Anderson Elementary - Tulsa Public Schools

Anderson Elementary School 

District: Tulsa Public Schools 

District Capacity Determination for School Improvement 

District capacity for supporting Priority Schools will be determined based on evidence provided by LEAs to the 

SEA for committee review. The evidence will need to show that the LEA can implement the Turnaround 

Principles as defined in Section 2.D of the ESEA Flexibility Request. The following categories of information 

should be included in the LEA’s evidence. 

LEAs that are unable to demonstrate capacity to implement the Turnaround Principles defined in the ESEA 

waiver will relinquish control of all aspects of a Priority School’s operations that directly or indirectly relate 

to student achievement to the SEA to be included in the C3 Schools for extensive SDE leadership and 

academic management intervention. 

This document represents the District Capacity Determination for School Improvement for this site. It is a 

compendium of common district and unique site initiatives to improve student learning in this school. 

However, in order to develop a fuller understanding of Tulsa Public School’s capacity as a district to support 

and effect school improvement; please refer to the District Notebook for Capacity Determination for School 

Improvement. 

Historical Data Analysis 

Data for a period of five years: − School and district OCCT scores in reading/language arts 

DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW 

Anderson Elementary school continues to struggle with reading proficiency. Gains in the last five years have 

been inconsistent and remain below the district averages. Please see a listing of this site’s SMART Goals from 

the attached WISE Plan under the section: “Strategic, yet attainable, goals at the district and school level.” For 

additional information, please see the attached site Historical OSTP Data folder for this school for additional 

data trends and analysis with guiding questions. 

3rd Grade Reading 2007 2008 2009 2010 2011 

% of Students Scoring Advanced 5% 0% 7% 6% 2% 

DISTRICT 6% 7% 4% 3% 4% 

% of Students Scoring Satisfactory 62% 65% 30% 27% 22% 

DISTRICT 77% 76% 56% 57% 54% 

% of Students Scoring Limited Knowledge 26% 32% 33% 31% 18% 

DISTRICT 13% 14% 20% 20% 20% 

% of Students Scoring Unsatisfactory 12% 3% 34% 42% 60% 

DISTRICT 4% 3% 19% 21% 22% 

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4th Grade Reading 2007 2008 2009 2010 2011 


DISTRICT 3% 4% 5% 2% 4% 


DISTRICT 80% 85% 50% 52% 47% 


DISTRICT 11% 9% 20% 19% 21% 


DISTRICT 6% 3% 25% 27% 29% 

5th Grade Reading 2007 2008 2009 2010 2011 


DISTRICT 10% 11% 8% 6% 7% 


DISTRICT 61% 68% 52% 46% 46% 


DISTRICT 17% 15% 23% 24% 25% 


DISTRICT 12% 5% 17% 23% 21% 

DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS 

School and district OCCT scores in mathematics 


Anderson Elementary School continues to struggle with Math proficiency. Any gains in the last five years have 

been inconsistent and have not been sustained. Anderson remains well below the district averages. Please 

see a listing of this site’s SMART Goals from the attached WISE Plan under the section: “Strategic, yet 

attainable, goals at the district and school level.” For additional information, please see the attached site 

Historical OSTP Data folder for this school for additional data trends and analysis with guiding questions. 

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3rd Grade Math 2007 2008 2009 2010 2011 


DISTRICT 17% 17% 20% 19% 19% 


DISTRICT 55% 17% 43% 44% 37% 


DISTRICT 22% 17% 22% 20% 27% 


DISTRICT 6% 3% 16% 18% 18% 

4th Grade Math 2007 2008 2009 2010 2011 


DISTRICT 16% 17% 13% 11% 18% 


DISTRICT 58% 61% 45% 45% 38% 


DISTRICT 21% 19% 22% 23% 23% 


DISTRICT 4% 4% 20% 21% 21% 

5th Grade Math 2007 2008 2009 2010 2011 


DISTRICT 23% 26% 27% 27% 18% 


DISTRICT 54% 58% 34% 33% 40% 


DISTRICT 19% 14% 22% 21% 24% 


DISTRICT 4% 3% 17% 19% 17% 


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School and district graduation rates 


NA 


School and district dropout rates 


NA 


School and district attendance rates 


Anderson Elementary School’s attendance rate has consistently exceeded the district average as well as the 

state standard for AYP. 

2011 

92.40% 

95.20% 

2010 

2009 

2008 

2007 

91.90% 

95.90% 

92.50% 

93.70% 

92.60% 

95.00% 

93.20% 

93.50% 

District Attendance 

Rate 

Anderson ES 

Attendance Rate 

88.00% 90.00% 92.00% 94.00% 96.00% 98.00% 


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School and district suspension rates and behavior records 


Anderson Elementary Schools suspension rate has decreased from a high five years ago. The table below 

indicates the trends over the last five years. 

Anderson ES 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11 

Membership 375 310 319 356 369 

Total Suspensions 80 32 63 58 65 

Total Students Suspended 54 25 43 36 41 

% Suspension Total Rate 24 10 20 16 18 

% Suspension Total Student 

Rate 

14 8 13 10 11 

DISTRICT TOTALS 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11 

Membership 40125 40754 39514 40879 41224 

Total Suspensions 9937 8299 9070 6984 8202 

Total Students Suspended NA NA NA 3647 4814 

% Suspension Total Rate 25% 20% 23% 17% 20% 

% Suspension Total Student Rate NA NA NA 9% 12% 


School and district teacher/principal attrition rates 


School 2006‐07 2007‐08 2008‐09 2009‐010 2010‐011 2011‐012 

Principal 

Attrition at 


Brenda 

Anderson 

Brenda 


Brenda 


Brenda 


Brenda 


Marcus 

Moore 

On April 18, 2010 The Program Management Office (PMO) released a report outlining the results of four year 

review of the rate of certified staff turnover within schools of the district. The methodology utilized was to 

review the names of personnel on the payroll in September of one school year and then review the payroll 

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records the next September to determine if the individual was still in the same school. This analysis was 

conducted for all certificated staff regardless of funding source or assignment. The time period for this review 

was 2005‐06, 2006‐07, 2007‐08 and 2008‐09. 


Number of 

Certificated staff 

September 2005 

Number of the 2005 staff 

remaining on payroll in 

September 2009 at the 

site 

Annual % of 

Mobility 

% of Staff Turnover in 

the four year cycle. 

Staff Turnover 26 6 19.25 ‐77 


School and district; mobility rates 


TULSA PUBLIC SCHOOLS 

Mobility and Holding Power Report 2007‐2011 

HOLDING HOLDING HOLDING HOLDING HOLDING 

MOBILITY MOBILITY MOBILITY MOBILITY MOBILITY POWER POWER POWER POWER POWER 

2006‐07 2007‐08 2008‐09 2009‐10 2010‐2011 2006‐07 2007‐08 2008‐09% 2009‐10 2010‐11 

Anderson 125% 102% 102% 98% 134% 78% 83% 91% 82% 73% 

ELEMENTARY 

TOTAL 50% 51% 51% N/A N/A 82% 82% 94% NA NA 

DISTRICT 

TOTAL** 95% 95% 85% N/A N/.A 92% 82% 92% 84% 80% 

**The district total included special facility numbers which have included an inconsistent variety of 

sites over the years 

Note: Holding Power represents the number of students finishing the school year in the same school in which they began 

the school year. 


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School and district enrollment data, including subgroups 


2006‐07 2007‐08 2008‐09 

Site District Site District Site District 

No. Pct No. Pct No. Pct No. Pct No. Pct No. Pct 

All 375 100.00% 42169 100.00% 299 100.00% 41697 100.00% 309 100.00% 41180 100.00% 

Male 213 56.80% 21353 50.64% 170 56.86% 21204 50.85% 172 55.66% 21087 51.21% 

Female 162 43.20% 20816 49.36% 129 43.14% 20493 49.15% 137 44.34% 20093 48.79% 

White 19 5.07% 14759 35.00% 17 5.69% 14359 34.44% 11 3.56 13827 33.58% 

Black 326 86.93% 14787 35.07% 249 83.28% 14554 34.90% 255 82.52% 13882 33.71% 

Indian 18 4.80% 4260 10.10% 16 5.35% 4157 9.97% 19 6.15% 4490 10.90% 

Hispanic 10 2.67% 7784 18.46% 13 4.35% 8021 19.24% 21 6.80% 8401 20.40% 

Asian 2 0.53% 579 1.37% 4 1.34% 606 1.45% 3 0.97% 580 1.41% 

Pacific 

Multiracial 

SPED 46 12.27% 6410 15.20% 39 13.04% 6106 14.64% 32 10.36% 6046 14.68% 

2009‐10 2010‐11 2011‐12 

Site District Site District Site District 

No. Pct No. Pct No. Pct No. Pct No. Pct No. Pct 

All 353 100.00% 40846 100.00% 360 100.00% 41224 100.00% 431 100.00% 40919 100.00% 

Male 190 53.82% 21100 51.66% 195 54.17% 21247 51.54% 242 56.15% 21019 51.37% 

Female 163 46.18% 19746 48.34% 165 45.83% 19977 48.46% 189 43.85% 19900 48.63% 

White 27 7.65 13014 31.86% 21 5.83% 12213 29.63% 30 6.96% 11745 28.70% 

Black 274 77.62% 13834 33.87% 279 77.50% 12746 30.92% 310 71.93% 12062 29.48% 

Indian 25 7.08% 4383 10.73% 22 6.11% 3309 8.03% 25 5.80% 3022 7.39% 

Hispanic 24 6.80% 8970 21.96% 33 9.17% 10177 24.69% 43 9.98% 10693 26.13% 

Asian 3 0.85% 624 1.53% 3 0.83% 552 1.34% 4 0.93% 549 1.34% 

Pacific 0 0.00% 21 0.05% 0 0.00% 51 0.12% 1 0.23% 71 0.17% 

Multiracial 2 0.56% 2176 5.28% 18 4.18% 2777 6.79% 

SPED 38 10.76% 5886 14.41% 40 11.11% 6126 14.86% 68 15.78% 6259 15.30% 


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Historical analysis of data over a period of five years and evidence that historical data has been used to 

develop school‐level interventions (data should include, but is not limited to, the categories listed above) 


Please see attached WISE, School Improvement Plans (SI Plan) and File 6‐ Historical Data Analysis in the site 

additional documentation folder. 

In File 6‐Historical Data Analysis, the District provides: 

• Value‐added estimates for all Priority Schools for Math and Reading/English ( 3‐year average; 2010‐ 

2011, and 2009‐2010) 

• Achievement results and value‐added data displayed in tandem for all District schools (3‐year average 

and 2010‐2011) 

• Sample value‐added report 

• Evidence of leaders and teachers’ use of the data and training in the use of value‐added data 

Anderson Elementary school administered the following assessments at the beginning of the 2011 school year 

to collect data and make informed decisions about instructional support for our students: 

• DIBELS (primary grade levels) 

• Diagnostic writing assessment (intermediate grade levels) 

• Fountas n Pinnell (Intermediate grade levels) 

• SRI (Scholastic Reading Inventory) 

Additionally, our staff development teacher analyzed the OCCT, the state assessment, in September of 2011 

and met with each teacher to discuss the strengths and areas of growth of students relative to the state 

standards. This data was triangulated with other forms of data to make decisions about interventions for 

students. Teachers were then challenged to identify instructional goals for their classrooms. Along with 

instructional goals, teachers were tasked with providing small group instruction regularly within the context of 

the classroom. Classroom libraries were purchased in October of 2011 so that students might have more 

opportunities to read books on their levels and of high interest to them. A writing plan was developed among 

intermediate grade‐level teachers to identify how they would support each other with addressing student 

needs in this area. A reading intervention teacher was hired in October of 2011 to support teachers with 

providing small group (pull‐out) instructional support. Finally, after school tutoring was created to provide 

extra support for students who fell right below proficiency. Teachers examined data from several sources, 

including classroom assessment data and the abovementioned assessments to identify the targeted students 

for after school tutoring. 


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A plan for developing school‐level interventions for the upcoming school year based on historical and current 

data (data should include, but is not limited to, the categories listed above) 


Each site’s OSDE approved WISE plan is presented in the site additional documentation folder as evidence 

supporting this criterion. 

As we move forward into next school year, we will make several adjustments to ensure our decisions are much 

more aligned to the data we collect both historically and currently, including: 

• Universally screen all students using a variety of assessments, including DIBELS (primary grades), 

Fountas and Pinnell (intermediate grades), a writing prompt for all grade levels with accompanying 

rubric, and a mathematics diagnostic. 

• Incorporate elements of Readers and Writer’s Workshop into our instructional program 

• Increase our focus on information text within the curriculum 

• Increase our emphasis on building background knowledge and vocabulary within the curriculum by: 

o Embedding more curriculum aligned field trips into the units of instruction 

o Identifying tier 1 and tier 2 words that students must know or become familiar with across 

subject areas or within the content 

• Provide more formal training for staff with the use of Fountas and Pinnell as our primary reading 

intervention program 

• Fullly implement the RTI model, allowing teams to utilize their time more strategically focused on 

academic gaps and supports 

• Build capacity among staff in the area of literacy through ongoing professional development: 

o Reader’s Workshop 

o Writer’s Workshop 

o Fountas n Pinnell 


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District Expectations Communicated to All Stakeholders 

Strategic, yet attainable, goals at the district and school level (including goals for each subgroup). 


Please see File 10‐Strategic Goals in site additional documentation folder. The District aligns its initiatives, 

objectives and measures of success around its five core goals: 

• Student achievement, 

• Teacher and leader effectiveness 

• Performance‐based culture 

• Financial Sustainability 

• Safe and Secure Schools 

File 10 contains the following documents: Introduction to the District’s plan for identifying and measuring its 

goals; TPS Strategic Plan; Overview of the District’s Shared Accountability System; District’s Measures of 

Success; and Departments’ Balanced Scorecards, as available (draft versions only). 

As stated in Anderson’s WISE Plan, the staff evaluated 2011 OCCT and OMAAP scores for third to fifth grades. 

These scores were compared to the last two years to determine trends in reading and math. Priorities were 

determined in terms of academic achievement data. Based on these results, the identified areas of need for 

reading in third to fifth grades are: Affixes, Synonyms, antonyms, & Homonyms, Using Resource Materials, 

Literal Understanding, Inferences & Interpretation, Summary & Generalization, Analysis & Evaluation, Literary 

Elements, Figurative Language & Sound Devices, Accessing Information. The identified areas of need for math 

in third to fifth grades are: Algebra patterns, Problem Solving, Fractions/Decimals/Percents, Number Theory, 

Estimation, Whole Numbers/Decimals/Fractions, Geometric Figure Properties, Perimeter/Area, Convert 

Measurements, Data Analysis, and Probability. 

Anderson SMARTgoals as outlined in the WISE plan are as follows: 

Third Grade Reading 2.4 

During the 2011‐ 2012 school year, all third grade students will increase their Using Resource Materials (2.4) 

skills as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students 

scored 50% on Using Resource Materials and will increase their score by 25% up to 75%. 


During the 2011 – 2012 school year, all third grade students will increase their Inferences & Interpretation (4.2) 

skills as measured by the OCCT scores from 2010‐2011 to 2011‐2012. The regular Education Students scored 

43% on Inferences & Interpretation and will increase their score by 14% up to 57%. 


During the 2011 – 2012 school year, all third grade students will increase their Summary & Generalization (4.3) 

skills as measured by the OCCT scores from 2010‐ 2011 to 2011‐2012. The Regular Education Students scored 

50% on Summary and will increase their score by17% up to 67%. 

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During the 2011 – 2012 school year, all third grade students will increase their Figurative Language & Sound 

Devices (5.3) skills as measured by the OCCT scores from 2010 – 2011 to 2011 ‐ 2012. The Regular Education 

Students scored 50% on Figurative Language & Sound Devices and will increase score by 17% up to 67%. 


During the 2011 – 2012 school year, all third grade students will increase their Accessing Information (6.1) skills 

as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students scored 

50% on Accessing Information and will increase score by 17% up to 67%. 

Third Grade Math 3.1 

During the 2011 – 2012 school year, the third grade students will improve their Estimation skills (3.1) by 25% as 

measured by the OCCT scores from 2010 – 2011. This goal will increase the scores of Regular Education 

Students from 25% to 50%. 


During the 2011 – 2012 school year, the third grade students will improve their Measurement (4.2) skills by 

25% as measured by the OCCT scores from 2010 – 2011. This goal will increase the scores of Regular Education 



During the 2011 – 2012 school year, the third grade students will improve their Data Analysis (5.1) skills by 25% 

as measured by the OCCT scores from 2010 – 2011. This goal will increase the scores of Regular Education 


Fourth Grade Reading 1.2 

During the 2011 – 2012 school year, all fourth grade students will increase their Affixes, Roots, & Derivatives 

(1.2) skills as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students 

scored 40% on Affixes, Roots, & Derivatives and will increase score by 20% up to 60%. 


During the 2011 – 2012 school year, all fourth grade students will increase their Inferences & Interpretation 

(3.2) skills as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students 

scored 50% on Inferences & Interpretation and will increase score by 17% up to 67%. 


During the 2011 – 2012 school year, all fourth grade students will increase their Literary Elements (4.2) skills as 

measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students scored 40% 

on Literary Elements and will increase score by 20% up to 60%. 


During the 2010 – 2011 school year, all fourth grade students will increase their Figurative Language & Sound 

Devices (5.0) skills as measured by the OCCT scores from 2010 – 2011 to 2011‐ 2012. The Regular Education 

Students scored 25% on Figurative Language & Sound Devices and will increase score by 25% up to 50%, 

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Fourth Grade Math 2.1 

During the 2011 ‐2012 school year, the fourth grade students will improve their Place Value (2.1) skills by 25% 

as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. This goal will increase the scores of 

Regular Education Students from 50% to 75%. 


During the 2011 – 2012 school year, the fourth grade students will improve their Estimation (3.3) skills by 25% 

as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. This goal will increase the scores of 



During the 2011 – 2012 school year, the fourth grade students will improve their Measurement (4.4.) skills by 

25% as measured by the OCCT scores from 2010 – 2011 to 2011 ‐2012. This goal will increase the scores of 


Fifth Grade Reading 3.1 

During the 2011 – 2012 school year, all fifth grade students will increase their Literal Understanding (3.1) skills 

as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students scored 

50% on Literal Understanding and will increase score by 25% by up to 75%. 


During the 2011 – 2012 school year, all fifth grade students will increase their Summary & Generalization (3.3) 

skills as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education Students 

scored 40% on Summary & Generalization and will increase score by 20% by up to 60%. 


During the 2011 ‐2012 school year, all fifth grade students will increase their Figurative Language/Sound 

Devices (4.3) skills as measured by the OCCT scores from 2010 – 2011 to 2011 – 2012. The Regular Education 

Students scored 38% on Figurative Language/Sound Devices and will increase score by 25% by up to 63%. 

Fifth Grade Math 1.2 

During the 2011‐2012 school year, the fifth grade students will improve their Problem Solving (1.2) skills by 

25% as measured by the OCCT scores from 2010‐2011 to 2011‐2012. This goal will increase the scores of 



During the 2011‐2012 school year, the fifth grade students will improve their Estimation (3.1) skills by 25% as 

measured by the OCCT scores from 2010‐2011 to 2011‐2012. This goal will increase the scores of Regular 

Education Students from 38% to 63%. 


During the 2011– 2012 school year, the fifth grade students will improve their Whole 

Numbers/Decimals/Fractions (3.2) skills by 25% as measured by the OCCT scores from 2010 – 2011 to 2011 ‐ 

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2012. This goal will increase the scores of Regular Education Students from 38% to 63%. 


During the 2011‐2012 school year, the fifth grade students will improve their Convert Measurements (4.5) 

skills by 25% as measured by the OCCT scores from 2010 – 2011 to 2011‐2012 . This goal will increase the 

scores of Regular Education Students from 25% to 50%. 


During the 2011‐2012 school year, the fifth grade students will improve their Probability (5.2) skills by 25% as 

measured by the OCCT scores from 2010‐2011 to 2011‐2012. This goal will increase the scores of Regular 

Education Students from 25% to 50%. 

In addition to school‐wide goals, teachers set own goals based on their individual students’ data. Teachers 

identify which students they want to achieve what goals on a regular basis. 


A communication plan for involvement of all stakeholders in meeting annual goals 


Please see File 1‐Communications Plan in the site additional documentation folder. As this plan reveals, Tulsa 

Public Schools is committed to open, honest and ongoing communication with stakeholders. The district 

understands communication is critical to achieving the district’s mission and its overall objectives. Its 

communication plan is aligned with the district’s core goals and will be incorporated into the district’s 

improvement plan. The communication plan has three overarching objectives: 

• Implement a communications program that directly helps the district achieve its strategic goals. 

• Foster strong relationships with district stakeholders. 

• Enable the district to present itself accurately to audiences. 

Anderson communicates with parents, students, and community stakeholders by way of a data wall and school 

goals posted on the wall when you first enter school. Teachers meet in collaborative meetings to plan and 

then as a whole group to plan across the grade levels using current Oklahoma PASS objectives as well as 

integrating Common Core when appropriate. This will help teachers begin the process of transitioning to full 

implementation of the Common Core curriculum by 2014. 

Next year, Anderson plans to host monthly meetings with parents to review data and district, school, and 

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student goals. Anderson will continue to utilize newsletters and Thursday folders as a way of communicating 

with stakeholders. 


Analysis of the percent of district’s annual goals that have been met each year for five years 


See, in part, documents in File 10‐ Strategic Goals provided with regard to “Strategic, yet attainable, goals at 

the district and school level (including goals for each subgroup).” As evidenced within those pages, the District 

has an unusually aggressive performance management system underway that requires frequent assessment of 

the District's success in meeting its goals. The District has defined meaningful, student achievement‐focused 

metrics and is in the process of collecting performance data. 


Academic Supports 

District curriculum aligned to state standards 


A transition plan is developed for Common Core State Standards to be fully implemented by 2014. (Refer to 

TPS CCSS Implementation Plan attached). The Office of Curriculum and Instruction has utilized the OK State 

Department’s curriculum resources to develop a pacing calendar and scope and sequence aligned with state 

standards. The curriculum department works with teachers and administrators in aligning and unwrapping 

state standards for clearer delivery of instruction. Grades K‐2 in language arts are written to Common Core 

State Standards with plans for further writing in math, science and social studies in 2012 and beyond until all 

content areas are aligned to CCSS. The district plans to utilize the commoncore.org resources as well as 

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unwrap priority standards in writing K‐2 for 2012 implementation in 2012‐13 and beyond. We utilize the 

research of Larry Ainsworth and the consultant from The Leadership and Learning Center to further this work 

in the district. 

Anderson Elementary School staff participated in several sessions with the Learning Keys/Flippen groups, 

national school improvement consultants, and a core group of teachers and district staff to work on aligning 

the PASS standards with the core curriculum standards. Teachers were provided curriculum binders including 

lessons for reading and math; this curriculum utilizes both PASS and Common Core. The teacher implements 

the curriculum on a daily basis, and the Staff Development Teacher and administration monitor and evaluate 

the progress. Anderson plans to utilize the District’s Dashboard capabilities further, specifically when 

identifying discrepancies between report card grades and standardized test scores. 


School and classroom alignment to district curriculum expectations 


In 2010, TPS began training teachers in curriculum design. Based on the work of Curriculum Development 

Using Backwards Design Method, Wiggins & McTighe, over 200 teachers were trained in writing curriculum 

maps, units and sample assessments. Nearly every school was represented by at least one teacher and in 

many instances several teachers. The goal was to prepare teachers in effectively aligning instruction to 

standards. Further work continues as each session of the Principals Leadership Conference focuses on at least 

one session dedicated to curriculum expectations. 

Educational Consultant Services, Focus on Results, Flippen Group and Leadership and Learning Center 

(consultant groups working in the district), provide individual school teams with classroom alignment to district 

curriculum development and expectations, providing training on topics including unwrapping standards, 

creating lesson plans aligned to standards, and identifying priority standards for instructional emphasis. 

In 2012, the district curriculum department will roll out a K‐2 curriculum design addressing the priority writing 

standards fully aligned with CCSS. This will be clearly communicated to schools prior to implementation in the 

Fall of 2012. 

A newly reorganized and restructured Office of Curriculum and instruction has eliminated previous positions 

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and hired Academic Coordinators and the School Improvement Office in 2011. These staff are responsible for 

developing and supporting the campus leadership teams who are then responsible for developing and 

supporting teachers and other campus staff with a focus on curriculum and aligning instruction to curriculum. 

The newly created Staff Development Teacher Project (2011) hired 38 Staff Development Teachers for each 

priority school to provide job‐embedded professional development at each of the priority schools. They are 

considered a major factor in facilitating and bridging district curriculum toward school and classroom 

alignment. 

As mentioned previously, teachers meet in collaborative groups to plan and then as a whole staff group to plan 

across the grade levels using current Oklahoma PASS objectives as well as integrating Common Core when 

appropriate. This will help teachers begin the process of transitioning to full implementation of the Common 

Core curriculum by 2014. 

As a means of monitoring classroom alignment to district and state goals, teachers are required to submit 

lesson plans weekly. The lesson plan template provides a place to identify the PASS or Common Core 

standard, as well as any interventions planned for the lesson. 


A plan for periodic progress monitoring in reading/language arts 


Data‐review teams (cross‐departmental) will analyze multiple indicators of student progress in 

reading/Language arts. Teams will be assigned based on the needs of the schools derived from a 

comprehensive review and interpretation of data. Content area specialists, as well as ELL, Special Education, 

School Improvement, Academic Coordinators, Staff Development Teachers, leadership and accountability will 

receive training in coaching and data analysis to ensure all team members are expert in progress monitoring 

and being a support to schools. Various data will be monitored including early childhood literacy, DIBELS, 

benchmarks, common assessments, Lexiles scores, and instructional programs. 

Beyond the three required screenings each year, using DIBELS, Literacy First or Scholastic Reading Inventory, 

students are to be progress monitored at least every two weeks using the progress monitoring assessments 

associated with the screening tools. The Data‐review teams will be responsible for monitoring the progress of 

students monthly and will determine appropriate next steps if adequate gains are not evident. The Staff 

Development Teacher serves as an important factor for progress monitoring and job‐embedded professional 

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development at each school site to ensure implementation of strategies recommended by the data review 

teams. 

DIBELS has a built‐in progress monitoring schedule, which tells teachers when to do things, as well as what to 

do with the data DIBELS provides. Anderson utilizes Title I funds to provide a reading interventionist. This 

reading interventionist, in conjunction with the Staff Development Teacher, meets with teachers on a regular 

basis to compile, disaggregate, and analyze date. 

All schools utilize the vendor EduSoft for periodic benchmarking. The district provides a testing calendar which 

all schools are required to follow. 

In the future, Anderson plans to provide professional development to all teachers regarding how to create 

formative assessments in an attempt to build capacity. Additional training may be needed to increase the 

teachers’ knowledge in utilizing the data collected via formative assessment to further drive classroom 

instruction. 

Two additional items are included in the site’s additional documentation folder to demonstrate the 

district/school’s efforts to routinely monitor progress. The first is the implementation of the Scholastic 

Reading Inventory screening program for students in grades 4 through 11 in the months of October and May of 

each school year. The 2011‐12 year is the first year that this program was implemented. The fall screening 

results as developed and reported by the district to each school from the October 7, 2011 timeline are 

attached. 

The second item attached is the Value Added data collected for the school for a three‐year period. This data 

demonstrates efforts underway to conduct a comprehensive progress review at the student, classroom, and 

school site level. 


A plan for periodic progress monitoring in mathematics 


Data‐review teams (cross‐departmental) will analyze multiple indicators of student progress in mathematics. 

Teams will be assigned based on the needs of the schools derived from a comprehensive review and 

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interpretation of data. Content area specialists as well as ELL, Special Education, School Improvement, 

Academic Coordinators, Staff Development Teachers, leadership and accountability will receive training in 

coaching and data analysis to ensure all team members are expert in progress monitoring and being a support 

to schools. Various data will be monitored including benchmarks, common assessments, and instructional 

programs. Data on literacy levels will also be assessed, as literacy is the foundation for learning in all content 

areas. 

The Staff Development Teacher serves as an important factor for progress monitoring and job‐embedded 

professional development at each school site to ensure implementation of strategies recommended by the 

data review teams. 



In the future, Anderson plans to provide professional development to all teachers regarding how to create 

formative assessments in an attempt to build capacity. Additional training may be needed to increase the 

teachers’ knowledge in utilizing the data collected via formative assessment to further drive classroom 

instruction. 

Please see the Value Added data collected for the school for a three‐year period in the site additional 

documentation folder. This data demonstrates efforts underway to conduct a comprehensive progress review 

at the student, classroom, and school site level. 


Periodic benchmark assessments aligned to state standards 


The district administers four benchmarks aligned with state standards and the district’s pacing calendar. The 

benchmarks are derived from the current Edusoft system. While a testing bank of questions provided from 

Edusoft is limited in the number of higher level questions, the district curriculum department writes and aligns 

benchmark questions to assure depth of knowledge using guide lines provided by the State. In 2012‐13, the 

curriculum department will include at least one writing benchmark administered to all grade levels K‐12, 

aligned with CCSS. This benchmark will be scored by teachers as we encourage collaborative scoring in 

Professional Learning Communities (PLCs). Curriculum staff engages teachers, with support from the teachers’ 

union, in reviewing benchmarks which may include making recommendations for revisions and or editing 

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benchmarks prior to administration. 




Use of periodic benchmark assessments and other student data to inform classroom instruction 


Through the district’s newly created positions of Staff Development Teachers, benchmark assessments and 

other data are studied and analyzed in training sessions. While schools are to independently use benchmark 

data to inform classroom instruction, this new position is supported by the Office of Curriculum and 

Instruction, during bi‐weekly trainings focused on job‐embedded professional development. One of the many 

PD sessions includes using data to inform classroom instruction. Staff Development Teachers use their school’s 

data during these PD sessions and are equipped to deliver support to their schools. 


Timely, effective student interventions in classrooms 


Each site’s OSDE approved WISE plan is presented in the site additional documentation folder as evidence 

supporting this criterion. 

Further, the offices of Elementary and Secondary Schools use a Mid‐Year Review and End‐of‐Year Review 

process with four major purposes in mind. One of these purposes is to provide documented evidence of 

understanding within building leadership (and district supervisors) of school‐level student, staff, and 

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stakeholder data at the half‐way point in the school year. A second purpose is to ensure that these 

understanding results in action steps and specific interventions designed to foster continuous school 

improvement. This is demonstrated in the staff’s Professional Learning Community (PLC) work and by studentspecific 

Response to Interventions (RTI). 

Teachers and staff utilize DIBELS as classroom intervention for primary grades, and Fountas and Pinnell for 

intermediate grade levels. The Reading Interventionist and Staff Development Teacher meets with teachers to 

analyze data and decide a course of action for individual students. These data teams/PLC’s meet on Mondays; 

the following week teachers adjust their lesson plans accordingly. Within the lesson plan template, there is a 

section to identify interventions; teachers turn in lesson plans on Fridays. 


Data system that collects, stores, and disseminates timely school‐ and student‐level academic data 


The District has developed a dashboard system of collecting and disseminating to principals and other staff 

information regarding student demographic, student enrollment, student discipline, academic performance, 

OCCT and EOI performance. The dashboard data can be disaggregated by three distinct levels; District, School 

Level and Student. Four specific screen shots of this data are in the site folder; please see File 2‐Data System 

Screen Shots. 

Tulsa Public Schools’ data collection system consists of the student’s cumulative data being located on 

PowerSchool and the district’s Dashboard system. Through Edusoft, benchmark data is available after student 

assessments are conducted. The information from PowerSchool and dashboard is easily assessable to the user. 

Trainings are conducted for teachers, staff and administration. Teachers and parents also have access to this 

database in order to access student records. The dashboard data details attendance, grades, discipline reports 

and testing information. As mentioned in other questions, Anderson also utilizes the data collection systems 

provided with DIBELS and Fountas and Pinnell. 

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Timely and equitable distribution of textbooks and instructional materials aligned to state standards 


Anderson Elementary School currently uses its teacher leaders to identify what textbooks need to be ordered 

and disseminated to staff. At the beginning of the year, the staff development teacher was charged with 

ensuring we collected this information in a timely manner in order to place all orders. In order to ensure all 

teachers received what they needed, teacher leaders met with their grade‐level teams for input concerning 

what materials needed to be ordered. Before any order was placed, the principal had to approve it. 

The following will be implemented as we transition into next school year: 

• Conduct an end‐of‐the‐year inventory of all curriculum materials in May, 2012 

• Store curriculum materials in a location agreed upon by staff 

• Teacher leaders will meet with grade‐level teams to reflect on what curriculum materials need to be 

ordered for next school year 

• Teacher leaders will meet with the principal to discuss orders for all curriculum materials 

• Teacher leaders will conduct another inventory at the beginning of next school year to determine 

additional needs with each grade‐level team 

• Submit final orders to the principal for approval 

• Principal places order for all curriculum materials 


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Timely district interventions when a school is not making progress 


Please see attached 11‐ Menu of Strategies for Turnaround School Implementation files in the site additional 

documentation folder. In addition, a specific plan was developed for elementary schools; this document is 

labeled File 12 ‐Elementary School Timely District Intervention. 


School board’s unified vision for school improvement 


Please see File 10‐ Strategic Goals which is located in the site additional documentation folder. In particular, 

please review the Board’s Strategic Plan, its Vision, and its Core Goals. As those documents reveal, the 

District’s vision for school improvement is embodied within its overall vision of Excellence and High 

Expectations with a Commitment to All. Supporting that vision are the descriptions of the five core goals: 

• Student Achievement–Each student will meet or exceed state and national standards by demonstrating 

mastery of a rigorous curriculum that provides a foundation for success in career readiness or college 

preparedness and beyond. 

• Teacher and Leader Effectiveness–Assure that Tulsa Public Schools has an effective teacher in every 

classroom, an effective principal in every building and an effective employee in every position. 

• Performance‐Based Culture–Create an environment for sustainable performance improvement and 

accomplishment of the District’s Vision, Mission, Core Goals and Core Beliefs. 

• Financial Sustainability–Seek, organize and optimize resources for improved academic results. 

• Safe and Secure Schools–Ensure the safety and security of all students and staff throughout the District. 


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Organizational Supports 

Human resource policies that effectively recruit, hire, induct, and retain effective school personnel and release 

ineffective personnel in a timely manner 


Please see File 7‐Human Resource Policies in the site additional documentation folder. Tulsa Public Schools has 

many noteworthy policies and strategies regarding the effective recruitment, hiring, induction and retention of 

effective school personnel and the release of ineffective personnel in a timely manner. As noted within these 

documents, many of these initiatives began in the 2010 to 2011 timeframe and are already bearing fruit. The 

District’s Office of Teacher and Leader Effectiveness, whose work is supported by the Bill and Melinda Gates 

Foundation, leads much of this work. 


Timeline to place certified personnel at the site when filling vacancies 


Tulsa Public Schools has well established processes and personnel to process and place certified personnel at 

the site when filling vacancies. Using “finishers”—Human Capital personnel dedicated to processing the 

paperwork and background checks of personnel at District schools—the District places new certified personnel 

within a week of their accepting a job offer. 


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Equitable distribution of highly qualified and effective teachers 


Please see File 4‐Equitable Distribution in the site additional documentation folder. With regard to highly 

qualified teachers, this document reveals that 100% of the Priority Schools’ core teachers are highly qualified. 

With respect to effective teachers, the District provides rich detail in this document that describes the 

distribution of teachers in terms of their value‐added scores, including comparison data to non‐Priority 

Schools. Please note that, in general terms, a value‐added score estimates how much a teacher impacted his 

or her students’ learning (student growth) over the course of the school year, controlling for the student’s 

starting point and other factors that influence student achievement that are outside the control of the teacher. 

The District’s value‐added scores are distributed on a 1 to 5 point scale, with three being the District’s average 

for that grade/course. Teachers whose students grow more than predicted (more than the District average for 

similarly situated students) are high value‐added teachers and teachers whose students grow less than 

predicted are low value‐added. 

The data within File 4‐Equitable Distribution reveals that some Priority Schools have a disproportionately high 

number of low value‐added teachers and that some Priority Schools have, on average, higher value‐added 

teachers. As explained within other sections of the capacity documentation, the District is leveraging this new 

information and will be using it for recruitment, retention, and placement initiatives. 


Strategies for recruitment of teachers and administrators 


Information responsive to this request is found in the response to the request for information regarding 

“Effective recruitment, hiring, induction and retention of effective school personnel and the release of 

ineffective personnel in a timely manner.” Please see File 7‐Human Resource Policies file in the site additional 

documentation folder. 

This document describes the District’s use of several significant recruitment strategies for teachers and 

leaders, including, but not limited to: 

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• Teach For America 

• Urban Educator Pipeline Programs with Higher Ed Partners 

• Gallup Insight Tools 

• TPS Leadership Development Program 

• Assistant Principal Internship Program Pilot 

• Emerging Leadership Academy 


Information technology supports aligned with district/school academic goals 


Please see File 8‐ Information Technology Supports in the site additional documentation folder. 

As this document reveals, the District has an impressive Student Progress Portal for its teachers, leaders and 

the public at large to communicate its Strategic Plan and its Value‐Added initiative. This portal has reports, 

webinars, videos and FAQs as well as opportunities for input. 


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Transportation aligned with district/school academic goals (District transportation ensures students are in 

school prior to start of school day. Bus schedules ensure students attend school in a timely manner.) 


Mission of Transportation Department: To ensure a quality school bus ride to and from school so as to 

support a positive learning experience for every student, every day, without exception. 

Department Goal: To provide prompt and efficient transportation services to support a positive learning 

environment. 

Description of Work: Quality School Bus Ride: 

• On schedule pick‐up and delivery for all students every time. 

• A safe and secure school bus stop and ride. 

• An orderly school bus at all times. 

• Consistency of action for all student management on the school bus. 

Fact Facts: TPS Transportation is the second largest pupil transportation operation in the state of Oklahoma. 

TPS transports over 15,000 students daily on the largest fleet of CNG vehicles in the state. More than 300 staff 

members effectively support the following five major department business functions: 

1. Transportation Services 

2. Student routing and scheduling 

3. Safety and training 

4. Fleet Maintenance 

5. Fiscal accountability 


Local, state, and federal funds aligned to subgroup academic goals 


Anderson Elementary School uses its local, state, and federal funds in a variety of ways to support academic 

achievement. 

Local funds are being utilized to support the following items: 

• Ensure teachers have adequate supplies for their classroom 

• Provide sufficient copy paper for teachers to fully implement the curriculum 

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• Provide substitutes for teachers to collaborate and/or attend professional development trainings 

• Purchase curriculum materials such as textbooks to support the instructional program 

• Offer stipends for all special assignmentso 

Teacher leaders – these individuals meet with me biweekly to discuss reading and mathematics 

priorities 

o Teacher‐in‐Charge – this individual helps to ensure the instructional program is being fully 

implemented, particularly whenever administration is out of the building for any reason. 

o Testing Coordinator – this person is in charge of ensuring we are in compliance with regulations 

concerning statewide testing 

o Safety Patrol – this is a group of students led by a teacher who help to support a safe, learning 

environment 

o Leadership Teams (e.g., safe school committee, advisory committee, etc.) – several of these 

teams contribute to continuous learning at the school in a variety of ways through collaboration 

Federal funds are being utilized to support the following items: 

• After school tutoring services for students below proficiency 

• Classroom libraries for various grade levels 

• A reading interventionist teacher to support teachers with the implementation of the instructional 

program (e.g., DIBELS, SRA, etc) 

• Professional development provided by a consultant 

• The school’s parent facilitator is used to foster parent‐school involvement 

• Reading and mathematics supplemental materials are purchased to support the regular instructional 

program 

• Sponsor events that encourage parental engagement such as supplemental parent/teacher conferences 

(over and above what the district requires), literacy night, etc. 

Below are some objectives for next school year’s budget: 

• Field trips will be encouraged at the beginning of each unit of instruction next school year 

• Research for Better Teaching Skillful Teacher – will be utilized to build teachers’ instructional capacity 

• Writer’s Workshop will be utilized to support the school and district’s writing initiative 

Use and Alignment of Philanthropic Funds 

The District uses national and local foundation support to fund key Teacher and Leader Effectiveness initiatives 

focused on reducing the achievement gap and raising students’ college and career readiness. The Bill and 

Melinda Gates Foundation and a consortium of Tulsa civic donors provide support for the implementation of 

district reform strategies that will lead to gains in student achievement across racial/ethnic and socioeconomic 

subgroups. These goals—including specific subgroup academic goals—are detailed in File 13—TLE 

Funding Objectives and Progress Report and are aligned with the District’s core goals of Student Achievement, 

Teacher/Leader Effectiveness and Performance‐Based Culture. In particular, philanthropic support is being 

been used to: 

• Develop and support the deployment of teacher performance standards 

• Implement the District’s research‐based evaluation rubric 

• Reorganize the human capital department (complete) 

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• Develop and support the rollout of a value added data system for schools and teachers 

• Design and provide professional development for teachers and leaders on the use of value added data 

to improve instruction and to determine which practices and programs are having the greatest impact 

on student learning 

• Develop leadership pipelines to identify, recruit, and develop future principals who will positively 

impact academic performance 


Local, state, and federal funds use to purchase research‐based programs, materials, and professional learning 

opportunities 


Anderson Elementary School’s leadership team collaborates to determine appropriate research‐based 

programs, materials and professional learning opportunities for staff. Currently the leadership team is 

comprised of the principal, counselor, special education coordinator, assistant principal, librarian, teacher 

leaders, reading interventionist, staff development teacher, and parent facilitator. 

• Research‐based reading programs such as SRA, DIBELS, and Fountas and Pinnell 

• Professional development is provided to build staff capacity around instructional best practices given by 

various consultants such as the Flippen Learning Group, Discovery Learning, teacher leaders, etc. 

• A reading interventionist is being used to support teachers with the implementation of the various 

research‐based programs being offered – SRA and DIBELS. 

Use of Philanthropic Funds 

The District uses national and local foundation support to purchase research‐based programs, materials and 

professional development that support its Teacher and Leader Effectiveness initiatives. In particular, 

philanthropic support is being been used to: 

• Develop and support the deployment of research‐based teacher performance standards 

• Implement the District’s research‐based evaluation rubric 

• Develop and support the rollout of a value added data system for schools and teachers 

• Design and provide professional development for teachers and leaders on the use of value added data 

to improve instruction and to determine which practices and programs are having the greatest impact 

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on student learning 

• Develop leadership pipelines to identify, recruit, and develop future principals who will positively 

impact academic performance 


Special Education resources aligned with the needs of the students 


Special education teachers and paraprofessionals are allocated to schools based on the services provided on 

the IEPs. When an IEP is developed for a student, it is noted on the IEP how the services are delivered. 

Information is compiled for all the students in that school and is used to determine the allocation. In addition, 

there are Centralized programs are located throughout the district for students with autism, emotional 

disturbances, multiple disabilities, and PK students with developmental delays that need a greater level of 

service than is typically available at their home school. These programs are heavily staffed in order to provide 

the support these students need. 

The Special Education department has coordinators that serve elementary and secondary schools as well as 

coordinators for specific disabilities. Each coordinator maintains a small budget to have available for 

purchasing items requested for programs. If a school makes a request larger than their budget allows, we 

determine if the departmental budget can fund the request. The coordinators assist teachers with any 

questions they may have from curriculum to services to paperwork. 

Technology purchases for all programs have been a focus of the Special Education department. We try to 

assure that all teachers have current technology. In schools that house Centralized programs, we do not want 

a school to carry the entire responsibility for outfitting those programs when they have been open to taking 

students from other schools. 

At Anderson, Special Education teachers plan with grade level teachers twice a month. Special education 

teachers utilize the same curriculum as the non‐special education students. Special Education resources are 

aligned to the needs of the students due the consistent monitoring of the needs of the special education 

students’ IEP’s. Special education files are reviewed by the special education department chair, teachers, and 

parents in order to ensure that students are placed appropriately and able to receive the accommodations and 

modifications necessary. Special education students’ OCCT testing history is also monitored in order to make 

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sure that they receive the appropriate OCCT test based on their academic needs. 


English Language Learner resources aligned with the needs of the students 


Tulsa Public Schools' English Language Development programs offered to LEP students are designed to 

accelerate students’ English proficiency and to meet challenging state academic standards. The programs are 

offered to assist students in Pre‐K‐12th grades with achieving proficiency in each of the four domains of 

language development by using proven strategies that are aligned with state standards and assessments which 

are scientifically research based. 

The elementary level language program offered to District LEP students in Pre‐K ‐ 5th grades is met by a variety 

of instructional delivery programs at each of the school sites and it is dependent on the site's individual 

population characteristics such as level of students proficiency in English, newcomer status, previous 

instruction in English, etc. Models of instruction offered include: self‐contained classrooms, inclusion, 

structured immersion, resource or pullout. Students are provided English language instruction by certified 

teachers allocated for ELL as per the TPS Staffing Formula. Some of the elementary ELL instructors also assist 

LEP students in their classroom working with the regular classroom teachers through SIOP. 

The secondary language program offered to District LEP students in grades 6 ‐ 12 follows a collaborative team 

model. Each secondary school site selects the model(s) which best serve their population. The SIOP model is 

utilized for planning and delivery of instruction when the students are mainstreamed into the core curriculum. 

Principals are strongly encouraged to have all of their core subject teachers SIOP trained. A cadre of district 

resource instructional specialists and curriculum specialists have received the SIOP Coaching Implementation 

training and will assist, model, coach, and support the core teachers with the SIOP's eight components and 

thirty features. At some of the sites the ELL certified teachers travel with students to regular education core 

classrooms. 

Anderson is provided 1 ELL teacher as a teacher allocation. As with the Special Education teachers, our ELL 

teacher plans every other Monday with individual grade levels on a rotating basis. At Anderson, the ELL 

teacher provides support by way of coaching or modeling as well as providing support within the classroom to 

groups of students. 

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Plan for maintaining a safe and orderly environment 


Tulsa Public Schools Campus Police 

Mission: The Mission of the Tulsa Public Schools Campus Police Department is to provide a safe environment, 

free from fear and with emphasis on an improved quality of life within the School District for all students, 

faculty, staff and authorized visitors. We do so with pride, integrity and a commitment to quality services 

within the policing profession. 

Fast Facts: The Tulsa Public Schools Campus Police Department is comprised of 21 sworn police officers, 20 

security officers and 14 non‐sworn employees. We are a certified law enforcement agency with full police 

powers under statute of the State of Oklahoma. 

Description: Officers of the Tulsa Public Schools Campus Police Department are stationed at each High School 

site and are responsible for supervising the security staff and working in concert and cooperation with the 

building principal and school staff to provide a safe school environment. Campus Police administration 

maintain private security contracts that support our employees at both elementary and secondary schools 

across the district on a regular basis. We are also responsible for security services at over 600 special events 

(elementary and secondary), including all athletic events throughout the school year. In additional to policing 

services, the campus police are responsible for overseeing the emergency radio communication system for 

Tulsa Public Schools, monitoring and maintaining over 44,000 alarms on a 24/7 basis, nearly 2,400 surveillance 

cameras, and issues related to Emergency Management and Safety. 


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Strong Leadership 

Details of how performance of a current principal or a new principal (with a proven track record for turning 

around schools) will be reviewed for hiring, retention, or dismissal 


Leadership Review Process 

Mid‐Year Review Process 

Elementary 

The purpose of the Mid‐Year Review process is to provide an opportunity for supervisors and employees to 

engage in a discussion regarding progress on site‐based annual goals. It is also an opportunity for supervisors 

to acknowledge and encourage good performance and address any possible issues that may have developed. 

Process: 

A. For Quarterly Review # 2, we request that principals develop a power point presentation to 

demonstrate progress in the following areas. 

Dashboard Data 

1. Attendance update 

‐ What are you doing to increase student attendance? 

2. Suspensions update 

3. School Wide Discipline Plan 

‐ If you have one in place, talk about how it is working. 

‐ If you do not have a plan in place ‐ What progress have you made toward developing a 

school wide discipline plan? 

Student Achievement Data 

4. District Benchmark data update – Have you seen improvement in student performance? 

5. What progress have you made toward utilizing In‐house formative assessments? 

6. Update on DIBELS Results & SRI student results 

7. How will you utilize your RSA funds? What materials will you purchase? Tutoring? 

8. How are students & teachers tracking data? 

9. How are you meeting the needs of students working below grade level in reading and math? 

PLC`s – Professional Development 

10. How are you utilizing PLC`s to improve student achievement? 

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11. What changes have you and your staff made as a result of PLC`s as it relates to: 

‐ Ensuring that students learn 

‐ Building a culture of collaboration 

‐ Focus on results 

B. Prepare a self‐evaluation utilizing the Principal Evaluation form. We are requesting supporting 

documentation for ratings of 4’s and 5’s. 

C. Below is the timeline for the above submissions: 

• March 15, 2012 ‐ PowerPoint and Self‐Evaluation documents are due to your first point of contact 

(Lovett, Swanson or House). 

• March 26 – April 6, 2012 – Performance Reviews scheduled for principals (3 years or less). 

• April 26‐May 17, 2012 – Performance Reviews scheduled for principals (4 years or more). 

For additional information, please see File 9‐Principal Performance in the site additional documentation folder. 

In this document, the District describes how it uses the Tulsa TLE Observation and Evaluation System to evaluate 

and support principals as well as guide performance‐based exits, as necessary. The TLE system, which incorporates 

the McREL Principal Evaluation Rubric, is an evidence‐based process of evaluation anchored in specific Domains, 

Dimensions and Indicators reflecting national best practices and current research regarding effective school 

leadership. 


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Details of how principals will be given operational flexibility in the areas of scheduling, staffing, curriculum, and 

budget 


Regarding Scheduling: All principals have flexibility in scheduling insofar as arranging student academic 

delivery within a general daily, weekly, monthly and yearly time‐frame that supports economic and 

stakeholder feasibility. Priority Schools make scheduling decisions based on student need data. Double 

blocking of specific subjects or content areas in high needs areas is common, but is ultimately the decision of 

the school principal along with the staff members at the school. Increasing instructional time is common (ie; 

Continuous Learning Calendar schools, extended day schools and – new for 2012 – expected increased time 

during summer for students who fall below performance expectations). Research based practices, as well as 

evidence‐driven local examples, are presented regularly to principals during planned district, state and national 

leadership development sessions. Principals regularly learn from one another and from their national peers – 

and embed successful practices in their own schools. Doug Reeves, Bob Marzano, Rick and Susan DeFour, Tony 

Wagner, Geoffery Canada and countless other nationally recognized leaders have personally lent their 

expertise to TPS principals – to learn and use practices that will increase learning at their schools. 

Regarding Staffing: Staffing decisions for placement and selection of teachers – especially in areas of most 

need (ie; placing the most effective teachers in subjects or grade levels where students most need teachers’ 

individual expertise) – are building based decisions and the practice is supported by district leadership. District 

support includes prevention of poorly performing staff members from being “placed” at priority schools. 

Principals interview, from an approved pool of teachers who have met a specific criteria as analyzed by our 

district partners using the Gallup Insight (strength finder) specifically calibrated to determine promise for 

urban educator excellence. 

Regarding Curriculum: Student achievement data drive decisions at each school. Schools leadership focus on 

unpacking the content standards to meet student needs based on what the students’ achievement data tell 

them. The curriculum is standard – and will focus solely on Common Core expectations. Teacher and leaders, 

working in Professional Learning Communities, make decisions for individual students and schools. These 

decisions include specific instructional practices using the Common Core’s expectations ‐ all designed to 

improve student academic performance. The district supports schools with analysis of successful curricular 

interventions (ie; Doug Reeve’s curriculum audit) so that a choice menu is readily available for selection by 

principals and their teacher teams. Narrowing the plethora of interventions to only those with strong 

implementation records (especially locally) helps schools and principals to select promising practices – rather 

than stabbing blindly at the “intervention of the week.” The district further supports principals through staff 

and leadership development of skills in using rubrics to increase the level of implementation of successful 

practices. Strategically increasing building‐level conversations around implementation – rather than “trying 

new interventions” is critical to improving student achievement. Principals and teacher leaders are 

accountable for the decisions they make and for the outcomes of those decisions. This is reflected in their 

Mid‐Year and End‐of‐Year Reviews – and in their annual performance review. 

Regarding Budget: At each district building, principals decide individual budget and expenditures each year ‐ 

based on student and staff needs. The decisions are based on data and research. TLE data drive staff 

development budget decisions. Student achievement data drive building decisions for yearly budgets in 

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curriculum or instructional delivery. For example: Data that reflects increased need for reading intervention 

drives a principal’s decision to increase funding for Read 180 licenses or increased staffing in this area. Or: 

Data that indicates need for engaging instructional practices, drives a principal’s decision to increase the 

budget for SmartBoards. The use of professional learning communities increases stakeholder input and 

therefore increase the likelihood of successful implementation of a particular budget strategy. Again, 

principals are held accountable for the decisions they make regarding use of budget authority. Student 

achievement and teacher value‐addedness are reflections of these budget decisions. Both are analyzed in 

annual principal and teacher leader performance reviews. 


Effective Teachers 

Details of how the performance of current teachers or new teachers (with proven track record for success in 

challenging schools) will be reviewed for hiring, retention, or dismissal 


Please see File 3‐Effective Teacher in site additional documentation folder. In this document, the District 

explains how it uses the Tulsa TLE Observation and Evaluation System to evaluate and support teachers as well 

as guide performance‐based hires, placements and exits. The TLE system, in use District‐wide since 2010‐2011, 

has been validated by third‐party researchers, meaning that its evaluation criteria and rankings are positively 

correlated with student achievement gains. The document also describes how the District is developing plans 

to use quantitative measures of teacher effectiveness (value‐added estimates) as a tool for recruiting and 

placing teachers according to their strengths. 


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Policy for preventing ineffective teachers to transfer to the school 


Ineffective teachers are prevented from transferring to a school insofar that voluntary transfer policies require 

that the teacher’s evaluation record be considered as a basis for determining whether or not to accept the 

transfer request. 

In the recent past, some schools have also been able to stock their teachers with highly effective teachers 

through the administrative transfer process and thereby preclude any openings that might be open to less 

effective teachers. This process has allowed those schools to fundamentally restructure their teacher 

workforce by “seeding” the teacher workforce with exemplary teachers. It is typically instigated at the 

Associate Superintendent’s level and, in some cases, coordinated with the direct input of the school principal. 


Extended Learning Time 

Plan for extended learning time (beyond the regular school day) for student learning and teacher collaboration 


Anderson Elementary School is offering a tutoring program after school for students who are below proficiency 

and commit to participate. Teachers were asked if they were interested in tutoring after school. This data was 

compiled to determine the number of teachers who would be hired to offer tutoring services. The tutoring 

program after school includes a pre and post‐test and formative weekly assessments. Teachers analyze data to 

determine student proficiency levels and reteach standards. Curriculum materials for tutoring are decided by 

the teachers. A teacher was hired to manage and evaluate the effectiveness of our tutoring program. 

• We will ensure after school tutoring begins earlier next school year, once universal screening data is 

retrieved and analyzed. 

• We also plan to offer Saturday School next school year for students 

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District Plan: 

Extended School Year with TFA 

In order to extend learning time beyond the regular day and provide meaningful training opportunities for 

many of TPS’ newest teachers, this summer Tulsa Public Schools will host its most widespread summer school 

program in recent history in collaboration with the Community Action Project (CAP), Teach For America (TFA), 

and the University of Tulsa. The district will have 6 elementary and 3 secondary sites. The sites are strategically 

located throughout the district’s boundaries in an attempt to offer the wealth of summer school programming 

to every student who wishes to attend. 

This extended‐year program, which lasts four weeks, will serve students needing extra instruction, 

remediation, or more time to prepare for the next grade. Students will be in class for a little over four hours 

each day. 

Working with both CAP and TFA, TPS’ curriculum and instruction team is developing a framework and vision for 

courses and grade‐levels to facilitate strong student achievement. The District will offer elementary students 

remediation in Math and Reading. Middle‐school students will receive a highly differentiated and in‐depth 

curriculum based upon the diagnostic data collected on each student. At the high‐school level, the District will 

offer credit‐recovery courses in the following areas: Algebra I, Algebra II, English I, English II, Geometry, and 

Biology. 

Faculty Advisors will work alongside both TFA staff and corps members to provide written and verbal feedback 

as well as model lessons in an effort to improve instruction, collaboration and teacher effectiveness. Site 

Administrators will use summer school as an opportunity to reflect on their own practices and develop plans to 

improve their own building the following school year. There will be approximately 3‐6 educators in each 

classroom teaching children. This will allow for increased differentiation in an effort to reach all students and 

prepare them for the next grade level. Selection of applicants will include the use of value‐added data as well 

as administrative recommendations so that strong instructional leaders will help students this summer. 

After‐School Tutoring 

Approximately 58% of Tulsa Public Schools’ Title I schools (42 out of 73) provide after school tutoring or 

intercession with their Title dollars. Tutoring is provided by highly qualified teachers in all applicable content 

areas. Ten out of the 18 Priority Schools provide after school tutoring or intercession. 

In addition, Tulsa Public Schools has contracted with 25 Supplemental Educational Services (SES) providers who 

provide additional remediation for all eligible students. To date, 2,351 students have selected an SES provider. 

This equates to an additional 49,324 hours of tutoring for our students. 

Citizen Schools 

Tulsa Public Schools is currently exploring the option of partnering with Citizen Schools and providing extended 

learning time for our middle school students. The Citizen Schools program runs for three hours in the 

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afternoon, Monday‐Thursday, as an after‐school activity. There are four major components to the Citizen 

Schools program*: 

• Apprenticeships 

o Students discover new fields alongside adult volunteers—Citizen Teachers—who bring their 

expertise to life. 

o The hands‐on curricula, either pre‐written or created, link academic skills (aligned with common 

core standards) to college and career success 

o Projects build “21st Century Skills”: communication, collaboration, data analysis, advanced 

literacy, global awareness, effective reasoning, problem solving, innovation and technology 

o Students create and present an end product to share what they’ve learned with families, 

teachers, public officials, community members, and business leaders. 

• Academic Support 

o Focused learning time that emphasizes quality homework 

o Students work toward homework that is neat, complete, and turned in on time 

o Students apply the concept of effective effort towards school‐day success, and practice time 

management and self‐organization 

o Staff communicate with school‐day teachers to identify students’ homework assignments and 

projects, upcoming tests and quizzes, opportunities for extra credit, and missing or make‐up 

work 

o Targeted support and enrichment for Math or English Language Arts, depending on school 

strategy 

o Hands‐on curricula mapped to state standards and national common core standards 

• College to Career Connections 

o Unique curriculum introduces the idea of college and career readiness, laying a foundation of 

excellent study habits and skills for students at an early age 

o Units include school navigation, student success habits, college knowledge and grades coaching 

o Builds a community of achievers and trains them for a habit of success 

o 6th and 7th graders gain college exposure 

o 8th graders participate in 8th Grade Academy, receiving individualized support to prepare for 

college pathway high schools 

• Culture of Achievement 

*information adapted from http://www.citizenschools.org/about/model 


Page 38 of 44



Research‐Based Instruction 

Strong instructional program that is research‐based, rigorous, and aligned with state standards 


The Office of Curriculum and Instruction supports a research‐based model of Balanced Literacy for all 

Elementary Schools in the district. Schools have received a rubric detailing the six components of Balanced 

Literacy and will receive the first in a series of professional development sessions by Spring 2012. Additional 

training modules will be available to schools during the 2012‐13 school year, ensuring that all teachers have a 

clear understanding of balanced literacy and receive support in their implementation efforts. (Refer to 

Balanced Literacy Rubric, attached) Using the commoncore.org website, we use the common core units 

developed in English/Language Arts to guide instruction during the 2012‐13 school year in TPS. 

The district deploys the REAC³H Network toolkits to schools through the Academic Coordinators. 

• Toolkit #1 Making the Case for the Common Core – an Overview 

• Toolkit #2 Aligning School Curriculum to the Common Core 

• Toolkit #3 Changing Instruction for the Common Core 

• Toolkit #4 Developing Effective Teachers and Leaders for the Common Core 

• Toolkit #5 Assessing Student Performance for the Common Core 

• Toolkit #6 Using Data to Implement the Common Core 

• Toolkit #7 Integrating the Common Core across the Curriculum 

• Toolkit #8 Collaborating about the Common Core 

• Toolkits #9‐12: Focus determined through district input 

Numerous programs are being reviewed and some eliminated to ensure the district has a menu of instructional 

programs aligned with rigorous state standards. This is a process just beginning as a result of the 

Implementation Audit conducted in TPS utilizing the expertise of Dr. Doug Reeves and the Leadership and 

Learning Center. 

While curriculum units for mathematics, science, social studies and other contents have not been fully 

developed to the CCSS, we have informed our district schools of the rigor these standards require by bringing 

to TPS Skip Fennel and Phil Daro during the 2010 school year. These mathematicians are highly knowledgeable 

of the CCSS mathematics standards. All mathematics teachers and principals were invited to attend sessions. 

We are exploring mathematics “look‐fors” to assist teachers and leaders in recognizing and informing rigorous 

instructional practices. 

Further, a video prepared by our curriculum department with a facilitator’s guide was prepared and delivered 

electronically to all principals in the district at their request. This tool better equipped the principals as 

instructional leaders as they prepare their staffs for CCSS and rigorous standards. 

The district curriculum department prepares writing prompts for schools to utilize as instructional materials. 

During the Principals’ Leadership Conference, staff conducted sessions to support principals and leadership 

teams as they collaboratively score students’ work and developed a common understanding of the 

expectations for quality student writing using a rubric. 

Page 39 of 44



Creating content teams in 2012, the curriculum department will work with mathematics, science, social 

studies, arts and literacy to further the development of quality, rigorous curricula using the research from Larry 

Ainsworth to unwrap standards and write quality common assessments. This further advances the continuous 

work of creating a strong instructional program that is research‐based, rigorous and aligned with state 

standards. 


Use of Data 

Time for principals and teachers to analyze data to inform instruction for continuous improvement 


Anderson Elementary School currently provides ongoing professional development opportunities twice a week. 

Every Monday, grade‐level teams meet collaboratively during their planning time to focus on one of several 

identified priorities, including analyzing student performance data. Scoring writing samples using a rubric, 

analyzing DIBELS data, and grouping students according to Fountas and Pinnell data are examples of the types 

of data currently being analyzed during these meetings. 

Faculty meetings are also scheduled once a week every Monday after school to focus on instructional 

priorities. This time is used sometimes to examine schoolwide data such as the number of referrals or 

suspensions for the month or quarter, average daily attendance or tardies, statewide assessment results. This 

year we also utilized the skills we learned from our partnership with the Flippen group to conduct schoolwide 

walkthroughs, collect instructional data and present our findings to staff. 

As we move forward this year into next school year, we will build upon our current understanding in this area 

with ongoing professional development and consistent practice. Below is a list of priorities for next school year 

pertaining to analyzing data: 

• Universally screen all students using a variety of assessments, including DIBELS (primary grades), 

Fountas and Pinnell (intermediate grades), a writing prompt for all grade levels with accompanying 

rubric, and a mathematics diagnostic. 

• Collect and analyze previous schoolwide assessment data 

• Set schoolwide and classroom goals for student achievement 

• Celebrate student achievement weekly, monthly and quarterly via student of the week, student of 

the month, teacher of the month, schoolwide assemblies, etc. 

Page 40 of 44



• Build literacy and staff capacity using data through ongoing professional development 

• Establishing weekly data chats that incorporate teachers creating formative and summative 

assessments, analyzing student results on assessments, grouping students according to proficiency, 

sharing best practices based on results, re‐teaching, and reassessing 

• Build in additional time for staff to collect and analyze student achievement data 

• Display student achievement data throughout the school 


School Environment 

Strong support for school safety and discipline, addressing other non‐academic factors that impact student 

achievement, such as students’ social, emotional, and health needs 


Anderson Elementary School believes the foundation for a great school begins with an environment that is 

conducive to learning. This means doing our best to ensure students and staff feel safe and protected from all 

unnecessary interruptions during the instructional day. One way we do this is by refraining from making 

announcements over the intercom while instruction is taking place. We also ask all parents to schedule 

appointments with teachers prior to visiting their classrooms to prevent disruptions and frequent traffic 

throughout the building. 

We currently have a safety committee comprised of teachers and support staff. Committees meet once a 

month to discuss various agenda items. The safety committee is in charge of making sure we are in compliance 

with school safety guidelines. We also have a number of students who participate in safety patrol. This group 

helps to monitor student traffic throughout the building in the mornings, passes out breakfast to students, and 

helps to keep the building clean. 

The school’s counselor currently acts as chair of the child study team. This team meets once a week to discuss 

student concerns and determine appropriate interventions to match the needs of each student. It is 

comprised of the counselor, special education teacher, a teacher, school psychologist, staff development 

teacher, and parent. Teachers determine what students are referred to the child study team based on student 

academic and behavioral data. Interventions are provided from 4‐6 weeks to and reviewed to determine if 

further actions are to be administered by the team. The counselor is also held responsible for conducting 

ongoing sessions with students and classes to discuss bullying, responsibility, conflict resolution, etc. 

Page 41 of 44



Administration supports teachers and staff with discipline by collaboratively establishing rules and procedures 

throughout the school that promote a positive and safe environment. Posters were created that articulate 

expectations for students and staff throughout the building. All teachers were charged with creating classroom 

management plans that included rewards and consequences for student behavior. Additionally, teachers 

utilized the skills they developed at the beginning of the school year during training with the Flippen group 

entitled – Capturing Kids Hearts. As a result, teachers were responsible for using social contracts that engaged 

the students in the classroom as a community. 

A schoolwide discipline matrix was created to help students, parents and staff understands how consequences 

are to be issued for student misbehavior. The school’s uniform policy was enforced through letters and 

phones calls to parents, along with strong enforcement of the school’s discipline policy. 

In the near future, we will implement several new items to ensure our staff, students, and parents feel 

welcomed and safe: 

• Establish a positive behavior team 

• Administer and collect staff, student, and parent surveys that helps us collect data on ways to 

improve our school’s culture 

• Orient all students to the code of conduct and behavioral system at the beginning of the school year 

• Ensure the first 6 weeks of school incorporates many opportunities for students to understand and 

reflect on school safety, values and behavioral expectations 

• Offer incentives weekly, monthly and quarterly for good behavior via classroom rewards, student of 

the week, student of the month, schoolwide assemblies, etc. 

District Response: The Tulsa Public Schools Behavior Response Plan (BRP), in coordination with the Discipline 

Review Committee (DRC), provides a scaffolding of services in a Response to Intervention (RTI) design that 

incorporates research‐based interventions to support student success. The strategies have been designed to 

align with the philosophy and practices of the Positive Behavior Support programs used by many of the District 

sites. The goal is to help students in their development as mature, able, knowledgeable and responsible 

individuals. 

Recent school site changes implemented through Project Schoolhouse have already show positive effects, 

particularly in regards to decreasing 6 th grade suspensions. The District will continue to monitor current data 

and address as necessary. 


Page 42 of 44



Family and Community Engagement 

Strong ongoing family and community engagement 


Anderson Elementary School currently has a parent facilitator on staff. Our parent facilitator acts as the chair 

for the family engagement committee. Much of her responsibility involves increasing the level of parentschool 

communication and involvement throughout the school year. Students receive a Thursday folder each 

week communicating pertinent information about the school. Often, parents are asked to sign various forms 

and return them to the school, indicating they received what we sent home. Our parent facilitator helps to 

schedule our PTO meetings with parents. This allows parents to have a voice in what happens at the school. 

This month, surveys will be administered to parents and students asking for their feedback concerning the 

school and its leadership. Our parent facilitator will play a major part in making sure this process and 

information is gathered efficiently. Additionally, our parent facilitator helps to build relationships with our 

partners in education. This is a tremendous help to the school—as many of these partnerships sponsor events 

or even donate items that many of our families find difficult to afford. During Thanksgiving, one of the local 

churches provided an entire Thanksgiving dinner for every family in the school who attended this event. This 

turned out to be a very special and successful event –as several of our parents showed up to receive food. 

In previous years, I realized that many of our parents did not attend parent/teacher report card conferences. 

One of the goals we set for the school was to increase the level of parent/teacher engagement, particularly 

around parent/teacher conferences. With the help of my staff, we collaborated with the YMCA to help 

sponsor food, activities and music for students and parents. Additionally, we sent home flyers, letters, made 

phone calls home, advertised using the marquee, and even reached out to the local radio station to help us 

communicate this important occasion. Out of 400 parents, more than 245 of them showed up to 

parent/teacher conferences. This amazed the staff because they had never witnessed this level of parent 

participation for report card conferences. After the event, we reflected and celebrated our achievement. 

We plan to increase parent engagement next school year by implementing the following: 

• Create and enforce a complete family engagement plan 

• Provide more after school functions for students and parents to come participate in 

• Solicit more parent volunteers at the beginning of the year 

• Ask parents to commit to certain tasks and responsibilities by creating a parent‐school “contract” 

For a more complete picture of family and community engagement as a whole for Tulsa Public Schools, please 

refer to the District notebook. 


Page 43 of 44



Submit electronically with completed form and supporting documents to school.improvement@sde.ok.gov 

upon request. 

Signature 

District Board President 

Date 

Signature 

District Superintendent 

Date 

Signature 

Site Administrator 

Date 

Contact Information 

Page 44 of 44

Introduction 

Welcome to a review and analysis of published Tulsa Public Schools, Oklahoma School Testing Program (OSTP) 

results for the school years 2008-09, 2009-10, and 2010-11. 

In the 2008-09, 2009-10, and 2010-11. columns, the individual results are reported by their current school, not 

necessarily the school where they were tested. This allows the site to view the current student performance over 

the past three years for: 

• Curriculum modifications 

• Interventions 

• Differentiation of instruction 

• Instructional practices 

This report presents the median OPI Score achieved as a common reference in many of its analyses. The median 

score is the score at which 50% of students are above and 50% of the students are below. The median score is a 

better measure of performance as it is not subject to the influence of variability in very high scores or very low 

scores dampening its measurement capability. The median OPI score or the median percentile of questions 

answered correctly on individual standards and objectives can reveal over time the extent a school or district is 

moving students to higher levels of performance. This document is not a report of effort to meet or exceed Annual 

Yearly progress (AYP); it is presented as a planning tool to assist schools to engage in a vigorous and complex 

discussion relative to increasing student achievement. 

Sources of Data 

All data presented within this document was taken directly from the published State, District and 

Individual School OSTP summaries for the years indicated as published by Oklahoma Department of 

Education. The data analysis presented unless otherwise noted are for all students Full Academic 

Year (FAY) and Non Full Academic Year (NFAY). This method of comparison was selected as districts 

are charged with the academic achievement of all students. The All FAY/NFAY category is used 

whenever student data is compared at the school, district and/or the state level, unless otherwise 

noted.

Explanation of Tables and Their Use 

Six tables have been constructed for each content or subject area assessed. The state of 

Oklahoma increased its levels of rigor in the OSTP beginning with the 2009 assessment year. In 

many situations students and schools within TPS meet or exceed the increased state expectations 

as demonstrated by median OPI scores greater than the median OPI scores achieved by the same 

reporting group in Oklahoma. 

Each of the tables are presented and discussed and followed by discussion starter questions in a 

bulleted format. Readers are encouraged to view the information presented as only a part of the 

data set which schools/district must use to review progress. This data presentation is part of the 

story it is not the entire story

Table 1 --- School's Median OPI Score - Mathematics 

For Current School ANDERSON ELEMENTARY 

Grade 03 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat **** **** **** 

Asian X X X 

Black or African-American 666 628 609 

Hispanic or Latino 686 697 **** 

Pacific Islander X X X 

Two or More Races / Multi Racial X X **** 

White or Caucasian **** **** **** 

2008-2009 2009-2010 2010-2011 

Female 680 662 609 

Male 666 637 621 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible 670 654 609 

N/A X **** **** 

Reduced Lunch Eligbile **** X **** 

ELL Year Proficient - 1 


Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

**** X X 

670 654 617 

2008-2009 2009-2010 2010-2011 

Regular Ed 669.5 666 613 

Special Ed **** 589 648 

X Represents no students **** Represents fewer than five students Minor descrepancies because of rounding



Grade 04 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X **** **** 

Asian X X X 

Black or African-American **** 610 620 

Hispanic or Latino X 695 676 



White or Caucasian X **** **** 

2008-2009 2009-2010 2010-2011 

Female **** 637 620 

Male **** 634 633 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible **** 634 620 

N/A X **** **** 

Reduced Lunch Eligbile X X **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

**** 634 629 

2008-2009 2009-2010 2010-2011 

Regular Ed **** 643 657 

Special Ed **** **** 591 




Grade 05 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X X X 

Asian X X X 

Black or African-American X X 593 

Hispanic or Latino X X 700 


Two or More Races / Multi Racial X X X 

White or Caucasian X X **** 

2010-2011 

Female 613 

Male 654 

2010-2011 

Free Lunch Eligible 638 

N/A **** 

Reduced Lunch Eligbile **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

X X 630 

2008-2009 2009-2010 2010-2011 

Regular Ed X X 646 

Special Ed X X **** 


Table 1: School's Median OPI Score 

Table I presents the major NCLB reporting groups across a historical time period. The main OSTP assessments are provided 

in the spring of each year; so the assessment of 2007 occurred in the spring of the 2006-2007 year. 

Four distinct groupings of data are apparent, these are: Ethnicity, Gender, Economic Status and ELL proficiency classification. 

Table 1 presents median OPI scores obtained for each reporting group across the time period so that increases or decreases 

can be easily observed. The OPI scores presented are “scaled scores” and are a valid measure of comparison across multiple 

years for the same assessment, as levels of difficulty may increase or decrease over years the use of the scaled score is a 

sound means to compare performance from year to year. 

The optimal expectation is to observe annual increases in the OPI score, which well exceed the minimum number required to 

reach the proficiency level established for the subject area tested. 

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 

upper ranges of the proficiency/advanced range for each of the reporting groups. 

If the points differential are small and close together then all groups are experiencing the same relative growth in the 

curriculum area, if there are large variations in the spread of scores different reporting groups are achieving vastly different 

outcomes from the same instructional delivery systems. What are the variables that might be influencing the spread? 

Discussion Points 

• Has a significant change in staff occurred from one year to the next? 

• Have new or different methods been employed from one year versus the last? 

• What is the potential influence of the time of day the content is presented within the school day? 

• How are staff developments efforts increased and strengthen over time in the content area in an effort to 

reach higher levels of rigor? 

• What are the rigor expectations established in this subject and how does the school routinely review and 

monitor attainment? 

• What is the consistency of delivery of instruction from one year to the next? How do we measure 

consistency? Is it progress measured by delivering of instruction in alignment with the pacing calendar or skill 

attainment of students on formative assessment such as benchmarks? 

Page 1 of 2

Table 1: School's Median OPI Score --- Continued 

Discussion Points ---- Continued 

• What are the support or intervention services provided for students if students within a reporting category are consistently 

underperforming? 

• How is success celebrated with the school when children/staff reach higher levels of achievement? 

• Do students and staff know the targets they are shooting for to demonstrate greater levels of rigor? 

• Have we changed how and what we teach to meet the changing needs of students selecting our school? 

How do we know? 

• What is working and how do we sustain the growth? 

• How often are we reviewing and discussing student performance data? 

Page 2 of 2

Table 1 --- School's Median OPI Score - Mathematics For 

Student Current School ANDERSON ELEMENTARY 

Grade 03 

2008-2009 2009-2010 2010-2011 

Advanced NEI 2% 4% 

Satisfactory 36% 31% 16% 

Limited Knowledge 42% 22% 22% 

Unsatisfactory 21% 44% 57% 

Grade 04 

2008-2009 2009-2010 2010-2011 

Advanced NEI NEI 2% 

Satisfactory NEI 20% 16% 



Grade 05 

2008-2009 2009-2010 2010-2011 

Satisfactory NEI NEI 18% 

Limited Knowledge NEI NEI 32% 

Unsatisfactory NEI NEI 50% 

80% or > Median Correct 

70% to 79% Median Correct 


59% or Less Median Correct

Table 2: Historical Trend Data by Performance Levels 

The optimum expectation would be to see significantly fewer students scoring in the unlimited or unsatisfactory range across time. 

However, if a school has experienced significant percentages of students performing in the unsatisfactory range one year followed by 

the second year with a significant decrease in this range and a larger increase in students with limited knowledge this is a significant 

achievement even though the school may not have moved the students to the proficient range. It is significant because significant 

growth has occurred to move the student to a higher level. Further exploration to determine how close to the proficiency range did the 

school move would be warranted. In the third year the desired outcome would be to see the percentage of student scoring below 

proficient to have diminished even further which would indicate that the staff was able to influence how the curriculum was delivered 

so that students could master the content and demonstrate higher levels of performance. Patterns with wide fluctuations in percentile 

changes between performance levels should raise significant questions. 


• Is there a discernable pattern evident when we reviewing our historical trend? 

• Is our trend line continuously moving in an upward direction? 

• If we are reaching high % levels of students performing in the proficient and/or above range are we maintaining, decreasing or 

increasing this trend? 

• Do we know how far into the proficient range or how close to the advanced range our students placed? 

• Are we moving an increasing number of students into the advanced range year after year? If not, what can we do differently? 

• What is the relationship between median OPI scores in Table I and the levels of proficiency reached in Table 2? 

• Do we have a means of gauging how we think our students are going to perform on the OSTP assessment before the assessment 

is given? If not, why not? If so, how do we as a school, a team, a department review 

• How do we track changes that we make to determine if they worked or produced the intended results? 

• If we have determined that something is working how do we maintain our focus?

Table 3 --- Comparison Proficient to Below Proficient - Mathematics For 


Grade 03 

2008-2009 2009-2010 2010-2011 

Students Scoring 

Proficient and Above 

No 64% 67% 80% 



Yes 36% 33% 20% 

Indicates that more than 51% scored Proficient and/or Above. Total of 

percentages may not equal 100 due to the effect of rounding. 

Indicates that more than 51% scored below Proficient. Total of percentages may 

not equal 100 due to the effect of rounding.

Grade 04 

2008-2009 2009-2010 2010-2011 



No 100% 80% 82% 



Yes 20% 18% 





Grade 05 

2010-2011 



No 82% 



Yes 18% 





Table 3: Comparison Proficient to Below Proficient 

Table 3 is designed to reveal the trend data in the subject area tested to indicate if more students are moving into higher proficiency 

ranges. As the state continues to increases expectations for students/schools to reach high levels of rigor we can measure our 

response to the increased expectations in two ways, higher median OPI scores or greater % of students scoring well into the proficient 

or above range. Consequently, Table 3 and Table 1 must be reviewed together. Example: if in Table 1 the Median OPI for Male and 

Female in 5th Grade Reading was 706 and 709 respectfully in 2010, this could result in 51% of students scoring proficient (a green 

bar) in Table 3. However, the beginning of the proficiency range for this subject in this year was 700. This comparison indicates that 

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 

be challenged to obtain the same levels of performance in subsequent years. 


• Are we maintaining, decreasing or increasing the percentages of students scoring proficient and/or above? 

• What information is used to identify a student’s proficiency level in the beginning of a school year? How is that information 

communicated to staff that may have the student in their class? What method(s) are used to determine how much growth is needed 

for each student to reach a higher performance range? 

• How did the levels of proficiency revealed in Table 3 match the stated schools goals in the WISE Plan? Where were we close, 

where did we exceed expectations, where did we fail to reach our stated growth expectations? 


• What are we going to do differently and why?

