Whitman Elementary - Tulsa Public Schools

Whitman ES District Capacity 

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 

While Whitman Elementary students have struggled with reading proficiency since 2008, there have been 

gains made in 2011, particularly in 3 rd and 5 th grades; enough that the school did make AYP in 2011. 

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 0% 0% 0% 0% 0% 

District 6% 7% 4% 3% 4% 

% of Students Scoring Satisfactory 44% 61% 33% 32% 42% 

District 77% 76% 56% 57% 54% 

% of Students Scoring Limited Knowledge 40% 28% 30% 24% 21% 

District 13% 14% 20% 20% 20% 

% of Students Scoring Unsatisfactory 16% 11% 37% 45% 38% 

District 4% 3% 19% 21% 22% 

4th Grade Reading 2007 2008 2009 2010 2011 

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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 


Whitman Elementary students have struggled with math proficiency since 2008 with declines in all years 

especially in 2010, but in 2011 the school made significant growth in math proficiency, especially in 4 th and 5 th 

grades. The result was that Whitman was able to make AYP. 

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% 

% o Students Scoring Satisfactory 37% 31% 33% 33% 26% 

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% 25% 


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 


Whitman Elementary has only exceeded the district attendance average in one year, 2007. In 2011, though, 

Whitman was able to meet the state standard for making AYP in attendance. 

2007 2008 2009 2010 2011 

Whitman ES Attendance Rate 93.9% 91.6% 91.4% 91.4% 92.1% 

District Attendance Rate 93.2% 92.6% 92.5% 91.9% 92.4% 

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2011 

2010 

92.40% 

92.10% 

91.90% 

91.40% 

2009 

91.40% 

92.50% 

District Attendance Rate 

Whitman ES Attendance Rate 

2008 

91.60% 

92.60% 

2007 

93.20% 

93.90% 

90.00% 91.00% 92.00% 93.00% 94.00% 95.00% 


School and district suspension rates and behavior records 


The table below shows the suspension trends over the last five years at Whitman. With a change in leadership 

in 2010‐2011, a school wide discipline plan was instituted. It should be noted that while there was a significant 

increase in total suspensions, there were many repeat offenders. At the same time Whitman was setting the 

behavior standards at high levels, there were significant increases in student achievement that resulted in the 

school making AYP. 

Whitman ES 2006‐07 2007‐08 2008‐09 2009‐010 2010‐011 

Membership 321 314 311 267 244 

Total Suspensions 34 27 33 7 69 

Total Students Suspended 24 22 20 7 36 

% Suspension Total Rate 11 9 11 3 28 

% Suspension Total Student Rate 7 7 6 3 15 

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District Totals 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11 

Membership 40,125 40,754 39,514 40,879 41,224 

Total Suspensions 9,937 8,299 9,070 6,984 8,202 

Total Student Suspensions NA NA NA 3,647 4,814 

% Suspensions Total Rate 25% 20% 23% 17% 20% 

% Suspensions Total Student Rate NA NA NA 9% 12% 


School and district teacher/principal attrition rates 


Whitman Elementary had a change in leadership in 2010‐2011. 

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

Principal Brenda Jeter Brenda Jeter Brenda Jeter Brenda Jeter Elaine Elaine 

Attrition Rate 

Buxton Buxton 

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 

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. 

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Whitman ES 

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 23 10 14.25 ‐57 


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 

2010‐ 

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

Whitman 83% 55% 69% 79% 168% 92% 83% 88% 80% 70% 

ELEM. 

