from other <strong>Tulsa</strong><br />
teachers.<br />
Research 5.0<br />
• Fourth grade teachers will collaborate with the<br />
Media Specialist and site tech to enhance and<br />
target specific benchmark area shown above.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that targets<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
Research/Accessing information 5.1<br />
• Fourth grade teachers will collaborate with the<br />
Media Specialist and site tech to enhance and<br />
target specific benchmark area shown above.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that targets<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
Technology<br />
• Consult with media specialist, site tech, and<br />
reading specialist to research on-line activities<br />
to be utilized by students<br />
• Consult with reading specialist to facilitate the<br />
computer program READ NATURALLY<br />
Parental Participation<br />
Communication:<br />
• Weekly assignment folders<br />
• Reading challenges<br />
• Progress Notes/Report Cards<br />
• Parent/Teacher Conferences<br />
• IEP Meetings<br />
• Personal school websites<br />
Learning at Home:<br />
• PALS – Parent Assisted Learning Packets<br />
• Teachers will make known these Internet sites<br />
for further practice at home:<br />
http://www.starfall.com<br />
http://www.bookadventure.com<br />
http://www.iknowthat.com<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 45
Focus of Improvement: Fifth Grade, Regular Students, Reading<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fifth grade students will demonstrate reading, vocabulary, comprehension, and<br />
research proficiency at grade level or above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fifth grade students will be able to demonstrate proficiency at<br />
grade level or show an improvement within the area of Vocabulary 1.0<br />
Benchmark: Minimally, fifth grade students currently at 73% Median Percent Correct level in<br />
Vocabulary 1.0 will score at 82% Median Percent Correct or higher as indicated by teachermade<br />
tests, Benchmark Assessments, and the Spring 2009 OCCT.<br />
Interventions / Strategies<br />
Assessments<br />
The following research-based strategies have been<br />
chosen specifically to meet the needs of students of<br />
each gender and race as well as those who are Special<br />
Needs, ELL, or economically challenged. Female<br />
students benefit from verbal interaction, descriptive<br />
narration, and expressing emotional<br />
connections/experiences to the information. Male<br />
students benefit from simple, analytic explanation,<br />
kinesthetic movement, and visual images to aid in<br />
retention of information. According to Ruby Payne,<br />
economically challenged students, need to know the<br />
“why” and “how” of a topic, before they can learn it.<br />
ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations,<br />
connections to prior knowledge, and repetition of<br />
skills. With those needs in mind, the following<br />
interventions/strategies have been chosen:<br />
Daily and Weekly:<br />
• Classroom Assignments<br />
• Teacher observations<br />
• Scott Foresman Comprehension and<br />
Vocabulary Tests<br />
• Riverdeep Destination Reading<br />
• Benchmark Strategy Assessments<br />
• SRA<br />
• Read Naturally<br />
Periodic:<br />
• OCCT (Spring)<br />
• Benchmark Assessments<br />
• DIBELS<br />
Vocabulary 1.0<br />
Fifth grade teachers will use Marzano’s Cues, Questions,<br />
and Advance Organizers Strategy to increase the ability of<br />
the students to analyze words and determine their meaning.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Instructional Technology Integrated Strategies<br />
Vocabulary 1.0<br />
Teachers will use graphic organizers on SmartBoards and overhead transparencies to analyze and evaluate<br />
vocabulary. Teachers will utilize Riverdeep Destination Reading and Read Naturally. Teachers and students will<br />
use the following websites:<br />
http://www.vocabulary.com<br />
http://www.readwritethink.org/lessons/lessons_views.as?id=886l<br />
http://www.wordcentral.com/cgi-bin/bwwod.pl<br />
http://www.webenglishteacher.com/vocab.html<br />
http://www.sadlier-oxford.com/phonics/fishtanks1/fish_tanks_front.htm<br />
http://abcteach.com<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 46
Professional Development<br />
Vocabulary 1.0<br />
• Collaborate with Reading Specialist<br />
• Collaborate with Librarian<br />
• Great Expectations Seminars<br />
Technology<br />
• Consult with Librarian and STC on using<br />
Powerpoint and SmartBoards lessons<br />
• Teachers will utilize Riverdeep Destination<br />
Reading and Read Naturally with students<br />
Parental Participation<br />
Communication:<br />
• Homework<br />
• Daily reading logs<br />
• Progress Reports<br />
• Daily Planners<br />
Learning at home:<br />
• PALS-Parent Assisted Learning Packets<br />
• Read 30 minutes at home<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 47
School Improvement and Achievement Plan<br />
Focus of Improvement: Fifth Grade, IEP Students, Reading<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fifth grade students will demonstrate reading, vocabulary, comprehension, and<br />
research proficiency at grade level or above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fifth grade IEP students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the area of<br />
Comprehension/Critical Literacy/ Literal Understanding 3.1<br />
Benchmark: Minimally, fifth grade IEP students, currently at 67% Median Percent Correct<br />
level in Comprehension/Critical Literacy/Literal Understanding 3.1 score at 83% Median<br />
Percent Correct level or higher as indicated by teacher-made tests, Benchmark<br />
Assessments, and the Spring 2009 OCCT.<br />
Interventions / Strategies<br />
Assessments<br />
Comprehension/Critical Literacy/Literal<br />
Understanding 3.1<br />
Fifth grade teachers will use Marzano’s Comparison<br />
and Contrast Matrix as well as Cues, Questions, and<br />
Advance Organizers Strategies to increase the ability<br />
of the students to compare and contrast the literary<br />
elements of fiction and nonfiction writing. The<br />
teachers will use Marzano’s Strategies of Cooperative<br />
Learning and Classroom Practice to enable students<br />
to organize and recall information using the text’s<br />
structure.<br />
.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Professional Development<br />
Comprehension/Critical Literacy/Critical Literacy 3.1<br />
• Collaborate with Librarian on utilizing Library<br />
Media Resources<br />
• Collaborate with Reading Specialist<br />
• Collaborate with classroom teachers to<br />
accommodate students<br />
• Great Expectations Seminars<br />
Technology<br />
• Consult with Librarian and STC on using<br />
Powerpoint and SmartBoards<br />
• Teachers will utilize Riverdeep Destination<br />
Reading and Read Naturally with students<br />
Daily and Weekly:<br />
• Classroom Assignments<br />
• Teacher observations<br />
• Scott Foresman Comprehension and<br />
Vocabulary Tests<br />
• Riverdeep Destination Reading<br />
• Benchmark Strategy Assessments<br />
• SRA<br />
• Read Naturally<br />
Periodic:<br />
• DIBELS<br />
• OCCT (Spring)<br />
• Benchmark Assessments<br />
Parental Participation<br />
Communication:<br />
• Homework<br />
• Daily reading logs<br />
• Progress Reports<br />
• Daily Planners<br />
Learning at home:<br />
• PALS-Parent Assisted Learning Packets<br />
• Read 30 minutes at home<br />
Action Plan Continued on Next Page<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 48
Instructional Technology Integrated Strategies<br />
Comprehension/Critical Literacy/Critical Literacy 3.1<br />
Teachers and students will use the following websites:<br />
http://www.internet4classrooms.com/<br />
http://readwritethink.org<br />
Teachers will lead students in group brain storming activities while creating concept maps to visually express<br />
their understanding of each story using overhead transparencies and SmartBoards. Teachers will also utilize<br />
Riverdeep Destination Reading and Read Naturally.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 49
School Improvement and Achievement Plan<br />
Focus of Improvement: Fifth Grade, ELL Students, Reading<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fifth grade students will demonstrate reading, vocabulary, comprehension, and<br />
research proficiency at grade level or above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fifth grade ELL students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the areas of<br />
Comprehension/Critical Literacy/Analysis & Evaluation 3.4; Literature/Literary Elements<br />
4.2<br />
Benchmark: Minimally, fifth grade ELL students, currently at 50% Median Percent Correct<br />
level in Comprehension/Critical Literacy/Analysis & Evaluations 3.4; and currently at 50%<br />
Median Percent Correct level in Literature/Literary Elements 4.2 will score at 80% Median<br />
Percent Correct and 75% or higher as indicated by teacher-made tests, Benchmark<br />
Assessments, and the Spring 2009 OCCT.<br />
Interventions / Strategies<br />
Assessments<br />
Comprehension/Critical Literacy/Analysis & Evaluations<br />
3.4<br />
Fifth grade teachers will use pre-reading strategies to<br />
preview, and activate prior knowledge. Fifth grade<br />
teachers will allow students to make and generate<br />
questions about their reading, as well as utilize graphic<br />
organizers (like a story map) to show literal understanding.<br />
Teachers will use the Marzano’s strategies of summarizing<br />
and generating hypotheses.<br />
Literature/Literary Elements 4.2<br />
Fifth grade teachers will read a familiar fairy tale/textbook<br />
selection and facilitate a classroom creation of a story map<br />
(i.e., characters, setting, problem resolution, theme, plot).<br />
Students will then work in small, collaborative groups to<br />
produce a story map which demonstrated mastery of<br />
literary elements.<br />
.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Daily and Weekly:<br />
• Classroom Assignments<br />
• Teacher observations<br />
• Scott Foresman Comprehension and<br />
Vocabulary Tests<br />
• Riverdeep Destination Reading<br />
• Read Naturally<br />
• Benchmark Strategy Assessments<br />
• SRA<br />
Periodic:<br />
• OCCT (Spring)<br />
• Benchmark Assessments<br />
• DIBELS<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 50
Instructional Technology Integrated Strategies<br />
Comprehension/Critical Literacy/Analysis & Evaluations 3.4<br />
Teachers will use graphic organizers on SmartBoards and overhead transparencies to analyze and evaluate<br />
reading. Teachers will utilize Riverdeep Destination Reading and Read Naturally. Teachers and students will<br />
use the following websites:<br />
http://www.quia.com/ba/41785.html<br />
http://readwritethink.org/materials/trading_cards/<br />
http://www.readwritethink.org/materials/comic/index.htm.<br />
http://humormatters.com/kidsjoke.htm<br />
http://www.internet4classrooms.com/<br />
http://www.readwritethink.org/materials.lit-elements/index.html<br />
Literature/Literary Elements 4.2<br />
Fifth grade teachers will utlilize the strategy of Marzano’s graphic organizers with the literary elements map at<br />
http://www.readwritethink.org/materials/lit-elements/. The students will complete the concept map together as a<br />
class with a story that has been read. The students will then go on to complete the graphic organizer in pairs or<br />
on their own. Teachers will utilize Riverdeep Destination Reading and Read Naturally.<br />
Professional Development<br />
Comprehension/Critical Literacy/Analysis & Evaluations<br />
3.4<br />
• Collaborate with Reading Specialist<br />
• Collaborate with Librarian<br />
• Great Expectations Seminars<br />
Literature/Literary Elements/ 4.2<br />
• Fifth grade teachers will study the book Modifying<br />
The Four Blocks For Upper Grades: Matching<br />
Strategies to Students’ Needs by Cheryl Mahaffey<br />
Sigmon and Improving Reading: A Handbook of<br />
Strategies by Jerry L. Johns and Susan Davis<br />
Lenski with the Reading Specialist<br />
• Great Expectations Seminars<br />
Parental Participation<br />
Communication:<br />
• Homework<br />
• Daily reading logs<br />
• Progress Reports<br />
• Daily Planners<br />
Learning at home:<br />
• PALS-Parent Assisted Learning Packets<br />
• Read 30 minutes at home<br />
Technology<br />
• Consult with Librarian and STC on using<br />
Powerpoint and SmartBoard lessons<br />
• Teachers will utilize Riverdeep Destination<br />
Reading and Read Naturally with students<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 51
4. ACTION PLANS BY INDIVIDUAL GRADE LEVEL<br />
4.2 Mathematics<br />
School Improvement and Achievement Plan<br />
Focus of Improvement: Early Childhood Mathematics, Regular<br />
Students, IEP, ELL and All Low-Scoring Subgroups<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All Early Childhood students will demonstrate mathematical skills needed to be<br />
successful in pre-kindergarten as determined by the PAT – Preschool Assessment<br />
Screening.<br />
Achievement Objective: All early childhood students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the areas of Patterns 1; and Data<br />
Analysis 5.<br />
Benchmark: Early childhood students will achieve 80% in Patterns 1; and Data Analysis 5<br />
as documented on teacher made assessments, Growing With Math Assessment and PAT –<br />
Preschool Assessment Screening.<br />
Interventions / Strategies<br />
Patterns – 1<br />
Early Childhood teachers will use teacher<br />
created centers, stamping activities, daily patterns<br />
activities and manipulatives, such as pattern blocks,<br />
unifix cubes, and stickers.<br />
Data Analysis – 5<br />
Early Childhood teachers will use graphing<br />
activities.<br />
Assessments<br />
Daily and Weekly:<br />
• Daily participation observations<br />
• Observation of learning center activities<br />
• Daily Work<br />
Periodic:<br />
• Portfolios<br />
• PAT – Preschool Assessment Screening<br />
• Growing with Math Assessment<br />
• Teacher Made Assessments<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Professional Development<br />
• Fulton Workshops<br />
• Growing With Math Workshops<br />
• Staff Meetings<br />
• Team Meetings<br />
• Collaboration with Instructional Facilitator<br />
• Smartboard Training<br />
• Early Childhood Classroom Clinics<br />
• Early Childhood Teaching Strategies<br />
Workshop<br />
Parental Participation<br />
Learning at Home:<br />
• Parental Participation<br />
Communication:<br />
• Monthly newsletters<br />
• Progress Reports<br />
• Report Cards<br />
• Parent/Teacher Conferences<br />
Instructional Technology Integrated Strategies:<br />
• Early Childhood teachers will utilize the computer in their classroom and allow students to have daily<br />
access. Students will be exposed to math concepts and activities on various educational Internet sites.<br />
• Teachers will use Smartboards for computer instruction and whole group instruction, supplementing with<br />
mathematical interactive games and activities.<br />
.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 52
Focus of Improvement: Kindergarten Regular, IEP, ELL,<br />
and All Low-Scoring Subgroups, Math<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All kindergarten students will acquire the basic mathematical skills necessary to be<br />
successful in first grade as determined by the KAT – Kindergarten Assessment Screening.<br />
Achievement Objective: All kindergarten students will be able to demonstrate proficiency<br />
at grade level or show an improvement within the areas of Measurement/Measure objects<br />
using nonstandard units of measurement 4.1.<br />
Benchmark: Minimally, kindergarten students will achieve 80% in Measurement/Measure<br />
objects using nonstandard units of measurement 4.1 as documented on teacher made<br />
assessments, Growing With Math Assessments and KAT – Kindergarten Assessment<br />
Screening.<br />
Interventions / Strategies<br />
Measurement/Measure objects using nonstandard<br />
units of measurement 4.1<br />
Kindergarten teachers will provide repeated exposure<br />
to measurement using nonstandard units. Within the<br />
classroom, teachers will provide opportunities to<br />
measure various items using nonstandard units. The<br />
teachers will also provide measurement skills during<br />
the daily calendar time to reinforce their knowledge of<br />
measurement.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Assessments<br />
• KAT – Kindergarten Assessment Screening<br />
• Growing With Math Assessment<br />
• Teacher Observation<br />
• Teacher made assessments based on PASS<br />
Instructional Technology Integrated Strategies<br />
Riverdeep Destination Math will be used with students.<br />
Teachers will use Smartboards for computer and whole group instruction.<br />
Kindergarten teachers will utilize computers in classroom and allow students daily access.<br />
Students will be exposed to various internet sites as well as computer math software.<br />
Professional Development<br />
• Growing With Math Workshops<br />
• Smartboard Training<br />
• Staff Meetings<br />
• Early Childhood Classroom Clinics<br />
• Early Childhood Teaching Strategies<br />
Workshop<br />
• Teaching Early Childhood Math Workshop<br />
• Marilyn Burns’ Math Solutions Workshops<br />
Parental Participation<br />
Learning at Home:<br />
• By topic homework<br />
Communicating:<br />
• Monthly newsletters<br />
• Parent/Teacher Conferences<br />
• Growing With Math topic newsletters and<br />
activities<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 53
Focus of Improvement: First grade, All students, Math<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All first grade students will achieve proficiency at grade level or above on Growing<br />
with Math Assessments. Differences were not found between subgroups.<br />
Achievement Objective: All first grade students will demonstrate proficiency at grade level<br />
or show improvement in the area of Number Operations 3.1a and Number Sense 2.1 on<br />
Growing with Math Assessments.<br />
Benchmark: At a current median score of 55 in Number Operations/Computations 3.1a<br />
and 43 in Number Sense/Money 2.1 at least half of first grade students will achieve a score<br />
of 59 in Number Operations/Computations 3.1a and 57 in Number Sense/Money 2.1 as<br />
documented on Growing with Math-Comprehensive Assessment and teacher-made tests.<br />
Interventions / Strategies<br />
Number Operations/Computations 3.1a<br />
First grade teachers will provide direct instruction and hands<br />
on experiences in the areas of addition and subtraction skills.<br />
First grade students will improve their addition and subtraction<br />
skills through Growing with Math lessons, daily work, and math<br />
centers. Students will be able to use math manipulatives as<br />
needed in order to understand these concepts.<br />
Number Sense 2.1<br />
First Grade Teachers will provide repeated exposure to varying<br />
activities using hands on experiences with place value. They<br />
will provide independent practice along with direct instruction,<br />