Table 4 --- School to TPS to State Median OPI Score Comparison - Mathematics For 


Grade 03 

School Median 

OPI Score 

TPS Median OPI 

Score 

State Median 

OPI Score 

Gap Between 

School and TPS 

Median OPI 

Score 

Gap Between 

School and State 

Median OPI 

Score 

2008-2009 666 717 728 -51 -62 

2009-2010 654 724 740 -70 -86 

2010-2011 617 706 X -89 617 

Grade 04 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2008-2009 **** **** **** -176 -194 

2009-2010 634 712 738 -78 -104 

2010-2011 629 713 X -84 629 

Grade 05 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2010-2011 630 717 X -87 630 

X Represents no students 

**** Represents fewer than five students

Table 4: School to TPS to State Median OPI Score Comparison 

Table 4 presents a historical comparison of the median OPI score for the subject area tested between the median OPI score obtained 

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 

consequently tracks if the gaps in median OPI scores are decreasing or increasing. This allows a historical comparison of school to 

district to state median OPI scores as a measure of progress of growth obtained or needed. 


• What are the linkages between our school and our feeder schools? Do we have accurate ways of knowing how well they are 

preparing students to successfully be ready for our expectations? 

• Do we conduct curriculum planning and staff development in the core academic areas with our feeder middle schools? 

• Do we routinely get together with them to review student performance data? 

• What are the structured interventions available within our school for students in a subject area when we have sound evidence they 

are at risk of not demonstrating high levels of performance? 

• Are interventions electives or in addition to? 

• If they are in addition to, how are communications and linkages between the two classes maintained? Do intervention teachers and 

core teachers share the same team or planning time to work together? Is one an extension of the other or are they both separate? 

• 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 

Correct - Mathematics For 


Grade 03 

(NEI means Not Enough Info) 

2008-2009 2009-2010 2010-2011 

OCCT 1.0 Algebraic Reasoning Standard NEI NEI 57% 

OCCT 1.0 Pattern & Algebraic Rsng Standard 69% NEI NEI 

OCCT 1.0 Patterns & Algebraic Reasoning Standard NEI 63% NEI 

OCCT 1.1 Algebra Patterns Objective 75% 50% NEI 

OCCT 1.2 Problem Solving Objective 63% 75% NEI 

OCCT 2.0 Number Sense Standard 57% 71% NEI 

OCCT 2.0 Number Sense and Operation Standard NEI NEI 50% 

OCCT 2.1 Number Sense Objective NEI NEI 60% 

OCCT 2.1 Place Value Objective NEI 75% NEI 

OCCT 2.2 Number Operations Objective NEI NEI 40% 

OCCT 2.2 Whole Numbers & Fractions Objective 50% NEI NEI 

OCCT 3.0 Geometry Standard NEI NEI 57% 

OCCT 3.0 Number Operations & Computation Standard 50% 42% NEI 

OCCT 3.1 Estimation Objective 50% 25% NEI 

OCCT 3.2 Multiplication Objective 50% 75% NEI 

OCCT 3.3 Money Problems Objective 50% 25% NEI 

OCCT 4.0 Geometry Measurement Standard 63% NEI NEI 

OCCT 4.0 Geometry & Measurement Standard NEI 67% NEI 

OCCT 4.0 Measurement Standard NEI NEI 33% 

OCCT 4.1 Measurment Objective NEI NEI 25% 

OCCT 4.1 Spatial Reasoning Objective 63% 75% NEI 

OCCT 4.2 Measurement Objective 50% 50% NEI 

OCCT 4.4 Time & Temperature Objective 75% 75% NEI 

80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct

OCCT 5.0 Data Analysis Standard NEI NEI 43% 

OCCT 5.0 Data Analysis & Probability Standard 50% 33% NEI 

OCCT 5.1 Data Analysis Objective NEI 25% 25% 




Grade 04 


2008-2009 2009-2010 2010-2011 

OCCT 1.0 Algebraic Reasoning Standard NEI NEI 57% 

OCCT 1.0 Patterns & Algebraic Reasoning Standard 44% 75% NEI 

OCCT 1.1 Algebra Patterns Objective 63% 75% NEI 

OCCT 1.2 Functions Objective 25% 75% NEI 

OCCT 2.0 Number Sense Standard 40% 50% NEI 

OCCT 2.0 Number Sense and Operation Standard NEI NEI 50% 

OCCT 2.1 Number Sense Objective NEI NEI 50% 

OCCT 2.1 Place Value Objective 38% 50% NEI 

OCCT 2.2 Number Operations Objective NEI NEI 40% 

OCCT 3.0 Geometry Standard NEI NEI 44% 

OCCT 3.0 Number Operations & Computation Standard 32% 45% NEI 

OCCT 3.2 Division Objective NEI 63% NEI 

OCCT 3.3 Estimation Objective 30% 25% NEI 

OCCT 4.0 Geometry & Measurement Standard 35% 50% NEI 

OCCT 4.0 Measurement Standard NEI NEI 44% 

OCCT 4.1 Lines & Angles Objective NEI 50% NEI 

OCCT 4.1 Measurment Objective NEI NEI 60% 


OCCT 4.4 Measurement Objective 25% 50% NEI 

OCCT 5.0 Data Analysis Standard NEI NEI 57% 

OCCT 5.0 Data Analysis & Probability Standard 33% 67% NEI 

OCCT 5.1 Data Analysis Objective 33% 67% NEI 




Grade 05 


2010-2011 

OCCT 1.0 Algebraic Reasoning Standard 39% 

OCCT 1.1 Algebra Patterns Objective 40% 

OCCT 1.2 Problem Solving Objective 50% 

OCCT 1.3 Number Properties Objective 50% 

OCCT 2.0 Number Sense and Operation Standard 47% 

OCCT 2.1 Number Sense Objective 63% 

OCCT 2.2 Number Operations Objective 32% 

OCCT 3.0 Geometry Standard 43% 

OCCT 3.1 Circles and Polygons Objective 25% 

OCCT 4.0 Measurement Standard 43% 

OCCT 4.1 Measurment Objective 40% 

OCCT 5.0 Data Analysis Standard 57% 


Table 5: Median Percent Correct (0-100) By Standards and Objectives 

Table 5 presents the median percent of questions answered correctly on the state assessment by standard and objective. The 

standards are shaded in gray while objectives are not shaded. Each objective median percent score stands on its own while 

the median percentage correct for standards is based upon how individual students collectively performed on all objectives 

within a given standard. A color coding system is used to indicate movement toward higher levels of median percent questions 

answered correctly. The optimum median percentage of standards and objectives answered correctly would be 100%. 

However, obtaining a median percentage correct of 70% or greater is very desirable and there is evidence that when a school 

experiences scores at this level there is greater opportunity of achieving higher OPI scores. Achieving higher OPI scores 

consequently leads to an increase in a school’s Academic Performance Index (API) score. It is important to understand that the 

median percent correct by standard/objective does not directly correlate to obtaining proficiency within a given assessment. 

The right hand side of Table 7 presents a summary by assessment years of the placement by median percentage correct by 

standards/objectives within the percentile ranges selected for the color coding system. A trend of decreasing percentage 

levels from the far right hand column into columns moving to the left indicate that the school is moving students to a higher 

range of median percent questions answered correctly by objective and standard. 


• What percentage of our standards are coded gold and/or green? 

• Are we maintaining or exceeding the numerical value assigned within each gold or green colored cell? 

• What percentage of our standards are coded pink and or red? 

• If we have consecutive years of pink or red designations for a standard or objective are we reaching higher 

numerical values in consecutive years? 

• What are the expectations of students, teachers, teams or departments to track and display group 

performance data toward higher levels of proficiency? 

• Is there a process for encouraging students to monitor, chart or graph their progress toward attainment of the 

next highest level of performance? 

• Do we have a means to routinely collect, analyze and discuss student data which assists to make a 

prediction of where students will place within the performance ranges? 

• How do we review our predictions of student performance to actual performance and make adjustments if 

adjustments are necessary? 

Page 1 of 2

Table 5: Median Percent Correct (0-100) By Standards and Objectives ---- Continued 


• If there is a district benchmark for the areas being discussed, how does the teacher, team, department, school use the results 

to provide differentiation of instruction. 

• If there is a less than desirable amount of pink and/or red coded cells evident within the subject area being discussed, what 

process(s) are in place to drill down into the individual standards and objectives to determine how rigor can be increased? 

• What is the alignment of summative and or formative assessments given by the teacher during the course of 

the year to OSTP formats? 

• How does the school routinely review the level of difficulty or rigor contained within its 

questions ,assignments, outcome expectations etc, so that students can be systematically instructed on how 

to demonstrate successful completion of higher level thinking skills? 

• If supplemental interventions are used in the school what is the process used during the course of the year 

to compare student usage and performance data to the desired proficiency range? 

• What are the opportunities for staff to collaborate by reviewing and discussing student performance data to 

identify opportunities for improvement or enrichment? 

• How is the progress of individual students experiencing difficulty meeting expectations monitored so that 

they can be provided additional supports, specific instruction and encouragement? 

Page 2 of 2

Table 6: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, 

Median Percent Correct - Mathematics For 


03 

OCCT 1.0 

Algebraic 

Reasoning 

OCCT 1.0 

Pattern & 

Algebraic 

Rsng 

OCCT 1.0 

Patterns & 

Algebraic 

Reasoning 

OCCT 2.0 

Number 

Sense 

OCCT 2.0 

Number 

Sense and 

Operation 

OCCT 3.0 

Geometry 

OCCT 3.0 

Number 

Operations 

& 

Computatio 

n 

OCCT 4.0 

Geometry 

Measureme 

nt 

OCCT 4.0 

Geometry & 

Measureme 

nt 

OCCT 4.0 

Measureme 

nt 

2008-2009 X 69% X 57% X X 50% 63% X X 

2009-2010 X X 63% 71% X X 42% X 67% X 

2010-2011 57% X X X 50% 57% X X X 33% 

04 

OCCT 1.0 

Algebraic 

Reasoning 

OCCT 1.0 

Patterns & 

Algebraic 

Reasoning 

OCCT 2.0 

Number 

Sense 

OCCT 2.0 

Number 

Sense and 

Operation 

OCCT 3.0 

Geometry 

OCCT 3.0 

Number 

Operations 

& 

Computatio 

n 

OCCT 4.0 

Geometry & 

Measureme 

nt 

OCCT 4.0 

Measureme 

nt 

OCCT 5.0 

Data 

Analysis 

OCCT 5.0 

Data 

Analysis & 

Probability 

2008-2009 X **** **** X X **** **** X X **** 

2009-2010 X 75% 50% X X 45% 50% X X 67% 

2010-2011 57% X X 50% 44% X X 44% 57% X 

05 

OCCT 1.0 

Algebraic 

Reasoning 

OCCT 2.0 

Number 

Sense and 

Operation 

OCCT 3.0 

Geometry 

OCCT 4.0 

Measureme 

nt 

OCCT 5.0 

Data 

Analysis 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2010-2011 39% 47% 43% 43% 57% 

5 0% 0% 0% 100% 



OCCT 5.0 

Data 

Analysis 

OCCT 5.0 

Data 

Analysis & 

Probability 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2008-2009 X 50% 

2009-2010 X 33% 

2010-2011 43% X 

5 0% 0% 40% 60% 

5 0% 20% 40% 40% 

5 0% 0% 0% 100% 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2008-2009 

2009-2010 

2010-2011 

5 0% 0% 0% 100% 

5 0% 20% 20% 60% 

5 0% 0% 0% 100% 



Table 6: Vertically Aligned Median Percent Correct (0-100) by Standards and Objectives 

This section of the report stacks each Table 6 by curricular area such as math, reading when multiple or consecutive courses or 

grades contain a like OSTP assessment. This allows for a comparison of the standards and objectives performance within one 

course or curriculum area; which would be required to reach higher levels of proficiency required by the standards and 

objectives within a higher level course for which the first course was a prerequisite or at the next grade level. 

This overview promotes the ability to review vertical and horizontal alignment with a curricula area across classrooms and the 

entire schools.

Introduction 

Welcome to a review and analysis of published Tulsa Public Schools, Oklahoma School Testing Program (OSTP) 

results for the school years 2008-09, 2009-10, and 2010-11. 

In the 2008-09, 2009-10, and 2010-11. columns, the individual results are reported by their current school, not 

necessarily the school where they were tested. This allows the site to view the current student performance over 

the past three years for: 

• Curriculum modifications 

• Interventions 

• Differentiation of instruction 

• Instructional practices 

This report presents the median OPI Score achieved as a common reference in many of its analyses. The median 

score is the score at which 50% of students are above and 50% of the students are below. The median score is a 

better measure of performance as it is not subject to the influence of variability in very high scores or very low 

scores dampening its measurement capability. The median OPI score or the median percentile of questions 

answered correctly on individual standards and objectives can reveal over time the extent a school or district is 

moving students to higher levels of performance. This document is not a report of effort to meet or exceed Annual 

Yearly progress (AYP); it is presented as a planning tool to assist schools to engage in a vigorous and complex 

discussion relative to increasing student achievement. 

Sources of Data 

All data presented within this document was taken directly from the published State, District and 

Individual School OSTP summaries for the years indicated as published by Oklahoma Department of 

Education. The data analysis presented unless otherwise noted are for all students Full Academic 

Year (FAY) and Non Full Academic Year (NFAY). This method of comparison was selected as districts 

are charged with the academic achievement of all students. The All FAY/NFAY category is used 

whenever student data is compared at the school, district and/or the state level, unless otherwise 

noted.

Explanation of Tables and Their Use 

Six tables have been constructed for each content or subject area assessed. The state of 

Oklahoma increased its levels of rigor in the OSTP beginning with the 2009 assessment year. In 

many situations students and schools within TPS meet or exceed the increased state expectations 

as demonstrated by median OPI scores greater than the median OPI scores achieved by the same 

reporting group in Oklahoma. 

Each of the tables are presented and discussed and followed by discussion starter questions in a 

bulleted format. Readers are encouraged to view the information presented as only a part of the 

data set which schools/district must use to review progress. This data presentation is part of the 

story it is not the entire story

Table 1 --- School's Median OPI Score - Reading For 

Current School ANDERSON ELEMENTARY 

Grade 03 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat **** **** **** 

Asian X X X 

Black or African-American 678 651 638 

Hispanic or Latino 685 670 **** 



White or Caucasian **** **** **** 

2008-2009 2009-2010 2010-2011 

Female 682 658 646 

Male 678 651 634 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible 678 655 638 

N/A X **** **** 

Reduced Lunch Eligbile **** X **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

**** X X 

678 658 638 

2008-2009 2009-2010 2010-2011 

Regular Ed 678 658 646 

Special Ed **** 628 605 




Grade 04 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X **** **** 

Asian X X X 

Black or African-American **** 630 645 

Hispanic or Latino X 668 667 



White or Caucasian X **** **** 

2008-2009 2009-2010 2010-2011 

Female **** 665 667 

Male **** 650 642 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible **** 650 648 

N/A X **** **** 

Reduced Lunch Eligbile X X **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

**** 656 654 

2008-2009 2009-2010 2010-2011 

Regular Ed **** 656 664 

Special Ed **** **** 550 




Grade 05 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X X X 

Asian X X X 

Black or African-American X X 589 

Hispanic or Latino X X 688 


Two or More Races / Multi Racial X X X 

White or Caucasian X X **** 

2010-2011 

Female 611 

Male 597 

2010-2011 

Free Lunch Eligible 601 

N/A **** 

Reduced Lunch Eligbile **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

X X 608 

2008-2009 2009-2010 2010-2011 

Regular Ed X X 611 

Special Ed X X **** 


Table 1: School's Median OPI Score 

Table I presents the major NCLB reporting groups across a historical time period. The main OSTP assessments are provided 

in the spring of each year; so the assessment of 2007 occurred in the spring of the 2006-2007 year. 

Four distinct groupings of data are apparent, these are: Ethnicity, Gender, Economic Status and ELL proficiency classification. 

Table 1 presents median OPI scores obtained for each reporting group across the time period so that increases or decreases 

can be easily observed. The OPI scores presented are “scaled scores” and are a valid measure of comparison across multiple 

years for the same assessment, as levels of difficulty may increase or decrease over years the use of the scaled score is a 

sound means to compare performance from year to year. 

The optimal expectation is to observe annual increases in the OPI score, which well exceed the minimum number required to 

reach the proficiency level established for the subject area tested. 

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 

upper ranges of the proficiency/advanced range for each of the reporting groups. 

If the points differential are small and close together then all groups are experiencing the same relative growth in the 

curriculum area, if there are large variations in the spread of scores different reporting groups are achieving vastly different 

outcomes from the same instructional delivery systems. What are the variables that might be influencing the spread? 


• Has a significant change in staff occurred from one year to the next? 

• Have new or different methods been employed from one year versus the last? 

• What is the potential influence of the time of day the content is presented within the school day? 

• How are staff developments efforts increased and strengthen over time in the content area in an effort to 

reach higher levels of rigor? 

• What are the rigor expectations established in this subject and how does the school routinely review and 

monitor attainment? 

• What is the consistency of delivery of instruction from one year to the next? How do we measure 

consistency? Is it progress measured by delivering of instruction in alignment with the pacing calendar or skill 

attainment of students on formative assessment such as benchmarks? 

Page 1 of 2

Table 1: School's Median OPI Score --- Continued 


• What are the support or intervention services provided for students if students within a reporting category are consistently 

underperforming? 

• How is success celebrated with the school when children/staff reach higher levels of achievement? 

• Do students and staff know the targets they are shooting for to demonstrate greater levels of rigor? 

• Have we changed how and what we teach to meet the changing needs of students selecting our school? 

How do we know? 

• What is working and how do we sustain the growth? 

• How often are we reviewing and discussing student performance data? 

Page 2 of 2



Grade 03 

2008-2009 2009-2010 2010-2011 

Advanced NEI 2% NEI 

Satisfactory 39% 23% 27% 



Grade 04 

2008-2009 2009-2010 2010-2011 

Advanced NEI NEI 2% 

Satisfactory NEI 13% 18% 



Grade 05 

2008-2009 2009-2010 2010-2011 

Satisfactory NEI NEI 18% 

Limited Knowledge NEI NEI 14% 

Unsatisfactory NEI NEI 68% 

80% or > Median Correct 



59% or Less Median Correct

Table 2: Historical Trend Data by Performance Levels 

The optimum expectation would be to see significantly fewer students scoring in the unlimited or unsatisfactory range across time. 

However, if a school has experienced significant percentages of students performing in the unsatisfactory range one year followed by 

the second year with a significant decrease in this range and a larger increase in students with limited knowledge this is a significant 

achievement even though the school may not have moved the students to the proficient range. It is significant because significant 

growth has occurred to move the student to a higher level. Further exploration to determine how close to the proficiency range did the 

school move would be warranted. In the third year the desired outcome would be to see the percentage of student scoring below 

proficient to have diminished even further which would indicate that the staff was able to influence how the curriculum was delivered 

so that students could master the content and demonstrate higher levels of performance. Patterns with wide fluctuations in percentile 

changes between performance levels should raise significant questions. 



• Is our trend line continuously moving in an upward direction? 

• If we are reaching high % levels of students performing in the proficient and/or above range are we maintaining, decreasing or 

increasing this trend? 

• Do we know how far into the proficient range or how close to the advanced range our students placed? 

• Are we moving an increasing number of students into the advanced range year after year? If not, what can we do differently? 

• What is the relationship between median OPI scores in Table I and the levels of proficiency reached in Table 2? 

• Do we have a means of gauging how we think our students are going to perform on the OSTP assessment before the assessment 

is given? If not, why not? If so, how do we as a school, a team, a department review 

• How do we track changes that we make to determine if they worked or produced the intended results? 

• If we have determined that something is working how do we maintain our focus?

Table 3 --- Comparison Proficient to Below Proficient - Reading For 


Grade 03 

2008-2009 2009-2010 2010-2011 



No 61% 75% 73% 



Yes 39% 25% 27% 





Grade 04 

2008-2009 2009-2010 2010-2011 



No 100% 87% 80% 



Yes 13% 20% 





Grade 05 

2010-2011 



No 82% 



Yes 18% 





Table 3: Comparison Proficient to Below Proficient 

Table 3 is designed to reveal the trend data in the subject area tested to indicate if more students are moving into higher proficiency 

ranges. As the state continues to increases expectations for students/schools to reach high levels of rigor we can measure our 

response to the increased expectations in two ways, higher median OPI scores or greater % of students scoring well into the proficient 

or above range. Consequently, Table 3 and Table 1 must be reviewed together. Example: if in Table 1 the Median OPI for Male and 

Female in 5th Grade Reading was 706 and 709 respectfully in 2010, this could result in 51% of students scoring proficient (a green 

bar) in Table 3. However, the beginning of the proficiency range for this subject in this year was 700. This comparison indicates that 

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 

be challenged to obtain the same levels of performance in subsequent years. 


• Are we maintaining, decreasing or increasing the percentages of students scoring proficient and/or above? 

• What information is used to identify a student’s proficiency level in the beginning of a school year? How is that information 

communicated to staff that may have the student in their class? What method(s) are used to determine how much growth is needed 

for each student to reach a higher performance range? 

• How did the levels of proficiency revealed in Table 3 match the stated schools goals in the WISE Plan? Where were we close, 

where did we exceed expectations, where did we fail to reach our stated growth expectations? 


• What are we going to do differently and why?

Table 4 --- School to TPS to State Median OPI Score Comparison - Reading For 


Grade 03 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2008-2009 678 716 732 -38 -54 

2009-2010 658 716 739 -58 -81 

2010-2011 638 702 X -64 638 

Grade 04 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2008-2009 **** **** **** -111 -129 

2009-2010 656 706 721 -50 -65 

2010-2011 654 713 X -59 654 

Grade 05 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2010-2011 608 696 X -89 608 



Table 4: School to TPS to State Median OPI Score Comparison 

Table 4 presents a historical comparison of the median OPI score for the subject area tested between the median OPI score obtained 

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 

consequently tracks if the gaps in median OPI scores are decreasing or increasing. This allows a historical comparison of school to 

district to state median OPI scores as a measure of progress of growth obtained or needed. 


• What are the linkages between our school and our feeder schools? Do we have accurate ways of knowing how well they are 

preparing students to successfully be ready for our expectations? 

• Do we conduct curriculum planning and staff development in the core academic areas with our feeder middle schools? 

• Do we routinely get together with them to review student performance data? 

• What are the structured interventions available within our school for students in a subject area when we have sound evidence they 

are at risk of not demonstrating high levels of performance? 

• Are interventions electives or in addition to? 

• If they are in addition to, how are communications and linkages between the two classes maintained? Do intervention teachers and 

core teachers share the same team or planning time to work together? Is one an extension of the other or are they both separate? 

• What are the before school or after school opportunities for students to seek additional assistance?


Correct - Reading For 


Grade 03 


2008-2009 2009-2010 2010-2011 

OCCT 2.0 Vocabulary Standard 67% 58% 42% 

OCCT 2.4 Using Resource Materials Objective NEI 50% 25% 

OCCT 4.0 Comprehension/Critical Literacy Standard 67% 46% 54% 

OCCT 4.1 Literal Understanding Objective 83% 60% 80% 

OCCT 4.2 Inferences & Interpretation Objective 57% 43% 50% 

OCCT 4.3 Summary & Generalization Objective 60% 50% 40% 

OCCT 4.4 Analysis & Evaluation Objective 67% 50% 50% 

OCCT 5.0 Literature Standard 50% 50% 50% 

OCCT 5.2 Literary Elements Objective 50% NEI 50% 

OCCT 5.3 Figurative Language/Sound Devices Objective 50% 50% 75% 

OCCT 6.0 Research & Information Standard 50% 50% 33% 

OCCT 6.1 Accessing Information Objective 50% 50% 33% 





Grade 04 


2008-2009 2009-2010 2010-2011 

OCCT 1.0 Vocabulary Standard 42% 50% 58% 

OCCT 1.1 Words in Context Objective 38% NEI NEI 

OCCT 1.2 Affixes, Roots, & Stems Objective 50% 40% 60% 

OCCT 1.3 Synonyms, Antonyms, & Homonyms Objective 38% 50% 50% 

OCCT 3.0 Comprehension/Critical Literacy Standard 48% 55% 57% 

OCCT 3.1 Literal Understanding Objective 38% 63% 75% 

OCCT 3.2 Inferences & Interpretation Objective 42% 67% 50% 

OCCT 3.3 Summary & Generalization Objective 64% 43% 50% 

OCCT 3.4 Analysis & Evaluation Objective 42% 50% 57% 

OCCT 4.0 Literature Standard 39% 44% 33% 

OCCT 4.2 Literary Elements Objective 34% 40% 40% 

OCCT 4.3 Figurative Language/Sound Devices Objective NEI 25% 50% 

OCCT 5.0 Research & Information Standard 50% 50% 50% 

OCCT 5.1 Accessing Information Objective 50% 50% 50% 





Grade 05 


2010-2011 

OCCT 1.0 Vocabulary Standard 50% 

OCCT 1.1 Words in Context Objective 50% 

OCCT 1.2 Affixes, Roots, & Stems Objective 63% 

OCCT 1.3 Synonyms, Antonyms, & Homonyms Objective 50% 

OCCT 3.0 Comprehension/Critical Literacy Standard 50% 

OCCT 3.1 Literal Understanding Objective 25% 

OCCT 3.2 Inferences & Interpretation Objective 50% 

OCCT 3.3 Summary & Generalization Objective 60% 

OCCT 3.4 Analysis & Evaluation Objective 60% 

OCCT 4.0 Literature Standard 42% 

OCCT 4.1 Literary Genre Objective 50% 

OCCT 4.2 Literary Elements Objective 50% 

OCCT 4.3 Figurative Language/Sound Devices Objective 50% 

OCCT 5.0 Research & Information Standard 50% 

OCCT 5.1 Accessing Information Objective 50% 


Table 5: Median Percent Correct (0-100) By Standards and Objectives 

Table 5 presents the median percent of questions answered correctly on the state assessment by standard and objective. The 

standards are shaded in gray while objectives are not shaded. Each objective median percent score stands on its own while 

the median percentage correct for standards is based upon how individual students collectively performed on all objectives 

within a given standard. A color coding system is used to indicate movement toward higher levels of median percent questions 

answered correctly. The optimum median percentage of standards and objectives answered correctly would be 100%. 

However, obtaining a median percentage correct of 70% or greater is very desirable and there is evidence that when a school 

experiences scores at this level there is greater opportunity of achieving higher OPI scores. Achieving higher OPI scores 

consequently leads to an increase in a school’s Academic Performance Index (API) score. It is important to understand that the 

median percent correct by standard/objective does not directly correlate to obtaining proficiency within a given assessment. 

The right hand side of Table 7 presents a summary by assessment years of the placement by median percentage correct by 

standards/objectives within the percentile ranges selected for the color coding system. A trend of decreasing percentage 

levels from the far right hand column into columns moving to the left indicate that the school is moving students to a higher 

range of median percent questions answered correctly by objective and standard. 


• What percentage of our standards are coded gold and/or green? 

• Are we maintaining or exceeding the numerical value assigned within each gold or green colored cell? 

• What percentage of our standards are coded pink and or red? 

• If we have consecutive years of pink or red designations for a standard or objective are we reaching higher 

numerical values in consecutive years? 

• What are the expectations of students, teachers, teams or departments to track and display group 

performance data toward higher levels of proficiency? 

• Is there a process for encouraging students to monitor, chart or graph their progress toward attainment of the 

next highest level of performance? 

• Do we have a means to routinely collect, analyze and discuss student data which assists to make a 

prediction of where students will place within the performance ranges? 

• How do we review our predictions of student performance to actual performance and make adjustments if 

adjustments are necessary? 

Page 1 of 2

Table 5: Median Percent Correct (0-100) By Standards and Objectives ---- Continued 


• If there is a district benchmark for the areas being discussed, how does the teacher, team, department, school use the results 

to provide differentiation of instruction. 

• If there is a less than desirable amount of pink and/or red coded cells evident within the subject area being discussed, what 

process(s) are in place to drill down into the individual standards and objectives to determine how rigor can be increased? 

• What is the alignment of summative and or formative assessments given by the teacher during the course of 

the year to OSTP formats? 

• How does the school routinely review the level of difficulty or rigor contained within its 

questions ,assignments, outcome expectations etc, so that students can be systematically instructed on how 

to demonstrate successful completion of higher level thinking skills? 

• If supplemental interventions are used in the school what is the process used during the course of the year 

to compare student usage and performance data to the desired proficiency range? 

• What are the opportunities for staff to collaborate by reviewing and discussing student performance data to 

identify opportunities for improvement or enrichment? 

• How is the progress of individual students experiencing difficulty meeting expectations monitored so that 

they can be provided additional supports, specific instruction and encouragement? 

Page 2 of 2

Table 6: Priority Academic Student Skills (PASS), Oklahoma's Core Curriculum, 

Median Percent Correct - Reading For 


03 

OCCT 2.0 

Vocabulary 

OCCT 4.0 

Comprehen 

sion/Critical 

Literacy 

OCCT 5.0 

Literature 

OCCT 6.0 

Research & 

Information 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2008-2009 67% 67% 50% 50% 

2009-2010 58% 46% 50% 50% 

2010-2011 42% 54% 50% 33% 

4 0% 0% 50% 50% 

4 0% 0% 0% 100% 

4 0% 0% 0% 100% 

04 

OCCT 1.0 

Vocabulary 

OCCT 3.0 

Comprehen 

sion/Critical 

Literacy 

OCCT 4.0 

Literature 

OCCT 5.0 

Research & 

Information 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2008-2009 **** **** **** **** 

2009-2010 50% 55% 44% 50% 

2010-2011 58% 57% 33% 50% 

4 0% 0% 0% 100% 

4 0% 0% 0% 100% 

4 0% 0% 0% 100% 

05 

OCCT 1.0 

Vocabulary 

OCCT 3.0 

Comprehen 

sion/Critical 

Literacy 

OCCT 4.0 

Literature 

OCCT 5.0 

Research & 

Information 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2010-2011 50% 50% 42% 50% 

4 0% 0% 0% 100% 



Table 6: Vertically Aligned Median Percent Correct (0-100) by Standards and Objectives 

This section of the report stacks each Table 6 by curricular area such as math, reading when multiple or consecutive courses or 

grades contain a like OSTP assessment. This allows for a comparison of the standards and objectives performance within one 

course or curriculum area; which would be required to reach higher levels of proficiency required by the standards and 

objectives within a higher level course for which the first course was a prerequisite or at the next grade level. 

This overview promotes the ability to review vertical and horizontal alignment with a curricula area across classrooms and the 

entire schools.

ESEA Waiver 


The following document is responsive to the OSDE’s request for information regarding: 

A communication plan for involvement of all stakeholders in meeting annual goals. 

Tulsa Public Schools is in the process of developing a comprehensive communications plan 

under the leadership of a new Director of Public Information. The overarching objectives and 

strategies described below encompass the basic framework of what will become part of the 

final plan.

TULSA PUBLIC SCHOOLS COMMUNICATION PLAN- DRAFT 

Tulsa Public Schools is committed to open, honest and ongoing communication with 

stakeholders. The district understands communication is critical to achieving the district’s 

mission and its overall objectives. As such, this communication plan is aligned with the 

district’s core goals and will be incorporated into the district’s improvement plan. 

Overarching Goals 

• Implement a communications program that directly helps the district achieve its 

strategic goals. 

• Foster strong relationships with district stakeholders. 

• Enable the district to present itself accurately to audiences. 

Target Audiences 

Internal 

• Principals 

• Department managers/central 

office administrators 

• Teachers and other instructional 

staff 

• Support staff 

• Professional development staff 

• Board of Education 

External 

• Students 

• Parents/PTA 

• Community members and leaders 

• Teacher associations 

• Partner organizations and foundations 

• Business leaders and chamber of 

commerce 

• Media 

• Parents/PTA 

• Students 

• Taxpayers 

The communication approach for internal audiences will include keeping internal 

stakeholders informed of key district initiatives, promote pride and ownership of the district 

and encourage a collaborative and high-performing work environment. The main goals in 

communicating with external audiences will be to strengthen relationships based on trust 

and transparency, engage them in the process of improving schools, and enlist broad support 

for the district from all constituencies. 

Communication Objectives and Strategies 

2

1. Develop and maintain positive, collaborative relationships with all stakeholders to 

strengthen support for Tulsa Public Schools 

a. Develop communication messages that proactively inform stakeholders about 

district’s progress in achieving strategic goals as well as key district issues. 

b. Maintain electronic communication and social media updates for widespread 

community reach. 

c. Work closely with Community Relations and Parent Involvement departments to 

expand interpersonal communication channels to broader external audiences. 

d. Provide district representations for community-led meetings, such as Tulsa Metro 

Chamber, community organizations, civic groups, and others. 

e. Continue engaging parent, students and community through forums and town 

hall meetings to provide regular updates on key district issues. 

2. Establish an effective employee communication plan to improve internal communication and 

employee engagement. 

a. Distribute organizational charts to all staff showing decision-making process, 

reporting, and accountability structure. 

b. Establish structured communications channels to disseminate information 

internally regarding key district initiatives and progress (via Intranet, district Open 

Book newsletter, etc.) 

c. Assist schools and departments with internal communication plans and actions. 

d. Provide relevant content to TPS Communications and Community Relations to 

continually update the Open Book newsletter. 

3. Utilize a variety of media to maximize awareness and support of the district goals, objectives 

and key initiatives. 

a. Develop a centralized page on external website where regular updates on 

strategic initiatives are posted. 

b. Maintain TPS website and train key school personnel on effective use of online 

tools to update school web pages with key district information as well as school 

performance data. 

c. Maximize use of TPS Channel 20 via revamped programming that builds 

awareness of district initiatives. 

d. Conduct annual media training with principals and other key district leadership 

that emphasizes messaging about strategic priorities. 

4. Develop stakeholder understanding of accountability, the district’s performance-based 

culture and continuous improvement approach. 

3

a. Publish external TPS dashboard to provide real-time information on leading 

indicators of district’s performance. 

b. Promote and highlight district improvements through website, print publications 

and employee communication channels. 

c. In collaboration with the Accountability and Community Relations departments 

develop a concise and user-friendly guide to understanding district and school 

level reports. 

d. Work closely with school improvement team to develop a uniform reporting 

template to be shared in school newsletters, websites, and parent meetings. 

5. Establish strong, positive connections between individual schools and their surrounding 

communities. 

a. In collaboration with Community Relations, Parent Involvement and Community 

Schools departments, provide easy-to-use communication tools for staff 

members and parent leaders and encourage their use. 

b. Promote use of parent and student portals for timely school information and 

updates. 

c. Support Community Relations department efforts to recognize community 

leaders, Partners in Education and others for their involvement and support of 

schools. 

d. Encourage parent and community feedback regarding school and district needs 

and priorities through surveys, community forums, PTA meetings, etc. 

6. Design a coordinated approach, both internally and externally, regarding safety issues and 

emergency management. 

a. Work closely with Emergency Management department to coordinate sharing of 

information regarding safety and crisis management. 

b. Maintain and update emergency content feature on district’s home page. 

c. Work with administrative staff to provide crisis information to all employees. 

7. Develop a branding strategy for the district and build on that image and reputation. 

a. Provide messaging, branding and production oversight of promotional materials, 

PowerPoint presentations and other necessary materials to principals and district 

leadership to ensure consistency. 

b. Create a cohesive message when communicating district initiatives to all 

stakeholders to establish familiarity and brand recognition. 

c. Develop an easy to use branding standards guide to be shared with employees to 

use consistently when communicating with stakeholders. 

4

8. Maintain a proactive media relations program to enhance the district’s image on local, state 

and national levels. 

a. Continue to build relationships with media through regular press releases, 

updates, briefings and photo opportunities. 

b. Work with broadcast producers, editorial boards and others to promote positive, 

newsworthy stories that highlight TPS’ progress and successes. 

Communication Channels 

To develop a broad and deep understanding of Tulsa Public Schools strategic priorities 

and initiatives, various communication channels will be used, including but not limited to: 

Electronic 

District Website 

District E-Newsletter 

District Newsletter “Open Book” 

District Bulletin Board 

School Web pages 

Targeted E-mail lists 

Video media 

Social Media: Facebook & Twitter 

Parent/Student Portals 

Print 

Brochures 

Targeted mailing lists 

School newsletters 

ESC newsletter 

Media 

Tulsa World 

Other print newspapers 

Radio stations 

Tulsa magazines 

Interpersonal 

Town Hall meetings 

PTA meetings 

Community advisory meetings 

Superintendent Advisory Committees 

(various) 

Principal meetings 

Foundation for Tulsa Schools 

Civic and philanthropic community 

Superintendent’s Council meetings 

Tulsa Metro Chamber 

Professional associations meetings 

Strategic Approach & Deliverables 

Evaluation 

Tulsa Public Schools will perform the following to assess the effectiveness of the communication 

plan: 

• Create and distribute a stakeholder communication feedback survey annually. 

• Solicit input from a Communications Steering Committee about ways to continually improve 

district’s communication plan. 

• Collect and analyze published articles, media coverage, public inquiries, website visits 

statistics, etc. 

• Conduct an annual review of plan to make any necessary adjustments 

5

Assessment Rates – District Level

Assessment Rates – School Level

Assessment Values – Student Level

Assessment Graphs – School Level

Math Results – Student level

ESEA Waiver 



Details of how performance of a current teachers or a new teachers (with a proven track record for 

turning around schools) will be reviewed for hiring, retention, or dismissal. 

1

How Performance is Reviewed for Hiring, Retention, or Dismissal. 

Assessing Performance 

In a high-performing school system, there is an emphasis on continuous improvement 

and shared accountability for student achievement. Instructional practices grow and student 

achievement levels rise in an organization that values performance feedback, analysis and 

refinement. 

In August of 2010, Tulsa Public Schools embarked on a new Teacher and Leader 

Effectiveness (TLE) initiative in support of its mission—Excellence and High Expectations with a 

Commitment to All—and its Core Goal of Raising Student Achievement. 

Tulsa Public Schools’ Core Goals 

The Tulsa TLE Observation and Evaluation System is an evidence-based process of 

teacher evaluation anchored in specific Domains, Dimensions and Indicators reflecting national 

best practices and current research regarding effective instruction. The Domains, Dimensions 

and Indicators within a Rubric categorize and explicitly define effective teaching/performance 

along a spectrum of professional proficiency. (A copy of the Rubric is at the end of this 

2

document.) The Rubric creates a common language to guide teachers’ understanding of 

expectations and the various levels of performance. 

Each Domain has one or more Dimensions and Indicators. When performing an 

observation or evaluation, a principal must judge the teacher's performance as to each 

Indicator. The principal bases his or her score for an Indicator according to the Rubric. The 

Rubric contains a set of detailed narratives—scoring guidelines developed collaboratively by the 

District's Administrators and teachers based upon professional practices linked to student 

learning. By evaluating the teacher’s performance using the Rubric's narratives, the principal: 

• Creates a common framework and language for evaluation. 

• Provides teachers with clear expectations about what is being assessed, as well 

as standards that should be met. 

• Send messages about what is most meaningful. 

• Increases the consistency and objectivity of evaluating professional 

performances. 

• Provides teachers with information about where they are in relation to where 

they need to be for success. 

• Identifies what is most important to focus on in instruction. 

• Gives teachers guidance in evaluating and improving their work. 

The principal's assessment is a reflection of the teacher's performance during formal 

observations as well as his or her overall performance. The evaluation software calculates the 

average score for each Domain according to the scores entered for each Indicator within the 

Domain. The overall evaluation score—the composite average—is determined by calculating a 

weighted average of the evaluation's Domain scores. 

The Rubric's descriptions as to each Indicator are organized along a five-point scale 

with numeric rankings of 1 - 5. The rankings of N/A and N/O are used for not applicable and 

not observed behavior (evidence) respectively. The numeric scores represent the following 

rankings: 

3

The TLE evaluation process is comprised of observations and evaluations. Every 

evaluation must be supported by (built upon) at least two observations in addition to the 

principal’s overall assessment of the teacher’s performance. 

Career teachers must be evaluated at least once a year. 

Probationary teachers must be evaluated at least twice a year. 

Observations are a principal's intentional study and analysis of the teacher's performance (e.g., 

the teacher's classroom instruction). The principal's assessment is guided by the detailed descriptions of 

the Teacher's Rubric. The principal's assessments of the teacher's performance during the observation 

must be recorded in the Observation Form, described in more detail in Section 5. Each observation 

must be followed by an observation conference held no more than five (5) instructional days from the 

date of the observation. An evaluation conference is held within five (5) instructional days from the 

date of the evaluation. 

4

Use of Performance Data for Hiring, Retention of Dismissal 

Retention/Dismissal. As noted above, the District’s successful evaluation system (the TLE 

Observation and Evaluation System) provides teachers with a performance ranking on a scale from 1-5. 

The TLE evaluation system provides teachers with a five-tier support system for improvement, but when 

they fail to improve, the District’s performance-based exit procedures go into effect and provide for 

their timely release from the District. 

In the months following the district-wide implementation of the 

TLE evaluation system in 2010-2011, the Human Capital personnel successfully exited 57 teachers from 

the District for poor performance through recommendations for non-renewal and termination 

proceedings. These exits targeted teachers whose performance rankings were 1 or 2 (Ineffective or 

Needs Improvement). Due process hearings, as applicable, were held throughout the summer of 2011 

and all recommendations for non-renewal and termination were adopted by the Board. Many other 

teachers were counseled out of the District for performance reasons prior to this time. 

The District is aggressive in seeking performance-based exits, but it also recognizes that teachers 

must be supported and provided a chance to improve prior to any removal from the District. As a 

precursor to the District’s support/release program , over 130 Personal Development Plans (plans for 

improvement) were issued for teachers. At least 29 teachers were also placed in an intensive 

remediation-based mentoring program lasting 8 weeks. 

It is notable that prior to the implementation of the TLE Evaluation System in 2010-2011, there 

had been no performance-based exiting of teachers or principals and a very small number of personal 

development plans. A significant support for this occurrence was the complete reorganization of the 

District’s entire human capital department and the addition of a team of Human Capital Partners. The 

human resource function at the District has been completely restructured, with a new approach to 

recruitment, retention, and development. The addition of the Human Capital Partner position has 

provided a cadre of HC liaisons to quickly respond to the staffing needs of every building principal, as 

well as support the implementation of the new evaluation system and the necessary exiting procedures. 

Human Capital Partners—experts in teacher-related human capital matters—are assigned to 

specific schools and assist principals throughout the school year with regard to evaluation processes and 

substantive personnel matters. They are the principal’s primary human capital (HC) contact. They 

provide invaluable support to their clients by: 

• Directing and coordinating evaluations; 

• Providing assistance, guidance and review of PDPs (Personal Development Plans); and 

• Assisting with the compilation of necessary documentation for employment actions, 

including coordination with legal staff to satisfy procedural requirements for dismissal; 

5

Human Capital Partners meet with each principal toward the end of each school year 

and review the evaluation data for purposes of determining which teachers merit 

exiting/retention. Because Human Capital Partners work so closely with principals, they know 

which teachers have needed support for improvement, the levels of intervention necessary 

(from subtle suggestions to intensive mentoring) and how successful the supports to the 

teacher were. HC Partners know for which teachers the principals have adequate 

documentation and rationale for purposes of making a recommendation for termination or 

non-renewal. 

Principals have the ultimate responsibility for making a recommendation to their 

Associate Superintendent regarding exits. That said, they benefit greatly from the counsel and 

support of the HC Partners. For purposes of assisting principals in determining which teachers 

should be recommended for exiting, the HC Partner and the principal look at those teachers 

who scored between a 1 and a 2 on their evaluation(s). Their primary focus is typically those 

teachers who scored a 1 or a 2 on the domain of Classroom Management or Instructional 

Effectiveness. They also evaluate the PDPs that were used and the teachers’ success in meeting 

the goals of the plans for improvement. They also consider those teachers who were placed in 

the 8-week intensive mentoring program or who were asked to participate in the program but 

declined. HC Partners also assist principals by reminding them of key legal issues that can 

influence the District’s ability to exit a teacher. Specifically, HC Partners help principals focus on 

retention and release decisions involving those teachers who are in their last year of 

probationary status. In doing so, they can exit those teachers who should be exited before they 

gain tenure and help the District improve the effectiveness of its career teaching pool. 

Hiring. As always, the teachers’ evaluation record is available to principals with whom 

the teacher is interviewing. As such, the TLE data also provides an essential data element for 

the District when teachers are investigating a move from one school to another. In addition, 

while value-added data is not a component of the teacher evaluation system or included within 

the decision-making regarding the exiting of teachers, planning is underway to use value-added 

data in the summer of 2011 for purposes of identifying those teachers with strengths in specific 

6

subgroups (by achievement level, ELL status and/or special ed). With this information, the 

District will be able to recruit and strategically place teachers in new positions. 

7

TLE Observation and Evaluation Rubric 

Teachers 

2011-2012 

Domain/Relative Weight Dimension Page 

Classroom 

Management 

30% 

1. Preparation 

2. Discipline 

3. Building-Wide Climate Responsibility 

4. Lesson Plans 

5. Assessment Patterns 

6. Work Area Environment 

2 

2 

3 

3 

4 

4 

Instructional Effectiveness 

50% 

Professional Growth & 

Continuous Improvement 

10% 

Interpersonal Skills 

5% 

7. Literacy 

8. Common Core Standards 

9. Involves All Learners 

10. Explains Content 

11. Explains Directions 

12. Models 

13. Monitors 

14. Adjusts Based upon Monitoring 

15. Establishes Closure 

16. Student Achievement 

17. Uses Professional Growth as an 

Important Strategy 

18. Exhibits Professional Behaviors and 

Efficiencies 

19. Effective Interactions/ 

Communications with Stakeholders 

5 

5 

6 

7 

8 

8 

9 

10 

11 

12 

13 

13 

14 

Leadership 

5% 

20. Leadership Involvements 15

Indicator No. 

1 

Domain: Classroom Management 

Dimension: Preparation 

Teacher plans for delivery of the lesson relative to short-term and long-term objectives. 

1 

Ineffective 

2 

Needs Improvement 

3 

Effective 

4 

Highly Effective 

5 

Superior 

Does not plan for 

instructional strategies 

that encourage the 

development of 

performance skills. 

Materials and 

equipment are not 

ready at the start of the 

lesson or instructional 

activity. 

Occasionally plans for 


that encourage the 



Materials and 

equipment are usually 

not ready at the start of 

the lesson or 

instructional activity. 

Plans for instructional 

strategies that 

encourage the 



Ensures materials and 

equipment are ready at 

the start of the lesson 

or instructional activity 

(most of the time). 



encourage the 

development of critical 

thinking, problem 

solving, and 


Materials and 

equipment are ready at 

the start of the lesson 

or instructional activity. 



encourage the 

development of critical 

thinking, problem 

solving and 

performance skills and 

consistently 

implements. 

Materials and equipment 

are ready at the start of 

the lesson or 

instructional activity and 

learning environment is 

conducive to the activity. 

2 


Teacher clearly defines expected behavior. 

1 

Ineffective 

Standards of conduct 

have not been 

established. 

Students are 

disengaged and unclear 

about the expectations 

of the classroom. 

Does not monitor the 

behavior of students 

during whole class, 

small groups, seat work 

activities and 

transitions. 

Usually ignores 

inappropriate behavior 

and uses an 

inappropriate voice 

level / word choice 

when correction is 

attempted. 

2 



have been established 

with inconsistent 

implementation. 

Students are usually 

disengaged and unclear 

about the expectations 

of the classroom. 

Rarely monitors the 

behavior of students 

during whole class, 

small groups, seat work 

activities and 

transitions. 

Most of the time 

ignores inappropriate 

behavior and / or uses 

an inappropriate voice 

level / word choice to 

attempt to bring 

correction. 

3 

Effective 

Establishes and posts 

standards of conduct 

and implements with 

consistency. 

Ensures that students 

are engaged and clear 

as to the expectations 

of the classroom with 

few reminders given. 

Monitors the behavior 

of students during 

whole-class, small 

group and seat work 

activities and during 

transitions between 

instructional activities. 

Stops inappropriate 

behavior promptly and 

consistently with an 

appropriate voice level / 

word choice. 

4 




and posted with 

consistent peer-based 


Students are engaged 

and clear about the 

expectations of the 

classroom with no need 

for reminders. 

Monitors the behavior of 

all students during 

whole-class, small group 

and seat work activities 

and during transitions 

between instructional 

activities, lunch time, 

recess, assemblies, etc. 



consistently, with an 


word choice, while 

maintaining the dignity 

of the student. 

Dimension: Discipline 

5 

Superior 



and posted with 

consistent peer 

monitoring. 

Students are engaged 

and are clear about the 

expectations of the 

classroom and are 

responsible for their 

own learning. 

Monitors the behavior 

of all students at all 

times. Standards of 

conduct extend beyond 

the classroom. 



consistently, with an 


word choice, 

maintaining the dignity 

of the student and 

encouraging students to 

self discipline. 

Tulsa Public Schools 

2 

TLE Teacher Evaluation and Observation Rubric

3 


Dimension: Building-Wide Climate Responsibilities 

Teacher assures a contribution to building-wide positive climate responsibilities. 

1 

Ineffective 

Is not involved in school 

projects and initiatives 

that contribute to 

promoting orderly 

behavior throughout the 

school. 

Ignores the procedures, 

practices and guidelines 

outlined by the school, 

district, state and federal 

laws, intended to keep 

students healthy and 

safe. 

2 


Participates in school 





school when specifically 

requested and only for 

specified time. 

Inconsistently follows the 

procedures, practices 

and guidelines outlined 

by the school, district, 

state and federal laws, 

intended to keep 


safe. 

3 

Effective 

Regularly and routinely 

participates in school 





school. 

Follows the procedures, 






safe. 

4 


Participates actively in 

school projects and 

initiatives that promote 

orderly behavior 

throughout the school 

volunteering for extra 

assignments / time 

periods. 

Follows the procedures, 






safe. Offers 

enhancements and 

suggestions to 

procedures and 

guidelines. 

5 

Superior 

Makes substantial 

contribution to school 


that promote orderly 


school. Teacher assumes 

a leadership role in these 


inspiring others to 

participate. 

Always follows the 

procedures, practices 

and guidelines outlined 

by the school, district, 

state and federal laws, 

intended to keep 


safe. Is proactive in 

intervening on behalf of 

children and staff. 

4 



3 

Dimension: Lesson Plans 

Teacher develops daily lesson plans designed to achieve the identified objectives. 

1 

Ineffective 

Only develops a brief outline 

of the daily schedule, which 

shows no alignment with 

state/common core 

standards and does not 

address student diversity 

and learning style. 

Plans are not completed. 

Never plans with other 

members of the gradelevel/school 

planning teams 

(when it is an expectation of 

the campus). 

Never provides substitute 

plans, classroom rosters, 

seating charts, behavior 

plans, emergency plans and 

identification of diverse 

learning groups. 

2 


Develops instructional plans 

that are not in alignment 

with State / common core 

standards and does not 

address student's diversity 

and learning styles. 

Plans are rarely completed. 

Rarely plans with other 

members of the gradelevel/school 

planning teams 

(when it is an expectation of 

the campus). 

Rarely provides substitute 






3 

Effective 


that are in alignment with 

State / common core 

standards including an 

amount of strategies that 


and learning styles. 

Plans are developed 

consistently and on time 

based upon an analysis of 

data. 

Plans with other members 

of the grade-level / school 

planning teams (when it is 

an expectation of the 

campus). 

Provides substitute plans, 

classroom rosters, seating 

charts, behavior plans, 

emergency plans and 



4 



that are in alignment with 

State / common core 

standards and addresses 

student diversity and 

learning styles through 

differentiated instruction. 


consistently and on time or 

in advance. 


of the grade-level/school 



campus). 

Revises plans according to 

student data analysis and 

shares same with fellow 

staff members to the 

benefit of the grade level, 

curricular area or building. 

Provides in sequenced and 

organized fashion substitute 






5 

Superior 

Has long and short-term 

instructional plans that are 

aligned with State / 

common core (CCSS) / 

district PASS standards and 


and learning styles through 

differentiated instruction 

and other research-based 

learning strategies. 


consistently and on time or 

in advance with inherent 

opportunity for continual 

revision &/or modification. 


of the grade-level / school 



campus or based upon 

collegial decision-making). 

Revises plans according to 

student data and 

performance. 

Can serve as a grade level, 

curricular area and/or 

building-wide model for 

substitute plans, classroom 

rosters, seating charts, 

behavior plans, emergency 

plans and identification of 

diverse learning groups. 


5 


Dimension: Assessment Patterns 

Teacher utilizes assessments patterns that are fairly administered and based on identified 

criteria. 

1 

Ineffective 

2 


3 

Effective 

4 


5 

Superior 

Assessment is 

inconsistent and 

insufficient to 

determine student's 

overall progress and is 

not based on the 

district’s grading policy. 

Assessments provide 

delayed and inadequate 

feedback for students 

to assess themselves. 

Assessment is 

inconsistent and is not 

based on district’s 

grading policy. 


delayed and inadequate 

feedback for students 

to assess themselves. 

Formative and 

summative assessments 

are recorded 

consistently based on 

district’s grading policy 

and are used to guide 

instruction. 

Provides adequate and 

timely feedback from 

assessment results for 

students to reflect and 

set goals. 

Formative and 


are recorded 



and are used to develop 

and evaluate 

instruction. 


useful and immediate 

feedback that assists 

students in assessing 

themselves in meeting 

their learning goals. 

Formative and 


are recorded 



and utilized to develop, 

refine and evaluate 

instruction. 


useful and immediate 

feedback that assists 

students in assessing 

themselves to develop 

and evaluate their 

progress with their 

learning goals. 

Learning goals are not 

only designed by the 

teacher but the student 

has an opportunity to 

direct his/her own 

learning by contributing 

goals. 

6 


Dimension: Work Area Environment 

Teacher optimizes the physical learning environment to assure student learning 

advantage in alignment with classroom management best practices. 

1 

Ineffective 

2 


3 

Effective 

4 


5 

Superior 

The classroom (as set 

up by the teacher) 

prohibits learning 

opportunities, order, 

cleanliness, safety and 

ease of traffic flow. 

Physical resources are 

not utilized as designed 

and instructionally 

intended. 

The classroom lacks 

organization for 

learning opportunities, 

order, cleanliness, 

safety and ease of 

traffic flow. 


not optimized for 

effective utilization. 

The classroom is 

organized for providing 

learning opportunities, 

order, cleanliness, 

safety and ease of 

traffic flow. 


well placed in locations 

that enhance their 

functions and do not 

interfere with other 

functions. 

The classroom is 

attractive and organized 

for efficacy in learning 

opportunities, order, 

cleanliness, safety and 

ease of traffic flow. 

Physical resources, 

spaces for studying and 

learning activities and 

specific space for large 

group, small group 

and/or center work are 

well placed in locations 

that enhance their 

functions and do not 

interfere with other 

functions. 

Includes the narrative 

descriptions in 

performance category 

4, plus the classroom 

could serve as an 

exemplary model for 

replication at a grade / 

building level or 

curricular venue. 


4 


7 

Domain: Instructional Effectiveness 

Teacher embeds the components of literacy into all instructional content. 

1 

Ineffective 

2 


3 

Effective 

4 


Literacy, the ability to 

read, write, spell, listen 

and speak, is not 

embedded / woven into 

instructional lessons; 

rather, it is presented as 

single, stand-alone 

skills. 

Literacy, the ability to 

read, write, spell, listen 

and speak, is rarely 

embedded / woven into 

instructional lessons; 

rather, it is presented as 

single, stand-alone 

skills. Students do not 

see literacy as the 

“bonding agent” for all 

learning. 

Literacy is embedded in 

ALL content. 

Literacy is embedded in 

ALL content and its 

definition is expanded 

to include visually 

representing, 

expressing ideas and 

opinions, making 

decisions and solving 

problems. 

Dimension: Literacy 

5 

Superior 




4, plus the additional 

definitional 

components of literacy 

to include: multimedia, 

computer, information 

analysis and technology. 

8 


Dimension: Common Core 

Teacher understands and optimizes the delivery focus of Common Core State Standards 

and the expectations derived from same on student learning and achievement. 

1 

Ineffective 

2 


3 

Effective 

4 


5 

Superior 

Neither understands 

nor participates (at 

even the “conversation 

/ awareness” level) in 

the multi-year 

conversion process 

from PASS to CCSS. 

Neither understands 

nor participates (at 

even a minimal 

implementation level) 

in the multi-year 


from PASS to CCSS. 

Understands and 

participates in the 

multi-year conversion 

process from an 

emphasis on PASS to an 

emphasis on CCSS as 

evidenced by use of 

alternate instructional 

strategies and modified 

content focus aligned 

with CCSS. 

Has participated in 

available learning 

opportunities to assure 

a strong foundation of 

understanding the 


from PASS to CCSS and 

regularly and routinely 

uses alternate 


and modified content 

focus aligned with CCSS. 




4, plus serves as a 

“change agent” and/or 

grade level, curricular 

area, building-wide, or 

departmental presenter 

/ facilitator for the 

implementation of the 

conversion from PASS 

to CCSS. This 

participation level could 

be initiated via 

volunteering or being 

asked. 


5 


9 


Dimension: Involves All Learners 

Teacher uses questioning techniques and/or guided practices to involve all students in 

active learning. 

1 

Ineffective 

Students are not 

mentally engaged in 

active learning 

experiences. 

Displays no knowledge 

of students’ interests 

and skills. 

Does not ask any type 

of questions or use 

questioning techniques 

during the lesson to 

check for student 

understanding or to 

involve all learners. 

Student participation is 

not monitored or the 

teacher response is 

inconsistent, overly 

repressive or does not 

respect the student's 

dignity. 

2 


A few students are 

minimally engaged in 


experiences 50 percent 

of the class time. 

Displays little 

knowledge of students’ 

interests and skills and 

rarely uses strategies. 

All or most questions 

used are recall 

questions. 

Typically calls on 

students who raise their 

hands first and 

responds to students 

who blurt out answers. 

A few students 

dominate the lesson. 

3 

Effective 

Engages most students 

in active learning 



Uses questioning 

strategies throughout 

the lesson that are 

primarily at a lower or 

mid level of Bloom's 

taxonomy. Provides 

wait time for some 

student response and 

does random checking 

for understanding. 

Lesson progresses at a 

pace that 

accommodates most 

student questions and 

interests. 

Recognizes the value of 

understanding students’ 

skills and interests. 

Asks critical thinking 

questions throughout 

the lesson and uses 

questioning techniques 

to involve all learners. 

4 


The significant majority 

of students are 

cognitively engaged and 

exploring content in 




Uses questioning 

strategies which include 

high and low levels of 

complexity, providing 

adequate wait time for 

most students to 

respond. A variety of 

techniques are used to 

solicit responses from 

most students 

throughout the lesson 

to check for student 

understanding. 

Uses varied questioning 

techniques that engage 

students in critical 

thinking. 

5 

Superior 

All students are 

cognitively engaged in 

active learning activities 

and assignments in 

exploration of content. 

Students initiate or 

adapt activities and 

projects to enhance 

their understanding. 

Questions are of high 

quality with adequate 

time wait time for all 

students to respond. A 

variety of techniques 

are used to solicit 

responses from all 

students before, during 

and after the lesson to 

check for student 

understanding and to 

encourage critical 

thinking. 

Students formulate 

many of their own 

questions. Uses full 

realm of Bloom’s 

taxonomy. 

Seizes opportunities to 

enhance learning, 

building on student 

interests or a 

spontaneous event. 


6 


10 


Teacher teaches the objectives through a variety of methods. 

1 

Ineffective 

Explanation of the 

content is unclear or 

confusing or uses 

inappropriate language. 

Does not use 

cooperative learning 

activities, advance 

organizers, teaching 

strategies that foster 

participation of 

students and activities 

that address a variety of 

learning styles / 

multiple intelligences to 

involve any of the 

learners. 

Students are provided 

with activities from the 

textbook, specific to the 

content but are not 

differentiated for varied 

needs or learning styles. 

Technology is not 

utilized as designed and 

not used as an 

instructional tool. 

No techniques used to 

make concepts clear. 

Lessons do not reflect 

the stated objectives. 

2 


Explanation of the 

content is sporadic with 

some portions difficult 

to follow. 

Uses limited 

cooperative learning 

activities, advance 

organizers, teaching 

strategies that foster 

participation of 

students and activities 

that address a variety of 


multiple intelligences to 

involve all learners. 

Uses an occasional 

strategy that is 

research-based. There is 

evidence of attempts to 

differentiate instruction 

for diverse learners 

without success. 

Technology is rarely 

included in the planning 

process to support 

instruction, and 

technology is not used 

on a regular basis as an 


Some techniques used 

to make concepts clear. 

Students are provided 

with activities from the 

textbook, specific to the 

content but are not 

varied. 

3 

Effective 

Explains content 

appropriately and 

connects with students’ 

knowledge and 

experience. 

Uses cooperative 

learning activities, 

advance organizers and 

teaching strategies that 

foster participation of 

students. Uses some 

activities that address a 

variety of learning styles 

/ multiple intelligences 

to involve all learners. 

Provides differentiated 

tasks to meet the varied 

learning styles and 

needs of students. An 

understanding of the 

concepts, tools of 

inquiry and structures 

of the discipline is 

evidenced through 

research-based 

strategies that support 

the standards and 

promote student 

engagement. 

Technology is included 

in the planning process 

to support instruction, 

and technology is used 

on a regular basis as an 


Uses a variety of 

techniques to make 

content clear (e.g. 

modeling, visuals, 

hands-on activities, 

demonstrations, 

gestures, body 

language). 

4 


Explanation of content 

is imaginative, ongoing 

and connects with 

students’ knowledge 

and experience. 

Utilizes the knowledge 

of student skills and 

interests to decide 

which cooperative 




foster participation of 

students. Activities that 

address a variety of 


multiple intelligences 

are used to maximize 

student potential. 

Technology is woven 

into / serves as a 

foundational base in the 

planning process to 

support instruction, and 

technology is used on a 

common-place basis as 

an instructional tool. 

Students contribute to 

explaining concepts to 

their peers. 

Dimension: Explains Content 

5 

Superior 

Uses all of the 

characteristics of Level 4. 

Additionally, the teacher 

has an understanding of 

the concepts, tools of 

inquiry and structures of 

the discipline. This is 

evidenced through 

research-based strategies 

that support the 

standards and promote 

student engagement. 

Utilizes the knowledge of 

student skills and 

interests to determine 

appropriate cooperative 




successfully foster 

participation of students. 

Activities that address 

individual learning styles 

and multiple intelligences 

are used to help 

maximize student 

potential. 

Students are included in 

planning for methods of 

instructional delivery. 

Uses differentiated tasks 

including (modeling, 

visuals, hands-on 

activities, 

demonstrations, 

gestures, body language, 

and thematic instruction) 

to teach the objectives 

that are research-based. 

Technology has achieved 

an efficacy level not only 

in the support of 

instruction but in and by 

itself is an instructional 

platform. 

Continually seeks out 

new methods and 

strategies to better teach 

and willingly shares 

discoveries and successes 

with colleagues. 


7 


11 


Dimension: Explains Directions 

Teacher gives directions that are clearly stated and relate to the learning objectives. 

1 

Ineffective 

Directions and 

procedures are 

confusing to students. 

Does not offer 

alternative, clarifying 

directions. 

Does not give students 

directions for 

transitions and does not 

plan for transitions. 

Spoken language is 

inaudible or written 

language is illegible. 

Spoken or written 

language contains 

errors of grammar or 

syntax. Vocabulary may 

be inappropriate, vague 

or used incorrectly 

causing students to be 

confused. 

2 



procedures are initially 

confusing to students 

and are not clarified. 

Attempts to give 

students directions for 

transitions but does not 

plan for transitions. 

Spoken language is 

audible and written 

language is legible. 

Usage of both 

demonstrates many 

basis errors 

(mispronunciation, 

misspelled words, etc.). 

Vocabulary is correct, 

but limited, or is not 

appropriate to the 

students’ ages or 

backgrounds. 

3 

Effective 

Provides directions and 

procedures, in a variety 

of delivery modes, e.g., 

verbal, modeling, visual, 

demonstration, etc., 

that are clearly stated / 

presented and relate to 

the learning objectives. 

Gives students 

directions for 

transitions and includes 

transitioning in the 

planning process to 

optimize academic 

learning time. 

Uses spoken and 

written language that is 

clear and correct, 

conforms to standard 

English, vocabulary, and 

is appropriate to 

students’ ages and 

interests. 

4 



procedures, in a variety 

of delivery modes, are 

clear to students. 

Anticipation of possible 

student 

misunderstanding 

and/or confusion is 

incorporated in the 

initial direction and 

clarified. 

Gives clear directions 

for transitions between 

lessons and between 

instructional activities 

while optimizing 

academic learning time. 

Spoken and written 

language is clear and 

correct and conforms to 

standard English. 

Vocabulary is 

appropriate to the 

students’ ages and 

interests. Teacher finds 

opportunities to extend 

students’ vocabularies. 

5 

Superior 

Uses all of the 

characteristics of Levels 

3 and 4. Facilitates 

students in constructing 

their own 

understanding of how 

the directions relate to 

the learning objectives. 

Plans for smooth, 

structured transitions 

between lessons and 

instructional activities 

and gives clear, concise 

directions to accomplish 

same while optimizing 

academic learning time. 

Spoken and written 

language is correct and 

conforms to standard 

English. It is also 

expressive with wellchosen 

vocabulary that 

enriches the lesson and 

extends students’ 

vocabularies. Teacher 

seizes opportunities to 

enhance learning by 

building vocabulary 

skills and experiences 

based on student 

interests or a 

spontaneous event. 

12 


Teacher demonstrates / models the desired skill or process. 

1 

Ineffective 

Does not demonstrate 

or model the desired 

skill or process. 

2 


Demonstration or 

modeling of the desired 

skill or process is 

infrequent and unclear 

to students. 

3 

Effective 

Provides 

demonstrations and 

modeling of the desired 

skill or process that are 

clear and precise to 

students. 

4 


Demonstrations are 

clear and precise to 

students with 

anticipation and 

preemptive action to 

avoid possible students' 

misunderstanding. 

Dimension: Models 

5 

Superior 

Demonstrations will 

match all characteristics 

of Level 4. Additionally, 

teacher’s modeling will 

assist students in 

achieving the lesson’s 

stated objective. 

Students will 

demonstrate the skill or 

process. 


8 


13 


1 

Ineffective 

Dimension: Monitors 

Teacher checks to determine if students are progressing toward stated objectives. 

2 

3 

4 

Needs Improvement Effective 


5 

Superior 

Never moves around 

the room while 

students are working on 

guided practice. 

Never uses student 

response techniques to 

increase active 

engagement. 

Never uses feedback 

concerning student’s 


Never uses wait time 

after voicing a question 

to the students. 

Seldom moves around 



guided practice to 

promote and reinforce 

positive student 

behaviors. When 

movement happens it is 

to the same area of 

classroom. 

Seldom uses student 



engagement. 

Seldom uses feedback 



Seldom uses wait time 

after voicing a question 

to the students. 

When appropriate, 

moves to all areas of 






behaviors. 

Uses different types of 

student response 

techniques, both 

individual / group. 

Uses student response 

techniques to increase 

active engagement. 

Student’s 

understanding is 

evaluated by feedback. 

Uses wait time of 3-5 

seconds (more for more 

complex questions) 

after voicing the 

question. Provides 

opportunity for 

students to formulate 

more thoughtful 

responses and allows 

time for the student to 

consider supporting 

evidence. 

Moves to all areas of 

the room with efficiency 

and effectiveness while 





behaviors. Makes eye 

contact with all 

students often. 

Routinely uses 

developmentally 

appropriate student 



engagement by the 

students. Uses 

immediate feedback 



Routinely uses wait 

time of 3-5 seconds 

(additional time for 

more complex 

questions) after voicing 

the question. Provides 

opportunity for 

students to formulate 

more thoughtful 

responses and allows 

time for the student to 

consider supporting 

evidence. Re-phrases 

the question after 

hearing student 

response to probe for 

deeper understanding 

of concept utilizing 

appropriate wait time. 

Moves throughout the 

room to assure optimal 

instructional impact 

while students are 

working on guided 

practice to promote and 

reinforce positive 

student behaviors. 

When a problem is 

observed reviews / reteaches 

it to the whole 

class. 

Delivers upon all of 

performance category 4 

and varied response 

techniques are used to 

provide immediate 

feedback to re-teach / 

review the concept(s) 

misinterpreted or not 

learned, while actively 

engaging all students. 

Delivers upon all of 


and is able to assess 

when question / wait 

time is no longer 

effective and employs a 

different strategy / 

technique. 


9 


14 


Teacher changes instruction based on the results of monitoring. 

1 

Ineffective 

2 


3 

Effective 

Dimension: Adjusts Based Upon Monitoring 

4 


5 

Superior 

Does not adjust 

instructional plan to 

meet the needs of 

students. Lesson pace 

is too fast or slow to 

accommodate for 

students’ questions or 

interest. 

Does not assess 

mastery of the new 

learning to determine if 

independent practice or 

re-teaching is 

appropriate. 

There is no evidence 

that the teacher uses 

data from various 

assessments to modify 

instruction and guide 

intervention strategies. 

Inconsistently monitors 

student involvement 

and makes some effort 

to adjust instructional 

plans to engage more 

students. 

Inconsistently assesses 

mastery of the new 

learning to determine if 



appropriate without 

making adjustments as 

necessary. 

There is little evidence 

that data is used from 

various assessments to 

modify instruction and 

guide intervention 

strategies. 

Consistently monitors 

student involvement 

and makes efforts to 

adjust instructional 

plans to engage more 

students. 

Assesses mastery of the 

new learning to 

determine if 



appropriate and makes 

adjustments to lessons. 

Reviews data from 


instruction and guide 

intervention strategies. 

Is aware of student 

participation and 

smoothly makes 

appropriate 

adjustments to the 

lesson successfully 

accommodating student 

questions or interests. 


new learning using a 

variety of methods to 

determine if 



appropriate and 

restructures lessons to 

address various learning 

needs. 

Uses data from various 


instruction and to 

determine what 

additional interventions 

can be implemented to 

assist students. 

Is always aware of 

student participation 

and successfully 

engages all students in 

the lesson. Is able to 

successfully make 

adjustments to the 

lesson to accommodate 

student questions or 

interests. 


new learning using a 

variety of methods to 

determine if 



appropriate. Works 

with individual students 

or small groups to 

reteach. Uses peer 

tutoring to facilitate 

mastery of skills. 

Multiple classroom 

evaluations, 

assessments and formal 

State assessments 

provide ample and 

varied opportunity for 

all students to 

demonstrate their 

knowledge and skill set 

levels. Ongoing 

assessment is 

systematically used to 

modify instruction and 

guide intervention 

strategies. 


10 


15 


Teacher summarizes and fits into context what has been taught. 

1 

Ineffective 

Does not teach students 

to summarize new 

learning in a variety of 

ways. There is no 

ending to the lesson. 

Students disengage at 

the end of the class 

with no teacher 

direction. 

2 


Students are asked to 

summarize new 

learning but are not 

taught why it’s 

important or how to do 

it. The teacher ends the 

lesson without a 

summary of the main 

points of the segment 

of instruction or day’s 

learning/activity and 

does not relate it to 

how the learning will be 

needed in the future. 

3 

Effective 

Ends the day’s learning 

/ activity by 

summarizing the lesson 

and teaches students to 

summarize new 

learning. 

Connects what is 

learned to prior 

learning. 

Dimension: Establishes Closure 

4 


Summarizes the lesson 

in a variety of ways and 

relates instruction to 

prior and future 

learning. 

Students are able to 

summarize in a variety 

of ways and reflect on 

their own learning. 

5 

Superior 

Facilitates students in 

summarizing and 

discussing main ideas. 

Students are able to 

connect the lesson to 

prior learning and 

articulate how learned 

skills can be used in the 

future. Linkages with 

real world situations are 

woven into the lessons. 


11 



Dimension: 

16 

Student Achievement 

Use of common / varied assessments, tracking of student progress, use of data from 

various assessments, recognition of student achievement, appropriately modifying assessments. 

1 

Ineffective 

2 


3 

Effective 

4 


5 

Superior 


that the teacher 

recognizes student 

progress or 

achievement. 


that the teacher is 

knowledgeable of the 

IEP or that the teacher 

modifies instruction for 

all students on an IEP 

regardless of student’s 

learning goals. 

When a student has 

difficulty learning, the 

teacher either gives up 

or blames the student 

or the student’s home 

environment. 

There is some evidence 

that students are 

recognized for their 

progress and 

achievement; however, 

recognition is sporadic. 

There is some evidence 

that the teacher is 

aware of the IEP; 

however, the IEP is not 

being used to guide 

instruction for the 

student. 

When a student has 

difficulty learning, the 

teacher makes an 

ineffectual effort and 

quickly gives up or 

blames the student or 

the student’s home 

environment. 

Recognizes student 

progress and 

achievement at 

significant intervals and 

encourages behaviors 

that would result in 

student success. 

Modifies assessments 

for special student 

populations in 

alignment with the IEP. 

Provides required 

feedback to student, 

roster teacher and/or 

parent. 

Assures that all 

students have access to 

standard / common 

core / district 

curriculum. 

Accepts responsibility 

for the success of all 

students. 

Students are informed 

regularly regarding their 

progress and 

achievement and are 

provided opportunities 

to improve and achieve 

academic success. 

Works with individual 

students to develop a 

mutually acceptable 

plan for "success." 

Modifies assessments 

for special student 

populations as indicated 

in IEP and as needed. 

Provides frequent / 

timely feedback to 

student, teacher or 

parent. 

Assures that all 

students have access 

and modifications to 

standard /common core 

/district curriculum. 

Perseveres in seeking 

effective approaches for 

students who have 

difficulty learning 

drawing on a broad 

repertoire of strategies. 

Students are informed 

regularly regarding their 

progress and 

achievement and are 

provided opportunities 

to improve and achieve 

academic success. The 

teacher informs parents 

on a timely basis of 

their student’s progress 

and achievement 

through systematic 

communication 

procedures. 

Informs student, roster 

teacher and parent of 

the results of 

modifications on 

student progress and 

participates as a team 

member in 

recommending needed 

changes in 

modifications. The 

teacher consistently 

advocates for all special 

needs students to have 

direct access to 

standard /common core 

/district curriculum. 

Perseveres in seeking 

effective approaches for 

students who need help 

using an extensive 

repertoire of strategies 

and soliciting additional 

resources from the 

school and community. 

Maintains contact with 

the student to monitor 

and encourage 

participation even after 

the student has moved 

on (to another class). 


12 


17 

Domain: Professional Growth and Continuous Improvement 

Uses Professional Growth as a Continuous Improvement Strategy 

1 

Ineffective 

Does not participate in 

professional 

development that 

updates their content 

knowledge and 

professional practices. 

18 

2 


Participates in a portion 

of the required 

minimum hours of 

professional 

development. The 

professional 

development does not 

update their content 

knowledge and current 


3 

Effective 

Participates in the 

required minimum 

hours of professional 

development updating 

their content 

knowledge and current 


Domain: Professional Growth and Continuous Improvement 

4 


Participates in the 

required hours of 

professional 

development and seeks 

additional training to 

update their content 

knowledge and 

professional practices 

beyond what is 

required. 

Exhibits behaviors and efficiencies associated with professionalism. 

1 

Ineffective 

Exhibits documentable 

patterns of repeated 

inconsistent reliabilitybased 

behavior patterns 

as delineated in 


– Effective. 

2 


Exhibits inconsistent 

reliability-based 

behavior patterns as 

evidenced by flawed 

punctuality and 

dependability; not 

adhering to prescribed 

arrival and departure 

times; not following 

notification and 

reporting procedures 

for absences; not 

complying with 

reporting timelines and 

other time sensitive 

info./compliance 

requests. 

3 

Effective 

Exhibits consistent 

reliability-based 

behavior patterns as 

evidenced by 


dependability; adhering 

to prescribed arrival 

and departure times; 

following notification 

and reporting 

procedures for 

absences; complying 

with reporting timelines 

and other time sensitive 


requests. 

4 


Exhibits highly 

consistent reliabilitybased 


as evidenced by 






and reporting 






requests 

5 

Superior 

In addition to 

participating in the 

required hours of prof. 

development and add'l 

training, the teacher 

makes a substantial 

contribution to the 

profession through 

activities such as, 

coaching and mentoring 

new teachers, training 

teachers in professional 

practices, making 

presentations, 

conducting action 

research, working 

towards Master 

Teacher Certification 

and/or writing articles 

for grade level, 

department level, 

internal / school-wide 

and/or external 

publication. Writings 

that could be used as 

“models” may include 

classroom newsletters, 

parent / community 

communications, etc. 

5 

Superior 

Serves as a model and 

mentor exhibiting 

consistent reliabilitybased 


as evidenced by 






and reporting 






requests. 


13 


19 

Domain: Interpersonal Skills 

Effective Interactions and Communications with Stakeholders. 

1 

Ineffective 

Provides minimal or no 

information to families 

and makes no attempt 

to engage them in the 

educational program. 

Oral, written and 

nonverbal 

communication is 

unclear (without regard 

to student 

misconceptions) and 

inconsiderate to 

students, as 

characterized by 

insensitivity, demeaning 

language and 

condescension 

Makes decisions based 

on self-serving 

interests. Never 

consults other staff or 

team members. 

2 


Appears to be 

inconsistent and 

inaccurate in providing 

information to families 

and engaging them in 

the educational 

program. 

Oral, written, and 

nonverbal 

communication may not 

be considerate and 

usually requires further 

explanations to avoid 

confusion. 

Makes decisions 

assuming the result will 

be positive for 

everyone. Never checks 

to see if it is or will be. 

3 

Effective 

Interacts with families 

in a timely, consistent, 

positive and 

professional manner. 

Complies with school 


communicating with 

families and makes an 

effort to engage 

families in the 

educational program. 

Uses effective 

communication skills 

with students. 

Demonstrates 

communication skills 

(oral, written and 

nonverbal) that are 

clear, considerate, 

positive and rarely 

requires further 

explanations. 

Collaborates 

appropriately and 

makes decisions that 

reflect genuine 

professional 

consideration. 

4 


Communicates 

frequently and 

sensitively with families 

and engages them in 

the educational 

program. 


nonverbal 

communication is clear, 

considerate, sensitive 

and positive. 

Further explanations to 

avoid confusion are not 

needed. 

Maintains an open mind 

and participates in 

collaborative decision 

making respecting and 

considering the 

thoughts of other peers. 

5 

Superior 

Communicates 

consistently and 

sensitively with families 

and uses diverse 

methods to engage 

them in the educational 

program and supports 

their participation. 


nonverbal 

communication is clear 

(with conscientious 

regard and anticipation 

of possible student 

misconceptions), 

considerate, sensitive 

and positive. 

Communication is 

clearly understood by 

diverse stakeholders. 

Takes a leadership role 

in advocating that all 

collaborative decisions 

are based on the 

highest professional 

standards. Seeks out 

the expertise and 

opinion of other 

professionals before 

considering 

collaborative decisions. 


14 


20 

Domain: Leadership 

1 

Ineffective 

2 


3 

Effective 

4 


5 

Superior 

Provides no evidence of 

leadership as described 

in performance 

category 3 – Effective. 

Declines becoming 

involved in school 

events. 

Avoids becoming 

involved in school and 

district projects. 

Makes no effort to 

share knowledge with 

others or to assume 

professional 

responsibilities. 

Rarely contributes to 

the modification of 

school practices that 

would result in students 

being better served by 

the school. 


events when asked. 


and district projects 

when asked. 

Finds ways to 

contribute to the 

profession and follows 

through. 

Assumes a proactive 

role in addressing 

student needs. 

Volunteers to 

participate in school 

events making a 

substantial 

contribution. 

Volunteers to 


and district projects 

making a substantial 

contribution. 

Participates actively in 

assisting other 

educators. 

Works within the 

context of a particular 

team or department to 

ensure that all students 

receive a fair and equal 

opportunity to succeed. 

Volunteers to 


events, making a 

substantial contribution 

and assumes a 

leadership role in at 

least some aspect of 

school life. 