TOTAL 50% 51% 51% 48% 63% 82% 82% 94% 85% 82% 

DISTRICT 

TOTAL** 95% 95% 85% 70% 90% 92% 82% 92% 84% 80% 

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

variety of sites over the year 

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 323 100.00% 42169 100.00% 314 100.00% 41697 100.00% 311 100.00% 41180 100.00% 

Male 157 48.61% 21353 50.64% 155 49.36% 21204 50.85% 168 54.02% 21087 51.21% 

Female 166 51.39% 20816 49.36% 159 50.64% 20493 49.15% 143 45.98% 20093 48.79% 

White 13 4.02% 14759 35.00% 12 3.82% 14359 34.44% 21 6.75% 13827 33.58% 

Black 287 88.85% 14787 35.07% 277 88.22% 14554 34.90% 261 83.92% 13882 33.71% 

Indian 12 3.72% 4260 10.10% 12 3.82% 4157 9.97% 17 5.47% 4490 10.90% 

Hispanic 11 3.41% 7784 18.46% 9 2.87% 8021 19.24% 12 3.86% 8401 20.40% 

Asian 0 0.00% 579 1.37% 4 1.27% 606 1.45% 0 0.00% 580 1.41% 

Pacific 

Multiracial 

SPED 42 13.00% 6410 15.20% 42 13.38% 6106 14.64% 42 13.50% 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 267 100.00% 40846 100.00% 244 100.00% 41224 100.00% 409 100.00% 40919 100.00% 

Male 145 54.31% 21100 51.66% 129 52.87% 21247 51.54% 214 52.32% 21019 51.37% 

Female 122 45.69% 19746 48.34% 115 47.13% 19977 48.46% 195 47.68% 19900 48.63% 

White 18 6.74% 13014 31.86% 12 4.92% 12213 29.63% 29 7.09% 11745 28.70% 

Black 222 83.15% 13834 33.87% 204 83.61% 12746 30.92% 319 78.00% 12062 29.48% 

Indian 9 3.37% 4383 10.73% 11 4.51% 3309 8.03% 22 5.38% 3022 7.39% 

Hispanic 12 4.49% 8970 21.96% 11 4.51% 10177 24.69% 10 2.44% 10693 26.13% 

Asian 5 1.87% 624 1.53% 3 1.23% 552 1.34% 2 0.49% 549 1.34% 

Pacific 1 0.37% 21 0.05% 2 0.82% 51 0.12% 6 1.47% 71 0.17% 

Multiracial 1 0.41% 2176 5.28% 21 5.13% 2777 6.79% 

SPED 32 11.99% 5886 14.41% 43 17.62% 6126 14.86% 63 15.40% 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 (SIPlan) 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 

The Walt Whitman Team at the beginning of the school year, August 2011, was presented with data from the 

OCCT as well as benchmarks and DIBELS assessments from Spring 2011 to describe where each of our students 

were academically and what strategies need to be put into place to enhance any challenging areas of concern. 

With this information, I led the staff into discussing what interventions were working for our school and which 

ones we needed to get rid of because of lack of positive returns. My Instructional Leadership Team, which was 

started in October of 2010, assess interventions on a bi‐monthly basis to determine if we are seeing results 

from many school‐wide strategies and interventions. In September 2011 our 2 nd ‐6 th grade took the SRI 

inventory. Afterwards the data was disaggregated, we determined that we needed Accelerated Reader in 

order to help our students to be able to read on grade level. In the fall of 2011, Walt Whitman formed a PBIS 

team which meet on a weekly basis to look at attendance data, suspension data, gender differences, 

procedures and practices. This team disaggregate this data and present it to the staff with interventions on 

ways to improve in all these areas. With the implementing of several interventions such as PLC’s (whole staff 

and grade level), Instructional Leadership Team, School wide strategies like gradual release, thinking maps, and 

reading comprehension K‐3 rd grade 150 minutes a day, flexible groups, and differentiated instruction our 

school made AYP in Spring 2011. We have continued with these interventions and truly believe they will help 

our students to continue to strive. 

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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) 


Whitman Elementary has worked very closely with the consulting firm, Focus on Results, which is a turnaround 

partner that focuses on having a building wide instructional focus, strategies, data disaggregation, unpacking 

standards, and job‐embedded professional development on a monthly basis. They are a national turnaround 

firm that partner with schools to design a site specific plan for school improvement. 