based on the children’s prior knowledge and personal<br />
experiences.<br />
Benchmark Assessments<br />
Daily and Weekly Assessment:<br />
• Teacher observations<br />
• Homework reviewed/recorded<br />
• Workbook practice review/record<br />
Periodic:<br />
• Teacher-made tests as needed<br />
• End of Topic unit assessments and<br />
tests<br />
• End of Year test<br />
Procedural specificity will be detailed in individual teacher<br />
lesson plans.<br />
Instructional Technology Integrated Strategies<br />
Number Operations/Computations 3.1a<br />
Instructional technology used for this intervention includes the use of an overhead projector for whole group<br />
instruction. Interactive instructional technology links for computation are:<br />
http://www.abc.net.au/countusin/games/game8.htm<br />
http://www.dositey,com/addsub/mystery4/htm<br />
Number Sense 2.1<br />
Teachers will use overhead projector to demonstrate place value on a graphic organizer and technology<br />
computer link as reinforcement<br />
http://www.peepandthebigwideworld.com/games/hoptoit.swf<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 54
Professional Development<br />
Number Operations/Computations 3.1a<br />
• Teachers will attend Growing with Math workshop or<br />
attend a refresher course with the school’s Instructional<br />
Facilitator<br />
• Marilyn Burns’ Math Solutions Workshops<br />
Number Sense 2.1<br />
• Teachers will collaborate with Instructional Facilitator to<br />
create individual learning activities.<br />
Technology<br />
Teachers will collaborate with the STC, Librarian, and Instructional<br />
Facilitators to utilize online activities and math related software<br />
programs.<br />
Teachers will utilize Riverdeep Destination Math with students<br />
Parental Participation<br />
Communication:<br />
• Progress reports<br />
• Parent Teacher Conferences<br />
Learning at Home:<br />
• Teacher made activities<br />
focusing on skill being taught<br />
to be used at home<br />
• Math Homework-flashcards<br />
• P.A.L.S. Packets<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 55
Focus of Improvement: Second Grade, All Students, Math<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All second grade students will achieve math proficiency at grade level or above on<br />
Comprehensive Benchmark Assessment for Math and Growing with Mathematics<br />
Assessments. Differences were not found between subgroups.<br />
Achievement Objective: All second grade students will be able to demonstrate proficiency<br />
at grade level or show an improvement with the areas of Number Operations and<br />
Computation/Develop and Apply concepts of Addition and Subtraction – 3.1 and Geometry<br />
and Measurement/Measurement – 4.2<br />
Benchmark: At a current Median Score of 50% in Number Operations and<br />
Computation/Develop and Apply concepts of Addition and Subtraction – 3.1, at least half of<br />
2 nd grade students will score at 75% or above; and at a current Median Score of 60% in<br />
Geometry and Measurement/Measurement – 4.2, at least half of 2 nd grade students will<br />
score at 80% or higher as documented on the Comprehensive Benchmark Assessment for<br />
Math and Growing with Mathematics Assessments.<br />
Interventions / Strategies<br />
Number Operations Computation/Develop and<br />
Apply concepts of Addition and Subtraction – 3.1<br />
Second grade teachers will teach fact families to<br />
develop the link between addition and subtraction.<br />
Teacher will also provide the students with<br />
manipulatives to help them solve fact problems.<br />
Geometry/Measurement/Measurement-4.2<br />
Second grade teachers will provide rulers for standard<br />
measuring. Teachers will also provide opportunities<br />
for the students to measure with non-standard units of<br />
measure.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Instructional Technology Integrated Strategies<br />
Assessments<br />
Daily and Weekly Assessment:<br />
• Teacher observations of daily participation and<br />
work will give an informal view of student<br />
development.<br />
• Teacher-made tests will be administered as<br />
needed.<br />
• Basic Fact Sheets Timed Assessments<br />
Other:<br />
• Growing with Mathematics - End of Topic<br />
Assessments<br />
• Comprehensive Benchmark Assessment for<br />
Math<br />
Number Operations Computation/Develop and Apply the concepts Addition and Subtraction Facts – 3.1<br />
Second grade teachers will assign Destination Math and online activities from these websites;<br />
www.mathkids.com;<br />
www.coolmath.com ;<br />
www.superkids.com.<br />
www.funbrain.com<br />
to increase children’s fluency of basic math facts.<br />
Geometry/Measurement/Measurement – 4.2<br />
Second grade teachers will assign Destination Math and online activities from these websites;<br />
http://www.brainpopjr.com<br />
http://www.rickyspears.com/rulergame/<br />
to increase understanding of place value.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 56
Professional Development<br />
Number Operations Computation/Develop and<br />
Apply concepts of Addition and Subtraction – 3.1<br />
• Marilyn Burns’ Math Solutions Workshops<br />
• Second grade teachers will view<br />
“Developing Computational Fluency in<br />
Addition and Subtraction” at the website<br />
www.paec.org/teacher2teacher/<br />
• Attend professional development class<br />
offered at the district level.<br />
Geometry/Measurement/Measurement-4.2<br />
• Grade-level meetings to collaborate and<br />
share ideas<br />
• Second grade teachers will collaborate with<br />
media specialist and district math coordinator.<br />
• Attend professional development class<br />
offered at the district level.<br />
Parental Participation<br />
Communication:<br />
• Second grade teachers will send home<br />
newsletters informing parents of math skills<br />
being taught.<br />
• Second grade teachers will send home<br />
progress reports informing parents of their<br />
child’s progress.<br />
Learning at Home:<br />
• Fact Sheets for basic facts practice<br />
• Daily Homework<br />
Technology<br />
Teachers will utilize Riverdeep Destination Math and<br />
teacher-created and Smart-created lessons for the<br />
Smart Board with students.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 57
School Improvement and Achievement Plan<br />
Focus of Improvement: Third Grade, All Students, Math<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All third grade students will demonstrate mathematics proficiency at grade level or<br />
above on the Benchmark Comprehensive Assessment.<br />
Achievement Objective: All third grade students will be able to demonstrate proficiency at grade level or show<br />
an improvement within the areas of Number Operations and Computations/Estimation – 3.1, Number<br />
Operations and Computations/Multiplication – 3.2, Number Operations and Computations/Money Problems<br />
– 3.3, and Geometry & Measurement/Measurement – 4.2<br />
Benchmark: At a current Median Score of 42% in Number Operations and Computations 3.0 at least half of<br />
Grade 3 regular students will score 50% or above, and at a current Median Score of 33% at least half of the<br />
Grade 3 ELL students will score 42% or above, and at a current Median Score of 17% at least half of the Grade<br />
3 IEP students will score 25% or above; and at a current Grade 3 (Objective – 3.1) Estimation Score of 50% at<br />
least half of the regular and ELL students will score 75% or above, and at a current Median Score of 0% at least<br />
half of the Grade 3 IEP students will score 25% or above; and at a current Grade 3 (Objective – 3.2)<br />
Multiplication Median Score of 50% at least half of the regular and IEP students will score 75% or above, and at<br />
a current Median Score of 25% at least half of Grade 3 ELL students will score 50% or above; and at a current<br />
Grade 3 (Objective – 3.3) Money Problems Median Score of 50% at least half of the regular students will score<br />
75% or above, and at a current Median Score of 25% at least half of Grade 3 ELL students will score 50% or<br />
above, and at a current Median Score of 0% at least half of the IEP students will score 25% or above. These<br />
measures of progress with be achieved on the Standard District Curriculum Assessments and OCCT during the<br />
2009 testing cycles. At a current Median Score of 50% in Geometry & Measurement/Measurement 4.2 at least<br />
half of Grade 3 regular students will score 75% or above, and at a current Median Score of 25% at least half of<br />
Grade 3 ELL and IEP students will score 50% or above. These measures of progress with be achieved on the<br />
Standard District Curriculum Assessments and OCCT during the 2009 testing cycles.<br />
Interventions / Strategies<br />
The following research-based strategies have been<br />
chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs,<br />
ELL, or economically challenged. Female students benefit<br />
from verbal interaction, descriptive narration, and<br />
expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic<br />
explanation, kinesthetic movement, and visual images to<br />
aid in retention of information. According to Ruby Payne,<br />
economically challenged students, need to know the “why”<br />
and “how” of a topic, before they can learn it. ELL and<br />
Special Needs students benefit from visual images,<br />
simplified vocabulary and explanations, connections to<br />
prior knowledge, and repetition of skills. With those needs<br />
in mind, the following interventions/strategies have been<br />
chosen:<br />
Benchmark Assessments<br />
Daily<br />
• Teacher observations<br />
• Classroom Assignments<br />
Weekly<br />
• End of topic assessments<br />
• Homework assigned & reviewed<br />
• Teacher-made tests as needed<br />
• Data Books<br />
Periodically<br />
• Comprehensive Growing With Math<br />
Assessments - Fall & Spring<br />
• Benchmark Skills Tests – monthly<br />
• Destination Success – Riverdeep<br />
• OCCT in the spring<br />
• Fast Math Assessments<br />
Number Operations and Computations/Estimation – 3.1<br />
Students will use everyday situations to develop background<br />
knowledge of estimation. Graph estimations on various items<br />
and topics. For example, estimate the height of, the<br />
circumference of, the length of. Compare actual measurements<br />
to that of the estimations.<br />
Number Operations and Computations/Multiplication – 3.2<br />
Model and solve multiplication problems using concrete<br />
materials. Create arrays to find factors. Use skip counting to<br />
teach transition facts. Show how relational – when numbers<br />
increase, students add or multiply; when numbers decrease<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 58
students subtract or divide. Utilize manipulatives to show visual<br />
representation of multiplication concepts.<br />
Number Operations and Computations/<br />
Money Problems – 3.3<br />
Teachers will increase use of money in the classroom by<br />
creating a classroom bank, using real world examples to solve<br />
money problems. Every student will be given a classroom bank<br />
account. Students will start out with $20.00 in their “checking<br />
account”. They will be given checks, deposit slips, and a check<br />
register. They will learn how to write checks, use a deposit slip<br />
correctly, and keep track of how much money they have.<br />
Students will have to keep track of their checking accounts in<br />
their personal check register. Teachers can assess and provide<br />
feedback by meeting with students and discussing the<br />
calculations in their check registers.<br />
Geometry & Measurement/Measurement – 4.2<br />
Third grade teachers will provide rulers for measuring to the<br />
nearest centimeter and quarter inch (concrete means of<br />
understanding objective). They will also provide balances and<br />
scales for measuring in customary and metric units. They will<br />
provide a KWHL chart for measurement in which the students<br />
organize their thoughts prior to measuring with the different<br />
tools as well as access their prior knowledge with which to build<br />
on. They have a say in what they want to measure and learn<br />
about measurement as well as how they will measure certain<br />
things, making the experience more meaningful. They use the L<br />
to record how they measured certain objects using the given<br />
tools. Teacher provides a vocabulary chart of key words used<br />
when measuring (such as “quarter inch”).<br />
Procedural specificity will be detailed in individual teacher<br />
lesson plans.<br />
Instructional Technology Integrated Strategies<br />
Number Operations and Computations/Estimation – 3.1<br />
Students may engage in activities on School House Express that correlate to these standards.<br />
For technology reinforcement, students will practice their math skills at these sites:<br />
www.coolmath-games.com/numbermonster/index.html ; www.funbrain.com/tictactoe/index.html.<br />
Number Operations and Computations/Multiplication – 3.2<br />
Students may engage in activities on School House Express that correlate to these standards.<br />
For technology reinforcement, students will practice their math skills at these sites:<br />
www.iknowthat.com; www.funbrain.com/tictactoe/index.html<br />
Number Operations and Computations/Money Problems – 3.3<br />
Third grade teachers will utilize computers, Smart Board, Senteo, and educational software in order to ensure<br />
instruction and practice on money. Teachers will use the website www.funbrain.com for additional practice on<br />
money.<br />
Geometry & Measurement/Measurement – 4.2<br />
To integrate instructional technology, third grade students will practice weighing animals in grams by moving the<br />
appropriate weights until the scale is balanced with the animal.<br />
http://www.bbc.co.uk/education/mathsfile/shockwave/ames/animl.html<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 59
Professional Development<br />
Number Operations & Computations/Estimation - 3.1<br />
• Grade-level meeting on new methods to teach<br />
estimation.<br />
• Standard District Curriculum training for new teachers<br />
and a refresher or update training for returning teachers.<br />
• Participate in online training for Math Solutions<br />
http://www.mathsolutions.com/index.cfm?page=wp9&cri<br />
d=65<br />
Number Operations & Computations/Multiplication - 3.2<br />
• Grade-level meeting on new methods to teach<br />
multiplication.<br />
• Standard District Curriculum training for new teachers<br />
and a refresher or update training for returning teachers.<br />
• Participate in online training for Math Solutions<br />
http://www.mathsolutions.com/index.cfm?page=wp9&cri<br />
d=65<br />
Parental Participation<br />
Communication:<br />
• Weekly Newsletters<br />
• Parent Teacher Conference<br />
• Progress Reports<br />
• Notes and phone calls<br />
• Daily Planners<br />
Learning at Home:<br />
• PALS packets<br />
• Flash Cards for math skill practice<br />
• Homework sent home at a minimum<br />
of four times per week<br />
Number Operations & Computations/Money Problems - 3.3<br />
• Grade-level meeting on creation of classroom bank.<br />
• Standard District Curriculum training for new teachers<br />
and a refresher or update training for returning teachers.<br />
• Participate in online training for Math Solutions<br />
http://www.mathsolutions.com/index.cfm?page=wp9&cri<br />
d=65<br />
Geometry & Measurement/Measurement – 4.2<br />
• In-service on Marzano’s Cooperative Groups<br />
• Participate in online training for Math Solutions<br />
http://www.mathsolutions.com/index.cfm?page=wp9&cri<br />
d=65<br />
Technology<br />
• Utilizing resources such as the SmartBoard, Senteo,<br />
and NetTrekker<br />
• All third grade teachers will explore technology options<br />
with support from TPS resource personnel.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 60
Focus of Improvement: Fourth Grade, Regular Students and IEP Students, Math<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fourth grade regular and IEP students will demonstrate mathematics proficiency at<br />
grade level or above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fourth grade regular students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the area of Number Operations &<br />
Computation/Multiplication 3.1. All fourth grade regular and IEP students will be able to<br />
demonstrate proficiency at grade level or show an improvement within the area of Geometry<br />
& Measurement/Measurement 4.4. In addition, IEP students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the area of Patterns & Algebraic<br />
Reasoning/Functions 1.2.<br />
Benchmark: At a current Median Score of 25% in Number Operations &<br />
Computation/Multiplication 3.1 at least half of fourth grade regular students will score 50%<br />
or above on the Standard District Curriculum Assessments and OCCT during the 2009<br />
testing cycles. At a current Median Score of 50% in Geometry & Measurement/<br />
Measurement 4.4 at least half of fourth grade regular students will score 75% or above, and<br />
at a current Median Score of 38% at least half of fourth grade IEP students will score 75% or<br />
above on the Standard District Curriculum Assessments and OCCT during the 2009 testing<br />
cycles. In addition, at least half of the IEP students at a current Median Score of 38% in<br />
Patterns & Algebraic Reasoning/Functions 1.2 will score 75% or above on the Standard<br />
District Curriculum Assessments and OCCT during the 2009 testing cycles.<br />
Interventions / Strategies<br />
Assessments<br />
The following research-based strategies have been<br />
chosen specifically to meet the needs of students of<br />
each gender and race as well as those who are Special<br />
Needs, ELL, or economically challenged. Female<br />
students benefit from verbal interaction, descriptive<br />
narration, and expressing emotional<br />
connections/experiences to the information. Male<br />
students benefit from simple, analytic explanation,<br />
kinesthetic movement, and visual images to aid in<br />
retention of information. According to Ruby Payne,<br />
economically challenged students, need to know the<br />
“why” and “how” of a topic, before they can learn it. ELL<br />
and Special Needs students benefit from visual images,<br />
simplified vocabulary and explanations, connections to<br />
prior knowledge, and repetition of skills. With those<br />
needs in mind, the following interventions/strategies<br />
have been chosen:<br />
Number Operations and Computation/Multiplication 3.1<br />
Fourth grade teachers will use Growing with Math,<br />
Destination Math, Target Teach, and utilize Marzano’s<br />
strategies to memorize and apply multiplication facts through<br />
games in class, homework, and demonstration in the<br />
classroom.<br />
Teachers will also utilize strategies from Marilyn Burns’s-<br />
Math Solutions multiplication menu activities to integrate<br />
multiplication with the rest of mathematics.<br />
Geometry and Measurement/Measurement 4.4<br />
Fourth grade teachers will use Growing with Math,<br />
Destination Math, and Target Teach. Teachers will also<br />
Daily and Weekly:<br />
• Class assignments<br />