Volunteers to 

participate in school / 

district projects, making 

a substantial 

contribution / 

leadership role in a 

major school or district 

project. 

Initiates important 

activities to contribute 

to the profession, such 

as mentoring new 

teachers and/or writing 

articles for publication 

and/or making 

presentations. 

Makes a particular 

effort to challenge 

negative attitudes and 

helps ensure that all 

students, particularly 

those traditionally 

underserved, are 

respected in the school. 


15 


ESEA Waiver 



Equitable distribution of: 

1. Highly qualified teachers and 

2. Effective teachers. 

1. Distribution of Highly Qualified Teachers 

2011-2012 

% HQ in Core 

ANDERSON ELEMENTARY 100 

CELIA CLINTON ELEMENTARY 100 

CENTRAL HIGH 100 

CLINTON MIDDLE 100 

EAST CENTRAL HIGH 100 

GREELEY ELEMENTARY 100 

HALE HIGH 100 

LINDBERGH ELEMENTARY 100 

MACARTHUR ELEMENTARY 100 

MARSHALL ELEMENTARY 100 

MCCLURE ELEMENTARY 100 

MCKINLEY ELEMENTARY 100 

MCLAIN HIGH 100 

SEQUOYAH ELEMENTARY 100 

SPRINGDALE ELEMENTARY 100 

WEBSTER HIGH 100 

WHITMAN ELEMENTARY 100 

Number of Priority Schools with at 

least one teacher not HQ 

Number of non-Priority Schools 

with at least one teacher not HQ 

0 schools 

0 teachers 

3 schools 

3 teachers total

2 

2. Distribution of Effective Teachers (by Value-Added Scores) 

In the past, the primary method of communicating a school's performance was student achievement data, a 

measurement of student knowledge at a single point in time and how well that performance compares against a 

standard. Achievement data alone, however, does not reflect the effectiveness of a school. Growth measures like 

value-added provide a more complete and accurate picture of a school's impact on student achievement over a school 

year. It isolates the effectiveness of the school and its teachers by combining achievement and growth information 

with other data sources to statistically control for factors outside of educators’ influence such as students' starting 

points, whether they are English language learners, their disability status, etc. Using value-added along with other data 

allows us to separate what we think is happening from what is actually happening. 

Value-added data is available now for 2009-2010 and 2010-2011. It is being used for information, analysis and 

improvement. The statistical modeling and reporting is provided by the Value Added Research Center (VARC) of Univ. 

of Wisconsin. In general terms, VARC calculates the gain of scale score points for students at each school using a 

prior-test and a post-test. Due to the statistical controls that eliminate the effect of external factors (starting point, 

student demographics, etc.), value-added data reveals in which schools students are growing faster than average and in 

which schools students are growing slower than average. The District average is set at three. Consequently, schools 

with high value-added are greater than three, and schools with value added estimates less than 3 are low value-added 

schools. 1 The following tables reflect the distribution of teachers by their value-added scores for the 2010-2011 school 

year. 

1 

Please note that value-added data for Burroughs Elementary is not available because it would reveal one or more 

individual teachers’ value added data, which is confidential and protected from disclosure.

3 

VA Score 

Distribution of Teachers by Value Added Scores (all subjects) 

Average Distribution of 

VA Scores by School 

Non-priority Schools 

Frequency 

Pct of Prior + Non-Prior 

Pct of Non-Prior’s Total 

4 


VA Score 




Frequency 



5 


VA Score 




Frequency 



1

6 

Distribution of Teachers by Value Added Scores (Math only) 

VA Score Average Distribution of 



Frequency 



7 


VA 

Score 




Frequency 



1

8 


VA 

Score 




Frequency 



1

9 

Distribution of Teachers by Value Added Scores (Reading/English only) 

VA 

Score 




Frequency 



10 


VA 

Score 




Frequency 



1

11 


VA 

Score 




Frequency 



1

12 

Priority Schools’ Distribution of Teachers by Value Added Scores (All Subjects) 

Frequency 

Row Pct 

ANDERSON ELEMENTARY 0 

0.00 

CELIA CLINTON 

ELEMENTARY 

1

13 

Priority Schools’ Distribution of Teachers by Value Added Scores (Math only) 

Frequency 

Row Pct 1

14 

Priority Schools’ Distribution of Teachers by Value Added Scores (Reading/English only) 

Frequency 

Row Pct

PARENT FACILITATORS 

EVIDENCE OF FAMILY & COMMUNITY ENGAGEMENT 

The Title I office provides coordination, technical assistance and other support necessary to 

assist all schools in planning and implementing effective parent involvement activities to 

improve student academic achievement and school performance. All schools have Parent 

Facilitators or someone in charge of those duties. Parent Facilitators are the liaison between the 

school, parents and community. In their capacity as liaison they are the outreach to increase 

communication between interested parties. Every month of the school year, the Parent 

Facilitators meet to receive technical support, collaborate with other facilitators and link with 

other resources. Each Title I school has established a Parent Community Advisory Council. All 

schools keep a binder with the evidence of Title I requirements for parent involvement that is 

formally monitored once a year. 

Tulsa Public Schools provides training for Parent facilitators with the Practical Parent Education 

Curriculum (PPE) (below is an explanation of the initial training). Parent Facilitators that have 

taken the initial training for PPE have a new one‐day workshop using a PPE Profile of Families 

Checklist; a PPE Educational Consultant will help the parent educators identify specific 

characteristics of their families and create a plan that will do two things: (1) It will design parent 

involvement events at their school that are culturally comfortable to encourage parents to 

attend, and (2) it will help parents change their parenting practices at home so that their home 

life supports their children’s learning. 

Initial Parent Educator Training 

Practical Parent Education’s Initial Parent Educator Training is designed to provide participants a 

comprehensive set of skills in three days of interactive fun. Practical application and practice are 

joined with theory and research so that parent educators leave with the following concepts and 

the confidence to make them applicable in their programs: 

• an understanding of the field of parent education as it has emerged in the 21st 

century 

• recognition of the benefits to children when parents and families have 

appropriate parenting skills 

• confidence in establishing and maintaining appropriate professional boundaries 

• an understanding of family systems and its application to parent education 

• awareness of the ways that lifespan development affects families 

• an understanding of how long‐term change takes place 

• effective strategies for increasing parental capacity and parental involvement

• effective group facilitation skills 

• strategies for promoting school and community support for parent education 

programs 

• awareness of funding opportunities 

• short‐term and long‐term goals for parent education programs 

• familiarity with services, support, and materials offered through Practical Parent 

Education membership 

VOLUNTEER HOURS 

Tulsa Public Schools is proud of the many volunteers who provide their time and talent in service 

to our schools. During the 2010‐11 school year, a total of 4,642 volunteers worked 173,666 

hours. (Fifteen schools did not report volunteer data). 

# of volunteers # of hours 

Elementary schools 3,245 135,232 

Middle Schools 930 16844 

High Schools 412 16,711 

Alternative 55 4879 

Total 4,642 173,666 

At the following “priority” schools, here is the available volunteer data from the last two school 

years. 

2010‐11 2009‐10 

# of vol. # of hours # of vol. # of hours 

Nathan Hale High School 32 1,377 28 309 * 

Central High School 14 1,253 n/a n/a 

E. Central High School 35 982 26 1,282 

Anderson Elementary 12 226 * n/a n/a 

Burroughs Elementary n/a n/a 65 1,865 

Celia Clinton Elementary n/a n/a 2 17 * 

Clinton Middle School 26 896 34 1,302 

Lindbergh Elementary n/a n/a 128 1,836 

MacArthur Elementary 55 2,250 57 2,240 

Marshall Elementary n/a n/a 101 681 * 

McClure Elementary 154 1,731 * 118 2,112 

McKinley Elementary 119 1,750 87 3,064 

McLain High School 26 624 n/a n/a 

Sequoyah Elementary 37 1,632 n/a n/a 

Springdale Elementary n/a n/a 68 1,530 

Whitman Elementary 44 2,839 35 1,257 

Total 554 15,560 749 17,495 

* incomplete data

EDUCARE 

• Tulsa Educare, Incorporated (TEI) is a not‐for‐profit organization created to provide highquality 

early childhood education and care to low‐income families living in Tulsa. TEI was 

created through a partnership with Community Action Project of Tulsa County (CAP), Family 

and Children's Services, George Kaiser Family Foundation, the Tulsa Community 

Foundation and Oklahoma University Pediatrics. 

• Serving at‐risk children from birth to 5 years, Educare provides Tulsa’s most vulnerable 

children with programming and instructional support to develop early skills and nurture 

strong parent‐child relationships that create the foundation for successful learning. 

• Tulsa has three Educare sites, including: 

• Educare I at Hawthorne Elementary 

• Educare II (serving Kendall‐Whittier) 

• Educare III (currently being built, will service Whitney, Hale and MacArthur 

communities. 

BACKPACK PROGRAMS 

• “Backpack” programs – about 50 schools and 350 students served weekly in the TPS 

district. The backpack program sends students home with food they can eat over the 

weekend. 

• 100% funded and run by Food Bank of Eastern Oklahoma 

• Contents of the backpacks change weekly. This week, bags contained cereal, toasted corn, 

apple sauce, pudding, crackers, juice, grean beans, nuts and milk. 

• TPS also has a fresh fruit and vegetable program for 30 sites. 

PARTNERS IN EDUCATION 

Tulsa Metro Chamber and Tulsa Public Schools collaborate to provide the Partners In Education 

program, which unites schools and the business community to increase the quality of education 

for all students. More than 1,600 

community partners are involved in 

the program, serving the 41,000 

students in the TPS district.The 

partners consist of businesses, 

community organizations, religious 

groups and individuals. 

Established in 1983, Partners In Education links students with resources that help provide 

knowledge and skills needed for future success. The program connects students and teachers 

with corporate, education, volunteer, government and civic leaders. These partnerships help 

educators improve the academic and personal growth of all students.

There are a number of ways in which partners are involved with the schools: 

• Serving as volunteers by reading to students, mentoring during the lunch hour, or 

serving as guest speakers 

• Donating school supplies 

• Recognizing top‐performers with victory parties and other incentive programs 

• Sharing a company's technical expertise with a school 

• Awarding attendance or good behavior in the classroom 

• Hosting teacher appreciation lunches or providing teacher appreciation awards 

• Catering PTA meetings to encourage parent participation 

• Many, many other ways! 

OKLAHOMA SCHOLARS 

• Launched in 2004, in partnership with the Tulsa Metro Chamber, Oklahoma Scholars 

encourages eighth grade students to enroll in a more rigorous curriculum in high school. The 

coursework will better prepare them for post‐secondary education and training, providing 

more opportunities as they begin work. 

Students participating in the 

Oklahoma Scholars course of study 

receive incentives to continue the 

coursework, and those who complete 

the program earn special recognition 

at graduation. In Texas and Arkansas, 

students in the Scholars program 

have higher ACT and SAT scores, take 

fewer remedial courses at the college 

level, and demonstrate better college completion rates. 

Business leaders present the program to eighth grade students by demonstrating a realworld 

monthly budget based on a $32,900 per year salary. Students actively participate in 

the discussion, and are typically shocked to realize they have no money left at the end of the 

month for clothing and entertainment. The presentation illustrates that their job supports 

their lifestyle, and their career possibilities are directly linked to the training or education 

they receive when they graduate from high school. 

Over 50 business representatives have completed the two‐hour training session required to 

become a classroom presenter. 

The Tulsa Metro Chamber has partnered with the OU‐Tulsa Community Engagement Center 

and Tulsa Public Schools to launch a new program called Career Access College Readiness 

(CACR) to help students prepare for college upon graduation.

COLLEGE ACCESS CAREER READINESS 

• In partnership with the Tulsa Metro Chamber, CACR matches volunteers from the local 

business community with small groups of seventh and 10th grade students. The goal is to 

help these students learn about and plan for college through a variety of subjects, including 

how to apply for college, how to acquire funding for college and knowing which courses to 

take. 

• The program kicked off last year with about 70 community members. CACR coaches work 

with students in five schools in TPS and meet twice a month to discuss their career and life 

expectations and how to start making present day decisions to meet their long term goals. 

• TPS secondary students are in need of reliable, caring and trained coaches to help develop 

workplace and college readiness skills for success beyond high school. 

• Coaches’ responsibilities are as follows: 

• Complete training for the program 

• Participate in two classes each month, January‐May 2011 

• Work with and at the direction of the Teacher Adviser 

• No personal contact with students outside the classroom 

• Listen to students and develop a rapport in order to help them develop a personal plan 

for their future 

• May help facilitate bringing additional speakers into the classroom as planned with the 

Teacher Adviser 

ANTI‐BULLYING PROGRAMS/TIPS 

• Since Nov. 2011, TPS has teamed up with the Tulsa Drillers, Partners In Education and the 

Parent Child Center to deliver anti‐bullying curriculum into elementary schools in the 

district. 

• Tulsa Drillers mascot Hornsby visits children in grades K‐6, accompanied by The Parent Child 

Center of Tulsa’s “Kids on the Block” puppets. These child‐sized puppets, with performer 

Jacqueline Gallegos and Hornsby, present a bully awareness skit. Kids on the Block are 

frequent visitors to classrooms, teaching children how to protect themselves in difficult 

situations, including bullying, “stranger danger” and physical abuse. 

• In January 2012, TPS launched a new online incident‐reporting tool called TIPS, in 

conjunction with its anti‐bullying efforts. The software was funded by a $22,000 grant from 

a private donor group. TIPS allows for the anonymous reporting of weapons possession, 

drug/alcohol use, harassment or intimidation, school vandalism, physical assault, threats of 

violence, suicide risk, abuse or neglect and other incidents. 

• TIPS provides TPS with one more way for students, teachers, parents and members of the 

community to alert schools to potential problems – either inside our buildings or outside, in 

our neighborhoods. 

• TIPS is important because we know that no learning can take place unless students are in an 

environment that is safe, including the neighborhoods in which schools reside. 

• Threat assessment teams have been created at each school and the district office to be 

automatically notified of certain types of incidents. Teams include school counselors, the

principal, other administrators, TPS police, local law enforcement and other valuable 

resources. 

PROMISE NEIGHBORHOODS/COMMUNITY ACTION PROJECT 

• In Dec. 2011, Community Action Project of Tulsa received $750,000 in federal grants for the 

Promise Neighborhoods initiative, which will fund the development of a plan to provide 

educational opportunities to children from birth to career in the Kendall‐Whittier and 

Eugene Field neighborhoods. 

• In partnership with Community Action Project, Tulsa Public Schools, George Kaiser Family 

Foundation, other organizations and community residents. 

• The Promise Neighborhoods program aims to address significant challenges faced by 

students and families living in high‐poverty communities by providing resources to plan 

services from early learning to college and career. 

• Plans include a range of services from improving a neighborhood’s health, safety, and 

stability to expanding access to learning technology and Internet connectivity, and boosting 

family engagement in student learning 

• CAP is one of 15 organizations across the U.S. to receive a $500,000 planning grant from the 

U.S. Department of Education for the Promise Neighborhoods initiative, with its application 

having received the fourth highest score of all applications. The federal funds will be 

enhanced by a $250,000 matching grant from GKFF. 

• Last year, CAP’s application just barely missed the threshold to receive federal funding. 

Executive Director Steven Dow attributed the rise in the score to the phenomenal changes 

within TPS, particularly the Teacher Effectiveness Initiative, Project Schoolhouse, and the 

transformation of Rogers High School. 

• “What clearly distinguished this year’s narrative was the compelling story which we were 

able to share about the incredible and rapid changes being instituted by Dr. Ballard, the 

TPS Board, and the staff of TPS,” said Dow. “The amount of progress which they have made 

on their major initiatives certainly got the attention of the U.S. Department of Education.” 

• The Kendall‐Whittier neighborhood, which covers 2.5 square miles near downtown Tulsa and 

has 14,000 residents, including nearly 3,000 children, is home to Educare I. The 

neighborhood is anchored by Kendall‐Whittier Elementary, which serves more than 1,000 

children. 

• Promise Neighborhoods, launched in 2010, made available a total of $10 million for one‐year 

planning grants to 21 communities across the country. The 2011 grants announced today will 

reach an additional 16 communities. Between both rounds, 18 states and D.C. will have plans 

in place to help revitalize disadvantaged neighborhoods. Congress recently passed a fiscal 

year 2012 budget, which will include an additional $60 million for Promise Neighborhoods. 

TEACH FOR AMERICA/SUMMER INSTITUTE 

• From June 18 ‐ July 13, 2012, TPS becomes a Teach For America (TFA) Summer Institute site. 

The program – offered by Tulsa Public Schools in partnership with TFA, Community Action 

Project (CAP) and The University of Tulsa – will provide a comprehensive academic program 

for over 3,000 children in Tulsa.

• The free summer school will serve TPS children entering grades 1‐12 in the 2012‐13 school 

year, with nine different schools serving as host sites for the 2012 Teach For America 

Summer Institute. 

• For children entering grades 1‐6 in the fall, the program will focus on meeting common core 

standards in mathematics and reading. Elementary host sites include Hamilton, Hawthorne, 

Lewis & Clark, McClure, Robertson and Skelly. 

• Students entering grades 7‐9 in the 2012‐13 school year may take free credit recovery 

courses in math or language arts. Incoming students in grades 10‐12 may take free credit 

recovery in English I, English II, Algebra I, Algebra II, Biology, and Geometry. School sites for 

incoming students in grades 7‐12 include Hale, McLain and Will Rogers College High Schools. 

• Breakfast and lunch will be provided. Free busing will be available to all students. 

• In May, Tulsa was added as the ninth Teach For America training location, joining Atlanta, 

Chicago, Houston, Los Angeles, the Mississippi Delta, New York City, Philadelphia and 

Phoenix. During institute training, approximately 650 new TFA teachers, also called corps 

members, will teach summer school programs in Tulsa Public Schools and Community Action 

Project while attending courses and living at The University of Tulsa. 

• TFA recruits outstanding recent college graduates and professionals who commit to teach in 

urban and rural public schools. TFA invests in the training and professional development 

necessary to ensure the success of their teachers in schools serving low‐income 

communities. 

COMMUNITY SCHOOLS 

TPS, through the Foundation for Tulsa Schools, has received a three‐year financial commitment 

from Public Service Company of Oklahoma (PSO) for an investment of $195,000 to support the 

expansion of the successful Community Schools Initiative. 

Eighty‐five percent of all students in the TPS district are at or below the poverty level. Students 

born into homes of generational poverty often come to school with poor vocabulary, low 

motivation to succeed and few supporting adults at home to address their basic needs. These 

students often experience a lack of success in elementary school and drop out of school during 

the middle school years. When they do make it to high school graduation, they often lack the 

skills to be college‐ or career‐ready. 

The three‐year commitment from PSO includes: 1) Funding of the Literacy First program at 

$35,000 per year; 2) Tutoring at $5,000 per year; and 3) the Community School Institute at 

$25,000 per year to teach and train selected TPS personnel and community partners to prepare 

for community school leadership. 

Other philanthropic partners for community schools include the Chapman Foundation, the Hille 

Foundation, George Kaiser Family Foundation, the Oxley Foundation, the Charles and Lynn 

Schusterman Family Foundation, the Temple Foundation and the Anne and Henry Zarrow 

Foundation. We have also partnered with Arvest Bank, Bank of Oklahoma, QuikTrip and T.D. 

Williamson Company.

More than 3000 students and their families are being positively impacted by the five (5) Title I 

Community Schools in low‐income neighborhoods throughout the City of Tulsa, which are 

currently operating under the auspices of Tulsa Public Schools. Students, families and their 

neighbors have access to unique and innovative programs, services, and opportunities at their 

neighborhood elementary Community School, made possible by Tulsa Public School funding 

partners. These comprehensive programs and services create the support, communication and 

collaboration needed for successful students, healthy families and engaged communities. Current 

research (Forsythe, Adams: OU University, 2010) indicates that the rigor, responsibility and relationships 

in community schools has made and is making a huge difference in success. 

Tulsa Public Schools ‐ Community Schools 

Sustaining 

School Location Students Years/CS 

1. Eugene Field 2249 South Phoenix 448 Students 5 

2. Kendall‐Whittier 2601 East 5 th Street 1193 Students 5 

3. Mark Twain 541 South 43 rd West Ave. 432 Students 5 

4. Marshall 1142 East 56 th Street 447 Students 5 

5. McClure 1770 East 61 st Street 524 Students 5 

Mentoring/Emerging 

1. Hawthorne 1105 East 33 rd Street North 559 Students 3‐4 

2. McKinley 6703 East King 504 Students 3‐4 

3. Bryant 6201 East Virgin 516 Students 3‐4 

4. Celia Clinton 1740 North Harvard 529 Students 3‐4 

5. Cooper 1808 South 123 rd Street 784 Students 3‐4 

Inquiring 

1. Academy Central 1789 West Seminole 499 Students 1‐2 

2. Remington 2524 West 53 rd Street 345 Students 1‐2 

3. Robertson 2721 West 50 th Street 470 Students 1‐2 

4. Lindbergh 931 South 89 th Street 443 Students 1‐2 

5. Owen 1132 North Vandalia 540 Students 1‐2 

6. Gilcrease 5550 North Cincinnati 268 Students 1‐2 

Sixteen (16) Community Schools 

8,501 Students

Leadership Development Program 

Tulsa Public Schools’ Leadership Development program is an initiative to build the district’s 

talent pool by preparing school and district leaders for the challenging landscape of urban 

education. Some of the components are partially funded by district funds and other private 

donors, as well as the Foundation for Tulsa Schools at $202,623, which represents a number of 

private donors. 

Modeled after research‐based programs and best practices, the leadership development 

program focuses on five components that are being piloted during the 2011‐2012 school year: 

• Assistant principal internships to support learning and development of first year 

administrators and build their capacity for future leadership opportunities. 

• Novice principal induction and development to provide continuous support for 

principals with less than three years of experience. 

• Leadership development for current principals to build their leadership skills and 

provided targeted training on key areas of student learning. 

• Expanded opportunities for both school and central office administrators, focused on 

developing leadership skills at every level of the district. 

• Staff Development Teachers positions to support on‐site professional development at 

school sites and further teachers knowledge in key areas of instructional improvement, 

Common Core Standards and data analysis. 

Teacher Leader Effectiveness 

George Kaiser Family Foundation has been an active partner with Tulsa Public Schools (TPS), as 

the district seeks to transform the way teachers and leaders are trained, evaluated and 

supported in classrooms and school buildings. 

In 2009, through a partnership with the Bill & Melinda Gates Foundation, TPS launched 

its Teacher and Leadership Effectiveness Initiative (TLE) after months of research and 

collaboration between district administrators, principals, teachers, Tulsa Classroom Teachers 

Association leadership and the broader community. 

Key elements of the Initiative include: 

1. Deployment of a thorough and objective teacher and leader five‐tier evaluation process 

to measure the effectiveness of all professional staff; 

2. Use of student performance data to inform teaching strategies and personalized 

professional development; 

3. Remediating ineffective teachers and exiting those who fail to improve; 

4. Improving the human resources department so that highly effective teachers are 

recruited, retained and supported. 

As TPS has focused its efforts around TLE and seriously committed to college and career 

readiness for all students, GKFF has worked with the broader Tulsa community to support this 

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 

healthy debate and minimal public discord. 

TPS is clearly on a path to improved teaching and learning for all students. Each professional 

employee in the district (teachers, leaders, principals and administrators) has had their job 

performance thoroughly reviewed. Teachers have received testing results on each student and 

can make instructional adjustments based on individual scores. 

In fact, Tulsa Public Schools’ new teacher evaluation system beat out two national models in 

being selected as the “presumptive state default” as Oklahoma’s primary new model for 

evaluating public school educators. 

Parents As Teachers 

In partnership with Community Action Project, Parents as Teachers (PAT) is a voluntary early 

childhood parent education and family support program for parents who have children from 

birth to three years of age designed to help all parents give their children the best possible start 

in life. 

The Tulsa Parents as Teachers program serves families with children younger than 3 years old at 

no cost, thanks to grants from the state and federal Title I funds. 

Services include: 

• Personal Visits: A parent educator, knowledgeable about child development and brain 

research on early learning, helps parents learn what to expect as their child grows and offers 

practical suggestions on encouraging learning and managing challenging behavior. 

• Group Meetings: The group meetings allow parents to meet other parents to gain new 

insights, share experiences and discuss parenting topics. They also give them the opportunity 

to participate in parent‐child activities. 

• Screenings: Parent educators administer screenings periodically. They are used to assess a 

child’s overall development and to provide early detection of potential problems to prevent 

difficulties later in school. 

• Resource Network: Families are helped to access other community services that are beyond 

the scope of the PAT program. 

Mental Health Providers/Partnerships 

• Social workers in the high schools: in June 2011, an anonymous donor provided TPS with 

$175,000 to fund eight service specialists/social workers in high schools for the 2011‐12 

academic year. The eight social workers had been previously eliminated from the budget on 

June 14 due to $4.2 million in cuts to the TPS special education budget due to the end of 

2009 stimulus funding by ARRA (the American Recovery and Reinvestment Act) and 

reductions in state funding by the Oklahoma legislature.

By restoring these eight social worker positions, TPS can continue to help students in difficult 

situations such as: 

• Those needing help with food, clothing and shelter; 

• Suicide or abuse; 

• Loss of a friend or parent; or 

• Any situation that puts the stress of a crisis on the student. 

Other Mental Health Providers/Partnerships include: 

• Community Service Council 

• Department of Health & Human Services 

• A New Way 

• Center 4 Change 

• Counseling and Recovery Services of Oklahoma (CREOKS) 

• Daybreak Family Services 

• Day Spring Services of Oklahoma 

• Family and Children's Services 

• Health Concepts 

• Shadow Mountain Center for Therapeutic Interventions 

• Volunteers of America 

• YouthCare Oklahoma 

• Youth Services of Tulsa

ESEA Waiver 


The following document is responsive, in part, to the OSDE’s request for information regarding: 

Historical analysis of data over a period of five years and evidence that historical data has been used to 

develop school-level interventions (data should include, but is not limited to, the categories listed above. 

Value Added Reporting for Priority Schools 

In the past, the primary method of communicating a school's performance was student achievement data, a 

measurement of student knowledge at a single point in time and how well that performance compares against a 

standard. Achievement data alone, however, does not reflect the effectiveness of a school. Growth measures like 

value-added provide a more complete and accurate picture of a school's impact on student achievement over a school 

year. It isolates the effectiveness of the school and its teachers by combining achievement and growth information 

with other data sources to statistically control for factors outside of educators’ influence such as students' starting 

points, whether they are English language learners, their disability status, etc. Using value-added along with other data 

allows us to separate what we think is happening from what is actually happening. 

Value-added data is available now for 2009-2010 and 2010-2011. It is being used for information, analysis and 

improvement. The statistical modeling and reporting is provided by the Value Added Research Center (VARC) of Univ. 

of Wisconsin. In general terms, VARC calculates the gain of scale score points for students at each school using a 

prior-test and a post-test. Due to the statistical controls that eliminate the effect of external factors (starting point, 

student demographics, etc.), value-added data reveals in which schools students are growing faster than average and in 

which schools students are growing slower than average. The District average is set at three. Consequently, schools 

and teachers with high value-added are greater than three, and schools/teachers with value added estimates less than 3 

are low value-added. 1 

1 

Please note that value-added data for Burroughs Elementary is not available because it would reveal one or more 

individual teachers’ value added data, which is confidential and protected from disclosure.

2 

The District rolled out its value-added reporting in the fall of 2011, including background information about how 

value-added works and detailed reports regarding each school’s value added estimates. This information is available at 

the TPS Student Progress Portal. Value-added reporting is a project of the District's Teacher and Leader Effectiveness 

initiative made possible by community donor funds and the Bill and Melinda Gates Foundation. At present, Tulsa 

Public Schools is the only district in the state reporting such information. In 2013-2014, other districts in the state 

will be required to calculate and report value-added data. 

There are school-level and teacher-level reports. In addition to grade/course reporting, there is rich detail in 

each school and teacher-level report regarding the school/teacher’s impact on different subgroups—in particular, their 

impact on students of different prior achievement levels, ELL students, and special education students. 

TPS data teams of District administrators, school principals, staff development teachers, and teachers are using 

value-added analysis to measure the effectiveness of our practices and programs, identify and respond to our strengths 

and challenges, and improve student achievement. Value-added analysis is a core strategy being modeled and 

developed in the District’s year-long plan for principal development for rollout to the individual school sites. 

Value-added data is incorporated into schools’ WISE plans as an indicator related to the selection and retention of 

teachers. In In the future, pursuant to state law, TPS also plans to use this value-added data as one of the components 

of teachers’ and principals’ evaluations. 

Value-added information provides schools and teachers with important diagnostic information that was not 

previously available with traditional achievement reporting. Value-added information allows educators to assess their 

impact on student learning and can help initiate conversations about the efficacy of curriculum, instructional practices 

and programs. Educators can use the information to modify their instruction and practices to maximize student learning. 

Value-added information also allows educators to better identify what is working well and areas for improvement to 

help individual students and groups of students. 

The primary use of value-added data is to help identify the practices that have the greatest impact on student 

growth so that they can be replicated elsewhere. Teachers with value-added data use the detail within their individual 

reports to identify their strengths and areas for improvement. 

In the following pages, there is: 

• Value added and achievement data (priority school detail (table) and District-wide detail (scatterplot) 

• Example of value-added reporting provided to every school and available to all stakeholders on our TPS Student 

Progress Portal (school-level reports for each Priority School are provided within their individual responses 

regarding Historical Data Analysis) 

• Examples of training on and reflection of value-added data 

• Agendas and materials from Principal Leadership Conferences in which value-added data was analyzed and 

incorporated into school improvement planning.

3 

Priority Schools’ Value Added Scores (Math only) 

Overall 3-Year 

Average 

VA Estimate 

Math 

Overall 2011 

VA Estimate 

Math 

Overall 2010 

VA Estimate 

ANDERSON ELEMENTARY 2.68 2.53 2.15 

CELIA CLINTON ELEMENTARY 1.82 2.79 0.76 

CENTRAL HIGH 2.83 2.51 3.07 

CLINTON MIDDLE 1.95 2.91 1.53 

EAST CENTRAL HIGH 2.31 2.48 2.52 

GREELEY ELEMENTARY 0.82 1.02 3.30 

HALE HIGH 2.28 2.41 2.26 

LINDBERGH ELEMENTARY 2.41 2.19 2.91 

MACARTHUR ELEMENTARY 3.23 3.52 3.30 

MARSHALL ELEMENTARY 4.11 2.70 5.34 

MCCLURE ELEMENTARY 3.21 3.48 3.02 

MCKINLEY ELEMENTARY 2.58 1.94 3.05 

MCLAIN HIGH 2.62 3.16 2.19 

SEQUOYAH ELEMENTARY 2.93 3.19 2.72 

SPRINGDALE ELEMENTARY 2.22 2.89 2.29 

WEBSTER HIGH 2.98 3.21 2.88 

WHITMAN ELEMENTARY 2.91 2.77 2.77 

Math

4 

Priority Schools’ Value Added Scores (Reading/English only) 

Overall 3-Year 

Average 

VA Estimate 

Math 

Overall 2011 

VA Estimate 

Reading/English 

Overall 2010 

VA Estimate 

ANDERSON ELEMENTARY 2.63 2.97 1.79 

CELIA CLINTON 

ELEMENTARY 

2.40 

CENTRAL HIGH 2.98 2.65 3.00 

CLINTON MIDDLE 2.59 2.65 2.46 

EAST CENTRAL HIGH 1.85 2.53 2.13 

GREELEY ELEMENTARY 0.44 1.42 2.39 

HALE HIGH 2.15 1.69 1.83 

LINDBERGH ELEMENTARY 2.84 3.26 2.98 

MACARTHUR ELEMENTARY 3.38 3.30 3.28 

MARSHALL ELEMENTARY 2.55 0.02 4.95 

MCCLURE ELEMENTARY 2.96 2.84 3.00 

MCKINLEY ELEMENTARY 2.73 2.21 3.50 

MCLAIN HIGH 3.07 2.82 2.70 

SEQUOYAH ELEMENTARY 2.65 2.62 2.66 

SPRINGDALE ELEMENTARY 2.26 2.74 1.00 

WEBSTER HIGH 2.95 2.66 3.28 

WHITMAN ELEMENTARY 2.46 3.08 1.95 

2.90 

Math 

1.84

Introduction to Value-Added/Achievement Scatter Plots 

2010-2011 School Year and 3-Year Average (2009-2011) 

In the past, the primary method of communicating a school's performance was student achievement data, a measurement of 

student knowledge at a single point in time and how well that performance compares against a standard. Achievement data alone, 

however, does not reflect the effectiveness of a school. Growth measures like value-added provide a more complete and accurate 

picture of a school's impact on student achievement over a school year. It isolates the effectiveness of the school and its teachers by 

combining achievement and growth information with other data sources to statistically control for factors outside of educators’ 

influence such as students' starting points, whether they are English language learners, their disability status, etc. 

The District rolled out its value-added reporting in the fall of 2011, including background information about how value-added 

works and detailed reports regarding each school’s value added estimates. This information is still available at the TPS Student 

Progress Portal. Value-added reporting is a project of the District's Teacher and Leader Effectiveness initiative made possible by 

community donor funds and the Bill and Melinda Gates Foundation. At present, Tulsa Public Schools is the only district in the state 

reporting such information. In 2013-2014, other districts in the state will be required to calculate and report value-added data. 

Both student achievement and value-added measures are important performance indicators. In the following pages, Tulsa 

Public Schools is reporting schools’ achievement and value-added data on the same graph for the past school year (2010-2011) as well 

as their average performance for the past three years (2009-2011). This information is available with regard to elementary, middle and 

high schools and reflects data from all courses and subjects tested by the state. The scatter plots are not a “sorting” or “ranking” 

of schools. Identifying schools’ achievement and value added data in the same graphic allows for identification of effective practices 

and leveraging those practices across the district. Schools and teachers will use the information to create action plans, timelines and 

strategies to improve student achievement. 

Finally, please note that all of the data reported in these graphics reflect value-added estimates and student 

achievement data from schools prior to any changes made as a result of Project Schoolhouse. As indicated on the graphs, 

many of the schools have been closed or restructured.

How to Read the Value–Added Scatter Plots 

These scatter plots represent the Value-Added (student academic growth) and Attainment (percent proficient and advanced 

students) in Tulsa Public Schools. The subject and time span are listed below each scatter plot. 

Along the x-axis (horizontal direction) is each school’s Value-Added estimate. Students to the right of “District Average” are 

growing faster than predicted. Students to the left of “District Average” are still gaining knowledge, but at a rate slower than predicted. 

Along the y-axis (vertical direction) is each school’s attainment. Attainment is measured by the percentage of students who scored in 

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 

based on similar student populations. 

Bubble size represents the number of students included in the Value-Added estimate for each school site. The more students 

there are in calculation, the tighter the confidence intervals around the Value-Added estimate. Representative confidence interval sizes 

are displayed in the upper right of each scatter plot. Especially in the case of small schools, keep these 95% confidence intervals in 

mind when interpreting the scatter plots.

Elementary Schools (2010‐2011)

Key to Elementary Schools’ Value-Added/Achievement Scatter Plots 

NUMBER NAME NUMBER NAME NUMBER NAME 

1 ACADEMY CENTRAL 20 GREELEY 40 MCKINLEY 

2 ADDAMS (closed) 21 GRIMES 41 MITCHELL 

3 ALCOTT (closed) 22 GRISSOM 42 OWEN 

4 ANDERSON 23 HAWTHORNE 43 PARK 

5 BARNARD (closed) 24 HOOVER 44 P. HENRY 

6 BELL 25 HOUSTON (closed) 45 PEARY 

7 BRYANT (closed) 26 JACKSON 46 PENN 

8 BURROUGHS 27 JONES 47 PHILLIPS (closed) 

9 CARNEGIE 28 KENDALL- WHITTIER 48 REMINGTON 

10 C. CLINTON 29 KERR 49 ROBERTSON 

11 CHEROKEE (closed) 30 KEY 50 ROOSEVELT (closed) 

12 CHOUTEAU (moved) 31 KIPP TULSA ACADEMY 51 SALK 

13 COLUMBUS 32 LANIER 52 SANDBURG (closed) 

14 COOPER 33 LEE 53 SEQUOYAH 

15 DISNEY 34 LINDBERGH 54 SKELLY 

16 E. FIELD 35 MACARTHUR 55 SPRINGDALE 

17 EISENHOWER 36 MARK TWAIN 56 WHITMAN 

18 ELIOT 37 MARSHALL 57 WRIGHT 

19 EMERSON 38 MAYO 58 ZARROW INTL 

39 MCCLURE

Bubble size represents size of the school 

These lines are 95% confidence intervals 

for representative school sizes 

9 

17 

Percent Proficient on Prior Exam 

30 40 50 60 70 80 90 

20 

3 

57 

46 

40 

36 

41 

5 23 

34 

54 

11 

52 45 

50 

4 

18 

37 

14 

30 

56 

10 

25 

55 

49 

29 

42 

19 

7 

6 

2 

26 

53 

12 

51 

44 

15 

27 

28 35 

39 

33 

32 

43 

4738 

13 

48 

1 

24 

16 

22 

58 

1 2 District Average 

4 

MATHEMATICS Value Added (2010−2011)





30 40 50 60 70 80 90 100 

37 

20 

36 

43 

14 

23 

40 

29 

3 

45 

9 

17 

18 

44 

24 

22 

12 21 49 51 

32 57 

13 

38 

7 

42 

46 

2 19 

30 35 

41 

27 

54 

47 

52 

16 

15 

11 

28 

50 34 

56 

5 

39 

53 10 

1 

55 25 26 

4 

6 

48 

33 

58 

1 2 District Average 4 5 

READING Value Added (2010−2011)

Middle Schools (2010‐2011)




Carver 


30 40 50 60 70 80 

Lewis and Clark 

Cleveland 

Nimitz 

BYRD 

Wilson 

Clinton 

Edison 

Whitney 

Foster 

Madison 

Hamilton 

Gilcrease 

Thoreau 

Kipp 

2 District Average 






30 40 50 60 70 80 90 

Wilson 

Clinton 

Foster 

Madison 

Carver 

Kipp 


Nimitz 

Whitney 

Hamilton 

Thoreau 

Edison 

Byrd 

Cleveland 

Gilcrease 

2.5 District Average 

3.5 

READING Value Added (2010−2011)

High Schools (2010‐2011)




Washington 


20 30 40 50 60 70 

East Central 

Hale 

Central 

Memorial 

Edison 

Webster 

McLain 

Rogers 


4 

Algebra I Value Added (2010−2011)




Washington 


40 50 60 70 80 

Central 

Rogers 

McLain 

Hale 

Webster 

Edison 

Memorial 

East Central 


4 

Geometry Value Added (2010−2011)



Washington 

Edison 


20 40 60 80 

Rogers 

Memorial 

Hale 

McLain 

Central 

East Central 


4 

Algebra II Value Added (2010−2011)





30 40 50 60 70 80 90 

Hale 

East Central 

Central 

Rogers 

Memorial 

Webster 

Washington 

Edison 

McLain 

2.5 

District Average 3.5 




Washington 


20 30 40 50 60 70 80 

Hale 

Central 

East Central 

Rogers 

Webster 

McLain 

Edison 

Memorial 

2 

District Average 

English II Value Added (2010−2011) 

4



Washington 


50 60 70 80 90 

Hale 

Webster 

East Central 

Rogers 

Memorial 

Central 

Edison 

McLain 


English III Value Added (2010−2011) 

4




30 40 50 60 70 80 90 

Hale 

East Central 

Rogers 

Webster 

Central 

McLain 

Washington 

Edison 

Memorial 


4 

ENGLISH Value Added (2010−2011)



Percent Proficient on Proir Exam 

40 50 60 70 80 90 100 

East Central 

Memorial 

Hale 

Central 

Edison 

Washington 

Webster 

Rogers 

McLain 


Biology I Value Added (2010−2011) 

4




Washington 


50 60 70 80 90 

Webster 

Hale 

Rogers 

Central 

East Central 

Edison 

Memorial 

McLain 


4 

U.S. History Value Added (2010−2011)

Elementary Schools (3 Year Average)

Key to Elementary Schools’ Value-Added/Achievement Scatter Plots 

NUMBER NAME NUMBER NAME NUMBER NAME 

1 ACADEMY CENTRAL 20 GREELEY 40 MCKINLEY 

2 ADDAMS (closed) 21 GRIMES 41 MITCHELL 

3 ALCOTT (closed) 22 GRISSOM 42 OWEN 

4 ANDERSON 23 HAWTHORNE 43 PARK 

5 BARNARD (closed) 24 HOOVER 44 P. HENRY 

6 BELL 25 HOUSTON (closed) 45 PEARY 

7 BRYANT (closed) 26 JACKSON 46 PENN 

8 BURROUGHS 27 JONES 47 PHILLIPS (closed) 

9 CARNEGIE 28 KENDALL- WHITTIER 48 REMINGTON 

10 C. CLINTON 29 KERR 49 ROBERTSON 

11 CHEROKEE (closed) 30 KEY 50 ROOSEVELT (closed) 

12 CHOUTEAU (moved) 31 KIPP TULSA ACADEMY 51 SALK 

13 COLUMBUS 32 LANIER 52 SANDBURG (closed) 

14 COOPER 33 LEE 53 SEQUOYAH 

15 DISNEY 34 LINDBERGH 54 SKELLY 

16 E. FIELD 35 MACARTHUR 55 SPRINGDALE 

17 EISENHOWER 36 MARK TWAIN 56 WHITMAN 

18 ELIOT 37 MARSHALL 57 WRIGHT 

19 EMERSON 38 MAYO 58 ZARROW INTL 

39 MCCLURE


These lines are approximate 95% confidence 

intervals for representative school sizes 

9 

17 


40 50 60 70 80 90 

20 

10 

52 

57 

30 

8 

34 

55 

3 

41 

45 

21 

23 

40 

50 

1 

11 

12 

18 

46 

14 

5133 

44 

29 36 43 

13 

47 

42 

7 

48 5 15 

19 

2 6 

54 

31 

26 35 

53 

56 

39 

24 

49 

32 

38 

28 

27 

58 

22 

16 

37 

25 

4 


4 

MATHEMATICS Value Added (3 Year Average)




9 

17 

18 

58 


50 60 70 80 90 

20 

3 

1 

31 

55 

24 

21 

43 

44 

12 

57 

38 

36 

32 

46 14 

30 

13 

42 

8 

48 7 

29 

45 

40 

23 

41 2 

19 

47 28 

5 34 54 35 

50 

16 

15 

6 

52 

11 

27 

10 37 

26 

56 53 

4 25 39 

33 

51 

49 

22 


4 

READING Value Added (3 Year Average)

Middle Schools (3 Year Average)





50 60 70 80 90 

Clinton 


Nimitz 

Foster 

Carver 

Thoreau 

Edison 

Wilson 

Byrd 

Whitney 

Madison 

Kipp 

Cleveland 

Gilcrease 

Hamilton 


4 5 

MATHEMATICS Value Added (3 Year Average)





40 50 60 70 80 90 

Byrd 

Clinton 

Madison 

Nimitz 

Foster 

Edison 

Whitney 

Wilson 


Hamilton 

Carver 

Kipp 

Thoreau 

Gilcrease 

Cleveland 

2.5 District Average 

3.5 

READING Value Added (3 Year Average)

High Schools (3 Year Average)




Washington 


40 45 50 55 60 65 70 75 

A 

Hale 

East Central 

Memorial 

Central 

Webster 

Edison 

McLain 

Rogers 


4 

Algebra I Value Added (3 Year Average)




Washington 


50 60 70 80 90 

Rogers 

Central 

Webster 

East Central 

Hale 

Memorial 

Edison 

McLain 


4 

Geometry Value Added (3 Year Average)





30 40 50 60 70 80 90 

Hale 

Webster 

Rogers 

Memorial 

Washington 

Central 

East Central 

Edison 

McLain 


Algebra II Value Added (3 Year Average) 

4




Washington 


40 50 60 70 80 

Hale 

East Central 

Memorial 

Central 

Webster 

Rogers 

Edison 

McLain 


MATHEMATICS Value Added (3 Year Average) 

4




Washington 


40 50 60 70 80 90 

A 

East Central 

Hale 

Rogers 

Webster 

Edison 

Central 

Memorial 

McLain 


4 

English II Value Added (3 Year Average)




Washington 


50 60 70 80 90 

McLain 

East Central 

Memorial 

Hale 

Central 

Webster 

Rogers 

Edison 


4 

English III Value Added (3 Year Average)




Washington 


50 60 70 80 90 

A 

East Central 

Hale 

Rogers 

Webster 

Central 

Edison 

Memorial 

McLain 


4 

ENGLISH Value Added (3 Year Average)





50 60 70 80 90 

East Central 

A 

Hale 

Memorial 

Webster 

Edison 

Washington 

McLain 

Central 

Rogers 


4 

Biology I Value Added (3 Year Average)




Washington 


50 60 70 80 90 

Webster 

Central 

Hale 

East Central 

Edison 

Memorial 

McLain 

Rogers 


4 

U.S. History Value Added (3 Year Average)

2011 VA SCHOOL REPORT 

MACARTHUR ELEMENTARY 

2011 VA School Report 

This report provides 2011 ValueAdded (VA) data. The results reported here 

measure your school's impact on the academic growth of students at both the 

school and grade levels for each tested subject. In addition to the overall 

results, VA Estimates are also provided for specific groups of students, based 

on Prior Student Achievement Level, ELL Status, and Special Education 

Status. For each student group, the VA Estimate compares the actual 

achievement of students in your school to the predicted achievement of those 

students. All VA results account for prior state test scores (OCCT and 

OMAAP). A number of demographic variables are also included in the 

calculation to ensure the results regarding your school's impact are as fair 

and accurate as possible. For more information on the demographic variables, 

please see the last page of this report. 

Report Contents 

Page 1 How to Read the VA 

School Report 

Page 2 SchoolLevel VA Results 

Page 3 4 GradeLevel VA 

Results 

Page 5 6 SchoolLevel Results 

with Student Subgroups 

Page 7 13 GradeLevel Results 


Page 14 16 SchoolLevel and 

GradeLevel VA Graphs 

Page 17 Additional Information on 

VA 

1



ValueAdded: SchoolLevel Results 

The tables below provide SchoolLevel VA results for Reading and Math. Results are provided both for the 2010– 

2011 academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to 

read these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

READING SchoolLevel VA 

Past Academic Year 2010–2011 3 Year Average 20082011 

VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 

1 2 District Average 4 5 1 2 District Average 4 5 

Overall 67.0 3.3 214.3 

3.4 

MATH SchoolLevel VA 

Overall 67.0 3.5 212.3 

3.2 

2



ValueAdded: GradeLevel Results 

The tables below provide GradeLevel VA results for all OCCT subjects. Results are provided both for 2010–2011 

academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to read 

these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


READING 

GradeLevel VA 

Grade 4 28.0 3.1 101.6 

3.2 

Grade 5 39.0 3.4 112.7 

3.6 

MATH 

GradeLevel VA 

Grade 4 28.0 3.9 101.6 

3.4 

Grade 5 39.0 3.2 110.7 

3.0 

SCIENCE 

GradeLevel VA 

Grade 5 39.0 3.2 110.7 

3.8 

3






these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


SOCIAL STUDIES 

GradeLevel VA 

Grade 5 39.0 2.4 102.9 

3.1 

WRITING 

GradeLevel VA 

Grade 5 35.0 2.6 96.9 

2.7 

4

READING 



ValueAdded: SchoolLevel Results with Student Subgroups 

The tables below provide SchoolLevel VA results for specific groups of students. Results are provided both for 

the 2010–2011 academic year and for the average of the last three years. 

By Prior Student Achievement Level: These groups are based on the student's OCCT performance level from the 

previous year. Note: does not include OMAAP results. 

By ELL Status: Results are based on English Language Learner (ELL) status of students. Note: does not include 

OMAAP results. 

By SPED Status: Results are based on Special Education (SPED) status of students. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

READING By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


Advanced ** Insufficient Data or NA ** Insufficient Data or NA 

Proficient 36.0 3.1 114.9 

3.4 

Limited 

Knowledge 

** Insufficient Data or NA 36.1 

3.2 

Unsatisfactory 20.0 3.5 36.0 

3.6 

READING By ELL Status 

ELL 11.0 3.3 38.6 

3.4 

NonELL 54.0 3.3 153.4 

3.4 

READING By SPED Status 

SPED ** Insufficient Data or NA 34.9 

3.2 

NonSPED ** Insufficient Data or NA 179.4 

3.5 

5

MATH 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

MATH By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


Advanced ** Insufficient Data or NA 14.0 

3.3 

Proficient 28.0 3.5 85.5 

3.2 

Limited 

Knowledge 

14.0 3.5 52.3 

3.2 


3.1 

MATH By ELL Status 

ELL 11.0 3.6 38.6 

3.3 

NonELL 54.0 3.5 153.4 

3.2 

MATH By SPED Status 


3.4 


3.2 

6

READING 



ValueAdded: GradeLevel Results with Student Subgroups 

The tables below provide GradeLevel VA results for specific groups of students. Results are provided both for the 

2010–2011 academic year and for the average of the last three years. 






NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

Grade 4 By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.3 

Limited 

Knowledge 


3.0 

Unsatisfactory ** Insufficient Data or NA 15.0 

3.2 

Grade 4 By ELL Status 

ELL ** Insufficient Data or NA 23.3 

3.0 

NonELL ** Insufficient Data or NA 71.0 

3.2 

Grade 4 By SPED Status 


3.1 


3.3 

7

READING 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.5 

Limited 

Knowledge 


3.6 


4.4 



4.1 


3.5 



3.3 


3.8 

8

MATH 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.5 

Limited 

Knowledge 


3.4 


3.2 



3.4 


3.4 



4.2 


3.4 

9

MATH 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.0 

Limited 

Knowledge 


3.1 


3.0 



3.2 


3.0 



3.0 


3.0 

10

SCIENCE 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.8 

Limited 

Knowledge 


3.6 


3.8 



3.8 


3.7 



3.7 


3.6 

11












NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.1 

Limited 

Knowledge 


3.1 


3.2 



3.2 


3.1 



2.8 


3.2 

12

WRITING 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.7 

Limited 

Knowledge 


2.7 


2.7 



2.9 


2.6 



2.6 


2.7 

13



Your School Compared to the Rest of the District 

The charts below compare your school's student growth (ValueAdded) in reading and mathematics to student 

attainment (percentage of students who meet or exceed the OCCT proficiency standards). ValueAdded scores 

are read along the bottom, and percentage meeting/exceeding standards are read along the lefthand side. 

READING 

MATH 

14



Your School Compared to the Rest of the District by Grade 

15




16



Additional Information on ValueAdded 

Differences Between Specific Groups of Students 

Readers may want to compare two student subgroups. For example, let's say you see the following on your 

report: 

In this case, it is not necessarily true that students in the "Unsatisfactory" grouping grew more than students in 

the "Proficient" grouping. Instead the table above indicates that your "Unsatisfactory" students grew more, on 

average, than similar "Unsatisfactory" students from across TPS. Your "Proficient" students grew, on average, 

about the same as similar "Proficient" students from across TPS. 

Prior Achievement Level for Student Groups 

The prior achievement level groupings in this report are "Advanced", "Proficient", "Limited Knowledge" and 

"Unsatisfactory." These groups are based on the student's OCCT performance level from the previous year. The 

purpose of this calculation is to measure the impact of teachers on students from across the achievement 

spectrum. 

Control Variables Used in the VA Model 

The VA Model uses statistical techniques to separate the impact of schooling from other factors that may 

influence growth; the following variables are controlled for in the VA Model: 

1. Prior OCCT Reading Score 5. Race/Ethnicity 9. Mobility 

2. Prior OCCT Math Score 6. LowIncome Status 10. Attendance History 

3. Grade Level 7. ELL Status 11. Grade Retention 

4. Gender 8. Special Education Status 

It is important to note that controlling for demographic characteristics does not mean a lowering of expectations 

for any grouping of students addressed by a control variable. 

For more information on ValueAdded (VA), please refer to the companion professional development piece titled, 

"Making Meaning of Your ValueAdded School Report." 

Insufficient Data or NA 

Results may not be provided for the following reasons: 

Too few students to calculate a result (less than 10). 

Too few students in the contrasting category to calculate a result. 

A grade level or subject was not taught during the given time period. 

Only one teacher taught that grade or subject during the given time period. 

No districtwide differential effects between student groups. 

17

Principal Leadership Conference October 2011 

Agenda 

October 5, 2011 

8:00 a.m. BREAKFAST Cafetorium 

8:20 a.m. 

Welcome and Opening Remarks 

WELCOME AND REFLECTION 

Millard House, Deputy Superintendent 

Kevin Burr, Associate Superintendent for Secondary 

Schools 

Concurrent Morning Sessions 

Cafetorium 

8:30 a.m. - 10:00 a.m. VALUE ADDED DATA - Part 1 Elementary Team 1 Auditorium 

VALUE ADDED DATA - Part 1 Elementary Team 2 W-2 

COMMON CORE All Secondary W-6 

10:00 a.m.- 10:15 a.m. BREAK 

10:15 a.m. - 11:15 a.m. VALUE ADDED DATA - Part 2 Elementary Team 1 Auditorium 

VALUE ADDED DATA - Part 2 Elementary Team 2 W-2 

10:15 a.m.- 11:45 a.m. TLE EVALUATION SYSTEM All Secondary W-6 

11:15 a.m. - 12:15 p.m. CULTURAL COMPETENCE All Elementary Auditorium 

11:45 a.m.- 12:45 p.m. SECONDARY LUNCH Cafetorium 

12:15 p.m. - 1:15 p.m. ELEMENTARY LUNCH Cafetorium 

Afternoon Sessions 

12:45 p.m. - 1:45 p.m. CULTURAL COMPETENCE All Secondary W-6 

1:15 p.m. - 2:45 p.m. COMMON CORE All Elementary Auditorium 

1:45 p.m. - 2:45 p.m. VALUE ADDED DATA - Part 1 M.S./Jr. High W-8 

2:45 p.m.- 3:00 p.m. BREAK 

VALUE ADDED DATA - Part 1 High School W-6 

3:00 p.m.- 4:30 p.m. TLE EVALUATION SYSTEM All Elementary Cafetorium 

VALUE ADDED DATA - Part 2 M.S./Jr. High W-8 

VALUE ADDED DATA - Part 2 High School W-6 

NOTE: See back page for your cohort assignment 

PLEASE MARK YOUR CALENDARS: 

Principal Leadership Conferences: January 4 th , March 7 th and May 2nd (8:00 a.m.-4:30 p.m.) 

Superintendent’s Qtly. Meetings (PRINCIPALS ONLY): Monday, November 7th (DATE CHANGE), February 1 st 

(8:00-12:00 PM) 

June Leadership Conference: TBD

ELEMENTARY TEAM 1: 

o Central, Rogers, Hale and McLain Feeder 

Elementary Sites 

o ECDC Sites 


o Memorial, East Central, Edison and 

Webster Feeder Elementary Sites 

o Magnet Elementary Sites 

SECONDARY TEAM 

MIDDLE SCHOOL/JR HIGH 

HIGH SCHOOL 

COHORT ASSIGNMENTS 

Academy Central, Mark Twain, Burroughs, 

Emerson, Chouteau, Kendall-Whittier, Sequoyah, 

Skelly, McArthur, Jones, Lindbergh, Bell, Hoover, 

Hamilton, Owen, McKinley, Celia Clinton, 

Hawthorne, Jackson, Gilcrease, Greeley, 

Springdale, Whitman, Anderson, Penn, ECDC 

Houston, ECDC Reed, ECDC Porter, Project Accept 

Grissom, Salk, Carnegie, Grimes, Key, McClure, 

Marshall, Kerr, Mitchell, Lewis & Clark, Columbus, 

Cooper, Disney, Peary, Eliot, Wright, Lanier, Lee, 

Patrick Henry, Eisenhower, Mayo, Zarrow, Monroe 

Dual Immersion, Park, Robertson, Remington, 

Eugene Field 

All Secondary Sites 

Carver, Clinton, East Central JH, Hale JH, Memorial 

JH, Monroe Demonstration, Thoreau, Tulsa Met JH 

Central, East Central HS, Edison Preparatory, Hale, 

McLain, Memorial, Rogers College High, 

Washington, Webster HS, 

TLA/Virtual/Continuation, TRAICE, Tulsa Met HS, 

Early College 

*ESC and Fulton Personnel may follow any cohort based on the schools with whom they work most closely.

Principal Leadership Conference 

August 2011 

Agenda 

August 15, 2011 

8:00 a.m. BREAKFAST Cafetorium 

Welcome and Opening Remarks 

8:30 a.m. 

8:35 a.m-8:55 a.m. 

OPENING REMARKS 

Dr. Keith E. Ballard, Superintendent 

REFLECTION AND THE YEAR AHEAD 

Millard House, Deputy Superintendent 

Kevin Burr, Associate Superintendent for Secondary Schools 

Concurrent Morning Sessions 

Cafetorium 

Cafetorium 

9:00 a.m. -10:30 a.m. COMMON CORE Cohort 1 Auditorium 

COMMON CORE Cohort 2 Room S-1 

PROFESSIONAL LEARNING 

COMMUNITIES 

Cohorts 3 & 4 

Cafetorium 

10:35 a.m. -12:05 p.m. COMMON CORE Cohort 3 Auditorium 

COMMON CORE Cohort 4 Room S-1 

PROFESSIONAL LEARNING 

COMMUNITIES 

Cohorts 1 & 2 

Cafetorium 

12:05 p.m.-12:55 p.m. LUNCH Cafetorium 

Afternoon Sessions 

1:00 p.m. -4:30 p.m. VALUE ADDED ANALYSIS RETOOLING 

(2:30-2:45 Break with refreshments 

provided in Cafetorium) 

Elementary Team 1 Room S-1 

Elementary Team 2 Room N-8 

Secondary Team Auditorium 

NOTE: See back page for your cohort assignment 

PLEASE MARK YOUR CALENDARS: 

Principal Leadership Conferences: October 5 th , January 4 th , March 7 th and May 2nd (8:00 a.m.-4:30 p.m.) 

Superintendent’s Quarterly Meetings (PRINCIPALS ONLY): September 7 th , November 3 rd (Thur.), February 1 st 

(8:00-12:00 PM) 

June Leadership Conference: TBD

COHORT 1: 

o Central, Rogers and Hale Feeder Patterns 

COHORT 2: 

o McLain and Memorial Feeder Patterns 

o ECDC Sites 

COHORT 3: 

o East Central and Edison Feeder Patterns 

o Magnet Schools 

COHORT 4: 

o Webster Feeder Pattern 

o Innovative Schools 

o ESC and Fulton Personnel* 


o Central, Rogers, Hale and McLain Feeder 

Elementary Sites 

o ECDC Sites 


o Memorial, East Central, Edison and 

Webster Feeder Elementary Sites 

o Magnet Elementary Sites 

SECONDARY TEAM 

MORNING SESSIONS COHORT ASSIGNMENTS 


Emerson, Chouteau, Central JH/HS, Kendall- 

Whittier, Sequoyah, Rogers College High, Skelly, 

McArthur, Jones, Lindbergh, Bell, Hoover, 

Hamilton, Owen, McKinley, Hale HS, Hale JH 

Celia Clinton, Hawthorne, Jackson, Gilcrease, 

Greeley, Springdale, Whitman, Anderson, Penn, 

McLain JH/HS, Grissom, Salk, Carnegie, Grimes, 

Key, McClure, Marshall, Memorial HS, Memorial 

JH, ECDC Houston, ECDC Reed, ECDC Porter 

Kerr, Mitchell, Lewis & Clark, Columbus, Cooper, 

Disney, Peary, East Central HS, East Central JH, 

Eliot, Wright, Lanier, Lee, Patrick Henry, Edison 

Preparatory, Booker T. Washington, Carver, 

Thoreau, Eisenhower, Mayo, Zarrow, Monroe Dual 

Immersion, Monroe Demonstration 

Park, Robertson, Remington, Eugene Field, 

Webster JH, Webster HS, 

TLA/Virtual/Continuation, TRAICE, Tulsa Met HS, 

Tulsa Met JH, Project Accept, Early College, 

Hospital Sites 

AFTERNOON SESSIONS COHORT ASSIGNMENTS 


Emerson, Chouteau, Kendall-Whittier, Sequoyah, 

Skelly, McArthur, Jones, Lindbergh, Bell, Hoover, 

Hamilton, Owen, McKinley, Celia Clinton, 

Hawthorne, Jackson, Gilcrease, Greeley, 

Springdale, Whitman, Anderson, Penn, ECDC 

Houston, ECDC Reed, ECDC Porter 

Grissom, Salk, Carnegie, Grimes, Key, McClure, 

Marshall, Kerr, Mitchell, Lewis & Clark, Columbus, 

Cooper, Disney, Peary, Eliot, Wright, Lanier, Lee, 

Patrick Henry, Eisenhower, Mayo, Zarrow, Monroe 

Dual Immersion, Park, Robertson, Remington, 

Eugene Field 

All Secondary Sites 

*ESC and Fulton Personnel may follow Cohort 4 or select another cohort based on the schools with whom 

they work most closely.

TO: 

TPS Principals 

SUBJECT LINE: Value-Added Report Access and Resources 

DATE: 10/06/11 

Principals, 

Thank you for attending the training yesterday, designed to prepare you to share results with teachers on October 20. 1 In addition to 

viewing your 2010–2011 school-level value-added results, you should now be prepared to provide professional development on the 

topic of value-added to teachers, share school-level results with teachers and help teachers know how to respond to their own data. 

At the training, you received a wrist-band flash drive with the following materials: 

Principal Facilitation Guide 

Video Message from Dr. Ballard 

An e-learning series of videos, focused on value-added, with supporting PowerPoint files and PDFs with talking points, including the 

topics: 

• Introduction to Value-Added Measures 

• The Oak Tree Analogy 

• Interpreting Value-Added Reports 

Making Meaning Guides for both Elementary/Middle Schools and High Schools 

Additional Materials, including: 

• An article, authored by Jim Mahoney, Executive Director, Battelle for Kids, focusing on multiple measures, entitled, Home 

Runs, RBIs and Batting Averages—How Today’s Educators Measure Up. 

• A whitepaper, exploring the challenges and opportunities of defining “great” teaching, entitled, Why Are Some Teachers 

More Effective Than Others? 

Additional Value-Added Resources, including: 

• Report Access Instructions* 

• Reflective Questions 

• Exit Ticket 

• Frequently Asked Questions 

• A Value-Added Overview 

In addition to yesterday’s training, and ongoing discussion of value-added analysis in the district, this e-toolkit will support your 

discussions with teachers later this month. If you have additional questions about your reports, or how to access information, please 

visit the TPS Student Progress Portal (www.battelleforkids.org/Tulsa) or email valueadded@tulsaschools.org. 

Sincerely, 

The Office of Teacher and Leader Effectiveness 

*Report Access Instructions are attached to this email and have been updated as of 10/06/11. Please disregard the file on the 

flash drive. 

1 As indicated in previous communications, schools in the McLain and Rogers feeder patterns will provide this value added training 

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 

parts. If you are a principal of a school within the McLain and Rogers feeder pattern, please wait until the second session of your 

training to provide teachers with their school’s value added report, as all other schools in the District will be distributing school-level 

value added reports on the 20 th of October.

Hello Teachers, 

We want to make you aware of an important opportunity to learn more about how to read and 

use value-added reports. 

The Opportunity: An “open lab” for you to talk one-on-one with national experts from 

Battelle for Kids on how to interpret value-added data and how to use this data to 

improve your effectiveness in the classroom. You can talk privately or in groups about your 

data. 

When/Where: 

• Labs are open on February 15 and 16 from 3:30 p.m. to 6:30 p.m. 

• The sessions will run approximately one hour in length. 

• Sessions will begin at 3:30 p.m., 4:30 p.m. and 5:30 p.m. 

• These labs will be held at Fulton. 

What to Bring: Bring your school level or teacher-level reports as available. Access 

instructions are below. 

RSVP: While there is no requirement that you attend or that you RSVP, please email us with 

your date/time at valueadded@tulsaschools.org if you plan on attending. 

Accessing Reports: 

• School-Level Reports: School-level value added reports for 2009–2010 and 2010– 

2011 are available at the Tulsa Student Progress Portal 

at http://valueadded.tulsaschools.org. 

• Teacher-Level Reports: As indicated to you in October, teachers of state-tested 

grades and subjects, beginning with grade 4, may have individual, teacher-level valueadded 

reports. Teacher-level reports were produced for these elementary and middle 

school teachers for the 2009–2010 and 2010–2011 school years. Teacher-level reports 

were produced with regard to high school teachers only for the 2010–2011 school year. 

Teacher-level reports are confidential and not available to the public. Principals will 

have access to their teachers’ value-added reports no earlier than May 1, 2012. Feel 

free to bring your report to the open lab. You will have opportunities to discuss your 

results, in private, with value-added experts. 

To access your teacher-level value-added report, visit the Tulsa Student Progress 

Portal at http://valueadded.tulsaschools.org. Click on the "My Portal" tab and follow the 

instructions. Log in using your TPS e-mail address and Portal password. If this is your 

first time logging in to the Tulsa Student Progress Portal, establish a new password by 

clicking “Forgot Password.” After logging in, access your teacher report by clicking on 

“View My Value-Added Teacher Report.” You will then see a page with your 

documents. Click “View Document” to download your PDF report. 

http://valueadded.tulsaschools.org/

Additional Background on Value-Added Analysis at Tulsa Public Schools 

In October of 2011, the District rolled out school-level and teacher-level value-added reports 

for the 2009–2010 and 2010–2011 school years. Your principals provided your sites with 

initial training on the topic. We are providing you with this open lab training in response to your 

feedback. 

Value-added analysis is a statistical, quantitative “student growth” measure that isolates the 

impact our schools and teachers have on student achievement from year to year. Value-added 

analysis is different from traditional student achievement measures because it measures 

student growth over time and controls for factors that are beyond educators’ control. In 

particular, TPS’ value-added approach takes into account prior achievement scores, 

attendance history, mobility, English Language Learner status, special education status, low 

income status, grade level, grade retention, gender, and race/ethnicity. 

Value-added data is just ONE component of the overall Teacher Leader Effectiveness initiative 

that is focused on making sure we have a great teacher in every classroom, a great leader in 

every building, and a great employee in every position. It allows us to identify what practices 

are accelerating learning and which need improvement. 

At this time, the data collected will be used only for informational purposes to analyze and 

improve classroom instruction and is not being used as a component of a teacher’s evaluation. 

Beginning with the 2013–2014 school year, however, Oklahoma schools must comply with the 

requirements of Oklahoma Senate Bill 2033 that mandate the use of this student growth data 

as one component of evaluating teachers’ effectiveness. 

Questions about Value Added? 

• Any questions regarding value added may now be sent to the following email 

address: valueadded@tulsaschools.org. 

• Updated FAQs will be available in the next few days! We have added to and updated 

them extensively in response to your feedback and questions. The updated FAQs 

will be available at http://valueadded.tulsaschools.org. 

© 2012, Tulsa Public Schools 2

ESEA Waiver 



Human resource policies that effectively recruit, hire, induct, and retain effective school personnel 

and the release of ineffective personnel in a timely manner. 

1

Teacher and Principal Recruitment, Induction, Retention and Release 

Tulsa Public Schools has many noteworthy policies and strategies regarding the effective 

recruitment, hiring, induction and retention of effective school personnel and the release of ineffective 

personnel in a timely manner. As noted below, many of these initiatives began in the 2010 to 2011 

timeframe and are already bearing fruit. 

I. Recruitment of Teachers 

The District uses Teach For America and its Oklahoma higher education partners to recruit 

effective teachers. It uses the Teacher Insight screening tool from Gallup to identify the best candidates 

for the District’s new workforce and provides financial incentives to assist with the recruitment of hard 

to staff subjects. 

Teach for America: Teach For America (TFA) is the primary conduit for the District’s new 

teaching staff. TFA recruits the country's most promising future leaders in the movement to eliminate 

educational inequity and brings them to Tulsa to help meet the greatest educational needs of the city. 

TFA identifies and inspires thousands of potential corps members on college campuses and from 

multiple career sectors. It has ambitious goals for the growth and diversity of its corps along racial, 

ethnic, and socioeconomic lines. TFA works with the District’s Human Capital team to place corps 

members in the District’s most needy schools in terms of achievement and poverty levels. TFA is able to 

recruit an impressive applicant pool because of its prestige and the financial aid it provides its corps 

members to help bridge the gap between college and the beginning of the school year. 

Beginning with the 2009-2010 school year, TFA has provided the District with an impressive 

number of effective teachers. In 2009-2010, TFA provided the District with 67 corps members. In 2010- 

2011, the TFA corps class was 53. The class of 2011-2012 corps members is 74, and a similar size class of 

corps members is expected 2012-2013. 

The organization’s assistance in improving student achievement over the last two years is 

significant. For example, even though the corps members were novice teachers, they out-performed 

the District’s average value added scores for Math (overall , as well as 7 th and 8 th grade), Biology, Algebra 

I, and English III. 1 

1 

Only 2011 test data was available for this analysis. Additional analysis is underway to compare TFA members’ 

value-added scores with their non-TFA counterparts (teachers with two or fewer years of experience). Initial data 

2

Higher Education Partnerships, including Urban Education Pipelines: The District recruits from 

Oklahoma institutes of higher education and uses two specific strategies for recruiting teachers that will 

be effective in an urban setting like Tulsa Public Schools. 

Like most school districts in the state, the District uses its student-teaching programs to identify 

potential teacher candidates. The District works with Oklahoma State University, Northeastern State 

University, Langston University, Oral Roberts University and others to provide a hands-on experience for 

university students completing their teacher preparation programs. Through the student-teaching 

process, school principals and District personnel become acquainted with the strengths and needs of its 

future teaching force. 

Since the 2010-2011 school year, however, the District has worked with its partners to develop a 

more rigorous and effective recruitment program –its Urban Education Pipeline program. This program 

works in tandem with the specialty teaching preparation programs now underway at Oklahoma State 

University, Northeastern State University and the University of Tulsa. 

The urban educator pipeline programs of these universities establish a collaborative preparation 

model for teacher candidates who wish to teach in an urban, high need school district and to create a 

reliable pipeline of well-prepared educators for the school district. Program participants complete a 

higher number of hours in their clinical practice than the standard teacher preparation programs. Their 

field experience is with effective and experienced teachers in urban, high-needs schools. They also 

participate in additional professional development delivered by TPS addressing important topics on 

specific to high-poverty, high-minority schools. 

TPS’s Urban Educator Pipeline. The District has developed a Steering Committee for its 

Urban Educator Pipeline to improve and develop new urban teacher preparation programs 

partnerships (“urban teacher pipeline programs”) with Oklahoma universities and teacher 

development programs. Working in collaboration with institutes of higher education 

(Oklahoma State University, Northeastern State University and the University of Tulsa), Teach 

for America and the Tulsa Classroom Teachers Association, the Steering Committee is making 

recommendations regarding the following issues: 

• Strategies to encourage the recruitment of the highest quality candidates in the 

District’s urban teacher pipeline programs; 

appear to show that the TFA corps members’ performance outpaces the growth generated by teachers with similar 

years of experience. 

3

• Program and participation criteria that will ensure the quality of student participants 

and the pipeline programs generally; 

• Necessary improvements to the clinical and mentoring experiences of the District’s 

urban teacher pipeline programs; and 

• Processes to facilitate information sharing, feedback and continuous improvement of 

the urban teacher pipeline programs. 

Gallup Insight. The District believes that teachers are critical to student success, and it is 

committed to placing teachers in positions where they will be most successful with students. As such, it 

now requires the web-based assessment designed by Gallup called the “Teacher Insight Assessment” as 

a component of its teacher application and uses it as a screening tool. 

The Teacher Insight assessment was developed by national experts who studied the job 

performance of teachers and the qualities they possessed. Teacher Insight was developed on the basis 

of over 40 years of research focused on what characteristics make a teacher successful. Current 

research also informs improvements of the screening tool. Namely, Gallup used value-added scores to 

identify the talents of teachers whose students demonstrated greater gains. As a result, Teacher Insight 

is helping Tulsa Public Schools identify teacher applicants whose students will achieve higher levels of 

success in the classroom. 

By evaluating applicants’ online survey results, Teacher Insight assesses the talents that result in 

teacher excellence that are difficult or nearly impossible to teach. Results are based on the applicant's 

responses and include a score that is predictive of an applicant's potential for teaching success based on 

his or her talent. The assessment requires approximately 30 minutes to complete. 

The Teacher Insight Index is a score that ranges from 0 to 100. The District’s policy is to 

recommend only those applicants that score a 72 or better to principals to interview for their possible 

openings. In addition to providing a total score that is predictive of an applicant's potential for 

producing student growth, the assessment provides other very valuable information. The Talent 

Dimension Report contains information regarding the applicant's talents and relative strengths which 

help the district make optimal placement decisions. 

Stipends for Hard to Staff Subjects. To recruit teachers of hard to staff subjects, the District 

provides a $2,000 stipend to teachers with the following certifications: 

4

• Special education: special education certification plus one or more core secondary subjects, 

elementary education or early childhood education 

• Math: Algebra, Calculus, Geometry, Math Analysis, Advanced Math, Intermediate Math, 

Statistics, Trigonometry 

• Biological Science, Anatomy/Physiology, Biology, Botany, Zoology, Chemistry, Earth Science, 

Physical Science, Physics 

II. 

Induction of Teachers 

The District’s induction programs are the TFA induction programs and the New Teacher Center. 

Teach for America: Before they start teaching, each new TFA corps member attends an 

intensive five-week summer training institute—a working summer school—in one of nine locations 

across the United States. (Beginning in the summer of 2012, Tulsa will host one of TFA’s summer 

training institutes, which is a prized accomplishment.) The institute’s training is designed to help corps 

members learn essential teaching frameworks, curricula and lesson planning skills. Corps members work 

with experienced teachers who observe and coach them to improve their skills quickly throughout the 

summer. By the end of institute, corps members have developed the knowledge, skills, and mindsets 

needed to be effective beginning teachers, made an immediate impact on students, and built 

relationships that will support them throughout their corps experience. 

At the training, corps members teach summer school for four of five weeks and help their 

students master critical content for the fall. Corps members teach summer school students for an 

average two hours each day and are observed by experienced teachers. For one of the two hours, they 

lead an entire class to master academic content, and build their own skills in delivering lessons and 

managing a classroom. For the other hour, most corps members work with four to five students to build 

skills in math and reading and gain experience in leading group work. 

TFA instructional coaches observe each corps member several times a week. They provide 

written feedback and discuss areas for development, working with corps members to create concrete 

plans to increase student learning and develop teaching knowledge and skills. Veteran district teachers 

partner with TFA coaches to provide regular feedback throughout the summer. Corps members meet in 

small groups that provide a supportive yet challenging space to practice teaching new lessons, react to 

classroom management dilemmas, discuss feedback they’ve received, and analyze student progress. 

5

Corps members leave these small group sessions with clear direction they can use to improve their 

teaching. Corps members receive extensive lesson planning instruction from Teach For America 

instructional coaches. They internalize student learning objectives for the coming week, create 

assessments to evaluate student progress, select the right teaching methods to meet their objectives, 

and develop their plans in great detail. 

Corps members study the fundamentals of teaching and practice teaching techniques to prepare 

them for all elements of classroom instruction. Sessions focus on Teaching As Leadership; Instructional 

Planning and Delivery; Classroom Management and Culture; Diversity, Community, and Achievement; 

and Literacy Development. This training introduces corps members to the principles and specific actions 

that successful teachers take to lead their students to success. It presents a goal-oriented, standardsbased 

approach to teaching and teaches corps members to diagnose and assess students, plan lessons, 

and deliver lessons effectively. TFA corps members are taught how to create and maintain a culture of 

achievement in the classroom. They develop the mindsets and skills needed to build relationships and 

work effectively with the diverse students, families, educators and others in the communities where 

they teach. Plus, they learn how to teach literacy skills to students at all performance levels and across 

grade levels and content areas. 

Teach For America provides room and board for corps members in local university housing 

during institute. Special accommodations are available for corps members with partners and families. 

While institute is a rigorous and intensive experience, corps members have free time during weekends 

and typically take advantage of opportunities to socialize and explore their institute city. 

The New Teacher Project. Beginning this school year (2011-2012), Tulsa uses the renowned 

Tulsa New Teacher Induction program for all new teachers of core subjects who are not TFA corps 

members. The New Teacher Project, made possible through the District’s partnership with The New 

Teacher Center, focuses on strengthening the practice of beginning first and second year teachers. The 

New Teacher Center induction model is nationally recognized in the United States for its promotion of 

new educator development and its impact on teacher retention and student learning. 

The New Teacher Project’ Induction program encompasses an orientation to the workplace, 

socialization, mentoring, and guidance through beginning teacher practice through the use of mentor 

teachers. The District’s support is based on a comprehensive, high-quality induction consisting of 

several key elements: 

• 2-year program 

6

• subject-area pairing of mentors and beginning educators 

• rigorous mentor selection and mentor training from the New Teacher Center 

• sufficient time for mentors to collaborate with and observe new educators 

• formative assessment structures and tools that assists beginning educators to advance 

along a continuum (rubric) of professional growth and an individual learning plan. 

The Tulsa New Teacher Induction program is currently engaged with 128 first and second year 

teachers. Eight District mentor coaches have completed their third of four Developmental Academy 

trainings. The four academies (held each year) allow our veteran teacher mentors to learn and refine 

their mentoring skills, problem solving issues of mentoring, stretch their own levels of classroom 

practice, and develop their leadership capacity. 

III. 

Retention of Teachers 

Teach for America. TPS recognizes that Teach For America corps members are extremely strong 

teachers and are eager to bring in more each year. In a recent survey, roughly 90% of TPS principals 

reported that TFA corps members make a positive difference in their school. In addition, 90% of 

principals rated corps members as effective as teachers with more experience in terms of student 

achievement. 

In 2009, the first year of partnership between TPS and TFA, 70 corps members were placed in 

TPS schools. Of those 70, nearly 30 corps members remain in a TPS classroom today, and 54 corps 

members (72%) remain in education as a whole, even after their initial two-year commitment. This is 

well above the national average of 66%. The success has been a product of specific strategies put in 

place in the region. TFA has worked with university partners and TPS to create a fast track to school 

leadership, connected corps members with leaders of the community to talk through long-term career 

interests, and held meetings with principals to stress their importance in retaining corps members. With 

new corps members coming in each year, and continued success in retention, TFA will play an integral 

role in successful student achievement and future leaders in the district. 

Annual Retention Stipends for Occupational Therapists. Because of the District’s significant 

need to retain its occupational therapists, the District currently provides these personnel a $5,000 

annual retention stipend. This policy has been in effect since 2007-2008. 

7

IV. 

Recruitment, Induction and Retention of School Leaders 

While teacher quality is the single most influential factor in raising student achievement, principal 

effectiveness is nearly as important in improving educational outcomes for children. A 2004 report 

funded by the Wallace foundation revealed that while teachers account for 33% of a school’s impact on 

student achievement, principals account for 25% 2. Indeed, principal leadership is at the cornerstone of 

continuous teacher development, improved teacher practices and teacher job retention. 

There is growing consensus that process and standards by which traditional principal preparation 

programs screen, select, and graduate candidates often do not adequately equip principals for the 

complex role of effective instructional leader. Many preparation programs rely upon educational 

background credentials for admission and do not consider key individual qualities such as a fundamental 

belief in all children’s ability to learn, analytical and results-oriented approach, adaptability and change 

management 3. Substantial research supports the further development of principal candidates through 

effective preparation programs that offer real-life experiences which allow them to practice and refine 

their skills as they learn what it takes to run a school successfully. 4. 