7 Areas of FOCUS: 

• Identify and implement a school‐wide instructional focus. 

• Develop professional collaboration teams to improve teaching and learning. 

• Identify, learn, and use effective research‐based teaching practices. 

• Create a targeted professional development plan with emphasis in selected best practices. 

• Realign the district’s resources to support the instructional focus. 

• Engage families and the community in supporting the instructional focus. 

• Develop interim testing measures to check student progress throughout the year. 

Walt Whitman began working with Focus on Result in January 2011. The first steps were forming a leadership 

team, which I had already created at Whitman in September of 2010, then creating an instructional focus: 

Walt Whitman began working with Focus on Result in January 2011. The first steps were forming a leadership 

team, which I had already created at Whitman in September of 2010, then creating an instructional focus: 

2011‐2012 Instructional Focus Statement: 

All Whitman Elementary students will show measurable growth in reading comprehension and application 

through the implementation of school‐wide instructional strategies as measured by the: 

• OCCT 

• DIBELS 

• District Benchmarks 

• Grade Level Assessments 

Student Friendly Instructional Focus: 

I will comprehend and apply what I read every day without exception. 

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Instructional Strategies: 

1. 150 minutes of reading comprehension daily K‐3 rd Grade 

2. 90 minutes of uninterrupted reading comprehension 4 th ‐6 th Grade 

3. CARE: Children Achieving Reading Excellence 

‣ All students in grades K ‐2 nd participate in whole group phonemic 

blends of words and word parts with the goal of students becoming better readers and writers. 

‣ Lessons are delivered daily for 45 minutes each morning and consist of decoding, auditory 

practice, vowel discrimination, and spelling dictation. 

4. Gradual release of responsibility: I Do (Direct Instruction), WE do (Guided Instruction), You Do 

(Collaborative Learning) and (Independent Practice) 

I Do roles of students: actively listen, take notes, ask for clarification, We Do roles of students: Ask and respond 

to question, work with teacher and classmates, complete process alongside each other: You Do roles of 

students: share outcomes with students, complete skill in small groups, reflect on learning and why it is 

important, work alone, rely on notes, activities, classroom learning to complete assignment, and take 

responsibility for outcome (rubric of classroom assessment). 

5. Thinking Maps 

‣ Circle Map (Introduced on October 25, 2011) 

‣ Bubble Map (Introduced on November 30, 2011) 

‣ Double Bubble Map (Introduced December 5, 2011) 

‣ Tree Map (introduced December 12, 2011) 

‣ Brace Seeing (Introduced January 9, 2012) 

‣ Flow Map (Introduced January 16, 2012) 

‣ Multi‐Flow Map (Introduced January 23, 2012) 

‣ Bridge Map (Introduced January 31, 2012) 

We have bi‐weekly PLC’s as a staff to monitor instructional strategies, modeling done by staff and the Staff 

Development Teacher of these strategies continually, and classroom walk‐throughs every other month to 

ensure these strategies are being implemented and posted evidence for each. 

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

supporting this criterion. 


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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). 

At Whitman the following is part of our WISE plan: 

Wise Objective 2.05 with 75% completed tasks addresses this issue. Grade level parent meetings as well as 

monthly PTA meetings, Back to School Nights, and Literacy Nights are used to give parents and community 

stakeholders knowledge of curriculum and strategies that are being implemented in our buildings. 

The Whitman faculty critically analyzed 2011 Oklahoma Core Curriculum Test (OCCT) for third through fifth 

grades. The identified areas in need of improvement in reading are: Summary & Generalization, Inferences & 

Interpretation, Literary Elements, Accessing Information, Research and Information, Using Resource Materials, 

and Figurative Language & Sound Devices. The identified areas in need of improvement in math are: Number 

Sense, Geometry, Measurement, Data Analysis and Algebraic Reasoning. 