• Teacher observation of daily<br />
participation/work and flexible group<br />
work will give an informal view of student<br />
development.<br />
• Math Journals<br />
• Growing with Math assessments<br />
• Fast Math Software<br />
Periodic:<br />
• Standard District Curriculum Tests<br />
• Teacher-made assessments<br />
• OCCT (spring)<br />
Teacher-made assessments given on an as<br />
needed basis.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 61
utilize strategies from Marilyn Burns’s-Math Solutions real<br />
world problem solving measurement menu activities to teach<br />
and expand measurement skills of metrics and customary<br />
units. Students will receive ample experience with measuring<br />
skills through first-hand experiences by making comparisons<br />
between objects by matching, comparing objects with<br />
nonstandard and standard units, and finally, to select the<br />
appropriate standard units of measurement needed for<br />
specific applications.<br />
Patterns & Algebraic Reasoning/Functions 1.2<br />
Fourth grade teachers will use Growing with Math,<br />
Destination Math, Target Teach, and will instruct students in<br />
the use of a variety of problem-solving approaches to<br />
analyze, extend and create patterns, and use function<br />
machines and “t-tables” to demonstrate “What is the Rule?”<br />
Students will solve simple open sentences involving<br />
operation on whole numbers. Teachers will also utilize<br />
strategies from Marilyn Burns’s Math Solutions function menu<br />
activities.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Instructional Technology Integrated Strategies<br />
Number Operations and Computation/Multiplication 3.1<br />
Fourth grade teachers will use the computer lab to involve all<br />
learners in Destination Math, as well as the interactive<br />
smartboard program activities and Senteo specific to the<br />
benchmark area listed above. Student activities to enhance<br />
multiplication skills can also be accessed from<br />
http://www.nettrekker.com/math<br />
Geometry and Measurement/Measurement 4.4<br />
Fourth grade teachers will use the computer lab to involve all<br />
learners in Destination Math, as well as the interactive<br />
smartboard program activities and Senteo specific to the<br />
benchmark area listed above. Student activities to enhance<br />
measurement skills can also be accessed from<br />
http://www.nettrekker.com/math<br />
Patterns & Algebraic Reasoning/Functions 1.2<br />
Fourth grade teachers will use the computer lab to involve all<br />
learners in Destination Math, as well as the interactive<br />
smartboard program activities and Senteo specific to the<br />
benchmark area listed above. Student activities to enhance<br />
the use of functions can also be accessed from<br />
http://www.nettrekker.com/math<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 62
Professional Development<br />
Number Operations and Computation/<br />
Multiplication 3.1<br />
• Fourth grade teachers will collaborate with the site tech and district math coordinator to enhance and<br />
target specific benchmark area.<br />
• Fourth grade teachers will participate in workshops using strategies of Marilyn Burns.<br />
Geometry and Measurement/Measurement 4.4<br />
• Fourth grade teachers will collaborate with the site tech and district math coordinator to enhance and<br />
target specific benchmark area.<br />
• Fourth grade teachers will participate in workshops using strategies of Marilyn Burns.<br />
Patterns & Algebraic Reasoning/ Functions 1.2<br />
• Fourth grade teachers will collaborate with the site tech and district math coordinator to enhance and<br />
target specific benchmark area.<br />
• Fourth grade teachers will participate in workshops using strategies of Marilyn Burns.<br />
Technology<br />
• Consult with site tech, and district math coordinator to research on-line activities to be utilized by<br />
students.<br />
Parental Participation<br />
Communication:<br />
• Weekly Planners/assignment books<br />
• Curriculum night to inform parents of home-friendly lessons as well as teach them how to use the PALS<br />
packets with their child<br />
• Parent/Teacher conferences<br />
• IEP meetings<br />
• Progress notes/Report cards<br />
• Personal school websites<br />
Learning at home:<br />
• Homework four times per week<br />
• PALS Packets<br />
• Fourth grade teachers will make known these Internet sites for further practice at home:<br />
http://www.aaamath.com<br />
http://www.funbrain.com<br />
http://iknowthat.com<br />
http://factmonster.com<br />
http://multiplication.com<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 63
Focus of Improvement: Fourth Grade, ELL and IEP Students, Mathematics<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fourth grade IEP students and ELL students will demonstrate mathematics<br />
proficiency at grade level or above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fourth grade ELL students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the area of Number Sense 2.0<br />
and Number Operations & Computation 3.0. All fourth grade ELL and IEP students will be<br />
able to demonstrate proficiency at grade level or show an improvement within the area of<br />
Data Analysis & Probability/Data Analysis 5.1.<br />
Benchmark: At a current Median Score of 45% in Number Sense 2.0 at least half of the<br />
fourth grade ELL students will score 55% or above on the Standard District Curriculum<br />
Assessments and OCCT during the 2009 testing cycles. At a current Median Score of 45%<br />
in Number Operations & Computation 3.0 at least half of the fourth grade ELL students will<br />
score 60% or above on the Standard District Curriculum Assessments and OCCT during the<br />
2009 testing cycles. In addition, at least half of the ELL students at a current Median Score<br />
of 33% in Data Analysis & Probability/Data Analysis 5.1 will score 50% or above, and at a<br />
current Median Score of 42% in Data Analysis & Probability/Data Analysis 5.1 at least half<br />
of fourth grade IEP students will score 59% or above on the Standard District Curriculum<br />
Assessments and OCCT during the 2009 testing cycles.<br />
Interventions / Strategies<br />
Assessments<br />
Number Sense 2.0<br />
Fourth grade teachers will use Growing with<br />
Mathematics, Destination Math, Target Teach, and<br />
utilize Marzano’s strategy of Classroom Practice and<br />
Cueing to apply the concept of place value, as well as<br />
placing emphasis on comparing and ordering whole<br />
numbers and decimals to the hundredths place by<br />
using manipulatives such as base ten blocks and<br />
pictorial diagrams. Students will also participate in<br />
large and small group activities that will show an<br />
understanding of fractional parts, e.g., shading and<br />
cutting pictures and working with fractional tiles.<br />
Number Operations & Computation 3.0<br />
Fourth grade teachers will use Growing with<br />
Mathematics, Destination Math, Target Teach, Fast<br />
Math, and Do The Math, created by Marilyn Burns.<br />
Teachers will also utilize Marzano’s strategy of<br />
Classroom Practice and Cooperative Learning to<br />
improve student fluency with basic multiplication and<br />
division facts, as well as Marzano’s strategy of<br />
Nonlinguistic Representations to teach division<br />
concepts and algorithms.<br />
Data Analysis & Probability/Data Analysis 5.1<br />
Fourth grade teachers will use Growing with<br />
Mathematics, Destination Math, Target Teach, and Do<br />
the Math, created by Marilyn Burns, as well as<br />
providing step-by-step exercises to teach students to<br />
work with number scales and to draw bar graphs, line<br />
graphs, and circle graphs. These activities will involve<br />
concrete action, pictorial action, and use of<br />
cooperative groups.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Daily and Weekly:<br />
• Class assignments<br />
• Teacher observation of daily participation/<br />
Work and flexible group work will give an<br />
informal view of student development.<br />
• Math Journals<br />
• Growing with Math assessments<br />
• Fast Math Assessments<br />
Periodic:<br />
• Standard District Curriculum Tests<br />
• Teacher-made assessments<br />
• OCCT (spring)<br />
Teacher made assessments given on an as needed<br />
basis<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 64
Instructional Technology Integrated Strategies<br />
Number Sense 2.0<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Math, Fast Math, as well as<br />
the interactive smartboard activities and Senteo specific to the benchmark area listed above Student activities to<br />
enhance number sentence skills can also be accessed from http://www.nettrekker.com/math<br />
Number Sense 3.0<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Math, as well as the<br />
interactive smartboard activities and Senteo specific to the benchmark area listed above. Student activities to<br />
enhance number sense skills can also be accessed from http://www.nettrekker.com/math<br />
Data Analysis & Probability/Data Analysis 5.1<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Math, as well as the<br />
interactive smartboard activities and Senteo specific to the benchmark area listed above. Student activities to<br />
enhance data analysis skills can also be accessed from http://www.nettrekker.com/math<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 65
Professional Development<br />
Number Sense 2.0<br />
• Fourth grade teachers will collaborate with the<br />
site tech and district math coordinator to<br />
enhance and target specific benchmark area.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that target<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
• Fourth grade teachers will participate in<br />
workshops using strategies of Marilyn Burns-<br />
Math Solutions.<br />
Number Operations & Computation 3.0<br />
• Fourth grade teachers will collaborate with the<br />
site tech and district math coordinator to<br />
enhance and target specific benchmark area.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that target<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
• Fourth grade teachers will participate in<br />
workshops using strategies of Marilyn Burns-<br />
Math Solutions.<br />
Data Analysis & Probability/Data Analysis 5.1<br />
• Fourth grade teachers will collaborate with the<br />
site tech and district math coordinator to<br />
enhance and target specific benchmark area.<br />
• Fourth grade teachers will attend the<br />
Benchmark Strategy PD at Fulton that target<br />
the specific benchmark area shown above to<br />
receive new ideas from other <strong>Tulsa</strong> teachers.<br />
• Fourth grade teachers will participate in<br />
workshops using strategies of Marilyn Burns-<br />
Math Solutions.<br />
Parental Participation<br />
Communication:<br />
• Weekly assignment folders<br />
• Progress Notes/Report Cards<br />
• IEP Meetings<br />
• Parent/Teacher Conferences<br />
• Personal school websites<br />
Learning at home:<br />
• Homework four times per week<br />
• PALS Packets<br />
• Fourth grade teachers will make known these<br />
Internet sites for further practice at home:<br />
http://www.aaamath.com<br />
http://www.funbrain.com<br />
http://www.iknowthat.com<br />
http://www.factmonster.com<br />
Technology<br />
• Consult with site tech and district math<br />
coordinator to research on-line activities to be<br />
utilized by students.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 66
Focus of Improvement: Fifth Grade, Regular Students, Math<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or<br />
above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fifth grade students will be able to demonstrate proficiency at<br />
grade level or show an improvement within the areas of Number<br />
Sense/Fractions/Decimals/Percents 2.1, Geometry and Measurement/Perimeter/Area 4.2,<br />
and Geometry and Measurement/Convert Measurements 4.5<br />
Benchmark: At a current median score of 50% in Number<br />
Sense/Fractions/Decimals/Percents 2.1; and at a current median score of 50% in Geometry<br />
and Measurement/Perimeter/Area 4.2; and at a current median score of 50% in Geometry<br />
and Measurement/Convert Measurements 4.5 least half of the students will score at 75% or<br />
above as indicated by teacher-made tests, Benchmark Assessments, and the Spring 2009<br />
OCCT.<br />
Interventions / Strategies<br />
Assessments<br />
The following research-based strategies have been<br />
chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs,<br />
ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and<br />
expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic<br />
explanation, kinesthetic movement, and visual images to<br />
aid in retention of information. According to Ruby<br />
Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it.<br />
ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations,<br />
connections to prior knowledge, and repetition of skills.<br />
With those needs in mind, the following<br />
interventions/strategies have been chosen:<br />
Daily and Weekly:<br />
• Daily Assignments<br />
• Teacher observation<br />
• Lesson Check-ups<br />
• Math Journals<br />
• Benchmark Strategy Assessments<br />
• Riverdeep Destination Math<br />
Assessments<br />
• Fast Math<br />
Periodic:<br />
• Growing With Math assessments<br />
• Benchmark Assessments<br />
• OCCT (Spring)<br />
• Math Solutions Assessments<br />
Number Sense/Fractions/Decimals/Percents 2.1<br />
Using Math Solution strategies on fractions, decimals, and<br />
percent, students will apply properties of arithmetic to solve<br />
problems.<br />
Geometry and Measurement/Perimeter/Area 4.2<br />
Fifth grade teachers will use Marzano’s strategy of<br />
Nonlinguistic Representations to explore and calculate the<br />
perimeter and area of rectangles.<br />
Geometry and Measurement/Convert Measurements 4.5<br />
Fifth grade teachers will introduce tools of measurement.<br />
Teachers will use Marzano’s strategy of Cooperative Learning<br />
and Generating and Testing Hypothesis to allow students to<br />
manipulate various types of measurement tools (i.e.<br />
thermometers, rulers, meter sticks, balances, and scales,<br />
etc.) and complete tasks involving graphing temperature,<br />
measuring set areas, and weighing amounts. Students will<br />
be given opportunities to measure temperatures in Fahrenheit<br />
and Celsius scales to become proficient. Students will<br />
measure distances with meter and yard sticks (i.e. flights of<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 67
paper airplanes, hallway distances, etc.). Students will be<br />
given opportunities to use pan balances to weigh different<br />
items and compare weights.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Professional Development<br />
Number Sense/Fractions/Decimals/Percents 2.1<br />
• Marilyn Burns’ Math Solutions Workshops<br />
• Fast Math<br />
Geometry and Measurement/Perimeter/Area 4.2<br />
• Marilyn Burns’ Math Solutions Workshops<br />
Parental Participation<br />
Communication:<br />
• Weekly Progress folders<br />
• Homework<br />
• Progress Reports<br />
• Daily Planner<br />
Learning at home:<br />
• Practice basic math facts/flash cards<br />
Geometry and Measurement/Convert Measurements 4.5<br />
• Standard District Curriculum training for new<br />
teachers and a refresher or update training for<br />
returning teachers<br />
• Marilyn Burns’ Math Solutions Workshops<br />
Technology<br />
All fifth grade teachers will explore technology options with<br />
support from TPS resource personnel.<br />
Teachers will utilize Riverdeep Destination Math with<br />
students.<br />
Teachers will utilize TPS SmartBoard workshops.<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 68
School Improvement and Achievement Plan<br />
Focus of Improvement: Fifth Grade, IEP Students, Math<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fifth grade IEP students will demonstrate mathematics proficiency at grade level or<br />
above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fifth grade IEP students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the area of Number Operations &<br />
Computation/Estimation 3.1<br />
Benchmark: At a current median score of 50% in Number Operations &<br />
Computation/Estimation 3.1 at least half of the IEP students will score at 75% or above as<br />
indicated by teacher-made tests, Benchmark Assessments, and the Spring 2009 OCCT.<br />
Interventions / Strategies<br />
Assessments<br />
Number Operation & Computation/Estimation 3.1<br />
Fifth grade teachers will Math Solutions menus on estimation<br />
to provide a variety of opportunities for students to work on<br />
estimation.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Daily and Weekly:<br />
• Daily Assignments<br />
• Teacher observation<br />
• Lesson Check-ups<br />
• Math Journals<br />
• Benchmark Strategy Assessments<br />
• Riverdeep Destination Math<br />
Assessments<br />
• Fast Math<br />
Periodic:<br />
• Growing With Math assessments<br />
• Benchmark Assessments<br />
• OCCT (Spring)<br />
Instructional Technology Integrated Strategies<br />
Number Operations & Computation/Estimation 3.1<br />
Students will use SmartBoard and Riverdeep Destination Math lessons and the following websites:<br />
www.mathplayground.com<br />
www.funbrain.com<br />
http://www.uen.org<br />
http://www.mattiusu.edu/nlvm.nav.index.html<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 69
Professional Development<br />
Number Operations & Computation/Estimation 3.1<br />
• Standard District Curriculum training for<br />
teachers.<br />
• Marilyn Burns’ Math Solutions Workshops<br />
Technology<br />
All fifth grade teachers will explore technology options<br />
with support from TPS resource personnel.<br />
Teachers will utilize Riverdeep Destination Math with<br />
students.<br />
Teachers will utilize TPS SmartBoard worshops.<br />
Parental Participation<br />
Communication:<br />
• Weekly Progress folders<br />
• Homework<br />
• Progress Reports<br />
• Daily Planner<br />
Learning at home:<br />
• Practice basic math facts/flash cards<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 70
School Improvement and Achievement Plan<br />
Focus of Improvement: Fifth Grade, ELL Students, Math<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All fifth grade ELL students will demonstrate mathematics proficiency at grade level or<br />
above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective: All fifth grade ELL students will be able to demonstrate<br />
proficiency at grade level or show an improvement within the area of Patterns & Algebraic<br />
Reasoning/Algebra Patterns 1.1<br />
Benchmark: At a current median score of 50% in Patterns & Algebraic<br />
Reasoning/Algebra Patterns 1.1 at least half of the IEP students will score at 75% or above<br />
as indicated by teacher-made tests, Benchmark Assessments, and the Spring 2009 OCCT.<br />
Interventions / Strategies<br />
Assessments<br />
Patterns & Algebraic Reasoning/Algebra Patterns 1.1<br />
Fifth grade teachers will use manipulatives (i.e., blocks,<br />
marbles, etc.) along with graphic organizers to model<br />