One of the core goals of the Tulsa Public Schools’ (TPS) strategic plan is focused on teacher and 

leader effectiveness, and the notion that effective leaders and classroom teachers have a profound 

effect on children’s lives. The TPS’ Teacher and Leader Effectiveness Initiative is focused on ensuring 

there is an effective teacher in every classroom and an effective leader in every building. However, 

similar to other urban school districts around the country, TPS is challenged by the shortage of a 

qualified talent pool to fill its principal vacancies every year. This immediate need has led the district to 

seek ways to expand the leadership capacity of future principals, novice administrators and sitting 

principals. The demands of today’s schools requires principals, in particular, to be skillful in studentbased 

learning and teaching, a school-wide achievement culture, and personal leadership. 

2 Leithwood, K., Louis, K. S., Anderson, S., and Wahlstrom, K. (2004). Review of Research: How Leadership nfluences 

Student Learning. Wallace Foundation 

3 Educational Research Service. (2000). The Principal, Keystone of a High-Achieving School: Attracting and Keeping 

the Leaders we Need. Arlington, VA. 

4 Leithwood, K., Louis, K. S., Anderson, S., and Wahlstrom, K. (2004). Review of Research: How Leadership 

Influences Student Learning. Wallace Foundation 

8

The TPS Leadership Development program builds on the framework of research based programs and 

best-practices that have proven to prepare leaders who can have a dramatic impact on student 

achievement and closing the achievement gap. 

The proposed Leadership Development program, focusing on the recruitment and induction of 

school principals includes the following components: 

• Assistant principal Internships 

• Induction and support for novice principals 

• Emerging Leadership Academy. 

• Principal Leadership Conference Leadership development program 

• Market-Based Compensation 

Assistant Principal Internship Program Pilot. Modeled after the New Leaders/New Schools 

Aspiring Principals program, this pilot will inform the development of a comprehensive two-year 

internship program for aspiring principals/assistant principals. A small group of first-year and second 

year assistant principals are currently receiving intensive and continuous professional development 

focused on the skills, strategies and practices s correlated with effective school leadership. Key areas 

include: organizational and school management, instructional leadership, leadership skills, etc. 

Components of this program include: 

• Monthly training sessions provided by TPS in conjunction with the University of Oklahoma 

Professional Development and Leadership Academy (OUPDLA) focused on the domains and 

indicators of the principal evaluation system. 

• School-based projects that allow participants to demonstrate and further develop their skill level 

at designing, implementing and evaluating strategies that address student needs. 

• Quarterly development team meetings where participants have the opportunity to present 

relevant documentation of professional growth in a particular area. 

• On the job-coaching provided by a principal trainer and a mentor (Planned for 2012-2013) 

Participants are selected based on the following criteria: 

• Track record of success in challenging educational programs as identified by student 

achievement, value-added data, etc. 

• Leadership skills 

• Level of energy, determination and perseverance to act as an agent of change in a demanding 

organization 

• Analytical, problem-solving and project management skills 

• Oral and written communication skills 

9

• Passion for improving urban public education and a long-term commitment to the K-12 

education sector 

Expected Outcomes And Metrics For Evaluation: As part of the district’s performance management 

initiative, the office of Teacher and Leader Effectiveness will track the following indicators and establish 

benchmarks to inform the further development of the internship program: 

• Participants’ annual performance evaluation ratings: The expectation is that program 

participants will receive at minimum a highly effective rating (4) in their Leader Effectiveness 

evaluation. 

• Successful implementation of school-based projects: Projects implemented by participants will 

result in measurable gains in student achievement. 

• Program Design Delivery: Completed design for a principal internship for full implementation in 

2012-2013 that is based on best practices, current research and district’s overall goals for its 

principal leadership pipeline program. 

• Participant satisfaction: Survey feedback from interns and their principals about quality of 

monthly trainings—90% or more report training was highly relevant to developing their skills as 

instructional leaders. 

Induction and Support For Novice Principals Program Pilot. This program provides induction 

support and development for first, second and third-year administrators. Similar to the Assistant 

Principal Internship component, this pilot will inform the design and implementation of a 

comprehensive induction program. The components of the program include: 

• A two-day induction session focused on essential information needed by new principals as they 

begin their new assignment. 

• Monthly training sessions designed by TPS and consulting experts (New Leaders/New Schools) 

and provided by the University of Oklahoma Professional Development and Leadership 

Academy. The sessions will focus on: 

o Instructional leadership and successful school management (as defined by the Leader 

Evaluation rubric). 

o The shift from operations/management to data driven analysis of student achievement; 

o The alignment of goals, supports and supervision and evaluation of teachers 

• Ongoing coaching provided by a mentor and a member of the TPS executive team (Planned for 

2012-2013). 

Expected Outcomes And Metrics For Evaluation: As part of the district’s performance 

management initiative, the office of Teacher and Leader Effectiveness will track the following indicators 

and establish benchmarks to inform the further development of the induction program: 

• Participants’ annual performance evaluation ratings: Program participants will receive at 

minimum a highly effective rating (4) in their Leader Effectiveness evaluation. 

10

• Participants demonstrated improvement on particular indicators identified as areas of growth in 

their prior year Leader Effectiveness evaluation. 

• Program Design Delivery: Completed design for a principal induction program for full 

implementation in 2011-2012 that is based on best practices, current research and District’s 

overall goals for its principal leadership pipeline program. 

• Participant satisfaction: Survey feedback from novice principals quality of monthly trainings— 

90% or more report training was highly relevant to developing their skills as instructional 

leaders. 

Emerging Leadership Academy. This academy, rolling out in 2012-2013 and focusing primarily 

on developing the pipeline of elementary-level principals, will provide teacher-leaders with a rich 

experience to explore the role of the principalship and to assist them in determining future career goals. 

Participants will learn leadership skills through hands-on professional development, problem-based 

learning and cohort study group opportunities to better understand the function of being a successful 

principal in Tulsa Public Schools. The foundation of the Academy is based on the District’s six domains 

of Teacher Leader Effectiveness; Organization and Management, Instructional Support, Professional 

Growth and Continuous Improvement, Interpersonal Skills, and Leadership. Each domain study will 

provide the participants an opportunity to apply District expectations, to engage with recognized 

principal talent and identify protocols to support future success. 

Principal Leadership Conference Development Program . To recruit, induct and retain new and 

existing school leaders, this program provides current principals, assistant principals and staff 

development teachers with relevant support to develop and refine their skills in five key areas aligned 

with the district’s initiatives and core goals: Data analysis and value added, curriculum implementation 

based on Common Core standards, teacher/leadership effectiveness, cultural competence and 

professional learning communities. 

Professional development opportunities will be delivered via bimonthly leadership conferences 

that will be content rich and allow for collaboration and alignment between school levels and feeder 

patterns. 

Expected Outcomes: By the end of the year, participants will have: 

1. Data Analysis And Value Added: 

• Identified the key data points that will change student achievement and progress through value 

added and other measures. 

• Learned how to use data to take action for improvement. 

11

• Utilized multiple data sources to build a data-driven culture in their schools where evidence is 

being used to make all decisions. 

• Implemented a system to track school-based data which will lead to increased accountability 

2. Curriculum Implementation Based On Common Core Standards: 

• Learned to supervise the new curriculum for each grade level in order to observe and evaluate 


• Observed for implementation and worked with colleagues to reflect on consistency and 

pervasive implementation of new standards across the district. 

• Provided feedback to the curriculum office on how to improve the curriculum. 

• Practiced providing quality feedback to teachers about curriculum implementation. 

3. Teacher/Leadership Effectiveness: 

• Analyzed emerging trends from observations and evaluations from the previous year and plan 

appropriate interventions that lead to improvement. 

• Utilized best practices when observing and evaluating teachers with the goal of improving 

teaching strategies. 

• Continue to improve 

4. Cultural Competence: 

• Learned more about what it means to lead a school in an urban school district and acquired a 

shared understanding of what cultural competence means in TPS. 

• Begun a long-range study of how race, poverty, and culture intersect with student achievement. 

• Implemented specific school-wide strategies that build high expectations for all students. 

5. Professional Learning Communities: 

• Learned systems, structures, processes, and practices to utilize professional learning 

communities in their schools. 

• Worked in professional learning communities with other principals to learn promising practices 

and share implementation challenges and results. 

Market-Based Compensation. In an effort to ensure the district offers fair and competitive 

compensation to all employees and improve recruiting and retention rates, Tulsa Public Schools 

commissioned Battelle for Kids to conduct a salary study that includes school principals and assistant 

principals. As part of the study, jobs were evaluated based on updated job descriptions that reflect clear 

job analysis factors. A large sample of jobs were compared to salary data from over 35 external 

organizations of similar structure and size for a comprehensive market analysis. As the study nears 

completion this spring, preliminary data reveals the district's job evaluation points are highly correlated 

12

with market pay resulting in a competitive and fair pay structure. Key school leadership positions such as 

principals at every level, were a special focus of the compensation study as the district is committed to 

remain competitive with market pay and enhance its ability to attract and retain the most highly 

qualified candidates. Tulsa Public Schools plans to review compensation practices on our regular basis 

to ensure internal and external market equity. 

V. Release of Ineffective Teachers and Principals in a Timely Manner 

Teacher/Leader Effectiveness System and Related Supports. The District’s successful evaluation 

system (the TLE Observation and Evaluation System) provides teachers and principals with a 

performance ranking on a scale from 1-5. The TLE evaluation system provides teachers and principals 

with a five-tier support system for improvement, but when they fail to improve, the District’s 

performance-based exit procedures go into effect and provide for their timely release from the District. 

In the months following the district-wide implementation of the TLE evaluation system in 2010- 

2011, the Human Capital personnel successfully exited 57 teachers and 12 principals from the District for 

poor performance through recommendations for non-renewal and termination proceedings. These 

exits targeted teachers and principals whose performance rankings were 1 or 2 (Ineffective or Needs 

Improvement). At least 7 principals were demoted (removed from their principalship) but not exited 

from the District. Due process hearings, as applicable, were held throughout the summer of 2011 and 

all recommendations for non-renewal and termination were adopted by the Board. Many other 

teachers were counseled out of the District for performance reasons prior to this time. 

The District is aggressive in seeking performance-based exits, but it also recognizes that 

teachers/principals must be supported and provided a chance to improve prior to any removal from the 

District. As a precursor to the District’s support/release program , over 130 Personal Development Plans 

(plans for improvement) were issued for teachers and 31 for principals. At least 29 teachers were also 

placed in an intensive remediation-based mentoring program lasting 8 weeks. 


had been no performance-based exiting of teachers or principals and a very small number of personal 

development plans. A significant support for this occurrence was the complete reorganization of the 

District’s entire human capital department and the addition of Human Capital Partners. The human 

resource function at the District has been completely restructured, with a new approach to recruitment, 

13

etention, and development. The addition of the Human Capital Partner position has provided a cadre 

of HC liaisons to quickly respond to the staffing needs of every building principal, as well as support the 

implementation of the new evaluation system and the necessary exiting procedures. 

Performance-Based Reductions in Force. Another significant achievement that will support the 

continued improvements in the District’s Human Capital initiatives is the successful negotiation of 

changes to its agreement with the Tulsa Classroom Teachers Association that has eliminated the 

traditional “first-in-last-out” reduction in force policy. In short, teachers will no longer be released as a 

reduction in force due to their lack of seniority. Instead, a teacher’s performance on the TLE 

Observation and Evaluation system determines which teacher is laid off in the event of a reduction of 

force (RIF). 

Due to statutory constraints, the full effect of this policy will not be in place until July 1, 2012. 

Until that time, there will be performance-based “bumping” only within a teacher’s classification 

(probationary or career). Beginning July 1, 2012, however, the District’s negotiated agreement with 

TCTA provides for performance-based RIFs, not tenure-based RIFs. This remarkable policy change will 

allow principals to retain their most effective teachers in the event of a RIF, regardless of their years of 

experience at the District. 

Principals’ Mid-Year Reviews. As explained in more detail in other sections of this response to 

the State’s request for information regarding the District’s capacity for school improvement, the 

individual mid-year reviews conducted between District leaders and each school’s principal allow for 

timely analysis and response to student-focused data—creating a performance-based culture in which 

the performance and placement of principals are under constant review. 

Among other items, District leaders require that principals present analysis and plans regarding 

the following points: 

1. Data related to achievement and Career and College Readiness (“CACR”) 

• End of Instruction data 

• Value Added (school level) 

• SRI data (proficient / advanced analysis for OCCT – and for Common Core) 

• Explore / PLAN (percentages on track for “CACR”) (3 year trend) 

• ACT (percentage on track for CACR – 3 year trend) 

• ACE (number of students not meeting ACE in each area) 

14

• 11 Steps to CACR data (relevant to grade level) 

• Read 180 implementation 

2. Strategies that have been implemented to meet the needs of students who are not on 

pace for CACR and / or EOI success, including re-grouping of students at semester for intensive 

intervention. 

3. Communication of meeting AYP and understanding the process (as well as the data) as 

a priority to the building staff. 

4. Evidence of and participation in the Ramp Up/Navigator, AVID, TAA. 

5. Explore and PLAN longitudinal data (Evidence of presentation to staff) 

6. TLE progress within the building, including timeline for completion of all evaluations by 

monthly progress charts. Staff highlights and concerns. 

7. ACE and Title expenditures. 

8. School discipline data analysis...including strategies for reduction of suspension. 

9. Plan for Testing - including test coordinator training and training of faculty. Timeline for 

spring enrollment 

15

ESEA Waiver 



Information technology supports aligned with district/school academic goals. 

Throughout the District’s response to the OSDE, there is extensive reference to the District’s 

Strategic Plan and its value-added reporting initiative—a strategy within the District’s goal of teacher 

and leader effectiveness. The value-added initiative is supported by impressive information technology 

tools, including a Student Progress Portal with entire informational and training libraries as well as 

school-level reporting. The strategic plan is also located on this portal. 

Select screen shots , including highlights regarding the system’s value-added supports, are 

included below. The public at large has access to most of the information on this site: TPS Student 

Progress Portal or http://portal.battelleforkids.org/tulsa/Home.html?sflang=en .

TPS Student Progress Portal 

Screen Shots and Sitemap







ESEA Waiver 



Details of how performance of a current principal or a new principal (with a proven track record for 

turning around schools) will be reviewed for hiring, retention, or dismissal. 

1

How Performance is Reviewed for Hiring, Retention, or Dismissal. 

Assessing Performance 

As noted in the District’s response within the Organizational Supports section, the District’s 

successful evaluation system (the TLE Observation and Evaluation System) provides teachers and 

principals with a performance ranking on a scale from 1-5. The TLE evaluation system provides teachers 

and principals with a multi-tier support system for improvement, but when they fail to improve, the 

District’s performance-based exit procedures go into effect and provide for their timely release from the 

District. In the months following the district-wide implementation of the TLE evaluation system in 2010- 

2011, the Human Capital personnel successfully exited 12 principals from the District for poor 

performance through recommendations for non-renewal and termination proceedings. These exits 

targeted principals whose performance rankings were 1 or 2 (Ineffective or Needs Improvement). At 

least 7 principals were demoted (removed from their principalship) but not exited from the District. 

Due process hearings, as applicable, were held throughout the summer of 2011 and all 

recommendations for non-renewal and termination were adopted by the Board. Many other teachers 

were counseled out of the District for performance reasons prior to this time. 

The District is aggressive in seeking performance-based exits, but it also recognizes that 

principals must be supported and provided a chance to improve prior to any removal from the District. 

As a precursor to the District’s support/release program , over 30 Personal Development Plans (plans for 

improvement) were issued for principals in 2010. 


had been no performance-based exiting of principals and a very small number of personal development 

plans. A significant support for this occurrence was the complete reorganization of the District’s entire 

human capital department and the addition of Human Capital Partners. The human resource function at 

the District has been completely restructured, with a new approach to recruitment, retention, and 

development. 

Principals’ Performance Rubric. The criteria for assessing principals’ performance ranking are 

found at the end of this document. The rubric and its weights instructional leadership and teacher 

support. Like the evaluation for teachers, their evaluation process is aligned with Senate Bill 2033. 

Principals and Vice Principals are evaluated by the associate superintendents using the rubric and are 

rated on a scale from 1 to 5. 

2

In general, Principals and Vice Principals are evaluated once a year; however, a Principal or Vice 

Principal with less than three years in his or her position is evaluated twice a year. Their Evaluation 

Form is guided by a performance rubric addressing: 

• Organizational and School Management, including retention and development of 

effective teachers and dismissal of ineffective teachers, 

• Instructional Leadership, 

• Professional Growth and Responsibility, 

• Interpersonal Skills, 

• Leadership Skills, and 

• Stakeholder Perceptions. 

Principals’ Mid-Year Reviews. As explained in more detail in other sections of this response to 

the State’s request for information regarding the District’s capacity for school improvement, the 

individual mid-year reviews conducted between District leaders and each school’s principal allow for 

timely analysis and response to student-focused data—creating a performance-based culture in which 

the performance and placement of principals are under constant review. 

Among other items, District leaders require that principals present analysis and plans regarding 

the following points: 

1. Data related to achievement and Career and College Readiness (“CACR”) 

• End of Instruction data 

• Value Added (school level) 

• SRI data (proficient / advanced analysis for OCCT – and for Common Core) 

• Explore / PLAN (percentages on track for “CACR”) (3 year trend) 

• ACT (percentage on track for CACR – 3 year trend) 

• ACE (number of students not meeting ACE in each area) 

• 11 Steps to CACR data (relevant to grade level) 

• Read 180 implementation 

3

2. Strategies that have been implemented to meet the needs of students who are not on 

pace for CACR and / or EOI success, including re-grouping of students at semester for intensive 

intervention. 

3. Communication of meeting AYP and understanding the process (as well as the data) as 

a priority to the building staff. 

4. Evidence of and participation in the Ramp Up/Navigator, AVID, TAA. 

5. Explore and PLAN longitudinal data (Evidence of presentation to staff) 

6. TLE progress within the building, including timeline for completion of all evaluations by 

monthly progress charts. Staff highlights and concerns. 

7. ACE and Title expenditures. 

8. School discipline data analysis...including strategies for reduction of suspension. 

9. Plan for Testing - including test coordinator training and training of faculty. Timeline for 

spring enrollment 

Use of Performance Data for Hiring, Retention of Dismissal 

With the information gained from the TLE Observation and Evaluation System and the 

principals’ Mid-Year Review, associate superintendents are armed with the relevant and rich data they 

need to make retention, placement decisions and dismissal decisions. 

As mentioned above, last year, 12 principals were exited for performance and at least 7 

principals were demoted (removed from their principalship) but not exited from the District. This level 

of scrutiny and fortitude will continue. For purposes of dismissal decisions, associate superintendents 

will review the information from the TLE system and focus their analysis on those principals who scored 

between a 1 and 2 on their evaluation and who failed to improve after receiving their PDPs. In addition 

to the information in the evaluation record, they will also review the evidence revealed in the Mid-Year 

Reviews. The same information will also be used for purposes of new placements (hires with a track 

record at TPS). 

4

ESEA Waiver 



Strategic, yet attainable, goals at the district and school level ( including goals for each 

subgroup). 

The following documents consist: 

• Introduction to the District’s plan for identifying and measuring its goals 

• TPS Strategic Plan; 

• Overview of the District’s Shared Accountability System 

• District’s Measures of Success 

• Departments’ Balanced Scorecards, as available (draft versions only)

Introduction to District’s plan for identifying targets, collecting performance 

data and then analyzing/using the measures of success. 

As part of the development of the district’s strategic plan, Tulsa Public Schools embarked upon a 

comprehensive performance management initiative to create a shared accountability system where 

every district employee, including non-instructional staff, is responsible for supporting student 

achievement. Tulsa Public School’s strategic plan outlined five core goals: 

• Student achievement, 

• Teacher and leader effectiveness 

• Performance-based culture 

• Financial Sustainability 

• Safe and Secure Schools 

Under each of these core goals, strategic objectives were developed and used to derive at a set of 

district-level measures which are tracked and monitored. Similarly, the strategic objectives also provided 

a roadmap for departments to develop goals and metrics to quantify performance. 

District-level measures: Measures of Success 

The executive team identified key performance indicators under each of the district’s five core goals. 

These measures of success contain the most pertinent indicators the district will track to monitor its 

continuous improvement process. Following the development of the measures of success, departments 

began collecting baseline information and setting targets, a process that is currently underway and will 

be completed by the summer of 2012. Some of the data collected through the district’s accountability 

department and the student management system is currently housed in a data warehouse that 

produces daily reports for principals and administrators. The district plans on this data warehouse to be 

the repository for most of the district performance data once it is collected. The ongoing data collection 

process will be automated in early summer with the purchase of a longitudinal data system (LDS) which 

will link data from relevant existing systems to produce advanced analytical reports. The district expects 

the LDS system to greatly facilitate the process of collecting, reporting and analyzing leading and lagging 

indicators, and provide departments and schools with immediate feedback on progress against target 

goals. 

Department and individual-level measures: Balanced scorecards 

Concurrently, departments also began the process of developing balanced scorecards to align individual 

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, 

departments are currently identifying the measures to be tracked in order to effectively identify 

performance targets, process gaps and opportunities for continuous improvement. Department 

scorecards will be part of each individual’s performance evaluation, similar to how school-level results 

(achievement and growth) will be part of teachers and principals’ evaluations (see graph below). 

SHARED ACCOUNTABILITY SYSTEM

2010–2015 

Strategic Plan 

03.28.2011

FROM THE BOARD OF EDUCATION 

TULSA BOARD OF EDUCATION 

Mr. Gary Percefull–District 1 

Mrs. Oma Jean Copeland–District 2 

Dr. Lana Turner-Addison (President)–District 3 

Ms. Anna America–District 4 

Mr. Brian Hunt (Vice President)–District 5 

Ms. Ruth Ann Fate–District 6 

Dr. Lois Jacobs–District 7 

Mrs. Peggy Young (Clerk) 

Dear Tulsa Community, 

The Members of the Board of Education for Tulsa Public Schools (TPS), Independent School 

District Number One of Tulsa County, Tulsa, Oklahoma, hereby join and express our support for 

the “2010–2015 Strategic Plan” for Tulsa Public Schools. 

It is the mission of Tulsa Public Schools “to provide a quality learning experience for every 

student, every day, without exception.” We know that quality learning experiences require an 

effective teacher and leader at every site. The “2010–2015 Strategic Plan” provides a concrete 

plan for completing that critical component in pursuit of our Vision, Mission, Core Goals and 

Core Beliefs. We are committed to closing achievement gaps and to serving all students in their 

pursuit of educational success. 

While this statement of support for the “2010–2015 Strategic Plan” is important, it is also 

important that we express our commitment that the successful implementation of this plan will 

include, where necessary and appropriate: 

• Policy change; 

• Focused, consistent and courageous decision-making; 

• Building community and legislative support; and, 

• Continuing, outspoken and unwavering advocacy for these reforms and for continuous 

improvement in our schools. 

We offer our thanks to all supporters and stakeholders for the generous commitment to 

high quality education. 

Dr. Lana Turner-Addison 

President 

1

FROM THE SUPERINTENDENT 

Dear Friends of Tulsa Public Schools, 

This is a challenging time for urban districts. The bar on student achievement has 

been elevated and will continue to increase at a time when families are struggling 

financially (85 percent of students qualify for free or reduced lunch) and state 

resources are declining. However, addressing these and other externally-imposed 

challenges cannot justify a position or acceptance that students need less. We will 

not use excuses. It is an understatement to suggest that the world students will be 

entering upon graduation is a globally competitive one. We know that students 

need to graduate from high school fully ready for work-force entry or college, and 

subsequent career decision-making, regardless of their background. 

Our work with the Tulsa community and the Bill & Melinda Gates Foundation has been transformational 

for this District. It has crystallized our thinking and focused our actions. We know that the single greatest 

influence on student academic growth is effective teaching and that teachers do their best when they 

are part of a high-performing professional team. We know that in order to build a performance culture 

across the District and a service culture at the District office, we must increase the use of data to inform 

instruction and assure that measurement drives results. We have extreme clarity for our direction: great 

teachers, great leaders and accountability for student growth and achievement. 

There is a sense of urgency to all that we do in the pursuit of optimizing educational opportunities and 

advantages for every student in the District. Therefore, via the Strategic Plan, we make the following 

implementation commitments to you: 

• We will do what is best for children. We will assess every strategy by how it will help students succeed in 

our classrooms and subsequently in the work-force environment and/or college setting. 

• We will be prioritized and focused. We will focus attention on issues that must be addressed now and we 

will apply the proper resources and time to be successful. 

• We will work within our means. We will commit to those things for which we have resources. We will 

identify funding gaps and propose solutions to address them. 

• We will measure progress and report back frequently to the community. Each strategy we propose is 

based on clear, specific goals so that we can measure progress. We will commit to clear and timely 

communication so that staff, families and community members are informed of our plans and have the 

opportunity to share their suggestions for the future. 

The approval of the “2010–2015 Strategic Plan” is the beginning of a process that provides performancebased, 

timely reviews by the Board of Education to take measure of our achievements and announce 

actions needed to address those areas that need bolstering. I look forward to working together to 

implement this plan on behalf of the more than 41,000 young people in Tulsa Public Schools. 

Thank you in advance for your deliberate and thoughtful efforts to help guide Tulsa Public Schools 

to a bright, successful future. 

Sincerely, 

Keith E. Ballard, Ed.D. 

Superintendent of Schools 

2

ABOUT THE DISTRICT 

Who We Are 

TULSA PUBLIC SCHOOLS (TPS) was founded in 1904 to provide public education to Tulsa area 

students from kindergarten through grade 12. Since the District’s inception, TPS has grown to 

encompass 85 accredited sites spread over 173 square miles. 

Total enrollment in the District exceeds 41,000 students from the city of Tulsa, the county 

seat of Tulsa County and the surrounding area in Tulsa, Creek, Osage and Wagoner counties. 

TPS provides early childhood (pre-kindergarten for four-year old students), primary 

(kindergarten through grade 3) and intermediate (grades 4 and 5) elementary schools, middle 

schools (grades 6–8) and high schools (grades 9–12). 

The governing body of the District is the Board of Education, which is composed of seven 

elected members who serve four-year terms. The appointed Superintendent is the executive 

officer of the District. 

The District has a 

$558 million 

annual budget with a 

$326.5 million 

general fund. 

TPS employs 6,729 staff 

members of whom 3,459 

are certified teachers and 

administrators and 

3,270 are support personnel. 

About 15,000 volunteers 

offer their services within 

TPS each year. 

An Urgent Challenge 

College and/or work-force readiness and career preparedness must be our unwavering 

goals, and the academic achievement gaps along racial/ethnic and socioeconomic lines 

must be eliminated. We must deliver upon the spirit and intent of our Mission: 

To provide a quality learning experience for every student, every day, without exception. 

The time to act is now. Our work thus far has been met with enthusiastic support throughout 

the Tulsa community—local government, philanthropic, business and community groups, staff 

and parents. That support gives us both the momentum needed to undertake a comprehensive 

transformation plan and the foundation upon which to secure its success. 

TPS currently uses ACT’s College Readiness Benchmark Scores as one measure of college and 

career readiness. Currently 14 percent of TPS students taking the ACT test are proficient in all 

four areas as compared to 19 percent for the state and 24 percent nationally. At this time we 

cannot compare ethnicity in ACT scores but we can identify achievement gaps within TPS using 

End-of-Instruction (EOI) test data. 

3

For the 2009–2010 school year, the gap from the highest achieving students by ethnicity is as 

follows: (The goal is to reduce the numeric value of the percentages.) 

Algebra I: African American 36%, American Indian 29%, Hispanic/Latino 24%, Caucasian 12% 

Algebra II: African American 55%, Hispanic/Latino 45%, American Indian 38%, Caucasian 16% 

Geometry: African American 41%, Hispanic/Latino 27%, American Indian 24%, Caucasian 10% 

English II: African American 28%, Hispanic/Latino 28%, American Indian 15%, Caucasian 1% 

English III: African American 36%, Hispanic/Latino 31%, American Indian 15%, Caucasian 8% 

Biology I: African American 39%, Hispanic/Latino 37%, American Indian 22%, Caucasian 5% 

U.S. History: African American 41%, Hispanic/Latino 36%, American Indian 17%, Asian 8% 

The above statistics are a “high school-level snapshot in time;” however, the above performance 

disparities have their long-seeded origins in early childhood, elementary and middle school 

educational conduits. In other words, the challenge must be addressed from early childhood on 

through high school. 

4

SUBSTANTIVE FRAMEWORK 

Vision 

Mission 

Excellence and High Expectations with a Commitment to All 

To provide a quality learning experience for every student, every day, without exception 

Core Goals 

• Student Achievement–Each student will meet or exceed state and national standards by 

demonstrating mastery of a rigorous curriculum that provides a foundation for success in 

career readiness or college preparedness and beyond. 

• Teacher and Leader Effectiveness–Assure that Tulsa Public Schools has an effective teacher 

in every classroom, an effective principal in every building and an effective employee in 

every position. 

• Performance-Based Culture–Create an environment for sustainable performance 

improvement and accomplishment of the District’s Vision, Mission, Core Goals and 

Core Beliefs. 

• Financial Sustainability–Seek, organize and optimize resources for improved 

academic results. 

• Safe and Secure Schools–Ensure the safety and security of all students and staff throughout 

the District. 

Core Beliefs 

• Effective leaders and classroom teachers have a profound impact on children’s lives. 

• All children can learn and TPS can close the achievement gap. 

• TPS can be an efficient, effective, performance-based organization. 

• Community collaboration is fundamental to achieving and sustaining excellence. 

• TPS should provide a safe, healthy learning environment for students and staff. 

5

PROCESS FRAMEWORK 

The Process Framework is the vehicle that will be used to check progress on the achievement 

of Core Goals. The process will be managed by the Chief of Staff with each Core Goal assigned 

to an individual Strategic Planning Facilitator. Within a 12-month period each Core Goal will 

be presented twice before the Board of Education for update/review that provides specific 

opportunities for monitoring and tracking of progress. Specific details of the process reside 

within a separate document. 

The Strategic Plan SUBSTANCE presented as CORE GOALS 


Safe and Secure 


Teacher and Leader 

Effectiveness 

Financial Sustainability 

Performance-Based 

Culture 

The Strategic Plan PROCESS will be operationalized by Strategic Planning 

Facilitators, with comprehensive oversight provided by the Chief of Staff. 


Assistant Superintendent for 

Curriculum and Instruction/Special 

Education and Student Services 

Safe and Secure Schools 

Associate Superintendents (or 

designees) and the Campus 

Police Chief 

Teacher and Leader 

Effectiveness 

Executive Director of Teacher/ 

Leadership Effectiveness Initiative 


Chief Financial Officer 

Performance-Based Culture 

Chief Human Capital Officer 

6

CORE GOALS 

1 

Student Achievement–Each student will meet or exceed state and national standards by 

demonstrating mastery of a rigorous curriculum that provides a foundation for success in career readiness 

or college preparedness and beyond. 

Strategic Objectives: 

A. Create an exceptional learning environment, via enhanced curricular and instructional 

offerings and practices, that prepares students to pursue college and work-force ready 

opportunities and to subsequently become effective, productive and contributing citizens. 

B. Develop a learning culture within our students that focuses on a love for learning, problem 

solving ability, intellectual curiosity, passion for the arts and a valuing of physical wellness. 

C. Examine District programs needed to deliver academic excellence with a focus on the 

elimination of achievement gaps among all subgroups of students. 

D. Analyze facility utilization. Consolidation of schools will simultaneously be considered with 

parallel planning to optimize student learning and performance opportunities. 

E. Expand the concept of community schools to appropriate scales of growth within the District. 

A community school is both a place and a set of partnerships between the school and other 

community resources. Community schools combine the best educational practices with a 

wide range of vital in-house health and social services to ensure that children are physically, 

emotionally and socially prepared to learn. 

2 

Teacher and Leader Effectiveness–Assure that Tulsa Public Schools has an effective 

teacher in every classroom, an effective principal in every building and an effective employee in 

every position. 


A. Implement a new, innovative and fair evaluation system for all TPS staff that is based upon 

feedback and support and is aligned to enacted Oklahoma legislation. 

B. Continue the enhancement of human capital functions that assures: 1) a pipeline of high 

quality principals, teachers and staff, prepared to be effective in an urban setting; 2) 

targeted and coordinated evidence-based development of leaders and teachers. 

C. Structure central administration and human capital resources and establish systems and 

processes to support schools and enable campus leadership to focus on student growth 

and achievement. 

D. Create a culture of high expectations for academic achievement and conduct that makes no 

excuses based on the student’s demographics and/or socioeconomic status. 

7

E. Explore opportunities for increasing academic learning time so students have more time in 

the classroom to acquire the academic knowledge and skills that will prepare them for workforce 

entry or college, and subsequent career decision making. 

F. Develop, track and communicate clear outcome measures for student learning goals and 

organizational goals in order to precisely monitor work that will make a difference in student 

achievement. Develop a system for shared accountability for results. 

3 

Performance-Based Culture–Create an environment for sustainable performance 

improvement and accomplishment of the District’s Vision, Mission, Core Goals and 

Core Beliefs. 


A. Improve alignment of District leadership and community focus on the most critical District 

aspirations while fostering an environment of innovation based upon data-driven decisions. 

B. Diligently monitor and report staff and student progress on Strategic Plan initiatives to 

enhance trust via transparency, promote productive dialogue and determine success via 

observable and measurable standards. 

C. Develop coherent professional development content and delivery systems that support the 

strategic initiatives (examples illustrated on page 6) and build professional learning in all 

work environments. 

D. Replicate success models and turn around low-performing schools. 

E. Adopt a District-wide accountability system to ensure the success of all schools with progress 

reporting/sharing via data walls, data dashboards, etc. Inherent in this accountability system 

will be the expansion of successful schools, programs and practices, and holding schools 

accountable for dramatic, documentable and sustainable improvement. 

4 

Financial Sustainability–Seek, organize and optimize resources for improved 

academic results. 


A. Be prudent stewards of District resources through rigorous planning and budgeting, and 

build further resources by enhancing public and private support for public education. 

B. Effectively manage fiscal resources in compliance with internal and external accountability 

requirements and deliver the highest quality financial services to all stakeholders. 

C. Maximize revenue from state, local, other governmental sources and private/foundation support. 

D. Support the efforts of Partners in Education, PTA, foundations, individual donors, business 

groups, and other community groups and agencies to augment existing District resources. 

8

5 

Safe and Secure Schools–Ensure the safety and security of all students and staff 

throughout the District. 


A. Create a caring, safe and secure environment that enables teaching and learning to 

take place. 

B. Ensure that policies and procedures are in place that identify and promote strategies, 

promising practices and programs that support positive climate and safe schools for all 

students and staff as part of the total academic mission. 

9

CORE GOALS 

Imagine the TPS Core Goals as the lanes of a multi-lane highway that provides the direction 

and focus to close achievement gaps, prevent students from dropping out and raise the level 

of achievement for all students so that every student graduates ready for college, work-force 

entry, and career and life decisions in an ever-changing world. The vehicles that we employ to 

achieve Core Goals are the partnerships, initiatives and programs that drive us down the path of 

success. At times a single vehicle “accelerates” and moves to a different lane, yet the direction, 

forward progress and alignment is always clear. At other times a “caravan” of vehicles is used 

to move our precious passengers, our students, to new levels of knowledge and understanding. 

Along the way billboards are viewed. They include messages of: 

• Loves to learn, views the world as a classroom without walls and thinks critically about the 

issues within it. 

• Masters verbal and written expression and uses mathematical skill, scientific inquiry 

and state-of-the-art technology to invent new solutions to persistent or unanticipated 

challenges. 

• Exhibits growth, self-discipline and reflection through innovative expression and artistry. 

• Acknowledges and respects people with diverse backgrounds, histories and perspectives. 

• Assumes personal responsibility for physical and emotional well-being by making 

healthy choices. 

• Contributes confidently and positively in professional and social settings, both 

independently and as a member of a team. 

• Demonstrates resourcefulness and resilience in the face of setbacks and obstacles, relying 

on personal assets and support from others to achieve goals. 

• Participates actively in a democratic society as a responsible, courageous leader who 

challenges injustice. 

Our District is home to some of the most talented young people in our nation. They also are 

astonishingly different, with vast variations in preparation for school, academic interests, 

passions and learning needs. Our challenge is to create an environment that makes the most of 

every day for each student so that school is always a place where learning is valued, creativity is 

nurtured and celebrated and every student graduates with numerous opportunities. 

Strategic Plan Process Framework 

The following is NOT part of the Strategic Plan but provides “background” information regarding 

the Strategic Plan Review Process for use by the Strategic Planning Facilitators and for review by 

the Board of Education. 

Process Framework 

(The Process Framework is the vehicle that will be used to check progress on the achievement 

of Core Goals.) 

The Process will be managed by the Chief of Staff. 

10

Responsibilities include: 

• Assure the continued progress of Strategic Plan components via regular meetings, 

communications and sharing between Core Goal Strategic Planning Facilitators. 

• Review, analyze and screen all current programs, initiatives, projects, 

etc. and assign them to the appropriate Core Goal. 

• Collaborate with individual Strategic Planning Facilitators to review, analyze and screen ALL 

proposed programs, initiatives, projects, etc. and forward a written recommendation to 

the Superintendent of Schools for incorporation and/or rejection of same. If incorporation 

is recommended, then assignment to a specific Core Goal is an inherent responsibility. 

• Review progress reports, provide direction and/or redirection, from the individual 

Core Goal Strategic Planning Facilitators. 

Each Core Goal will be assigned to an individual Strategic Planning Facilitator. The 

Facilitators by Core Goal are: 

• Student Achievement–Assistant Superintendent for Curriculum and Instruction/Special 

Education and Student Services 

• Teacher and Leader Effectiveness–Executive Director of Teacher/Leadership Effectiveness 

Initiative 

• Performance-Based Culture–Chief Human Capital Officer 

• Financial Sustainability–Chief Financial Officer 

• Safe and Secure Schools–Associate Superintendents (or designees) and the Campus 

Police Chief 

Responsibilities of the individual Core Goal Strategic Planning Facilitators include: 

• Provide and present twice annually a written progress report by individual Core Goal 

(on a prescribed template) to the Board of Education. 

• Collaborate with the Chief of Staff regarding current and proposed programs, initiatives 

and projects that fall or may fall within the province of a specific Core Goal. 

• Review the effectiveness of specific programs, initiatives, projects and actions 

within a specific Core Goal and forward a recommendation to the Chief of Staff 

regarding continuation, modification and or abandonment of the specific program, 

initiative, project and/or action. 

• Design, fully and completely, key actions that are needed to assure the efficacy of the 

Core Goal. 

11

Timeline 

The individual Core Goal presentations may be reordered based upon data availability 

and/or reporting requirements of statute; however, within a 12-month period of time each 

Core Goal will be presented twice for Board of Education update and review. 

• April 2011–Presentation by the Chief of Staff to the Board of Education that includes: 

• Objectives by Core Goal 

• Key actions within each objective 

• Programs, initiatives, projects, etc. that fall within the province of the Core Goal 

• Linkages between programs, initiatives and projects that may overlap Core Goals 

May 2011–Teacher and Leader Effectiveness 

June 2011–Performance-Based Culture 

July 2011–Financial Sustainability 

August 2011–Student Achievement 

September 2011–Safe and Secure Schools 

October 2011–Strategic Plan Update by the Chief of Staff 

November 2011–Teacher and Leader Effectiveness 

December 2011–Performance-Based Culture 

January 2012–Financial Sustainability 

February 2012–Student Achievement 

March 2012–Safe and Secure Schools 

April 2012–Strategic Plan Update by the Chief of Staff 

Reporting cycle begins again. 

12


Core Goal Update 


© Copyright Tulsa Public © Tulsa Schools Public 2011 Schools 2011

Strategic Objectives Review – January 2012 

CURRENT OBJECTIVES 

Core Goal: Student Achievement 

A. Create an exceptional learning environment, via 

enhanced curricular and instructional offerings and 

practices that prepares students to pursue college and 

work-force ready opportunities and to subsequently 

become effective, productive and contributing citizens. 

B. Develop a learning culture within our students that 

focuses on a love for learning, problem solving ability, 

intellectual curiosity, passion for the arts and a valuing of 

physical wellness. 

C. Examine District programs needed to deliver academic 

excellence with a focus on the elimination of achievement 

gaps among all subgroups of students. 

D. Analyze facility utilization. Consolidation of schools will 

simultaneously be considered with parallel planning to 

optimize student learning and performance opportunities. 

E. Expand the concept of community schools to appropriate 

scales of growth within the District. A community school is 

both a place and a set of partnerships between the school 

and other community resources. Community schools 

combine the best educational practices with a wide range 

of vital in-house health and social services to ensure that 

children are physically, emotionally and socially prepared 

to learn. 

F. Explore opportunities for increasing academic learning 

time so students have more time in the classroom to 

acquire the academic knowledge and skills that will 

prepare them for work-force entry or college, and 

subsequent career decision making. 

PROPOSED REVISIONS 

Each student will meet or exceed state and national standards by 

demonstrating mastery of a rigorous curriculum that provides a 

foundation for success in career readiness or college 

preparedness and beyond. 

A. Create an exceptional learning environment, via enhanced 

curricular and instructional offerings as well as improved systems 

and structures, that prepare students to pursue college and workforce 

ready opportunities and to subsequently become effective and 

productive citizens 

MOVE D. TO SECTION 4 (FINANCIAL SUSTAINABILITY) 

E. Expand the concept of community schools to appropriate scales of 

growth within the District. Community schools combine the best 

educational practices with a wide range of vital in-house health and 

social services to ensure that children are physically, emotionally 

and socially prepared to learn. 

ADDED (from #2g) 

F. Replicate success models and turn around lowperforming 

schools. 

ADDED (from #3d) 

Strategic Objectives Review Page 1



Core Goal: Teacher and Leader Effectiveness 

A. Implement a new, innovative and fair evaluation system 

for all TPS staff that is based upon feedback and support 

and is aligned to enacted Oklahoma legislation. 

B. Continue the enhancement of human capital functions 

that assures: 1) a pipeline of high quality principals, 

teachers and staff, prepared to be effective in an urban 

setting; 2) targeted and coordinated evidence-based 

development of leaders and teachers. 

C. Structure central administration and human capital 

resources and establish systems and processes to 

support schools and enable campus leadership to focus 

on student growth and achievement. 

D. Create a culture of high expectations for academic 

achievement and conduct that makes no excuses based 

on the student’s demographics and/or socioeconomic 

status. 

G. Explore opportunities for increasing academic learning 

time so students have more time in the classroom to 

acquire the academic knowledge and skills that will 

prepare them for work-force entry or college, and 

subsequent career decision making. 

H. Develop, track and communicate clear outcome 

measures for student learning goals and organizational 

goals in order to precisely monitor work that will make a 

difference in student achievement. Develop a system for 

shared accountability for results. 

Core Goal: Performance-Based Culture 

A. Improve alignment of District leadership and community 

focus on the most critical District aspirations while 

fostering an environment of innovation based upon datadriven 

decisions. 


Assure that Tulsa Public Schools has an effective teacher in every 

classroom, an effective principal in every building and an effective 

employee in every position. 

B. Continue the enhancement of human capital functions that 

assures the effective recruitment, development and retention 

of a high-performing workforce prepared to be successful in 

an urban setting. 

C. Structure central administration and human capital systems to 

effectively support schools and enable campus leadership to 

focus on student growth and achievement. 

F. Create a culture of high expectations for academic 

achievement and conduct that makes no excuses based on 

students’ demographics and/or socioeconomic status. 

MOVE UNDER GOAL 1 STUDENT ACHIEVEMENT 

F. Develop, track and communicate clear outcome measures for 

student learning and organizational goals in order to precisely 

monitor work that will positively affect student achievement. 

Create an environment for sustainable performance improvement and 

accomplishment of the District’s Vision, Mission, Core Goals and 

Core Beliefs. 

A. Improve alignment of district goals and objectives to focus on the 

most critical District priorities while fostering an environment of 

innovation based upon data-driven decisions. 




B. Diligently monitor and report staff and student progress 

on Strategic Plan initiatives to enhance trust via 

transparency, promote productive dialogue and determine 

success via observable and measurable standards. 

C. Develop coherent professional development content and 

delivery systems that support the strategic initiatives and 

build professional learning in all work environments. 

D. Replicate success models and turn around lowperforming 

schools. 

E. Adopt a District-wide accountability system to ensure the 

success of all schools with progress reporting/sharing via 

data walls, data dashboards, etc. Inherent in this 

accountability system will be the expansion of successful 

schools, programs and practices, and holding schools 

accountable for dramatic, documentable and sustainable 

improvement. 

Core Goal: Financial Sustainability 


B. Diligently monitor and report staff and student progress on Strategic 

Plan initiatives to enhance trust through transparency, promote 

continuous improvement and determine success via observable 

and measurable standards. 

MOVE UNDER GOAL 1 STUDENT ACHIEVEMENT 

E. Adopt a District-wide accountability system to ensure the success of 

all schools. 

Seek, organize and optimize resources for improved academic 

results. 

A. Be prudent stewards of District resources through 

rigorous planning and budgeting, and build further 

resources by enhancing public and private support for 

public education. 

B. Effectively manage fiscal resources in compliance with 

internal and external accountability requirements and 

deliver the highest quality financial services to all 

stakeholders. 

C. Maximize revenue from state, local, other governmental 

sources and private/foundation support. 

D. Support the efforts of Partners in Education, PTA, 

foundations, individual donors, business groups, and 

other community groups and agencies to augment 

existing District resources. 

E. Evaluate facility utilization to optimize the allocation of 

resources that will meet the changing needs of the 

community and support student learning. 

ADDED (from #1d) 





Core Goal: Safe and Secure Schools 

A. A. Create a caring, safe and secure environment that 

enables teaching and learning to take place. 

B. Ensure that policies and procedures are in place that 

identify and promote strategies, promising practices and 

programs that support positive climate and safe schools 

for all students and staff as part of the total academic 

mission. 

Ensure the safety and security of all students and staff throughout 

the District. 

B. Ensure policies, procedures, strategies and programs support a 

positive climate and safe schools for all students and staff as part of 

the total academic mission. 



Core Goal Update 



© Tulsa Public Schools 2011 

Strategic Plan

Measures of Success Framework 

• Provides a vehicle that will be used to check progress 

on the achievement of Core Goals (benchmark year is 

2010–2011). 

• Provides linkages between programs, initiatives and 

projects that overlap Core Goals. 

• Aligns work to district goals so that every employee 

understands and knows their direct impact on student 

achievement. 

• Creates transparency and simplifies communication. 

© Tulsa Public Schools 2011

Developing Measures of Success 

Strategic 

Planning 

Facilitator 

Metric 

Development 

with Cross 

Functional Group 

Measures of 

Success 


Measures of Success: 

Key Performance Indicators 


Monitoring Progress 

• This is the bi-annual overview of all Core Goals 

as set forth in the Strategic Plan. 

• Select measures from each of the Core Goals 

will be discussed during this presentation. 

• Additional data will be provided in the 

accompanying written report. 

• Some data is not reported as final student 

performance data is pending OK SDE 

certification. 



% students scoring at/or above grade level in 

Math (PRELIMINARY)* 

2010 Preliminary 2011 

3 rd Grade 57 % 56% 

4 th Grade 56% 56% 

5 th Grade 60% 58% 

6 th Grade 46% 51% 

7 th Grade 49% 53% 

*Pending OK SDE certification 



% students scoring at or above grade level in 

Reading (PRELIMINARY)* 

2010 Preliminary 2011 

3 rd Grade 60% 58% 

4 th Grade 54% 51% 

5 th Grade 52% 53% 

6 th Grade 48% 50% 

7 th Grade 52% 57% 

*Pending OK SDE certification 


Teacher & Leader Effectiveness 

Personal Development Plans (resulting from evaluations) 

2010–2011 Number of PDPs 

Teachers 136* 

Principals 31 

*29 teachers placed in intensive mentoring 

Number Exited for performance 

2010–2011 # Exited for performance 

Teachers 57 

Principals 12 


Teacher and Leader Effectiveness 

90.0% 

Evaluation Score Distribution 2010-2011 

80.0% 

70.0% 

76.4% 

73.3% 

71.7% 

60.0% 

50.0% 

Elem 

40.0% 

Middle 

High 

30.0% 

20.0% 

20.1% 

22.7% 

23.4% 

10.0% 

0.0% 

1.8% 

2.5% 

2.2% 

1's-2's 3's 4's-5's 


1's-2's 3's 4's-5's 

Elem 1.8% 76.4% 20.1% 

Middle 2.5% 73.3% 22.7% 

High 2.2% 71.7% 23.4%

Performance Management 


PDP Distribution 

Indicator Description Percent (includes 

Stand –Alone 

PDP’s) 

2 Clearly defines expected student behavior 20.20% 

6a 

Engages learners in active learning 80% or 

more of class time 12.50% 

1 

Plans for delivery of the lesson relative to 

short term and long term objectives 9.50% 

4 

Develops daily lesson plans designed to 

achieve the identified objectives 9.50% 

7 

Teaches the objectives through a variety of 

methods 5.90% 

6b 

Uses cooperative learning activities, learning 

styles, multiple intelligences 4.80%


% Instructional Expenditure Level as a % of the 

Total General Fund expenditure 

Instructional Expenditures as % of General 

Fund Expenditures 

Fiscal Year 

57.2% 2010–2011 

57.3% 2009–2010 

57.5% 2008–2009 

58.8% 2007–2008 

58.1% 2006–2007 



TPS Interest Earnings vs. Industry Indicators 

Year 

TPS Average 

Portfolio 

Rate 

2-Year 

Treasury 

Note 

90-Day 

Treasury 

Security 

1-Year 

Treasury 

Note 

Oklahoma 

Liquid 

Assets Pool 

(OLAP) 

2010–2011 0.68% 0.54% 0.12% 0.25% 0.09% 

2009–2010 0.50% 0.90% 0.13% 0.38% 0.14% 

2008–2009 1.25% 1.32% 0.51% 1.01% 0.89% 

2007–2008 3.49% 2.99% 2.80% 2.95% 3.51% 

2006–2007 5.20% 4.77% 4.99% 4.97% 4.84% 



Truancy: 

Year 

2010–2011 884 

2009–2010 640 

Dropout and/or Attendance 

Letters Mailed 

Year 

Number Pursued in Court 

2010–2011 237 

2009–2010 167 



Student Attendance 

96% 

94% 

94% 

93.70% 

93.30% 

92.60% 

92% 

90% 

88% 

87.30% 

86.50% 

2011 

2010 

86% 

84% 

82% 

Elementary Middle School High School 

LEVEL 2011 2010 

Elementary 94.00% 93.70% 

Middle School 93.30% 92.60% 

High School 87.30% 86.50% 


How will we measure success? 

TPS PERFORMANCE MANAGEMENT WILL BE 

SUCCESSFUL WHEN ALL DEPARTMENTS AND 

EMPLOYEES… 

• Align their work to district goals 

• Know their direct impact on student achievement 

• Use data to learn and improve 

• Have support/feedback on clear job expectations 

• Provide outstanding customer service 

• Optimize efficiency to maximize resources 


Questions? 

Amy Polonchek 

polonam@tulsaschools.org 




Measures of Success 

Board of Education Update 

August 2011


Each student will meet or exceed state and national standards by demonstrating mastery 

of a rigorous curriculum that provides a foundation for success in career readiness or 

college preparedness and beyond. 

Strategic Objective A 

Create an exceptional learning environment, via enhanced curricular and instructional 

offerings and practices, that prepares students to pursue college and work-force ready 

opportunities and to subsequently become effective, productive and contributing citizens. 

Progress and Accomplishments 

Sixteen of the 24 TPS schools on last year’s School Improvement list increased their total API 

scores this year. Their average growth was 154 total API points, an increase of 28 percent. 

Needs to improve list schools ,Academy Central, Walt Whitman, and McClure elementary 

schools; Clinton Middle School; and Central, Hale and Rogers high schools made AYP. 

A total of 45 TPS sites achieved AYP this year, compared with 29 last year. 

9 more elementary schools made AYP than last year 

Nearly 56 percent of TPS schools improved their total API scores. 

Elementary schools improved the percentage of students scoring “satisfactory or above” in both 

math and reading. 

At the middle school and high school level, 19 of 26 schools experienced an increase in total API 

scores -- an average increase of nearly 130 points. 

‣ Students taking Plan and Explore 

o EXPLORE prepares help eighth- and ninth-graders for their high school coursework and their 

post–high school choices. EXPLORE includes four multiple-choice tests covering English, 

mathematics, reading, and science. EXPLORE tests have content similar to the PLAN and 

the ACT 

o PLAN serves as the midpoint check of academic progress in high school. It is designed to 

improve students' preparation for education, training, and work after high school while they 

still have time to adjust their high school courses. PLAN has content similar to the ACT. 

‣ WorkKeys ® skills tests—for high school students 

‣ WorkKeys measures skills such as reading, math, listening, locating information, and teamwork to 

help students understand how they can improve their skills for better-paying jobs. Students who take 

the WorkKeys tests have a clear way to demonstrate their abilities to future employers. 

‣ Teachers received training in the new DIBELS Next which assesses reading fluency for elementary 

students 

‣ TPS students completed more than 1600 AP tests 

‣ The Course of Study was approved offering a wide-range of courses required for graduation as 

well as requested courses by campus to enhance student opportunities for choices. 

‣ Increased number of students participating in Concurrent Enrollment in 2010-11. 

‣ Preparing an 11 Step to College Readiness plan for TPS which addresses reading readiness in early 

grades, preparing for advance mathematics, and challenges students to prepare for rigorous 

curriculum. 

2 |Tulsa Public Schools Board of Education Update August, 2011


‣ Approximately 200 teachers attended summer PD as TPS began to write curriculum maps in 

reading, English, mathematics, social studies and science. The writing process continues in 2011- 

12. This is a major step as we move toward Common Core State Standards by 2014. 

‣ Staff Development Teacher Project currently begins with 39 teachers serving in that capacity for 

2011-12. We expect to hire all 70 SDTs by 2012-13. 

Measures of Success – results data not available 

% 8 th graders taking Explore 

Avg. Explore score 

% 10 th graders taking Plan 

Avg. Plan score 

% 8 th graders meeting the College Readiness Index (CRI) 

% 10 th graders meeting the CRI 

% students taking SAT/ACT 

Avg. composite SAT/ACT score 

% students > 24 composite on the ACT 

% high school students on track to graduate 

% students graduating on time with their cohort 

% students graduating outside their cohort 

% campuses with majority grades/subjects with positive 

value-added growth 

Preliminary Results 

% students above/at/below grade level in math & reading Above At Below 

Grade 3 

Grade 4 

Grade 5 

Grade 6 

Grade 7 

Grade 8 

Grade Level K 1 2 3 4 5 6 7 8 9 10 11 

% completion/promotion 

Key Issues 

‣ Review and monitoring of AP courses for rigor with the expectation that we will increase the 

number of students successfully scoring 3, 4 and 5 on AP exams. 

Strategic Objective B 

Develop a learning culture within our students that focuses on a love for learning, 

problem solving ability, intellectual curiosity, passion for the arts and a valuing of physical 

wellness. 

3



‣ AVID—Advancement Via Individual Determination challenges students to higher levels of 

achievement while supporting them along the way 

‣ AP and AP Incentive opportunities 

‣ Virtual Learning 

‣ Concurrent enrollment 

‣ Rogers Early College 

‣ Magnet Schools and specialized themes on numerous campuses provide rich opportunities for our 

students throughout the district 

‣ TPS is committed to developing the fine arts and physical education opportunities for all children 

and has made this a priority during Project Schoolhouse 

‣ TPS students excel in the arts; expanding those opportunities for all children is important 

‣ Dual Language Immersion Program at Monroe 

‣ Monroe Demonstration Academy—MicroSociety and Tribes. Tribe’s philosophy subscribes to 

“making every school a model home, a complete community actively developing future compassionate 

citizens capable of creating, leading and contributing to the kind of democratic communities - in which we all 

long to live”. 


Student attendance rate 

Elementary Middle High 

% students identified and served as gifted 

% students participating in extracurricular activities 

(Arts & Athletics) 

% students taking/completing a world language 

% 5 th graders scoring advanced on the OCCT 

% 8 th graders taking and passing Algebra I 

% 11 th graders taking and passing Algebra II 

% students taking/completing AP/IB course(s) 

% students scoring > 3 on AP exam 

% students scoring > “X” on IB exam 

% students taking/completing concurrent enrollment courses 

Gallup Student Poll Results 

% student attending their zoned campus (elementary) 

% students attending an interest focused High School that matches 

their interest area (determined by Explore/Plan) 


4


Key Issues 

‣ Assuring that all fine arts programs are outstanding throughout the district 

Strategic Objective C 

Examine District programs needed to deliver academic excellence with a focus on the 

elimination of achievement gaps among all subgroups of students. 


‣ Pending Board approval, during the 2011-12 school year The Leadership and Learning Center will 

conduct an Implementation Audit on TPS’ work on literacy (K-6), readers and writers workshop (6- 

10 th ), Read 180 and Professional Learning Communities. 

‣ The Common Core State Standards Implementation Plan will take us through a 3-year process to 

prepare for the standards which are to be fully developed by 2014. 

‣ Curriculum writing during Oct. 2010 and in June and July, 2011 is building the internal capacity of 

staff to write and review curriculum. 

‣ The School Improvement Office has worked with individual schools to determine root causes 

‣ The Office of Accountability has monitored the use of Read 180 and has provided reports to assist 

schools in making decisions regarding instruction 

‣ Students in middle and high school have a SRI (Scholastic Reading Inventory) assessment; these 

students have Lexile scores which offer meaningful information regarding their ability to read and 

comprehend complex text. 

‣ In 2011-12, students in grades 2 through 12 th will have a Lexile score. 

‣ Building Capacity around 1.TLE 2.Common Core 3.Cultural Competence 4.Value Added through 

PLC's 


Completion/Promotion/Graduation rate by subgroup 

OK Core Curriculum Tests by grade/subgroup 


High achieving student gap by ethnicity/content area 

5


Algebra I 

Algebra II 

Geometry 

English II 

English III 

Biology I 

US History 

African 

American 

American 

Indian 

Hispanic/ 

Latino 

Caucasian 

Asian 

Key Issues 

Using Lexile scores to drive instruction based on students’ needs is critical; we must use this resource 

through Reading Counts and/or Read 180 

Removing students from remediation into acceleration and on-grade level learning 

Strategic Objective D 

Analyze facility utilization. Consolidation of schools will be simultaneously be considered 

with parallel planning to optimize student learning and performance opportunities. 


‣ Project Schoolhouse trade-ups and facility utilization is ongoing. 

‣ Construction and building optimal space is ongoing 


% campuses utilized at 

< 70% capacity 75 – 85% capacity 100 % capacity 

6


% portable square footage (as compared to total district sq. ft.) 


Key Issues 

Strategic Objective E 

Expand the concept of community schools to appropriate scales of growth within the 

District. A community school is both a place and a set of partnerships between the school 

and other community resources. Community schools combine the best educational 

practices with a wide range of vital in-house health and social services to ensure that 

children are physically, emotionally and socially prepared to learn. 


‣ A Community Schools Office has been created. 

‣ Approximately 8,000 students are being served in ten mentoring community schools with 50% of the 

schools committed to the continuous learning calendar. 

Meeting the serious challenges and barriers to success families face daily, demands supportive 

community partnerships and creative best practices which nurture the whole child and family 

unselfishly within their own neighborhood. Administrators, staff and coordinators are empowering 

and enriching the school cultures with home visits, daily lunch and recess with teacher mentorship, 

daily sidewalk conversations with parents, etc. which bring strong communication and involvement 

with parents and family, the first steps in building a foundation for success 

‣ 


% students served by community schools 

% students participating in after school programs 

% campuses conducting parent/community outreach events 

Avg. # volunteers/campus (ES/MS/HS) 

% community school students attending a Mentoring or Sustaining 

level campus 

% student participating in Continuous Learning Schools Intercession 

Avg. value added scores community schools as compared to 

District scores 


Key Issues 

7

Teacher and Leader Effectiveness 



May 2011


Assure that Tulsa Public Schools has an effective teacher in every classroom, an effective 

principal in every building and an effective employee in every position. 


Implement a new, innovative and fair evaluation system for all TPS staff that is based upon 

feedback and support and is aligned to enacted Oklahoma legislation. 


‣ A new 5-tier evaluation system with feedback and support for teachers and principals has been 

implemented for the 2010-11 school year. The evaluation system parallels SB 2033 (2010 session). 

‣ The teacher evaluation instrument was designed collaboratively with the union, and was field 

tested. The teacher evaluation process was bargained and overwhelmingly ratified, even in a year 

where not step increases were awarded. 

‣ Sample calibrations of the teacher evaluation instrument have been conducted jointly in 100 

classrooms by our lead evaluation consultant and the corresponding principal to assure consistent 

application of the ratings, and provide coaching to principals as they began the new process. The 

results show a real differentiation: 19% received ratings of 1 or 2, 61% are rated “effective”, and 

20% received ratings of 4 or 5. 

‣ An extensive system of feedback and support has been included as part of the teacher evaluation 

process, including professional development plans for every teacher with a “needs improvement” or 

“ineffective” rating. An intensive peer mentoring process is available for low performing career 

teachers. 

‣ Over thirty low-performing teachers have been receiving intense peer intervention assistance. 

‣ Principals have received over 35 hours of training and mentoring on the teacher evaluation, 

feedback and support process. 

‣ Non-renewal letters based on evaluation results for teachers on temporary contracts were 

distributed at the end of April. 

‣ Evaluations for approximately 2300 career teachers and 700 probationary teachers have been 

completed. Results are being analyzed and compiled. 

‣ Complete principal evaluation results are due in June. 

‣ Plans are in place to complete an update and re-design of the evaluation process before next 

year. We will analyze the evaluation results, and gather feedback from teachers and other 

stakeholders through surveys and other methods. That process has begun. 

Measures of Success – not available 

Teacher/principal appraisal distribution (% teachers/principals scoring in each rating category) 

1 2 3 4 5 

Teachers 

Principals 

2 |Tulsa Public Schools Board of Education Update May 16, 2011


Teacher Measures 

# teachers on Professional Development Plans (PDPs) 

# teachers on PDPs with improved appraisal ratings 

# teachers on PIMs 

# temporary teachers non-renewed 

# teachers exited for performance 

Principal Measures 

# principals on PDPs 

# principals on PDPs with improved appraisal ratings 

# principals exited for performance 

Other Measures 

% alignment of performance levels with appraisal rating 

% evaluations completed on time 




Key Issues 

‣ This new evaluation system is part of an early adoption of SB 2033 by Tulsa Public Schools. Ideally, 

the state will take advantage of the work TPS has done, and adopt a statewide evaluation system 

that aligns with Tulsa’s system. 

‣ Technology solutions for the entry, analysis and data reporting in year one have been inadequate. A 

technology solution that will interface with the new Munis Finance and HR system is desired and 

being pursued. 

‣ Human Capital is determining the number of board hearings that will be required for performancebased 

terminations. The schedule could be challenging. 


Continue the enhancement of human capital functions that assures: 1) a pipeline of highquality 

principals, teachers and staff, prepared to be effective in an urban setting; 2) 

targeted and coordinated evidence-based development of leaders and teachers. 


‣ Two urban teacher pipeline agreements have been executed with local universities, and a third is 

under construction. 

‣ Evidence-based Gallup screening instruments have been put in place as part of the teacher and 

principal recruiting process. Applicants must take these surveys online as part of the application 

process, and threshold scores have been established. 

‣ A TPS conference for building leaders⎯Great Educators Make Great Schools⎯will take place in 

June, to kick off a year of focused professional development for district leadership. 

‣ A new evidence-based leadership development plan is under development, with plans to implement 

during the 2011–12 school year. 

3


‣ A third corps of Teach for America teachers will be brought on board for the 2011 school year. 

‣ An evidence-based teacher induction program, in partnership with the New Teacher Center, will be 

in place during the fall of 2011. 

‣ TLE Indicator-specific workshops and sessions have been held on the following topics: 

o INSTRUCTIONAL EFFECTIVENESS – A Six (6) Part Series on the “How To” of Differentiated 

Instruction 

o CLASSROOM MANAGEMENT – Successful Strategies for Working with the Defiant Child 

INSTRUCTIONAL EFFECTIVENESS – Differentiating Reading Instruction in the Content Areas – 

Elementary and Secondary). 

‣ Summer 2011 professional development has been designed and scheduled to improve performance 

in specific areas identified frequently as low-performing in the evaluations. Specifically: 

o 13a. & 11b.* Use of data to modify instruction and guide intervention. Methods for students 

to track their own effort and accomplishments & collaboration. 

o 11g. Re-teaches learning that is not mastered in different ways 

o 13c. Appropriately and consistently adheres to IEPs and modifies assignments for special 

education populations if required in the IEP. 

o 12a. & 10b. Summarizes or teaches students to summarize new learning in a variety of ways. 

Uses different types of student response techniques, both individual and group. 2. & 3b. 

Clearly defines expected student behavior. Follows the procedures to protect the health and 

safety of all students & Moves around the room while students are working independently. 

o 4. & 6a. Plans for the delivery of the lesson relative to short term and long term objective. 

Require participation of all students and engages learners in active learning 80% or more of 

the time. 

*notations in underlined italics refer to specific indicators in the teacher evaluation instrument that need 

improvement 


Teacher retention – years of service 

1 2 3 4 5 

Teachers 

Teacher effectiveness & retention – years of service scoring > 3 on most recent appraisal 

1 2 3 4 5 

Teachers 

Pipeline Measures 

% applicants scoring > 72 on Gallup Insight 

% staff transferring/promoting scoring > 72 on Gallup Insight 

Average time to fill teacher positions 


4


Development Measures 

% new teachers assigned a mentor 

% beginning teachers completing comprehensive new 

teacher induction program 

# hours professional development offered that are aligned to 

TLE results 


Key Issues 


Structure central administration and human capital resources and establish systems and 

processes to support schools and enable campus leadership to focus on student growth 

and achievement. 


‣ Human Capital and Finance have begun a pilot to develop balanced scorecards that connect their 

individual and department goals to district core goals, including student achievement 

‣ This balanced scorecard process includes professional development activities for identifying key 

processes, analyzing root causes, and optimizing performance. 


% central services departments with Key Performance 

Indicators 

% central services departments with service scorecards 

% job descriptions that are reviewed annually 

# process improvement projects 


Key Issues 


Create a culture of high expectations for academic achievement and conduct that makes 

no excuses based on the student’s demographics and/or socioeconomic status. 


‣ A student progress data model (sometimes called “value-added”) is being finalized. This new type 

of data will be disaggregated to identify achievement gaps, and will provide a basis for improved 

and targeted instruction. 

‣ District leadership professional development will have a focus during the 11-12 school year on 

5


CULTURAL COMPETENCE: Infusing actions focused on Cultural Competence that build high 

expectations for all students by understanding what it means to lead an urban school. 


% core teachers retained in each grade/area with positive value-added results 

Reading Math Science Social Studies 

3 rd Grade 

4 th Grade 

5 th Grade 

6 th Grade 

7 th Grade 

8 th Grade 

% campuses with positive value-added results for all areas by grade and subgroup 

3 rd Grade 4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade 

African 

American 

American 

Indian 

Hispanic/Latino 

Caucasian 

Asian 

Econ. 

Disadvantaged 

Special Ed. 

ELL 

GT 

% teachers with positive value-added results – Reading 

% teachers with positive value-added results – Math 

Avg. teacher appraisal rating (5 highest performing campuses) 

Avg. teacher appraisal rating (5 lowest performing campuses) 


Key Issues 

6



Explore opportunities for increasing academic learning time so students have more time in 

the classroom to acquire the academic knowledge and skills that will prepare them for 

work-force entry or college, and subsequent career decision making. 


‣ Extended learning time in the six School Improvement Grant (SIG) schools has been in place this 

school year, and data is being analyzed and revised to inform future plans for extended learning 

time. These schools include Will Rogers, East Central, Central, Nathan Hale, Clinton and Gilcrease. 


% campuses > 95% teacher attendance rate 

% lost instructional days due to teacher absences 

Avg. score Extended Learning Time Teacher Survey 

SIG campuses as compared to district results 

SIG Campus Average 

API 

Composite ACT score 

Overall campus value-added 



Key Issues 

Strategic Objective F 

Develop, track and communicate clear outcome measures for student learning goals and 

organizational goals in order to precisely monitor work that will make a difference in 

student achievement. Develop a system for shared accountability for results. 


‣ Development of student achievement and college readiness measures of success as part of the 

Board Reporting for the Strategic Plan. 


% students meeting district identified achievement goals 

% teachers meeting district identified achievement goals 

% campuses meeting district identified achievement goals 


Key Issues 

7

Safe Schools 



July 2011


Ensure the safety and security of all students and staff throughout the District. 


Create a caring, safe and secure environment that enables teaching and learning to take 

place. 


‣ 

Measures of Success – data not available 

Weapons incidents per 1000 students 

Arrests per 1000 students 

Part 1 Crime incidents per 1000 students 

% campuses that pass an internal safety audit 

Bus accidents per 100,000 miles 

Alarm calls – actual calls/false alarms 

% emergency drills completed per state statute 

% safe school plans submitted on time 

% emergency drills that identified a problem 

Bullying/harassment incidents per 1000 students 

Breakfast participation rate 



Key Issues 

‣ 

2 |Tulsa Public Schools Board of Education Update July 2011



Ensure policies, procedures, strategies, and programs support a positive climate and safe 

schools for all students and staff as part of the total academic mission. 


‣ 


Truancy rate 

# referrals to Alternative Education Programs for disciplinary reasons per 1000 students 

# suspensions per 1000 students 

Student Attendance Rate API 

% students meeting state required mandates for immunizations 

Avg. time to complete facilities/maintenance work orders 

Avg. on time performance (transportation) 

% campuses convening Safe School Committee meetings as required 


Value of lost/stolen/misplaced assets reported 


Key Issues 

‣ 

3




September 2011


Seek, organize and optimize resources for improved academic results. 


Be prudent stewards of District resources through rigorous planning and budgeting, and 

build further resources by enhancing public and private support for public education. 


‣ Project Schoolhouse, which resulted in the closing of 14 school sites, is estimated to result in annual 

savings of $5.3 million, under the assumption that all vacant schools are eventually sold. Further, 

the Project Schoolhouse format will be revisited annually to evaluate facility utilization and 

enrollment trends districtwide. 

‣ Implement budget planning process for 2012-13 to capture district-level priorities that are tied to 

the 2010-2015 Strategic Plan. 

‣ Developed system of planning and managing staff allocations that provides improved budgetary 

control. 

‣ The Energy Education program has captured savings of $3.3 million in utility costs since 

implementation. By focusing efforts during the summer months, July 2011 energy costs were 

reduced by 29.95%. 

‣ Despite record low interest earnings averaging $2.4 million less than pre-2008-09, TPS maintained 

consistent interest earnings in excess of 1- and 2-year Treasury Notes and the Oklahoma Liquid 

Asset Pool. 

‣ Development of Key Performance Indicators (KPI) will provide measurable comparative data to 

monitor progress and identify weaknesses. 

‣ Purchasing natural gas through third-party suppliers resulted in savings of $136,683 during FY 2010- 

11. 

‣ Rebates received by the District through participation in the P-card system were $372,474 during 

calendar 2010. 

Measures of Success – results data not yet available 

Instructional expenditure level as a % of Total General Fund 

Expenditures 

Current spend vs. encumbered funds as compared to prior year 

% bond projects completed on time per bond package 

% construction contracts completed + 10% budgeted amount 

% campuses who spend “X” % of discretionary funds by 

November 

% campuses who spend “X”% of discretionary funds by 

February 

% campuses forfeiting discretionary funds 

% campuses forfeiting bond funds 

Annual value of negotiated contract savings/additional services 


2 |Tulsa Public Schools Board of Education Update September, 2011


Key Issues 

TPS interest earnings vs. industry indicators 

1. Provide support, evaluate recommendations, and implement decisions based on results of 

Curriculum & Instruction Implementation Audit. 

2. Continue to emphasize the importance of reducing and managing the district’s utility costs. 

3. Implementation of new position control system that will streamline the staffing allocation 

process. 

4. Savings from solicitation activities may be calculated in a variety of ways and we are 

evaluating a national initiative in public procurement to standardize on methodology. A 

consistent measurement must be identified and manual tracking initiated as there is no 

automated mechanism available to collect this data. Data will be only representative as not 

all transactions flow through Finance before they are substantially complete. Staffing and 

process are challenges. 


Effectively manage fiscal resources in compliance with internal and external accountability 

requirements and deliver the highest quality financial services to all stakeholders. 


‣ Received national awards for excellence in financial reporting from the Association of School 

Business Officials International (ASBO) and Government Finance Officers’ Association (GFOA); each 

for the third consecutive year. 

‣ Implemented a new financial reporting system to provide enhanced reporting and monitoring 

capabilities. The new system allows users to have real time budget and expense reports along with 

the ability to “drill down” to transactional data. The system is a fully integrated Finance/Human 

Capital product, which will reduce redundancy of data entry and provide improved internal controls. 

‣ The District’s annual audit for 2009-10 reported no instances of material weaknesses and no 

questioned costs. 

‣ All monthly and annual financial reports and budget documents are available on the District’s web 

page. 


Fund Balance – General Fund as a % of General Fund revenue 

% vendor invoices paid on time 

% recurring items on auditors management letter 

% accounts receivable for non grant district billing over 60 days 

% payroll processed correctly 


3


Avg. # manual payroll checks issued monthly 

Avg. days to submit grant claims from end of period 

Key Issues 

1. The new financial system provides challenges and opportunities for tracking and evaluating 

performance data. We are still in the first months of implementation, so communication and 

training continue to be important. However, the system provides a number of opportunities for 

improved service delivery through employee self serve and vendor self serve functionality. 

2. There is a need for a district-wide customer service survey that would incorporate levels of 

service from Finance and all other District support areas. 

3. Continuing to balance high quality customer service with the need for efficiency with both 

internal and external customers. 

4. As school finance becomes more compliance-driven, there is an increasing need for training and 

development of departmental employees. 

5. Ongoing training for users of the new financial system will be essential to long-term success. 


Maximize revenue from state, local, other governmental sources and private/foundation 

support. 


‣ Improve tracking and timeliness of federal and state reimbursement claims. A system of tracking 

spreadsheets feed into the master file, providing “at a glance” information on claims paid and those 

filed but not paid. 

‣ The functionality of the new financial system will streamline the preparation of monthly 

reimbursement requests. 


% General Fund budget funded by grant dollars 

% repeat private funders/partners annually 

$ new grants/private funds awarded annually as a % of total grant 

Funds 


Key Issues 

1. Develop processes within the Federal Programs department to evaluate grant opportunities 

4


with respect to alignment with district priorities, obligation of district resources, and 

sustainability. 

2. Incorporate state and federal grant programs into the district budget and planning processes. 


Support the efforts of Partners in Education, PTA, foundations, individual donors, business 

groups, and other community groups and agencies to augment existing District resources. 


‣ Developed Board Policy and procedures for organizations wishing to be sanctioned by the District, 

such as booster clubs, PTA’s, etc. 

‣ Developed process for handling major donor contributions to provide budget tracking, 

reimbursement claims, and accountability with respect to the donor’s wishes. 


Timely access to grant budget 

Value of unspent grant funds lost 

% grant reports submitted on time 


Key Issues 

1. Clear communication of expectations with donor groups will continue to be important. 

2. The new financial system will provide easier tracking of timely grant spending. 

5

Performance-Based Culture 



June 2011


Create an environment for sustainable performance improvement and accomplishment of 

the District’s Vision, Mission, Core Goals and Core Beliefs. 


Improve alignment of District leadership and the community focus on the most critical 

District aspirations while fostering an environment of innovation based upon data-driven 

decisions. 


‣ Successful implementation of Project Schoolhouse in partnership with stakeholders and community 

‣ Community forums, parent and stakeholder surveys, and public hearings provided extensive 

feedback in the district reconfiguration through Project Schoolhouse. 

‣ A comprehensive communications plan is under development to effectively build stakeholder 

understanding of key initiatives aligned to the strategic plan. 


% campuses conducting parent/community forums 

Avg. response time to complaints/issues reported to Assistant 

Superintendents' office 

Avg. # Partners in Education (PIE) per campus 


% campuses with monthly updated websites 


Key Issues 

‣ Implementing change and effectively communicating all aspects of the process to all stakeholders. 


Diligently monitor and report staff and student progress on Strategic Plan initiatives to 

enhance trust via transparency, promote productive dialogue and determine success via 

observable and measureable standards. 


‣ The first phase of MUNIS implementation is underway with a target completion date of July 1, 2011 

for the financial application. The MUNIS system will enhance reporting and data collection functions 

that will assist us in monitoring achievement of performance targets. Human Capital department 

implementation will follow early next year. 

‣ Development of District-Level Measures of Success aligned to the Strategic Plan. This collection of 

carefully crafted, developed, and vetted metrics will describe the District's progress toward the 

2 |Tulsa Public Schools Board of Education Update June 20, 2011


accomplishment of the strategic objectives and core goals of the Strategic Plan. Each month, the 

Board will be presented with a report regarding the District's progress toward a different core goal. 

Twice a year, the Board will receive a report detailing the District's overall progress regarding its 

Strategic Plan. 

‣ Human Capital and Finance have created department-level scorecards (Measures of Success) that 

connect individual and department objectives to district core goals, including student achievement. 

Departments began to develop a framework focused on continuous improvement that will be 

refined and later replicated by other departments. Ultimately, these scorecards will assist in the 

development of performance metrics that will be tied to central office staff performance evaluation. 

‣ Value-added reports for the 2009–10 school year have been developed and distributed to 

principals. Training has been provided to leadership teams to promote a basic understanding of 

value-added analysis. Additional training on how to read, analyze and respond to their reports has 

also been delivered. A new 5-tier evaluation system with feedback and support for teachers and 

principals was implemented for the 2010–11 school year. The evaluation system parallels SB 2033 

(2010 session). 


Name or describe the survey so others will know what it is measuring? 

OU Survey Results* 

Teachers Students Public 

Avg. annual score 

Avg. volunteer hours per campus 


Project/Initiative Implemented on Time Within Budget Reported on Time 

Munis 

Value-Added 

Evaluations 

% all projects/initiatives 

Project/Initiative Implemented on Time Within Budget Reported on Time 

*The OU Survey measures collective trust in schools from the parent, student, and faculty perspective. 

Collective trust is a key component of school effectiveness and educational improvement. 

Key Issues 

‣ Technology solutions for the entry, analysis and data reporting of performance metrics as well as 

evaluation data are currently inadequate. The Finance and HC Departments are pursuing a technology 

solution that will interface with the new MUNIS system. 

3



Develop coherent professional development content and delivery systems that support the 

strategic initiatives and build professional learning in all work environments. 


‣ A TPS conference for building leaders⎯Great Educators Make Great Schools⎯ took place in June to 

kick off a year of focused professional development for district leadership. Training provided during 

this conference included the following focus areas: 

o Value-Added – an introduction to value-added as well as in depth analysis of campus 

reports 

o Cultural Competencies 

o Common Core 

o Formative Instruction Practices – Descriptive Feedback 

o Formative Instructional Practices – Clear Learning Targets 

‣ A new evidence-based leadership development plan is under development, with plans to implement 

during the 2011–12 school year. Plan will include: a staff development teacher (master 

teacher/coach) program; a principal development (pipeline) program; a new principal induction 

program; continuing support and training for veteran principals in the above mentioned focus areas; 

and expanded learning opportunities for central office staff. 

‣ Value-Added Roll Out 

o Targeted training for schools' leadership teams was provided at the June leadership 

conference to promote a basic understanding of value-added analysis as well as how to read, 

analyze and respond to their school-level value added reports. Additional training on the use 

of value-added data and reports will be provided in 2011–12. 

o The core team of central office administrators involved with value-added scoring was 

provided training in value-added modeling and reporting. 

o 

Teacher training in value-added will be provided during 2011–12 and will include group 

sessions, open labs, online instruction, etc. 