3rd Grade Math 2.2 

During the 2011‐2012 school year, all third grade students will increase their Number Operations (2.2) skills as 

measured by the OCCT scores from 2010‐2011. Students scored 40% and will increase their score by 10% up to 

50%. 


During the 2011‐2012 school year, all third grade students will increase their Measurement (4.1) as measured 

by the OCCT scores from 2010‐2011. Students scored 25% and will increase their score by 15% up to 40%. 


During the 2011‐2012 school year, all third grade students will increase their Data Analysis (5.1) skills as 

measured by the OCCT scores from 2010‐2011. Students scored 25% and will increase their score by 25% to 

50%. 

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4th Grade Math 2.1 

During the 2011‐2012 school year, all fourth grade students will increase their Number Sense (2.1) skills as 


80%. 


During the 2011‐2012 school year, all fourth grade students will increase their Number Operations (2.2) skills 

as measured by the OCCT scores from 2010‐2011. Students scored 65% and will increase their score by 10% up 

to 75%. 


During the 2011‐2012 school year, all fourth grade students will increase their Measurement (4.1) as measured 



During the 2011‐2012 school year, all fifth grade students will increase their Equations (1.2) skills as measured 



During the 2011‐2012 school year, all fifth grade students will increase their Number Operations (2.2) as 


65%. 


During the 2011‐2012 school year, all fifth grade students will increase their Circles and Polygons (3.1) as 


70%. 

3rd Grade Reading 6.1 

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


to 67%. 


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. Students scored 40% and will increase their score by 

10% up to 50%. 


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


15% up to 40%. 

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4th Grade Reading 3.3 

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


13% up to 55%. 


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


50%. 


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

Devices(4.2) skills as measured by the OCCT scores from 2010‐2011. Students scored 50% and will increase 

their score by 10% up to 60%. 




to 60%. 




to 60%. 


During the 2011‐2012 school year, all third grade students will increase their Inferences and Interpretation 

(3.2) skills as measured by the OCCT scores from 2010‐2011. Students scored 50% and will increase their score 

by 10% up to 60%. 


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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. 

At Whitman Elementary, this is an ongoing process with WISE indicator 5.08. Currently this task is 50% 

complete with full completion 1/20/13 with the assistance of my newly hired parent facilitator, Staff 

Development Teacher, and Instructional Leadership Team. 

We have had several Parent communication meetings which began last year, September 2010. We have had 

grade level parent meetings, parents and pastries on a monthly basis, and literacy nights. During each of these 

meetings, I keep the parents informed about data and instruction at Whitman. The principal, Staff 

Development Teacher, Parent Facilitator, teachers, parents, Partners in Education, and students have been 

involved in each of these meetings. 


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. 

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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 

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. 

The district has aligned a Pacing Calendar and the PASS Objectives from the state and combined them into our 

guide for instruction for the entire year. Common Core curriculum has been aligned with the PASS objective for 

K‐2 nd Grade. By the fall of 2012, Common Core Standards will be aligned for the other grades as well. Every 

other week in Grade Level PLC’s teachers are to bring proof of the objectives they are working and evidence of 

assessments and ways the objective was retaught. All of this is proven by student work samples. All agendas of 

Staff PLC’s and Grade Level PLC’s are stored with the Staff Development Teacher and the Principal’s Secretary. 


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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. 

The Principal conducts walkthroughs on a daily basis to observe school‐wide instructional strategies. She also 

conducts observations and evaluations consistently with the state and district timelines. When there is a need, 

I conduct more observations and evaluations to ensure the expectations are being met and implemented. The 

principal review weekly lesson plans to look for weekly PASS Objectives, higher thinking questioning, schoolwide 

instructional initiative, and resources. PASS Objectives are to be posted in every classroom daily and this 

is monitored by our Staff Development Teacher, Instructional Leadership Team and the principal. 


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 

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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. 