the use of a function machine to determine the<br />
rule/relationship of an algebraic pattern.<br />
Procedural specificity will be detailed in individual<br />
teacher lesson plans.<br />
Daily and Weekly:<br />
• Daily Assignments<br />
• Teacher observation<br />
• Lesson Check-ups<br />
• Math Journals<br />
• Benchmark Strategy Assessments<br />
• Riverdeep Destination Math Assessments<br />
Periodic:<br />
• Growing With Math assessments<br />
• Benchmark Assessments<br />
• OCCT (Spring)<br />
Instructional Technology Integrated Strategies<br />
Patterns & Algebraic Reasoning/Algebra Patterns 1.1<br />
Students will use Riverdeep Destination Math and SmartBoard lessons from the following websites:<br />
http://www.brainpop.com<br />
http://illuminations.nctm.org/ActivityDetail.aspx?ID=12<br />
www.mathplayground.com<br />
www.funbrain.com<br />
http://www.uen.org<br />
http://www.mattiusu.edu/nlvm.nav.index.html<br />
Professional Development<br />
Patterns & Algebraic Reasoning/Algebra Patterns 1.1<br />
• Teachers will view and discuss the online video<br />
Learning Math:<br />
http://www.learners.org.channel.courses.learningmath/n<br />
umbers.sessionb.index.html<br />
• Marilyn Burns’ Math Solutions Workshops<br />
Technology<br />
All fifth grade teachers will explore technology options<br />
with support from TPS resource personnel.<br />
Teachers will utilize Riverdeep Destination Math with<br />
students.<br />
Teachers will utilize TPS SmartBoard workshops.<br />
Parental Participation<br />
Communication:<br />
• Weekly Progress folders<br />
• Homework<br />
• Progress Reports<br />
• Daily Planner<br />
Learning at home:<br />
• Practice basic math facts/flash cards<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 71
4. ACTION PLAN Building Wide Focus<br />
4.3 Attendance<br />
Focus of Improvement: Attendance<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: 95% of students will attend daily and arrive on time, ready for purposeful learning.<br />
Achievement Objective:<br />
95% of all students will be on time and ready to learn each day.<br />
Benchmark: Student attendance growth will increase steadily each quarter; tardies will<br />
decrease steadily each quarter.<br />
Interventions / Strategies<br />
Personnel:<br />
Parents, principal, classroom teachers, office staff<br />
Daily Interventions in classroom:<br />
• Celebrations<br />
• Awards<br />
• School to Home – SchoolConnects calls<br />
(daily)<br />
Quarterly interventions building-wide:<br />
• Perfect attendance dog tags<br />
• Thank you to parents<br />
Assessments<br />
Daily:<br />
• Perfect Attendance Banners<br />
Quarterly:<br />
• Award assemblies<br />
• Field Trip<br />
Instructional Technology Integrated Strategies<br />
• SchoolConnects Software contacts families of students that are absent<br />
Professional Development<br />
• Parent Nights<br />
• Grade levels meet weekly to discuss and<br />
examine student attendance / tardy patterns<br />
and progress/contact parents<br />
Parental Participation<br />
Communication:<br />
• Thank you notes<br />
• Monthly newsletter<br />
• Daily attendance calls<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 72
4. ACTION PLAN Building Wide Focus<br />
4.4 Climate / Behavior<br />
Focus of Improvement: Climate/Behavior<br />
School Improvement and Achievement Plan<br />
School: <strong>MacArthur</strong> <strong>Elementary</strong> School School Year: 2008-2009<br />
Goal: All students will develop tools for citizenship in a safe and nurturing school<br />
environment.<br />
Achievement Objective: All students will be able to solve interpersonal problems in school<br />
without behavior referrals. All students will demonstrate the LifeSkills and Community<br />
Guidelines throughout each school day.<br />
Benchmark: Student discipline referrals will decrease 50% from the previous school year,<br />
with quarterly monitoring in place.<br />
Interventions / Strategies<br />
Personnel:<br />
Parents, principal, classroom teachers, mentors,<br />
counselor, support staff<br />
Daily Interventions:<br />
• Great Expectations<br />
• Community Circle<br />
• Counseling<br />
• Social Services when needed<br />
Monthly: Student of the Month<br />
Assessments<br />
Daily:<br />
• Modeling positive interaction skills<br />
• Rehearsing classroom procedures and<br />
expectations<br />
• LifeSkills practiced<br />
Quarterly:<br />
• Discipline referrals will be recorded and<br />
monitored quarterly and shared with staff.<br />
Yearly:<br />
• Masonic’s Student of Today Award (grade 5)<br />
• Presidential Citizenship Award (grade 5)<br />
Quarterly: Awards and Dog Tags<br />
Instructional Technology Integrated Strategies<br />
• Powerpoint Presentations each day using LIFESKILLS during Rise and Shine assemblies<br />
Professional Development<br />
• Community Circle<br />
• Great Expectations<br />
• Grade levels meet weekly to discuss and<br />
examine student behavior patterns and<br />
progress/contact parents<br />
Parental Participation<br />
Communication:<br />
• Planners<br />
• Monthly newsletters<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 73
5. THREE (3) YEAR TIME LINE<br />
FOR IMPLEMENTATION, REVIEW and REVISION<br />
SIPlan and Process Time Line for <strong>MacArthur</strong> <strong>Elementary</strong> School<br />
Month<br />
May, 2005<br />
June 13,14, 2005<br />
July 19, 20, 2005<br />
July 27, 2005<br />
August, 2005<br />
August 4, 2005<br />
August 18,19,<br />
2005<br />
September, 2005<br />
October, 2005<br />
November, 2005<br />
November 14,<br />
2005<br />
November 15,<br />
2005<br />
November 21,<br />
2005<br />
School Improvement Plan (SIPlan) Chronology<br />
The Principal attended a one (1) day district sponsored overview and introduction<br />
to the SIPlan process.<br />
The Principal, at the close of school professional development meeting presented<br />
the SIPlan process to the entire teaching staff. Work on the introduction/profile of<br />
the SIPlan was begun<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School’s SIPlan Writing Team, attended a Learning Circle<br />
on SIPlan, and in building technical assistance provided by School Efficacy<br />
Trainers, Ltd (SET), began the process of writing a SIPlan within the district’s<br />
template for SIP plan work. The team inserted the work accomplished by the staff<br />
in June to the SIPlan template and completed 1.1 of the template, Who we are,<br />
Programs and Achievements, Transitions, and Challenges.<br />
The principal attended a review of the SIPlan process presented by Roberta Ellis<br />
at the district “Charge Session”<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School’s SIPlan writing team attended a Performance<br />
Excellence training focusing on writing our SIPlan. The team concentrated on<br />
Action Plan discussion for attendance and Parent Involvement.<br />
Select staff attended Learning Circle Classroom Management presented by the<br />
School Efficacy Team at ESC.<br />
1.1 of the SIPlan was presented to the staff for review and modification. Data<br />
provided by the district, (Gates test results, benchmark test results, the results of<br />
third, fourth and fifth grade CRT’s) was reviewed for strengths and weaknesses,<br />
grade levels began disaggregating data for instruction.<br />
Staff reviewed data and AYP/API report. Determined Building Goals for Language<br />
Arts, Math, Attendance and Climate. Further work on Grade level Action Plans.<br />
Grade level teams work on Action Plans during common plan time.<br />
Staff worked to complete the action plans for their grade level.<br />
Principal inserts Action Plans and Data Analysis pages to site plan.<br />
Site Writing team meets to coordinate/edit/insert Data Analysis and Action Plans<br />
completed in grade level planning for SIPlan<br />
Site Writing team meets to coordinate/edit SIPlan (see above)<br />
TIMELINE CONTINUED ON NEXT PAGE<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 74
January,<br />
February, 2006<br />
March, April,<br />
2006<br />
May, June, 2006<br />
Summer, 2006<br />
SIPlan team review of Actions Plan based on the most recent assessment data.<br />
SIPlan team review of Action Plans based on the most recent assessment data.<br />
SIPlan team review of Action Plans based on the most recent assessment data.<br />
Upon receipt of Spring Gates and OCCT test data, plus year long TargetTeach<br />
data, SIPlan team rewrites Action Plans<br />
Mid-August, 2006 Writing of the 2 nd year of the <strong>MacArthur</strong>’s SIPlan based upon a receipt and<br />
analysis of spring Gates-MacGinitie, TargetTeach, OCCT and other related<br />
assessments.<br />
October, 2006<br />
October, 2006<br />
November, 2006<br />
December, 2006<br />
January, 2007<br />
February, 2007<br />
February, 2007<br />
March, 2007<br />
April, 2007<br />
May, 2007<br />
August, 2007<br />
October, 2007<br />
November, 2007<br />
November, 2007<br />
December, 2007<br />
January, 2008<br />
February, 2008<br />
March, 2008<br />
April, 2008<br />
May, 2008<br />
August, 2008<br />
October, 2008<br />
November, 2008<br />
November, 2008<br />
December, 2008<br />
January, 2009<br />
SIPlan Review Session via a One-on-One process.<br />
SIPlan Electronic Review.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly. Sharing of the SIPlan process with parents and<br />
community members. On-Site SIPlan Visit.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Focus on challenging areas in preparation for OCCT testing.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using Gates, DIBELS, and OCCT test results, review and revise SIPlan<br />
accordingly, and begin planning for year three of the SIPlan process<br />
SIPlan Learning Circle Training<br />
SIPlan Electronic Review<br />
Sharing of the SIPlan process with parents and community members.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Focus on challenging areas in preparation for OCCT testing.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using Gates, DIBELS, and OCCT test results, review and revise SIPlan<br />
accordingly, and begin planning for year four of the SIPlan process<br />
SIPlan Learning Circle Training<br />
SIPlan Electronic Review<br />
Sharing of the SIPlan process with parents and community members.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly.<br />
Timeline continued on next page<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 75
February, 2009<br />
March, 2009<br />
April, 2009<br />
May, 2009<br />
August, 2009<br />
Focus on challenging areas in preparation for OCCT testing.<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using real-time assessments during the course of the school year, review and<br />
revise SIPlan accordingly<br />
Using DIBELS and OCCT test results, review and revise SIPlan accordingly, and<br />
begin planning for year five of the SIPlan process<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 76
6. APPENDICES<br />
Oklahoma State Department of Education<br />
Checklist of the Ten Components of a Schoolwide Site Plan<br />
Statement of Assurances by <strong>MacArthur</strong> <strong>Elementary</strong> School<br />
<strong>Public</strong> Law 107-110, No Child Left Behind Act of 2001 Requirements<br />
(NCLB)<br />
Found on<br />
page(s) #<br />
1. A comprehensive needs assessment of the entire school. 15-31<br />
2. Implementation of school-wide reform strategies that:<br />
• Provide opportunities for all children to meet proficient and advanced<br />
levels of student academic achievement.<br />
• Use effective methods and instructional strategies that are based on<br />
scientifically based research.<br />
• Strengthens the core academic program.<br />
• Increases the amount of learning time.<br />
• Includes strategies for serving underserved populations (examples:<br />
migrant, economically disadvantaged, and minority students).<br />
• Includes strategies to address the needs of all children in the school, but<br />
particularly low-achieving children and those at risk of not meeting state<br />
standards.<br />
• Address how the school will determine if those needs of the children<br />
have been met.<br />
• Are consistent with and are designed to implement state and local<br />
improvement plans, if any.<br />
32-73<br />
8-9<br />
3. Instruction by highly qualified teachers.<br />
4. High quality and on-going professional development for teachers, principals,<br />
and paraprofessionals (attach professional development plan). 78-80<br />
5. Strategies to attract high-quality, highly qualified teachers to high-needs<br />
schools. 10-11<br />
See Parent<br />
6. Strategies to increase parental involvement, such as family literacy services.<br />
7. Plans for assisting preschool children in the transition from early childhood<br />
programs such as Head Start, Even Start, Early or Reading First to local<br />
elementary school programs.<br />
8. Opportunities and expectations for teachers to be included in the decision<br />
making related to the use of academic assessment results leading to the<br />
improvement of student achievement.<br />
9. Activities and programs at the school level to ensure that students having<br />
difficulty mastering proficient and advanced levels of the academic achievement<br />
standards are provided with effective, timely additional assistance.<br />
Involvement<br />
cell in all<br />
Action Plans<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 77<br />
4<br />
74-76<br />
7<br />
10. Coordination and integration of Federal, State and local services and<br />
programs, including programs supported under this Act. 12-13<br />
I certify that the above components of our Schoolwide Site Plan are in place, active and under<br />
constant review, modification, and improvement.<br />
W. Howard Wyble 11-12-08<br />
Principal’s Signature<br />
Date
Professional Development Needs Assessment 2008-2009<br />
Area: III Feeder Pattern: Hale/Whitney School: <strong>MacArthur</strong> <strong>Elementary</strong> School<br />
Principal: W. Howard Wyble<br />
Academic Achievement<br />
PD Site Coordinator: Virginia Mounce-Scoggin<br />
□ Fell Short of AYP-In Improvement<br />
□ Met AYP-In Improvement<br />
□ Fell Short of AYP-On Alert<br />
X Successful-Meets AYP<br />
Mathematics<br />
Need(s): PD in SIPlan: Reflective Assessment:<br />
0- 0- □ Successful □ Ongoing □ Need Support □ Recommendations<br />
K-Measurement K-Marilyn Burns □ Successful X Ongoing □ Need Support □ Recommendations<br />
1-Number Sense, Operations 1-Marilyn Burns; Journaling in □ Successful X Ongoing □ Need Support □ Recommendations<br />
Math<br />
2-Computation, Measurement 2-Marilyn Burns; e-learning □ Successful X Ongoing □ Need Support □ Recommendations<br />
3-Money Problems, Measurement 3-Marilyn Burns<br />
□ Successful X Ongoing □Need Support □ Recommendations<br />
4-Multiplication, Measurement 4-Marilyn Burns □ Successful X Ongoing □ Need Support □ Recommendations<br />
5-Number Sense, Measurement 5-Marilyn Burns □ Successful X Ongoing □ Need Support □ Recommendations<br />
Data to Support Successful Assessment: OCCT Scores______________________________________<br />
Academic Achievement<br />
Language Arts<br />
Need(s): PD in SIPlan: Reflective Assessment:<br />
0- 0- □ Successful □ Ongoing □ Need Support □ Recommendations<br />
K-Phonological/Phonemic Awareness K-EC Workshops<br />
□ Successful X Ongoing □ Need Support □ Recommendations<br />
1-Fluency, Phonemic 1-Debbie Diller’s Work □ Successful □ Ongoing X Need Support □ Recommendations<br />
Awareness<br />
2-Comprehension, Phonics<br />
Decoding<br />
2-E-Learning Workshops □ Successful □ Ongoing X Need Support □ Recommendations<br />
3-Figurative Language, accessing 3-Marzano<br />
information<br />
□ Successful X Ongoing □ Need Support □ Recommendations<br />
4-Comprehension . 4-Marzano, Poetry Workshops □ Successful X Ongoing □ Need Support □ Recommendations<br />
5-Vocabulary 5-Marzano □ Successful XOngoing □ Need Support □ Recommendations<br />
Data to Support Successful Assessment: OCCT Scores, Standard District Curriculum, Teacher Made Tests<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 78
Technology<br />
Need(s): Smartboards; Better use of Riverdeep , Waterford, and Read Naturally software_______<br />
PD in SIPlan: General Smartboard training; Smartboard training-concentration on math; Riverdeep,<br />
Waterford, Read Naturally, and Fast Math training; On-line videos and Powerpoints on PD;<br />
e-learning workshops______________<br />
Reflective Assessment:<br />
□<br />
X<br />
□<br />
Successful – Supported by data including:<br />
Ongoing – Provided by Site funding<br />
Limited Success – Requesting District Support:<br />
□ Unsuccessful – Requesting District Recommendations<br />
Attendance<br />
Need(s): Increase Attendance Rate________________________________________________<br />
PD in SIPlan: Parent Awareness and notification______________________________________<br />
Reflective Assessment:<br />
□<br />
X<br />
□<br />
Successful – Supported by data including:<br />
Ongoing – Provided by Site funding<br />
Limited Success – Requesting District Support:<br />
□ Unsuccessful – Requesting District Recommendations<br />
Building-Wide Climate/Behavior<br />
Need(s): Focus on caring, safe environment; staff learning Spanish_______________________<br />
PD in SIPlan: Great Expectations training; Spanish language instruction____________________<br />
Reflective Assessment:<br />
□<br />
X<br />
□<br />
□<br />
Successful – Supported by data including:<br />
Ongoing – Provided by Site funding<br />
Limited Success – Requesting District Support:<br />
Unsuccessful – Requesting District Recommendations<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 79
Parental Involvement<br />
Need(s): Increase Parent Involvement_____________________________________________<br />
PD in SIPlan: Parent Awareness Meetings; Child Guidance Seminars; Make and Take Parent__<br />
Nights<br />
Reflective Assessment:<br />
□<br />
X<br />
□<br />
□<br />
Successful – Supported by data including:<br />
Ongoing – Provided by Site funding<br />
Limited Success – Requesting District Support:<br />
Unsuccessful – Requesting District Recommendations<br />
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 80
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 81
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 82
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 83
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 84
<strong>MacArthur</strong><strong>MacArthur</strong>SIPlan 08-09.docm – page 85
A School Improvement Plan (SIPlan) and Process<br />
School Year 2009 - 2010<br />
<strong>MacArthur</strong> School<br />
<strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong><br />
W. Howard Wyble, Principal<br />
Written, updated and evaluated by:<br />
Kenny Pierce, Kindergarten Teacher<br />
Kristi Cummings, First Grade Teacher<br />
Sandy Black, Second Grade Teacher<br />
Sarah Wolfe, Third Grade Teacher<br />
Virginia Scoggin, Fourth Grade Teacher<br />
Carolyn Elder, Fifth Grade Teacher<br />
Heather Helm, Parent<br />
Doris Mason, Community Member<br />
October, 2009 - Sharing of SIPlan with Parents / Community Members<br />
2184 S. 73 E. Ave.<br />
<strong>Tulsa</strong>, OK 74129<br />