‣ TLE Indicator-specific workshops and sessions have been held on the following topics: 

o INSTRUCTIONAL EFFECTIVENESS – A Six-Part Series on the “How To” of Differentiated 

Instruction 

o CLASSROOM MANAGEMENT – Successful Strategies for Working with the Defiant Child 

o INSTRUCTIONAL EFFECTIVENESS – Differentiating Reading Instruction in the Content Areas 

‣ Summer 2011 professional development has been designed and scheduled to improve performance 

in specific areas identified frequently as low-performing in the evaluations. Specifically: 

o 13a. & 11b. Use of data to modify instruction and guide intervention. Methods for students 

to track their own effort and accomplishments & collaboration. 

o 11g. Re-teaches learning that is not mastered in different ways 

o 13c. Appropriately and consistently adheres to IEPs and modifies assignments for special 

education populations if required in the IEP. 

o 12a. & 10b. Summarizes or teaches students to summarize new learning in a variety of ways. 

4


Uses different types of student response techniques, both individual and group. 2. & 3b. 

Clearly defines expected student behavior. Follows the procedures to protect the health and 

safety of all students & Moves around the room while students are working independently. 

o 4. & 6a. Plans for the delivery of the lesson relative to short term and long term objective. 

Require participation of all students and engages learners in active learning 80% or more of 

the time. 


TLE Professional Development hours/staff 

# strategic initiative trainings offered to staff 

% campuses with > 85% staff completing value-added professional 

development 


Key Issues 


Replicate success models and turn around low-performing schools. 


‣ Campus level value added data for the 2009–10 school year is currently available. Campus and 

district leaders have been trained in the evaluation and analysis of their data. Planned responses to 

the data can be developed and implemented to improve success at low-performing schools. 

‣ Performance results for School Improvement Grant (SIG) schools are being analyzed to inform 

future plans to increase student achievement. 

‣ Campuses will use student performance data including API and value-added to develop action plans 

to improve student achievement. 


Avg. value-added score of campuses 

identified as low performing 

Avg. value-added score of the district 

+/- difference in avg. value-added score 

between low-performing schools and the 

District. 

Avg. API score of campuses 

identified as low performing 

Avg. API score of District/State campuses 

Math Reading Science Social Studies Writing 


5


+/- difference in avg. API scores between low-performing schools 

and District/State. 

% campuses identified as low performing 


Key Issues 


Adopt a District-wide accountability system to ensure the success of all schools with 

progress reporting/sharing via data walls, data dashboards, etc. Inherent in this 

accountability system will be the expansion of successful schools, programs and practices, 

and holding schools accountable for dramatic, documentable and sustainable 

improvement. 


‣ The District's data dashboards will be evaluated and redesigned in 2011–12 to improve their 

usefulness to teachers and leaders in their efforts to improve student and school achievement. 

‣ Campus' use of data dashboards and other data sources will be tracked. 

‣ School-level value-added reports for the 2009–10 school year have been distributed to principals. 

School leaders have also been provided access to an online portal regarding value-added data 

school-level reports. 

‣ The District's automated evaluation system in 2011–12 will generate reports on key points of 

information (aggregate performance scores by indicator, distribution of scores within and among 

campuses, etc.) The District's accountability/reporting systems (data walls, dashboards, etc.) will 

link with and report this evaluation information. 

‣ The District's automated evaluation system in 2011–12 will identify district, school, principal and 

teacher-level professional development needs based upon teacher and leaders' evaluation results, 

allowing for professional development to be aligned with teacher and leaders’ performance on each 

evaluation indicator. The District's accountability/reporting systems (data walls, dashboards, etc.) 

will link with and report this professional development needs data. 


% District accountability measures reported on time 

% campuses utilizing data dashboards monthly 

% campuses with an increased API score 


Key Issues 

6

2011–2012 Balanced Scorecard 

Finance Department 

Chief Financial Officer: Trish Williams 


STRATEGIC OBJECTIVE: Create an exceptional learning environment, via enhanced 

curricular and instructional offerings and practices, that prepares students to pursue 

college and work-force ready opportunities and to subsequently become effective, 

productive and contributing citizens. 

DEPT. GOAL: Establish and standardize practices to ensure prompt response to all 

requests to ensure necessary resources are available on time. 

Results Actual Target 

% warehouse orders filled accurately 

Avg. number of manual add on warehouse orders processed/month 

Avg. time to complete RFP process (approved requisition to 

encumbrance date) 

Meets or exceeds target Does not meet target by 20% Does not meet target by more than 20% 


STRATEGIC OBJECTIVE: Structure central administration and human capital resources and 

establish systems and processes to support schools and enable campus leadership to focus 


DEPT. GOAL: Deliver excellent service and customer service to correct problems 

in a timely manner. 


Avg. approval time in requisition workflow (Req. created to approved 

Avg. time to issue a P.O. (Approved req. to encumbrance) 

Avg. customer service score from customer survey 

Avg. # manual/off cycle payroll checks monthly 


Core Goal: Performance Based Culture 

STRATEGIC OBJECTIVE: Develop coherent professional development content and delivery 

systems that support the strategic initiatives and build professional learning in all work 

environments. 

DEPT. GOAL: Identify and support appropriate professional development for 

finance staff. 


% ES campuses with > 2 active system users 

% secondary campuses with > 3 active system users 

% staff completing > 4 hrs. job specific professional development 

% department staff evaluations completed on time 


Profile 

Mission 

To provide a quality learning 

experience for every student, 

every day, without exception. 

Vision 

Excellence and High 

Expectations with a 

Commitment to All 

Core Beliefs 

• Effective leaders and 

classroom teachers have a 

profound impact on 

children’s lives. 

• All children can learn and 

TPS can close the 

achievement gap. 

• TPS can be an efficient, 

effective, performancebased 

organization. 

• Community collaboration is 

fundamental to achieving 

and sustaining excellence. 

• TPS should provide a safe, 

healthy learning 

environment for all 

students and staff. 

Location 

3027 S New Haven Ave. 

Tulsa, OK 74117 

918.746.6800 

www.tulsaschools.org 

District Overview 

Tulsa Public Schools is 

Northeastern Oklahoma’s 

largest and most dynamic school 

district with nearly 42,000 

thousand students, 7,000 

employees, 75 campuses, 250 

school buses and about 173 

square miles. 

© 2011, Tulsa Public Schools www.TulsaSchools.org




STRATEGIC OBJECTIVE: Adopt a District-wide accountability system to ensure the success 

of all schools with progress reporting/sharing via data walls, data dashboards, etc. 

DEPT. GOAL: Implement a comprehensive financial system, examine TPS 

practices, and adopt and communicate best practices throughout the district. 


% school allocations completed within 2 weeks of final forecast 

% campuses who spend 40% of unrestricted funds by Dec. 1 

% campuses who spend 80% of unrestricted funds by March 1 

% campuses/departments attending an annual Finance training 

% unrestricted fund dollars swept from campuses (as a % of total 

unrestricted funds allocated) 

% bond fund dollars swept from campuses (as a % of total bond 

funds allocated) 


Core Goal: Financial Stability 

STRATEGIC OBJECTIVE: Be prudent stewards of District resources through rigorous 

planning and budgeting, and build further resources by enhancing public and private 

support for public education. 

DEPT. GOAL: Provide timely and accurate implementation and administration of 

annual district budgets. 


Actual to budget (by fund – expenditures and revenue) 

# budget amendments per year 

Annual value of negotiated contract savings/ additional services 

% over/under department operating budget (all funds) 


STRATEGIC OBJECTIVE: Effectively manage fiscal resources in compliance with internal and 

external accountability requirements and deliver the highest quality financial services to 

all stakeholders. 

DEPT. GOAL: Benchmark financial performance against industry standards. 


District administrative costs compared to OK statute requirements 

Avg. # days to process a vendor payment (receipt to payment) 

Fund Balance – General fund as a % of general fund revenue 

% of invoices paid > 60 days from invoice date 

Instructional expenditure level as a % of total general fund 

expenditures. 






STRATEGIC OBJECTIVE: Maximize revenue from state, local, other governmental sources 

and private/foundation support. 

DEPT. GOAL: Monitor claims and allocations to maximize impact to the district. 


% eligible grant claims submitted within 2 weeks of month end close 

% grant claims filed that are paid without submitting additional 

information/corrections (i.e. “one and done”) 


STRATEGIC OBJECTIVE: Support the efforts of Partners in Education, PTA, foundations, 

individual donors, business groups, and other community groups and agencies to augment 

existing district resources. 

DEPT GOAL: Accept and track donated funds in accordance with donor directions. 


% gifts spent during the fiscal year donated 



STRATEGIC OBJECTIVE: Ensure that policies and procedures are in place that identify and 

promote strategies, promising practices and programs that support positive climate and 

safe schools for all students and staff as part of the total academic mission. 

DEPT. GOAL: Implement policies and procedures to ensure excellent customer 

service. 


% of vendor payments that are returned 

% misplaced/lost/stolen inventory within schools as a total cost of 

fixed assets 

% misplaced/lost/stolen inventory within central office departments 

as a total cost of fixed assets 




Human Capital 

Executive Director of Human Capital: Ken Calhoun 


STRATEGIC OBJECTIVE: Implement a new, innovative and fair evaluation system for all TPS 

staff that is based upon feedback and support and is aligned to enacted Oklahoma 

legislation. 

DEPT. GOAL: Implement and maintain a comprehensive evaluation system for all 

district staff. 

EVALUATION PROCESS Results Actual Target 

% department staff evaluations completed on time 100% 

% evaluations completed on time – teachers 100% 

% evaluations completed on time – principals 100% 

% evaluations completed on time – non instructional staff 100% 

Avg. time to assign a performance support mentor (PDP date to 

assignment) 

3 days 

Avg. time to implement a performance support mentor (PDP date 

to first meeting) 

% teachers on a improvement plan (Quest) with an improved 

rating 


10 wkg. 

days 

Benchmark 

STRATEGIC OBJECTIVE: Continue the enhancement of human capital functions that 

assures: 1) a pipeline of high quality principals, teachers and staff, prepared to be effective 

in an urban setting; 2) targeted and coordinated evidence-based development of leaders 

and teachers. 

DEPT. GOAL: Develop, explore and leverage opportunities to provide a 

continuous qualified pipeline for district staff. 

PIPELINE/INDUCTION Results Actual Target 

% of teacher applicants scoring >72 on Gallup instrument 

% participants in partnership programs scoring > 72 on the 

Gallup instrument 

% of teachers scoring >3 on evaluation who graduated from 

TPS recruited higher education programs (after 2 years) 

% teachers scoring > 3 on evaluation who completed an urban 

teacher preparation program (after 2 yrs) 

% teachers scoring > 3 on evaluation (after 2 years) 

Average evaluation score of new teachers assigned NTC mentors 

(New Teacher Center mentoring program for 1 st and 2 nd year teachers ) 

Avg. length of time lapsed to assign a new teacher to a mentor 

% leaders scoring > 3 on evaluation who completed the revised 

leadership development program 


Profile 

Mission 




Vision 




Core Beliefs 










organization. 








Location 



918.746.6800 










square miles. 



Human Capital 





DEPT. GOAL: Manage systems and processes to support campuses by providing 

essential services and resources. 

Recruiting/Retention Results Actual Target 

Avg. time to complete hiring process (recommendation to position 

filled) 

Avg. time to fill a job opening (vacancy to fill) 

Avg. time to recommend candidates for job openings (vacancy 

notification/occurrence to recommendation) 

Ratio of early contracts as compared to resignations/retirements 

Staff turnover rate (certified, support, administration) 

% teacher positions open on the first day of school 

Number of grievances filed 

% formal grievances resolved prior to TPS Board involvement 

Teacher Retention rate by evaluation score 

% teachers exited for performance 

% teachers scoring >4 on their evaluation leaving TPS 


STRATEGIC OBJECTIVE: Create a culture of high expectations for academic achievement 

and conduct that makes no excuses based on the student’s demographics and/or 

socioeconomic status. 

DEPT. GOAL: Ensure that hiring, evaluation and mentoring processes support the 

equitable distribution of talent to the highest identified needs areas/campuses. 


% teachers scoring > 3 on evaluation indicator #9 (regarding 

involvement of all learners) 

Comparison – evaluation scores 5 high/5 low performing campuses 

(ES/MS/HS) 

Comparison – evaluation scores SIG campuses/district average 

% teachers scoring > 4 on evaluation retained at high needs 

campuses 

% teachers/leaders/mentors receiving professional development 

focused on supporting high academic achievement of minority 

and low income students 

% teachers scoring > 4 who transfer to a lower performing campus 




Human Capital 


STRATEGIC OBJECTIVE: Explore opportunities for increasing academic learning time so 

students will have more time in the classroom to acquire the academic knowledge and skills 

that will prepare them for work-force or college entry, and subsequent career decision 

making. 

DEPT. GOAL: In collaboration with stakeholders improve hiring policies and 

practices that will increase students’ academic learning time in the classroom. 

Leave Management /Staff Improvement Results Actual Target 

% instructional days lost due to teacher absences 

% instructional days lost due to teacher professional development 

% approved Leaves of Absence (LOA) that contain all required 

documentation 

% employees returning from LOA on time 

% teachers absent > 10 instructional days (NOT due to approved LOA) 

Annual rate substitutes requested/substitutes filled 

(by high needs & ES/MS/HS) 



STRATEGIC OBJECTIVE: Diligently monitor and report staff and student progress on 

Strategic Plan initiatives to enhance trust via transparency, promote productive dialogue 

and determine success via observable and measureable standards. 

DEPT. GOAL: Increase positive visibility and public awareness by providing timely, 

relevant and accurate information to all stakeholders. 


% HC initiative updates provided on time (i.e. measures of success) 

% pipeline related performance results distributed to partners 

on time 

Principal Survey – Customer Responsiveness; Knowledge; etc. 

% quarterly attendance information reports distributed to 

campuses on time 




environments. 

DEPT. GOAL: Coordinate and align programs and systems that increase the 

knowledge base of department and campus staff. 

Professional Development Results Actual Target 

% teachers participating in professional development aligned to 

evaluation 

% leaders participating in professional development aligned to 

evaluation 



Human Capital 


% staff participating in > “X” hours of job specific professional 

development annually 

% professional development classes offered outside of the 

instructional day 

# hours of professional development (aligned to TEI indicators) 

provided to teachers scoring 2 or below 

# hours of professional development focused on strategic 

initiatives completed by ESC staff 

Avg. hrs professional development for teachers in the NTC (hours 

completed vs. hours recommended) 

% teachers/principals with improved evaluation score that attended 

professional development 




external accountability requirements and deliver the highest quality financial services to all 

stakeholders. 

DEPT. GOAL: Efficiently manage department resources to provide the highest, 

most effective level of service with the funding provided. 


Percentage of new hires on payroll for first pay period without error 

Percentage of teachers hired that matched allocations 

% over/under department operating budget 

# processes converted to an on-line format 

% teachers required transferred at the start of each school year 






DEPT. GOAL: Utilize preventive planning and increase safety awareness through 

policies and procedures to minimize risks to students, staff and the community. 


Accident frequency rate 

Lost time accident frequency rate 

% of staff completing safety training (by department) 

Approved workers’ compensation claims 

% campuses with > 3 average on classroom management 

evaluation indicators 




Department: Campus Police 

Department Leader: Chief Gary Rudick 


STRATEGIC OBJECTIVE: Examine District programs needed to deliver academic excellence 

with a focus on the elimination of achievement gaps among all subgroups of students. 

DEPT. GOAL: Collaborate with community and TPS Partners to improve student 

attendance. 


Improve % of reduction in annual truancy (as defined by the 

5% 

District) rates using district measurements of truancy 

Improve % student attendance rates by truancy enforcement and 

5% 

Home visits when necessary. 

Avg. number of home visits per month for purposes of 

6 

assessing absence reasons and to check well-being of students. 





on growth and achievement. 

DEPT. GOAL: Attract and the retrain regularly the most highly qualified public safety 

personnel to serve within the unique demands of an educational environment. 

Results Actual 

% of sworn employees exceeding the State requirements for 

continuing education as mandated by the State of Oklahoma on an 

annual basis. 

% of personnel including contract employees who are certified and 

Retrained annually on the District’s mandate for interaction with 

Special Needs students, specifically MANDT training. 

Target 

100% 

100% 

DRAFT 

STRATEGIC OBJECTIVE: Create a culture of high expectations for academic achievement and 

Conduct that makes no excuses based on the student’s demographics and/or socio- 

Economic status. 

DEPT. GOAL: Reduce Disproportionate Minority Contact (DMC) levels as it relates to 

students placed under arrest and referred to Juvenile Bureau District Court. 


DMC infers disproportionate treatment of youth within the criminal 

5% 

Justice system. TPS PD will work to reduce the ratio of DMC within 

the City of Tulsa in compliance with the request of the State DMC 

initiative and the programs sponsored by the U.S. Attorney’s 

Office for the Northern District of Oklahoma. 

Reduce the % of criminal cases declined annually by the District 

25% 

Attorney’s office due to officer error. 

Profile 

Mission 

The Mission of the Tulsa Public 

Schools Campus Police is to provide 

a safe environment, free from fear 

and with emphasis on an improved 

quality of life within the School 

District for all students, faculty, staff 

and authorized visitors. 

We do so with pride, integrity and a 

commitment to quality services 

within the policing profession. 

Fast Facts: 

The Campus Police Department is 

comprised of 21 sworn police 

officers, 20 security officers and 14 

non-sworn employees. We are a 

certified law enforcement agency 

will full police powers under 

statute of the State of Oklahoma. 

Description: 

Officers of the TPS Campus Police 

Department are stationed at each 

High School site and are 

responsible for supervising the 

security staff and working in 

concert and cooperation with the 

building principal and school staff 

to provide a safe school 

environment. Campus Police 

administration maintain private 

security contracts that support our 

employees at schools across the 

district on a regular basis. We are 

also responsible for security 

services at over 600 special events, 

including all athletic events, 

throughout the school year. 

In addition to policing services, the 

campus police are responsible for 

monitoring and maintaining over 

44,000 alarm sensors for 

monitoring on a 24/7 basis, nearly 

2400 surveillance cameras, and 

issues related to Emergency 

Management and safety. 

Location 



918.746.6800 


Awards/Recognitions 

None 



Department: Campus Police 

Department Leader: Chief Gary Rudick 


STRATEGIC OBJECTIVE: Improve alignment of District leadership and the community focus 

on the most critical District aspirations while fostering an environment of innovation 

based upon data-driven decisions. 

DEPT. GOAL: Respond effectively and efficiently to calls for service as it relates 

to repairs and service on surveillance cameras, fire and intrusion alarms and the 

open options door access systems. 


% of completed work orders on Surveillance Cameras in 15 days 100% 

% of fire and intrusion alarm work orders completed in 30 days 100% 

% of door access work orders completed in 10 days 100% 





DEPT. GOAL: Implement processes and procedures to utilize allocated financial 

resources efficiently and effectively. 


Over/under department operating budget 

within 

% of security contracts reviewed and renewed or amended annually 100% 

# of grant or private funding support obtained specific to safety or 

1 

Policing in an educational environment. 



STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables 

teaching and learning to take place. 

DEPT. GOAL: Provide specialized instruction to students and staff via scheduled 

seminars and special programs. 


Criminal Street Gang seminars for faculty/staff annually 4 

Participate in City sponsored Youth Initiatives 2 

Coordinate district sponsored Emergency Response training events, 

1 

either live exercise or tabletop exercise, annually 

DRAFT 





DEPT. GOAL: Review and refine policies and procedures for the Campus Police. 


Annual Campus Police Policy review and update 100% 

Annual Emergency Management policy review and update 100% 

Annual Alarm and Camera policy reviews and update 100% 

# of policy violations by personnel recorded annually 0 




Department: Communications/Public Information 

Department Leader: Chris Payne 


STRATEGIC OBJECTIVE: Develop a learning culture within our students that focuses on a 

love for learning, problem solving ability, intellectual curiosity, passion for the arts and a 

valuing of physical wellness. 

DEPT. GOAL: Be supportive of TPS departments that affect student achievement 

and inform internal and external audiences to broaden their understanding of 

our initiatives. 

Metrics (Measures that show progress toward identified goal) Results Actual Target 

Media usage (+/-) content analysis 

Comments at public forums and board meetings 

Social media channels – conversation/feedback 

Parental support for key programs 

# people subscribed to e-news 

Avg. time to distribute messages/post information to the web 

Survey/comments from TPS departments w/ direct impact on 

student achievement 






STRATEGIC OBJECTIVE: Develop, track and communicate clear outcome measures for 

student learning goals and organizational goals in order to precisely monitor work that 

will make a difference in student achievement. Develop a system for shared accountability 

for results. 

DRAFT 

DEPT. GOAL: Actively support the efforts of the TLE Department and the district 

at large by communicating the latest trends, improvements and programs that 

TPS is undertaking to improve teacher/leader effectiveness. 


Measure internal teacher/employee support for TLE 

Media coverage (positive/negative) 

Public/partner support – editorials in support of the new system 

Legislative support – in terms of voting outcomes 

Social media – public comments on Facebook/Twitter 


Profile 

Mission: 

2. Develop and maintain 

positive, collaborative 

relationships with all 

stakeholders to 

strengthen support for 

Tulsa Public Schools and 

improve student 

achievement. 

Fast Facts: Responsible for 

internal/external communications, 

including the TPS 

website, social media, digital TV 

Channel 107.20 and many other 

communication channels. 

Description 

Location 



918.746.6800 





Department: Communications/Public Information 

Department Leader: Chris Payne 


STRATEGIC OBJECTIVE: Improve alignment of District leadership and the community focus 

on the most critical District aspirations while fostering an environment of innovation 

based upon data-driven decisions. 

DEPT. GOAL: Improve TPS’ reputation among parents, students, teachers, 

administrators, district employees and the community at large by showing them 

what we are doing to change performance and ultimately the positive impact on 

student achievement. 


Employee survey – climate/engagement 

External feedback – Dr. Ballard’s advisory groups; comments 

Parent/community perceptions – online survey results 

Improved student test scores 

Fewer teachers on probation 

News media stories (positive/negative) 



STRATEGIC OBJECTIVE: Be prudent stewards of District resources through rigorous planning 

and budgeting, and build further resources by enhancing public and private support for 





DEPT. GOAL: Improve the reputation of TPS in the Tulsa community to showcase 

the district’s keen ability to leverage all financial resources efficiently in tough 

economic times. 


Public perception of how well we manage our finances 

Partner support of our programs – financial 

Legislative support – increased $ if they think we are effective 

Public forums/building meetings – informal feedback 

Media stories –finance related (positive/negative) 



DRAFT 



DEPT. GOAL: Communicate and illustrate to parents, employees, and the Tulsa 

community all of the ways in which TPS works to keep staff and students safe 

both en route and in our schools. 


Growth in students/parents using TIPS online reporting system 

Decrease in # of incidents (assaults, guns, etc.) 




Department: Special Education 

Department Leader: Kay Sandschaper 




DEPT. GOAL: Support school teams and stakeholders to develop and provide 

appropriate services for students. 


% of Special Education (SPED) students scoring proficient on 

EOI/OCCT/OMAAP 

% of SPED students with increased scores on OCCT/OMMAP 

% of SPED students graduating with diploma 

Number of parent trainings offered throughout the year 4 

Number of parents participating in trainings 






DEPT. GOAL: Provide annual updates for special education teachers 

which include information on state/federal requirements and district procedures. 


% of SPED teachers who attend procedural training 

% of attendees who rate training 3 or higher 



DRAFT 



environments. 

DEPT. GOAL: Survey all special education teachers/para-professionals to 

determine the most critical professional development needs. 


% current special ed/para-professionals responding to annual survey 


DEPT. GOAL: Plan and provide professional development that meets special 

education/para-professional needs. 


% of critical needs reported addressed in PD opportunities 

% current SPED teachers/paras participating in PD above the required 

% of attendees who rate training 3 or higher 


Profile 

Mission 

The mission of the Department 

of Special Education is to 

provide a free appropriate 

public education to all students 

who are determined to be 

eligible to receive special 

education services in order for 

each student to be ready for 

life after their public school 

career. 

Fast Facts 

The department of Special Education 

serves approximately 6100 students 

Description 

Location 



918.746.6800 





Department: Special Education 

Department Leader: Kay Sandschaper 



external accountability requirements and deliver the highest quality financial services to all 

stakeholders. 

DEPT. GOAL: Allocate staff to school sites based on student needs as reflected 

by IEP services. 


% of schools whose SPED paperwork is sent to ESC within 5 days of 

the meeting 

% of schools whose Service Delivery Codes (SDC) are entered 

correctly when submitted 

% of schools whose rosters reflect the correct SDCs resulting in 

appropriate allocations 


DEPT. GOAL: Effectively and efficiently use the resources provided to maximize 

student achievement. 


% of budget encumbered by December 1 

% of budget encumbered by March 1 





DRAFT 

DEPT. GOAL: Provide effective Positive Behavior Intervention Support (PBIS) 

services to schools on an ongoing basis. 


% of schools participating in school wide PBIS 

% of schools represented at trainings designed to build behavioral expertise 




Department: Title III Office 

Department Leader: 

Laura Grisso 




DEPT. GOAL: Provide curriculum and support to increase the linguistic and 

Academic achievement of English Language Learner (ELL) students within the 

Title III Annual Measurable Achievement Objectives (AMAO) framework 


AMAO 1: Percentage of ELL students showing progress on the 

62% 

ACCESS for ELLs Test 

AMAO 2: Percentage of ELL students attaining proficiency on the 

19% 

ACCESS for ELLs Test 

AMAO 3: ELL students meeting Annual Yearly Progress (AYP) in 

Yes 

Reading and Math on the Oklahoma Core Curriculum Tests 






DEPT. GOAL: Provide effective and embedded ELL coaching, consultation, or 

training for teachers, administrators and other school staff 


Percentage of on-site requests for ELL coaching, consultation or training 

80% 

with schedule confirmation by English Language Development (ELD) 

specialists within 10 school days 

Percentage of ELL Professional Development survey responses with 

100% 

an overall score of ≥ 4 (scale of 1 to 5, 5=High) 



DRAFT 



environments. 

DEPT. GOAL: Provide ongoing professional development opportunities focused on 

the teaching and learning of ELL students 


Number of hours presented of ELD Professional 

3 

Development for ELL teachers per semester 

Percentage of ELD teachers exceeding average number of ELD 

30% 

Professional Development hours for ELD teachers per semester 

Number of hours presented per month of ELD Professional 

3 

Development for general education staff per semester 


Profile 

Mission 




Fast Facts 

As of January 2012, Tulsa 

Schools has 6,317 students who 

are identified as English 

Language Learners in 

PreKindergarten through 12 th 

grade and represent 47 different 

languages. 

Description 

The Title III Office provides: 

• supplemental 

instructional services 

for immigrant students 

and/or students who 

are identified as 

English Language 

Learners; 

• targeted professional 

development 

opportunities for all 

school staff and 

parents; 

• interpretation and 

translation services in 

a variety of languages. 

Location 



918.746.6800 





Department: Title III Office 


Laura Grisso 




DEPT. GOAL: Ensure proper identification and reporting of ELL students, 

immigrant students and bilingual students for maximized and accurate federal 

and state funding allocations 


Percentage of ELL students with qualifying documentation recorded 

accurately in PowerSchool within the first 30 days of school 

Percentage of bilingual students with qualifying documentation 

recorded accurately in PowerSchool by October 1st 

Percentage of immigrant students with qualifying documentation 

recorded accurately in PowerSchool by the Title III Limited English 

Proficient Survey reporting date 



STRATEGIC OBJECTIVE: Create a caring, safe and secure environment that enables teaching and 

learning to take place. 

DEPT. GOAL: Respond effectively and efficiently to school and department 

requests for interpretation or translation services 


Percentage of interpretation requests scheduled within 5 school days 100% 

Percentage of translation requests fulfilled within 10 school days 100% 

Number of calls to Language Line Services per month 10 

Average number of document views per user in TransAct Parent 

Notifications 

6 


DEPT. GOAL: Provide parent involvement activities and resources to parents of 

ELL students in order to facilitate active engagement and participation in their 

students’ education 


Average number of home visits made monthly to parents of ELL students 

8 

ELL Parent Outreach Case Managers 

Number of ELL Parent Involvement workshops and/or trainings 

8 

held at elementary schools by ELL Parent Outreach Case Managers 

Number of ELL Parent Involvement workshops and/or trainings 

8 

held at secondary schools by ELL Parent Outreach Case Managers 





DEPT. GOAL: Review and revise Title III district policies and procedures to align 

with federal, state and local laws as well as best practice to support compliance 

and efficiency 


Annual review and update of Title III district policies and procedures 100% 

100% 

100% 

100% 

DRAFT 




Department: Transportation 


Rosalyn Vann-Jackson 





DEPT. GOAL: To provide prompt and efficient transportation services to support 

a positive learning environment. 


% of on-time performance - bus routes 

% of on-time performance - field trips 

Average student ride time (in minutes) 






DEPT. GOAL: Empower employees and ensure they are provided the knowledge 

and tools to care for a diverse student population in transport. 


% of positive annual school evaluations 

Patron Correspondence/Complaint analysis – positive/negative ratio 





environments. 

DRAFT 

DEPT. GOAL: Provide a training and development program to ensure trained 

skilled employees and high performing leaders are produced within the 

transportation workforce. 


% of employees that met job specific requirements 

% of drivers that met required hours of safety training 

Average annual hours of training per driver 


DEPT GOAL: Retain motivated high performing workers and teams by recognizing 

and rewarding their contributions to the department’s and the district’s Visions, 

Missions, Core Goals and Core Beliefs. 


Driver turnover analysis 

Average daily driver attendance rate 

% of employee evaluations completed on time 

Average tenure of drivers (OVERALL) 


Profile 

Mission 

“To ensure a quality school bus 

ride to and from school so as to 

support a 

positive learning experience for 

every student, every day, 

without exception.” 

Fast Facts: 

TPS Transportation is the second 

largest pupil transportation 

operation in the state of Oklahoma. 

TPS transports over 15,000 

students daily on the largest fleet 

of CNG Vehicles in the state. More 

than 300 staff members effectively 

support the following five major 

department business functions: 

1. Transportation 

Services 

2. Student Routing and 

scheduling 

3. Safety and training 

4. Fleet maintenance 

5. Fiscal accountability 

Description: 

Quality School Bus Ride: 

• On schedule pick-up and 

delivery for all students every 

time. 

• A safe and secure school bus 

stop and ride. 

• An orderly school bus at all 

times. 

• Consistency of action for all 

student management on the 

school bus. 

Location 

1815 N 77 th East Ave. 


918.833.8100 


4 Area Transportation offices 


Henry Bellmon Awards Partner 

Oklahoma Association of Pupil 

Transportation 

National Association of Pupil 

Transportation 



Department: Transportation 


Rosalyn Vann-Jackson 





DEPT. GOAL: Develop innovative approaches in transportation planning to 

reduce costs while, maintaining a high level of service. 


Number of days vehicles are out of service 

% of daily breakdowns 

% of parts inventory used annually 

Average repair time per bus 

Average age of fleet 

% of on time preventative maintenance 

% of positive annual vehicle (white fleet) evaluations 

Transportation cost per mile 

Transportation cost per student 






DEPT. GOAL: Provide safe and secure transport of students with an increased 

focus on behavior management and student tracking. 


PBIS bus participation (% of campuses) 

% of elementary schools requesting safety instruction 

% of accidents with student injuries 

% of preventable/chargeable accidents 

% of accidents per 100,000 miles driven 

% of student conduct reports per run 


DRAFT 



Department: District Accountability & 

Program Management 

Department Leader: Larry Smith 




DEPT. GOAL: To identify specific data and develop timelines for dissemination of 

information. 

Complete analysis of TPS performance on the most recent State 

NCLB (OCCT, EOI, OMAAP) assessments by disaggregation of specific 

variables to determine achievement gaps and achievement gains to 

be uploaded to the Dashboard by September 1 of each year or 

within 10 working days after the release of the data whichever 

occurs first. 

Complete analysis of each school’s performance on the most recent 

State NCLB (OCCT, EOI OMAAP) assessments by disaggregation of 

specific variables to determine achievement gaps and achievement 

gains to be uploaded to the Dashboard by September 1 of each 

year or within 10 working days after the release of the data 

whichever occurs first. 

Complete annual needs assessment of principals, teachers, 

department heads and senior leadership to identify and prioritize 

the collection, dissemination and use of Dashboard/Warehouse 

data to drive instruction by January of each school year for the 

coming year. 

Utilize the Data Coordination Work group to create and implement 

action plans with specific task and deadlines for the completion the 

identified priorities (goal 3) by the first day of teacher report time. 

Complete an annual survey of senior leadership by September 1 to 

identify three district specific areas for review. Complete a 

comprehensive program evaluation of each of the three areas 

with findings reported in April . 



100% 

100% 

100% 

DRAFT 

100% 

100% 

Profile 

Mission 




Vision 




Core Beliefs 










organization. 








Location 



918.746.6800 










square miles. 







STRATEGIC OBJECTIVE: Develop, track and communicate clear outcome measures for 

student learning goals and organizational goals in order to precisely monitor work that 

will make a difference in student achievement. Develop a system for shared accountability 

for results. 

DEPT. GOAL: Develop, track and communicate student achievement and other 

data in order to precisely monitor district, site and staff effectiveness that make a 

difference in student achievement. 

Provide state student test results for all tested students to ISS for 

posting within 2 weeks of receiving accurate test results. 

Report discipline (referrals, suspensions, bullying), student and staff 

attendance, truancy, membership, holding, mobility and transfer 

data annually. 

Monitor and report accreditation data such as (class size, highly 

qualified teacher, membership) by state deadlines. 




STRATEGIC OBJECTIVE: Adopt a District-wide accountability system to ensure the success 

of all schools with progress reporting/sharing via data walls, data dashboards, etc. 

DEPT. GOAL: Construct, implement, and sustain systemic processes for the 

annual deployment of information via the district dashboard. 

DRAFT 

Convert data points from identifed department goals and objectives 

into data presentations on the data warehouse prior to required 

date(s). 

Report State student test results for all tested students. 

Report data elements such as discipline referrals , suspensions, 

bullying, student and staff attendance, truancy, membership, 

holding, mobility and transfer data . 

Report accreditation data , such as class size, membership. 



100% 









DEPT. GOAL: Maximize state aid revenue derived from ADM, bilingual funding, 

and class size penalties. 


Avg. # student enrollment errors annually 5% 

reduction 

Avg. bilingual funding annually 1% 

increase 

# class size penalties annually 0 


DEPT. GOAL: Ensure district and department staff are effectively trained. 


% monthly registrar professional development meetings with a 

1% increase in attendance over the prior month 

Avg. number of quarterly counselor training session opportunities 

Avg. number of quarterly school administrative training session 

opportunities 


DEPT. GOAL: Collect, analyze and distribute data requests to meet deadlines for 

funding source applications. 


% of all data requests delivered within 3 days of receiving the 

100% 

approved request form 



DRAFT 



DEPT. GOAL: Provide timely data to schools and district departments to be used 

for developing strategies to ensure a caring, safe and secure environment that 

enables teaching and learning to take place. 


Annually work with school and district leaders to identify important 

100 

data to be collected i.e. bullying. 

Provide an end of year analysis to be delivered to school and district 

100 

leadership by July 1 to be used for planning for the upcoming 

school year. 







DRAFT 



Department: Health Services 


Pam Butler 





DEPT. GOAL: Offer developmentally appropriate health education classes for 

students Pre-K thru 12 th grade to increase or improve health practices. 


% 5 th ,7 th and 10 th grade students attending HIV/AIDS education 

80% 

classes 

% elementary students who attend growth and development and 

80% 

hand washing classes 



STRATEGIC OBJECTIVE: Implement a new, innovative and fair evaluation system for all TPS 

staff that is based upon feedback and support and is aligned to enacted Oklahoma 

legislation. 

DEPT. GOAL: Implement new evaluation rubric, observation and evaluation for 

nurses who rotate to various sites. 


% rotating nurses with 1 st observation complete by 11/30/11 99% 100% 

% rotating nurses with 2 nd observation complete by 2/14/12 100% 

% rotating nurses with evaluations completed by 5/1/12 100% 

% rotating nurses receiving immediate feedback after 

observations 

100% 



DRAFT 



environments. 

DEPT. GOAL: Provide relevant professional development to assist staff and 

students with health needs. 


% health assistants participating in professional development sessions 90% 

% nurses participating in professional development sessions 90% 


Profile 

Mission 

Fast Facts 

Description 

Location 



918.746.6800 





Department: Health Services 


Pam Butler 





DEPT. GOAL: Collaborate with community health partners to provide services 

for students and staff. 


% school sites receiving community health partner services 

80% 

under the auspices of Health Services such as dental screenings. 






DEPT. GOAL: Review and revise health related district policies and procedures 

using state law and best practices to support safety, efficacy and consistency. 


% biannual policy reviews conducted by October 1 of School 

100% 

Board policies related Health Services 


DRAFT 



Department: ISS 


Ben Stout, CIOO 



curricular and instructional offerings and practices, that prepares students to pursue college 

and work-force ready opportunities and to subsequently become effective, productive, and 

contributing citizens. 

DEPT. GOAL: Provide accurate and timely information to show how well prepared 

students are for college and the work force. 


Percentage of assessment results loaded to the Data Warehouse 

within 15 business days of receipt of the data from Accountability 

Percentage of assessments loaded to the Data Warehouse 

within 30 business days of receipt of the data from Accountability 


≥80% 

≥99% 


STRATEGIC OBJECTIVE: Explore opportunities for increasing academic learning time so 

students will have more time in the classroom to acquire the academic knowledge and skills 

that will prepare them for work-force or college entry, and subsequent career decision 

making. 

DEPT. GOAL: Provide timely support of IT issues to minimize downtime of 

technology equipment in the classroom. 


Target 

Percentage of work orders within scope closed within one week ≥75% 

Percentage of work orders within scope closed within 30 days ≥95% 

Percentage of ISS Help Desk calls abandoned by the caller


Department: ISS 


Ben Stout, CIOO 





DEPT. GOAL: Submit zero-based budget for each fiscal year. 

Percent variance of actual to budget figures for the year, excluding 

Erate-funded items 



Target 

≤10% 




DEPT. GOAL: Provide network support to maintain high availability for door 

access, IP video surveillance, applications, and Internet access. 


Percentage availability of District network services/month, 

≥99% 

excluding scheduled outages 

Percentage availability of network services to all sites/month, 

≥95% 

excluding scheduled outages 


DRAFT 



Department: Child Nutrition Services 

Department Leader: Kit Hines, R. D., L. D. 



curricular and instructional offerings and practices, that prepares students to pursue college 

and work-force ready opportunities and to subsequently become effective, productive and 

contributing citizens. 

DEPT. GOAL: Provide nutritious and quality meals for breakfast and lunch to 

maximize student achievement. 


Breakfast participation rate (% of students participating) 51 % 

Lunch participation rate(% of students participating) 70 % 

Annual Parent Survey Above Average Rating 75 % 

Menu meets USDA requirements 100% 

Food testing conducted with students annually 100% 



STRATEGIC OBJECTIVE: Continue the enhancement of human capital functions that 

assures: 1) a pipeline of high quality principals, teachers and staff, prepared to be effective 

in an urban setting; 2) targeted and coordinated evidence-based development of leaders 

and teachers. 

DEPT. GOAL: Attract and retain the most highly trained specialized staff in the 

Child Nutrition department. 


Annual Retention rate of employees 87% 

% Annual employee performance evaluations are at exceed 

Expectations. 



DRAFT 



environments. 

DEPT. GOAL: Provide support and professional training to assure professional 

development of child nutrition staff and teachers. 


Monthly food safety and physical training provided at all sites 100% 

All Personal development plans have follow-up 100% 

% of employees who participate in training 80 % 

Training classes include leadership, culinary skills, nutrition 

100% 

standards, food safety and physical safety and customer service 

% Schools that receive nutrition education classes for students or 

75% 

teachers 


75% 

Profile 

Mission 

To contribute to Student 

Achievement by providing meal 

service and nutrition education 

for every student, everyday 

without exception. 

Fast Facts 

Serve 28,000 lunches per day. 

Serve 21,000 breakfast meals 

per day. 

Centralized Bakery provided 

freshly baked items for all sites. 

Provide meals for all Community 

Action Sites in City of Tulsa. 

Summer Café – Provide Summer 

Feeding meals at 80 community 

sites. 

Description 

We are committed to operate 

a Child Nutrition Program that 

is "Best in the Class" for food 

and customer service. In doing 

this, we strive to create a great 

working environment for our 

employees; that provides the 

time, tools and the training 

needed to be the "Best in the 

Class"! 

Location 

8934 East Latimer 


918.833. 8670 

www.tulsaschools.org. 


All schools are Team Nutrition 

Schools. 

All schools are Enrolled as Fuel 

to Play Schools. 

Fruit and Vegetable Program at 

30 elementary sites. 



Department: Child Nutrition Services 

Department Leader: Kit Hines, R. D., L. D. 




DEPT. GOAL: Maximize state and federal funding to assure that all funding is 

Received. 


% of students that complete free/reduced application 80% 

Variance in free/reduced status for the district 3 % 

On site reviews conducted at 100 % of sites indicate that all proper 

100% 

procedures are in place for counting and recording meals. 





DEPT. GOAL: Implement hazard analysis critical control plan that assures safe 

food service for all customers. 


% of schools that score 80 % or better on comprehensive inspection 

% of schools with more than one health inspection violation 




DEPT. GOAL: Implement safety program that assures safe work environment for 

Child Nutrition employees 


Accident prevention checklist reviewed annually with all employees 100% 

Child Nutrition orientation includes safety training, all new 

100% 

Employees attend. 

% employees on workers compensation annual variance less than 5% 


DRAFT 


Menu of Strategies for Turnaround School Implementation 


Strategic Moves and Menu of Possible 

Implementation Strategic Approaches 

Note: Budget implications need to be addressed 

Note: This is a menu of researched and effective 

practice based approaches to be matched to the 

turnaround school needs 

Strategic Focus Area; Teacher and Leader 

Effectiveness 

Recruit and place effective/highly effective teachers 

in turnaround schools 

• Utilize Gallup scores to identify applicants 

new to the district who are a match for 

turnaround schools 

• Identify teachers with highly effective TLE 

scores and high value added scores to 

recruit to turnaround schools 

• Recruit teachers who have an interest in 

serving in turnaround schools 

• Seek ways to provide differentiated pay for 

teachers who will work additional 

planning/student teaching hours 

• Redistribute existing mentoring resources to 

provide additional support to priority 

schools with high numbers of novice 

teachers. 

Metric 

Gallup scores of 

applicants new to the 

district in turnaround 

schools 

# of teachers with high 

TLE and value-added 

scores in pool for 


# of teachers in pool to 

serve in turnaround 

schools 

Amount of 

differentiated pay for 

teachers in turnaround 

schools 

Assignment of mentors 

to novice teachers 

Lead Office 

(note: many of 

these strategies 

are crossfunctional, 

but 

to show 

capacity to 

deliver, lead 

office is noted) 

HC 

1

• Schedule opportunities for teachers to work 

collaboratively in PLCs for a block of 90 

minutes (outside of regular planning time). 

• Determine and select appropriate turnaround 

model based upon the menu of interventions 

and supports as supplied in OK’s NCLB 

Waiver.(Attachment 12) 

Identify and place principals with quantifiable 

student achievement gains and the desire to work in 

a turnaround school into turnaround sites 

• Utilize a research-based rubric (see Gallup 

and other expert rubrics) for identifying 

turnaround school principals to identify best 

match for turnaround schools 

School schedules 

List of priority 

schools and selected 

interventions and/ or 

supports 

Rubric scores of 

principals at all schools 

and at turnaround 

schools 

Associate Supts 

• Recruit principals who have had 

demonstrable success in turnaround schools 

# of highly effective 

principals 

• Provide differentiated reward (pay/learning 

opportunities/decision-making) for highly 

effective principals who commit to 

turnaround schools for a three year time 

period 

Recruit and place highly effective teachers into 

school turnarounds to fill leadership team roles 

• Design leadership teams in turnaround 

schools to address school needs 

• Provide professional learning opportunities 

for turnaround leadership teams 

• Provide pay differential for serving on 

leadership team 

Provide professional learning opportunities on 

turnaround strategies for staff 

• Develop differentiated learning 

opportunities through key partners in the 

city and through Gates Foundation 

connections 

Amount of 

pay/opportunities per 

principal at turnaround 

vs pay/opportunities at 

all schools 

Leadership Team 

descriptions 

Program evaluation 

results 

Cost of team 

development and 

differential 

# of opportunities; 

participant response; 

student achievement 

gains 

HC 

C&I 

2

• Provide professional development support 

on specific turnaround models such as 

BRIDGES (Blending Research, Instruction, 

and Data to Grow Effective Schools) 

• Develop the skills, strategies, practices, and 

beliefs of Staff Development Teachers to 

provide job-embedded support at each 


Strategic Focus Area: 

Support for Student Learning Through Datadriven 

Decision-making 

Develop a system to provide a Pyramid of 

Interventions 

• Build school level skills in DuFour’s 

Pyramid of Interventions 

• Build school level skills in Response to 

Intervention Model 

School Pyramid of 

Intervention systems 

aligned to specific 

approach 

C&I 

Provide Extended Learning Opportunities for 

identified students so that they have more time in 

study skills and key learning areas 

• Pursue partnerships with funding entities to 

provide extended learning opportunities 

such as Citizen Schools 

Develop teachers’ skills in Instructional Strategies 

that reach diverse learners 

• Provide cultural competence training and 

training of effective effort such as The 

Skillful Teacher 

Provide Support for English Language Learners and 

Special Education Students 

• Provide staffing models to support diverse 

student learners 

Interim Diagnostic Assessments 

• Assess students regularly on both formative 

and summative assessments to determine 

continuous improvement 

# of students in ELO 

opportunities 

# of teachers 

participating 

Results of teacher 

observation/evaluations 

Movement toward the 

goal staffing model of 

1:70 ratio for ELL 

teachers 

Student learning gains 

School 

Turnaround 

Officers 

C&I 

Associate Supts 

Data Office 

3

Formulate processes to continuously analyze 

student learning data 

• Develop school-level and district-level data 

review teams 

• Develop data review team skills in dataanalysis 

content 


Curriculum: Support for English Language 

Arts; Support for Mathematics; Support for 

College and Career Readiness 

Revise standards to ensure alignment to Common 

Core 

Identify needs and processes to ensure time is 

provided for Literacy and math blocks 

Provide College and Career planning support for all 

students 

• Develop career and college planning tools 

that begin when students are in elementary 

school consistent with the Eleven Steps to 

College and Career Readiness 

• Provide professional development to 

support the 11 Steps to College and Career 

Readiness. 

• 

• Provide C3 counselors at every level to 

deliver college, career, and citizenship 

planning services to students as guided by 

the ACT 8 Components of College and 

Career Readiness. 


Use of Time 

Provide processes to determine best use of 

instructional time at elementary and secondary 

schools 

• Assess and implement course scheduling 

that optimizes time in core subjects and 

appropriate remedial classes. 

Strategic Focus Area: Safe, Secure, and 

Supported Schools 

• Assess the current level of safety and 

security at each priority school and develop 

a plan for each school in response to the 

data. 

4 

Make-up of data teams 

Observation/Evaluation 

data about dataanalysis 

skills 

Revised standards 

Data of student 

progress towards C3 as 

measured by the 11 

Steps to College and 

Career Readiness 

# of C3 counselors 

Framework in evidence 

Turnaround Schools 

have a clear 

instructional model 

Baseline safety and 

security data 

School 

Turnaround 

Officers 

C&I 

C&I 

C&I 

Turnaround 

Office 

Turnaround 

Office

• Identify culturally competent models for 

behavior support 

Provide support for Community Engagement in 

Turnaround Schools 

• Identify models of parent and community 

engagement that work in Turnaround 


Monthly data and 

continuous 

improvement strategies 

Model is identified 

5

Timely district interventions when a school is not making progress 

Focus on Results‐ In the fall of 2010, Associate Superintendent Millard House and his Executive 

Assistant Jean Swanson, with the assistance of the Elementary Leadership team, carefully 

reviewed the OCCT and AYP data of the elementary schools in Tulsa Public Schools (TPS). Based 

on this data and observations made during visits to each campus, the schools were prioritized 

in three tiers, indicating the level of need for each school. At the conclusion of this process, six 

schools were identified as the highest priority for district intervention: Academy Central, 

Alcott, Houston, Jackson, McClure, and Whitman. 

Because these six schools had been unable to facilitate reform through existing leadership, 

professional development, and student progressing monitoring efforts, the district determined 

that the time for a systemic “turnaround” using an external facilitating team has come. The 

intent of this decision was to move beyond triage and intervention in these schools to 

developing learning organizations that “reform” and “recover” from prior limiting practices, 

expectations, and poor capacity to do the required work, it was necessary that each of the six 

priority schools develop systemic competence. TPS was seeking coherence from policy, 

pedagogy, and programs leading to student achievement evidenced by summative proficiency 

data. This project was built on the following tenets that were expressed in the stakeholder 

relationships and action: 

1) The learning organization is responsible to create the conditions in which students 

learn. 

2) Children are best engaged in meaningful work that is intellectually, emotionally, and 

physically charged. 

3) Students must be involved in assessing their progress, monitoring on‐going growth 

and checking for mastery of objectives. 

4) Adult role models can provide support and validation for learning for anybody’s 

child. 

5) Student success or failure is a consequence of community investment and 

responsibility. 

6) Collaboration, consistency in curriculum, standards based instruction, data 

collection, frequent assessment, data analysis, professional development and 

constant feedback are the organizational “basics” in a reform process. 

After considering the proposals of several consulting groups, Focus on Results was contracted 

to begin work with the six schools beginning in January 2011. When Project Schoolhouse 

resulted in the closing of Alcott and Houston Elementary Schools, MacArthur and Emerson

Elementary Schools were added to the group. The following timeline summarizes Focus on 

Results’ work with these schools from January 2011 until the present time. 

January 2011 – June 2011 

Creating a Culture of Improvement 

Engaged entire staff in the identification of an Instructional Focus: 

■ Created a student friendly slogan 

■ Made the focus visible 

■ Relentless communication of the focus 

■ School begins to align decisions around the instructional focus. 

The Instructional Leadership Team begins to lead the improvement effort: 

■ ILT team meets regularly – twice monthly 

■ ILT had developed norms, agendas and minutes 

■ ILT had established two‐way communication systems 

■ ILT plan and leads teacher collaboration meetings and staff meetings 

■ ILT assumes responsibility for professional development in the building. 

The staff has identified a narrow set of best teaching practices in the instructional focus: 

■ Narrow set of best practices are communicated 

■ Targeted professional development is planned and implemented to build teacher expertise. 

Teacher collaboration teams meet regularly to carry out the improvement effort: 

■ ILT members plan and lead the collaboration meetings. 

Data is displayed in classrooms and hallways to keep the focus on the improvement effort: 

■ Students are setting individual improvement goals 

■ Grade level teams determine appropriate data displays. 

1 day per month of Professional Development for the ILT 

2 coaching days per month by a coach who has been a building principal and led a successful 

improvement effort with results to show. 

August 2011 – May 2012 

Living A Culture of Improvement 

Entire staff is “living” the Instructional Focus: 

■ The instructional focus is the lens for decision making gains in achievement are reached in 

the instructional focus area and beyond.

The Instructional Leadership Team strongly and confidently leads the improvement effort: 

■ ILT works in collaboration with the Staff Development Teacher to provide a targeted, 

focused professional development plan to build teacher expertise in the selected best 

practices. 

The staff is building expertise in the narrow set of best teaching practices: 

■ Staff is held mutually accountable for the implementation of solid teaching practices 

■ Staff is using instructional walk throughs as a strategy to build expertise and mutual 

accountability. 

Teacher collaboration teams focus on the improvement of teaching and learning: 

■ Teacher teams engage in Looking At Student Work and Building Better Assignment 

Protocols to improve teaching and learning 

■ Teams create and communicate action plans for improving teaching. 

Data systems are created for internal accountability: 

■ Data is analyzed and action is taken to improve student learning. 

■ Student and families know individual student data, have set goals and have a plan of 

improvement and support. 

1 day per month of Professional Development for the ILT 

1 coaching day per month by a coach who has been a building principal and led a successful 

improvement effort with results to show.

Flippen/Learning Keys: Following a similar process, in January 2011, Tulsa Public Schools 

contracted with The Flippen Group to conduct school improvement with the next seven priority 

schools in Tier I of TPS elementary schools. The Flippen Group utilized the District by Design 

process, taking a comprehensive approach when working with the 7 priority elementary schools 

(Anderson, Celia Clinton, Springdale, Remington, Hamilton, Sequoyah and Lindbergh) that 

were identified by their OCCT data and AYP data. The design for school improvement began 

with training for the leadership of the building. The leadership comprised of the principal and 

identified teacher leaders. The professional development and information was shared with the 

rest of their school’s staff. The Flippen Group aligned their work with the Tulsa Public Schools 

Teacher Leader Effectiveness rubric. Below is a summary of the work conducted with the 

selected schools. 

• NEEDS ASSESSMENT‐ All 7 schools participated in a Needs Assessment in March 7‐12, 

2011 which included: 

o Curriculum and Planning 

o Instruction and Assessment 

o Professional development 

o Analysis of OCCT standardized state scores 

o Analysis of classroom instructional time. 

The Needs Assessment summary and findings for each of the 7 schools were reviewed by the 

Deputy Superintendent and his team as well as each of the principals. Monitoring and coaching 

for the principals and teachers were conducted to support each of the schools by Learning Keys 

consultants, Mr. House and his Executive Assistants, Wise Coach and other Curriculum and 

Instruction members. 

• Leadership Blueprint – This was a three day workshop held on April 5‐7, 2011. The 

principals and members of the Curriculum and Instruction team members discovered 

that relationships are at the core of performance; trust and respect are essential in any 

organization to help them grow and improve. The principals and other participants 

practiced specific techniques that helped them make clear and candid communication 

possible, in their personal and professional lives. 

• Organization Blueprint – This was a three day workshop held on October 11‐13, 2011. 

The principals of the 7 schools worked through systemic elements of their school 

(mission, core principles, vision, and capacity for change, alignment tools, accountability 

and internal communication. The principals learned essential facilitation skills that 

helped them guide their school through effective strategic‐planning process. 

• Capturing Kids’ Hearts ‐ This was a three day workshop in which the principals and 

their teachers attended in August 9‐11, 2011. The principals and their teachers

attended. The principals and teachers learned tools to build positive, productive, 

trusting relationships among themselves and their students. Principals and the teacher 

have a Capturing Kids Hearts rubric to measure their progress on meeting their 

classroom climate goals. 

LEARNING KEYS ‐ Learning Keys is the curriculum and instruction side of Flippen Group. 

Learning Keys provided needs assessment, training, and consulting services for the district and 

7 schools. Their team of consultants, all experienced professionals, assisted with identifying 

areas for improvement and implemented effective research‐based solutions for instructional 

leaders which are listed below: 

• SOLUTIONS FOR INSTRUCTIONAL LEADERS 

o Data Walks I and II‐ Data Walks I was conducted on April 25‐26, 2011 and Data 

Walks II training was conducted on May 12‐13, 2011. The 7 principals and their 

teacher leaders increased their visibility in the classrooms as well as focused 

them on specific instructional practices. The Data Walks I and II were aligned 

with the district’s TLE process. (Data Walks alignment with TLS process is 

attached.) 

o Data Walks Coaching – The Data Walks Coaching was conducted on September 

22, 2011, November 10, 2011, November 29, 2011 and December 13, 2011. A 

Learning Key consultant coached the 7 principals their teacher leaders on how to 

maximize the data walk process. (Samples of classroom data walk is attached.) 

o Engaging Students in the Right Work‐ The 7 principals and their teacher leaders 

participated in the training on August 15, 2011. The training provided a process 

to ensure that work given to the students meet the state’s grade level 

expectations and the work is relevant. 

o Level of Thinking – The training was conducted on November 29, 2011. The 

principals and their teacher leaders reviewed effective methods for coaching 

their staff toward designing lessons that promote students working and thinking 

at higher levels. 

o Student‐Friendly Learning Objectives‐ The training was conducted on 

September 22, 2011. Principals and their teacher leaders reviewed the criteria 

of writing student‐friendly learning objectives and practiced using the OCCT 

standards to write these objectives. The Core Curriculum was also aligned with 

the OCCT standards. 

o Data Walks Rubric ‐ This training was conducted on December 6, 2011. The 

principal and their teacher leader utilized the rubric that provide them with the 

direction to guide their staff in what instructional focus needs to occur in the 

classroom to promote student learning.

• CURRICULUM DEVELOPMENT‐ Learning Keys consultants worked with teachers across 

the district and Curriculum and Instruction with Math curriculum writing. This was 

conducted in June 2011. 

o Safety Net Curriculum‐Selected teachers from each grade level PK‐6 identified a 

very limited set of learning objectives that was aligned for each grade in Reading, 

Math, Social Studies and Science. This process empowered teachers to make 

wise decisions about which learning objectives are most important in a 

curriculum, and to ensure those topics are covered in a limited amount of time 

prior to state testing. (Reading Safety Nets work for reading was conducted at 

Springdale on October 5‐6, 2011. Math Safety Nets works was conducted at 

Hamilton on November 7‐8, 2011. Social Studies Safety Net work was conducted 

on November 15‐16, 201. Science Safety Net work was conducted on December 

13‐14 at Remington.) 

o Designing Engaging Lessons‐This training was conducted on June 7, 2011. 

Principals and teacher leaders were trained on how to design student‐friendly 

lessons that engage the students and prepare them for the state assessment. 

o Designing Engaging Student Work – This training was conducted on the morning 

of August 15, 2011. Principals and teacher leaders identified the five levels of 

student engagement and how the level of engagement impact learning 

retention. 

o Delivering Engaging Lessons – This training was conducted on the afternoon of 

August 15, 2011. Principals and teachers learned how to take a quality lesson 

they prepared in the design module and then plan how to effectively teach it in a 

way that maximizes the students’ understanding and retention. 

• District Conference Call Consulting – Beginning in April and ending in May, 2011 (6) 

conference calls were conducted with Flippen Group consultants to address any district 

or school needs. The participants in the conference calls were Mr. House and his 

Executive Assistants and members of Curriculum and Instruction. 

• District Consulting –A Flippen Group consultant met with Mr. House and his Executive 

Assistants and members of Curriculum and Instruction (7) times to gauge the 

professional development and progress of the schools toward school improvement. 

CONTINUATION OF SUPPORT TO THE 7 FLIPPEN GROUP SCHOOLS 

• Mr. House, School Improvement Office, Elementary Administrative Team members, 

Elementary Transformation and Turnaround Officer and principals wrote a 100 day plan 

on how to continue the school improvement work in the 7 schools. The Transformation 

and Turnaround Officer is continuing to provide support to principals and Staff 

Development Teachers on a monthly basis.

BRIDGES (Blending Research, Instruction, and Data to Grow Effective Schools)‐ In August 

2011, the Deputy Superintendent decided to identify a third cohort of schools to receive 

support in implementing turnaround principles. The newly created Office of School 

Improvement assumed the responsibility of facilitating the turnaround process through the 

BRIDGES process, which follows research ‐proven principles of effective turnaround models. 

The next nine schools on the district’s priority list were identified based upon newly‐received 

Spring 2011 OCCT results: McKinley, Burroughs, Kendall‐Whittier, Kerr, Gilcrease, Marshall, 

Skelly, Greeley, and Webster High School. 

Principals and Staff Development Teachers attend a full day of professional development every 

month with their instructional leadership teams. School sites are visited by members of the 

School Improvement Office throughout the month to support teams in the implementation 

process. The BRIDGES ILTs receive training in the following areas: 

Setting Expectations 

• Use multiple data sources to identify academic achievement gaps 

• Watch for student learning patterns 

• Use higher questions to examine why particular instructional practices are not working 

• Discussions about teaching and learning grounded in evidence and analysis rather than 

opinion and preconceptions 

• Shift accountability from the individual teacher to the teaching community 

Providing Research‐Based and Effective Instruction 

• Use Program of Studies and Core Curriculum Maps 

• Grade level team discussions/selection of research‐ based intervention programs in 

reading and math 

• Discussion/selection of research‐based programs to support higher‐achieving students 

Supporting Instruction in the Classroom 

• Attend weekly collaborative team meetings 

• Analyze student work and student data by asking the 4 questions: What do students 

need to learn? How will we know if they have learned it? What will we do if they don’t? 

What will we do if they already have? 

• Develop an intervention program using research‐based materials 

• Plan for embedded professional development to support programs 

• Allocate funding to support identified goals 

• Schedule daily common planning times 

Supervision and Monitoring of Instruction 

• Principal does walkthroughs to observe instruction and gives feedback 

• Teachers participate in peer observation and feedback 

• Teachers participate in collaborative teaching and assessment 

• Principal routinely reviews lesson plans and gives feedback 

Engaging Families and Community 

• Providing academic updates for parents regarding progress

• Monthly publication to families and community 

• Classroom teacher provides regular communication to parents 

• Coordinate regular activities to bring families and community to the building 

Using Data for Planning and Accountability 

• Use multiple data sources to identify academic achievement gaps 

• Watch for student learning patterns 

• Use higher questions to examine why particular instructional practices are not working 

• Discussions about teaching and learning grounded in evidence and analysis rather than 

opinion and preconceptions 

• Shift accountability from the individual teacher to the teaching community 

The following timeline chronicles the professional development topics in BRIDGES for the 2011‐ 

2012 school year: 

September 21‐22, 2011 

• The Transformation Process 

• Establishing Professional Learning Communities 

• Creating a Collaborative Culture 

• The Role of the Instructional Leadership Team 

• Communication Styles and the Change Process 

• Accepting Data 

• School‐based Data Reflection 

• Creating a Powerful School Vision 

October 12, 2011 

• Understanding Scholastic Reading Inventory Data 

• Understanding WIDA/ACCESS Data for ELL students 

• Creating a Data Inventory of Multiple Data Sources 

• Writing SMART Goals for the school improvement plan (WISE plan) 

November 16, 2011 

• The Purpose of an Instructional Focus 

• Identifying an Instructional Focus 

• Effective Instructional Strategies 

• Needs Assessment to Identify Threats to the Turnaround Process

January 18, 2012 

• Success Analysis 

• The Value of a Clear and Shared Focus 

• The Implementation and Communication of an Instructional Focus 

• Implementation of Best Practices 

February 15, 2012 

• The Continuous Improvement Cycle 

• Characteristics of Effective Professional Development 

• Approaches to Professional Development 

• Understanding Change

TLE Objectives and Progress Report – January 31, 2012 

TEACHER AND LEADER EFFECTIVENESS (TLE) INITIATIVE 

OVERARCHING INITIATIVE GOALS 

• Every student will have a quantifiably effective teacher. 

• Effective teachers will be supported by effective leadership in a district that is 

centered on a performance-based culture. 

• Every student will be college and career-ready. 

Objectives- Year 1 (2010-2011) Objectives- Year 2 (2011-2012) Objectives-Year 3 (2012-2013) 

Collect baseline data for 

outcomes and milestones (see 

college readiness measures 

below) 

Design and calibrate 

performance rubric for 

teachers 

Set district performance 

standards 

Reduce the shortfall of 

students scoring at satisfactory 

or above on state tests by 12% 

Raising college-readiness 

from 7-10%. 

Reduce the racial/ethnic 

achievement gap by 2%. 

Reduce the socio-economic 



students scoring at 

satisfactory or above on state 

tests by 25%. 

Raising college-readiness from 

10-15%. 

Reduce the racial/ethnic 


Reduce the socio-economic 



students scoring at 

satisfactory or above on state 

tests by 40%. 

Increase graduation rate from 

69% to 70% 

Increase the graduation rate 

from 70-73%. 

Increase the graduation rate 

from 73-77%. 

Set teacher performance 

standards 

Quantify that 85% of teachers 

meet or exceed district 

performance standards. 

Quantify that 90% of teachers 

meet or exceed district 

performance standards. 

Receive first year of value 

added data 

Streamline allocation and 

hiring timelines 

Begin linking student data for 

purposes of value-added data 

analysis 

Receive 3 years of valuedadded 

data. 

Demonstrate that 100% of 

LIM (low-income/minority) 

schools are 90% staffed with 

effective teachers. 

Link student achievement 

data for value added analysis 

Receive value-added data 

Demonstrate that 100% of LIM 

schools are 95% staffed with 

effective teachers. 

Link student achievement data 

for value added analysis 

Page 1


PROGRESS TO-DATE 

Progress is reported under each of the stated objectives: 

Student levels of college readiness 

TPS has adopted 11 steps to college readiness, a more comprehensive, gradual way to define 

college readiness at several points in a student’s academic life. We proposed the used of these 

metrics as more accurate measures for defining college readiness (see revised Appendix A): 

1. Advanced reading: Grades K-5 

2. Advanced Math: 5 th Grade 

3. Advanced Reading: 6 th -8 th Grade 

4. Pre-Algebra I: 7 th Grade 

5. Algebra I: “C” or higher by 8 th Grade 

6. Explore: 18 

7. Plan: 21 

8. Algebra II: “C” or Higher by 11 th Grade 

9. AP Exam: 3 

10. Concurrent Enrollment 

11. ACT 24 

Principals incorporated the college readiness measures into their individual dashboards this 

school year and are tracking their progress towards these goals. 

Design and calibrate the performance rubric 

• In addition to fully implementing observation-based evaluations during 2010-2011, the 

district revised and improved the rubric during the summer of 2011 based on teacher, 

administrator and stakeholder feedback. 

• TPS also developed rubrics for counselors, nurses, deans, speech pathologists and 

librarians which will be used this year. 

Create a system of feedback and support for teachers 

The district has created a web of supports for teachers via targeted professional development 

aligned with the evaluation rubric, new teacher supports through the New Teacher Center, 

intensive mentoring and coaching for struggling teachers, and site-based professional 

development. 

Quantified that 85% of teachers meet or exceed performance 

• Tulsa Public Schools fully implemented an observation-based evaluation system which 

affected all teachers. 

• The district was able to collect baseline data which revealed 2% of teachers were rated 

as ineffective or in need of improvement. This may seem to be a low percentage, 

Page 2


however when compared to the previous year’s total (5 teachers, or less than 1%), the 

district has made remarkable improvements in differentiating performance and 

identifying teachers in need of improvement. In addition, 2011 was also the first year of 

implementation and principals’ understanding of the rubric varied across sites. Rater 

agreement and accuracy will be a focus for this school year. 

Receive three years of valued-added data 

• Teacher level data for 2010 and 2011 was released this past October. By fall of 2012, 

TPS will have 3 years of teacher-linked value added data available for all teachers in 

tested subjects, grades 4-11. (Note: We have already received three-year school level 

value added data). 

• In October 2011, the district shared value added estimates with principals and teachers 

in a low-stakes fashion as value added is not yet part of the evaluation. This intentional 

and gradual rollout provides value added estimates to principals and teachers to assist 

them in identifying best practices, encourage collaboration within and across schools, 

and discover areas for improvement. In order to promote teacher trust, the district 

embargoed teacher level reports to all but the individual teachers. TPS would like to 

ensure principals will not be prematurely biased by single year results. The district 

believes that as teachers and principals become more comfortable with the use of value 

added data for these purposes, they will be more likely to embrace it as one of the 

measures used to evaluate their effectiveness in the near future. Plans are currently in 

place to share teacher-level value added reports with their respective principals in May 

of 2012. 

• Teacher feedback collected upon rollout of value added reports(n=385): 

o 63% perceived value added data as very useful 

o 68% felt comfortable with the approach the district has taken to use value added 

analysis for instructional purposes prior to using it for evaluation 

o 57% perceived they had a good understanding of value added after the first 

round of trainings. 

• Continuous training is under way to ensure full understanding of value added measures 

by not only teachers and principals but also the entire district (web portal, continuous 

professional development, plans for additional support on how to respond to data, etc.) 

Set district performance standards 

In addition to teacher performance standards, principal performance standards were 

established and used in the evaluation of school administrators in May of 2011. Furthermore, 

the Board approved district-level metrics to gauge progress made on the five strategic core 

goals and the board receives monthly updates on each. 

Page 3


Streamline allocation and hiring timeline 

• The trim and transfer process used in 2010-2011 included the new requirement that any 

teachers scoring less than a 3 (effective) would not be placed on the trim list but moved 

toward resignation, retirement or board action. 

• The new staff allocation process was completed ahead of schedule in the spring of 2012. 

However, due to school closures in late May, allocations had to be recalculated based 

on new school boundaries, new grade configurations, certification requirements (middle 

school vs. junior high – 6 th grade) and hiring took place through the first weeks of the 

school year. 

• Low-income/minority (LIM) schools received first priority in filling staffing allocations 

and access to effective teacher placements. 

Contract with Battelle for Kids to begin linking student achievement to program 

design and implementation and value added data measurements. 

Student achievement data for 2009-2010 and 2010-2011 is complete. Battelle provided support 

in the linkage of teacher-student data, planning and roll out of value added data, and 

subsequent professional development during the summer and fall. 

Performance Management 

The district began the first phase of its central office performance management initiative with 

Battelle for Kids. The Human Capital and Finance Department were the first to develop 

balanced scorecards which will eventually be linked to individual performance. Both 

departments are continuing on to the next phase of learning how to respond to the data and 

address process gaps. A Battelle for Kids contract is part of this year’s budget request to fund 

the replication of this process with all other central office departments during 2012. 

KEY ACCOMPLISHMENTS 

Tulsa Public Schools has continued to gain momentum and make significant strides over the 

past 18 months in the implementation of the Teacher and Leader Effectiveness initiative and 

the district overall strategic priorities. Despite undergoing major reorganization and 

approaching levels of change fatigue, TPS embarked upon the consolidation of 14 school sites 

during 2011 and implemented recommended changes with significant stakeholder support. 

While in the midst of these dramatic changes TPS was able to make headway in the following 

areas: 

Page 4


Support for ineffective teachers/leaders 

• 136 teacher Personal Development Plans (PDP) issued in 2010-2011 (compared to 5 in 

‘09-’10) 

• 29 teachers placed in intensive mentoring program [QUEST: An intensive mentoring 

program focused on teachers scoring 1’s and 2’s. Learning facilitators (master coaches) 

spend at minimum 84 hours with a struggling teacher over an 8 week period providing 

specific support and targeted professional development] 

• 31 (35%) principals received PDPs in 2010-2011 (compared to 2 in ‘09-’10) 

Exit of ineffective teachers/principals 

• 57 teachers exited from District for performance in 2010-2011 (compared to 0 in ‘09- 

’10) 

• 12 principals exited from District for performance in 2010-2011 (compared to 0 in‘09- 

’10) 

• 7 principals removed (demoted) from principal positions in 2010-2011 (compared to 0 in 

‘09-’10) 

Performance-based RIF Policy 

Garner full support and approval of a performance-based reduction-in-force policy, negotiated 

and approved by 98% of the union membership (measures are currently in place and more 

comprehensive language takes effect in July 2012). 

Evaluation system state model 

Tulsa’s experience as an early implementer influenced the State Commission for Teacher and 

Leader Effectiveness to recommend Tulsa as the state default system. The State Board of 

Education named Tulsa’s TLE evaluation system the presumptive default for the pilot 

implementation year of 2012-2013. The Marzano and Danielson models (both national 

commercial frameworks) were approved as acceptable models as well and districts will have a 

choice to implement one of the three during the pilot year. 

Teacher recruitment 

The Urban Education Committee was formed with participation from Oklahoma State 

University, Northeastern State University, University of Tulsa and Teach for America. Goals 

include: 

a.) Increase the recruitment of the highest quality candidates for teacher 

preparation programs; 

b.) Align current teacher effectiveness efforts with the curriculum and 

preparation provided in the programs; 

c.) Facilitate sharing of best practices among participants. 

Initial data analysis of the evaluation data by teacher preparation program and by traditional vs. 

alternative certification will be completed in the next few months. We expect to share the 

results with our teacher preparation program partners and use them to evaluate and improve 

the pipeline. In addition, TPS has developed a strong partnership with Teach for America for the 

Page 5


past 3 years, as evidence by the fact that the district was selected as the ninth regional site for 

TFA Summer institute. Over 650 corps members will be in Tulsa and along with TPS faculty 

advisors will teach summer school to an estimated 2500 to 3000 students in June 2012. 

Creation of 2 new teacher leader roles (Staff Development Teacher and New Teacher 

Mentors) 

These expanded teacher leader career opportunities have placed highly effective teachers in 

coaching, staff development and mentoring positions. The district placed 40 Staff Development 

teachers at priority sites to embed professional development at the building level. The New 

Teacher Mentors are supporting first and second year teachers. As the district prioritizes key 

initiatives that must be funded, the full expansion of these 2 positions rises to the top of the 

list. 

Value added rollout success 

The District rolled out its first value-added reporting in June 2011. Principals, assistant 

principals and lead teachers received their 2009-2010 school-level reports only after receiving 

several hours of intensive training on value-added methodology and on how this information 

should be used as an important tool for identifying effective instructional practices. Teacher 

level reports and 2010-2011 school level reports were released in October of 2011. Surveys 

conducted after the rollout of the reports revealed that this delivery method was successful in 

all respects. On the whole, participants felt comfortable with their understanding of how valueadded 

works, and, most importantly, agreed that value-added reports would help them identify 

and replicate the practices and programs proven to be real drivers in increasing student 

achievement. Plans are underway to release three-year school level reports in early 2012. 

NEXT YEAR OBJECTIVES AND ACTIVITIES - MAJOR ACTIVITIES FOR 2012 

In addition to the objectives referenced above (see Page 1), the following strategic activities are 

also planned for 2012: 

• Wider alignment of district wide professional development to teacher evaluation 

results. Currently, only targeted professional development is provided to 

struggling teachers according to their areas of need. The district plans on making 

aligned and relevant professional development a priority for all teachers. 

• Develop of a comprehensive rater certification process to ensure rater 

agreement and prevent rater drift. Based on the first year experience and 

supported by the findings of other Gates partner districts, principals and 

assistant principals need continuous training on using the rubric and 

differentiating levels of performance. A rater certification process would require 

principals to demonstrate mastery prior to evaluating teachers. 

Page 6


• Develop a comprehensive plan to measure student growth in non-tested grades 

and subjects. Value added data is only available for teachers in tested grades and 

subjects. The district plans on leveraging what is learned from other Gates sites 

and technical assistance from our value added provider to develop a way to 

measure student growth for other grades and subjects. 

• Follow up with recommendations from curriculum implementation audit. The 

independent audit was conducted in the fall of 2011 to evaluate how well 

district-wide curricular initiatives have been implemented. This information will 

assist district leadership which initiatives provide a sizable return on investment, 

which may need to be reassessed and/or phased out. 

LESSONS LEARNED 

• Importance of the collaboration and constant communication with stakeholders is a key 

lesson learned. The district would not have been able to garner overwhelming support 

for the performance based reduction in force provisions, the exit of ineffective teachers, 

and the higher levels of accountability without some carefully cultivated relationships. 

• The impact of human capital practices and policies especially during periods of district 

restructuring proved to be a significant lesson learned this year. In the midst of school 

closures, principals were faced with the complexities of maintaining effective teaching 

teams and responding to personnel changes. Our work to improve Human Capital 

processes has to continue if we are to effectively support schools. 

• As 12 principals exited this year, the district faced a shortage of job ready 

administrators. The district is keenly aware of the need for a solid principal pipeline and 

has made great strides in developing the talent pool for future positions. With the newly 

designed Assistant Principal Leadership Academy, first and second year assistant 

principals receive targeted leadership development support and the opportunity to be 

considered for future principal posts. Based upon research based models from New 

Leaders/New Schools, this pilot will inform the design of a full principal preparation 

program. 

Page 7


Comprehensive Plan Report 

Key Indicators are shown in RED. 

School Leadership Team CI 

Academic Learning and Performance 

Essential Element 1 - Curriculum 

Indicator 

EEIA-1.01 - Instructional teams align the curriculum with state and national academic 

content and process standards that identify the depth of knowledge, skills, and abilities 

needed for student success. (233) 

Status In Plan / No Tasks Created 

Rubric Score Initial: 1 

Assessment Level of Development: Initial: No development or Implementation 08/05/2010 

Index: 3 (Priority Score x Opportunity Score) 

Priority Score: 1 (3 - highest, 2 - medium, 1 - lowest) 

Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished 

within current policy and budget conditions, 1 - 

requires changes in current policy and budget 

conditions) 

Describe current level of 

development: 

Plan Assigned to: Marcus Moore 

How it will look when fully met: 

Target Date: 05/31/2012 

Note: In the new site improvement plan learning and writing 

process, this indicator was inadvertently chosen and therefore 

we will not create a plan for this objective at this time, but will 

instead focus on the required indicators and identified areas of 

greatest need or interest. 

Teams will work together across all grade levels to determine 

and align the PASS being taught in the classrooms. 

Page: 1 of 41

Indicator 

EEIA-1.02 - Instructional teams articulate the learning standards through grade level 

objectives. (234) 

Status Tasks completed: 0 of 2 (0%) 


Assessment Level of Development: Initial: Limited Development 10/31/2011 






conditions) 


development: 

Plan Assigned to: Valerie Thomas-Wooden 



Tasks: 

At this time 25% of teachers are posting objectives in kidfriendly 

verbiage in their classrooms. This data was obtained 

through the implementation of Flippen Group Data Walks 

performed by the principal and staff development teacher. 

All teachers will have a specific space in their classroom which 

will display the objectives that the students are working on 

each day. The objectives will be written in kid-friendly 

verbiage and will change as the lessons change. 

1. An exemplar board will be created to show teachers the expectation. 

Assigned to: 

Target Completion Date: 12/20/2011 

Comments: 

Valerie Thomas-Wooden 

2. Data walks will be conducted in order to determine which teachers have their objectives 

posted and which teachers have not yet met the expectation. 

Assigned to: 


Comments: 


Implement Percent Task Complete: Tasks completed: 0 of 2 (0%) 

Indicator 

EEIA-1.03 - Instructional teams engage in discussions within the school which result in 

the elimination of unnecessary overlaps and close curricular gaps. (235) 









conditions) 

Page: 2 of 41


development: 









Limited Development - The instructional teams develop and 

sometimes implement a process to eliminate unnecessary 

overlaps and close curricular gaps. Staff at Anderson need 

further development in analysis of data to eliminate curricular 

gaps. All staff must utilize different forms of data to 

determine where the gaps are and then strategies must be put 

in place to fill those gaps. 

Indicator 

EEIA-1.04 - Instructional teams identify key curriculum vertical transition points between 

and among early childhood and elementary school; elementary and middle school; and 

middle school and high school to eliminate unnecessary overlaps and close curricular 

gaps (236) 









conditions) 


development: 

Plan Assigned to: Nina Eccles 



Tasks: 

As a result of principal observation and teacher survey, 

currently we have limited vertical articulation between grade 

levels and no articulation between elementary and middle 

school teachers. 

At Anderson Elementary, our instructional teams will 

implement and communicate an established process within our 

grade level teams to identify curricular gaps and overlaps. Our 

teams will plan with seventh grade teachers from area junior 

highs in order to better prepare our students for the junior 

high school experience. 

1. After each benchmarking period, part of a regularly scheduled grade level collaboration 

meeting will be devoted to data analysis. 

Assigned to: 


Comments: 


2. After discussion with entire faculty, grade level teams will meet to review information shared 

and to investigate the possibility of supplementing curriculum, reteaching, or designing units of 

study in order to meet the curricular needs of the students for the next grade level. 

Page: 3 of 41

Assigned to: 


Comments: 

Task Completed: 04/01/2011 


The instructional teams meet weekly with school leadership for 

this very purpose all year, as evidenced in agendas and 

principal schedule. 