Two additional items are included in the site 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 DIBELS calendar is provided by the Curriculum and Development office through Verna Ruffin for the entire 

school year. Our teachers have decided to progress monitor one additional time in order to improve students 

phonemic levels. Our teachers have showed evidence of how additional progress monitoring has benefitted 

our students and they have moved from intensive to strategic and strategic to benchmark. The DIBELS are 

done at the Beginning of the year, mid year and end of the year. We have also used the SRI inventory to assess 

the 2 nd through 6 th grade to receive their lexile scores. We assessed them at the beginning of the year, midyear, 

and we will assess them at the end of the year. 


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 

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 

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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. 

Benchmarks are given to 2 nd through 6 th grade in Math. These are done 4 times a year. When students are 

assessed the data is disaggregated in grade level PLC’s and interventions are created to review and reassess 

the challenging areas student by student. Weekly math objectives are being review in PLC’s and team 

alignment meetings to discuss how to reteach and obtain student mastery. 


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 guidelines 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). 


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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. 

Benchmark tests are mandated from the district level and implemented at WHITMAN. These tests are given to 

our 2 nd through 6 th grade in Reading and Math. Teachers create informal assessments as well as integrate 

Social Studies and Science within the Math and Reading curriculum to address the PASS standards in these 

areas. Our music and gym teachers also assess students on a every 9 weeks basis based on the objective 

through the pacing calendar. 


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 

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; 

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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. 

At Whitman, WISE indicator 2.05 addresses this and we are at 75% completion. Our child study team provides 

interventions and support to teachers as well as parents. Our teachers and PLC Teams also help to decide 

interventions for students who need interventions. We are in the process of implanting Systems 44 to help our 

students who are struggling in reading as well as Accelerated Reader. These programs should be up in running 

from grades 2 nd – 6 th by March 1 st . 


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. 

At Whitman we have MCLASS.Com, SRI by Scholastic, Accelerated Math and Reading, Edusoft and Data Cards 

on our shared drive to help show a complete picture for each student. 


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


At Whitman, during each textbook adoption year, a committee is selected which consists of content teachers, 

administrators and district representatives. Members of the committee study many products before making a 

final selection. The top choices that meet the criteria are voted on by all shareholders. All resources and text 

must be aligned to meet both PASS / Common Core standards. 

Supplemental materials are purchased with fund ensuring that additional supports for instructional strategies 

are being met. The site text book committee is comprised of an upper and lower grade representative, as well 

as an onsite Staff Development Teacher. The textbook committee collaborates with grade level team leaders 

who have met with the other teachers on their teams. They discuss if the text aligns with state standards and 

PASS objectives. This ensures that each teacher has ownership in the curriculum process. Some teachers 

choose to utilize parts of a sample textbook kit in order to make a fair comparison of products. The product 

that has the majority of votes is selected. The site representative and administrator oversee the purchase of 

books and materials with the available funds for the academic school year. All students are provided with upto‐ 

date textbooks that are aligned with PASS. 


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, please see File 12 ‐Elementary School Timely District Intervention in the site 

additional documentation folder. 


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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. 


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. 

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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. 


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. 

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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: 

• 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 

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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. 


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. 

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• 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 


At Whitman, our federal funds are used for various purposes to support our goals of all of our students reading 

on grade level and being able to comprehend and apply what they read every day by providing afterschool 

tutoring twice a week, Teacher Assistants to help create small group instruction, Accelerated Reader and Math 

for 2nd‐ 5th Grade, Scholastic Reading Kits, listening centers to help remedial readers, instructional bulletin 

boards supplies to promote learning throughout the school, Read 180 and Systems 44 curriculum to aid with 

students becoming better readers. Our local budget aligns with this goal by helping to provide for a teacher’s 

assistant, which contributes to smaller group settings to assist students to be able to read on grade level as 

well as provide some instructional supplies to enhance our Accelerated Reading and Math programs. In 

previous years, we received Reading Sufficiency Funds from the State to help with our goal of every child 

reading on grade level. With these funds, tutoring was provided after school as well as a few reading 

interventionist were employed to help struggling students to read and comprehend what they read and review 

PASS objectives that students did not have great success with. 