918-746-9140<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 1
Table of Contents<br />
PART I - DESCRIPTION of SCHOOL........................................................... 3<br />
A. Who We Are and Who We Serve ......................................................................... 3<br />
B. Programs and Achievements .............................................................................. 3<br />
C. Transitions ............................................................................................................ 4<br />
D. Challenges ............................................................................................................. 4<br />
E. AYP Status ............................................................................................................ 5<br />
F. Attendance Statistics ........................................................................................... 5<br />
G. Coordination of Services ..................................................................................... 5<br />
H. Checklist of the 10 Components of a School-wide Site Plan ............................ 7<br />
I. NCLB Compliance Elements ................................................................................ 8<br />
PART II - ACTION PLANS, including ANALYSIS OF DATA ...................... 10<br />
Pre-Kindergarten (Overview, Reading / Language Arts and Mathematics) .......................... 10<br />
Kindergarten (Overview, Reading / Language Arts and Mathematics) ................................. 14<br />
1st Grade (Overview, Reading / Language Arts and Mathematics) ....................................... 19<br />
2nd Grade (Overview, Reading / Language Arts and Mathematics) ..................................... 23<br />
3rd Grade (Overview, Reading / Language Arts and Mathematics) ...................................... 27<br />
4th Grade (Overview, Reading / Language Arts and Mathematics) ...................................... 36<br />
5th Grade (Overview, Reading / Language Arts, Mathematics, Social Studies & Science) ....... 43<br />
Attendance and Climate / Behavior (Overview, Action) ................................................ 51<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 2
PART I - Description of School<br />
A. Who We Are and Who We Serve<br />
<strong>MacArthur</strong> <strong>Elementary</strong> School serves 350 students in grades Pre-Kindergarten to 5 in <strong>Tulsa</strong>,<br />
Oklahoma. <strong>Tulsa</strong> is a metropolitan community with a population in excess of 400,000. The<br />
<strong>Tulsa</strong> <strong>Public</strong> School district serves over 42,000 students at over 100 educational sites.<br />
Students who list their ethnic group as Caucasian make up 39% of the student population.<br />
The African-American student population is 24% presently. Hispanic students have shown<br />
the greatest increase in enrollment in the past four years. The Hispanic population has<br />
increased from a low of 9% to the current 28%. The American Indian population is 7% and<br />
the Asian population is 2%. Grade level populations have remained fairly constant in number<br />
during the same time frame. Student mobility has decreased from 52% during the 2007-2008<br />
school year to 41% last year. During the same period of time, our Holding Power has<br />
increased from 87% to 95%. Children with disabilities comprise approximately 12% of the<br />
student population. <strong>MacArthur</strong> students did not make AYP in Math for the 2008-2009 school<br />
year for the subgroups of IEP, Male, Black, Economically Disadvantaged, and All. Although<br />
most subgroups made AYP or Safe Harbor in Reading, the subgroups of IEP and Male did<br />
not make AYP in Reading for the 2008-2009 school year.<br />
B. Programs and Achievements<br />
Programs<br />
• TargetTeach<br />
• Reading Sufficiency<br />
• Certified Tutors<br />
• Reading Specialist<br />
• Great Expectations<br />
• Cub Scouts/Girl Scouts<br />
• LifeSkills<br />
• Partners In Education<br />
• TPS Nutrition Program<br />
• Art, Music, and PE Instruction, Strings Program<br />
• Student Community Projects<br />
• Principal’s Reading Challenge<br />
• Scholastic Book Fair<br />
• Safety Patrol<br />
• Student Council<br />
• Martin Luther King, Jr. Art and Speech Contest<br />
• Track and Field<br />
• Operation Aware<br />
• RIF Book distribution<br />
• Volunteers<br />
• Salvation Army Canned Food Drive<br />
• Masonic Student of Today Awards – Fifth Grade<br />
Achievements<br />
• Professional Development<br />
focusing on meeting student needs<br />
• Student Recognition: Student of<br />
the Month(Mazzios with Principal),<br />
• Low number of Discipline Referrals<br />
• Active parent participation in<br />
annual events such as Fall Festival<br />
• 85% participation in Parent-<br />
Teacher Conferences<br />
• 1 Teacher is National Board<br />
Certified<br />
• 3 Teachers currently working<br />
towards Master’s Degrees<br />
• All staff recognized by State<br />
Department for raising OCCT<br />
Scores<br />
• Exemplary School based on<br />
District Accountability Plan<br />
• 15+ Grants received through<br />
donorschoose.org<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 3
C. Transitions<br />
1. To receive a new student / parent the following is provided.<br />
• New students are greeted by office staff during enrollment<br />
• Secretary or office staff give brief tour of building<br />
• Welcome folder is given to every new student<br />
• Buddies are assigned to new students<br />
• Two bilingual TA’s are on-site to assist with translating for Hispanic families. Several<br />
staff members, including the Principal, Secretary, Health Assistant, and teachers have<br />
taken a District sponsored Spanish Language class<br />
• A caring environment (Great Expectations Model) has been woven into the fabric of<br />
<strong>MacArthur</strong><br />
• Uniform beginning of the day with Rise and Shine Assembly in the gym<br />
2. Career Awareness / Orientation / Exploration opportunities while attending the<br />
school.<br />
• Wide selection of library books available on careers<br />
• Career focused speakers<br />
• Students are exposed to a variety of career paths by on-site and off-site learning<br />
opportunities<br />
• JA Biztown for Fifth Graders<br />
3. Preparation for vertical articulation upon leaving the school.<br />
• Pre-enrollment for PK and Kindergarten is held in April of each year<br />
• Middle School counselors visit fifth graders to inform of schedule options and courses<br />
• Visitation/Orientation Night for incoming sixth graders at Whitney Middle School<br />
• Information provided for Magnet Programs<br />
D. Challenges<br />
Our student population is diverse economically and culturally. A large percentage of our<br />
students come from non-traditional families that appear to have difficulty providing for the<br />
basic needs of their children. An increasing number of students demonstrate behaviors<br />
associated with poverty: slowed learning, quick temper, impassivity, and problems defining<br />
personal space. These behaviors are appearing with students at an earlier age also. Non-<br />
English speaking parents (Spanish) present a communication problem. Mobility has<br />
decreased from 52% (07-08) to 41% (08-09). Additional challenges continue to include<br />
tardiness and attendance.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 4
E. AYP Status<br />
School<br />
Year<br />
Math –<br />
ALL<br />
Students<br />
State Math<br />
Target<br />
AYP?<br />
Yes, No or<br />
SH<br />
Reading –<br />
ALL<br />
Students<br />
State<br />
Reading<br />
Target<br />
AYP?<br />
Yes, No<br />
or SH<br />
04-05 810 790 Yes 583 768 SH<br />
05-06 648 790 SH 393 768 SH<br />
06-07 748 932 SH 600 914 SH<br />
07-08 1102 932 Yes 1043 914 Yes<br />
08-09 821 932 No 942 914 Yes<br />
F. Attendance Statistics<br />
Year Attendance Rate Target Rate<br />
04-05 91.7 (724) 91.2 (664)<br />
05-06 93.5 (940) 91.2 (664)<br />
06-07 93.4 (928) 91.2 (664)<br />
07-08 93.9 (988) 91.2 (664)<br />
08-09 94.6 (1072) 91.2 (664)<br />
G. Coordination of Services<br />
<strong>MacArthur</strong> has embedded (integrated and coordinated) the components of Title I and other<br />
entitlement programs within the spirit, intent, focus and direction of this SIPlan as evidenced<br />
below and within the Action Plans.<br />
Program<br />
Status Reporting<br />
Title I<br />
Title III<br />
Title IV A – Safe/Drug Free<br />
School<br />
Title VII – Indian Education<br />
Reading Sufficiency Grant<br />
Reading Specialist<br />
Reading/Math TA<br />
Afterschool Tutoring for 4 th and 5 th grades<br />
Teacher Assistant for Reading/Math Computer Lab<br />
Teachers and Principal/SIOP trained<br />
Operation Aware (4 th and 5 th grades) and Red Ribbon Week<br />
promoting drug-free lifestyle<br />
Indian Education services, resource advisor, Johnson<br />
O’Malley services-at parent request<br />
Reading Sufficiency funding is used to provide direct<br />
instruction to 1 st -3 rd grade students performing below grade<br />
level, in small group setting in afterschool tutoring. Family<br />
Involvement Nights provide strategies for families to develop<br />
and participate in reading and math activities.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 5
Community Programs<br />
School Partners<br />
Boy Scouts, Girl Scouts, Learning for Life<br />
Boy Scouts of America<br />
Countryside Flowers and Gifts<br />
Daylight Masonic Lodge<br />
DirecTV<br />
Metro Faith Christian Church<br />
Moore Funeral Homes<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 6
H. Oklahoma Department of Education’s Checklist of the Ten (10) Components of a<br />
School-wide Site Plan<br />
Requirements Found on Page(s) #<br />
1. A comprehensive needs assessment of the entire school. 10-54<br />
2. Implementation of school-wide reform strategies. 10-54<br />
3. Instruction by highly qualified teachers. See Hyperlink<br />
“In Support of TPS Core<br />
Goals”<br />
4. High quality and on-going professional development for<br />
teachers, principals and paraprofessionals.<br />
5. Strategies to attract high-quality, highly qualified teachers to<br />
high-needs schools.<br />
6. Strategies to increase parental involvement, such as family<br />
literacy services.<br />
See Professional<br />
Development cited on<br />
each Action Plan<br />
Overview page<br />
See Hyperlink<br />
“In Support of TPS Beliefs”<br />
See Parent Involvement<br />
cited on each Action Plan<br />
Overview page<br />
7. Plans for assisting preschool children in the transition from<br />
early childhood programs such as Head Start, Even Start,<br />
Early or Reading First to local elementary school programs. 4<br />
8. Opportunities and expectations for teachers to be included<br />
in the decision making related to the use of academic<br />
assessment results leading to the improvement of student<br />
achievement.<br />
9. Activities and programs at the school level to ensure that<br />
students having difficulty mastering proficient and advanced<br />
levels of the academic achievement standards are provided<br />
with effective, timely additional assistance.<br />
10. Coordination and integration of Federal, State and local<br />
services and programs, including programs supported under<br />
this Act.<br />
10-54<br />
5-6<br />
8-9<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 7
I. NCLB Compliance Elements<br />
Compliance Elements<br />
1. Using research-based<br />
strategies that address the<br />
academic issues that<br />
caused the school to be<br />
identified<br />
Building Response<br />
Academic Improvement:<br />
• Data driven, PASS-based curriculum<br />
• Reading Sufficiency<br />
• Reading Mastery Instruction for Special Education<br />
Students<br />
• After-School Tutoring<br />
• Small group Reading Instruction<br />
• <strong>Tulsa</strong> Reads/<strong>Tulsa</strong> Model<br />
• Riverdeep Destination Reading and Math<br />
• Read Naturally<br />
• Fast Math<br />
• Instruction integrating Smartboard<br />
Attendance:<br />
• Individual<br />
• Quarterly<br />
2. Adopting “Best Practices” Weekly plan - literacy /math – grade level<br />
Instructional Coaching in Reading and Math – school<br />
wide<br />
Site Delivered Training - data disaggregation and<br />
literacy/math curriculum use, Handwriting Without Tears,<br />
Marzano’s Strategies, Great Expectations, Differentiated<br />
Instruction, Riverdeep, Fast Math, Read Naturally<br />
3. Meeting professional<br />
development needs<br />
4. Using professional<br />
development funds<br />
effectively<br />
Literacy & Math – site training – District Resource<br />
Teachers<br />
Teacher requested – staff development<br />
Book Studies/departmental meetings/staff meetings<br />
Instructional Improvement<br />
District Professional development funds and Title I funds<br />
provide for training at the school site and elsewhere for<br />
instructional improvement.<br />
Data Disaggregation and Use<br />
On-going data disaggregation support is provided<br />
throughout the year from ESC and District Instructional<br />
Facilitators.<br />
5. Setting annual goals Academic: All students will develop language arts<br />
and math skills needed to be successful as determined by<br />
State and District assessments.<br />
Attendance: 95% of students will attend school daily.<br />
Climate/Behavior: Students and staff will use<br />
the 7 Community Guidelines and LifeSkills as part of their<br />
daily interactions along with Great Expectations.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 8
6. Outlining parent notices School-wide<br />
Outdoor marquee sign<br />
Written notices (in English & Spanish)<br />
Announcements at Special Events and Parent Meetings<br />
School/District Web site<br />
School Connects Phone System<br />
Monthly Newsletter/Calendar (in English & Spanish)<br />
Classroom<br />
Conversations with parents<br />
Written notices<br />
Classroom newsletters/logs<br />
7. Assigning responsibilities Administration creates ownership for student success with<br />
teachers and parents, supported and assisted by District<br />
and guided by the State.<br />
8. Increasing parent<br />
involvement<br />
9. Increasing instructional<br />
time<br />
10. Setting up teacher<br />
mentoring<br />
After-school opportunities<br />
Extended Library Hours<br />
Running Club<br />
Family Nights<br />
Fall Festival<br />
During school opportunities<br />
Classroom parties<br />
School Events<br />
Volunteering<br />
At Home opportunities<br />
Reading and homework logs<br />
Scheduled uninterrupted blocks of instructional time<br />
After school tutoring<br />
Area III Instructional Facilitators lead in peer coaching<br />
design<br />
District resource teachers<br />
Grade level teaming/common plan times<br />
New teacher mentors<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 9
PART II - Action Plans<br />
Pre-Kindergarten Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Daily participation observations<br />
• Observation of learning center activities<br />
• Daily work<br />
• Visual Phonics<br />
Periodically:<br />
• Portfolios of student work<br />
• ECAT – Early Childhood Assessment Test<br />
• Waterford Early Reading Assessments<br />
• Teacher Made Assessments<br />
Professional Development:<br />
• Collaboration with Instructional Facilitator and Reading Specialist<br />
• Staff Meetings<br />
• Team Meetings<br />
• Smartboard Training<br />
• Great Expectations Seminars<br />
• Early Childhood Classroom Clinics<br />
• Early Childhood Teaching Strategies Workshop<br />
• Debbie Diller Literacy<br />
• Liven up Learning Centers<br />
Parental Participation<br />
• Communicating –<br />
• Monthly Newsletter<br />
• Progress Reports<br />
• Report Cards<br />
• Parent/Teacher Conferences<br />
• Library Book Bag Program<br />
• School and Teacher websites<br />
• Volunteering –<br />
• In classroom<br />
• Book Fair<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 10
• Back to School Night<br />
• Literacy Nights<br />
• Learning at Home –<br />
• Parental Participation<br />
• Library Book Bag Program<br />
• Collaborating with the Community –<br />
• Partners in Education<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 11
Grade / Instructional Focus: Pre-Kindergarten Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All Early Childhood students will have developed language skills needed to be<br />
successful in pre-kindergarten as determined by the ECAT – Early Childhood Assessment<br />
Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Print<br />
Awareness<br />
Demonstrates<br />
increasing awareness<br />
of concepts of print.<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
1.1 Adequate Proficient na<br />
Phonemic<br />
Awareness<br />
Shows increasing<br />
ability to hear, identify,<br />
and work with<br />
syllables in spoken<br />
words.<br />
2.2 Adequate Proficient na<br />
Interventions / Strategies:<br />
The following research- based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are special needs, economically challenged, and English language<br />
learners.<br />
1.1<br />
Teachers will use centers and activities involving stories, big books, class-made books, commercial and<br />
teacher-made games to engage all students.<br />
2.2<br />
Pre-K teachers will actively engage all students in direct instruction; explain directions one-on-one to ensure<br />
understanding; provide repeated exposure to nursery rhymes, rhymes, poems, and songs to engage students<br />
by active participation in large group lessons. Pre-k teachers will provide cooperative learning opportunities in<br />
which children sing songs, say rhymes, and recite poems.<br />
Instructional Technology Integrated Strategies<br />
• Teachers will use Smartboards for computer instruction and whole group instruction, supplementing with<br />
interactive reading games and activities.<br />
• Students will use Waterford Early Reading Program daily for additional instruction and independent<br />
practice.<br />
• Teacher will use the website www.Bookpals.net to assist students in understanding the concepts of<br />
print.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 12
Grade / Instructional Focus: Pre-Kindergarten Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All Early Childhood students will demonstrate mathematical skills needed to be<br />
successful in pre-kindergarten as determined by the ECAT – Early Childhood Assessment<br />
Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Number Sense<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
Begins to associate<br />
number concepts 2.1 Adequate Proficient na<br />
Recognizes<br />
Patterns<br />
Recognizes Patterns<br />
2.2 Adequate Proficient na<br />
Interventions / Strategies:<br />
The following research- based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are special needs, economically challenged, and English language<br />
learners.<br />
2.1<br />
Pre-Kindergarten teachers will use manipulatives such as three dimensional numbers, puzzles, and number<br />
charts to identify numbers and allow students opportunities to use their bodily/kinesthetic abilities through songs<br />
and dance.<br />