3. Reteaching or newly designed units of study will be included in lesson plans and will be 

observed in principal and facilitator walk-throughs and collaboration. 

Assigned to: 

Marcus Moore 


Comments: 

4. Re-establish the practice of our 6th grade teachers meeting in the spring with McLain Junior 

High School 7th grade teachers. Ask McLain to investigate the possibility of inviting all feeder 

school 6th grade teachers for a formal meeting as we had in the past. 

Assigned to: 

Michael Stick 


Comments: 

5. Invesitgate the possibility of the fifth grade students visiting the magnet/charter sixth grade 

opportunities within the district. 

Assigned to: 

Ashley Cromwell 


Comments: 


Indicator 

EEIA-1.05 - Instructional teams ensure curriculum provides effective links to career, 

postsecondary education, and life options. (237) 









conditions) 


development: 

Plan Assigned to: Kathleen Jeffries 



Tasks: 

Currently classroom teachers are incorporating this indicator 

into their daily lessons in the third through sixth grades but it 

is not formally assessed or listed in teacher leson plans. 

Teachers will include daily life applications to the objectives 

being taught. The counselor will also provide resources such 

as guest speaker, career counseling and collaboration with 

other agencies (TCC) for teachers and students. 

Page: 4 of 41

1. Teachers will incorporate real life links to the daily lessons. This will entail creating meaningful 

experiences that show students how the objective they are working on can be applied to their 

daily life when they finish school. 

Assigned to: 



Comments: 

2. Fifth (possibly sixth) grade students will attend college day at Tulsa Community College in an 

effort to expose them to the benefits of furthering their education past high school. 

Assigned to: 

Kathleen Jeffries 


Comments: 

3. Teachers will use technology (the internet) to expose students to various careers and college 

opportunities as part of the social studies curriculum. 

Assigned to: 

Leah Allison 


Comments: 


Indicator 

EEIA-1.06 - Instructional teams review alignment to standards and revise site-level 

curriculum accordingly. (238) 









conditions) 


development: 

Plan Assigned to: Lizzie Godwin 



Tasks: 

Teachers are using the standards during collaboration 

meetings to create team lesson plans each week. 

Teachers will meet in collaborative meetings to plan and then 

as a whole group to plan across the grade levels using current 

Oklahoma PASS objectives as well as intergrating Common 

Core when appropriate. This will help teachers begin the 

process of transitioning to full implimentation of the Common 

Core curriculum by 2014. 

1. Teachers will be provided with a template to take notes during their collaboration meetings. 

Assigned to: 

Marcus Moore 


Comments: 

2. Teachers will be provided with a template for their lesson plans 

Page: 5 of 41

Assigned to: 

Marcus Moore 


Comments: 

3. Teachers will be asked to turn in their lessons and notes from their collaboration meetings 

each week. 

Assigned to: 

Marcus Moore 


Comments: 

4. As the alignment of Common Core becomes available for each grade level, we will begin using 

those objectives to direct classroom instruction. 

Assigned to: 


Comments: 



Indicator 

EEIA-1.07 - School leadership and instructional teams ensure all students have access to 

the common academic core curriculum. (239) 









conditions) 


development: 









Teachers will be using research based materials as well as 

state adopted curriculum to create lesson plans. 

Page: 6 of 41


Essential Element 2 - Classroom Evaluation and Assessment 

Indicator 

EEIB-2.01 - All teachers provide multiple classroom assessments that are frequent, 

rigorous, and aligned to standards. (240) 









conditions) 


development: 

Plan Assigned to: Julie Bloch 



Tasks: 

Currently only a handful of teachers are using teacher created 

assessments and assessments provided through state adopted 

curriculum in their classrooms. 

All teachers will use weekly assessments to monitor student 

schievement. 

1. Teachers will use teacher created assessments as well as assessments provided by state 

adopted curriculum in their classrooms. 

Assigned to: 

Julie Bloch 


Comments: 

Teachers will be given support for assessment development 

during PLCs. 

2. Teachers will be provided with sample assessments to use as a guide when creating their own 

assessments. 

Assigned to: 


Comments: 


The Staff Development Teacher will work one on one with 

teachers to determine their assessment needs. 


Indicator 

EEIB-2.02 - All teachers collaborate to develop common formative assessments and 

authentic assessment tasks (such as portfolios or projects) that are aligned with state 

standards. (241) 






Page: 7 of 41




conditions) 


development: 

Plan Assigned to: Leah Allison 



Teachers currently attend collaborative planning meetings 

however assessments are not often the focus of these 

meetings. Weekly planning and student behavior are the main 

focus of these meetings. 

This is not a required indicator and will not be addressed at 

this time. 

Indicator 

EEIB-2.04 - All students can articulate expectations in each class and know what is 

required to be proficient. (243) 









conditions) 


development: 




Tasks: 

Teachers are working toward this goal by incorporating the 

use of the Flippen Group's strategies. 

Students will be able to talk to the objectives they are 

currently working on in the classroom. 

1. The staff development teacher will provide a professional learning community on creating kid 

friendly objectives. 

Assigned to: 


Comments: 


2. Teachers will use the methods provided by the Flippen Group to post and display objectives. 

Assigned to: 


Comments: 


3. Data walks will be as a method of collecting data to ensure that all teachers are meeting the 

expectation. 

Assigned to: 



Page: 8 of 41

Comments: 


Indicator 

EEIB-2.05 - All teachers use test scores, including pre- and post-test results, to identify 

instructional and curriculum gaps, modify units of study, and reteach as appropriate. 

(244) 









conditions) 


development: 




Tasks: 

At Anderson Elementary,as a result of current scores and 

principal observations, we know that some teachers do 

analyze data to the point of reteaching and unit modification; 

however, while data is thoroughly analyzed, time restraints 

and new teacher capacity sometimes limits the appropriate 

follow-up to the analysis in every day teaching. 

At Anderson Elementary, all teachers will analyze test scores 

to identify curricular and instructional gaps and will use these 

results to re-teach as appropriate and to modify units of study. 

1. Upper grade level teams will continue to meet after each benchmarking period and when 

OCCT results are available to analyze strengths and weaknesses in student achievement. 

Assigned to: 



Comments: 

2. Time during lower grade level team meetings will be established for the purpose of analyzing 

data (DIBELS, early childhood screening, 2nd grade pre- and post- tests, Scott Foresman and 

enVision Math, mastery tests for SRA). 

Assigned to: 

Marcus Moore 


Comments: 


This has occurred all year. All teams meet with school 

leadership weekly. 

3. Collaborative meeting time will be devoted to in-house inservice on accessing the online preand 

post- tests provided by Scott Foresman and enVision programs which would then be utilized 

appropriately by all grade levels. 

Assigned to: 

Marcus Moore 

Page: 9 of 41


Comments: 

4. Reteaching and the use of newly designed units of study will be included in lesson plans and 

will be observed in principal walk-throughs and collaboration. 

Assigned to: 

Marcus Moore 


Comments: 


Indicator 

EEIB-2.06 - Instructional teams use student learning data to identify students in need of 

tiered instructional support or enhancement. (245) 









conditions) 


development: 




Tasks: 






When the objective is fully met we will have tiered intervention 

in both reading and math with fidelity in every classroom. 

Teachers will differentiate in both reading and math instruction 

and students will be grouped in flexible groups for both 

reading and math. Teachers will manage all groups effectively 

and students will travel to the appropriate group during the 

math block just as they do for reading. 

1. 1. Thea school leadership team will investigate math intervention programs for possible 

purchase. 

Assigned to: 

Marcus Moore 


Comments: 


2. 2. Teachers will review and vote on intervention programs prior to purchase to decide on 

usability and effectiveness. 

Assigned to: 



Page: 10 of 41

Comments: 


The tutoring teachers met in order to do this. Programs were 

presented and reviewed and the appropriate programs were 

chosen. 

3. Teachers will submit needs based on classroom assessments and student progress to the 

leadership team for consideration/purchase. 

Assigned to: 

Marcus Moore 


Comments: 


Indicator 

EEIB-2.07 - School leadership and instructional teams examine student work for evidence 

that instruction is aligned to state standards. (246) 









conditions) 


development: 




Tasks: 

Currently the teachers are asked to turn in student work 

samples to the Staff Development Teacher. The SDT then 

reviews the student samples and conferences with teachers 

regarding her findings. 

The leadership team will meet with each grade level to 

examine student work and use that information to formulate 

lesson plans and guide instruction. 

1. The leadership team will determine a time to meet with each grade level team. 

Assigned to: 

Marcus Moore 


Comments: 

2. An agenda will be created for each meeting in order to keep the team on task. 

Assigned to: 


Comments: 



Page: 11 of 41

Indicator 

EEIB-2.09 - All teachers and instructional teams analyze student work to target and 

revise instruction and curriculum, and to obtain information on student progress. (815) 









conditions) 


development: 




Tasks: 

Teachers currently discuss student work in an informal setting. 

All teachers and instructional teams will analyze student work 

to target and revise instruction and curriculum, and to obtain 

information on student progress. 

1. Teachers will turn in student work to the Staff Development Teacher who will then review the 

samples and meet with teachers during PLCs to discuss. 

Assigned to: 


Comments: 


2. Teachers will meet with the Staff Development Teacher weekly and discuss the data/feedback 

from the student work samples. 

Assigned to: 


Comments: 



Page: 12 of 41


Essential Element 3 - Instruction 

Indicator 

EEIC-3.01 - All teachers use varied instructional strategies that are scientifically researchbased. 

(248) 









conditions) 


development: 




Tasks: 

1. PLC will be conducted regarding differientiated instruction. 

Assigned to: 


Comments: 

Teachers currently use strategies such as Thinking Maps, 

differientiated instruction and small group instruction in their 

classrooms. 

All teachers will use varied instructional strategies that are 

scientifically research-based in order to meet the learning 

needs of all the students in their classrooms. 


2. Teachers will preform presentations to other teachers in an effort to share new 

ideas/strategies during faculty meetings. 

Assigned to: 

Marcus Moore 


Comments: 

During September 2011 the Kindergarten team presented a 

powerpoint on what has been happening in their classrooms 

and we discussed how their work impacts the upper grade 

levels. We also discussed how their classroom management 

could be adapted and used for the upper grades. 


Page: 13 of 41

Indicator 

EEIC-3.02 - All teachers use instructional strategies and activities that are aligned with 

learning objectives. (249) 









conditions) 


development: 

Plan Assigned to: Michael Stick 



Tasks: 

While most teachers currently align their instructional 

strategies and activities to the learning objectives, Flippen's 

"Safety Net" will provide a means with which teachers are able 

to enhance the alignement of the learning objectives with their 

learning. 

At Anderson Elementary School teachers will develop weekly 

grade level lesson plans using research-based instructional 

strategies and activities that are aligned with Oklahoma PASS 

Objectivies in order to promote student success. In addition 

based on the Flippen "Safety Net" the teachers will utilize the 

Top Ten Standards in reading, writing, math, science and 

social studies 

1. Grade level team leaders will offer ongoing support for team teachers to impliment effective 

lesson plans that are aligned with Oklahoma PASS Objectives. 

Assigned to: 


Comments: 


2. All teachers will continue to submit weekly lesson plans to principal, vice principal and staff 

development teacher that will outline the Oklahoma PASS Objectives. 

Assigned to: 

Marcus Moore 


Comments: 


3. Staff Development Teacher will provide in service training for new teachers in order to develop 

an understanding of the Oklahoma PASS objectives. 

Assigned to: 


Comments: 


4. The teachers will be provided with the Flippen "Safety Net" Top Ten Standards to incorporate 

into their lessons. 

Assigned to: 



Page: 14 of 41

Comments: 


Indicator 

EEIC-3.03 - All teachers use instructional strategies and activities that are differentiated 

to meet specific student learning needs. (250) 









conditions) 


development: 

Plan Assigned to: Ashley Cromwell 



Tasks: 

Based upon leadership walk throughs, some teachers are 

lacking in the area of differentiated instruction. Teachers will 

attend Flippen's "Designing Engaging Lessons" and "Student 

Engagement". 

At Anderson Elementary School, teachers will formulate 

differentiated instructional strategies to meet the various 

learning style of each student, as evidenced in principal walkthroughs 

and evaluations, lesson plans, and student work and 

assessments. 

1. Teachers experiencing success in this area, as identified by the principal, will be provided with 

the opportunity to share out strategies and ideas in a portion of faculty meeting, as evidenced by 

meeting agendas. 

Assigned to: 

Marcus Moore 


Comments: 

2. Teachers who wish to observe other teachers as they model differentiation strategies will be 

allowed to do so on their plan time. Model teachers will be identified by the prinicipal and/or will 

have the opportunity to volunteer. A schedule will be distributed at faculty meeting. 

Assigned to: 

Traci Hunter 


Comments: 

3. Teachers will incorporate strategies learned during Flippen Group trainings "Designing 

Engaging Lessons" and "Engaging Students" into their daily lessons. 

Assigned to: 

Marcus Moore 


Page: 15 of 41

Comments: 

Lesson plans are turned in on a weekly basis to the leadership 

team. 


Indicator 

EEIC-3.04 - All teachers demonstrate the content knowledge necessary to challenge and 

motivate students to high levels of learning. (251) 









conditions) 


development: 

Plan Assigned to: Not yet assigned 

Teachers currently attend professional development(Thinking 

Maps, Flippen, etc.) to ensure that they are current on 

research based pratices. 

Indicator 

Status 

EEIC-3.05 - All teachers incorporate the use of technology in their classrooms when it 

enhances instruction. (252) 

Full Implementation 


Assessment Level of Development: Initial: Full Implementation 11/02/2011 

Evidence: 

Teachers currently use Smart/Promethean Boards in their 

classrooms on a daily basis. Teachers also provide time for 

students to have access to computers in an effort to enhance 

and engage student learning. 

Page: 16 of 41

Indicator 

EEIC-3.06 - School leadership provides sufficient instructional resources that are used by 

teachers and students for standards-aligned learning activities. (253) 









conditions) 


development: 




Tasks: 

Teachers currently have access to resources and materials as 

well as a Staff Development Teacher, a Reading Resource 

Teacher and an English Language Learner Teacher. 

Teachers will have the necessary resources to ensure mastery 

of the objectives. 

1. Teachers will have a staff development teacher, a reading resource teacher and an ELL 

teacher to assist with planning and implementation in the classroom. 

Assigned to: 

Marcus Moore 


Comments: 

2. The leadership team will research curriculum for whole group instruction as well as 

differientiated instruction according to teacher needs based on data. 

Assigned to: 


Comments: 


3. In an attempt to assist with the inclusion process we will invite the district ELL specialists to 

lead a PLC on interupting the WIDA scores and presenting the teachers with a can do list of 

strategies to support the ELL students while in the regular classroom. 

Assigned to: 


Comments: 



Page: 17 of 41

Professional Learning Environment-Effective Teachers 

Essential Element 4 - School Culture 

Indicator 

EEIIA-4.04 - All teachers and nonteaching staff are involved in decision-making processes 

related to teaching and learning. (259) 









conditions) 


development: 




Tasks: 

Teachers currently include teacher aides, paraprofessionals 

and other staff members in the lesson planning process. 

At Anderson Elementary School, teachers and nonteaching 

staff members will meet and collaborate weekly to discuss 

areas related to teaching and learning. 

1. 

Teachers and nonteaching staff members will continue to participate in Child Study Team 

Meetings to provide effective teaching strategies. 

Assigned to: 



Comments: 


Our Child Study Team has become a strong and effective part 

of our instructional organization. The team meets weekly 

every Thursday. Teachers make recommendations to the 

counselor and notifies the counselor that they have a case to 

present to the team and the counselor coordinates and 

schedules the teachers and their alloted times at the meeting. 

The team has functioned well and has proven to be effective in 

strategies and information presented to the teachers and in 

procuring the proper info necessary for testing children, etc. 

2. Staff will collaborate in open forum staff meetings regarding scheduling of progress monitoring 

(DIBELS) and will share strategies and ideas as to how to use the information gained in this 

monitoring. 

Assigned to: 

Traci Hunter 


Comments: 


The Reading Interventionist, Evelyn Rayes, oversees the 

progress monitoring for Title I and has provided this 

information. 

Page: 18 of 41

3. The Child Study Team will assist teacher in completing the necessary forms and paperwork for 

recommending students to the CST. 

Assigned to: 



Comments: 


Indicator 

EEIIA-4.07 - All teachers communicate regularly with families about individual student 

progress. (262) 









conditions) 


development: 




Tasks: 

It has been the experience of staff that communication 

between teachers and parents are limited due to a lack of 

updated information. 

At Anderson Elementary School, all teachers will have access 

to updated parent information in order to communicate each 

student's progress. At Anderson, teachers contact parents 

regularly and frequently to discuss student progress through a 

variety of means. 

Anderson teachers are learning to actively involve students in 

student-led conferences, journals, portfolios, etc. in reporting 

student progress to families. Anderson keeps a maintained list 

of students identified for risk of failure and students are 

provided additional assistance. 

1. Teachers will allow students to call parents and give both negative and positive report 

regarding their academic behaviors, as evidenced by the phone calling log kept in the classroom. 

Assigned to: 

Marcus Moore 


Comments: 

2. Registrar/Secretary will be assigned the duty of updating parent contact information on a 

monthly basis, due to the high mobility at Anderson Elementary School. 

Assigned to: 


Comments: 


3. A uniform phone log will be developed, distributed, and reviewed by the principal at teacher 

evaluation in order to increase effective parental contact. 

Page: 19 of 41

Assigned to: 


Comments: 


The staff development teacher provided the teachers with a 

template to use for the call log. 

4. The Anderson website will be updated and each teacher will update their webpage at least 

twice a year. 

Assigned to: 


Comments: 


5. At the first conference time of the year, information will be given to each parent regarding 

access to the parent portal on PowerSchool. 

Assigned to: 



Comments: 

6. The webmasters will present professional development in SharpSchool and in developing 

individual teacher web pages at a faculty meeting, as evidenced by meeting agendas. 

Assigned to: 

Dee Dee Crooms 


Comments: 


Page: 20 of 41


Essential Element 5 - Student, Family, and Community Support 

Indicator 

EEIIB-5.02 - All students have access to academic and behavioral supports including 

tutoring, co- and extra-curricular activities, and extended learning opportunities (e.g., 

summer bridge programs, Saturday school, counseling services, Positive Behavior 

Intervention Supports [PBIS] and competitive and noncompetitive teams). (268) 









conditions) 


development: 

Plan Assigned to: Kemba Wright 


As a result of the implementation of tutoring, co and extracurricular 

activities, competetive sports, PBIS and other going 

counciling services, some students have made progress in the 

areas of academics and behavior. 

Anderson Elementary School, staff will recruit parents for 

participation in ongoing activities including both academic and 

behavior for positive reinforcement. Anderson will continue to 

offer tutoring, Girl/Boy scouts, basketball teams, Students 

Council, PBIS, and onsite counseling services provided by the 

school counselor and DaySpring. 


Tasks: 

1. Afterschool tutoring will continue for the purpose of strengthing math and reading skills for 

OCCT test as well as acheiving mastery overall. 

Assigned to: 


Comments: 



2. Counselor will continue to seek outside resourses such as our partners in education in an effort 

to receive more volunteers, mentors, and funding/donations which would promote family 

involvement and enhance parent participation. 

Assigned to: 



Comments: 


As a result of this work, parent participation has skyrocketed 

this year. We have documented over 50 active mentors and 

office volunteers this year. 

Page: 21 of 41

3. Parent Facilitator will continue to serve as a liasion for faculty and parents in order to create a 

culture of volunteerism among the parents. 

Assigned to: 

Kemba Wright 


Comments: 


Between the work of the counselor and the parent facilitator, 

volunteers have greatly increased from 3 the previous year to 

over 50 for the 2010-2011 school year. 

4. Resources will be researched and provided to the teachers involved in the afterschool tutoring 

program. 

Assigned to: 


Comments: 



Indicator 

EEIIB-5.03 - School leadership and all teachers implement strategies such as family 

literacy to increase effective parental involvement. (269) 









conditions) 


development: 




Tasks: 

Based on past and current PTA Meetings, Parent-Teacher 

Conferences, and other school sponsored events, parental 

involvement is lacking in both primary and itermediate grades. 

At Anderson Elementary School teachers will ensure that 

parents receive information about how to become involved in 

their child's education and/or in the volunteer process at 

Anderson through increased communications. Anderson will 

have an active PTA organization and in order to get 

participation from parents across the grade levels, parents will 

be invited to activities such as literacy nights, school musical 

programs, and learning demonstrations. 

1. Teachers will increase level of communication with parents through monthly classroom 

newsletter. 

Assigned to: 

Michael Stick 


Comments: 

Page: 22 of 41

2. Counselor will design and implement program that would provide necessary training for parent 

education as a result of parent survey needs. 

Assigned to: 



Comments: 

3. Continue parent involvement through school connect, weekly folders, and other resources. 

Assigned to: 

Kemba Wright 


Comments: 


Our parent facilitator has assisted in the process of "Thursday 

folders." Each Thursday, newsletters, notes for parents, 

classroom newsletters, schoolwork, papers to sign, etc., are 

sent home with each student. 

4. A survey will be developed and sent home to parents at Back to School night which will guage 

interest in areas where parents are interested in parent education and in strategies to help their 

child in homework, school discipline, and study skills. 

Assigned to: 



Comments: 

5. The parent facilitator will contact concerned and active parents to institute a charter PTA board 

and will ilicit ideas regarding the utilization of PTA meetings and ideas for parent involvement. 

Assigned to: 

Kemba Wright 


Comments: 


Page: 23 of 41

Indicator 

EEIIB-5.06 - School leadership and staff actively pursue relationships to support students 

and families as they transition from grade to grade, building to building, and beyond high 

school. (817) 









conditions) 


development: 



The communication gap from grade to grade, building to 

building, and beyond lacks cohesion based on the OCCT and 

DIBELS data. 

At Anderson Elementary School, staff will keep open 

comunication with families to create a smoother transition 

from grade to grade and from building to building. Activities 

such as Back to School night and Middle School presentations 

to 6th grade will continue. 


Tasks: 

1. Conduct placement of all students during faculty/grade-level team meetings with school 

leadership facilitating. 

Assigned to: 

Marcus Moore 


Comments: 

2. 

Sixth grade teachers and counselors will meet and collaborate with Middle School Staff to ensure 

smoother transition. 

Assigned to: 

Lois Diggs 


Comments: 

3. Information on Tulsa Public School's Parents as Teachers program will be distributed through 

the website, flyers from the Pre-K class during screening at the beginning of the year, and on 

SchoolConnects so that parents may be better informed about this service for presechoolers. 

Assigned to: 

Nina Eccles 


Comments: 

Parents as Teachers (PAT) is a voluntary early childhood 

parent education and family support program for parents who 

have children from birth-three years of age designed to help 

all parents give their children the best possilbe start in life. 

4. During spring parent teacher conferences teachers will share expectations for the next grade 

level and provide the parents with activities that can be utilized during the summer months to 

help prepare the students for the following year. 

Page: 24 of 41

Assigned to: 

Nina Eccles 


Comments: 

5. We will invite a representive from Rogers College Junior High to present information to the 

sixth grade students informing them of the opportunities offered at Rogers. 

Assigned to: 


Comments: 



Indicator 

EEIIB-5.07 - School leadership ensures that appropriate stakeholders (e.g., school staff, 

students, parents, family members, guardians, community organizations and members, 

business partners, postsecondary education institutions, and workforce) are involved in 

critical planning and decision-making activities. (818) 









conditions) 


development: 




Tasks: 

School leadership continues to involve some stakeholders in 

the critical planning and decision-making process. 

Research shows that community involvement can have a 

positive impact on the learning environment. At Anderson 

Elementary School school leadership will design a plan that 

will involve all stakeholders in the critical planning and 

decision-making process regarding the education, physical and 

emotional needs of the students as well as the extra curricular 

opportunities available. 

1. School leadership will hold monthly community meetings in conjunction with regularly 

scheduled PTSA Meetings to inform stakeholders of planning and progress. 

Assigned to: 

Kemba Wright 


Comments: 

2. School leadership will invite partners in education to attend planning sessions involving 

decision making activities biannually. 

Assigned to: 

Marcus Moore 


Comments: 

Page: 25 of 41

3. The parent facilitator will contact parents to institute a charter PTA board and will ilicit ideas 

regarding the utilization of PTA meetings and ideas for parent involvement. 

Assigned to: 

Kemba Wright 


Comments: 

4. We will create a list of students and teacher based needs and present that list to our Partners 

in Education. 

Assigned to: 


Comments: 



Indicator 

EEIIB-5.08 - School leadership and all staff incorporate multiple communication 

strategies that are culturally and linguistically appropriate and support two-way 

communications with families and other stakeholders. (819) 









conditions) 


development: 




Tasks: 

Based on parent input, communication is limited and 

infrequent in some areas. 

Anderson Elementary School will enhance communication with 

families and other stakeholders by contnuing the use of school 

connects, compiling an email list and distributing more written 

communication. Our updated website is helpful to parents. 

Currently, our Hispanic population is small. Anderson will 

continue to call on the ELL teacher for help in communicating 

with parents as necessary. 

1. 

Parent Facilitator will compile a list with updated information including all stakeholders to support 

two way communication. 

These communications will be available in english as well as spanish and any other language 

deemed necessary by current student enrollment information. 

Assigned to: 

Kemba Wright 


Comments: 

2. Information regarding conferences, programs, literacy nights, etc. will be disseminated 

through SchoolConnects in English as well as Spanish when available. 

Assigned to: 

D'Andria Crooms 

Page: 26 of 41


Comments: 

3. The Anderson website will be updated and each teacher will update their webpage at least 

once a month. 

Assigned to: 


Comments: 




Essential Element 6 - Professional Growth, Development, Evaluation 

Indicator 

EEIIC-6.06 - School planning team designs professional development that has a direct 

connection to the analysis of student achievement data. (277) 









conditions) 


development: 




Tasks: 

At Anderson Elementary, professional development needs 

have not been determined based on the student achievement 

indicators. Student scores have not been utilized to determine 

specific professional development needs. Professional 

development needs have been previously based on schoolwide 

needs rather than specific curricular gaps. To date there 

is no data relating to the impact of professional development 

on student achievement. 

At Anderson Elementary, all teachers, along with the principal, 

will analyze student test score data and student class work 

and participate in professional development opportunities such 

as Flippen "Engaging Students", "Data Walks" "Designing 

Engaging Lessons", Thinking Maps on-site as needed. 

Anderson will also use Value Added to analyze student/school 

achievement. 

1. Beginning in April 2011, teachers at Anderson Elementary will spend time during faculty 

meetings looking for curricular gaps between the grade levels. 

Assigned to: 

Marcus Moore 


Comments: 

This was accomplished through a series of faculty meetings as 

evidenced in meeting agendas. 

Page: 27 of 41


2. In August of 2011, during our opening inservice dates, Anderson Elementary teachers will 

analyze OCCT data from the 2009 - 2010 and the 2010 - 2011 school years to determine trends 

in curricular gaps. 

Assigned to: 


Comments: 


3. Teachers will be given guidance and professional development at a series of faculty meetings 

as to how best to use the pre- and post- Scott Foresman and enVision tests, benchmark unit 

tests, and DIBELS test data to determine instructional gaps. 

Assigned to: 



Comments: 

4. The identified gaps will determine professional development for the 2011 - 2012 school year. 

These recommendations will be taken to leadership to procure the appropriate professional 

development. 

Assigned to: 

Nina Eccles 


Comments: 


Page: 28 of 41

Indicator 

EEIIC-6.11 - School leadership provides opportunities for teachers to actively participate 

in collaboration and to engage in peer observations to improve classroom practice across 

disciplines and programs. (282) 









conditions) 


development: 




Tasks: 

At Anderson Elementary, our faculty meetings are held in 

teacher's classrooms in an effort to provide opportunities for 

peer observations and sharing and teachers are encouraged to 

observe in other teacher's classrooms during the school day. 

Teachers share a common plan time to collaborate on grade 

level strategies while vertical articulation is addressed in staff 

meetings. Opportunities for collaboration beyond a teacher's 

discipline or grade level is limited due to time constraints and 

lack of available staff for coverage. 

At Anderson Elementary, teachers will have opportunities to 

actively collaborate through observations in their peers' 

classrooms during different disciplines throughout the school 

day in order to improve classroom instruction and 

management. 

1. A rotating quarterly schedule will be established in order for teachers to observe in other grade 

levels, thereby increasing knowledge of vertical articulation and improving classroom instruction. 

Prior to developing the schedule, teachers will discuss the plan in a faculty meeting in an effort to 

increase ownership of the process. 

Assigned to: 

Marcus Moore 


Comments: 

2. Anderson teachers will be able to spend time throughout the day observing in the classrooms 

of fellow grade level teachers as well as teachers in other disciplines. 

Assigned to: 

Marcus Moore 


Comments: 

3. The principal will look into alternate funding from the district for sub coverage of classrooms 

and/or the parent facilitator will investigate the possibility of parent volunteers covering the 

classrooms so teachers can observe other classroom instruction in their grade level teams. 

Assigned to: 

Kemba Wright 


Page: 29 of 41

Comments: 


Indicator 

EEIIC-6.13 - School leadership uses the evaluation process to provide teachers with 

follow-up and support to change behavior and instructional practices. (820) 









conditions) 


development: 




Tasks: 

As a result of leadership and teacher survey,at Anderson 

professional development is being directly linked to those 

teachers on a Personal Development Plan as per the new 

Teacher Effectiveness Initiative. With district cuts in the 

professional development department, former access to 

facilitators and specialists is more limited at this time. 

Principal currently provides teachers with feedback after 

observations and walk-throughs. 

At Anderson, the principal will continue to provide teachers 

with feedback after observations and walk-throughs as an 

integral part of the evaluation process to challenge teacher 

thinking and to change behavior, and will continue to use the 

leadership and teacher survey, to directly link professional 

development to those teachers on a Personal Development 

Plan as per the new Teacher Effectiveness Intiative. The 

Anderson school leadership will work with teachers to 

integrate their individual professional development goals in the 

evaluation process. Anderson leadership will provide teachers 

with adequate follow-up and support to ensure that the 

evaluation process results in improved instructional practice 

and higher student achievement. 

1. At Anderson the principal provides an immmediate evaluation from any walk throughs or 

observations and meets with the teacher within three days to review lessons and reflect on 

outcomes and ways to integrate or enhance the next lesson. 

Assigned to: 

Marcus Moore 


Page: 30 of 41

Comments: 


Leadership is in every classroom in the building at least once a 

week and as the work with the Flippen group progressed, each 

classroom received at least two walkthroughs weekly. 

Feedback sessions and reflection and written observation 

notes were given after each observation. 

2. The district placed a staff development teacher in the building for professional development. 

She will provide learning opportunities for teachers through PLCs as well as one on one 

interaction on varied strategies and classroom practices. 

Assigned to: 


Comments: 


3. Data will be collected using the Flippin "Data Walk" process to collect information. That data 

will then be shared with the teachers. 

Assigned to: 

Marcus Moore 


Comments: 


Collaborative Leadership-Effective Leaders 

Essential Element 7 - Leadership 

Indicator 

EEIIIA-7.06 - School leadership ensures that instructional time is protected and allocated 

to focus on curricular and instructional issues, including adding time to the school day as 

necessary. (289) 









conditions) 


development: 




Tasks: 

Instructional time is scheduled and protected from interuptions 

such as intercom announcements, classroom visitors, phone 

calls, school programs, etc. 

There will be no interuptions in the classrooms throughout the 

day. 

1. The office will keep intercom communication to a minimum and only use the intercom system 

in emergency situations. 

Assigned to: 

Wakel Ousley 


Page: 31 of 41

Comments: 

2. A policy was in place however it was not being enforced regarding visitors in the classroom. 

Assigned to: 

Kemba Wright 


Comments: 

This year the policy has been enforced. Parents are being 

asked to retun to office to sign in and receive visitor passes 

before entering classrooms. 

3. Programs will be scheduled two weeks in advance and will take place within the last hour of 

the school day in an effort to protect the reading and math block. 

Assigned to: 

Marcus Moore 


Comments: 


Indicator 

EEIIIA-7.07 - School leadership provides effective organizational structures in order to 

allocate resources, monitor progress, and remove barriers to sustain continuous school 

improvement. (290) 









conditions) 


development: 




Tasks: 

There is currently no or very minimal activity on this indicator. 

Teachers will be provided with all resources and structures 

needed to be successful and ensure student schievement. 

1. The principal will create a budget and include monies for necessary resources. 

Assigned to: 

Marcus Moore 


Comments: 

2. The leadership team will provide teachers with PBIS information as well as Flippen Group 

strategies for organizational and management skills. 

Assigned to: 


Comments: 


3. The sire test coordinator will provide teachers with data regarding the benchmark assessments 

Assigned to: 


Page: 32 of 41


Comments: 

4. Teachers will be provided with a copy of the Safe School Plan. 

Assigned to: 

Marcus Moore 


Comments: 


Indicator 

EEIIIA-7.08 - School leadership provides organizational policies and resources necessary 

for implementation and maintenance of a safe and effective learning environment. (291) 









conditions) 


development: 




Tasks: 

The school currently has a Positive Behavior Intervention 

System in place as well as a Safe School Plan. 

The adminstration will provide clear expectations to each 

teacher for the year and will provide necessary resources for 

teachers to be successful in achieving the expectations. 

1. Teachers will be provided with lesson plan/collaborative planning templates. 

Assigned to: 

Marcus Moore 


Comments: 


2. Teachers will be provided a procedures manual. 

Assigned to: 

Mr. Moore provided all teachers with a lesson plan template 

during the first teacher meeting before school began. 

Marcus Moore 


Comments: 

3. Teachers will be provided feedback in an effort to continue their journey toward 

achieving/meeting the expectations such as evaluations, conferences with the principal, 

observations, data walks, etc. 

Assigned to: 

Marcus Moore 


Comments: 

Page: 33 of 41

4. We will work to create an earthquake procedure and practice this procedure when practicing 

the other disaster drills each month. 

Assigned to: 

Michael Stick 


Comments: 

5. New staff will receive professional development in PBIS on-site. 

Assigned to: 


Comments: 




Essential Element 8 - Organizational Structure and Resources 

Indicator 

Status 

EEIIIB-8.02 - School leadership designs the master schedule to provide all students 

access to the entire curriculum. (296) 




Evidence: 

This schedule was completed at the beginning of the school 

year. The schedule allows for the proper amount of time in the 

classroom as well as time in the library, gym, art and music 

classes. This schedule was created using the input of the 

entire faculty. 

Page: 34 of 41

Indicator 

EEIIIB-8.05 - School leadership uses effective strategies to attract highly qualified and 

highly effective teachers. (299) 









conditions) 


development: 




Tasks: 

At Anderson Elementary, the principal attends teacher job fairs 

both for Tulsa Public Schools and at regional universities to 

recruit highly qualified teachers. Teachers also participate in 

regular professional development provided in-house and by 

consultants to assist in professional growth. 

Beginning in January, the principal of Anderson Elementary 

will attend job fairs at Oklahoma State University and 

Northeastern State University to recruit highly qualified 

teachers to both Anderson and Tulsa Public Schools. At 

Anderson Elementary, the principal will continue to attend 

teacher job fairs both for Tulsa Public Schools and at regional 

universities to recruit highly qualified teachers. Teachers also 

participate in regular professional development provided inhouse 

and by consultants to assist in professional growth. 

Teacher teams will continue to advise in the interview process. 

1. School leadership will offer teachers instructional feedback regarding research-based practices 

and data-driven instruction in a consistent and timely manner to guide and ensure the 

effectiveness of each teacher. 

Assigned to: 

Marcus Moore 


Comments: 


2. School leadership will utilize the Teacher Effective Index to evaluate teachers and to assess 

the effectiveness of all Anderson teachers. 

Assigned to: 

Marcus Moore 


Comments: 


3. Anderson will work with the area universities in an effort to recruit student teachers to our 

building and expand our job pool. 

Assigned to: 



Page: 35 of 41

Comments: 


Indicator 

Status 

EEIIIB-8.06 - School leadership provides time for vertical and horizontal planning across 

content areas and grade configurations. (300) 




Evidence: 

Teachers meet within their grade level teams every Monday to 

collaborate and meet every Monday afterschool for one hour in 

the library to collaborate with other grade levels as well as the 

librarian, art teacher and gym teacher. 

Indicator 

EEIIIB-8.07 - School leadership collaborates with district leadership to provide increased 

opportunities to learn such as virtual courses, dual enrollment opportunities, and workbased 

internships. (301) 









conditions) 


development: 




Tasks: 

At Anderson Elementary, our students are afforded 

opportunities such as student council participation, Red Cross 

participation, Salvation Army food basket drive, participation in 

the Veteran's Day Parade and field trips. With more funding, 

being there experiences could be more frequent and more in 

depth. 

Anderson Elementary School students will participate in a 

minimum of one field trip per year per grade level. This field 

trip will be aligned with current benchmarks and standards 

and teachers will provide an assessment of knowledge after 

the field trip. Anderson will continue to utilize the Healthy 

Activity Time program which brings in speakers and hands-on 

being there experiences which teach about healthy food 

choices. 

1. Anderson Elementary School third through sixth grade students will participate in one 

community service learning project per year. They will be required to report on their service 

learning project and provide documentation for having participated. 

Assigned to: 

Marcus Moore 

Page: 36 of 41


Comments: 


Indicator 

EEIIIB-8.08 - School leadership provides and communicates clearly defined process for 

equitable and consistent use of fiscal resources. (302) 









conditions) 


development: 




Tasks: 

1. Create a budget review committee. 

Assigned to: 

As a result of the state and district current fiscal difficulties 

there are a few decisions to be made at the school site. 

Whenever funds become available the principal discuss 

possible usage of such funds at staff meeting. 

The principal will establish a site budget committee from 

inservice staff meeting and establish a meeting schedule for 

the following year. The committee will meet every other 

month during the school year. The school secretary will 

distribute copies of the budget for committe members to be 

reviewed.The budget will be discussed at faculty meeting 

following Site Budget Committee meeting for review and 

comments. 

Marcus Moore 


Comments: 

2. Develop a user friendly form to publish school financial records. 

Assigned to: 

Marcus Moore 


Comments: 


Page: 37 of 41

Indicator 

EEIIIB-8.09 - School leadership directs funds based on an assessment of needs aligned to 

the school improvement plan. (303) 









conditions) 


development: 




Tasks: 

At anderson the students data has been an important 

instrument for the purchase of needed items for each grade 

level. 

The principal and teachers will collaborate during grade level 

meetings on student data. Based on assessments of needs 

funds will be distributed as determined by principal and staff. 

1. . A plan will be developed to for the distribution of discretionary funds based on student needs. 

Assigned to: 

Marcus Moore 


Comments: 

2. Community resources will be tapped to develop more programs to promote student success. 

Assigned to: 

Wakel Ousley 


Comments: 


Page: 38 of 41

Indicator 

EEIIIB-8.10 - School leadership allocates and integrates state and federal program 

resources to address identified student needs. (304) 









conditions) 


development: 




Tasks: 

The principal follows all guidelines as currently directed by the 

district concerning resources provided by the state and federal 

programs. 

At Anderson the principal will attend all relevant professional 

development to stay current with all state and federal 

guidelines in the district. The WISE plan will guide the principal 

to search for funds to meet the needs of the students. 

1. Principal/Team Leaders meetings will be conducted to direct money to support priority goals 

and programs. 

Assigned to: 

Marcus Moore 


Comments: 

2. Teachers will attend professional development on research-based strategies as a result of 

student data disaggregation. 

Assigned to: 


Comments: 


3. Community organizations, businesses, and churches have input at leadership and PTA 

meetings. 

Assigned to: 

Wakel Ousley 


Comments: 

4. Leadership will attend professional development regarding Title I funding and how it can be 

used within the school. 

Assigned to: 

Marcus Moore 


Comments: 


Page: 39 of 41


Essential Element 9- Comprehensive and Effective Planning 

Indicator 

Status 

EEIIIC-9.01 - School leadership uses a collaborative process to develop vision, beliefs, 

mission, and goals. (305) 




Evidence: 

The principal has created a leadership team within the building 

to help with the development of the vision, beliefs, mission 

and goals of the building. The principal has also held 

professional learning community meetings to include the 

faculty in the decision making process. 

Indicator 

Status 

EEIIIC-9.02 - School planning team collects, manages, and analyzes data from multiple 

data sources. (306) 




Evidence: 

The leadership team collects and uses data from the OCCT, 

DIBELS, Benchmark assessments, Fontus and Pinnel to guide 

decision making in the building. The counselor serves as the 

Site Test Coordinator and there is a Staff Development 

Teacher in the building to assist with data analysis. 

Indicator 

EEIIIC-9.05 - School planning team identifies action steps, resources, timelines, and 

persons responsible for implementing the activities aligned with school improvement 

goals and objectives. (309) 









conditions) 


development: 




Tasks: 

Currently the leadership team utilizes the WISE plan, 

collaboration meetings, beanchmark data to determine what 

areas/subjects/grade levels need resources and support. 

The leadership team will review the Wise plan monthly to 

determine what areas teachers need the most support. 

1. The WISE plan will be written to reflect the needs of the students based on the 2010-2011 

OCCT scores. 

Page: 40 of 41

Assigned to: 


Comments: 



2. The WISE plan will be reviewed monthly by the leadership team as well as grade level teams 

to monitor improvement or determine areas which need more focus based on classroom 

assessments, DIEBLS data, benchmark assessment data, etc. 

Assigned to: 

Marcus Moore 


Comments: 

3. The WISE plan will be edited monthly according to progress made or areas that are 

determined to need improvement according to the collected data. 

Assigned to: 


Comments: 


4. The WISE process manager will receive a stipened paid with Title I funds for reviewing and 

revising the WISE plan monthy and insuring that the integrity of the plan is being maintained. 

Assigned to: 

Marcus Moore 


Comments: 

5. The WISE plan will be presented by the WISE process manager to the staff after approval at 

the state level. 

Assigned to: 


Comments: 



February 09, 2012 

Page: 41 of 41


Program Management Office(PMO) 

Scholastic Reading Inventory (SRI) Baseline Data of October 7, 2011 

SECTION I 


Reading and Common Core Standards :** 

"The Common Core Standards aim to ensure that all students are "on track" to be both college and career ready. Research 

shows that high school graduation no longer guarantees that students are ready for the postsecondary challenges that await 

them. While the reading demands of college, the workforce and life in general have remained consistent or increased over 

time, K-12 texts and reading tasks have decreased in complexity. The result is a significant gap between many students' 

reading abilities and the reading demands they will likely encounter after graduation". http://www.lexile.com/usinglexile/lexile-measures-and-the-ccssi/ 

"In 2006, ACT, Inc., released a report called Reading Between the Lines that showed which skills differentiated those 

students who equaled or exceeded the benchmark score (21 out of 36) in the reading section of the ACT college admissions 

test from those who did not. Prior ACT research had shown that students achieving the benchmark score or better in 

reading—which only about half (51 percent) of the roughly half million test takers in the 2004–2005 academic year had 

done—had a high probability (75 percent chance) of earning a C or better in an introductory, credit-bearing course in U.S. 

history or psychology (two common reading-intensive courses taken by first-year college students) and a 50 percent chance 

of earning a B or better in such a course. Surprisingly, what chiefly distinguished the performance of those students who 

had earned the benchmark score or better from those who had not was not their relative ability in making inferences while 

reading or answering questions related to particular cognitive processes, such as determining main ideas or determining the 

meaning of words and phrases in context. Instead, the clearest differentiator was students’ ability to answer questions 

associated with complex texts. Students scoring below benchmark performed no better than chance (25 percent correct) on 

four-option multiple-choice questions pertaining to passages rated as ―complex‖ on a three-point qualitative rubric described 

in the report". 

"These findings held for male and female students, students from all racial/ethnic groups, and students from families with 

widely varying incomes. The most important implication of this study was that a pedagogy focused only on ―higher-order‖ or 

―critical‖ thinking was insufficient to ensure that students were ready for college and careers: what students could read, in 

terms of its complexity, was at least as important as what they could do with what they read." 

Lexile Ranges and the Common Core Initiative:** 

"The Common Core Standards advocate a "staircase" of increasing text complexity, beginning in grade 2, so that students 

can develop their reading skills and apply them to more difficult texts. At the lowest grade in each band, students focus on 

reading texts within that text complexity band. In the subsequent grade or grades within a band, students must "stretch" to 

read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades 

so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level. all 

students should be reading at the college and career readiness level by no later than the end of high school. To measure 

the attainment of higher complexity levels of reading required for ,Common Core Standards the use of " qualitative scales of 

text complexity anchored at one end by descriptions of texts representative of those required in typical first-year creditbearing 

college courses and in workforce training programs" is essential. Lexile measures and the Lexile ranges are widely 

recognized as a qualitative scale suited for such a purpose. By incorporating Lexile Ranges as measures of student 

performance, schools can readily determine what text is appropriate for each grade band and what should be considered 

"stretch" text." 

MetaMetrics, a leader in the development and validation of the use of Lexile has realigned its Lexile ranges (Table 1) to 

match the Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension 

development through the grades to indicate that all students should be reading at the college and career readiness level by 

no later than the end of high school. 

Table I 

Text Complexity 

Grade Band in the 

Standards 

K-1 

2-3 

4-5 

6-8 

9-10 

11-C.C.R. 

Lexile Ranges Aligned to 

Old Lexile Ranges 

Common Core Expectations 

NA 

NA 

450-725 450-790 

645-895 770-980 

860-1010 955-1155 

960-1115 1080-1305 

1070-1220 1215-1355 

Lexile Range Performance and College Career Readiness (CCR) :** 

"Additional research has shown that the texts required for many postsecondary pursuits fall within a Lexile range of 1200L to 1400L, while the 

text complexity of typical high school textbooks for grades 11 and 12 is about 1050L to 1165L. This research provides valuable insight into the 

apparent disconnect when high school graduates encounter college and career texts. To put this gap in perspective, a 250L difference between 

reader ability and text complexity can cause a drop from 75-percent comprehension to 50-percent comprehension. This means that high school 

seniors who can successfully read twelfth-grade texts may enter college or the workplace several months later and encounter texts that result 

in less than 50-percent comprehension." 

** Excerpted from "Common Core State Standards for Language Arts & Literacy in History/Social Studies Science and Technical Subjects :Appendix A" 

Prepared by Taylor L. Young, Ph.D. 1 11:07 AM2/16/2012




SECTION II 

Implementation Of Scholastic Reading Inventory 

In December of the 2010-11 school year a district level task force formed by the Curriculum Office recommended that the SRI be used as 

a district screening device to measure the reading levels of students grades 4 through 11. The SRI was selected because it is an 

computer based reading assessment that provides an individual assessment based upon the abilities of each person taking the 

assessment. The score obtained from the assessment is a Lexile score is based upon the Lexile ranges developed by MetaMetrics . The 

SRI reports the range of ability rather than a single yes or no, pass or failure type measurement. 

In April and May of 2011 the Program Management Office , the Instructional Support Services Department and the Curriculum 

Department deployed a district wide SRI screening program for students in grades 4 through 11. Beginning in the 2011-2012 school year 

students in grades 4 through 11 will receive a SRI in September and again May of 2012. The two SRI administered during the 2011-2012 

year will be used to measure the Lexile gains during the school year. The information in this this report is baseline data collected from 

SRI screenings conducted into he spring of 2011. These results will be compared to the data collected during the 2011-2012 year to 

determine gains and/or gap analysis. 

SECTION III 

Baseline Lexile Range Performance 

Presented below is a chart depicting the distribution of the Lexile performance of students screened using the performance Lexile 

ranges established by MetaMetrics and adopted by Scholastic Inc. contained in the SRI. 

Anderson Elementary School, 4th Through 6th Grade, Scholastic 

Reading Inventory (SRI) Baseline Data of October 7, 2011 

0% 

BR 0% 

At Risk 100% 

Basic 0% 

Proficient 

#REF! 

Advanced 0% 

BR 

At Risk 

Basic 

Proficient 

Advanced 

100% 

Reading Proficiency Levels : Scholastic READ 180 Placement, Assessment, and Reporting Guide Revised Edition, 2009, page 18. 

BR: Beginning reader 

At Risk: Significantly Below Grade Level Student does not exhibit minimally competent performance when reading grade level appropriate text. 

Basic: Below Grade Level Student exhibits minimally competent performance when reading grade-level appropriate text. 

Proficient: Grade Level Student exhibits competent performance when reading grade-level appropriate text and can identify details, draw 

conclusions, and make comparisons and generalizations. 

Advanced: Above Grade Level Student exhibits superior performance when reading grade-level appropriate text. 

SECTION IV 

Analysis of Data 

As of October 7,(Official Baseline for 2011-2012), 2011, 2% of the students in grades 4th through 6th had completed an SRI. 

Zero percent of these students placed at the proficient Lexile level or above. One-hundred percent of the students completing 

the SRI placed in the "Basic" or "At Risk" or "BR" Lexile level category. 

When calculating the estimated Lexile range required to be a proficient reader in the Common Core Standards, current data 

indicates 0% of the students would possess the necessary reading skills to demonstrate success in Common Core 

Standards. 


SECTION V 

Levels of Reading Proficiency 




The actual Lexile range performance results by students (on the left) compared to the same Lexile performance results (on the 

right) sorted into the expected Lexile range necessary for success in the Common Core Standards. 

Anderson Elementary School, October 7, 2011 

Reading Proficiency 4th Grade % of Students 

Lexile Range Required for Common 

BR 0 0% 

Core Standards 

At Risk 349 and Below 1 100% 

4th % of 

Basic 350 to 599 0 0% 

Grade students 

Proficient 600 to 900 0 0% Proficient 770 to 980 0 0% 

Advanced 901 and Above 0 0% 100% Above 980 0 0% 

Total with SRI 1 2% Total of SRI 0 0% 

No Lexile 46 98% 

Total 4th Grade 47 100% 



BR 0 0% 



5th % of 

Basic 450 to 699 0 0% 

Grade students 

Proficient 700 to 1000 0 0% Proficient 770 to 980 0 #DIV/0! 

Advanced 1001 and Above 0 0% 0% Above 980 0 #DIV/0! 

Total with SRI 0 0% Total of SRI 0 #DIV/0! 





BR 0% 



6th % of 

Basic 500 to 799 0% 

Proficient 955 to Grade students 

Proficient 800 to 1050 0% 1155 

0% 

Advanced 1051 and Above 0% 100% Above 1155 0% 




Level of Reading Proficiency 

All ( 4th through 6th Grades) 

Grades 4th 

through 6th % of Students 

Lexile Range Required in Common Core 

BR 0 0% 

Standards 

At Risk 2 100% 

% of 

Basic 0 0% 

Grades 4th through 6th students 

Proficient 0 0% Proficient 0 0% 

Advanced 0 0% 100% Above Proficient 0 0% 


Total No Lexile 120 98% 

Total 4th through 6th 122 100% 

SECTION VI 

Common Lexile Levels 

Listed below are the Lexile levels for material from three types of text with titles for comparative purposes. 

Informational Text Lexile Levels 

Functional Text Lexile Levels 

College Text 1200-1400 College Application 1500+ 

New York Times 1380 State Job Application 1410 

Scholastic Home Page 1220 Application for Federal Student Aid 1270 

11th Grade Chemistry Textbook 1100 Car Warranty Application 1160 

11th Grade American Literature Textbook 1040 Pool Installation Manual 1130 

Elementary Encyclopedia 850 Drivers License Manual 1020 

All About Things People Do 630 Play Station Install Instructions 830 

The World of Water 300 

Narrative Text Lexile Levels 

Billy Bud 1450 

Up From Slavery 1320 

The Scarlet Pimpernel 1140 

The Old Man and the Sea 940 

Charlie and the Chocolate Factory 810 

Esperanza Rising 760 

I Lost my Tooth in Africa 620 

Toy Assembly Instructions 760 Knight 590 

Children's Comic Strip 350 

Clifford the Big Red Dog 200 

SECTION VII 

What is expected Lexile growth? 

The proficient Lexile performance ranges presented in SECTION V are the ranges which should be achieved by 

a student before the end of a given school year. An anticipated rate of growth equaling one year of reading 

development is 100 Lexile points for a student in an elementary school, 75 Lexile points for a student in a 

middle school, and 50 points for a student in a high school. Students who 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 possible within an READ 

180 classroom that is effectively operating at model standards. 


QUARTERLY REVIEW 

DECEMBER, 2011 

Anderson Elementary School

Draft Vision Statement at Anderson 

The vision of Anderson Elementary School is to provide a 

safe, respectful and rigorous learning environment for all 

stakeholders. Students will be empowered and motivated 

to direct their own learning. Staff will maintain high 

expectations for ALL students by encouraging hands-on 

learning opportunities, appealing their various learning 

styles, providing opportunities for 21 st Century learning, and 

ensuring that every student has ample opportunities to 

succeed. All staff will support each other while committing 

to continuous learning and collaboration designed to 

enhance our learning. Every effort will be taken to ensure 

the school has all of the resources it needs to provide our 

students with a world-class education.

Explanation of Dashboard 

Click the + sign for Home 

Click the + sign for Dashboard 

Click the + sign for Student 

Click the + sign for Attendance 

Click Attendance 2011-2012 

Choose Anderson using the drop bar 

Click the face for Attendance % by race – 2011 - 

2012 Student 

Choose a student by clicking the face to show the 

student’s profile

Anderson Data Summary 

Attendance Percentage - 2011-2012 Total 

Attend 

Percent 

95.16%

Anderson Data Summary


Comparing Populations on DIBELS 

(well below and below students in need of intervention right now)


Comparing Populations on DIBELS 

(well below, below and at benchmark)

Anderson Data Summary

Pre-Kindergarten ECAT Scores 

Fall 2011 

Gender 

Race 

ELL 

IEP 

Full Day (F) - Half 

Day (H) 

Social - Emotional 

(5) 

Personal Skills (3) 

Congnitive Math 

(29) 

L.A. - Literacy (20) 

Motor Skills (3) 

Fall TOTAL (60) 

0-15 (L) 16-36 (M) 

37-48 (A) 49-60 (P) 

M B F 1 1 1 5 0 8 Limited 

F B F 5 2 4 2 1 14 Limited 

M W F 6 2 2 4 1 15 Limited 

M B F 5 1 5 4 1 16 Minimal 

M B X F 5 2 5 3 1 16 Minimal 

F B F 5 1 8 3 1 18 Minimal 

M B F 4 1 12 3 1 20 Minimal 

F B F 5 1 7 5 2 20 Minimal 

M B F 4 2 9 5 1 21 Minimal 

M B X F 5 1 11 5 1 23 Minimal 

M B F 5 2 8 7 1 23 Minimal 

M B X F 5 1 12 9 1 28 Minimal 

F B F 5 2 19 2 1 29 Minimal 

F B F 5 3 12 9 1 30 Minimal 

M W F 5 3 12 9 1 30 Minimal 

F W F 5 3 17 7 1 32 Minimal 

M B F 5 2 17 8 1 33 Minimal 

F B F 5 3 13 11 1 36 Minimal 

F B F 5 2 19 9 1 36 Minimal 

F B F 5 2 22 9 1 39 Adequate 

Limited – 3 students 

Minimal – 17 students 

Adequate – 1 student 

Gender 

Race 

ELL 

IEP 

Full Day (F) - Half 

Day (H) 

Social - Emotional 

(5) 

Personal Skills (3) 

Congnitive 

Math (29) 

L.A. - Literacy (20) 

Motor Skills (3) 

Fall TOTAL (60) 

0-15 (L) 16-36 (M) 

37-48 (A) 49-60 (P) 

M B F 5 2 28 20 2 57 Adequate 

M B F 2 3 21 10 0 36 Minimal 

M W F 3 3 19 8 0 33 Minimal 

M B F 5 2 14 9 2 32 Minimal 

M B X F 2 2 16 8 0 28 Minimal 

M B F 1 2 6 5 1 15 Limited 

M B F 2 2 6 4 0 14 Limited 

M B F 1 1 5 4 0 11 Limited 

M B F 1 1 0 0 0 2 Limited 

M B X F 5 1 25 5 2 38 Minimal 

F B F 3 3 16 4 1 27 Minimal 

F B X F 0 2 11 10 0 23 Minimal 

F B F 0 2 11 9 0 22 Minimal 

F B F 3 3 5 8 0 19 Minimal 

F W F 2 2 10 4 0 18 Minimal 

F W F 2 1 6 5 0 14 Limited 

F B F 5 3 15 12 1 36 Minimal 

M B F 5 1 16 9 2 33 Minimal 

F B F 5 2 9 5 1 22 Minimal 

F B F 1 1 11 4 0 17 Adequate 

M B F 4 3 19 8 1 35 Minimal 

Limited – 5 students 

Minimal – 14 students 

Adequate – 2 students


Enrollment Count by Grade 

Total of 9 row(s) with 10000 Row 

Limit 

Domain 

Alternate 

Decode 

Students 

PK3 5 

PK4 39 

KG 70 

01 70 

02 55 

03 38 

04 51 

05 47 

06 28


Discipline Action Count by Month 

Total of 4 row(s) with 10000 Row Limit 

Incidents Month Action Type 

1Sep 

SUSPENDED FROM SCH. 

37Oct 

SUSPENDED FROM SCH. 

1Nov 

@ERR 

24Nov 

SUSPENDED FROM SCH.


YTD Violent Incident Count 


Incidents 

Offense Type 

1ASSAULT 

43FIGHTING 

2HARRASS/INTIMIDATE/BULLY


Incident Count by Grade 


Offense Type 

Incidents 


Incidents 

Domain 

Alternate 

Decode 

3PK4 

36KG 

1601 

1802 

2803 

2204 

3205 

@ERR 2 

ASSAULT 1 

DISRUPTIVE 

BEHAVIOR 7 

District Truancy 93 

FIGHTING 43 

HARRASS/INTIMIDATE 

/BULLY 2 

PETIT LARCENY 1 

POSSESS 

WEAPON/FACSIMILE 1 

SKIPPING/CUTTING 

CLASS 5 

THEFT BY RECEIVING 1


Incident Count by Location 

Filter Criteria:

2010-2011 OCCT Data- 3 rd 

Grade

2010-2011 OCCT Data- 4 th 

Grade

2010-2011 OCCT Data- 5 th 

Grade

2010-2011 OCCT Data- 5 th Grade 

continued


Reading Benchmark Data Fall 2011 

40 

35 

30 

25 

20 

15 

10 

Unsatisfactory 

Limited 

Proficient 

Advanced 

5 

0 

2nd grade 3rd grade 4th grade 5th grade 6th grade 

Unsatisfactor Limited 

Proficient 

y 

2 nd – 16 students 2 nd – 5 students 

2 nd 3 

– 26 students 

grade – missing 3 rd grade – missing 

3 rd data 

data 

grade – missing 

4 

data 

grade- 4 students 4 th grade- 0 students 

4 th 5 

grade- 34 

grade – 7 

5 th grade – 0 

students 

students 

students 

5 th 6 

grade – 38 

grade - 3 

6 th grade - 3 

students 

students


Math Benchmark Data Fall 2011 

60 

50 

40 

30 

20 

unsatisfactory 

limited 

proficient 

advanced 

10 

0 

2nd grade 3rd grade 4th grade 5th grade 6th grade 

Unsatisfactory 

2 nd – 50 students 

3 rd grade – no data 

4 th grade- no data 


students 

6 th grade - 19 

Limited 

2 nd grade – 1 


4 th grade – no data 

5 th grade – 6 students 

6 th grade – 0 students 

Proficent 

2 nd grade – 0 

students 


4 th grade – no data 


students

Prepare students, pre‐correct potential 

misbehaviors, intentionally set the tone 

for the next event 

Observe and identify 

problem behavior 

Teacher managed 

Is the behavior 

teacher or office 

managed? 

Office managed 

Redirect student 

Re‐teach 

Remind student of 

appropriate behavior in this 

situation and of potential + 

/‐ consequences 

Second reminder of 

appropriate behavior in this 

situation and of potential 

+/‐ consequences 

Student completes selfassessment 

form 

YES 

Did the 

behavior 

change? 

NO 

Teacher vs. Principal 

Managed Managed 

• Inappropriate language 

• Not having materials 

• Blurting out 

• Teasing 

• Refusal to work 

• Non‐compliance 

• Minor dishonesty 

• Inappropriate clothing 

• Minor disruption 

• Minor aggression 

• Unsafe or rough play 

• Disrespectful 

o Tone 

o Attitude 

o Body 

Language 

• Disrespect towards 

Property 

• Pattern of not 

completing homework 

• Aggressive physical 

contact 

• Fighting 

• Property destruction 

• Weapons 

• Leaving School 

property 

• Pattern of aggressive/ 

profane language 

• Credible threats 

• Harassment of 

students/teachers 

• Major/chronic 

destruction 

• Major/chronic refusal 

to follow school rules 

• Major dishonesty 

• Chronic minor 

infractions 

• Theft 

• Racial/Ethnic 

discrimination 

• Cheating 

Teacher completes 

Student Referral Form 

and sends the form to 

the office 

Student completes 

self‐assessment form 

Administrative 

action 

Administration 

follows up with 

referring teacher 

Notice and 

reward 

correct 

behaviors 

Complete Student 

Referral Report and send 

form to office 

Refer to principal

Anderson Elementary School 2011‐2012 

Parent/Guardian Notification Attempts 

Student Name________________________________________ 

Date___________________ 

Time Number Called Parent/Guardian Notified Reason for Notification Result

The following are suggested interventions that may be utilized in correcting a student’s 

inappropriate behavior. Interventions listed are not hierarchical. Not all intervention strategies for 

each level need to be utilized. 

PRECORRECTION IS THE MOST PROACTIVE WAY TO INCREASE STUDENT ENGAGEMENT IN CLASSROOM ACTIVITIES 

Behavior causes minimal interference with instructional process based on class 

and/or school procedures 

*Proximity control 

*Nonverbal cue to correct behavior 

*Verbal warning to student(s) 

*Private conference with student (in classroom or hallway) 

*In‐class modified seating 

*In‐class time out 

Teacher- Managed 

Behavior causes interference with instructional process based on class and/or 

school procedures. 

*Student/Teacher conference 

*Out of class time with another teacher 

*Phone call or other correspondence to parent/guardian 

*Completion of Student Self‐Assessment 

*Recess detention in ISD 

Behavior that continues after correction and intervention 

*Teacher/referring staff member completes Student Action Report 

*Teacher/referring staff member phones parent 

*Parent/Student/Teacher conference 

*Parent/Student/Team conference 

*Team/Student/Administrator conference 

*Refer to guidance 

Office- Managed 

Administrative action 

*Disciplinary consequences 

*Removal of student from area 

*Baggage Claim 

*In/Out‐of‐School Suspension

Anderson Elementary 

Definitions of Major Behaviors 

Abusive/ 

Inappropriate Language 

Fighting 

Verbal messages that include swearing or using 

words in an inappropriate way in such a manner 

that the learning environment is significantly 

disrupted. 

(different from Harassment/Discrimination) 

At least two students mutually engaged in serious 

physical contact (punching, kicking, scratching, 

hair pulling, hitting with object). 

Physical Aggression 

Insubordination 

Student Threat 

Disruption 

Bully/Harassment/Discrimination 

Property Damage (school) 

Property Damage (others) 

Vandalism 

Theft 

One student making serious physical contact 

upon another (hitting, punching, kicking, 

scratching, hair pulling, hitting with object). 

Complete refusal to follow staff directions in such 

a manner that the learning environment is 

significantly disrupted and/or the students places 

his/herself in a dangerous situation. 

Student delivers a message (verbalized, written, 

drawn or gestured) toward another that conveys 

an act of intended injury or harm. 

Behavior causing a sustained and significant 

interruption of a class or activity. 

Include but are not limited to verbal or physical 

contact, epithets, slurs, gestures, or graffiti, even 

in jest, that are targeted toward an individual 

because of race, color, religion, sex, sexual 

orientation, age, national origin, marital status, 

veteran status, disability or genetic information. 

Deliberately impairing the usefulness of school 

property. (different from Vandalism). 

Deliberately impairing the usefulness of another’s 

student’s or staff member’s personal property. 

Participating in an activity that results in 

substantial destruction or disfigurement of 

property. 

Possession of, having passed on, or the removing 

of someone else’s property.

ANDERSON EAGLES 

*Level II 

Student Behavior Documentation 

Reflection Sheet 

Extraordinary 

Achievers 

Generate 

Lifelong 

Exemplary 

1. What did I do wrong? 

2. Why did I do it? 

3. What should I do next time? 

4. How do I fix it? 

************************************************************************** 

Conference Conducted by _______________________Title ______________ Date _______ 

Student Signature _________________________ Staff __________________ time _______ 

Parent Contact: phone _________left message ______face to face ______ time _________ 

Name of adult contact: ________________________

Anderson Elementary Discipline Procedure 

LEVELS OF BEHAVIOR 

Tier I Behaviors 

Tier I behaviors (Code 100s) are those which are best addressed initially in the classroom by 

the classroom teacher. If the behaviors continue or are more severe, these may be the need 

to have additional interventions at the building level. 

Inappropriate Personal Property Gang Symbols 

Insubordination Put Downs/Teasing 

Verbal or Non Verbal Profanity Not Staying on Task 

Bullying‐Verbal intimidation Not Following Dress Code 

No Hall Pass Minor Rough Play 

Tier I Interventions 

Students who engage in Tier I behaviors will be asked to identify inappropriate behavior and 

describe the appropriate replacement behavior. Students may receive a mild consequence 

delivered by the teacher or staff member designed to discourage the inappropriate behavior 

from occurring in the future. Consequences for Tier I behaviors require a phone call to 

Guardian and may include but are not limited to: 

Verbal correction Loss of privileges 

Time out Detention 

Apology Behavior Plan 

Review of procedures Conference 

Tier II Behaviors 

Tier II behaviors (Code 200s) are more serious in nature. Tier II behaviors will result in an 

immediate verbal correction, a logical consequence, and a written referral form that is filled 

out by staff member and sent to office. 

Chronic Tier I Behavior 

Harassment, Intimidation, Bullying or 

Threatening Behavior 

Petit Larceny 

Excessive Rough Play 

Excessive Classroom Disruptions 

Inappropriate Use of Technology 

Conspiracy 

Possession of Stolen Property 

Excessive Disrespect 

Fighting


Gifted/Sped/ELL Program Count 

Program Count 


Grade G/T SPED ELL 

PK3 0 3 0 

PK4 0 3 0 

KG 0 3 0 

01 1 5 0 

02 1 1 0 

03 1 3 0 

04 2 8 0 

05 3 8 0 

06 1 1 0

Child Study Team Process 

The Child Study Team meets every Thursday 

The counselor is the CST Chair 

All students were universally screened using 

DIBELS or Fountas n Pinnell 

All teachers must complete a Request for Child 

Study Team Referral before a child is brought 

to Child Study 

All teachers must present their student data to 

the child study team for

Universal Screening for ALL Students at Anderson ES 

* DIBELS /Fountas n Pinnell *Benchmark Test *OCCT *(OTHER???) 

Child Study Grade-Level Team 

Reviews student-learning data to determine which students meet grade level standards. 

Tier 1 

Students who meet grade-level standards will remain at 

Tier 1. 

Universal screening is reviewed by the grade-level CST after each benchmark 

assessment (i.e. every 6 weeks); however, the teacher monitors each 

student’s performance weekly to inform his/her instructional practice. 

Tier 2 

Students who do NOT meet grade-level 

standards will be CONSIDERED for Tier 2 

intervention. 

The grade-level CST will use universal screening data , 

information from other relevant records (see attachment for 

examples of records) , and teacher recommendations to 

IDENTIFY and PRIORITIZE students for Tier 2 Intervention. 

6-8 weeks of relevant data is to be collected before 

completing the CST referral form; the grade-level CST chair 

is to schedule a pre-conference with the teacher before 

taking it to the team. 

Once the team identifies students for tier 2 intervention, the grade-level CST will determine the appropriate 

interventions. During this time, the team will complete an Intervention Plan, the grade-level chair will notify the parent 

in writing of the interventions being implemented , and the grade-level CST will review the data in 6 weeks. 

Goal met, return to Tier 1, notify 

parents 

Making progress, continue with 

intervention, notify parents 

Insufficient progress, CST moves to Tier 

3 Intervention, notify parents 

Tier 3 (Child Study Core Team) 

The Core CST (Sped coordinator, SDT, counselor, principal, principal intern, psychologist, parent, referring teacher, 

nurse, and social worker) will: 

• Conduct observations to determine fidelity of implementation of the intervention 

• Determine if additional tier 2 interventions are required 

• Determine if the student requires a 504 or needs to be assessed for Special Education

READING/WRITING CURRICULUM‐BASED MEASUREMENTS AND 

ASSESSMENTS 

Documentation: 

DIBELS print outs 

sample reading text 

benchmark reading text 

4 writing samples 

RDG 

ASSESSMENT 

DATE SCORE BENCHMARK 

BEHAVIOR CURRICULUChM‐BASED MEASUREMENTS AND ASSESSMENTS 


ABC Frequency Chart 

Functional Behavior Assessment/Behavior Intervention Plan 

Observation Data 

Contracts 

Phone Logs 

STRATEGIES 

DURATION 

ISF Behavior management techniques 

LNF Adjusted work load 

PSF Modified methods, materials 

NWF Extended time 

ORF Repetition of directions 

RTF Wait time 

WUF Peer buddy or tutoring 

WR Lunch/afterschool work session 

Other:_________ 

_ 

DATE OF 

WRITING 

TYPE OF WRITING SCORE RUBRIC 

 

 

Goal 1: 

Goal 2: 

Small group work 

1:1 adult time 

CONTRACTS 

REPORT CARD GRADES 

Advisory 1 Advisory 2 Advisory 3 Advisory 4 

Week 1 2 3 4 5 

6 

% of Success 

Rate: 

Frequency of reinforcement: 

Reinforcers:

Duration: 

MATHEMATICS CURRICULUM‐BASED MEASUREMENTS AND 

ASSESSMENTS 



Work samples Report cards 

WORK HABITS 

Pre‐Assessment Date Score Work Habits Grade 

Teacher‐Created Assessment Dates 

Objectives assessed: 

Score 

Follows 

directions. 

Completes class 

work on time. 

Works well with 

others/cooperate 

s. 

Uses time wisely. 

Completes and 

returns 

homework. 

Participates in 

class discussion. 

Makes an effort. 

BASIC FACTS SCORE TIME GOAL ATTENDANCE AND OFFICE REFERRALS 

Addition 

# of Days of Instruction 

Subtraction 

Multiplication 

Division 

REPORT CARD GRADES 

Advisory 1 Advisory 2 Advisory 3 Advisory 4 

Office Referral 

Dates 

Dates of 

Conferences: 

Dates of Notes: 

# of Days Absent 

# of Days Tardy 

PARENT COMMUNICATION

PLC Goals at Anderson 

 

 

Build a Culture of Collaboration 

Teachers will function as a team and work 

collaboratively to identify goals, gather relevant data, 

and learn from one another. 

Create a Shared Vision 

Staff will revisit our vision statement to describe the 

school we want to create. 

Staff will take ownership of the vision statement 

Staff development initiatives will be tied to the vision 

statement.

PLCs at Anderson 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Committees (Choose your top three committees) 

-Math (Allison-Chair) 

-Reading/Writing (Cromwell-Chair) 

-Professional Development (Wooden-Chair) 

-Family and Youth Engagement (Wright-Chair) 

-Student Services (Jeffries/Bastian-Co-chairs) 

-Hospitality (Olvey-Chair) 

-Technology (Edgar-Chair) 

PD Schedule during the week 

Every Monday – Every Grade level plans collaboratively with the staff facilitator during planning 

Every Tuesday – Staff facilitator will prioritize time to spend with teachers to model, co-teach and 

provide real-time instructional support in the classroom 

Every Wednesday – Staff facilitator will examine student work samples from each grade level and 

provide feedback (e.g., a writing prompt accompanied with a rubric and student responses across 

grade levels) 

Every Thursday – staff facilitator summarizes any data both quantitative and qualitative for 

conferences or feedback given to teachers. 

(Note: If a holiday falls on a Monday, the scheduled PD will be moved to Tuesday) 

Faculty Meeting schedule 

1 st Monday – Grade-level Planning 

2 nd Monday – PLC Visioning 

3 rd Monday – Instructional Strategies 

4 th Monday – Committees/Grade-Level Exhibition 

(Note: If a holiday falls on a Monday, the scheduled faculty meeting will be moved to the 

following Tuesday)

SDT Daily Schedule at Anderson 

7:30-7:40 Morning Duty-Gym 

7:40-8:10 Morning Duty- First floor 

8:10-11:35 Monday- Grade-level Team Meetings 

Tuesday- Modeling, co-teaching and providing real-time instructional support in the 

classroom 

Wednesday- examine student work samples from each grade level and provide 

feedback 

Thursday- Summarizes any data both quantitative and qualitative and schedules 

conferences to give feedback to teachers 

11:40-12:10 Lunch Duty- Cafeteria 

12:10-2:45 Monday- Grade-level Team Meetings 

Tuesday- Modeling, co-teaching and providing real-time instructional support in the 

classroom 

Wednesday- examine student work samples from each grade level and provide 

feedback 

Thursday- Summarizes any data both quantitative and qualitative and schedules 

conferences to give feedback to teachers 

2:45-3:10 Afternoon Duty- Gym 

(*9:00 - Monday leadership meeting with Mr. Moore) 

(*Fridays - SDT meeting at Fulton every Friday of the school year) 

Schedule subject to change based on unforeseen circumstances, individual teacher/grade level needs or whole school needs

PLCs at Anderson 

Grade-level Weekly Planner 

Submitted every Friday by 2:00 P.M. 

Feedback provided to teams, as necessary, by 

Monday 

Team Leader Meetings BiWeekly 

Team Meeting Agendas/Minutes 

Weekly Articles and Staff Newsletter 

Individual Professional Development Plans 

Instructional Team Meetings

TLE at Anderson 

Observations are scheduled with individual 

staff in advance 

All staff members must preconference with the 

principal 

All staff members are formerly observed for 30 

minutes 

All staff must have a post-conference with the 

principal 

All staff gets a copy of my observation notes to 

self assess their performance

WISE at Anderson 

 

 

 

 

The WISE process involves using data to determine the immediate 

needs of the school and creating a plan of action in order to meet 

those needs. 

The Anderson WISE plan was created using OCCT data, 

Benchmark data, DIBELS, socio-economic data of our student body 

as well as enrollment and other various demographic data. 

The indicators listed within the WISE that relate to the immediate 

needs of Anderson were assessed, tasks were created and 

assigned to various teachers. 

Each teacher that is assigned to an indicator will create a small team 

to work with them to determine that the tasks are being completed or 

if tasks need to be edited to accomplish the goal of the indicator. 

Ideally, these teams will meet once a month to determine the 

progress being made. These meetings will be recorded on the 

planning worksheets provided by the WISE program.

WISE at Anderson 

 

 

 

The process manager will then edit the WISE plan to reflect the 

information provided by each team. If a team determines that the 

indicator has been fully met and all tasks completed, they will begin 

collecting evidence of their findings and present to the staff. 

After each revision of the WISE plan the entire staff will be updated 

to the changes and made aware of their responsibilities in meeting 

the goals of the plan. 

The WISE plan is considered a work in progress. It is an ever 

changing document that directs the operation of the school in the 

areas of academics, student needs, teacher needs and overall 

achievement of Anderson. As the needs in these areas change, the 

WISE document will change.

WISE and the Budget 

School Improvement funds are being used to 

support the following items: 

Classroom Libraries 

After School Tutoring 

Reading Intervention Teacher 

Professional Development 

Parental Involvement and Literacy via our Parent 

Facilitator 

Math Manipulatives 

Instructional Consultant 

Supplemental Material 

Reading Intervention Program

A 3-Year Continuous 

School Improvement and 

Achievement Plan 



Brenda S. Anderson, Principal 

School Year 2008 - 2009 

Written and monitored by: 

Brenda Anderson, Principal 

Diahanne McClellan, Instructional Coach 

Nina Eccles, Early Childhood Lead Teacher 

Katherine Thompson, First Grade Lead Teacher 

Kelley Blakney, Fourth Grade Lead Teacher 

Lois Diggs, Fifth Grade Lead Teacher 

Kemba Wright, Parent 

Anderson Elementary SiPlan Page 1

TABLE OF CONTENTS 

1. INTRODUCTION / PROFILE 

1.1 DESCRIPTION OF THE SCHOOL ................................................. 3 - 5 

1.2 MISSION AND API / AYP STATUS / COORDINATION OF SERVICES .... 6 - 7 

1.3 IN SUPPORT OF TPS CORE GOALS .............................................. 8-9 

1.4 IN SUPPORT OF TPS BELIEFS ....................................................... 10 

1.5 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES ...... 11 - 12 

2. DATA SUMMARY AND 

DATA ANALYSIS RESULTING IN IDENTIFIED PRIORITIES 

STATISTICAL PROFILE OF THE SCHOOL ........................................ 13 

INDIVIDUAL GRADE LEVELS / CURRICULAR AREAS. ........... 14 - 20 

BUILDING-WIDE ATTENDANCE…………………………………………..21 

BUILDING-WIDE CLIMATE / BEHAVIOR……………………… .......... ….22 

3. BUILDING GOALS 

SPECIFIC GOALS TO BE ADDRESSED BY ACTION PLANS ..... …….23-26 

4. ACTION PLANS BY INDIVIDUAL GRADE LEVELS AND BUILDING 

4.1 LANGUAGE ARTS / ENGLISH BY GRADE LEVEL .......... … 27 - 43 

4.2 MATHEMATICS BY GRADE LEVEL…… .......................... ….44 - 58 

4.3 BUILDING-WIDE ATTENDANCE ................................................... 59 

4.4 BUILDING-WIDE CLIMATE / BEHAVIOR ...................................... 60 

5. THREE (3) YEAR TIME LINE 

FOR IMPLEMENTATION, REVIEW AND REVISION …… …....……. 61 - 62 

6. APPENDICES ....................................................................... 63 -66 


1. INTRODUCTION 

1.1 DESCRIPTION OF THE SCHOOL 

Section A: Who We Are and Who We Serve 

Marian Anderson Elementary is located in the north quadrant of Tulsa, Oklahoma. It is 

located in one of the most economically distressed areas of Tulsa. Anderson currently 

serves 320 predominantly African-American, economically deprived students in academic 

and enrichment programs in grades DD (developmentally delayed) through fifth. Since 

Anderson was once a junior high (middle) school, it enjoys luxuries most elementary 

schools do not: a swimming pool, auditorium, and two levels. Due to previously passed 

bonds, a new gym was built, the old gym was converted into a media center, and monies 

from the recently passed bond will further upgrade the facility, adding additional furniture, 

upgrading technology, and replacing textbooks. 

Section B: Programs and Achievements 

Programs in place include: 

• Reading First Literacy 

Coach 

• Eat, Exercise, Excel 

Program & Grant 

• Benchmark Unit 

Assessments 

Program 

• Instructional Coach • Big Brothers and 

Sisters 

• Promethean Boards in 

every classroom 

• Mentors, volunteers, 

adopters 

• Reading Mastery Plus 

Literacy Program 

• Waterford Early 


• Highly Qualified Reading 

Interventionists 

• Therapist and Case 

workers 

• Synergistic Missions 

Science Lab 

• Tulsa Library • Reading First Grant 

• Boy Scouts & Girl 

Scouts 

• Reading Sufficiency 

• PTA • R.I.F. book 

distribution 

• Attendance Counselor • Ameri-Corp • Monthly Award 

Celebration 

• Instrumental Band • Second Step 

Program 

• Tribes 

• Student Council • In School Connection • Masonic award – fifth 

grade 

• Safety Patrol • THD It’s All About 

Kids Program 

• Compass Learning 


Achievements in place include: 

• Discipline –There has been a steady 

decrease in suspensions and a significant 

reduction in acts of physical aggression / 

confrontations. 