At Whitman we also have several adopters who help with our academic goals. One of them purchased the 

Accelerated Reader Program for our school this year, books for each student to take home, student agendas to 

help with organizational skills and reflect on what was taught daily, over 50 volunteers to read to students and 

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students to read to them weekly, and birthday bags which are always full of books or educational toys to help 

promote our purpose. 

All of our funds cover the areas of instructional staff, instructional materials which are researched based, 

professional development which is job‐embedded, transportation to educational events, technology, and 

parent involvement. 

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) 

• 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 

DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENT 

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

opportunities 


At Whitman, our local budget is limited to cover some instructional supplies and general office materials which 

assist to enhance classroom instruction as a whole. It also helps to cover sub‐teacher, transportation, and 

general teachers’ assistants. With our local budget we must follow specific criteria that are outlined by the 

district. In this budget some researched based programs that are purchased with district funds are Compass 

Learning, Earobics, and SRI Reading Inventory. 

Our federal funds are used to provide materials that are in line with the WISE Plan for School Improvement. 

Only researched‐based programs qualify for these federal funds. Whitman has incorporated several such as: 

Systems 44 and Read 180, Phonemic Awareness program C.A.R.E., Envision Math, Buckle Down Math and 

Reading, Scotts Foresman Reading, Accelerated Reader and Math. Our PLC’s (Professional Learning Circles) is 

the vehicle we use to introduce, implement, and refine researched‐based programs and instruction. 

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 

on student learning 

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

impact academic performance 


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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 Whitman, SRA is used with grade 3 to 6 th grades to help differentiate the instruction for our Special Ed 

students. 1 st and 2 nd Grade uses the CARE Program which was implemented by the district. In grades K‐5, 

Scotts Foresman My Sidewalks are used for Reading and with Envision the Envision Intervention Kit is used 

with our Special Ed students. In my 5 th and 6 th grade inclusion is done by the Special Ed Teacher and the Para 

on Monday, Wednesday, and Friday to ensure that our students are working on the same PASS Objectives and 

have the same expectations as our regular Ed students. Students will begin to attend tutoring afterschool in 

small groups on the week of February 20 th to further accelerate their learning. 


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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. 


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, 

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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. 


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. 

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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? 

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). 

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• 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. 


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. 

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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 Reeves’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 

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. 


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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. 


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. 


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Extended Learning Time 

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


Whitman Elementary School Plan 

Our extended day at Whitman Elementary for teachers & staff consist of: Professional Learning Circle(s) 

Inside of our PLC(s) everything is student & staff focused. 

Our PLC(s) consist of : 

1. Leadership Team Meetings 

• Held every other Thursday (bi‐weekly) 

• Discusses the Strategic Framework for Improvement “Focus on Results” 

2. Grade Level Meetings 

• Held every Wednesday 

• Review & Unpack Standards (what the students need to know) 

• Teacher collaboration to improve teaching & learning 

• Review Data (adjust & monitor instruction) 

3.Team Meetings 

• Held once a month 

• Grade Level Articulation 

4. Staff Development/Professional Development 

• Held every other Monday (entire staff) 

• Designed (taught) by our staff for our staff‐building expertise in selected practices 

(Best)/Selected Practices 

1. Community Circles 

2. 4P’s‐Preview, Purpose, Prior Knowledge & Predict 

3. Thinking Maps 

4. Gradual Release (I do, We do, You do) 

4a. District Professional Development 

1. Children Achieving Reading Excellence 

2. Edu Soft 

3. Center Make & Take 

4. The ABCs of Behavior (Antecedent Behavior Consequences) 

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We are looking forward to the extended day for our students: re‐aligning teachers & staff, time & money to 

support and meet the needs of our instructional focus, thus enabling every student to demonstrate proficiency 

on the OCCT. Some of the resources will use to obtain our goal(s) are the following: 

• Compass Learning 

• Blue Prints 

• Item Specs 

• Scholastic Reading 

• Buckle Down 

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 

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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 

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 

Page 39 of 48



• Culture of Achievement 

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


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 

Page 40 of 48



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 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. 