Students will practice writing numerals using Handwriting Without Tears. Learning centers will contain related<br />
activities for practice.<br />
2.2<br />
The Early Childhood teachers will use logical/mathematical Intelligence to use one to one correspondence in<br />
counting objects and matching groups. Students will count the number of days they have attended school and<br />
examine the results from the class poll on a question and /or graphing the answers with physical objects<br />
Instructional Technology Integrated Strategies<br />
2.1<br />
Teachers will utilize www.funbrain.com website with students.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 13
PART II - Action Plans<br />
Kindergarten Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Teacher observation<br />
• Assessments given based on PASS outcomes<br />
• Portfolios<br />
• Open-ended questions<br />
• Daily interactions<br />
• Daily work<br />
• Oral / verbal participation<br />
• Interactions during centers<br />
• Waterford Reading Assessments<br />
Periodically:<br />
• ECAT – Early Childhood Assessment Test<br />
• DIBELS Testing<br />
Professional Development:<br />
• DIBELS Palm Pilot Training<br />
• Smartboard Training<br />
• Waterford System Training<br />
Parental Participation<br />
• Communicating –<br />
• Monthly newsletters<br />
• Parent-Teacher conferences<br />
• Volunteering –<br />
• Classroom involvement<br />
• Field Trips<br />
• Reading Challenges<br />
• Book Fair<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 14
• Learning at Home –<br />
• Staff will implement the use of the PALS packets in an effort to extend the<br />
learning to the home environment as well.<br />
• Weekly homework-family time<br />
• Library Book Bags<br />
• Decision-Making –<br />
• Parent-Teacher conferences<br />
• Collaborating with the Community –<br />
• Partners in Education<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 15
Grade / Instructional Focus: Kindergarten Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All kindergarten students will have acquired the basic vocabulary and language skills<br />
needed to be successful in first grade as determined by the DIBELS.<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years<br />
as<br />
Issue<br />
Print Awareness<br />
Reading/Literature<br />
Phonological/Phonemic<br />
Awareness<br />
Recognize<br />
and name<br />
all capital<br />
and lower<br />
case letters<br />
of the<br />
alphabet.<br />
Begin to<br />
blend<br />
phonemes<br />
to form a<br />
word.<br />
Begin to<br />
segment<br />
phonemes<br />
of one<br />
syllable<br />
words.<br />
1.7 Strategic Benchmark na<br />
2.6 Strategic Benchmark na<br />
2.7 Strategic Benchmark na<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 16
Interventions / Strategies:<br />
The following research- based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are special needs, economically challenged, and English language<br />
learners.<br />
1.7<br />
Kindergarten teachers will use pre-reading strategies to preview and activate prior knowledge. All students will<br />
repeatedly be exposed to rhyming words through song, finger plays, literature, centers, and technology. The<br />
media specialist will also assist.<br />
2.6<br />
The kindergarten teacher will use Elkonan boxes and bingo chips to motion word phonemes. The children will<br />
push one chip into each box that has a phoneme and then use all the phonemes to make the word.<br />
2.7<br />
Segment phonemes of one-syllable words Kindergarten teachers will provide flexible small group instruction and<br />
one-on-one instruction using letter tiles to blend and segment words.<br />
Instructional Technology Integrated Strategies<br />
1.7, 2.6, 2.7<br />
Kindergarten teachers will use Waterford System and Smartboard Instruction using Imagery-based Instructional<br />
Techniques to teach Phonemic Awareness.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 17
Grade / Instructional Focus: Kindergarten Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All kindergarten students will acquire the basic mathematical skills necessary to be<br />
successful in first grade as determined by the ECAT – Early Childhood Assessment Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Geometry and<br />
Spatial Sense<br />
Identify, compare and<br />
draw basic twodimensional<br />
geometric shapes<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
3.1 Adequate Proficient na<br />
Patterns<br />
Sort and group<br />
objects into a set and<br />
explain verbally what<br />
the object have in<br />
common (e.g. color,<br />
size, shape)<br />
4.1 Adequate Proficient na<br />
Interventions / Strategies:<br />
The following research- based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are special needs, economically challenged, and English language<br />
learners.<br />
3.1<br />
Teachers will provide repeated exposure to two-dimensional shape concepts through direct instruction, small<br />
group activities, games, and books. The teachers will include use manipulatives (Tangram shapes, shape<br />
pieces) and kinesthetic activities.<br />
4.1<br />
Kindergarten teachers will provide repeated exposure to patterning, using sorting and classifying objects and<br />
analyze simple patterns. Within the classroom, teachers will provide opportunities to measure various items<br />
using nonstandard units. The teachers will also provide measurement skills during the daily calendar time to<br />
reinforce their knowledge of measurement.<br />
Instructional Technology Integrated Strategies<br />
Riverdeep Destination Math will be used with students.<br />
Teachers will use Smartboards for computer and whole group instruction.<br />
Kindergarten teachers will utilize computers in classroom and allow students daily access.<br />
Students will be exposed to various internet sites as well as computer math software.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 18
PART II - Action Plans<br />
1st Grade Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Observations<br />
• Classroom Tests<br />
• Journaling activities<br />
Periodically:<br />
• DIBELS<br />
• Running Records<br />
• Topic Assessments<br />
Annually:<br />
• DIBELS<br />
• Slosson Oral Reading Test<br />
• Growing With Math Cumulative Assessment<br />
Professional Development:<br />
• First Grade State Teaching Conference<br />
• DIBELS Palm Pilot Training<br />
• SIOP Training<br />
• Lucy Caulkins Writing Workshop<br />
• Linda Dorn Literacy Training<br />
• First Grade National Teaching Conference<br />
• National Reading Association Conference<br />
Parental Participation<br />
• Parenting –<br />
• Literacy Night<br />
• Back to School Night<br />
• Make and Take Workshops<br />
• Communicating –<br />
• Weekly homework packets<br />
• Daily book bags and reading folders<br />
• Reading logs to document at home reading<br />
• Periodic phone calls/email/notes regarding student progress<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 19
• Progress reports<br />
• Weekly behavior notes<br />
• Weekly graded class work packets<br />
• Volunteering –<br />
• Class Projects<br />
• Reading mentor<br />
• Field trips<br />
• Learning at Home –<br />
• Reading folders<br />
• Book bags<br />
• Weekly homework packet<br />
• PALS packets<br />
• RAZ Kids computerized reading program accessible from home<br />
• Decision-Making –<br />
• Parent/Teacher Conferences<br />
• Collaborating with the Community –<br />
• READ Program-Therapy Dogs<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 20
Grade / Instructional Focus: 1st Grade Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All first grade students will demonstrate reading/language arts proficiency at grade<br />
level or above grade level on the DIBELS Nonsense Word and Oral Reading Fluency<br />
Assessments.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
Nonsense<br />
Word<br />
Segment and blend<br />
one syllable words<br />
2.4 Intensive Established 08-09<br />
Oral Reading<br />
Fluency<br />
Read independent<br />
level text<br />
5.1 Intensive Established 08-09<br />
Interventions / Strategies:<br />
The following research- based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are special needs, economically challenged, and English language<br />
learners.<br />
2.4<br />
First grade teachers will use hands-on manipulatives and Marzano’s strategy of classroom practice to segment<br />
and blend phonemes of one syllable words. Students will manipulate onset and rhyme cards to practice in<br />
whole group, small group, and individual settings on a continuing basis.<br />
5.1<br />
The first grade teacher will utilize various texts, fiction and non-fiction leveled libraries, and reading programs to<br />
develop and increase student oral reading skills and increase fluency levels.<br />
Instructional Technology Integrated Strategies<br />
2.4 and 5.1<br />
Students will enjoy reading the following fiction and nonfiction selections using the following website:<br />
www.hubbardscupboard.org www.highlightskids.com<br />
http://www.manatee.k12.fl.us/sites/elementary/palmasola/SRW1.htm<br />
www.raz_kids.com<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 21
Grade / Instructional Focus: 1st Grade Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All first grade students will achieve proficiency at grade level or above on Growing with<br />
Math Assessments.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
Number Sense Money 2.1 57 71 08-09<br />
Number<br />
Operations<br />
Computations 3.1a 59 64 08-09<br />
Interventions / Strategies:<br />
The following research- based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are special needs, economically challenged, and English language<br />
learners.<br />
2.1<br />
First Grade Teachers will provide repeated exposure to varying activities using hands on experiences with place<br />
value. They will provide independent practice along with direct instruction, based on the children’s prior<br />
knowledge and personal experiences.<br />
3.1a<br />
First grade teachers will provide direct instruction and hands on experiences in the areas of addition and<br />
subtraction skills. First grade students will improve their addition and subtraction skills through Growing with<br />
Math lessons, daily work, and math centers. Students will be able to use math manipulatives as needed in<br />
order to understand these concepts.<br />
Instructional Technology Integrated Strategies<br />
2.1<br />
Teachers will use overhead projector to demonstrate place value on a graphic organizer and technology<br />
computer link as reinforcement<br />
http://www.peepandthebigwideworld.com/games/hoptoit.swf<br />
3.1a<br />
Instructional technology used for this intervention includes the use of an overhead projector for whole group<br />
instruction. Interactive instructional technology links for computation are:<br />
http://www.abc.net.au/countusin/games/game8.htm<br />
http://www.dositey,com/addsub/mystery4/htm<br />
Procedural specificity will be detailed in individual teacher lesson plans<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 22
PART II - Action Plans<br />
2nd Grade Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Teacher observation of daily class work<br />
• Completion of daily assignments<br />
• Weekly Basal Comprehension Assessments<br />
• Basic Addition and Subtraction Fact Assessments<br />
Periodically:<br />
• Growing with Mathematics End of Topic Assessment<br />
• Teacher-made tests as needed<br />
• DIBELS<br />
Annually:<br />
• District Benchmark fall pretest<br />
• District Benchmark spring posttest<br />
• Slosson Oral Reading Test<br />
Professional Development:<br />
• View and discuss the Annenberg Media videos, “Teaching Math, K-2” and “Learning<br />
Math: Measurement”. http://www.learner.org/resources/series184.html<br />
http://www.learner.org/resources/series188.html<br />
• Weekly grade level meetings<br />
• District/Out of District training<br />
• View and discuss the Annenberg Media video, “Teaching Reading: K-2 Workshop”.<br />
http://www.learner.org/resources/series175.html<br />
• View and discuss the PAEC, eLearning Workshop video, “Monitoring Comprehension”.<br />
http://www.paec.org/teacher2teacher/component19.html<br />
Parental Participation<br />
• Communicating –<br />
• Progress reports<br />
• Report cards<br />
• Homework four times per week<br />
• Periodic newsletters<br />
• Parent/Teacher Conferences<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 23
• Teacher websites<br />
• Volunteering –<br />
• Field Trips<br />
• Class Projects<br />
• Learning at Home –<br />
• Reading Record Logs<br />
• PALS Packets<br />
• Book-It Reading Incentive Program<br />
• Braums Book Buddy Reading Incentive Program<br />
• Decision-Making –<br />
• Parent/Teacher Conferences<br />
• Collaborating with the Community –<br />
• READ Program-Therapy Dogs<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 24
Grade / Instructional Focus: 2nd Grade Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All second grade students will demonstrate reading/language arts proficiency at grade<br />
level or above grade level on the District Benchmark Assessment.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Comprehension<br />
and Critical<br />
Literacy 11/37%<br />
Inferences and<br />
Interpretations<br />
3 Test Items<br />
5.2 33%<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
66%<br />
or higher<br />
Years as<br />
Issue<br />
na<br />
Comprehension<br />
and Critical<br />
Literacy 11/37%<br />
Summary and<br />
Generalization<br />
3 Test Items<br />
5.3 33%<br />
66%<br />
or higher<br />
07-08<br />
08-09<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, English Language Learners or economically<br />
challenged. Female students benefit from verbal interaction, descriptive narration, and expressing emotional<br />
connections/experiences to the information. Male students benefit from simple, analytic explanation, kinesthetic<br />
movement, and visual images to aid in retention of information. According to Ruby Payne, economically<br />
challenged students, need to know the “why” and “how” of a topic, before they can learn it. ELL and Special<br />
Needs students benefit from visual images, simplified vocabulary and explanations, connections to prior<br />
knowledge, and repetition of skills. With those needs in mind, the following interventions/strategies have been<br />
chosen:<br />
5.2<br />
Second grade teachers will use Marzano’s strategies of cues and questions to expose all students to higher<br />
level critical thinking. Teachers will assist all students in developing open-ended questions and answers<br />
allowing for inferences and interpretations.<br />
5.3<br />
Using strategies from Marzano’s book Classroom Instruction that Works, all students will use both linguistic and<br />
non-linguistic representations to summarize main idea and details. Teachers will use graphic organizers to help<br />
students organize information from a text in order to summarize.<br />
Instructional Technology Integrated Strategies<br />
5.2 and 5.3<br />
Students will use Riverdeep activities to increase their understanding of summary, generalization, inferences<br />
and interpretations.<br />
Students will use Read Naturally to read nonfiction text and to answer standard related questions.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 25
Grade / Instructional Focus: 2nd Grade Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All second grade students will demonstrate mathematics proficiency at grade level or<br />
above grade level on the District Benchmark Assessment.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Number<br />
Operation and<br />
Computation<br />
8/20%<br />
Concepts of<br />
Addition and<br />
Subtraction<br />
4 Test Items<br />
3.1 50%<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
75%<br />
or Higher<br />
Years as<br />
Issue<br />
08-09<br />
Geometry and<br />
Measurement<br />
6/15%<br />
Measurementnonstandard<br />
and<br />
standard units<br />
4 Test Items<br />
4.2 50%<br />
75%<br />
or Higher<br />
08-09<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, English Language Learners, or economically<br />
challenged. Female students benefit from verbal interaction, descriptive narration, and expressing emotional<br />
connections/experiences to the information. Male students benefit from simple, analytic explanation, kinesthetic<br />
movement, and visual images to aid in retention of information. According to Ruby Payne, economically<br />
challenged students, need to know the “why” and “how” of a topic, before they can learn it. ELL and Special<br />
Needs students benefit from visual images, simplified vocabulary and explanations, connections to prior<br />
knowledge, and repetition of skills. With those needs in mind, the following interventions/strategies have been<br />
chosen:<br />
3.1<br />
The second grade teachers will use strategies based on Joan M. Kenney’s research. Writing response logs will<br />
be provided for all students to respond and ask questions regarding their learning. After writing about their<br />
newly acquired knowledge students will discuss their process of finding a solution.<br />
4.2<br />
The second grade teachers will use strategies based on Joan M. Kenney’s research. Teachers will use visual<br />
language to develop geometric thinkers and kinesthetic learners. All students will sketch and use visual<br />
representations to help them understand nonstandard and standard units of measure.<br />
Instructional Technology Integrated Strategies<br />
3.1 and 4.2<br />
Students will use Riverdeep activities to increase their understanding of addition and subtraction concepts and<br />
measurement.<br />
Students will use SMARTBoard technology to develop skills and understanding of concepts.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 26
PART II - Action Plans<br />
3rd Grade Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Teacher Observation of daily participation, assignment completion, and/or group work<br />
will give an informal view of student progress.<br />
• Comprehension test over weekly basal story will formally assess student progress in<br />
the objectives areas.<br />
• Teacher-made tests will be administered as needed<br />
• Data Books<br />
• Homework reviewed and recorded<br />
Periodically:<br />
• DIBELS<br />
• Scott Foresman Reading Placement Tests and Unit Tests<br />
• Growing With Math Placement Test and Topic Tests<br />
• <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Reading and Language Arts Benchmarks<br />
• <strong>Tulsa</strong> <strong>Public</strong> <strong>Schools</strong> Math Benchmarks<br />
• Riverdeep Assessments<br />
Annually:<br />
• OCCT in the spring<br />
• Benchmark fall pretest<br />
• Benchmark spring posttest<br />
Professional Development:<br />
• Grade level meetings with academic coach to review current data, discuss reading<br />
strategies, and develop activities to meet the needs of regular students as well as<br />
economically disadvantaged, Hispanic, black, and male students.<br />
• Peer coaching with academic coach to focus on meeting the needs of economically<br />
disadvantaged, Hispanic, black, and male students.<br />