• Professional Development – Staff has 

been engaged in ongoing reading & math 

to accommodate curricular advancement. 

• We were awarded a 3 year grant for our 

Eat, Exercise, Excel program 

• Increased parental attendance in parent 

conferencing, classroom visits, field trips, 

and volunteering. 

• Recognition – Quarterly awards, 

assemblies to recognize academic 

improvement, perfect attendance, 

citizenship, etc. 

District Awards to staff, students, teachers, 

volunteers 

Section C: Transitions 

To receive a new student / parent to Anderson the following activities and 

processes are in place: 

• The Principal personally greets the incoming family and stresses the “open door” 

policy that is in effect at the building. 

• The office staff welcomes the family and student. 

• Every new student is given a tour to assist the child and assure a receiving and 

welcome climate. 

• A caring environment (Tribes model) has been woven into the fabric of Anderson. 

• A uniform, beginning of the day, greeting procedure is in place and implemented 

by all teachers. 

Career Awareness / Orientation / Exploration activities include: 

• Implementation of a school wide plan to coordinate career awareness and 

opportunity. 

• Career day sponsored by classrooms. 

• National “Bring your Child to Work” day. 

• School Partners in Education will present at a Career Fair 

Preparation for vertical articulation includes: 

• Middle school teachers and counselors visit Anderson’s 5 th grade classrooms to 

generate interest and share schedule options / courses. 

• Teachers will meet with preceding grade levels as per our Area 1/McLain Cluster 

Pattern plan for vertical articulation. 

• Information provided for alternative middle schools in TPS. 

• Open house information (provided by the middle schools) is distributed to all 

current 5 th grade parents. 


Section D: Challenges 

The school supports a community seriously impacted by economic discord and social 

crisis. Gangs, drugs, and random violence directly influence and permeate the 

experiences of many of our children. The student population is greatly affected by the 

problems arising out of chronic and generational poverty, hostile urban environments, 

parental neglect and abuse, hunger and distrust. Many of our children display the 

negative effects of their family and neighborhood existence with poor impulse control, 

cognitive dysfunction and poor to failing language processing. The number of Anderson 

students receiving free and/or reduced lunches is over 90%. Classroom management 

and behavior problems, as well as cognitive delays, absenteeism, and chronic tardiness 

are indicative of the multiple challenges that are encountered on a daily basis. The 

Anderson staff does not view the above as insurmountable challenges; rather, they are 

viewed as opportunities to be addressed where and when possible through the collective 

efforts, energies, and talents of this staff. 

Balance of this page is blank. 



1.2 MISSION, API / AYP STATUS AND COORDINATION OF SERVICES 

The MISSION of Anderson Elementary School is to provide a quality educational 

experience for every student, every day, without exception. 

To achieve our MISSION we are guided by the following PRINCIPLES… 

• Everyone can and will learn. 

• High expectations yield high results. 

• Quality learning experiences require: 

• An effective teacher in every classroom; 

• An effective principal in every school; 

• A challenging curriculum; 

• Adequate resources; 

• Continuous improvement in every classroom, office and department; 

• Shared accountability among students, teachers, administrators, staff, parents 

and community; 

• A safe, secure, non-threatening, comfortable environment. 

• Families and communities are essential partners in the education process. 

• Every employee is personally responsible to model ethical behavior, exhibit a 

strong work ethic and to achieve high performance. 

• Every individual has dignity and worth. 

• A diverse community of learning requires a variety of educational opportunities. 

• All plans and decisions at Anderson will give students experiences to succeed in 

school and in life. 

Students will be challenged and inspired by Anderson educators and staff and actively 

supported by parents and other adults. 

Anderson will equip students with the academic skills, work habits and love for learning 

that are critical for success. 

Anderson will engage students, parents, staff and the community to pursue excellence 

through shared decision-making. 

API / AYP STATUSAPI numeric status reporting for Anderson is as follows: 

Year 

Math –All 

Students 

State Math 

Target 

AYP? 

Yes, No 

or SH 

Reading – All 

Students 

State 

Reading 

Target 

AYP? 

Yes, No or 

SH 

2005-2006 534 790 SH 437 768 SH 

2006-2007 927 932 SH 1136 914 YES 

2007-2008 307 932 No 804 914 CI 

Attendance statistics are: 

Year Attendance Rate Target Rate 

2005 – 2006 

91.3 ( 676 ) 

91.2 ( 664) 

2006 – 2007 

93.5 ( 940) 

91.2 ( 664 ) 

2007 – 2008 95.2 (1144) 91.2 (664) 



1.2 MISSION, API / AYP STATUS AND COORDINATION OF 

SERVICES 

COORDINATION OF SERVICES 

Anderson Elementary has embedded (integrated and coordinated) the components 

of Title I and other entitlement programs within the spirit, intent and direction of this 

SIPlan as evidenced below and within the Action Plans (Chapter 4) that follow: 

Program Status Reporting 

Title I, Part A 

Title IV A - Safe 

and Drug Free 

School 

Principal / 

Teacher Training 


Eat, Exercise, 

Excel Program 

Reading 

Sufficiency 

Grant 

Community 

Programs 

School Partners 

Big Brothers/Big 

Sisters 

Reading First 

Program 

After-School 

Programs 

See attached Appendix A -- Budget justification page. 

Second Step Counseling Program and district-wide 

Red Ribbon week, promoting drug-free lifestyles. 

Reading Academy ( Helping educators build skills for teaching every 

child to read) 4 day training in June; Professional Development with 

Educational Consulting Services/Kim Collier throughout the year 

Reading Academy ( Voyager U ); Ongoing District PD 

Comprehension school health program coordinated with the State 

Department of Education in Kansas. Components of program include: 

30 minutes a day of “structured activity” time in place of traditional 

recess; water bottles in the classroom for increased hydration; lunch 

in the classroom with the teacher to promote community and nutrition; 

increased PE time; a daily multi-vitamin given to students with parent 

permission. Goals of the program include: increased activity that 

limits opportunities for bullying and fighting; increased academic 

learning time because of decreased behavior issues in the classroom; 

less food waste and more focus on healthy nutrition. 

Reading sufficiency funding is used to provide direct reading 

instruction to primary students performing below grade level in small 

group settings on a pull-out basis. Family Literacy Night on a monthly 

basis provides strategies for families to develop and participate in 

reading activities. 

Boy Scouts, Girl Scouts, In-School Connection, GREAT Program 

through Tulsa Police Department 

Oral Roberts University, 320 Boston Management, Inc., Tulsa 

Running Club, Tulsa 66ers, Christ Temple Church, Crossover Bible 

Church, Northside Homes Mission, Boy Scouts of America, St. 

Francis Hospital South 

Matching volunteer mentors with students. 

Develops competent readers through the use of quality explicit 

reading instruction, continuous monitoring of student growth, and 

early interventions in the areas of reading difficulties. The program is 

implemented as our core-reading program. 

A series of staff-initiated after-school programs, focusing on reading 

and mathematics skill areas, offered throughout the school year. 



1.3 IN SUPPORT OF TPS CORE GOALS 

TPS Core Goals 

I. Student Learning & 

Performance 

By 2010, each student will meet or 

exceed state and national 

standards by demonstrating 

mastery of an individualized and 

challenging comprehensive 

curriculum. 

II. Efficient & Effective 

Operations 

By 2010, each Tulsa Public School 

division, department and office will 

meet or exceed all generally 

accepted standards of 

performance effectiveness. 

III. Parent/Guardian & 

Community Involvement 

By 2010, each school community 

will demonstrate exceptional 

parent/guardian involvement and 

support through 100% 

membership in its respective 

parent/guardian association, and 

the district will triple its Partners-in- 

Education agreements with 

community, businesses, 

institutions, organizations and 

agencies. 

IV. Faculty & Staff Focus 

By 2010, all employees will be 

highly qualified in their positions 

and CHOOSE to remain with TPS. 

V. Quality Performance 

By 2010, Tulsa Public Schools will 

win the Malcolm Baldrige National 

Quality Award. 

Anderson’s Complementary Actions 

Teachers will work with coaches and tutors to 

continue using best practices and researchbased 

programs, as well as ongoing 

assessments to challenge students to meet or 

exceed national standards by 2010. 

Anderson has procedures and inventory controls 

in each area of school function to achieve 

performance effectiveness. 

Anderson Elementary has hired a Parent 

Facilitator for the 2005 -2006 school year. We 

are also establishing a working PTA. 

School-wide 

• Outdoor marquee sign 

• Written notices (in Spanish & English 

when available) 

• Announcements at Special Events and 

Parent Meetings 

Classroom 

• Conversations with parents 

• Written notices 

After-school opportunities 

• Back to school night 

• Fall carnival 

• Parent Teacher conferences 

• Health / nutrition 

During school opportunities 

• Grade level parent meetings 

• Classroom celebrations 

• Field Trip Sponsorships 

All Anderson Elementary School staff members 

are highly qualified, and most choose to remain 

at Anderson and with Tulsa Public Schools. 

Anderson Elementary school staff will actively 

engage in all quality performance initiation. 


TPS Core Goals 

IV. Faculty & Staff Focus 

By 2010, all employees will be 

highly qualified in their positions 

and CHOOSE to remain with 

TPS. 


Anderson Elementary is committed to the 

professional growth and development of each new 

staff member. When a new staff member arrives 

he/she is immediately interviewed by the Principal 

and the Principal “pairs” the new staff member with 

a compatible, resource-rich and experienced 

colleague. The senior staff member mentors the 

new staff member and is charged with the 

responsibilities of “linking” experiences with the 

needs of the mentee. At grade level / curricular 

level meetings entire teams provide a network of 

support, encouragement and resources for each 

new staff member. 

The SIPlan process serves as the foundational 

blueprint in the development of the new staff 

member’s understanding of the instructional / 

curricular directions of the building. Inherent in the 

mentor / mentee relationship is a philosophy of twoway 

communication and sharing of ideas. New staff 

members are encouraged and promoted to offer 

suggestion, direction and focus to all activities of 

the school. They are also encouraged to provide 

on-site and off-site opportunities to increase the 

experiential base of the new staff member alternate 

scheduling processes that are in place, e.g., 

providing substitute cover, shadowing another staff 

member, teaming opportunity, participation in small 

learning communities on focused topics and visiting 

alternate sites to view programs and approaches. 

Close partnerships exist between the school and 

local, regional and state-wide centers of higher 

learning. Each partner provides all staff members, 

new and seasoned, with opportunities for 

coursework, collaboration and other venues of 

collegial decision-making. 

Tulsa Public Schools has a Professional 

Development Program that promotes professional 

competence of all certified, licensed and support 

personnel. The District will offer and all certified 

employees will participate in professional 

development for all topics as may be required by 

law. Whether or not required by law, the District 

will offer and all certificated employees will 

participate in training that includes the following 

topics: classroom management and student 

discipline strategies, outreach to parents, diversity 

and multicultural education and other components 

as required for school improvement. 



TPS Beliefs 

1.4 IN SUPPORT OF TPS BELIEFS 


A. Everyone Can & Will Learn 

• Highly qualified faculty and staff 

• Certified interventionist 

• Research –Based Best Practices 

B. High Expectations Yield High Results • Satisfactory / above for each student on OCCT 

by 2110 

• Data driven instruction 

• P.A.S.S curriculum base 

C. Effective Teachers in Every Classroom • Professional Development 

• Deploy strategies learned from research based 

best practice. 

D. Effective Principals in Every School • Professional Development 

• High Expectations 

E. Safe, Secure, Non-Threatening 

Environments 

• Tulsa Model for Learning Environment 

• Lifeskills 

• Operation Aware 

F. Individual Dignity & Worth • Lifeskills 

• Mentoring 

• Counseling Services 

G. Challenging Curriculum • Minimum time Math / Reading Blocks 

• P.A.S.S based curriculum 

• Fine Arts / P.E. enrichment 

• Data-driven instruction 

H. Adequate Resources • Title I 

• Reading First Grant 

• Partners in Education 

I. Continuous Improvement • Professional Development 

• Data-driven instruction 

• Reading First 

• Benchmark Unit Assessments 

J. Shared Accountability • Principal; coaches ;teachers; interventionists 

• Parent participation 

• Students 

K. Families / Communities as Partners • Oral Roberts University, 

• 320 Boston Management, Inc. 

• Tulsa Running Club 

• Tulsa 66ers 

• Christ Temple Church 

• Crossover Bible Church 

• Northside Homes Mission 

• Boy Scouts of America 

• Pocket Full of Hope, Inc. 

• St. Francis Hospital South 

L. Variety of Educational Opportunities • Fine Arts 

• P.E 

• Health Education 

• Media Center 

• Promethean Board in every classroom 



1.5 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES 

NCLB Compliance Elements 

1. Using research-based strategies that 

address the academic issues that 

caused the school to be identified 

Anderson’s Response 

Academic Improvement: 

• Data driven, PASS –based 

curriculum 


• Reading Mastery Plus K-5 th 

• Certified Interventionist 

Attendance: 

• Incentives for 100% attendance 

• quarterly, semester, end of year 

2. Adopting “Best Practices” Weekly team meetings - literacy 

/math/instructional facilitator/principal 

Literacy/Math Coaching-school-wide 

Site Delivered Training – data desegregation 

and literacy / math curriculum use 

3. Meeting professional 

development needs 

4. Using professional development 

funds effectively 

Literacy & Math 

10 days devoted to professional 

development in these areas 

Peer Coaching 

Weekly meetings centered 

on data and student proficiency 

Instructional Improvement 

Professional development funds 

provide for school-wide 

instructional improvement 

Data Disaggregation and Use 

On-going data desegregation 

support is provided throughout the 

year with ECS, Benchmark Unit Assessments 

and 

District consultants. 

5. Setting annual goals Academic: All students will develop 

language arts and math skills needed 

to be successful as determined by 

State and district assessment. 

Attendance: 96% of students will attend 

school daily. 

Climate/Behavior: Students and staff 

will embrace the 7 Community 

Guidelines and Life Skills as part of 

their daily interactions. 


NCLB Compliance Elements 

(continued) 

Anderson’s Response 

(continued) 

6. Outlining parent notices School-wide 






• Parent Facilitators 

Classroom 



• Newsletters 

7. Assigning responsibilities Administration creates ownership for student 

success with teachers and parents supported 

and assisted by district and guided by the state. 

8. Increasing parent involvement After-school opportunities 





• Invitations to assemblies 

• Monthly PCAC meetings 

• Annual Red & White Ball 

• Anderson Idol Talent Show 

• After-school exercise & swim classes 





9. Increasing instructional time • Traditional recess has been replaced 

with 30 minutes daily of Healthy Activity 

Time (HAT) to insure students are more 

focused and attentive during academic 


10. Setting up teacher mentoring Literacy and Instructional coaches continue to 

develop peer coaching designs for planning, 

assessing and driving instruction to equip 

students for success. 


2. PROFILE/DATA SUMMARY AND DATA ANALYSIS 

resulting in IDENTIFIED PRIORITIES with DATA DISPLAYS 


Our faculty and staff are committed to ensuring every student 

receives a quality education, every day, without exception. 

Students are encouraged to soar to the highest of heights, despite 

any and all obstacles. Our goal is to be recognized as the elite 

elementary school program in the Tulsa Public Schools district. 


1921 East 29 Street North 

Tulsa Oklahoma 

918-925-1300 

School colors black and gold 

www.tulsaschools.org/schools/anderson 

Staff Information 

Advanced degrees 

Doctorate 1 

Masters 7 

Bachelor 20 

National Board Certified 0 

Experienced (11+ years) 10 

Highly Qualified 100% 

Attendance 96.3% 

Minority 15 

Gender 

Female 26 

Male 2 

Student Teacher Ratio 13 to 1 

Classes with 30 or more students 0 

(Start time –7:55 End time – 2:45) 

Student Information 

American Indian 5.3% 

Asian 1.3% 

African American 83.2% 

Hispanic 4.3% 

Caucasian 5.6% 

Students on IEP 13.0% 

Students with free lunch 98.2% 

Attendance 95.2% 

Total Students (October 1, 2007) 299 

Adequate Yearly Progress? No. 

Area needing improvement: Math-Reg. Ed., 

Math- All, Math-Black, Math-Econ. Disadv. 

Curriculum 

East, Exercise, Excel Program 

Full Day 4 year old program 

Full Day Kindergarten 

Reading First School 

Waterford Early Learning System 

Compass Learning System 

Handwriting without Tears 

Instrumental Music 

PE 

Art and Music 

Computer Lab 

Synergistic Missions Science 

Modules 

State-of-the-Art Science Lab 

Science Specialist 

Activities 

Student Council 

Breakfast in a Bag Program 

Lunch in the Classroom 

Scouts 

Sports 

Safety Patrol 

Tutoring 

Daily Structured Activity 

Big Brother/Big Sisters Program 

In School Connection 

Operation Aware 

Swimming Pool 

Hop Sports Program 


Pre K Grade 

Data Analysis Resulting in the Following Identified Priorities 

Early Childhood 

The Early Childhood staff at Anderson Elementary utilizes ongoing assessment 

procedures to implement the following assessment tools. 

1. Tulsa Public Schools Skills Pre-Kindergarten Growth Inventory 

2. KAT/PAT Readiness Assessments 

3. Teacher observations of daily participation/work and flexible group work will 

give an informal view of student development. 

4. Teacher-made tests will be administered as needed. 

Based upon these tools in conjunction with teacher-made tests, observations and student 

work product portfolios, goals for instructional emphasis are: 

In Reading: 

• Speaking/Uses language for a variety of purposes 2.1 (07-08) 

• Speaking/Uses sentences of increasing length 2.3 (07-08) 

• Vocabulary/Shows a steady increase in listening and speaking vocabulary 5.1 

(06-07 & 07-08)) 

In Mathematics: 

• Number Sense/Counts Objects in a Set 2.4 (07-08) 

• Number Sense/Numeral Identification 2.6 (07-08) 

• Patterns/Sorts and groups objects into a set 1.1 (06-07 & 07-08) 

Ongoing assessments in conjunction with teacher-made tests, teacher observation and 

analysis of assessment result in reading goals in areas of language development, 

vocabulary, and listening comprehension. Emphases in mathematics are creation of sets 

and counting numerals. 

*The staff at Anderson Elementary has analyzed the data and come to the conclusion 

that students in each subgroup not achieving AYP, which include Regular Ed, African 

American Males, and Economically Disadvantaged students, have the same identified 

objective needs; therefore, we will be utilizing the same strategies to increase student 

performance. 

We have also analyzed the data and have concluded there to be no significant 

discrepancy based on performance of specific gender. 


Kindergarten Grade 


Kindergarten 

The Kindergarten staff of Anderson Elementary utilizes ongoing assessment procedures 

to implement the following assessment tools: 

1. DIBELS Assessment 

2. SRA Assessment 

3. KAT/PAT Kindergarten Inventory 

(Goals for reading / math remain the same) 




Bases upon teacher observation and professional judgment in conjunction with current 

student performance, goals for instructional emphasis are: 

In Reading: 

• Phonics/Decoding/Identifies the alphabet by name 3.1b 

• Vocabulary/Uses new vocabulary and language in own speech 4.1 

(07-08) 

• Vocabulary/Uses new vocabulary and language in own writing 4.2 

(07-08) 


• Patterns/Sort and group objects 1.1 (06-07 & 07-08) 

• Number Sense/Count forward to twenty and backward from ten 2.3 

(06-07 & 07-08) 

• Number Sense/Identify and create sets of objects zero through ten 2.5 

(06-07 & 07-08) 


analysis of assessment result in instructional goals in areas of writing, listening, and 

retelling for comprehension. Emphasis in math will focus on number sense, numeral 

recognition, and counting sets. 





performance. 




1 st Grade 


The first grade staff at Anderson Elementary School utilizes ongoing assessment 



2. Reading Mastery Plus Assessment 

3. Benchmark Unit Assessments Assessment 




8. IOWA Test of Basic Skills 


portfolios, goals for instructional emphasis are: 

In Reading: 

• Print Awareness/Recognize the difference among letters, words, and 

sentences 1.3 (07-08) 

• Phonological/Phonemic Awareness/Add or delete a phoneme change to 

a word 2.6 (07-08) 

• Vocabulary/Increase Personal Vocabulary 4.1 

• Vocabulary/Use new vocabulary and language 4.3 

• Comprehension/Critical Literacy/Literal Understanding 6.1 (07-08) 


• Patterns/Describe, extend and create patterns 1.1 (07-08) 

• Number Sense/Compare and order objects 2.2 (07-08) 

• Number Operations and Computation/Develop/apply the concepts of 

addition and subtraction 3.1 (06-07 & 07-08) 

• Number Sense/Read and write numerals to 100 using verbal, kinesthetic, 

and written skills 2.3 


analysis of assessment result in instructional goals in areas of vocabulary 

comprehension, retelling, and sequencing. Emphasis in mathematics is set creation, 

addition and subtraction, time and money. 





performance. 




2nd Grade 


The second grade staff at Anderson Elementary School utilizes ongoing assessment 








6. Benchmark assessments twice per year 

7. Saxon Math assessments 



In Reading: 

• Phonics/Decoding/Phonetic Analysis 2.1 (06-07 & 07-08) 

• Vocabulary/Words in Context 3.1 (07-08) 

• Fluency 4.0 (07-08) 

• Comprehension/Critical Literacy/Literal Understanding 5.1 


• Number Operations and Computation/Develop/apply the concepts of 

addition and subtraction 3.1 (07-08) 

• Geometry and Measurement/Measurement 4.2a (07-08) 

• Geometry and Measurement/Time and Money 4.3 (07-08) 

• Number Sense/Place Value 2.1 


analysis of assessment result in instructional goals in the areas of phonics and 

comprehension. In math the instructional goals focus in the areas of geometry and 

measurement and data analysis. 





performance. 




3 rd Grade 


The third grade staff at Anderson Elementary School utilizes ongoing assessment 





4. Growing With Math Assessments 

5. Oklahoma Core Curriculum Tests 

6. Benchmark Unit Assessments 




9. Saxon Math assessments 



In Reading: 

• Comprehension/Summary and generalization 4.3 (06-07 & 07-08) 

• Literature/Figurative Language and Sound Devices 5.3 

• Research and Information/Accessing Information 6.1 


• Number Sense 2.0 

• Number Operations and Computation/Estimation 3.1 (06-07 & 07-08) 

• Number Operations & Computation/Multiplication 3.2 (07-08) 

• Number Operations & Computation/Money Problems 3.3 (06-07 & 07-08) 

• Geometry and Measurement/Measurement 4.2 (07-08) 

• Data Analysis & Probability 5.0 


analysis of assessment result in instructional goals in areas of vocabulary, 

comprehensive/fluency and writing composition. Emphasis in mathematics is geometry 

and measurement, estimation, number sense, fractions, decimals and problem solving. 





performance. 




4 th Grade 


The fourth grade staff at Anderson Elementary School utilizes ongoing assessment 


1. Scott Foresman Assessments (Weekly Selection/Unit Tests) 


3. Benchmark Unit Assessments Benchmark Testing 






In Reading: 

• Comprehension/Critical Literacy 3.0 

• Literature 4.0 

• Research and Information 5.0 


• Number Operations & Computation 3.0 

• Number Sense/Multiplication 3.1 

(06-07 & 07-08) 

• Geometry & Measurement/Measurement 4.4 


analysis of assessment result in instructional goals in the areas of subject, direct object 

and summary writing based upon the main ideas. In mathematics, emphasis is in 

multiplications, fractions and decimals on number line, estimation and equivalent and 

non- equivalent fraction parts. 





performance. 




5 th Grade 


The fifth grade staff at Anderson Elementary School utilizes ongoing assessment 



2. Saxon Math Assessments 


4. Benchmark Unit Assessments Benchmark Testing 






In Reading: 

• Vocabulary/Words in Context 1.1 (07 – 08) 

• Vocabulary/Synonyms, Antonyms, Homonyms 1.3 

• Comprehension/Critical Literacy/Inferences and Interpretation 3.2 


• Number Sense/Fractions/Decimals/Percent 2.1 (07 – 08) 

• Geometry and Measurement/Convert Measurements 4.5 

• Geometry and Measurement/Perimeter/Area 4.2 


analysis of assessment result in instructional goals in the areas of comprehension, 

literature, analysis, and figurative language. In math instructional goals will focus on 

algebraic reasoning along with data analysis and probability. 





performance. 




Building-Wide Attendance 


The staff at Anderson utilizes ongoing assessment procedures to implement the following 

assessment tools. 

1. Daily Attendance Reports 

2. Absentee phone call 

3. Quarterly report cards to document absences 

4. Monthly attendance incentives 

Based upon these tools the goal for increased student attendance is that 96% of the 

students will be present daily. 


Building-Wide Climate/Behavior 


The staff at Anderson utilizes ongoing assessment procedures to implement the following 

assessment tools. 

1. Discipline Referrals 

2. After-school Detention Forms 

3. In School Intervention Forms 

4. Suspension Forms 

Based upon these tools in conjunction with observations the goal for improved building 

wide climate/behavior is that student discipline referrals will decrease 50% from the 

previous school year, with monthly monitoring in place. 


3. BUILDING GOALS 

4.1 Language Arts 

Anderson Elementary School is committed to mastery of a language arts curriculum that serves 

as the cornerstone of communication skills (thinking, speaking, listening, reading, and writing). 

The optimum development of communication skills will focus on mastery of: vocabulary, 

comprehension / critical literacy, literature and research / information which ensure educational 

success for every student. 

Progress Report for the 2007 – 08 School Year in Language Arts: 


Analysis of OCCT test results in conjunction with a variety of other data indicates progress was 

not made toward mastery of the language arts curriculum. Data indicates the gap between 

special education and regular education students is closing. Special Education data indicates 

areas of strengths vary across the grade levels. Data also indicates that our students still 

struggle in the area of vocabulary development. 

Progress Report for the 2006 – 07 School Year in Language Arts: 



made toward mastery of the language arts curriculum. Data indicates there is still a gap 

between regular students and IEP students. Special Education data indicates areas of 

strengths vary across the grade levels. Data also indicates that our students still struggle in the 

area of vocabulary development. 


4.2 Mathematics 

Anderson Elementary School is committed to mastery of a mathematics curriculum that serves 

as the foundation of abstract reasoning and problem-solving skills. The optimum development of 

mathematics skills will include: patterns and algebraic reasoning, number sense, number 

operations / computation, geometry and measurement, data analysis and probability which 

ensures educational success for every student. 

Progress Report for the 2007 – 2008 School Year in Mathematics: 


not made toward mastery of the mathematics curriculum. Data indicates Special Education 

students’ scores well surpassed those of the regular education students. Special Education 

data indicates areas of strengths vary across the grade levels. Data indicates that geometry 

and measurement along with number sense are still areas of struggle for our students. 

Progress Report for the 2006-07 School Year in Mathematics: 


made toward mastery of the mathematics curriculum. Data indicates the gap between regular 

students and IEP students is getting smaller. Special Education data indicates areas of 

strengths vary across the grade levels. Data indicates that geometry and measurement along 

with number sense are still areas of struggle for our students. 


4.3 Attendance 

Anderson Elementary School students will attend school daily, arriving in a timely manner, with 

a readiness for positive learning. 

• Daily Attendance Reports 

• Absentee phone calls 

• Quarterly report cards to document absences 

Progress Report for the 2007-08 School Year in Attendance: 

Attendance rates increased significantly over the last year. In the 2007 – 08 school year our 

attendance rate increased by 3%, which well surpassed the minimum rate for AYP. Our 

continued focus will be on increasing our attendance rate to 96% in the 2008 – 2009 school 

year. 

Progress Report for the 2006-07 School Year in Attendance: 

Attendance rates have increased slightly over the last three years. In the 2006 -07 school year 

our attendance rate surpassed the minimum rate for AYP. Our continued focus will be on 

increasing our attendance rate to 95% in the 2007-2008 school year. 


4.4 Climate 

An Anderson Elementary School learning community based upon respect and dignity will be the 

keystone that nurtures academic success. In an effort to decrease behavior problems and 

increase academic achievement, we have implemented Eat, Exercise, Excel, which is a 

research-based program developed to increase academic achievement through proper nutrition 

and proper levels of exercise. Anderson students will develop skills and behavioral abilities that 

assure a positive, safe and caring learning community for all members of the school. All is 

achieved by the active partnership of students, families and staff working collaboratively 

together. 

Progress Report for the 2007-08 School Year in Climate: 

In an effort to drastically decrease the number of office referrals and suspensions, we have 

implemented the Eat, Exercise, Excel program school wide. This research-based program is 

designed to improve academic achievement and behavior through proper nutrition and 

research. Because of the implementation of this program, we have already seen a huge 

decrease in referrals and of the suspensions we have had, the amount of violent offenders has 

decreased. 

Progress Report for the 2006-07 School Year in Climate: 

Suspension rates at Anderson Elementary School doubled over the last two school years. In an 

effort to insure that does not happen this year, we are implementing a new school-wide 

discipline plan, focusing on Tribes and building community, and utilizing In School Suspension. 

Already the number of discipline referrals has decreased slightly. Our emphasis on a positive 

learning environment with optimal time on task is enabling our teachers to teach without 

constant interruption. 

Focusing on Student Sub-Group Learning Needs: Via an analysis of disaggregated data it 

has become apparent that sub-group populations of our students are functioning at varying 

performing levels. As a result of these findings, this staff is charting courses of action to address 

these instructional / learning realities with immediacy and building-wide concerted effort. Work 

products to this end will be found within individual teacher’s lesson planning. 


4. ACTION PLANS BY INDIVIDUAL GRADE LEVEL 

4.1 Language Arts / English 

Focus of Improvement: Early Childhood Language Arts 

School Improvement and Achievement Plan 

School: Anderson Elementary School Year: 2008-2009 

Goal: All Early Childhood students will demonstrate the ability to speak in complete sentences, 

and will demonstrate increased listening skills as determined by district wide standards listed on 

the report card. 

Achievement Objective: All Early Childhood students will be able to demonstrate the ability to 

speak in complete sentences; Speaking/Uses language for a variety of purposes 2.1; 

Speaking/Uses sentences of increasing length 2.3; Vocabulary/Shows a steady increase in 

listening and speaking vocabulary 5.1. 

Benchmark: Early Childhood students will show growth on the teacher made assessments as 

documented on the Post Test of the KAT Skills Inventory. 

Interventions / Strategies 

Speaking / Uses language for a variety of purposes 2.1 

The EC (Early Childhood) teachers should focus on 

developing the Linguistic Intelligence, as identified by 

Howard Gardner, to assist their young students in 

expressing themselves verbally. Activities should 

include Nursery Rhymes, singing games, stories with 

repeating word patterns, and other word 

games/activities. Students should also be encouraged 

to speak/answer in complete sentences. 

Speaking/Uses sentences of increasing length 2.3 

All Early Childhood students will be able to demonstrate 

or show improvement in the ability to speak in 

sentences of increasing length (three or more words) 

and grammatical complexity. Pre-K students will have 

many opportunities to speak to others during center 

activities and during group time/story time activities 

allowing for “Think, Pair, Share” time in making 

predictions. Language will be expanded through 

retelling stories and acting out poems and Nursery 

Rhymes 

Vocabulary/Shows a steady increase in listening and 

speaking vocabulary 5.1 

By providing opportunities of retelling stories, the EC 

teacher will help students develop skills through use of 

the multiple intelligences of linguistics, bodily 

kinesthetic, and through inter- and intra- personal skills. 

Assessments 

Daily/Weekly 

• Class time discussions 

• One on one with the teacher 

• Sharing time 

• Center time interaction 

• Observations and interaction during book time 

• Teacher-made tests will be administered as 

needed. 

• Anecdotal records focusing on children’s literal 

understanding and children’s usage of literary 

elements will be recorded on a weekly basis. 

Periodic 

• Pre-K Growth Inventory (Pre-screening in 

August, Post screening in May) 

• Pre-Kindergarten Growth Inventory (PKGI) is 

administered on entry to the program and in the 

spring to assess cognitive growth of students. 

• Scott Foresman Assessments each quarter 

Assessments are made quarterly using the applicable 

Literacy First materials and teacher made assessments 

of Early Childhood benchmarks to monitor language 

growth 

See next page for continuation of this action plan. 


Instructional Technology Integrated 

Strategies 

Speaking / Uses language for a variety of purposes 2.1 

EC teacher will utilize the Waterford Early Learning 

System beginning in the second quarter. Starfall and 

Promethean Planet websites will be utilized as well 

throughout the school year. 

Speaking/Uses sentences of increasing length 2.3 


System. 

Vocabulary/Shows a steady increase in listening and 

speaking vocabulary 5.1 


System as well as Promethean Planet activities. 

Parental Participation 

Communication: 

• Parents will partner with staff in providing 

opportunities for the children to practice writing 

and saying letters of the alphabet. Activities are 

provided in the monthly newsletters and as 

homework on a periodic basis. 

• Parents shall receive assistance in 

understanding such topics as the state’s 

academic content and achievement standards, 

the assessments being used and how to monitor 

their children’s progress and work with 

educators to improve their achievement. 

• Schools shall ensure that information related to 

school and parent programs, meetings and other 

activities is sent to the parents of participating 

children in a format, and, to the extent 

practicable, in a language the parents can 

understand. 

• Family Literacy Nights will occur monthly in an 

effort to increase family involvement. 

Learning At Home: 

• Schools shall provide materials and training, 

such as literacy training and training on how to 

use technology, to help parents work with their 

children to improve achievement. 


• Pre-Kindergarten teachers will participate in schoolwide 

in-service identifying student /teacher 

resources found at the Internet4classrooms web 

site to enhance student awareness of print 

concepts. 

• Pre-Kindergarten teachers will participate in inservice 

programs with district resource teachers, 

school librarian and grade level teams to identify 

ways to increase student awareness of the 

transition of spoken language to printed word. 

• Pre-Kindergarten teachers will participate in schoolwide 

in-service where they will identify ways to 

incorporate supplemental resources found in the 

Scott Foresman reading program. 

• Pre-Kindergarten teachers will attend Saturday 

professional development sessions with Kim 

Collier/Educational Consulting Services. 

• Pre-Kindergarten teachers will participate in 

ongoing Waterford, Scott Foresman, and 

Promethean training sessions. 



4.1 Language Arts / English 

Focus of Improvement: Kindergarten Language Arts 



Goal: All kindergarteners will have acquired the basic skills necessary to be successful 

in first grade as determined by district-wide assessment. 

Achievement Objective: All kindergarten students will be able to achieve mastery of basic 

kindergarten level language arts concepts in the area of Phonics/Decoding/Identify the 

alphabet by name 3.1; Vocabulary/Use new vocabulary and language in own speech 4.1; 

Vocabulary/Use new vocabulary and language in own writing 4.2. 

Benchmark: Minimally, all Kindergarten students will score a Benchmark on the DIBELS test 

given in the spring. 


Phonics/Decoding/Identify the alphabet by 

name 3.1 Teachers will use Flexible Small Group 

Instruction following the SRA Direct Instruction program 

for progression of the skill of sound letter recognition 

and skills will be introduced through Literacy Centers. 

Also during large group instruction teachers will use 

shared reading, rhyming songs fingerplays, read 

alouds, poetry, and morning message to help provide 

language, letter, and sound practice for ELL students. 

There will be intervention provided by paid reading 

interventionists for students in need of additional 

assistance to achieve mastery for any students below 

skill knowledge or who are just developing the letters 

and sounds of the new language. HWT will be taught to 

all students. Teachers will also use Voyager Passport 

intervention system in the classroom daily. 

Vocabulary/Use new vocabulary and 

language in own speech 4.1 Kindergarten 

teachers will provide repeated exposure to varying letter 

sounds and words. They will provide association 

methods where students utilize prior knowledge and 

personal experience to identify letters, sounds, and 

words. Teachers will also use Voyager Passport 

intervention system in the classroom daily. 

Vocabulary/Use new vocabulary and 

language in own writing 4.2. Kindergarten 

teachers will provide opportunities in large group as well 

as small group instruction where students can practice 

the new vocabulary through talking with the teacher and 

other students. They will also provide opportunities for 

students to use new vocabulary when describing 

pictures drawn in students own writing journals. 

Teachers will also use Voyager Passport intervention 

system in the classroom daily. 

Assessments 

Daily and Weekly Assessments: 

• Teacher observations of daily participation/work 

and flexible group work will give an informal view 

of student development. 


needed. 

Periodic 

• DIBELS will be administered as directed by the 

school district. 

• Kindergarten assessment will be given as a 

pre/post assessment in fall & spring. 



Instructional Technology Integrated Strategies 

Phonics/Decoding/Identify the alphabet by name 3.1 

Students will use Compass Learning aligned 

assignments to assist in mastery of these skills for 

about 30 minutes per week. Promethean Planet and 

www.starfall.com will be utilized as well. 

Vocabulary/Use new vocabulary and language in own 

speech 4.1 

Teachers will use the “Blues Clues” section of 

www.nickjr.com. Students click on highlighted words in 

the story. Once the student clicks on the word, the 

word becomes a small picture with the word printed 

under the picture. 

Vocabulary/Use new vocabulary and language in won 

writing 4.2 

Websites to help with these learning objectives are: 

www.starfall.com Provides numerous reading skills 

along with concept in print and phonemic awareness 

skills. 

www.nickjr.com Variety of reading skills from favorite 

children’s TV shows. The “Blue Clues” section has 

highlighted words for students to click on in the story. 

Once the student clicks on the word, the word becomes 

a small picture with the word printed under picture. 


• Grade level team meetings with Instructional 

Facilitator and academic coaches 

• Peer coaching with literacy coach 

• Kindergarten teachers will consult with the 

Instructional Facilitator, to obtain additional 

strategies for helping the students with word 

recognition and comprehension. 

• Kindergarten teachers will view demonstration 

lessons and attend workshops conducted by 

the Instructional Facilitator for new ideas to 

increase student reading skills. 

• Kindergarten teachers will participate in Early 

Childhood Teacher Workshops to share and 

gain new strategies and ideas for helping 

students improve reading skills. 

• Kindergarten teachers will work with First grade 

teachers in collaborative planning sessions to 

ensure kindergarten students are developing 


Communication 

• Students’ work will be sent home regularly to 

acquaint parents with instructional focus. 

• Progress Reports will be sent home with every 

student at mid-quarter, four times a year. This 

will inform parents of their child’s strengths and 

weaknesses in the area of reading/language 

arts. 

• Title I Compact is explained and signed 

by all participants: parent/guardian, 

student & teacher. 



academic content and achievement 

standards, the assessments being used 

and how to monitor their children’s 

progress and work with educators to 

improve their achievement. (and 

Learning at Home) 






understand. 



Learning at Home: 

• Homework will be assigned at least one time 

each week. 

• Parents partner with the teacher by helping their 

children practice letter concepts each week. 

Parents are encouraged to read to their children 

in multiple ways. Learning materials are sent so 

that parents can monitor student learning at 

home. 



skills to help them be successful in First grade. 

• Kindergarten teachers will meet weekly to plan 

instruction that will help students with various 

reading skills. 

• Kindergarten teachers will complete the 

Voyager U Modules as required by the Reading 

First Grant. 

• Kindergarten teachers will participate in 

Saturday professional development sessions 

with Kim Collier/Educational Consulting 

Services. 

• Kindergarten teachers will participation in 

quarterly vertical articulation professional 

development provided by District Instructional 

Facilitators. 

BALANCE OF THE PAGE LEFT BLANK 


Focus of Improvement: First Grade Reading 



Goal: All first grade students will demonstrate reading proficiency at grade level or improving by 

nine months over the previous year’s scores. 

Achievement Objective: All first grade students will be able to demonstrate proficiency at 

grade level or show improvement within the areas of Print Awareness/Recognize the difference 

among letters, words, and sentences 1.3; Phonological/Phonemic Awareness/Add or delete a 

phoneme change to a word 2.6; Comprehension/Critical Literacy/Literal Understanding 6.1; 

Vocabulary/Increase personal vocabulary 4.1; Vocabulary/Use new vocabulary and language 

4.3 

Benchmark: Minimally, all first grade students scoring strategic will score benchmark, and 

those scoring intensive will score strategic on the DIBELS test given in the spring. 


Assessments 

Print Awareness/Recognize the difference among 

letters, words, and sentences 1.3 

First grade teachers will use graphic organizers 

according to Marzano’s strategies to recognize the 

difference among letters, words, and sentences. 

Teachers will also utilize the Voyager Passport 

intervention system in the classroom daily. Teachers 

will also utilize Direct Instruction through SRA. 

Phonological/Phonemic Awareness/Add or delete a 

phoneme change to a word 2.6 

1 st grade teachers will provide direct instruction through 

phoneme manipulation tasks and the use of the 

Promethean Board or chart tablet where they use word 

knowledge (story vocabulary) as a basis of adding or 

deleting a phoneme as well as through the Scott 

Foresman reading program. Teachers will also use the 

Voyager Passport intervention system in the classroom 

daily. 

Comprehension/Critical Literacy/Literal 

Understanding 6.1 

Teachers will use Marzano’s Identifying Similarities and 

Differences strategy to increase students’ literal 

understanding and general comprehension skills. The 

students will compare and contrast two different 

versions of the same story and discuss how they are 

alike and different. Teachers will also use the Voyager 

Passport intervention system in the classroom daily. 

Vocabulary/Increase personal vocabulary 4.1 

Teachers will utilize the Amazing Words in the Scott 

Foresman series to increase students’ personal 

vocabulary. Teachers will also use the Voyager 

Passport intervention system in the classroom daily. 

Vocabulary/Use new vocabulary and language 4.3 

The first grade teacher will utilize a vocabulary graphic 

organizer from Scott Foresman. The child will write the 

vocabulary word/draw a pictorial representation of the 

word on a card. On the right side identify objects with 





• SRA Reading Check-outs and Mastery tests 

• Progress Monitoring bi-weekly 


needed. 

• Scott Foresman Assessments 

Periodic 

• DIBELS will be administered as directed by the 

district and the Reading First Grant. 

Annually: 

• The ITBS test will be administered as directed 

by the Reading First Grant. 



pictures that are like the vocabulary word. On the 

opposite side identify objects with pictures that are not 

like the vocabulary word. Teachers will also use the 


daily. 


Print Awareness/Recognize the difference among 

letters, words, and sentences 1.3 

First grade teachers will use Compass Learning 

assignments that are aligned with this standard. 

Phonological/Phonemic Awareness/Add or delete a 

phoneme change to a word 2.6 

First grade teachers will utilize overhead projectors and 

Promethean Boards to engage students in utilizing 

phoneme addition and deletion in word identification 

and fluency development. Students will also use audio 

books to listen to rhyming words – repeated exposure. 



The students will read a short story on the following 

website to further practice answering Narrative Story 

Frame questions: http://www.starfall.com/n/controlor/or/load.htm. 

Vocabulary/Increase personal vocabulary 4.1 

Teachers will utilize the CompassLearning program to 

provide additional vocabulary instruction. 

Vocabulary/Use new vocabulary and language 4.3 

Teachers will utilize the Promethean Planet website, 

along with Safari Montage and Scott Foresman 

websites and technology to build vocabulary and 

language. 



Communication 

• First grade teachers will provide 

training for how to help students learn at home 

(homework or other content related projects) at 

Literacy Nights. 

• Parent/teacher conferences will 

provide a basis for periodic communication 

between parents and teachers regarding 

children’s literacy development. Information will 

be presented in an understandable way to 

parents. 

• Make-It/Take-It nights will provide 

first grade teachers with the opportunity to 

demonstrate strategies and techniques parents 

can use at home to further their child’s overall 

literacy development. 

• Schools shall ensure that 

information related to school and parent 

programs, meetings and other activities is sent 

to the parents of participating children in a 

format, and, to the extent practicable, in a 

language the parents can understand. 










• Reading Logs will provide parents a means to 

communicate their child’s reading progress at 

home. 

• Pal Packets will be used in an effort to extend 

the learning beyond the classroom, 

and to further involve parents in their child’s 

learning. 

• Schools shall provide materials and 

training, such as literacy training and training on 

how to use technology, to help parents work with 

their children to improve achievement. 


• First grade teachers will hold in-service team 

planning sessions where they identify ways to 

implement the PowerPoint computer program 


when teaching alphabetizing words. 

• First grade teachers will also partake in schoolwide 

in-service programs learning how to utilize 

the Question Answer Relationship Strategy 

(QAR) and Bloom’s Taxonomy questioning 

strategies to enhance critical literacy relating to 

summarization and making generalizations. 

• First grade teachers will participate in the 

Voyager U Modules as required by the Reading 

First Grant. 

• First grade teachers will participate in Saturday 





Focus of Improvement: Second Grade Reading 



Goal: All second grade students will achieve reading proficiency at grade level or above on 

district-wide assessment utilized. 

Achievement Objective: All second grade students will be able to demonstrate proficiency at 

grade level or show improvement within the areas of Phonics/Decoding/Phonemic Analysis 

2.1; Vocabulary/Words in Context 3.1; Fluency 4.0; Comprehension/Critical Literacy/Literal 


Benchmark: Minimally, all second grade students scoring strategic will score benchmark, and 

those scoring intensive will score strategic on the DIBELS test given in the spring. 


Assessments 

Phonics/Decoding/Phonetic Analysis 2.1 

Second grade teachers can start with short regular 

words emphasizing rhyming, rapping and alliteration to 

teach consonant sounds and beginning, medial, and 

final positions reinforcing effort of students and 

providing feedback to them. Teachers will also use the 


daily. 

Vocabulary/Words in Context 3.1 

Second grade teachers will provide repeated exposure 

to vocabulary and sight words using Word Walls to 

display high-frequency words. They will use graphic 

organizers and K-W-L charts with students to activate 

their prior knowledge and personal experience to 

identify words in context. Teachers will also use the 


daily. 

Fluency 4.0 

Second grade teachers will provide repeated exposure 

to books on the students’ instructional level. They will 

allow students to practice their reading and time 

themselves to build their oral reading fluency. Teachers 

will also use the Voyager Passport intervention system 

in the classroom daily. 



Second grade teachers will provide students with both 

fiction and nonfiction reading materials and assess 

reading and listening comprehension. The teachers will 

implement pre-reading strategies to allow students to 

make and generate questions about their reading as 

well as utilize graphic organizers. Teachers will also 

use the Voyager Passport intervention system in the 

classroom daily. 





• Review student journals 

• Teacher-made assessments as needed 

• Scott Foresman 

• Progress Monitoring (bi-weekly) 

• SRA Check-outs and Mastery Tests 

Periodic 

• DIBELS Reading Assessments will be 

administered as directed by the school district 

and the Reading First Grant. 

• Benchmark testing twice a year 

Annually: 

• IOWA Test of Basic Skills as required by the Reading 

First Grant 




Strategies 

Phonics/Decoding/Phonetic Analysis 2.1 

Second grade teachers will model and use 

www.starfall.com with students. Teachers will also use 

activities from Promethean Planet regularly in the 

classroom 


The Second grade teacher will model use of computer 

for students and provide opportunities for students to 

independently use the computer in a variety of activities 

to improve phonics skills. Teachers will also use 

activities from Promethean Planet regularly in the 

classroom. 

Fluency 4.0 

Tech Link… Fluency 4.0 Teacher approved reading 

websites including www.StarFall.com and 

www.PBSKids.org will be utilized to help students gain 

understanding in the area of fluency. Students will also 

be allowed to use books on tape in the listening center. 



As a technology component of this lesson, students will 

design a page for a nonfiction book that the class will 

put together. The students will use Microsoft Word to 

type their summary of the magazine article. Then, the 

students will insert a picture about their article using 

Clip Art. After all students have created & printed their 

summary page, the teacher will compile the pages to 

form a class book. Teachers will also use activities 

from Promethean Planet regularly in the classroom. 



• Second grade teachers will submit periodic 

parent surveys giving parents the opportunity to 

voice their opinions regarding their child’s 

literacy strengths and needs. This will be in the 

form of two-way communication as teachers 

then inform parents of how to further develop 

their child’s literacy skills. 

• The second grade teacher will send homework 

that is related to that week’s work and provide a 

space for a signature and feedback from home. 

• Second grade teachers will send home progress 

reports and report cards in 41/2 week intervals. 




• Reading Logs will have an area for 

parent/teacher feedback regarding the student’s 

reading at school and at home. 

• Homework to be completed with parental 

assistance at home daily. 


• Teacher resources may be found at 

http://www.four-blocks.com and 

http://www.cherylsigmon.com/about.asp . 

• Additional ideas and teaching tools using 

Harvey and Goudvis’ strategies can be found at 

www.readinglady.com under “comprehension.” 




• In-building training in Compass Learning 

software 

• Periodic SRA training and coaching in teaching 

of Language for Thinking 

• Second grade teachers will participate in the 

Voyager U Modules as directed by the Reading 

First Grant. 

• Teachers will participate in Saturday 





• Second grade teachers will participate in the 

Vertical Articulation meetings provided by the 

District Instructional Facilitators. 

• Two the second grade teachers will attend the 

Closing the Achievement Gap seminar 

presented by Larry Bell in October 2008. 



Focus of Improvement: 3 rd Grade Reading 


School: Anderson School Year: 2008-2009 

Goal: All third grade students will demonstrate reading proficiency at grade level or higher on 

the Oklahoma Core Curriculum Test. 

Achievement Objective: At a current median score of 33% Research and 

Information/Accessing information 6.1 at least half of the third graders will score 50% or above; 

at a current median score of 40% Literature/Figurative Language/Sound Devices 5.3 at least 

half the third graders will score 60% or above; at a current median score of 50% 

Comprehension/Critical Literacy/Summary and Generalization 4.3 at least half the third 

graders will score 75% or above. These measures of progress will be achieved on the Standard 

District Curriculum Assessments and OCCT during the 2009 testing cycles. 

Benchmark: Minimally, the majority of all third grade students will achieve a satisfactory or 

above score as demonstrated by the OCCT given in the spring. 


Assessments 

Research and Information/Accessing Information 

6.1 

Third grade teachers will facilitate a classroom 

discussion to assess prior knowledge of students’ 

ability to research and access information. Teacher 

will engage students in a hands-on activity in which 

students will utilize a graphic organizer to locate and 

correctly use a variety of research resources (i.e. 

atlas, glossary, encyclopedia, etc.) 

Literature/Figurative Language/Sound Devices 5.3 

Third grade teachers will use direct instruction to 

provide the necessary word knowledge needed to 

understand the figurative language as well as teach 

children to listen effectively so they can apply 

comprehension monitoring to their understanding of 

figurative language and sound devises. Voyager 

Passport intervention system will be used in the 

classroom daily. 

Comprehension/Critical Literacy/Summary and 

Generalization 4.3 

Student will recognize the main idea, actions, 

supporting details and key concepts in fiction and 

non-fiction stories by using SRA multiple skills and 

Scott Foresman, CompassLearning computer 

program. The teacher will assign and monitor 

student understanding of summary and 

generalization using the CompassLearning program. 



and flexible group work will give an informal view of 

student development. 


needed. 

• Compass Learning Weekly Assessments 

• SRA Check-outs and Mastery Tests 

Periodic 

• Standard District Curriculum Assessment unit tests 

will be administered approximately every three 

weeks for six units. 

• DIBELS Reading Assessments will be 

administered as directed by the school district and 

by the Reading First Grant. 

• Individual assessments will provide informal views 

of student literacy development. 

Annually: 

- The OCCT test will be administered as directed by 

the state. 

- IOWA Test of Basic Skills as directed by the 

Reading First Grant 




Strategies 

Research and Information/Accessing Information 

6.1 

Teachers and students will use the computer to 

access information via the Internet and other 

computer resources. 

Literature/Figurative Language/Sound Devices 5.3 

Teachers will use CompassLearning and Scott 

Foresman Reading Street, along with Promethean 

Planet on the Promethean Boards in the classroom. 

Comprehension/Summary and Generalization 4.3 

Students may use the Internet to research topics 

identified through the readings and develop reports 

within their cooperative groups. In this example, 

students could research other marsupials and 

develop a collage to share with the class. Website 

for interactive activities to increase knowledge in 

summary and generalization: 

www.webenglishteacher.com. 




• Reading incentive program 

• Progress reports/report cards 

• Periodic phone calls or notes regarding student 

progress 

• Progress Reports will be sent home with every 

student at mid-quarter, four times a year. This will 

inform parents of their child’s strengths and 

weaknesses in the area of reading/language arts. 

• Title I Compact is explained and signed by all 

participants; parent, student and teacher. 

• Third grade teachers will hold parent teacher 

conferences in the fall and spring to meet with 

parents on an individual basis. 




• Read at home daily 

• Homework will be assigned at least three times 

each week, to practice/review specific language 

arts skills. 





software 

• Periodic SRA training and coaching in 

teaching of Vocabulary and 

Comprehension/Critical Literacy skills 

• Third grade teachers will participate in inservice 

SRA training where they will learn to 

utilize the program efficiently and effectively. 

• Third grade teachers will participate in the 

Voyager U Modules as required by the 

Reading First Grant. 

• Third grade teachers will participate in 

Saturday sessions of professional 

development with Kim Collier/Educational 

Consulting Services. 

• Fourth grade teachers will participate in the 

Unpacking the Standards professional 

development presented prior to each 

benchmark unit. 


Focus of Improvement: Fourth Grade Reading 



Goal: All fourth grade students will demonstrate reading, vocabulary and comprehension 

proficiency at grade level or above on the Oklahoma Core Curriculum Test. 

Achievement Objective: At a current median score of 57% Comprehension/Critical Literacy 

3.0 at least half of the fourth grade students will score 61% or above; at a current median score 

of 56% Literature 4.0 at least half of the fourth grade students will score 67% or above; and at a 

current median score of 67% Research and Information 5.0 at least half of the fourth grade 

students will score 83% or above. These measures of progress will be achieved on the 

Standard District Assessments and OCCT during the 2009 testing cycles. 

Benchmark: Minimally, the majority of all fourth grade students will achieve a satisfactory or 



Comprehension/Critical Literacy/Inferences and 

Interpretation 3.0 

Fourth grade teachers will instruct students in small, 

flexible groups based on need, utilizing the eight –step 

lesson progression for comprehension skills and 

strategies. Students will practice summarizing & 

paraphrasing using reading logs to record main ideas, 

key concepts, and supporting details in a variety of texts. 

Teachers will use pre-reading strategies to allow 

students to summarize and generate generalizations. 

Teachers will assist students working in small 

cooperative groups to use graphic organizers in 

analyzing characters from their reading. Students will 

then come together to share and support their group 

analysis to the class. 

Literature 4.0 

Fourth grade teachers will use the Scott Foresman 

Reading Program to teach students literary elements 

and techniques. Students will learn how to identify the 

main events of the plot, causes and effects of each 

event on future action, major theme from the story. 

Also, the student will identify the purposes of different 

types of texts, setting, a character’s traits, motivations, 

and feelings for the character. 

Research and Information 5.0 

Fourth grade teachers will actively involve all students in 

cooperative learning groups where they research topics 

of interest using multiple sources. Teachers will monitor 

comprehension of accessed information with graphic 

organizers. They will also employ learning opportunities 

where children utilize Marzano’s note taking skills when 

recording information. 

Assessments 

Daily and Weekly: 


will give an informal view of student development. 

• Data folders 

• Oral leveled questioning 

• Teacher-made assessments 

• Scott Foresman Weekly Selection Tests 

• Data Folders (as needed) 

• CompassLearning ILS 

• Scott Foresman leveled readers for 

differentiated instruction 

Periodic: 

• Scott Foresman Unit Assessments 

• Scott Foresman Fresh Reads Inventory 

Assessments 

• Standard District Curriculum Assessment unit 

tests will be administered approximately every 

three weeks for six units. 

Annually: 

• OCCT in the spring 




Strategies 



Students will use CompassLearning for a minimum of 90 

minutes per week to develop these skills. Teachers will 

utilize Safari Montage selecting a story clip to create 

anticipation and to review standards or use a graphic 

organizer. Students will also use 

www.highlightskids.com in order to improve their 

analysis skills by writing anticipation guide statements 

for the next student. Teachers will also use 

www.pearsonsuccessnet.com assessments and leveled 

readers. 

Literature 4.0 

Students will use CompassLearning for a minimum of 90 

minutes per week to develop these skills. Nettrecker will 

also be used to access and use information from 

electronic reference sources. 

Parental Involvement 


• Homework weekly 

• Monthly newsletters 


• Phone calls as needed 

• Parental letters 

• Special projects 

• P.A.C. letters 

• Family Literacy Night will occur monthly to 

encourage parent participation. 


• Read 20 minutes per day 

• Reading Logs 

• Teacher Created Activities 

Research and Information 5.0 

Teachers will use the Promethean Interactive 

Whiteboard to involve all learners and strengthen skills 

in the specific benchmark areas listed above. 

www.prometheanplanet.com 


• Staff Meetings 

• Weekly Team Meetings 

• Attend state, district, and school professional 

development opportunities for reading and 

language arts. Collaborate with instructional 

facilitator, reading interventionist, and library 

media specialist to enhance and target specific 

areas. The team of teachers will share as a 

team various learning strategies and lessons 

they have used. They will share the success 

and areas that need assistance with each other. 

They will meet as a grade level and the whole 

school to align curriculum specific to students’ 

needs. 

• Fourth grade teachers will participate in 



Services. 

• Fourth grade teachers will participate in Vertical 

Articulation meetings presented by the District 

Instructional Facilitators. 

• Fourth grade teachers will participate in the 


development presented prior to each benchmark 

unit. 



Focus of Improvement: 5 th Grade Reading 



Goal: All fifth grade students will demonstrate reading vocabulary and comprehension 


Achievement Objective: At a current median score of 60% Vocabulary/Words in Context 1.1 

at least half of the fifth grade students will score 80% or above; at a current median score of 

50% Vocabulary/Synonyms, Antonyms, Homonyms 1.3 at least half of the fifth grade students 

will score 75% or above; and at a median score of 60% Comprehension/Critical 

Literacy/Inferences and Interpretation 3.2 at least half of the fifth grade students will score 80% 

or above. These measures of progress will be achieved on the Standard District Curriculum 

Assessments and OCCT during the 2009 testing cycles. 

Benchmark: Minimally, the majority of all fifth grade students will achieve a satisfactory or 




Fifth grade teachers will provide repeated exposure to 

varying vocabulary words. They will provide association 

methods where students utilize prior knowledge and 

personal experience to identify words in context, as well 

as different clues in text to identify words. They will use 

Word Maps to analyze words and keep these maps in 

folders for students to refer to regularly. These word 

maps will provide students use of the words in contexts, 

what it is and what it isn’t, and to store words in 

associate memory. 

Vocabulary/Synonyms, Antonyms, Homonyms 1.3 

Fifth grade teachers will provide direct instruction 

through repeated word knowledge activities, and then 

allow for cooperative and independent practice. 

CompassLearning and Scott Foresman reading 

program activities should be used as well. 



Students will also be regularly asked to retell the story 

to a partner or to the group either verbally or as an 

illustration using sequencing words. 

Assessments 


• Teachers will use observations of daily 

participation/work and flexible group work to 

monitor progress on an on-going basis. 

• Teachers will use teacher-made tests as 

needed. 

• Vocabulary and comprehension tests over 

reading selection of the week will provide formal 

assessments of the desired achievement 

objectives. 

• SRA Checkouts and Mastery tests will be given 

as appropriate 

Periodic 

• Standard District Curriculum Assessment unit 

tests will be administered approximately every 

three weeks for six units. 

Annually: 

• OCCT in the spring. 




• Staff Meetings 

• Weekly Team Meetings 

• Attend state, district, and school professional 

development opportunities for reading and 

language arts. 

• Collaborate with instructional facilitator, reading 

interventionist, and library media specialist to 

enhance and target specific areas. 

• Fifth grade teachers will participate in Saturday 


Collier/Educational Consulting Services 

• Fifth grade teachers will participate in vertical 

articulation meetings presented by District 


• Fifth grade teachers will participate in the 


development presented prior to each 

benchmark unit. 



• The Regular Education teacher will 

communicate with the Special Education teacher 

and the parent(s) regarding the child’s progress 

and specific needs as addressed on the IEP. 

• Title I Compact is explained and signed by all 

participants; parent, student and teacher. 






understand. 

• Family Literacy Night will occur monthly in an 

effort to encourage parental participation. 

Learning at Home 

• Homework will be assigned at least three times 

each week, to practice/review specific language 

arts skills. 

• Students are to read at home each night. 

Parenting 














4.2 Mathematics 

Focus of Improvement: Early Childhood Mathematics 



Goal: All Early Childhood students will demonstrate the ability to sort and group objects into 

sets, identify numerals, and count objects in a set one by one. 

Achievement Objective: All Early Childhood students will be able to demonstrate an 

understanding of Patterns/Sorts and groups objects into a set 1.1; Number Sense/Counts 

objects in a set one-by-one from one through five 2.4; Number Sense/Identifies numerals one 

through five 2.6. 

Benchmark: Students will demonstrate mastery of Pre-Kindergarten math skills by scoring 

satisfactory or better on Pre-Kindergarten screening and 80% or better on the Growing With 

Math Comprehensive Assessment Interview. 


Patterns / Sorts and groups objects into a set 1.1 

Teachers will use math centers, small group instruction, 

supplemental games, commercial and teacher-made 

games, blocks, manipulatives and flannel boards. This 

approach accommodates students’ various learning 

styles: 

• Visual ~ visual students benefit from the 

colorful posters and story pictures; 

• Auditory ~ auditory students will learn through 

hearing concepts; 

• Kinesthetic ~ kinesthetic students will thrive on 

finger plays, centers and tactile materials. 

Number Sense/Counts objects in a set one-by-one 

from one through five 2.4 

Teachers will provide multiple opportunities during the 

week to count and identify numerals. 

Benchmark Assessments 

Daily and Weekly Assessments 





needed. 

• A portfolio of students’ work will be kept to note 

progress in the area of mathematics. 

Periodic 

• Quarterly Progress notes 

• Growing with Math assessments will be 

administered periodically to assess student 

understanding of standards. 

• Individual assessments will provide informal 

views of student math development. 

Number Sense/Identifies numerals one through five 

2.6. The early childhood teachers will provide repeated 

exposure to numerals by engaging students in counting 

games requiring students to identify numbers and count 

objects and matching amounts with numerals. Daily 

calendar elements such as number of the day, number 

on the calendar, and the number line will also be used 

to reinforce this objective. 


Strategies 

Annually 

• Pre-K Growth Inventory post test will measure 

progress. 


Patterns / Sorts and groups objects into a set 1.1 

Teacher may integrate technology by providing online 

game sites, such as: www.Prometheanplanet.com. 

Number Sense/Counts objects in a set one-by-one 

from one through five 2.4 

Students will have weekly opportunities to practice 

these math skills by visiting the computer lab and 


working with the Millie’s Math House CD. Teachers will 

utilize activities from www.prometheanplanet.com as 

well. 

Number Sense/Identifies numerals one through five 

2.6. 

Additional practice recognizing numbers 0-5 may be 

assigned using the online website 

www.internet4classrooms.com. Select Pre-kindergarten 

Resources/Math/Counting Concepts. 


• The Early Childhood teachers will interact with 

the Instructional Facilitator in developing plans 

and activities to support interventions, 

strategies and activities. 

• The Early Childhood teachers will meet on a 

weekly basis to discuss and prepare lesson 

plans that will develop strategies for the 

students in the classroom. 

• The Pre-Kindergarten teachers will participate 

in Saturday professional development sessions 


Services. 


Communication 

• The Pre-K teacher will provide parents with 

newsletters to keep parents informed of 

concepts being taught in class. 

• The Pre-K teacher will utilize personal progress 

notes, phone calls, and/ or notes home to inform 

parents of their child’s progress in mathematical 

development. 

• The Pre-K teacher will invite parents to come in 

for a scheduled conference at any time of the 

year as well as our fall and spring Conference 

days. 












understand. 


• Weekly “Family Homework” is sent to parents 

with hands-on learning activities for parents to 

do with students related to the math concepts 

being taught that week. 






Focus of Improvement: Kindergarten Mathematics 



Goal: All kindergarteners will acquire the basic mathematical skills necessary to be successful 

in first grade as determined by district-wide assessment. 

Achievement Objective: All kindergarteners will be able to achieve mastery of basic 

kindergarten level math concepts in the area of Patterns/Sort and group objects 1.1; Number 

Sense/Count forward to twenty and backward from ten 2.3; Number Sense/Identify and create 

sets of objects zero through ten 2.5 

Benchmark: Students will demonstrate mastery of Kindergarten math skills by scoring 80% or 

better on the Growing with Math Comprehensive Assessment Interview and Kindergarten 

Screening. 


Patterns/Sort and group objects 1.1 

The Kindergarten Teachers will provide daily 

opportunities for sorting objects by color, size and 

shape. Using math manipulatives to solve simple 

patterns, the children will be able to explain verbally 

what the objects have in common and verbally identify 

the pattern. 

Number Sense/Count forward to twenty and backward 

from ten 2.3 

The Kindergarten Teachers will use every opportunity to 

have the children verbally count during the school day. 

Number Sense/Identify and create sets of objects zero 

through ten 2.5 

Kindergarten teachers will provide repeated exposure to 

creating sets in small group instruction and at math 

centers. Opening activities such as counting on the 

calendar, counting the number of days in school, 

counting items in collections, and counting students will 

also be used. 


Strategies 

Patterns/Sort and group objects 1.1 

Teachers may integrate technology by providing online 

games sites, such as: www.starfall.com and 

www.prometheanplanet.com for independent practice or 

learning centers. 

Number Sense/Count forward to twenty and backward 

from ten 2.3 

Teachers will use Kidspiration to create visual 

representations for use in mathematics development. 

Teachers will use websites, such as: 

www.prometheanplanet.com as models for mathematics 

skill practice. 

Number Sense/Identify and create sets of objects zero 

through ten 2.5 




and flexible group work will give an informal 

view of student development. 


needed. 

• A portfolio of students’ work will be kept to note 

progress in the area of mathematics. 

Periodic 


• Growing with Math assessments will be 

administered periodically to assess student 


• Individual assessments will provide informal 

views of student math development. 

Annually 

• Kindergarten Growth Inventory post test will 

measure progress. 



Teachers will use Kidspiration to create visual 

representations for use in mathematics development. 

Teachers will use websites, such as: 

http://www.bbc.co.uk/schools/laac/numbers/chi.shtml as 

models for mathematics skill practice. 




• Students’ work will be sent home regularly to 

acquaint parents with instructional focus. 

• Teachers will provide parents with newsletters 

to communicate skills being covered in class. 

• Kindergarten teachers will use Thursday folders 

to send home weekly communication to parents. 

• Kindergarten teachers will send home progress 

reports to show student development of skills. 

• Parent/Child Make-n-Take activity will inform 

parents about what students are learning and 

ways they can enhance their student’s learning. 

• “Parent/Teacher conferences will help parents 

and teachers communicate student’s progress 

in relation to effective strategies in the 

classroom and at home. 


• Parents will be encouraged to take their children 

to the public library. 

• Various family homework projects throughout 

the school year. 

• Kindergarten teachers will send home 

homework assignments to re-enforce math skills 

worked on in class. 

• Kindergarten teachers will encourage parents to 

work with their child on math skills. 

• Additionally, kindergarten teachers will continue 

to meet weekly and at various times to review 

and discuss interventions, strategies, and 

activities. 

• Kindergarten teachers will participate in inservice 



ways to increase student awareness of 

measurement using nonstandard units of 

measurement and comparing numbers. 

• Kindergarten teachers will participate in 



Services. 


Focus of Improvement: First Grade Mathematics 



Goal: All first grade students will demonstrate mathematics proficiency at grade level or 

improve by nine months over the previous year’s scores. 

Achievement Objective: All first grade students will be able to demonstrate proficiency at 

grade level or show improvement in the areas of Patterns/Describe, extend and create patterns 

1.1; Number Sense/Compare and order objects 2.2; Number Operations and 

Computation/Develop/apply the concepts of addition and subtraction 3.1 and Number 

Sense/Read and write numerals to 100 using verbal, kinesthetic and written skills 2.3. 

Benchmark: All students will show 80% mastery, or greater, on the Saxon Math Assessment. 


Patterns/Describe, extend and create patterns 1.1 

First grade teachers will provide weekly direct, small group, 

paired and individual instruction to utilize manipulatives to 

create patterns and sorting attributes. First grade teachers 

will use colored cubes of different colors to create and 

demonstrate a pattern; the children will then create the 

pattern in sequence. 

Number Sense/Compare and order objects 2.2 

First Grade Teachers will provide many repeated 

experiences using hands on methods to compare and order 

objects. They will address the concept of more, less and 

equal to. 

Number Operations and Computation/Develop/apply the 

concepts of addition and subtraction 3.1 

First Grade Teachers will provide an early introduction of 

basic addition and subtraction skills, with ongoing practice 

and the concrete use of objects. (Kinesthetic) A weekly 

assessment, (ex. FACTS MASTERS) will be given to 

monitor students’ progress. 

Number Sense/Read and write numerals to 100 using 

verbal, kinesthetic, and written skills 2.3 

First grade teachers will provide direct instruction, small 

group instruction, and repeated exposure to counting 

objects. Daily opening activities include the Saxon Math 

Meeting Place, which includes calendar, counting money, 

and attendance, as well as counting objects in sets, 

kinesthetic activities will be used. 

Assessments 


• Teacher Observations of daily 

participation/work and flexible group work will 


• Saxon Math Assessments 

• Teacher made tests will be administered as 

needed. 

• Specific skills in mathematic homework will be 

given to those who may need the extra 

practice. 

• Teacher observation of daily 

participation/work, workbook practice, 

student’s use of manipulatives, and flexible 

group work will give an informal view of 

student development in understanding and 

conveying math concepts. 

• Homework review and recording will provide 

ongoing monitoring of concept knowledge and 

will give insight for re-teaching if needed. 

Periodic 

• Individual Assessments will be given in 

Mathematics as needed. 



Patterns/Describe, extend and create patterns 1.1 

As a technology component of this lesson, students may 

extend patterns using the following link 

www.prometheanplanet.com or they may create patterns by 


Communication 

• Progress reports/report cards will be sent 

home at mid-quarter and end of quarter to 

inform parents of student progress. 


inserting clip art in Microsoft Word. 

Number Sense/Compare and order objects 2.2 

First Grade Teachers will provide many repeated 

experiences using hands on methods to compare and order 

objects. They will address the concept of more, less and 

equal to. 

Number Operations and Computation/Develop/apply the 

concepts of addition and subtraction 3.1 

Instructional technology used for this intervention includes 

the use of an overhead projector for whole group 

instruction. Interactive instructional technology links for 

computation are: 

http://www.abc.net.au/countusin/games/game8.htm and 

http://www.dositey.com/addsub/Mystery4.htm. 

Number Sense/Read and write numerals to 100 using 

verbal, kinesthetic, and written skills 2.3 

Teachers will use CompassLearning, along with 

www.prometheanplanet.com for instructional technology 

links to this standard. 

• First Grade Teachers will utilize personal 

progress notes, phone calls, and/or notes 

home to inform parents of their child’s 

progress in mathematics. 

• First Grade Teachers will invite parents to 

come in to a scheduled conference at any time 

of the year, to discuss any aspect of their 

child’s progress in the area of mathematics. 

• Schools shall ensure that information related 

to school and parent programs, meetings and 

other activities is sent to the parents of 

participating children in a format, and, to the 

extent practicable, in a language the parents 

can understand. (Communication) 


• First Grade Teachers will provide Skill Specific 

Homework in the areas of math that a child 

may be having trouble with. 

• First grade teachers will select specific weekly 

homework to monitor student mastery of skills. 


understanding such topics as the 

state’s academic content and 

achievement standards, the 

assessments being used and how to 

monitor their children’s progress and 

work with educators to improve their 

achievement. (and Parenting) 


• First Grade teachers will participate in in-service 

programs with district resource teachers, school 

librarian and grade level teams to identify ways to 

increase student awareness of place value and 

comparing numbers. 

• First grade teachers will participate in Saturday 




Focus of Improvement: Second Grade Mathematics 



Goal: All second grade students will achieve mathematics proficiency at grade level or above 

on district-wide assessment utilized. 

Achievement Objective: All students will be able to demonstrate Number Operations and 

Computation/Develop/apply the concepts of addition and subtraction 3.1; Number 

Sense/Place value 2.1; Geometry and Measurement/Measurement 4.2; Geometry and 

Measurement/Time and Money 4.3 on grade level by the end of the school year. 

Benchmark: All students will show 80% mastery, or greater, on the Standard District 

Curriculum Benchmark Assessments. 


Number Operations and Computation/Develop/apply 

the concepts of addition and subtraction 3.1 

Using Marzano’s strategy of Classroom Practice and 

Cooperative Learning, students will improve their fluency 

with basic addition facts. Sitting in groups of four 

students, each group will need to have a small box or can 

and a set of 20 counters. Students will cut out practice 

addition facts on the following page and put them into 

their group’s box or can. One student will pull out a card 

with an addition fact on it, will read the card aloud, and try 

to give the appropriate answer. The group will check their 

member’s math and if correct the student will keep the 

card. If group members believe the answer to be 

incorrect, they will use counters to show the correct 

answer. The incorrect card will go back into the can, and 

play passes to the next member of the group. Play will 

continue until all cards have been pulled from the can 

and none remain. If a student picks a “Lucky Day” card, 

all members must give their cards to that student. When 

there are no cards left in play, the student with the most 

cards in his/her hand is declared the winner. 

Geometry and Measurement/Measurement 4.2 

Second grade teachers will access prior knowledge with 

a graphic organizer - KWHL (what they Know, Want to 

know, How they will learn the information, what they 

Learned) chart - before the children begin measuring 

objects of their choice with standard and non-standard 

units. Teachers will provide students will a visual for 

identifying different ways of measuring things in the 

classroom and beyond 

Geometry and Measurement/Time and Money 4.3 

Second grade teachers will use direct instruction and 

Marzano’s massed and distributed practice to teach 

students how to determine amounts of money using 

pennies, nickels, dimes, quarters, and half-dollars; how to 

determine whether to add or subtract to solve a word 

problem; how to solve one-step word problems; and how 

to determine the amounts of change by subtracting. 

Number Sense/Place Value 2.1 

Second grade teachers will use direct instruction and 

Marzano’s massed and distributed practice to teach 


Daily and Weekly Assessment: 

• Teacher Observations of daily participation of 

work and flexible group work will give an 

informal view of student achievement with 

objectives. 

• Teachers will administer weekly timed test 

demonstrating fluency with the basic addition 

and subtraction facts and fact families to 18. 

• Saxon Math Assessments will be given after 

every ten to fifteen lessons. 

Periodic 

• District-provided tests will be administered 

during the first and fourth quarter. 



students how to determine the place value and name of 

numbers using a concrete model. 


Strategies 

Number Operations and Computation/Develop/apply 

the concepts of addition and subtraction 3.1 

Students can choose a number of activities and practice 

from the following sites: 

www.amblesideprimary.com 

www.funbrain.com/brain/mathbrain/mathbrain.html 


Technology connections may be found on interactive 

educational websites as well as assigned activities from 

CompassLearning. 

Geometry and Measurement/Time and Money 4.3 

To integrate instructional technology, second grade 

students will practice money and time skills at the 

website www.internet4classrooms.com. 

Number Sense/Place Value 2.1 

To integrate instructional technology, second grade 

students will practice money and time skills at the 

website www.internet4classrooms.com 


• Second Grade teachers will participate in inservice 



ways to increase student awareness of time and 

money. 

• Second grade teachers will participate in 

Saturday professional development sessions with 

Kim Collier/Educational Consulting Services. 


Communication 

• Progress reports/report cards will be sent 

home at mid-quarter and end of quarter to 


• Second Grade Teachers will utilize personal 

progress notes, phone calls, and/or notes 

home to inform parents of their child’s progress 

in mathematics. 

• Second Grade Teachers will invite parents to 

come in to a scheduled conference at any time 

of the year, to discuss any aspect of their 

child’s progress in the area of mathematics. 


school and parent programs, meetings and 



extent practicable, in a language the parents 

can understand. (Communication) 


• Second Grade Teachers will provide Skill 

Specific Homework in the areas of math that a 

child may be having trouble with. 

• Second grade teachers will select specific 

weekly homework to monitor student mastery 

of skills. 


understanding such topics as the 

state’s academic content and 

achievement standards, the 

assessments being used and how to 

monitor their children’s progress and 





Focus of Improvement: 3 rd Grade Mathematics 



Goal: All third grade students will demonstrate math proficiency at grade level or higher on the 

Oklahoma Core Curriculum Test and the quarterly benchmark test. 

Achievement Objective: At a current median score of 25% Number Operations & 

Computation/Estimation 3.1 at least half of the third grade students will score 50% or above; at 

a current median score of 25% Number Operations & Computation/Money Problems 3.3 at 

least half of the third grade students will score 50% or above; at a current median score of 25% 

Geometry and Measurement/Measurement 4.2 at least half of the third grade students will 

score 50% or above; at a current median score of 25% Number Operations & 

Computation/Multiplication 3.2 at least half of the third grade students will score 50% or above; 

at a current median score of 29% Number Sense 2.0 at least half of the third grade students 

will score 43% or above; at a current median score of 33% Data Analysis & Probability 5.0 at 

least half of the third grade students will score 50% or above. These measures of progress will 

be achieved on the Standard District Curriculum Assessments and OCCT during the 2009 

testing cycles. 

Benchmark: Minimally, third grade students will score an 80% or higher as documented on the 

spring OCCT. 


Number Operations & Computation/Estimation 3.1 Third 

grade teachers will use Marzano’s strategy of 

classroom practice to have students write their own 

story problems using 3 & 4 digit numbers. First, 

teachers will model how to write a story problem. Then, 

the teacher guides the students through writing a class 

story problem on the SmartBoard. Next, each student 

writes one story problem using 3 & 4 digit numbers. 

Finally, each student makes a PowerPoint slide show of 

their story problem on the lab computers. They will 

project their problem to the class on the SmartBoard 

screen. Students will take turns rounding the numbers 

to estimate the answers. 

Number Operations & Computation/Money Problems 

3.3 

Third grade teachers will use Marzano’s strategy of 

classroom practices and cooperation to help students 

understand math operations involving addition and 

subtraction involving money. Working in groups or with 

peers, students will talk through money word problems 

making certain to identify the appropriate operation, and 

then solve the problem. Students will be able to use 

math money manipulatives to help solve the money 

problems. Third grade teachers will reinforce students 

for correctly solving the problems. 


Third grade teachers will provide rulers for measuring to 

the nearest centimeter and quarter inch (concrete 

means of understanding objective). They will also 

provide balances and scales for measuring in 

customary and metric units. They will provide a KWHL 

Assessments 

Daily and Weekly 

Daily and weekly assessments 

- Teacher made tests will be administered as 

appropriate 

- Student journals will show student thought 

process related to the above objectives. 

Quarterly: 

- District-provided tests will provide teachers with 

a formal view of student progress related to the 

specific objectives listed above. 

- STAR Math assessments will be administered 

one per quarter 

Yearly: 

- OCCT test will provide a formal cumulative view 

of student progress related to the above 

objectives. 



chart for measurement in which the students organize 

their thoughts prior to measuring with the different tools 

as well as access their prior knowledge with which to 

build on. They have a say in what they want to measure 

and learn about measurement as well as how they will 

measure certain things, making the experience more 

meaningful. They use the L to record how they 

measured certain objects using the given tools. Teacher 

provides a vocabulary chart of key words used when 

measuring (such as “quarter inch”). 

Number Operations & Computation/Multiplication 3.2 

Using Marzano’s strategy of Classroom Practice and 

Cooperative Learning, students will improve their 

fluency with basic multiplication facts using drill and 

practice daily. 

Number Sense 2.0 

Third grade teachers will use meta cognitive strategies 

to teach students how to order fractions and decimals 

on a number line. Asking students to verbalize their 

thinking while working helps students become aware of 

their thinking process and improve problem-solving so 

that they become aware of the strategies they use. 