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. 


Page 41 of 48



Use of Data 

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


At Whitman: 

Our site PLCs are divided into four areas of concern; 

• Weekly Staff PLCs held on Monday 

• Wednesday Grade Level PLCs held biweekly 

• Wednesday Positive Behavior Intervention Support or PBIS Team held every day after school 

• Thursday, ILT PLCs held biweekly 

Most meeting begins with the staff reciting the site’s instructional focus. We then analysis data such as DIBLES, 

informal and formal assessments, analyzing student work samples in order to enhance instruction, analyze 

student behavior to drive instruction that reinforces the academic climate and provide collaborative resources 

that enhance the academic culture; and we analyze professional development needs to equip the staff and 

other shareholders . 

Whitman’s administrator is an instructional leader. She conducts site walkthroughs based on the information 

share via PLCs. Due to the PLCS, teachers are better equipped to teach, assess, and re‐teach, best practices 

which are evident, measurable and visible in the classroom. 


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 


Whitman Elementary School has the following strategies in place: 

Outside Programs 

• Bullying Workshops through It’s All About Kids 

• Health and fitness discussions – Tulsa Shock, Hop Sports Weekly 

• Fire Safety discussions – Marshall Tom Fire Safety 

• Good Choices and Violence Discussions – Operation Aware – Tulsa Police 

Page 42 of 48



• Character Building – Boy Scouts and Girl Scouts 

• Mentorship – Asbury Church volunteers 

• On Site Counseling – Day Springs 

• Domino – Partner in Ed. 

School Implemented Procedures/Programs 

• Yellow Folder System 

• Hallway procedures 

• Dismissal procedures 

• Students are always accompanied by adults in any transition 

• Playground procedures 

• Community Circles – everyday, all classes 

• Brag Boards to promote positive behavior and class pride 

• Student of the week 

• Hygiene Discussions –dental, washing hands – School nurse and P.E. teacher ‐ with all classes weekly 

• Bullying videos/programs – guidance counselor 

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 43 of 48



Family and Community Engagement 

Strong ongoing family and community engagement 


Whitman Elementary School have the following strategies to create family and community engagement: 

• All teachers issue mid‐quarter progress reports and quarterly report cards. 

• All teachers conduct parent teacher conferences at least once per semester where parents enjoy a 

Meet and Greet with resources and refreshments. 

• Teachers attend child study meetings twice a month. 

• Teachers implement the PowerSchool parent portal, as well as, communication in the form of phone 

calls. In addition, teacher phone logs, written correspondence and face‐to‐face meetings. 

Communications are on file with principal. 

• Lesson plans are turned in weekly to principal. 

• Daily and weekly newsletters will be sent home with student by teachers and other staff. 

• Continued home visits, School Connect, PTA meetings, Back to School Night, Website for district/school. 

• All teachers will choose at least one student to receive a positive phone call or note home on a daily 

basis. 

• Bully Survey to students, teachers and parents for school and district. 

• Every student will receive on uniform shirt from the school to get started this year’s required uniforms. 

• Class Meetings are held with Parent Facilitator and Principal to learn the expectations of our school and 

to be part of the academic process through Back to School Night in August and separate class meetings 

in September of each year. 

• Parent Facilitator to host Parent & Pastry/Second Cup to parents in the morning for the first few days of 

school by providing donuts, coffee and juice. 

• Students will be notified of community sports, cheerleading and birthday bags, family Thanksgiving 

luncheon, Literacy Night, student council, safety patrol, school tutoring and other events 

• Morton Comprehensive Services for site‐based outside agency services on Wednesday and Friday for 

parents who agree to sign. 