• District Training on DIBELS<br />
• Great Expectations Seminars<br />
• Collaboration with Media Specialist<br />
• Consult with Media Specialist/Site Tech to research on-line activities to be utilized by<br />
students.<br />
• Attend a presentation with Debbie Diller on learning how to set up and maintain<br />
workstations /centers in their classroom.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 27
• Attend SIOP training, a year-long program provides continual professional<br />
development and tailored onsite support for educators teaching ELL<br />
• Reading/Math Workshops outside the District<br />
Parental Participation<br />
Communication:<br />
• Weekly Newsletters<br />
• Parent Teacher Conference<br />
• Progress Reports<br />
• Periodic notes and phone calls<br />
• Student planners signed by parents<br />
Learning at Home:<br />
• Read at least 20 minutes per day<br />
• Flash Cards for math skill practice<br />
• PALS packets<br />
• Reading Incentive Program<br />
• Homework sent home at a minimum of four times per week<br />
Parental Involvement:<br />
• Literacy Night (at least three times a year) to focus on reading.<br />
• READ Program – Therapy Dogs<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 28
Grade / Instructional Focus: 3rd Grade Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All third grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Comprehension and<br />
Critical Literacy<br />
24/48%<br />
Inferences &<br />
Interpretation<br />
7 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years<br />
as<br />
Issue<br />
4.2 71 86 or higher 08-09<br />
Comprehension and<br />
Critical Literacy<br />
24/48%<br />
Summary &<br />
Generalization<br />
5 Test Items<br />
4.3 60 80 or higher<br />
08-09<br />
07-08<br />
06-07<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
4.2<br />
Third grade teachers will use Marzano’s strategy to teach students to “skim” chapters using textbooks, articles in<br />
magazines or other informative texts as a form of advance organizers. The teacher will introduce the key terms:<br />
headings, sub-headings, highlighted information, bold terms, pictures with captions, inset quotations, and other<br />
helpful clues about the information presented.<br />
4.3<br />
Third grade teachers will utilize Marzano’s strategy of summarizing and note taking along with cooperative<br />
learning groups while reading a selected story. Students will use Marzano’s Rule-Based Summarizing for<br />
Younger Students to create a summary of the story. Students will<br />
1. Take out material that is not important to your understanding; 2. Take out words that repeat information; 3.<br />
Replace a list of things with a word that describes the things in the list, and 4. Find a topic sentence, or make<br />
one. Cooperative groups will meet to share paragraphs and decide if changes are to be made. Paragraphs will<br />
be combined into two to three final paragraphs, displayed on large butcher paper for discussion of key points.<br />
The teacher will help combine the paragraphs into the best possible class summary of the story.<br />
Instructional Technology Integrated Strategies<br />
4.2<br />
Third grade teachers will utilize computers, Smart Board, Smart Response System, and educational software in<br />
order to ensure instruction and practice on inference and interpretation. Teachers will also use the interactive<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 29
website Riverdeep for additional practice on inference and interpretation.<br />
4.3<br />
Students may use the Internet to research topics identified through the readings and develop reports within their<br />
cooperative groups. In this example, students could research other marsupials and develop a collage to share<br />
with the class. Website for interactive activities to increase knowledge in summary and generalization:<br />
http://www.webenglishteacher.com .<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 30
Grade / Instructional Focus: 3rd Grade Reading / Language Arts<br />
Groups: __ Regular; __ IEP; X ELL; __ Econ. Disadvantaged; __ Race; __ Gender<br />
Goal: All third grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Literature<br />
8/16%<br />
Figurative Language<br />
and Sound Devices<br />
4 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
5.3 50 75 or higher 08-09<br />
Research &<br />
Information<br />
6/12%<br />
Accessing Information<br />
6 Test Items<br />
6.1 50 75 or higher<br />
08-09<br />
07-08<br />
Interventions / Strategies:<br />
5.3<br />
Third grade teachers will provide the necessary word knowledge needed to understand figurative language, as<br />
well as teach children to listen effectively so they can apply comprehension monitoring to their understanding of<br />
figurative language and sound devices. Teachers will keep an ongoing classroom chart where students can add<br />
examples of figurative language, alliteration, etc. encountered in their reading. Then they can illustrate the literal<br />
interpretation and use examples in their own writing.<br />
6.1<br />
Students will be provided with opportunities to access information from charts, maps, graphs, schedules,<br />
directions, and diagrams in all subject areas (Math, Science, Reading and Social Studies). Students will be<br />
directly taught how to use this information and to synthesize the information in various projects and reports.<br />
Instructional Technology Integrated Strategies<br />
5.3<br />
Using the following link: http://www.readwritethink.org/materials/lit-elements/ students will analyze a short story that<br />
they have recently read and complete an online Literary Elements about setting, character, conflict, and the resolution.<br />
Students will also utilize computers, Smart Board, Smart Response System, and educational software in order to<br />
ensure instruction and practice on figurative language and sound devices. Teachers will use the interactive<br />
website Riverdeep for additional practice on figurative language and sound devices.<br />
6.1<br />
Students will conduct research in the library and computer lab to learn which resource (i.e. dictionary, encyclopedia) to<br />
select for a given purpose. They will use CD and computer based sources to locate information as well as hard copy<br />
materials. Websites such as www.learning.com and other computer resources (CD-ROMS, Smart Board, and Smart<br />
Response System).<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 31
Grade / Instructional Focus: 3rd Grade Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All third grade students will demonstrate mathematics proficiency at grade level or<br />
above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Number<br />
Operations &<br />
Computation<br />
12/27%<br />
Estimation<br />
4 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
3.1 50 75 or higher<br />
Years as<br />
Issue<br />
08-09<br />
07-08<br />
06-07<br />
Number<br />
Operations &<br />
Computation<br />
12/27%<br />
Money Problems<br />
4 Test Items<br />
3.3 38 50 or higher<br />
08-09<br />
07-08<br />
06-07<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
3.1<br />
Third grade teachers will use Marzano’s strategy of classroom practice to have students write their own story<br />
problems using 3 & 4 digit numbers. First, teachers will model how to write a story problem. Then, the teacher<br />
guides the students through writing a class story problem on the Smart Board. Next, each student writes one<br />
story problem using 3 & 4 digit numbers. Finally, each student makes a PowerPoint slide show of their story<br />
problem on the lab computers. They will project their problem to the class on the Smart Board screen. Students<br />
will take turns rounding the numbers to estimate the answers.<br />
3.3<br />
Teachers will increase use of money in the classroom by creating a classroom bank, using real world examples<br />
to solve money problems. Every student will be given a classroom bank account. Students will start out with<br />
$20.00 in their “checking account”. They will be given checks, deposit slips, and a check register. They will<br />
learn how to write checks, use a deposit slip correctly, and keep track of how much money they have. Students<br />
will have to keep track of their checking accounts in their personal check register. Teachers can assess and<br />
provide feedback by meeting with students and discussing the calculations in their check registers.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 32
Instructional Technology Integrated Strategies<br />
3.1<br />
Students will use the Riverdeep program to identify how to use estimation to solve three and four digit numbers<br />
in addition and subtraction problems.<br />
3.3<br />
Third grade teachers will utilize computers, Smart Board, Smart Response System, and educational software in<br />
order to ensure instruction and practice on money. Teachers will use the website www.funbrain.com and the<br />
interactive website Riverdeep for additional practice on money.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 33
Grade / Instructional Focus: 3rd Grade Mathematics<br />
Groups: __ Regular; __ IEP; X ELL; __ Econ. Disadvantaged; __ Race; __ Gender<br />
Goal: All third grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Geometry &<br />
Measurement<br />
12/46%<br />
Measurement<br />
4 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
4.2 50ELL 75 or higher<br />
Years as<br />
Issue<br />
08-09<br />
07-08<br />
Data Analysis<br />
& Probability<br />
6/25%<br />
Data Analysis and<br />
Probability<br />
6 Test Items<br />
5.1<br />
5.2<br />
50 75 or higher 08-09<br />
Interventions / Strategies:<br />
4.2<br />
As found in Marilyn Burns book About Teaching Mathematics and Marzano’s strategies on graphic organizers,<br />
students will use linguistic and non linguistic representation in order to understand the concept of perimeter and<br />
that objects with the same perimeter do not necessarily have the same area. Materials needed: centimetersquared<br />
paper, scissors, yarn, pencil, and math journal. First, third grade teachers will begin by having<br />
students trace their feet on to centimeter-squared paper. Second, students will find the area of their feet in<br />
square centimeters and record their measurements in their math journals. Third, students will use yarn to place<br />
around the traced feet and cut the yarn to represent the perimeter of their feet. Fourth, the teacher will instruct<br />
students to look for other students that have the same or similar perimeters and see if the area is the same.<br />
Fifth, students will record their findings in their math journals. Most likely, there will be some students whose<br />
foot perimeter is the same, but their foot areas are different. The teacher will use these examples to show<br />
students that objects that have the same perimeters do not necessarily have the same area. To extend this<br />
activity, have students use the yarn that they cut to fit the perimeter of their feet, to make squares on grid paper.<br />
Then students will measure the area of the square and compare it to the area of their feet. Record findings in<br />
their math journals. Finally, have students make different shapes with different areas out of the yarn. Before<br />
beginning each step, the teacher will demonstrate the concept of perimeter using an overhead projector, a<br />
transparency of a centimeter-squared paper, and a piece of yarn.<br />
5.1<br />
The third grade teachers will utilize Marzano’s graphic organizers (bar graphs, pictographs) to help the student<br />
organize student data. The students will collect various kinds of data (i.e. favorite pets, ice cream flavors, book<br />
genres). The students will analyze data, create a bar/picture graph and display it for other students to see. The<br />
students will also be able to read and interpret other bar and pictographs.<br />
5.2<br />
The third grade teachers will utilize Marzano’s graphic organizers (bar graphs, pictographs) to help the student<br />
organize student data. The students will collect various kinds of data (i.e. favorite pets, ice cream flavors, book<br />
genres). The students will analyze data, create a bar/picture graph and display it for other students to see. The<br />
students will also be able to read and interpret other bar and pictographs<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 34
Instructional Technology Integrated Strategies<br />
4.2<br />
To integrate instructional technology, third grade students will practice weighing animals in grams by moving the<br />
appropriate weights until the scale is balanced with the animal.<br />
http://www.bbc.co.uk/education/mathsfile/shockwave/games/animal.html<br />
5.1<br />
Third grade teachers will utilize computers, Smart Board, Smart Response System, and educational software in<br />
order to ensure instruction and practice with data and graphs. Teachers will also use the website<br />
www.funbrain.com and the interactive website Riverdeep for additional practice with data and graphs.<br />
5.2<br />
Third grade teachers will utilize computers, Smart Board, Smart Response System, and educational software in<br />
order to ensure instruction and practice on probability. Teachers will use the website www.funbrain.com and the<br />
interactive website Riverdeep for additional practice on probability.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 35
PART II - Action Plans<br />
4th Grade Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Class assignments<br />
• Teacher observations<br />
• Data Folders<br />
• Scott Foresman Assessments<br />
• Growing with Mathematics Assessments<br />
• Riverdeep Destination Reading and Math Assessments<br />
• Fast Math Assessments<br />
• SRA<br />
Periodically:<br />
• Standard District Curriculum Assessments<br />
• DIBELS<br />
• Read Naturally Assessments<br />
Annually:<br />
• SORT<br />
• OCCT<br />
• Benchmark fall pretest<br />
• Benchmark spring posttest<br />
Professional Development:<br />
• Collaborate with the area instructional facilitator and the reading specialist to enhance<br />
and target specific benchmark areas to meet the needs of each gender and race as<br />
well as those who are economically disadvantaged, ELL, and Special Needs students.<br />
• Collaborate with the site tech and district math coordinator to enhance and target<br />
specific benchmark areas to meet the needs of each gender and race as well as those<br />
who are economically disadvantaged, ELL, and Special Needs students.<br />
• District Training<br />
• Reading/Math Workshops outside the District<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 36
Parental Participation<br />
• Parenting Involvement<br />
• Curriculum night focusing on literacy<br />
• Communicating –<br />
• Weekly Planners<br />
• Monthly Newsletters<br />
• Progress Notes/Report Cards<br />
• Reading Challenges<br />
• Parent/Teacher Conferences<br />
• IEP Meetings<br />
• Volunteering –<br />
• Assist teachers with classroom activities<br />
• Fall School Festival<br />
• Field Trips<br />
• Field Day<br />
• Learning at Home –<br />
• PALS – Parent Assisted Learning Packets<br />
• Monthly Reading Logs<br />
• Read 30 minutes per day<br />
• Internet sites for further practice at home<br />
• Decision-Making –<br />
• Parent/teacher Conferences<br />
• Collaborating with the Community –<br />
• Personal Websites<br />
• Parent Facilitator<br />
• READ Program – Therapy Dogs<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 37
Grade / Instructional Focus: 4th Grade Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All fourth grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Vocabulary<br />
12/24%<br />
Comprehension<br />
and Critical<br />
Literacy 23/46%<br />
Words in<br />
Context/Affixes,<br />
Roots, &<br />
Derivatives<br />
/Synonyms,<br />
Antonyms, &<br />
Homonyms<br />
12 Test Items<br />
1.1<br />
1.2<br />
1.3<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
75 100<br />
Years<br />
as Issue<br />
08-09<br />
07-08<br />
Literal<br />
Understanding<br />
4 Test Items 3.1 75 100 07-08<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
1.1<br />
Fourth grade teachers will use Marzano’s Vocabulary Instruction Strategy that include indirect and direct<br />
instruction, nouns, phrases, and general conceptual terms and mode representation, as well as Advanced<br />
Organizers Strategy, to identify unfamiliar words while reading a selection. Teachers will give each student a<br />
highlighter to color in the clues that helped the student discover the meaning.<br />
1.2<br />
Fourth grade teachers will provide repeated exposure to varying affixes, roots, and stems. They will provide<br />
tools advantageous to the different learning styles to build on vocabulary.<br />
1.3<br />
Students will work on identifying and using figurative speech in their writing. Students will use a thesaurus to<br />
determine meanings of words and phrases. Students will create a class journal of figurative speech, homonyms,<br />
antonyms, and multiple-meaning phrases located in our class reading.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 38
3.1<br />
Fourth grade teachers will assist students in using both linguistic and non-linguistic systems of representation to<br />
build their comprehension, as found in Marzano’s book Classroom Instruction that Works. Fourth grade<br />
teachers will use a story mapping to assist students in sorting story components and details. After completing<br />
the large group story mapping, students should then be given the opportunity to recreate the map on their own<br />
or with partner.<br />
Instructional Technology Integrated Strategies<br />
1.0<br />
Teachers will use computer and Smart Board to display a given passage where children have to use context<br />
clues to figure out missing words. Students will use Destination Reading to continue to improve performance.<br />
http://www.internet4classrooms.com<br />
3.1<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Reading and Read<br />
Naturally, as well as the interactive Smart Board program activities and Smart Response System specific to the<br />
benchmark area listed above.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 39
Grade / Instructional Focus: 4th Grade Reading / Language Arts<br />
Groups: __ Regular; __ IEP; X ELL; __ Econ. Disadvantaged; __ Race; __ Gender<br />
Goal: All fourth grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Comprehension<br />
and Critical<br />
Literacy<br />
23/46%<br />
Analysis &<br />
Evaluation<br />
6 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
3.4 17 33 or higher 08-09<br />
Interventions / Strategies:<br />
3.4<br />
Fourth grade teachers will use Marzano’s Comprehensive Development Strategy and use key word strategy to<br />
teach students how to recognize common language cues writers use for fact/opinion and cause/effect<br />
relationships. The Destination Reading Management System will be used to analyze characters and to evaluate<br />
text structure.<br />
Instructional Technology Integrated Strategies<br />
3.4<br />
Fourth grade teachers will utilize overhead projectors and graphic organizer transparencies to involve students<br />