Using money as a reference activates students’ 

previous knowledge and helps students use the decimal 

system efficiently. 

Data Analysis & Probability 5.0 

The third grade teachers will utilize Marzano’s graphic 

organizers to help the student organize student data. 

The students will collect various kinds of data, then 

analyze the data, create the appropriate graph, and 

display it for other students to see. The students will 

also be able to read and interpret other graphs. 


Computation / Estimation 3.1 

Third grade teachers will prescribe online activities 

based on student’s math levels in Compass Learning 

Odyssey to build estimation skills. Analyzing student’s 

progress will be conducted weekly. 

Computation / Money Problems 3.3 

Third grade teachers will prescribe online activities 

based on student’s math levels in Compass Learning 

Odyssey to build skills in solving problems involving 

money. Analyzing student’s progress will be conducted 

weekly. Procedural specificity will be detailed in 

individual teacher lesson plans. 


Students can visit the following website in pairs or small 

groups 

www.shodor.org/interactivate/activities;perimeter/index.htm. 

for more practice with perimeter and area. 

Number Operations & Computation/Multiplication 3.2 

Teachers will use www.mathfactory.com to practice 

their multiplication facts. They will also use strategies 

from www.prometheanplanet.com. 

Number Sense 2.0 

Teachers will use CompassLearning in which students 

will engage with mathematics programs to add further 

practice for reading, writing, and ordering whole 

numbers and fractions. 



- Progress reports will be used by teachers to 

communicate student progress as it relates to 

their mathematical understanding. 

Learning at home: 

- Homework will give added practice of the 

learned skills. 

- Third-grade teachers will provide such materials 

as addition/subtraction/fact family practice 

tables, times tables, study guides, etc., as 

needed, for the parents to study with their child 

at home. 

- Daily math homework will be assigned, to be 

completed with the assistance of the parent as 

needed by the child. 



Data Analysis & Probability 5.0 

Teachers will use CompassLearning in which students 

will engage with mathematics programs to add further 

practice in data analysis and probability. 


• Third grade teachers will participate in Saturday 



• Third grade teachers will participate in vertical 

articulation meetings presented by District 


• Third grade teachers will participate in 


development given prior to each Benchmark 

Unit test. 



Focus of Improvement: Fourth Grade Mathematics 



Goal: All fourth grade students will demonstrate mathematics proficiency at grade level or 

above on the OCCT. 

Achievement Objective: At a current median score of 25% Number Sense/Multiplication 3.1 

at least half of the fourth grade students will score 50% or above; at a current median score of 

25% Geometry and Measurement/Measurement 4.4 at least half of the fourth grade students 

will score 50% or above; and at a current median score of 27% Number Operations & 

Computation 3.0 at least half of the fourth grade students will score 36% or above. These 

measures of progress will be achieved on the Standard District Curriculum Assessments and 

OCCT during the 2009 testing cycles. 

Benchmark: Minimally, the majority of all fourth grade students will score an 80% or higher as 

demonstrated on the spring OCCT. 


Assessments 

Number Sense/Multiplication 3.1 

Fourth grade teachers will use direct instruction and 

concrete models to teach multiplication of 2 and 3 digit 

numbers with regrouping. 


Using Marilyn Burns’ strategy of real world problem 

solving, teachers will present math activities involving 

money, time, and temperature using real world 

contexts. 

Number Operations & Computation 3.0 

Teachers will use direct instruction and concrete 

models to teach multiplication of 2 and 3 digit numbers 

with regrouping, using base-ten blocks and place value 

mats. 

Daily/ Weekly: 

• Teacher observation of daily participation, 

assignment completion, and/or group work will 

give an informal view of student progress. 


needed. 

• Math tests over target areas will provide a formal 

view of the child’s understanding related to the 

desired objective. 

• Saxon Math Assessments 

Periodically: 


needed. 

• Standard District Curriculum tests (every 6 

weeks) 

Annually: 


• District Pre-/Post- Benchmark tests will be 

administered in the fall and spring 




Strategies 

Number Sense/Multiplication 3.1 

Teachers will utilize the multiplication.com website to 

give students opportunities to practice and review basic 

multiplication facts. Teachers will also use Compass 

Learning aligned assignments to reinforce this skill. 


The fourth grade teachers will utilize the computer lab 

and the computers in the classroom. The students will 

be exposed to various websites such as 

www.funbrain.com. Teachers will also utilize Safari 

Montage for math literature and to provide real world 

connections. 

Number Operations & Computation 3.0 

The students will use Compass Learning software to 

increase their proficiency solving computation 

problems. Teachers will also use the Promethean 

Board and Math Solutions manipulatives. 




• Teachers will use progress reports to 

communicate to parents the children’s progress 

related to their mathematical development. 


• Math homework for additional practice on 

learned concepts daily. 

• Homework will provide opportunities to extend 

the learned skills to the home environment and 

allow students further practice. 

Parental Involvement: 




standards, the assessments being used and 

how to monitor their children’s progress and 


achievement. 




children in a format, and, to the extent practicable, 

in a language the parents can understand. 





software 

• Fourth grade teachers will participate in 



Services. 



Focus of Improvement: 5 th Grade Mathematics 



Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or above 

on Oklahoma Core Curriculum Test and the Benchmark Unit Assessments benchmark test. 

Achievement Objective: At a current median score of 25% Geometry & 

Measurement/Convert Measurements 4.5 at least half of the fifth grade students will score 50% 

or above; at a current median score of 50% Number Sense/Fraction/Decimal/Percent 2.1 at 

lease half of the fifth grade students will score 75% or above; and at a current median score of 

50% Geometry and Measurement/Perimeter/Area 4.2 at least half of the fifth grade students 

will score 75% or above. These measures of progress will be achieved on the Standard District 

Curriculum Assessments and OCCT during the 2009 testing cycles. 

Benchmark: Minimally, the majority of all fifth grade students will score an 80% or higher as 

demonstrated on the spring OCCT. 


Geometry & Measurement/Convert 

Measurements 4.5 

Fifth grade teachers will introduce tools of 

measurement. Teachers will use Marzano’s 

strategy of cooperative learning and generating 

and testing hypotheses to allow students to 

manipulate various types of measurement tools 

and complete tasks involving graphing 

temperatures, measuring set areas and weighing 

amounts. 

Number Sense/Fraction/Decimal/Percent 2.1 

Using Marzano’s strategy of Classroom Practice 

and Cooperative Learning, students will compare 

and order whole numbers and decimals to the 

thousandths place. Teachers will need to have 

available an 11x18 sheet of construction paper cut 

in half horizontally and one number cube for each 

student. The class should be divided into 

heterogeneous groups of four. Step One: Students 

will fold their construction paper into five equal 

sections and will draw a decimal point in the 

second box from the left. Step Two: Each student 

will roll his/her number cube and will fill the 

remaining three spaces on the construction paper 

in any order he/she chooses. Step Three: The 

group will work cooperatively to put their four 

numbers in numerical order paying particularly 

close attention to the thousandth place. Step Four: 

Each student in the group will write their numbers 

down in order on a sheet of paper for assessment 

purposes. The assignment can be repeated by 

flipping the construction paper over to the other 

side. Step Five: Each group will trade all five 

pieces of construction paper with another group 

and will practice the assignment with the other 

group’s set of numbers, recording their answers on 

their papers to be assessed by the teacher. Step 

Six: The teacher will lead the students in putting 

Assessments 

Daily and Weekly: 

• Daily participation observation 

• Teacher-made Tests 

• Daily Work 

• Weekly Homework 

• Mathematical Portfolios 

Periodic: 

• Standard District Curriculum tests (every 6 weeks) 

Annually: 




the class set of the number strips in numerical 

order. Develop a reference sheet of fraction 

equivalencies for students to keep at desks. 

Provide practice in fractions and decimals by using 

computer software programs that give the student 

immediate feedback. 

Geometry and Measurement/Perimeter/Area 4.2 

Fifth grade teachers will use direct instruction and 

Marzano’s massed and distributed practice to 

teach students how to find the perimeter of simple 

polygons and the area of a rectangle. Students will 

write the steps for finding area and perimeter in 

their math notebooks. 



• Fifth grade teachers will send Thursday folders home 

with updates of academic objectives. 




standards, the assessments being used and 

how to monitor their children’s progress and 


achievement. (Parenting, Learning at Home) 




children in a format, and, to the extent practicable, in 

a language the parents can understand. 

Learning at home: 

• Homework that reinforces math objectives will be 

completed at home. 


Strategies 

Geometry & Measurement/Convert 

Measurements 4.5 

Teachers will send small groups or pairs to 

computers to visit 

www.hbschool.com/elab/act_3_24.html where they 

will practice measuring using a virtual ruler. They 

will print off the recording sheet for the activity and 

turn it in to the teacher. 

Number Sense/Fraction/Decimal/Percent 2.1 

Teachers will use Compass Learning aligned 

lessons to assist with this skill. They will also 

utilize activities on www.prometheanplanet.com. 

Geometry and Measurement/Perimeter/Area 4.2 

To integrate instructional technology, fifth grade 

students will explore perimeter and its relationship 

to the corresponding area. Using the online Area 

Explorer, students will choose the desired 

perimeter using the slide at the bottom of the grid 

applet. Next, the students will type in the correct 

area and click “Check Answer.” Then they will 

click the button “Draw a New Shape.” Students 

can click “Show Score” to keep a record of their 

explored perimeters and areas. 

www.shodor.org/interactivate/activities/perm/index. 

html. 




• In-building training in Compass Learning software 

• Fourth grade teachers will participate in Saturday 






4.3 Attendance 

Focus of Improvement: Attendance 


School: Anderson School School Year: 2008-2009 

Goal: 96% of Anderson students will attend school daily (and in a timely arrival manner) ready 

to learn. 

Achievement Objective: 96% of all Anderson students will be on time and ready to learn each 

day. 

Benchmark: Current student attendance is steady at 95.2%. We will continue to show an 

increase steadily each quarter to reach 96% as demonstrated by 2009 AYP data. 


According to AYP, Anderson Elementary made AYP 

based on a 95.2% attendance rate, which is above the 

minimum standard. Attendance at Anderson will be 

monitored monthly, and incentives will be in place to 

insure growth in the attendance area. 


Strategies 

Teachers will be required to put attendance online on 

the Gradespeed. We will also be graphing attendance 

regularly so stakeholders can monitor progress. 

Assessments 

• Monthly attendance will be monitored through the 

Gradespeed program. 

• Goals will be set monthly, and students will know the 

attendance rate each month. Celebrations will be 

held if goal is met monthly. These goals will be made 

known in our monthly assembly. 



school and parent programs, meetings, and 



extent practicable, in a language parents can 

understand. 


• Teachers will be trained in Gradespeed to learn 

how to put attendance online to better insure 

accuracy. 




4.4 Climate / Behavior 

Focus of Improvement: Climate/Behavior 


School: Anderson School School Year: 2008-2009 

Goal: All students will positively contribute to a safe and nurturing school environment. 

Achievement Objective: Students will be able to solve interpersonal problems in school 

without behavior referrals. Students will demonstrate the Life Skills and Community Guidelines 

throughout each school day. 

Benchmark: Student discipline referrals will decrease 50% from the previous school year, with 

quarterly monitoring in place. 


The Eat, Exercise, Excel Program has been 

implemented at Anderson in an effort to decrease office 

referrals. The program is research based and consists 

of five components surrounding nutrition and exercise. 

Since implementation of the program, referrals 

decreased by 63% in the first year. 


• Referrals will be monitored monthly. 

• Teachers will receive reports with graphs 

and percentages in order to monitor 

classroom referrals. 

• Graphs will be posted so students can 

monitor classroom referrals. 


Strategies 

Referrals will be monitored and reported using 

computer programs. Graphs will be posted with 

applicable information. 



school and parent programs, meetings, and 



extent practicable, in a language parents can 

understand. 


• Teachers will be further trained on classroom 

management strategies and on the 

implementation of the Eat, Exercise, Excel 

program. 



5. THREE (3) YEAR TIME LINE 

FOR IMPLEMENTATION, REVIEW and REVISION 

SIPlan and Process Time Line for Anderson School 

Month 

June 06 

July 06 

August 06 

September 06 

October 06 

November 06 

December 06 

January 07 

February 07 

March 07 

April 07 

May 07 

June 07 

October 2007 

November 2007 

December 2007 

January 2008 

February 2008 

March 2008 

April 2008 

May 2008 

June 2008 

October 2008 

December 2008 

School Improvement Plan (SIPlan) Chronology 

Have individual building SIPlan Teams revise the SIPlan in response to an 

analysis of state-provided data from Spring 05 testing. 

Submit the revised SIPlan for ESC review. 

School leadership team will review and revise SIPlan 

School Efficacy Trainers will evaluate and provide feedback on a one to one 

session with the principal. 

The individual SIPlan team will make final necessary revisions and SIPlan will 

be submitted to School Efficacy Trainers for first electronic evaluation before 

submission. It will be submitted to the ESC prior to October 18. 

The individual SiPlan team will prepare for District level team visit 

Using real-time assessments during the course of the school year, the SIPlan 

was reviewed and revised. 



Parent Session will be held to present SiPlan 







Data Analysis for the necessary revisions of the SIPlan will begin based on 

data disaggregation of the ’06-07 data 

Attend SiPlan Learning Circle 

The individual SiPlan team will make final necessary revisions and SiPlan will 

be submitted to School Efficacy Trainers for first electronic evaluation before 

submission. It will be submitted to the ESC prior to November 9. 












Data Analysis for the necessary revisions of the SiPlan will begin based on 


Attend SiPlan Learning Circle; The individual SiPlan team will make final 

necessary revisions and SiPlan will be submitted to School Efficacy Trainers 

for first electronic evaluation before submission. It will be submitted to the 

ESC prior to October 24 th . 

Using real-time assessments during the course of the school year, the SiPlan 


January 2009 

February 2009 

March 2009 

April 2009 

May 2009 

June 2009 

August 2009 

















6. APPENDICES 

Oklahoma State Department of Education 

Checklist of the Ten Components of a Schoolwide Site Plan 

Statement of Assurances by Anderson Elementary 

Public Law 107-110, No Child Left Behind Act of 2001 Requirements 

(NCLB) 

Found on 

page(s) # 

1. A comprehensive needs assessment of the entire school. 64-65 

2. Implementation of school-wide reform strategies that: 

3 

4 

• Provide opportunities for all children to meet proficient and advanced levels 

7 

of student academic achievement. 

• Use effective methods and instructional strategies that are based on 

scientifically based research. 

“See the 

Parental 

• Strengthens the core academic program. 

Involvement 

cell within ALL 

• Increases the amount of learning time. 

Action Plans.” 

• Includes strategies for serving underserved populations (examples: 

migrant, economically disadvantaged, and minority students). 

• Includes strategies to address the needs of all children in the school, but 

particularly low-achieving children and those at risk of not meeting state 

standards. 

• Address how the school will determine if those needs of the children have 

been met. 

• Are consistent with and are designed to implement state and local 

improvement plans, if any. 

3. Instruction by highly qualified teachers. 8 

4. High quality and on-going professional development for teachers, principals, and 

paraprofessionals (attach professional development plan). 

“See the 

Professional 

Development 


Action Plans.” 

5. Strategies to attract high-quality, highly qualified teachers to high-needs schools. 8 

6. Strategies to increase parental involvement, such as family literacy 

services. 

7. Plans for assisting preschool children in the transition from early childhood 

programs such as Head Start, Even Start, Early or Reading First to local 

elementary school programs. 

8. Opportunities and expectations for teachers to be included in the decision 

making related to the use of academic assessment results leading to the 

improvement of student achievement. 

9. Activities and programs at the school level to ensure that students having 

difficulty mastering proficient and advanced levels of the academic achievement 

standards are provided with effective, timely additional assistance. 

10. Coordination and integration of Federal, State and local services and programs, 

including programs supported under this Act. 

“See the 

Parental 

Involvement 


Action Plans” 

4 

7 

9 

10 

11 

“See 

Intervention 

and Strategies 

cells within ALL 


3 

7 

9 

10 

11 

“See 

Intervention 

and Strategies 

cells within ALL 


7 

I 

I 

I 


certify that the above components of our Schoolwide Site Plan are in place, active 

and under constant review, modification and improvement. 

__________________________________________ 

Principal’s Signature 

_________ 

Date 



Needs Assessment 

2008-2009 

Area: 1 Feeder Pattern: McLain School: Anderson Elementary 

Elementary School 

Principal: Brenda Anderson PD Site Coordinator: Katherine Thompson 

Academic Achievement 

□ Fell Short of AYP-In Improvement 

□ Met AYP-In Improvement 

□ Fell Short of AYP-On Alert 

x Successful-Meets AYP 

Mathematics 

Need(s): PD in SIPlan: Reflective Assessment: 

0- P, NS 0- Marzano’s Strategies □ Successful □ Ongoing X Need Support □ Recommendations 

K- NS K- Marzano’s Strategies □ Successful Ongoing X Need Support □ Recommendations 

1- NS, PV, 1- Peer Coaching □ Successful X Ongoing □ Need Support □ Recommendations 

2- GM, DA, P, E 2- Book study □ Successful X Ongoing □ Need Support □ Recommendations 

3- P, AR, Computation 3- Peer Coach □ Successful X Ongoing □ Need Support □ Recommendations 

4- NO, Comp, GM 4- Peer Coaching □ Successful X Ongoing Need Support □ Recommendations 

5- SP, DA, P, AR 5- Peer Coaching □ Successful X Ongoing Need Support □ Recommendations 

Data to Support Successful Assessment: 

Additional Comments: 

Academic Achievement 

Language Arts 

Need(s): PD in SIPlan: Reflective Assessment: 

0- Language/Vocabulary 0- Marzano’s Strategies □ Successful □ Ongoing X Need Support □ Recommendations 

K- WP, P, D, Comp K- SRA Training □ Successful X Ongoing □ Need Support □ Recommendations 

1- OL, PA, VP 1- Peer Coaching □ Successful X Ongoing □ Need Support □ Recommendations 

2- PD, Comp/CL 2- Voyager U □ Successful X Ongoing □ Need Support □ Recommendations 

3- V, Comp 3- Voyager U/Peer Coach □ Successful X Ongoing □ Need Support □ Recommendations 

4- Comp/CL, V, Comp/Inf/Int 4- Compass PD □ Successful □ Ongoing X Need Support □ Recommendations 

5- A/E, C/CL, FL 5- Compass PD □ Successful □ Ongoing X Need Support □ Recommendations 

Additional Comments: We are showing gains in these areas, but we need to continue with the support of 

the Reading First grant and the district. 


Technology 

Need(s): Anderson has advanced rapidly in technology. We have added Promethean Boards in every 

regular classroom this year. This has allowed us to be a leader in technology in our district. However, 

further training in the use of the boards is necessary in order for us to develop and implement consistent 

use of the boards. 

PD in SIPlan: Further training in Compass Learning is needed. Some teachers still need training in basic 

computer use, however, acquiring the Promethean Boards has motivated the staff to become more 

technologically knowledgeable. 

Reflective Assessment: 

□ 

X 

□ 

Successful – Supported by data including: 

Ongoing – Provided by Site funding (and District funding) 

Limited Success – Requesting District Support: 

□ 

Unsuccessful – Requesting District Recommendations 

Building-Wide Climate/Behavior 

Need(s): Tribes Training with the entire faculty and staff. We will be receiving a PBIS program for next 

year so we will have onsite counselors to help with major student issues. 

PD in SIPlan: Tribes is the training listed in the SiPlan. 


□ 

□ 

x 


Ongoing – Provided by Site funding 

Limited Success – Requesting District Support: We need a week long Tribes training for the 

entire faculty and staff. 

□ 


Parental Involvement 

Need(s): Increased parent involvement is necessary for Anderson. Involvement continues to increase; 

however, we still need to further implement strategies to encourage parents to be more involved. 

PD in SIPlan: Our plan was to have regular classes for parents in many different areas. Because of lack 

of funding, we were unable to put that plan in place for this year. 


□ 

X 

□ 

□ 


Ongoing – Provided by Site funding 

Limited Success – Requesting District Support: 




ANDERSON ELEMENTARY 

2011 VA School Report 

This report provides 2011 ValueAdded (VA) data. The results reported here 

measure your school's impact on the academic growth of students at both the 

school and grade levels for each tested subject. In addition to the overall 

results, VA Estimates are also provided for specific groups of students, based 

on Prior Student Achievement Level, ELL Status, and Special Education 

Status. For each student group, the VA Estimate compares the actual 

achievement of students in your school to the predicted achievement of those 

students. All VA results account for prior state test scores (OCCT and 

OMAAP). A number of demographic variables are also included in the 

calculation to ensure the results regarding your school's impact are as fair 

and accurate as possible. For more information on the demographic variables, 

please see the last page of this report. 

Report Contents 

Page 1 How to Read the VA 

School Report 

Page 2 SchoolLevel VA Results 

Page 3 4 GradeLevel VA 

Results 

Page 5 6 SchoolLevel Results 


Page 7 13 GradeLevel Results 


Page 14 16 SchoolLevel and 

GradeLevel VA Graphs 

Page 17 Additional Information on 

VA 

1



ValueAdded: SchoolLevel Results 

The tables below provide SchoolLevel VA results for Reading and Math. Results are provided both for the 2010– 

2011 academic year and for the average of the last three years. Refer to page 1 of this report for tips on how to 

read these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

READING SchoolLevel VA 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


Overall 65.3 3.0 169.8 

2.6 

MATH SchoolLevel VA 

Overall 65.3 2.5 169.8 

2.7 

2






these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


READING 

GradeLevel VA 

Grade 4 37.0 3.4 93.8 

2.8 

Grade 5 28.3 2.4 76.0 

2.4 

MATH 

GradeLevel VA 

Grade 4 37.0 2.5 93.8 

2.9 

Grade 5 28.3 2.6 76.0 

2.4 

SCIENCE 

GradeLevel VA 

Grade 5 28.3 2.2 77.0 

2.4 

3






these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 



GradeLevel VA 

Grade 5 29.3 2.3 76.6 

2.4 

WRITING 

GradeLevel VA 

Grade 5 27.3 3.8 73.5 

3.7 

4

READING 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

READING By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.5 

Limited 

Knowledge 

16.3 3.0 38.9 

2.8 


2.7 

READING By ELL Status 

ELL ** Insufficient Data or NA ** Insufficient Data or NA 

NonELL ** Insufficient Data or NA ** Insufficient Data or NA 

READING By SPED Status 


2.6 


2.7 

5

MATH 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

MATH By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.8 

Limited 

Knowledge 

15.3 2.6 61.2 

2.7 


2.5 

MATH By ELL Status 



MATH By SPED Status 


2.2 


2.8 

6

READING 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.5 

Limited 

Knowledge 

11.0 3.4 25.1 

3.0 


3.0 





SPED ** Insufficient Data or NA ** Insufficient Data or NA 

NonSPED ** Insufficient Data or NA ** Insufficient Data or NA 

7

READING 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 



Proficient ** Insufficient Data or NA 33.0 

2.4 

Limited 

Knowledge 


2.4 


2.4 







8

MATH 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.1 

Limited 

Knowledge 


2.9 


2.6 







9

MATH 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.5 

Limited 

Knowledge 


2.5 


2.4 







10

SCIENCE 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.5 

Limited 

Knowledge 


2.4 


2.3 







11












NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.4 

Limited 

Knowledge 


2.4 


2.4 







12

WRITING 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.7 

Limited 

Knowledge 


3.7 


3.7 







13



Your School Compared to the Rest of the District 

The charts below compare your school's student growth (ValueAdded) in reading and mathematics to student 

attainment (percentage of students who meet or exceed the OCCT proficiency standards). ValueAdded scores 

are read along the bottom, and percentage meeting/exceeding standards are read along the lefthand side. 

READING 

MATH 

14




15




16



Additional Information on ValueAdded 

Differences Between Specific Groups of Students 

Readers may want to compare two student subgroups. For example, let's say you see the following on your 

report: 

In this case, it is not necessarily true that students in the "Unsatisfactory" grouping grew more than students in 

the "Proficient" grouping. Instead the table above indicates that your "Unsatisfactory" students grew more, on 

average, than similar "Unsatisfactory" students from across TPS. Your "Proficient" students grew, on average, 

about the same as similar "Proficient" students from across TPS. 

Prior Achievement Level for Student Groups 

The prior achievement level groupings in this report are "Advanced", "Proficient", "Limited Knowledge" and 

"Unsatisfactory." These groups are based on the student's OCCT performance level from the previous year. The 

purpose of this calculation is to measure the impact of teachers on students from across the achievement 

spectrum. 

Control Variables Used in the VA Model 

The VA Model uses statistical techniques to separate the impact of schooling from other factors that may 

influence growth; the following variables are controlled for in the VA Model: 

1. Prior OCCT Reading Score 5. Race/Ethnicity 9. Mobility 

2. Prior OCCT Math Score 6. LowIncome Status 10. Attendance History 

3. Grade Level 7. ELL Status 11. Grade Retention 

4. Gender 8. Special Education Status 

It is important to note that controlling for demographic characteristics does not mean a lowering of expectations 

for any grouping of students addressed by a control variable. 

For more information on ValueAdded (VA), please refer to the companion professional development piece titled, 

"Making Meaning of Your ValueAdded School Report." 

Insufficient Data or NA 

Results may not be provided for the following reasons: 

Too few students to calculate a result (less than 10). 

Too few students in the contrasting category to calculate a result. 

A grade level or subject was not taught during the given time period. 

Only one teacher taught that grade or subject during the given time period. 

No districtwide differential effects between student groups. 

17

A School Improvement Plan (SIPlan) and Process 

School Year 2009 - 2010 

Marian Anderson Elementary School 



Written, updated and evaluated by: 

Nina Eccles, Early Childhood Teacher 

Katherine Thompson, First Grade Teacher 

Diahanne McClellan, Instructional Coach 

Kelley Blakney, Fourth Grade Teacher 

Michael Stick, Fifth Grade Teacher 


Kemba Wright, Parent 

Donna Davis, Community Member 

January 2010, Sharing of SIPlan with Parents / Community Members 

1921 East 29 th Street North 


918-925-1300 

Anderson Elementary School SiPlan 2009 - 2010 - Page 1

Table of Contents 

PART I - DESCRIPTION of SCHOOL........................................................... 3-9 

A. Who We Are and Who We Serve ......................................................................... 3 

B. Programs and Achievements .............................................................................. 3 

C. Transitions ............................................................................................................ 4 

D. Challenges ............................................................................................................. 5 

E. AYP Status ............................................................................................................ 5 

F. Attendance Statistics ........................................................................................... 5 

G. Coordination of Services ..................................................................................... 6 

H. Checklist of the 10 Components of a School-wide Site Plan ............................ 7 

I. NCLB Compliance Elements ................................................................................ 8-9 

PART II - ACTION PLANS, including ANALYSIS OF DATA ...................... 10 

Pre-Kindergarten (Overview, Reading / Language Arts and Mathematics)………………….10-17 

Kindergarten (Overview, Reading / Language Arts and Mathematics)………………………...10-17 

1st Grade (Overview, Reading / Language Arts and Mathematics)………………………………17-22 

2nd Grade (Overview, Reading / Language Arts and Mathematics)……………………………..23-28 

3rd Grade (Overview, Reading / Language Arts and Mathematics)………………………………29-34 

4th Grade (Overview, Reading / Language Arts and Mathematics)………………………………35-40 

5th Grade (Overview, Reading / Language Arts, Mathematics, Social Studies & Science)….41-50 

Attendance and Climate / Behavior (Overview, Action)……………………………………….51-54 


PART I 

DESCRIPTION of SCHOOL 

A. Who We Are and Who We Serve 

Marian Anderson Elementary is located in the north quadrant of Tulsa, Oklahoma. It is 

located in one of the most economically distressed areas of Tulsa. Anderson currently 

serves 320 predominantly African-American, economically deprived students in academic 

and enrichment programs in grades DD (developmentally delayed) through fifth. Since 

Anderson was once a junior high (middle) school, it enjoys luxuries most elementary schools 

do not: a swimming pool, auditorium, and two levels. Due to previously passed bonds, a 

new gym was built, the old gym was converted into a media center, and monies from the 

recently passed bond will further upgrade the facility, adding additional furniture, upgrading 

technology, and replacing textbooks. 

B. Programs and Achievements 

Programs 

• Reading First Literacy 

Coach 

• Eat, Exercise, Excel 

Program & Grant 

• Benchmark Unit 

Assessments Program 

• Instructional Coach • Big Brothers and Sisters • Reading Mastery Plus 


• Promethean Boards in every 

classroom 

• Mentors, volunteers, 

adopters 

• Waterford Early 


• Highly Qualified Reading 

• Tulsa Library • Reading First Grant 

Interventionists 

• Building Academic Vocabulary • Boy Scouts & Girl Scouts • Reading Sufficiency 

Demonstration Site 

• Synergistic Missions Science • PTA • R.I.F. book distribution 

Lab 

• Compass Learning Lab • Tulsa City County Health 

Department It’s All About 

• Monthly Award 

Celebration 

Kids Program 

• Instrumental Band • Second Step Program • Tribes 

• Student Council • In School Connection • Masonic award – 

fifth grade 

• Safety Patrol • FasttMath Math Facts 

Program 

• Boys/Girl Scouts 


Achievements in place include: 

• Discipline –There has been a steady 

decrease in suspensions and a significant 

reduction in acts of physical aggression / 

confrontations. 

• Professional Development – Staff has been 

engaged in ongoing reading & math to 

accommodate curricular advancement. 

• We were awarded a 3 year grant for our Eat, 

Exercise, Excel program 

• Increased parental attendance in parent 

conferencing, classroom visits, field trips, and 

volunteering. 

• Recognition – Quarterly awards, assemblies 

to recognize academic improvement, perfect 

attendance, citizenship, etc. 

District Awards to staff, students, teachers, 

volunteers 

C. Transitions 

1. To receive a new student / parent the following is provided. 

• The Principal personally greets the incoming family and stresses the “open door” 

policy that is in effect at the building. 

• The office staff welcomes the family and student. 

• Every new student is given a tour to assist the child and assure a receiving and 

welcome climate. 

• A caring environment (Tribes model) has been woven into the fabric of Anderson. 

• A uniform, beginning of the day, greeting procedure is in place and implemented by all 

teachers. 

2. Career Awareness / Orientation / Exploration opportunities while attending the 

school. 

• Implementation of a school wide plan to coordinate career awareness and opportunity. 

• Career day sponsored by classrooms. 

• National “Bring your Child to Work” day. 

• School Partners in Education will present at a Career Fair 

3. Preparation for vertical articulation upon leaving the school. 

• Middle school teachers and counselors visit Anderson’s 5 th grade classrooms to 

generate interest and share schedule options / courses. 

• Teachers will meet with preceding grade levels as per our Area 1/McLain Cluster 

Pattern plan for vertical articulation. 

• Information provided for alternative middle schools in TPS. 

• Open house information (provided by the middle schools) is distributed to all current 

5 th grade parents. 


D. Challenges 

The school supports a community seriously impacted by economic discord and social crisis. 

Gangs, drugs, and random violence directly influence and permeate the experiences of many 

of our children. The student population is greatly affected by the problems arising out of 

chronic and generational poverty, hostile urban environments, parental neglect and abuse, 

hunger and distrust. Many of our children display the negative effects of their family and 

neighborhood existence with poor impulse control, cognitive dysfunction and poor to failing 

language processing. The number of Anderson students receiving free and/or reduced 

lunches is over 90%. Classroom management and behavior problems, as well as cognitive 

delays, absenteeism, and chronic tardiness are indicative of the multiple challenges that are 

encountered on a daily basis. The Anderson staff does not view the above as 

insurmountable challenges; rather, they are viewed as opportunities to be addressed where 

and when possible through the collective efforts, energies, and talents of this staff. 

E. AYP Status 

School 

Year 

05-06 

06-07 

07-08 

Math – 

ALL 

Students 

State Math 

Target 

AYP? 

Yes, No or 

SH 

Reading – 

ALL 

Students 

State 

Reading 

Target 

AYP? 

Yes, No 

or SH 

534 790 SH 437 768 SH 

927 932 SH 1136 914 YES 

307 932 No 804 914 CI 

08-09 588 932 SH 1131 914 CI 

F. Attendance Statistics 

Year Attendance Rate Target Rate 

04-05 

05-06 91.3 (676) 91.2 (664) 

06-07 93.5 (940) 91.2 (664) 

07-08 95.2 (1144) 91.2 (664) 

08-09 93.7 (964) 91.2 (664) 


G. Coordination of Services 

Anderson Elementary has embedded (integrated and coordinated) the components of Title I 

and other entitlement programs within the spirit, intent, focus and direction of this SIPlan as 

evidenced below and within the Action Plans. 

Program 

Status Reporting 

Title I, Part A 

See attached Appendix A -- Budget justification page. 

Title IV A - Safe and Drug Second Step Counseling Program and district-wide 

Free School 

Principal / Teacher Training 

Red Ribbon week, promoting drug-free lifestyles. 

Reading Academy ( Helping educators build skills for 

teaching every child to read) 4 day training in June; 

Professional Development with Educational Consulting 

Services/Kim Collier throughout the year 


Reading Academy ( Voyager U ); Ongoing District PD 

Eat, Exercise, Excel Program Comprehension school health program coordinated with the 

State Department of Education in Kansas. Components of 

program include: 30 minutes a day of “structured activity” time 

in place of traditional recess; water bottles in the classroom 

for increased hydration; lunch in the classroom with the 

teacher to promote community and nutrition; increased PE 

time; a daily multi-vitamin given to students with parent 

permission. Goals of the program include: increased activity 

that limits opportunities for bullying and fighting; increased 

academic learning time because of decreased behavior 

issues in the classroom; less food waste and more focus on 

healthy nutrition. 

Reading Sufficiency 

Grant 

Community Programs 

School Partners 

Big Brothers/Big Sisters 

Reading First Program 

After-School Programs 

Reading sufficiency funding is used to provide direct reading 

instruction to primary students performing below grade level 

in small group settings on a pull-out basis. Family Literacy 

Night on a monthly basis provides strategies for families to 

develop and participate in reading activities. 

Boy Scouts, Girl Scouts, In-School Connection, GREAT 

Program through Tulsa Police Department 

Oral Roberts University, 320 Boston Management, Inc., Tulsa 

Running Club, Tulsa 66ers, Christ Temple Church, Crossover 

Bible Church, Northside Homes Mission, Boy Scouts of 

America, St. Francis Hospital South 

Matching volunteer mentors with students. 

Develops competent readers through the use of quality 

explicit reading instruction, continuous monitoring of student 

growth, and early interventions in the areas of reading 

difficulties. The program is implemented as our core-reading 

program. 

A series of staff-initiated after-school programs, focusing on 

reading and mathematics skill areas, offered throughout the 

school year. 


H. Oklahoma Department of Education’s Checklist of the Ten (10) Components of a 

School-wide Site Plan 

Requirements Found on Page(s) # 

1. A comprehensive needs assessment of the entire school. See Part 1 – Challenges; a 

comprehensive needs 

assessment was conducted 

through our detailed analysis 

of data made available from 

the OCCT Summary Reports. 

Additionally, all assessments 

used identify needs of our 

students. 

2. Implementation of school-wide reform strategies. See Part 1 – Programs; Our 

programs and initiatives 

outline our school reform 

strategies. 

3. Instruction by highly qualified teachers. 

4. High quality and on-going professional development for 

teachers, principals and paraprofessionals. 

5. Strategies to attract high-quality, highly qualified teachers to 

high-needs schools. 

6. Strategies to increase parental involvement, such as family 

literacy services. 

7. Plans for assisting preschool children in the transition from 

early childhood programs such as Head Start, Even Start, 

Early or Reading First to local elementary school programs. 

8. Opportunities and expectations for teachers to be included 

in the decision making related to the use of academic 

assessment results leading to the improvement of student 

achievement. 

9. Activities and programs at the school level to ensure that 

students having difficulty mastering proficient and advanced 

levels of the academic achievement standards are provided 

with effective, timely additional assistance. 

10. Coordination and integration of Federal, State and local 

services and programs, including programs supported under 

this Act. 

8, 10-13, 17-18, 23-24, 29- 

30, 35-36, 41-44, 51, 53 

6, 8, 9 

8, 9 10-13, 17-18, 23-24, 

29-30, 35-36, 41-44, 51, 

53 

4 

8, 9 

3, 10-54 

6 


I. NCLB Compliance Elements 

Compliance Elements 

1. Using research-based strategies that 

address the academic issues that 

caused the school to be identified 

Building Response 

Academic Improvement: 

• Data driven, PASS –based curriculum 


• Reading Mastery Plus K-5 th 

• Certified Interventionist 

Attendance: 

• Incentives for 100% attendance 

• quarterly, semester, end of year 

2. Adopting “Best Practices” Weekly team meetings - literacy 

coach/math/instructional facilitator/principal 

Literacy/Math Coaching-school-wide 

Site Delivered Training – data desegregation 

and literacy / math curriculum use 

3. Meeting professional development needs Literacy & Math 

Technical assistance through Educational 

Consulting Services/Kim Collier to focus on these 

areas 

Peer Coaching 

Weekly meetings centered 

4. Using professional development funds 

effectively 

on data and student proficiency 

Instructional Improvement 

Professional development funds 

provide for school-wide 

instructional improvement 

Data Disaggregation and Use 

On-going data desegregation 

support is provided throughout the 

year with ECS, Benchmark Unit Assessments 

and District consultants. 

5. Setting annual goals Academic: All students will develop 

language arts and math skills needed 

to be successful as determined by 

State and district assessment. 

Attendance: 96% of students will attend school 

daily. 

Climate/Behavior: Students and staff 

will embrace the 7 Community 

Guidelines and Life Skills as part of 

their daily interactions. 


6. Outlining parent notices School-wide 






• Parent Facilitators 

Classroom 



• Newsletters 

7. Assigning responsibilities Administration creates ownership for student 

success with teachers and parents supported and 

assisted by district and guided by the state. 

8. Increasing parent involvement After-school opportunities 





• Invitations to assemblies 

• Monthly PCAC meetings 

• Annual Red & White Ball 

• Anderson Idol Talent Show 

• After-school exercise & swim classes 





9. Increasing instructional time • Traditional recess has been replaced with 

30 minutes daily of Healthy Activity Time 

(HAT) to insure students are more 

focused and attentive during academic 


10. Setting up teacher mentoring Literacy and Instructional coaches continue to 

develop peer coaching designs for planning, 

assessing and driving instruction to equip 

students for success. 


Part II 

Early Childhood Reading Focus for Action Plans 

Assessments: 


• Class time discussions 

• One on one with the teacher 

• Sharing time 

• Center time interaction 

• Observations and interaction during book time 

• Teacher-made tests will be administered as needed. 

• Anecdotal records focusing on children’s literal understanding and children’s usage of 

literary elements will be recorded on a weekly basis 

Periodically: 

• Scott Foresman Assessments each quarter 

Annually: 

• Pre-K Growth Inventory 

• Pre-Kindergarten Growth Inventory (PKGI) is administered on entry to the program 

and in the spring to assess cognitive growth of students. 

Professional Development: 

• Educational Consulting Services/Kim Collier Technical Assistance, Tribes, Sharp 

School, Voyager U, Building Academic Vocabulary, Closing the Achievement 

Gap/Larry Bell Training, PowerSchool 


• Communicating – 

• Early Childhood teachers will provide training for how to help students learn at home 

(homework or other content related projects) at Literacy Nights. 

• Parent/teacher conferences will provide a basis for periodic communication between 

parents and teachers regarding children’s literacy development. Information will be 

presented in an understandable way to parents. 

• Make-It/Take-It nights will provide first grade teachers with the opportunity to 

demonstrate strategies and techniques parents can use at home to further their child’s 

overall literacy development. 

• Schools shall ensure that information related to school and parent programs, meetings 

and other activities is sent to the parents of participating children in a format, and, to 

the extent practicable, in a language the parents can understand. 

• Parents shall receive assistance in understanding such topics as the state’s academic 

content and achievement standards, the assessments being used and how to monitor 

their children’s progress and work with educators to improve their achievement. 

• Family Literacy Nights will occur monthly in an effort to increase family involvement. 

• Learning at Home – 

• Reading Logs will provide parents a means to communicate their child’s reading 

progress at home. 

• Schools shall provide materials and training, such as literacy training and training on 

how to use technology, to help parents work with their children to improve 

achievement. 


Part II 

Early Childhood Math Focus for Action Plans 


• Teacher observations of daily participation/work and flexible group work will give an 

informal view of student development. 


• A portfolio of students’ work will be kept to note progress in the area of mathematics. 

Periodically: 


• Teacher-made assessments will be administered periodically to assess student 


• Individual assessments will provide informal views of student math development. 

Annually: 

• Pre-K Growth Inventory post test will measure progress. 


• Educational Consulting Services/Kim Collier Technical Assistance, Tribes, Closing the 

Achievement Gap/Larry Bell Training, PowerSchool, Sharp School 



• Progress reports/report cards will be sent home at mid-quarter and end of quarter to 


• Early Childhood Teachers will utilize personal progress notes, phone calls, and/or 

notes home to inform parents of their child’s progress in mathematics. 

• Early Childhood Teachers will invite parents to come in to a scheduled conference at 

any time of the year, to discuss any aspect of their child’s progress in the area of 

mathematics. 



the extent practicable, in a language the parents can understand. (Communication) 


• Early Childhood Teachers will provide Skill Specific Homework in the areas of math 

that a child may be having trouble with. 

• Early Childhood teachers will select specific weekly homework to monitor student 


• Parents shall receive assistance in understanding such topics as the state’s 

academic content and achievement standards, the assessments being used and 

how to monitor their children’s progress and work with educators to improve their 



Part II 

Kindergarten Reading Focus for Action Plans 

Assessments: 





Periodically: 

• DIBELS Beginning of Year, Middle of Year, End of Year Assessments, Progress 

Monitoring 

Annually: 

• Kindergarten assessment will be given as a pre/post assessment in fall & spring. 







• Kindergarten teachers will provide training for how to help students learn at home 




















achievement. 


Part II 

Kindergarten Math Focus for Action Plans 

Assessments: 





• A portfolio of students’ work will be kept to note progress in the area of mathematics. 

Periodically: 


• Growing with Math assessments will be administered periodically to assess student 


• Individual assessments will provide informal views of student math development. 

Annually: 

• Kindergarten Growth Inventory post test will measure progress. 








• Kindergarten Teachers will utilize personal progress notes, phone calls, and/or notes 

home to inform parents of their child’s progress in mathematics. 

• Kindergarten Teachers will invite parents to come in to a scheduled conference at any 

time of the year, to discuss any aspect of their child’s progress in the area of 

mathematics. 





• Kindergarten Teachers will provide Skill Specific Homework in the areas of math that a 


• Kindergarten teachers will select specific weekly homework to monitor student mastery 

of skills. 






Grade / Instructional Focus: (Pre K and Kindergarten, Early Childhood Area Lang. Arts) 

Groups: _x_ Regular; _x_ IEP; _x_ ELL; _x_ Econ. Disadvantaged; _x_ Race; _x_ Gender 

Goal: Early Childhood students will demonstrate the ability to speak in complete sentences, 

and will demonstrate increased listening skills as determined by district standards listed on 

the report card. 

Achievement Objective / Benchmark (median scores or assessment nomenclature): 

Standard Objective PASS Current % 

or 

assessment 

nomenclature 

Uses 

Language for a 

Variety of 

Purposes 

Uses 

Sentences of 

Increasing 

Length 

2.1 Proficiency 

on ECAT 

2.3 Proficiency 

on ECAT 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Proficiency 

on ECAT 

Proficiency 

on ECAT 

Years as 

Issue 

08-09 

08-09 

Interventions / Strategies: 

The following research-based strategies have been chosen specifically to meet the needs of students 

of each gender and race as well as those who are Special Needs or economically challenged. 

Female students benefit from verbal interaction, descriptive narration, and expressing emotional 

connections/experiences to the information. Male students benefit from simple, analytic explanation, 

kinesthetic movement, and visual images to aid in retention of information. According to Ruby Payne, 

economically challenged students, need to know the “why” and “how” of a topic, before they can learn 

it. With those needs in mind, the following interventions/strategies have been chosen: 

2.1 

The EC (Early Childhood) teachers should focus on developing the linguistic intelligence, as identified 

by Howard Gardner, to assist their young students in expressing themselves verbally. Activities 

should include Nursery Rhymes, singing games, and stories with repeating word patterns. Students 

should be encouraged to speak and answer in complete sentences. 

2.3 

Early childhood students will be able to show improvement in the ability to speak in sentences of 

increasing length (three or more words) with grammatical complexity. EC students will have many 

opportunities to speak to others during center activities and during group time/story time activities 

allowing for “think, pair, share time” in making predictions of story outcomes. Language and 

vocabulary will be expanded through the retelling stories and the acting out of poems and nursery 

rhymes. 




2.1 

EC teachers will utilize the Waterford Early Learning System .Starfall and Promethean Planet 

websites will be utilized as well throughout the school year. 

2.3 

EC teachers will utilize the Waterford Early Learning System. 

Procedural specificity will be detailed in individual teacher lesson plans. 


Grade / Instructional Focus: (Pre K and Kindergarten, Early Childhood Area Math) 


Goal: Early Childhood students will demonstrate the ability to sort and group objects into a 

set and identify and create sets of objects from one through five as determined by district 

standards listed on the report card. 



or assessment 

nomenclature 

Patterns 

Number 

Sense 

Sorts and groups 

objects into a set 

Identifies and 

creates sets of 

objects from one 

through five 

1.1 Proficiency on 

ECAT 

2.5 Proficiency on 

ECAT 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Proficiency 

on ECAT 

Proficiency 

on ECAT 

Years as 

Issue 

08-09 

08-09 









1.1 

The EC (Early Childhood) teachers should provide a variety of counting object for the students to sort 

in multiple ways in the math center as well as playing patterning games during group times. The 

Growing with Mathematics activities are used to reinforce and assess the concepts. 

2.5 

Early childhood students will be able to show improvement in the ability to create sets and count from 

numerous commercial and teacher-made learning games. Group time activities such as counting 

sticks, chants, and songs also provide practice create sets and recognizing numerals. 


EC teachers will utilize the numerous appropriate web sites including : 

www.primarygames.com 



Part II 

First Grade Reading Focus for Action Plans 

Assessments: 


• SRA Reading Checkouts, SRA Mastery Tests, CompassLearning Unit Assessments, 

Saxon Phonics Assessments, Progress Monitoring 

Periodically: 

• DIBELS Beginning of Year, Middle of Year, End of Year Assessments, Teacher-made 

Assessments 

Annually: 

• IOWA Test for Reading First 







• First grade teachers will provide training for how to help students learn at home 




















achievement. 


Part II 

First Grade Math Focus for Action Plans 

Assessments: 


• Saxon Math Assessments, CompassLearning Unit Assessments, FasttMath 

Differentiated Instruction Assessments 

Periodically: 

• Teacher-made Assessments 

Annually: 

• Saxon Math Pre and Post Tests 








• First Grade Teachers will utilize personal progress notes, phone calls, and/or notes 


• First Grade Teachers will invite parents to come in to a scheduled conference at any 


mathematics. 





• First Grade Teachers will provide Skill Specific Homework in the areas of math that a 


• First grade teachers will select specific weekly homework to monitor student mastery 

of skills. 






Grade / Instructional Focus: First Grade Reading 


Goal: All first grade students will be at Benchmark as determined by the DIBELS reading 

assessment. 



or 

assessment 

nomenclature 

Print Awareness 

Recognize the 

difference among 

letters, words and 

sentences 

1.3 Move 50% of 

students from 

Intensive to 

Strategic 

@ least half 

will score __ 

as % or 

assessment 

nomenclature 

Years as 

Issue 

Benchmark 08-09 

Phonological/Phonemic 

Awareness 

Comprehension/Critical 

Literacy 

Add or delete a 

phoneme change 

Literal 

Understanding 

2.6 Move 50% of 

students from 

Intensive to 

Strategic 

6.1 Move 50% of 

students from 

Intensive to 

Strategic 


08-09 


08-09 









1.3 

First grade teachers will use graphic organizers according to Marzano’s strategies to recognize the difference 

among letters, words and sentences. Teachers will also utilize the Voyager Passport intervention in the 

classroom daily. Teachers will utilize Direct Instruction through the SRA program. 

2.6 

First grade teachers will provide direct instruction through phoneme manipulation tasks and the use of 

Promethean Board magnetic letters where the use of knowledge (story vocabulary) as a s basis of adding or 

deleting a phoneme as well as through Scott Foresman reading program. Teachers will also us Voyager 

Passport intervention in the classroom daily. 

6.1 

Teachers will use Marzano’s Indentifying Similarities and Differences strategy to increase student’s literal 

understanding and general comprehension skills. The students will compare and contrast two different versions 

of the same story and discuss how they are alike and different. Teachers will also use the Voyager Passport 

intervention in the classroom daily. The Promethean Board will be used for graphic organizers according to 

Marzano’s strategies. 




1.3 

Teachers use the Promethean Board System (Smart board) to provide instruction in completing 

graphic organizers. The overhead projector is used to develop a “working with words” center. First 

grade teachers will model and use www.starfall.com with students. 

2.6 

First grade teachers will utilize overhead projectors and letter tiles to engage students in utilizing 

phoneme addition and deletion in word identification and fluency development. Students will also use 

audio books to listen to rhyming words – repeated exposure. 

6.1 

Technology interventions for critical literacy and literal understanding include listening to one of the 

versions, or a different version, of The Little Red Hen on tape and then use of an overhead projector 

for large group presentation. A computer link to read another version of the story, The Little Red Hen, 

with additional interactive reading games is: http://pbskids.org/lions/help/. 



Grade / Instructional Focus: First Grade Math 


Goal: All first grade students will be able to demonstrate proficiency at grade level or 

improve nine months over the previous years’ scores. 



or 

assessment 

nomenclature 

Patterns 

Number Sense 

Number Operation and 

Computation 

Describe and 

create patterns 

Compare and 

order objects 

Develop/apply the 

concepts of 

addition and 

subtraction 

1.1 Students will 

show nine 

months 

growth 


show nine 

months 

growth 


show nine 

months 

growth 

@ least half 

will score __ 

as % or 

assessment 

nomenclature 

75% or 

higher on 

Saxon Post 

Test 

75% or 

higher on 

Saxon Post 

Test 

75% or 

higher on 

Saxon Post 

Test 

Years as 

Issue 

07-08 

08-09 

07-08 

08-09 

07-08 

08-09 









1.1 

First grade teachers will provide repeated exposure to describing, building, and extending patterns using 

calendar and hundreds chart to count by 2’s, 5’s, 10’s linking materials. 

2.2 

First Grade Teachers will provide many repeated experiences using hands on methods to compare and order 

objects. They will address the concept of more, less and equal to. 

3.1 

First Grade Teachers will provide an early introduction of basic addition and subtraction skills, with ongoing 

practice and the concrete use of objects. (Kinesthetic) A weekly assessment, (ex. FASTTMATH) will be given to 

monitor students’ progress. 




1.1 

As a technology component of this lesson, students may extend patterns using the following link 

http://www.teachrkids.com/examples/pattern.asp?advanced=2&count=5 , or they may create patterns 

by inserting clip art in Microsoft Word. 

3.1 

As a technology component of these interventions, students can use the following link to practice their 

addition and subtraction skills while using a number line http://www.funbrain.com/linejump/index.html. 

They may practice at the level of difficulty used in the classroom. They will also utilize the Fasttmath 

program in their classrooms where each student will practice math facts for six minutes per day. 



Part II 

Second Grade Reading Focus for Action Plans 

Assessments: 


• SRA Checkouts, SRA Mastery Tests, Scott Foresman Unit Assessments, Teachermade 

Assessments, Progress Monitoring 

Periodically: 

• DIBELS Beginning of Year, Middle of Year, End of Year Assessments, Scott 

Foresman, Oklahoma Buckle Down 

Annually: 

• IOWA Test for Reading First, Benchmark Pre and Post Test 


• Educational Consulting Services/Kim Collier Technical Assistance, Voyager U, Tribes, 

Closing the Achievement Gap/Larry Bell Training, PowerSchool, Sharp School, 

Building Academic Vocabulary 



• Second grade teachers will provide training for how to help students learn at home 




















achievement. 


Part II 

Second Grade Math Focus for Action Plans 

Assessments: 



Differentiated Instruction Assessments, TPS Standard District Curriculum Benchmark 

Assessments 

Periodically: 

• Saxon Math, Oklahoma Buckle Down 

Annually: 

• Benchmark Assessments Pre and Post 








• Second Grade Teachers will utilize personal progress notes, phone calls, and/or notes 


• Second Grade Teachers will invite parents to come in to a scheduled conference at 

any time of the year, to discuss any aspect of their child’s progress in the area of 

mathematics. 





• Second Grade Teachers will provide Skill Specific Homework in the areas of math that 

a child may be having trouble with. 

• Second grade teachers will select specific weekly homework to monitor student 







Grade / Instructional Focus: Second Grade Reading 


Goal: All second grade students will demonstrate reading/language arts proficiency at grade 

level or above grade level on the Standard District Curriculum Benchmark Post Test 



or 

assessment 

nomenclature 

Phonics/Decoding 

Phonemic 

Analysis 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

2.1 75 80 or 

higher 

Years 

as Issue 

07-08 

08-09 

Vocabulary Words in Context 3.1 75 80 or 

higher 

Fluency 4.0 75 80 or 

higher 

Comprehension/Critical Literal 

5.1 75 80 or 

Literacy 

Understanding 

higher 

07-08 

08-09 

07-08 

08-09 

07-08 

08-09 









2.1 

Students are actively involved in small groups and peer groups to practice decoding skills with phonics readers 

and making word activities. Teachers will provide images representing these sounds with the letters that 

produce each sound. Repeated practice with these images and letters will give the children a mental picture to 

help them recognize and use these sounds in decoding and later in spelling. 

3.1 

Second grade teachers will provide repeated exposure to vocabulary and sight words using Word Walls to 

display high-frequency words. They will use graphic organizers and K-W-L charts with students to activate their 

prior knowledge and personal experience to identify words in context. 

4.0 

Second grade teachers will use direct instruction in a small group setting to provide repeated opportunities to 

read at an instructional level by following the SRA Reading Mastery curriculum. 

5.1 

Teachers provide books for practice of pre-reading strategies ( i.e. activating prior knowledge, making 

predictions, using picture clues, and establishing a purpose for reading) as shown by the use of graphic 

organizers. Comprehension is evident through response to questions, student journals, and post-reading 

graphic organizers. 




2.1 

Teachers use the Promethean Board System (Smart board) to provide instruction in word building, 

word families, and completing graphic organizers. Computers are used to reinforce beginning and 

ending sounds, vowel sounds, writing, and spelling. The overhead projector is used to develop a 

“working with words” center. Second grade teachers will model and use www.starfall.com with students. 

3.1 

Teacher approved reading websites including www.StarFall.com and www.PBSKids.org will be 

utilized to help students gain understanding in the area of vocabulary. 

4.0 

Teacher approved reading websites including www.StarFall.com and www.PBSKids.org will be 

utilized to help students gain understanding in the area of fluency. Students will also be allowed to 

use books on tape in the listening center. 

5.1 

Teachers and students use the computer to access: www.internet4classrooms.com, which provide a 

host of comprehension skills and strategies, such as inferring, summarizing and analyzing. 



Grade / Instructional Focus: Second Grade Math 


Goal: All second grade students will demonstrate math proficiency at grade level or above 

grade level on the Standard District Curriculum Benchmark Post Test 



or 

assessment 

nomenclature 

Number Operations 

and Computation 

Geometry and 

Measurement 

Develop/apply the 

concepts of 

addition and 

subtraction 

3.1 80% on 

the SDC 

Benchmark 

Post Test 

Measurement 4.2 80% on 

the SDC 

Benchmark 

Post Test 

Number Sense Place Value 2.1 80% on 

the SDC 

Benchmark 

Post Test 


@ least half 

will score 

__ as % or 

assessment 

nomenclature 

80 or 

higher 

80 or 

higher 

80 or 

higher 

Years 

as Issue 

06-07 

07-08 

08-09 

06-07 

07-08 

08-09 

06-07 

07-08 

08-09 








3.1 

Second grade teachers will provide hands-on manipulatives (i.e. base 10 blocks) for students to 

concretely show addition and subtraction with and without regrouping prior to the more abstract pencil 

and paper work. 

4.2 

Second grade teachers will access prior knowledge with a graphic organizer - KWHL (what they 

Know, Want to know, How they will learn the information, what they Learned) chart - before the 

children begin measuring objects of their choice with standard and non-standard units. Teachers will 

provide students will a visual for identifying different ways of measuring things in the classroom and 

beyond. 

2.1 

Second grade teachers will use direct instruction and Marzano’s massed and distributed practice to 

teach students how to determine the place value and name of numbers using a concrete model. 




3.1 

The students will be able to practice the skill on appropriate websites: www.mathkids.com; 

www.coolmath.com ; www.superkids.com. They will also utilize the Fasttmath program for continued 

practice of their math facts. 

4.2 

Technology connections may be found on interactive educational websites such as 

http://www.apples4theteacher.com/measure.html and www.brainpop.com. Teachers may also assign 

activities from CompassLearning. 

2.1 

Second grade students will be given the opportunity to go to internet websites such as 

www.funbrain.com to reinforce math concepts of relating to place value 



Part II 

Third Grade Reading Focus for Action Plans 

Assessments: 


• SRA Check-Outs and Mastery Tests, DIBELS Progress Monitoring, Scott Foresman 

Daily Lesson with Practice, Scott Foresman Comprehension Story Test, Differentiated 

Instruction 

Periodically: 

• DIBELS Reading Assessment, Scott Foresman Unit Test, Oklahoma Buckle Down, 

TPS Standard District Curriculum Benchmark Unit Assessments, Teacher-made 

Assessments 

Annually: 

• Benchmark Pre and Post Test, Oklahoma Core Curriculum Testing 







• Third grade teachers will provide training for how to help students learn at home 


















achievement. 


Part II 

Third Grade Math Focus for Action Plans 

Assessments: 




Assessments, Teacher Made Assessments 

Periodically: 

• Saxon Math, Oklahoma Buckle Down, TPS Standard District Curriculum Benchmark 

Unit Tests 

Annually: 

• Benchmark Assessments Pre and Post, Oklahoma Core Curriculum Testing 








• Third Grade Teachers will utilize personal progress notes, phone calls, and/or notes 


• Third Grade Teachers will invite parents to come in to a scheduled conference at any 


mathematics. 





• Third Grade Teachers will provide Skill Specific Homework in the areas of math that a 


• Third grade teachers will select specific weekly homework to monitor student mastery 

of skills. 






Grade / Instructional Focus: Third Grade Reading 


Goal: All third grade students will demonstrate reading/language arts proficiency at grade 

level or above grade level on the Oklahoma Core Curriculum Test 



or 

assessment 

nomenclature 

Research and 

Information 

6/12% 

Literature 

8/16% 

Comprehension/Critical 

Literacy 

24/48% 


Accessing 

Information 

6 items 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

6.1 50% 67% or 

higher 

5.0 63% 75% or 

higher 

4.0 63% 67% or 

higher 

Years 

as Issue 

08-09 

N/A 

08-09 








6.1 

Students will be provided with opportunities to access information from charts, maps, graphs, schedules, 

directions, and diagrams in all subject areas (Math, Science, Reading and Social Studies). Students will be 

directly taught how to use this information and to synthesize the information in various projects and reports. 

5.0 

As found in Marzano’s book Classroom Instruction that Works, students will use advance organizers to aide in 

the process of classifying characters, settings, plots, and conclusions from current and previous literature 

selections. 

4.0 

Third grade teachers will allow students to make and generate questions about their reading, as well as utilize 

graphic organizers (like a story map) to show literal understanding. 

. See next page for continuation of this action plan. 



6.1 

Students conduct research in the library and computer lab to learn which resource (i.e. dictionary, 

encyclopedia) to select for a given purpose. They will use CD and computer based sources to 

locate information as well as hard copy materials. Websites such as www.learning.com and 

software such as CompassLearning is available. 

5.0 

Using the following link: http://www.readwritethink.org/materials/lit-elements/ students will analyze a 

short story that they have recently read and complete an online Literary Elements about setting, 

character, conflict, and the resolution. 

4.0 

A KWL chart is a chart activating the students’ prior knowledge and arouses their curiosity about a 

topic. Students will list what they already Know (K) about the topic, questions they Want (W) to know 

about the topic, and what they have Learned (L) about the topic. For a blackline master go to 

http://www.eduplace.com/graphicorganizer and click on “KWL Chart.” 



Grade / Instructional Focus: Third Grade Math 


Goal: All third grade students will demonstrate math proficiency at grade level or above 

grade level on the Oklahoma Core Curriculum Test 



or 

assessment 

nomenclature 

Number Operations 

and Computation 

12/27% 

Geometry and 

Measurement 

12/27% 

Number Sense 

7/16% 


@ least half 

will score 

__ as % or 

assessment 

nomenclature 

3.0 42% 50% or 

higher 

4.0 58% 67% or 

higher 

2.0 57% 71% or 

higher 

Years 

as Issue 

06-07 

07-08 

08-09 

06-07 

07-08 

08-09 

06-07 

07-08 

08-09 








3.0 

Students will use everyday situations to develop background knowledge of estimation. Graph estimations on 

various items and topics. For example, estimate the height of, the circumference of, the length of. Compare 

actual measurements to that of the estimations. Model and solve multiplication problems using concrete 

materials. Create arrays to find factors. Use skip counting to teach transition facts. Show how relational – 

when numbers increase, students add or multiply; when numbers decrease students subtract or divide. Utilize 

manipulatives to show visual representation of multiplication concepts. 

4.0 

Teachers will use Marzano’s Informal Cooperative Learning Groups to teach customary units of measurement 

and have students practice estimating and then measuring objects. 

2.0 

Third grade teachers will use base 10 blocks and fraction strips and/or circles to provide manipulatives for 

students to manipulate as they identify and order whole numbers and fractions 




3.0 

Students will use the Compass Learning program to identify how to use estimation to solve three and 

four digit numbers in addition and subtraction problems. They will also use the Fasttmath program for 

development of multiplication and division facts mastery. 

4.0 

Students can visit the following website in pairs or small groups 

http://www.shodor.org/interactivate/activities/perimeter/index.html for more practice with perimeter and 

area. Teachers may also assign activities from CompassLearning. 

2.0 

Teachers will use Compass Learning in which students will engage with mathematics program to add 

further practice for reading, writing and ordering whole numbers and fractions. 



Part II 

Fourth Grade Reading Focus for Action Plans 

Assessments: 


• Scott Foresman Daily Lesson with Practice, Scott Foresman Comprehension Story 

Test, Differentiated Instruction 

Periodically: 

• Scott Foresman Unit Test, Oklahoma Buckle Down, TPS Standard District Curriculum 

Benchmark Unit Assessments, Teacher-made Assessments 

Annually: 

• Benchmark Pre and Post Test, Oklahoma Core Curriculum Testing 







• Fourth grade teachers will provide training for how to help students learn at home 




















achievement. 


Part II 

Fourth Grade Math Focus for Action Plans 

Assessments: 




Assessments 

Periodically: 


Unit Tests 

Annually: 









• Fourth Grade Teachers will utilize personal progress notes, phone calls, and/or notes 


• Fourth Grade Teachers will invite parents to come in to a scheduled conference at any 


mathematics. 





• Fourth Grade Teachers will provide Skill Specific Homework in the areas of math that 


• Fourth grade teachers will select specific weekly homework to monitor student mastery 

of skills. 






Grade / Instructional Focus: Fourth Grade Reading 


Goal: All fourth grade students will demonstrate reading, vocabulary and comprehension 




or 

assessment 

nomenclature 

Vocabulary 

12/24% 

Comprehension 

and Critical Literacy 

23/46% 

Research and 

Information 

6/12% 

Accessing 

Information 

6 items 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

1.0 67% 75% or 

Years 

as Issue 

08-09 

higher 

3.0 61% 65% or 

higher 08-09 

5.1 56% 67% or 

higher 


The following research-based strategies have been chosen specifically to meet the needs of students of each 

gender and race as well as those who are Special Needs or economically challenged. Female students benefit 

from verbal interaction, descriptive narration, and expressing emotional connections/experiences to the 

information. Male students benefit from simple, analytic explanation, kinesthetic movement, and visual images 

to aid in retention of information. According to Ruby Payne, economically challenged students, need to know 

the “why” and “how” of a topic, before they can learn it. With those needs in mind, the following 

interventions/strategies have been chosen: 

1.0 

Fourth grade teachers will use Marzano’s Cues, Questions, and Advanced Organizers Strategies and 

Cooperative Learning to develop an understanding of the vocabulary in a reading selection. First, 

students will select 3 vocabulary words from the reading selection. Next, they will complete the 

Vocabulary Web for each word selected. After completion of the web, they will share their webs with 

their cooperative learning group. The group will then choose the best Vocabulary Web to share with 

the class. Finally, each group will share their selected web and explain how this activity increased 

their understanding of the vocabulary words. Fourth grade teachers will participate in a school-wide 

in-service where they view an ASCD video called Building Academic Vocabulary: A Six-Step Process 

for Teaching Vocabulary and a book study using the book Building Academic Vocabulary to improve 

understanding words in context. 

3.0 

Teachers will use KWL strategies to activate prior knowledge. They will use QAR (Question, Answer, 

Relationship) comprehension strategy when teaching reading. Teachers will introduce Sequoyah and 

Newbery Award winning lists to students through model reading to help students read and 

comprehend poetry, fiction, and non-fiction. Students will partner read daily. Fourth grade teachers 

will utilize Marzano’s strategies of identifying differences in fiction and non-fiction text using graphic 

organizers. 

5.1 

Fourth grade teachers will actively involve all students in cooperative learning groups where they 

research topics of interest using multiple sources. Teachers will monitor comprehension of accessed 

information with graphic organizers. They will also employ learning opportunities where children utilize 


Marzano’s note taking skills when recording information. 


1.0 

Fourth grade teachers will use the computer and Aver Key to display a given passage where children 

have to use context clues to figure out missing words. Fourth grade teachers will prescribe online 

vocabulary activities from various sites such as: www.vocabulary.com/; http://www.vocabulary.co.il/ 

3.0 

Students will practice and pass the Main Idea & Supporting Detail test on CompassLearning to 

increase comprehension of reading passages. 

5.1 

Teacher will model researching related information from leveled text on the Promethean Board (using 

technology and key words) with whole class then choose student to do the same with teacher 

supervision. After procedures and limits have been set, teacher with allow groups of two to do 

research on the internet using technology such as United Streaming or MarcoPolo Ed. 



Grade / Instructional Focus: Fourth Grade Math 


Goal: All fourth grade students will demonstrate math proficiency at grade level or above 

on the Oklahoma Core Curriculum Test. 



or 

assessment 

nomenclature 

Number Operations and 

Computation 

11/24% 

Geometry and 

Measurement 

10/22% 

Number Sense 

10/22% 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

3.0 36% 45% or 

higher 

4.0 60% 70% or 

higher 

2.0 70% 80% or 

higher 

Years 

as Issue 

07-08 

08-09 

07-08 

08-09 

06-07 

07-08 

08-09 









3.0 

Fourth grade teachers will teach multiplication using various strategies, including multiplication arrays, 

lattice multiplication, and partial product algorithm. Base ten blocks, Unifix cubes, and Cuisenaire 

Rods will be used to provide a concrete visual means of understanding multiplication. Using 

Marzano’s strategies, students will memorize and apply multiplication facts. Fourth grade teachers will 

improve their fluency with basic multiplication facts. This will be improved through games in class, 

homework, and demonstration in the classroom. 

4.0 

Teachers will use Marzano’s Informal Cooperative Learning Groups to identify, model, and compare 

lines and angles. Using Marilyn Burns' strategy of real world problem solving, teachers will present 

math activities involving money, time, and temperature using real world contexts. 

2.0 

Teachers will use Marzano’s strategy of Classroom Practice and Cueing to apply the concept of number sense. 




3.0 

Teachers will use computer program Fasttmath for drill and practice of facts. Calculators will also be used for 

simple and complex problem solving. 

4.0 

Fourth grade teachers will utilize the computer lab and the computers in the classroom. The students will be 

exposed to various websites such as www.funbrain.com, etc. 

2.0 

Teachers will access http://www.aaamath.com/ using the computer to model how to do some of the activities on 

this site. Students will also use Compass Learning computer programs. 



Part II 

Fifth Grade Reading Focus for Action Plans 

Assessments: 


• Building Academic Vocabulary, SRA Reading Mastery, Daily Homework, Oklahoma 

Buckle Down 

Periodically: 

• Scott Foresman Unit Test, Oklahoma Buckle Down, TPS Standard District Curriculum 

Benchmark Unit Assessments, Teacher-made Assessments 

Annually: 

• Benchmark Pre and Post Test, Oklahoma Core Curriculum Testing, OCCT Writing 




Building Academic Vocabulary, Writing workshops through Fulton Teaching and 

Learning Academy 



• Fifth grade teachers will provide training for how to help students learn at home 




















achievement. 


Part II 

Fifth Grade Math Focus for Action Plans 

Assessments: 




Assessments 

Periodically: 


Unit Tests 

Annually: 









• Fifth Grade Teachers will utilize personal progress notes, phone calls, and/or notes 


• Fifth Grade Teachers will invite parents to come in to a scheduled conference at any 


mathematics. 





• Fifth Grade Teachers will provide Skill Specific Homework in the areas of math that a 


• Fifth grade teachers will select specific weekly homework to monitor student mastery 

of skills. 






Part II 

Fifth Grade Science Focus for Action Plans 

Assessments: 

Periodically: 

• End of Mission Tests 

Annually: 

• Oklahoma Core Curriculum Testing 



Achievement Gap/Larry Bell Training, PowerSchool, Sharp School, Synergistic 

Missions Lab Training 











• Fifth Grade Teachers will provide Skill Specific Homework in the areas of science that 







Part II 

Fifth Grade Social Studies Focus for Action Plans 

Assessments: 

Periodically: 

• End of Chapter Tests 

• End of Unit Tests 

Annually: 

• Oklahoma Core Curriculum Testing 


• Educational Consulting Services/Kim Collier Technical Assistance, Tribes, 

PowerSchool, Sharp School, Synergistic Missions Lab Training 











• Fifth Grade Teachers will provide Skill Specific Homework in the areas of social 

studies that a child may be having trouble with. 






Grade / Instructional Focus: Fifth Grade Reading 


Goal: All fifth grade students will demonstrate reading/language arts proficiency at grade 

level or above on the Oklahoma Core Curriculum Test. 



or 

assessment 

nomenclature 

Research and 

Information 

6/12% 

Comprehension and 

Critical Literacy 

20/40% 

Vocabulary 

12/24% 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

Years 

as Issue 

5.0 67% 83% or 

higher 08-09 

3.0 68% 75% or 

higher 

1.0 71% 75% or 

higher 

07-08 

08-09 

06-07 

07-08 

08-09 









5.0 

Fifth grade teachers will involve all students in cooperative learning groups, in which they research 

topics of interest using reference sources provided. They will monitor comprehension of accessed 

information with the use of graphic organizers. Fifth grade students will show an understanding of 

research information / data by developing a brief research paper using dictionary, thesaurus, 

encyclopedias, Internet to gather information of chosen research topic. Furthermore, students will 

credit the sources using text features, i.e., Italics, heading, sub heading, charts, maps… to organize 

and support and understand of information. Students will learn how to use reference features such as 

citations, end notes, and bibliography to locate information about a topic. Fifth grade teacher will 

demonstrate and model all components of a research paper. Fifth grade teachers will involve all 

students in research topics using atlases, encyclopedias, dictionaries, internet, almanacs, and 

thesauruses to access information for recording and note taking. 

3.0 

Fifth grade teachers will participate in a school-wide in-service where they view an ASCD video called 

Building Academic Vocabulary: A Six-Step Process for Teaching Vocabulary and a book study using 

the book Building Academic Vocabulary to improve understanding words in context. B) Fifth grade 

teachers will participate in school-wide in-service programs learning how to utilize the Question 

Answer Relationship Strategy (QAR) and Bloom’s Taxonomy questioning strategies to enhance 

critical literacy relating to figurative language and sound devises and using pre-reading strategies. 

1.0 

Fifth grade teachers will provide direct instruction through repeated word knowledge activities, and 


then allow for cooperative and independent practice. CompassLearning and Scott Foresman reading 

program activities should be used as well. 


5.0 

Teachers will use the CompassLearning program on the computer along with research on the internet. 

3.0 

Fifth grade teachers will explore the use of various web sites to support improved instruction in Literal 

Understanding and Literary Elements. They will share these learned strategies with the staff for classroom use. 

Examples: 

http://www.readwritethink.org/ http://webster.com 

1.0 

Fifth grade teachers will use the CompassLearning program to provide practice for using and reading words in 

context. Teachers will monitor progress and adjust programs to fit student needs. 



Grade / Instructional Focus: Fifth Grade Math 


Goal: All fifth grade students will demonstrate math proficiency at grade level or above on 

the Oklahoma Core Curriculum Test. 



or 

assessment 

nomenclature 

Number Operations and 

Computation 

8/18% 

Patterns and Algebraic 

Reasoning 

8/18% 

Number Sense 

8/18% 

Algebra Patterns 

4 items 

Fractions, 

Decimals and 

Percents,4 items 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

3.0 25% 38% or 

higher 

1.1 50% 75% or 

higher 

2.1 50% 75% or 

higher 

Years 

as Issue 

07-08 

08-09 

07-08 

08-09 

06-07 

07-08 

08-09 









3.0 

Fifth grade teachers will provide situations in which students estimate and find solutions to problems 

involving decimals, percents and fractions. Fifth grade teachers will teach percents and fractions using 

Marzano’s non-linguistic representation (with pictures, manipulatives, etc.). 

1.1 

Fifth grade teachers will have students use abstract figures to create and solve algebraic patterns and 

equations. Students will describe rules that produce patterns found in tables, graphs, and models and 

use variables to solve problems or to describe in general rules in algebraic expression or equation 

form. Fifth grade teachers will enable the students to use manipulates repeatedly. 

2.1 

Fifth grade teachers will provide manipulatives for children to model place-value, working with 

fractions and decimals. They will use concrete objects to build an understanding for an abstract 

thought process. Children will use their knowledge base to apply properties in math problems. 




3.0 

Estimate and find the product of 2- and 3-digit numbers to solve application problems. Teachers will 

allow students to use the website http://www.dositey.com to improve their multiplication skills through 

fun games. 

1.1 

Fifth grade students will practice pattern activities at: www.mathplayground.com ; www.funbrain.com 

2.1 

Students can be given the opportunity to visit http://www.mrnussbaum.com/dec0210.htm to 

interactively work with numbers to understand the basic concepts and properties. 



Grade / Instructional Focus: Fifth Grade Science 


Goal: All fifth grade students will demonstrate science proficiency at grade level or above 

on the Oklahoma Core Curriculum Test. 



or 

assessment 

nomenclature 

Experiment 

11/24% 

Properties of Matter 

and Energy 

18/44% 

Experimental 

Design 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

3.2 29% 43% or 

higher 

C1.0 39% 44% or 

higher 

Years 

as Issue 









3.2 

Fifth grade teachers will provide opportunities for students to design and perform experiments using 

hands-on inquiry-based teaching strategies. 

C1.0 

Fifth grade teachers will have students use abstract figures and manipulatives to understand the 

properties of matter and energy. They will focus on how matter and organisms with mass produce 

energy. 


3.2 

Students will use the computer lab to research and develop their experiments using the scientific 

method. 

C1.0 

Fifth grade students will use various computer software games and learning activities to further their 

learning of matter and energy. 


N/A 

N/A 


Grade / Instructional Focus: Fifth Grade Social Studies 


Goal: All fifth grade students will demonstrate social studies proficiency at grade level or 

above on the Oklahoma Core Curriculum Test. 



or 

assessment 

nomenclature 

Early Exploration 

8/13% 

American Revolution 

12/20% 

Native American 

Reaction 

Declaration of 

Independence 

@ least half 

will score 

__ as % or 

assessment 

nomenclature 

2.2 25% 50% or 

higher 

4.3 25% 50% or 

higher 

Years 

as Issue 









2.2 

Fifth grade teachers will provide opportunities for students to learn about the Native American reaction 

to the early explorers through use of technology and use of speakers from the Native American 

community visiting the classroom and sharing their heritage. 

4.3 

Teachers will utilize real literature to integrate the history surrounding the inception and signing of the 

Declaration of Independence. 


2.2 

Students will use the computer lab to research and report on the experiences had by the Native 

Americans during the time of early exploration. 

4.3 

Fifth grade students will use various computer software games, learning activities, and internet 

research to further their learning of the American Revolution. 


N/A 

N/A 


Part II 

Building Climate/Behavior Focus for Action Plans 

Assessments: 

Periodically: 

• Referrals will be monitored monthly by the principals and teachers. 

• Referrals will be put on the PowerSchool online student system by the teachers in an 

effort to maintain accurate records. 

Annually: 

• Graphs and data will be posted in the data room to keep teachers and staff aware of 

the number of referrals administered. 


• Teachers will participate in Tribes training in an effort to build classroom and schoolwide 

community. Tribes will assist teachers with management of behavior as well. 


• Schools shall ensure that information related to school and parent programs, 

meetings, and other activities is sent to the parents of participating children in a format, 

and, to the extent practicable, in a language parents can understand. 


Grade / Focus: Building Wide Climate/Behavior 

Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender 

Goal: All students will positively contribute to a safe and nurturing school environment. 

Objective / Benchmark: 

Students will be able to solve interpersonal problems in school without behavior referrals. 

Students will demonstrate the Lifeskills and Community Guidelines used in Tribes throughout 

every school day. Student discipline referrals will decrease 50% from the previous school 

year, with monthly monitoring in place. 


The Eat, Exercise, Excel Program has been implemented at Anderson in an effort to 

decrease office referrals. The program is research based and consists of five components 

surrounding nutrition and exercise. Since implementation of the program, referrals 

decreased by 63% in the first year. 


Referrals will be monitored and reported using PowerSchool Student Information System. 

Graphs will be posted with applicable information. 



Part II 

Attendance Focus for Action Plans 

Assessments: 

Daily/Weekly: 

• Daily Attendance will be taken and monitored by teachers and the principal through 

use of PowerSchool. 

Periodically: 

• The class with the best monthly attendance will receive the Anderson Eagle 

Attendance Trophy for the month and will receive a party. 

• Good Attendance Awards will be given to students at quarterly awards assemblies. 

• Teachers will receive monthly graphs that monitor student attendance. Further 

attendance incentives will be offered if attendance begins to drop. 

Annually: 

• Attendance will be monitored and compared yearly to determine trends and if further 

incentives may be necessary. 


• Teachers have undergone training in PowerSchool, the new student information 

system, to learn how to keep attendance online to better insure accuracy. 


• Schools shall ensure that information related to school and parent programs, 

meetings, and other activities is sent to the parents of participating children in a format, 

and, to the extent practicable, in a language parents can understand. 


Grade / Focus: Attendance 

Groups: X Regular; X IEP; X ELL; X Econ. Disadvantaged; X Race; X Gender 

Goal: 96% of Anderson students will attend school daily (and in a timely arrival manner) 

ready to learn. 

Objective / Benchmark: 

96% of all Anderson students will be on time and ready to learn each day. 

Current student attendance is steady at 95.2%. We will continue to show an increase 

steadily each quarter to reach 96% as demonstrated by 2009 AYP data. 


According to AYP, Anderson Elementary made AYP based on a 95.2% attendance rate, 

which is above the minimum standard. Attendance at Anderson will be monitored monthly, 

and incentives will be in place to insure growth in the attendance area. 


Teachers will be required to put attendance online on the PowerSchool Student Information 

System. We will also be graphing attendance regularly so stakeholders can monitor 

progress.

Anderson Elementary - Tulsa Public Schools

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