in identifying fact/opinion and cause/effect. Teachers will prescribe online literacy activities from various sites<br />
such as: http://www.globalclassroom.org/2005/inservice/reading.html<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 40
Grade / Instructional Focus: 4th Grade Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All fourth grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or<br />
assessment<br />
nomenclature<br />
Number<br />
Operations and<br />
Computations<br />
11/24%<br />
Multiplication<br />
3 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
3.1 33 66 or higher<br />
Years as<br />
Issue<br />
08-09<br />
07-08<br />
06-07<br />
Number<br />
Operations and<br />
Computations<br />
11/24%<br />
Division<br />
3 Test Items<br />
3.2 33 66 or higher 08-09<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
3.1<br />
Fourth grade teachers will use Growing with Math, Destination Math, Target Teach, and utilize Marzano’s<br />
strategies to memorize and apply multiplication facts through games in class, homework, and demonstration in<br />
the classroom. Teachers will also utilize strategies from Marilyn Burns’s-Math Solutions multiplication menu<br />
activities to integrate multiplication with the rest of mathematics.<br />
3.2<br />
Using Marzano’s strategy of Classroom Practice and Cooperative Learning, students will improve their fluency<br />
with basic division facts. Sitting in groups of four students, each group will need to have a small box or can and<br />
a piece of graph paper. Students will cut out practice division facts on the following page and put them into their<br />
group’s box or can. One student will pull out a card with a division fact on it, will read the card aloud, and try to<br />
give the appropriate answer. The group will check their member’s math and if correct the student will keep the<br />
card. If group members believe the answer to be incorrect, they will use graph paper and pencil to color the<br />
number of squares in the dividend and then circle the number of squares in the divisor until all squares have<br />
been evenly divided. The incorrect card will go back into the can, and play passes to the next member of the<br />
group. Play will continue until all cards have been pulled from the can and none remain. If a student picks a<br />
“Lucky Day” card, all members must give their cards to that student. When there are no cards left in play, the<br />
student with the most in his/her hand is declared the winner.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 41
Instructional Technology Integrated Strategies<br />
3.1<br />
Fourth grade teachers will use the computer lab to involve all learners in Destination Math, as well as the<br />
interactive Smart Board program activities and Smart Response System specific to the benchmark area listed<br />
above. Student activities to enhance multiplication skills can also be accessed from<br />
http://www.nettrekker.com/math<br />
3.2<br />
To integrate technology, fourth grade students will practice division as repeated subtraction by accessing the<br />
website www.funbrain.com. Students will also use the FastMath program to build understanding and practice<br />
skills.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 42
PART II - Action Plans<br />
5th Grade Reading / Language Arts and Mathematics<br />
Assessments:<br />
Daily/ Weekly:<br />
• Class Assignments<br />
• Teacher observations<br />
• Data Folders<br />
• Scott Foresman Assessments<br />
• Benchmark Strategies/Fundamentals<br />
• Riverdeep Destination Reading and Math Assessments<br />
• Fast Math Assessments<br />
• SRA<br />
Periodically:<br />
• Standard District Curriculum Assessments<br />
• DIBELS<br />
• Read Naturally Assessments<br />
Annually:<br />
• OCCT<br />
• Benchmark fall pretest<br />
• Benchmark spring posttest<br />
Professional Development:<br />
• Collaborate with the area instructional facilitator and the reading specialist to enhance<br />
and target specific benchmark areas to meet the needs of regular students as well as<br />
economically disadvantaged, Hispanic, Black and American Indian students.<br />
• Collaborate with the site tech and district math coordinator to enhance and target<br />
specific benchmark areas to meet the needs of regular students as well as<br />
economically disadvantaged, Hispanic, Black and American Indian students.<br />
• District/Out of District Training<br />
• Great Expectations<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 43
Parental Participation<br />
• Parenting Involvement<br />
• Curriculum night focusing on literacy<br />
• Communicating –<br />
• Weekly Planners<br />
• Periodic Newsletters<br />
• Progress Notes/Report Cards<br />
• Reading Challenges<br />
• Parent/Teacher Conferences<br />
• IEP Meetings<br />
• Volunteering –<br />
• Assist teachers with classroom activities<br />
• Fall School Festival<br />
• Field Trips<br />
• JA BizTown<br />
• Field Day<br />
• 5 th Grade End-of-Year Activities<br />
• Learning at Home –<br />
• Monthly Reading Logs<br />
• Read 30 minutes per day<br />
• Internet sites for further practice at home<br />
• Decision-Making –<br />
• Parent/Teacher Conferences<br />
• Collaborating with the Community –<br />
• Personal Websites<br />
• Parent Facilitator<br />
• READ Program – Therapy Dogs<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 44
Grade / Instructional Focus: 5th Grade Reading / Language Arts<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All fifth grade students will achieve reading proficiency at grade level or above on the<br />
Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Comprehension<br />
And Critical<br />
Literacy<br />
20/40%<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Analysis &<br />
Evaluation<br />
6 Test Items 3.4 67 83<br />
Years<br />
as Issue<br />
08-09<br />
07-08<br />
06-07<br />
Literature<br />
12/24%<br />
Figurative<br />
Language/Sound<br />
Devices<br />
4 Test Items<br />
4.3 75 100<br />
08-09<br />
07-08<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
3.4<br />
Fifth Grade teachers will use pre-reading strategies to preview, and activate prior knowledge. Fifth grade<br />
teachers will allow students to make and generate questions about their reading, as well as utilize graphic<br />
organizers (like a story map) to show literal understanding. Teachers will use the Marzano strategies of<br />
summarizing and generating hypothese<br />
4.3a<br />
Fifth grade teachers will use Marzano’s strategies of Note Taking and Kinesthetic Representation to enable<br />
students to recognize patterns and sound devices (onomatopoeia, alliteration, rhyme, rhythm) in common<br />
nursery rhymes. See TPS Intervention Writing Project computer file: LA5Literature-<br />
FigurativeLanguageSoundDevices4.3a#1 for detailed instructional steps and related handouts.<br />
Instructional Technology Integrated Strategies<br />
3.4b<br />
To integrate instructional technology, fifth grade students will use interactive Read, Write, and Think site to<br />
complete a conflict resolution graphic. After opening the site, the students will follow the prompts and complete<br />
the graphic. http://www.readwritethink.org/materials/lit-elements/index.html<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 45
4.3d<br />
To integrate instructional technology, fifth grade students will write a poem using the site:<br />
http://ettcweb.lr.k12.nj.us/forms/newpoem.htm. The student will choose a specific poem on the left and follow<br />
the directions on the right to complete their poem. After completing the poem, students will click on the gray bar<br />
at the bottom and have the poem created. They may then print the poem. These Read, Write, Think sites may<br />
also be used to make a diamante or shape poem.<br />
http://www.readwritethink.org/materials/diamante/ and<br />
http://www.readwritethink.org/materials/shape/<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 46
Grade / Instructional Focus: 5th Grade Mathematics<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or<br />
above on the Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Number Sense<br />
8/18%<br />
Fraction/Decimal/<br />
Percents<br />
4 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
2.1 50 75 08-09<br />
Number Sense<br />
8/18%<br />
Number<br />
Operations<br />
and<br />
Computation<br />
8/18%<br />
Number Theory<br />
4 Test Items 2.2 50 75<br />
Estimation<br />
4 Test Items<br />
08-09<br />
07-08<br />
3.1 50 75 08-09<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
2.1a and 2.1c<br />
Fifth grade teachers will provide manipulatives for children to model place-value, working with fractions and<br />
decimals. They will use concrete objects to build an understanding for an abstract thought process. Children will<br />
use their knowledge base to apply the concept of place value of whole numbers through hundred millions (nine<br />
digits) and model, read, and write decimal numbers through the thousandths in math problems.<br />
2.2<br />
Using Marzano’s strategy of Classroom Practice students will apply properties of arithmetic, factors, multiples,<br />
prime and composite numbers to solve problems.<br />
3.1<br />
Fifth grade teachers will have students solve daily estimation activities involving decimals. Students will use<br />
advertisements from various grocery stores along with different shopping list scenarios. They will estimate the<br />
closest amount of change they will receive in return for their payments. Students will record their answers in<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 47
their estimation journals.<br />
Instructional Technology Integrated Strategies<br />
2.1<br />
To integrate technology, fifth grade students will learn fractions/decimals/percents from<br />
www.purplemath.com/modules/percents.htm, www.mathisfun.com/convertingdecimal-fraction-percentage.html,<br />
and www.homeschoolmath.net/worksheets/fraction-decimal.php.<br />
2.2<br />
To integrate technology, first students will learn about properties of arithmetic and the greatest common factor<br />
on http://www.brainpop.com. There the students will watch a video and then take a quiz to assess learning.<br />
Next, the students will apply their knowledge of factors by playing the online Factor game against the computer<br />
or a friend: http://illuminations.nctm.org/ActivityDetail.aspx?ID=12<br />
3.1<br />
Fifth grade students will improve their estimation abilities by interacting with www.mikids.com, www.coolmathgames.com/numbermonster/index.html,<br />
and www.funbrain.com/tictactoe/index.html.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 48
Grade / Instructional Focus: 5th Grade Social Studies<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All fifth grade students will demonstrate social studies proficiency at or above grade<br />
level on the Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
American<br />
Revolution<br />
12/20%<br />
Causes and<br />
Results<br />
4 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
4.1 50 75 08-09<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
4.1<br />
Fifth grade teachers will use Marzano’s strategy of Nonlinguistic Representation and Cooperative Learning to<br />
enable students to sequence events of the American Revolution and explain how one event causes the next<br />
event. Students will draw pictures depicting important events of the American Revolution on separate pages<br />
and with a partner put events in order.<br />
Instructional Technology Integrated Strategies<br />
To integrate instructional technology fifth grade students will use the Smart Board to put scanned pictures of the<br />
American Revolution in order and explain the cause and result effects of each one.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 49
Grade / Instructional Focus: 5th Grade Science<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All fifth grade students will demonstrate science proficiency at grade level or above on<br />
the Oklahoma Core Curriculum Test.<br />
Achievement Objective / Benchmark (median scores or assessment nomenclature):<br />
Standard Objective PASS Current %<br />
or assessment<br />
nomenclature<br />
Interpret and<br />
Communicate<br />
14/31%<br />
Data Tables/<br />
Line/Bar/<br />
Trend/Circle<br />
Graphs<br />
6 Test Items<br />
@ least half<br />
will score __<br />
as %<br />
or assessment<br />
nomenclature<br />
Years as<br />
Issue<br />
P4.2 50 67% 08-09<br />
Interventions / Strategies:<br />
The following research-based strategies have been chosen specifically to meet the needs of students of each<br />
gender and race as well as those who are Special Needs, ELL, or economically challenged. Female students<br />
benefit from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the<br />
information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images<br />
to aid in retention of information. According to Ruby Payne, economically challenged students, need to know<br />
the “why” and “how” of a topic, before they can learn it. ELL and Special Needs students benefit from visual<br />
images, simplified vocabulary and explanations, connections to prior knowledge, and repetition of skills. With<br />
those needs in mind, the following interventions/strategies have been chosen:<br />
P4.2<br />
Fifth grade teachers will use Mazano’s strategy of Nonlinguistic Representation and Cooperative Learning to<br />
enable, students to manipulate and organize data in science. Students will select a type of table or graph to<br />
document the results of science experiments. Students will work cooperatively to justify their selection<br />
Instructional Technology Integrated Strategies<br />
To integrate instructional technology, fifth grade students will use<br />
www.brainpop.com/math/dataanalysis/graphs/preview.weml.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 50
PART II - Action Plans<br />
Attendance and Climate / Behavior<br />
Assessments:<br />
Daily/ Weekly:<br />
• Attendance Reports<br />
• Absentee phone call reports<br />
• Discipline Referrals<br />
• Suspension Forms<br />
Periodically:<br />
• Report Cards to document absences/tardies<br />
• Parent Letters to document absences<br />
Annually:<br />
• Absence Reports<br />
• Discipline Referrals<br />
• Suspension Forms<br />
Professional Development:<br />
• Parent Nights<br />
• Grade Levels meet weekly to discuss and examine student<br />
attendance/tardy/behavior and progress/contact parents<br />
• Community Circle<br />
• Great Expectations<br />
Parental Participation<br />
• Parenting –<br />
• Parent Nights<br />
• Communicating –<br />
• Thank you notes<br />
• Newsletters<br />
• Daily attendance calls<br />
• Planners<br />
• Volunteering –<br />
• Classroom/Office Opportunities<br />
• Field Trips<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 51
• Learning at Home<br />
• Teachers will use a variety of forms of positive communications to parents,<br />
including phone calls, notes home, conferences, and newsletters. Translators will<br />
be available for Spanish speaking parents.<br />
• Decision-Making –<br />
• Counselor, Principal, and Teachers will involve parents in the development and<br />
implementation of Positive Behavior Support Plans.<br />
• Collaborating with the Community –<br />
• English As A Second Language classes will be held at <strong>MacArthur</strong>.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 52
Grade / Focus: Attendance<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: 95% of students will attend daily and arrive on time, ready for purposeful learning.<br />
Objective / Benchmark:<br />
Objective: 95% of all students will be on time and ready to learn each day.<br />
Benchmark: Student attendance growth will increase steadily each quarter; tardies will<br />
decrease steadily each quarter.<br />
Interventions / Strategies:<br />
Daily Interventions in the classroom;<br />
• Celebrations<br />
• Awards<br />
• School to Home – School Connects Calls<br />
• The counselor visits with students and/or sends out letters to students with excessive tardies and<br />
attendance.<br />
• Teachers will provide recognition for students who arrive ‘on time all the time.’ Weekly recognitions will<br />
include praise, special privileges and token prizes.<br />
Quarterly interventions:<br />
• Perfect attendance awards<br />
• Thank you to parents<br />
• Letters will go home at the end of each quarter notifying parents of attendance rate and the possible<br />
effect on academic achievement.<br />
Instructional Technology Integrated Strategies<br />
PowerPoint presentations each day using LIFESKILLS during Rise and Shine assemblies.<br />
Attendance Calling System contacts parents of students that are absent each day.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 53
Grade / Focus: Climate and Behavior<br />
Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender<br />
Goal: All students will develop tools for citizenship in a safe and nurturing school<br />
environment.<br />
Objective / Benchmark:<br />
Objective: All students will be able to solve interpersonal problems in school without<br />
behavior referrals. All students will demonstrate the LIFESKILLS and Community Guidelines<br />
throughout each school day.<br />
Benchmark: Student Discipline referrals will decrease 50% from the previous school year<br />
with quarterly monitoring in place.<br />
Interventions / Strategies:<br />
Daily Interventions:<br />
• Great Expectations<br />
• Community Circle<br />
• Counseling<br />
• Teachers will model desired behaviors of mutual respect in their interactions with colleagues, parents<br />
and students.<br />
• Teachers will teach procedures to students during the first two weeks of school, with daily references to<br />
the procedures thereafter.<br />
• Teachers will reinforce the LIFESKILL of the Week in daily classroom activities. The LIFESKILL of the<br />
Week will be posted in prominent locations throughout the building.<br />
• Student Leadership will be promoted through School Leadership Groups, such as Safety Patrol and<br />
Student Council. These organizations will design and promote school wide service projects to develop<br />
citizenship skills. Students’ participation in these organizations will be rewarded with recognition and<br />
privileges.<br />
• Conflict Resolution and wise decision-making will be taught with programs, such as Operation Aware,<br />
Second Step and Peer Mediation.<br />
• Students who have a birthday during the week have the opportunity to be recognized in Monday’s Rise<br />
and Shine assembly. This gives every child a highlight at some time in the year. The students receive<br />
a birthday dog tag.<br />
• Community Guidelines will be discussed when possible through the academic subject being taught.<br />
Monthly Interventions: Student of the Month Lunch with Principal<br />
Quarterly: Awards<br />
Instructional Technology Integrated Strategies<br />
PowerPoint presentations each day using LIFESKILLS during Rise and Shine assemblies.<br />
School Connects Calling System will be utilized to inform parents of upcoming activities.<br />
Procedural specificity will be detailed in individual teacher lesson plans.<br />
<strong>MacArthur</strong> <strong>Elementary</strong> SIPlan 0910 - Page 54