• Bi‐monthly meeting held with the counselor and child study team to assess student’s needs to 

determine appropriate accommodations/interventions to improve student academic success. 

Strategies to implement: 

‣ Test monitors. 

‣ Setting up two trees. 

‣ Donation of a new pre‐lit Christmas tree 

‣ Making decorations 

‣ Helping classes make mint Christmas wreaths, gingerbread houses and decorate cookies 

‣ Walt Whitman agendas for grades 3‐6 

‣ Donation of water and juice 

‣ Emergency clothing‐shoes, underwear and socks 

‣ Reading listeners for every teacher 

‣ Testing monitors 

‣ Dr. Seuss’ Birthday‐Reading to classes 

‣ Books for EVERY child to take home 

Page 44 of 48



‣ Helping Mrs. Lawrence, Librarian/Media Specialist. 

‣ Accelerated Reader Program 

‣ Generous donations of supplies, backpack for students 

‣ Thanksgiving Baskets for our neediest families 

‣ Advent Conspiracy/Christmas Shop for our families. 

‣ 911/Whitman Day of Caring‐ 65 volunteers. Painting of both Lounges, painting Mr. Pete, Facility 

Manager’s office, cleaning flower beds, cleaned around playground equipment, pruned our Crepe 

Myrtles 

‣ 911/Whitman‐Courtyard/Outdoor learning classroom‐pulled out dead shrubs/bushes, pruned trees, 

realign and cleaned paver trail, cleaned out the pond and planted perennials. 

‣ Buying sports equipment for P.E. 

‣ Mints and water for testing 

‣ Pumpkin carving for 4 th and 5 th graders 

‣ Gift certificates for teachers to buy school related materials/supplies 

‣ Donuts and juice to welcome our new parents for the beginning of the year. 

‣ Bear Bags for students who have suffered a death in the family. 

‣ Donation of winter coats 

‣ Donations school uniforms and/or shirts 

‣ Sponsoring parents‐Helping a parent complete an application on‐line and driving parent to interview. 

(She got the job, too) 

‣ Driving parent home, so they don’t have to walk in the rain or a great distance. 

‣ Assisting a parent by altering donated drapes to fit her windows. 

‣ Lunch Bunch comes the first and third Monday of each month. They eat lunch with a selected student, 

play a game, visit and read/listen to students read. 

‣ Walt Whitman Banners “Going from Good to Great” and “Walt Whitman students will COMPREHEND, 

and APPLY what I READ daily.” 

‣ Annual Teacher Appreciation Luncheon 

‣ Annual Volunteer Luncheon 

‣ Christmas sponsoring of 50 students. 

‣ Birthday Blessings‐Each child receives a gift bag: cake mix and frosting, pan, cutlery, gift for student, 

wrapping, paper plates and napkins. 

‣ Volunteer Orientation twice a year 

‣ Assisting and supporting Literacy Night once each nine weeks 

‣ Playing learning games with first grade 

‣ Carnival‐Open House planning for the beginning of school next year. 

‣ Marquee letters‐We are so appreciative to have these…..given last year. 

‣ Snow Cone Machine‐Continuing to use throughout the year. Thank you, again. 

‣ Operation School Bell‐someone usually volunteers accompany on trip. 

‣ Attending Partners in Education Breakfast held yearly 

‣ Taking down Christmas tree and putting away the ornaments 

‣ Assisting P.E. in Jump for Heart each year 

‣ Annual trip to Asbury. Bus and lunch. Children perform 

‣ Attending faculty meetings to assist and coordinate concerns/needs 

‣ Making take home learning aids for kindergarten 

Page 45 of 48



‣ Flags‐New U.S. & Oklahoma 

‣ Food‐Sponsoring Family Night 

‣ Wagon repair. Always one to be fixed 

‣ Assisting in the office 

‣ Giving small gifts to individual teachers. Candy, gift certificates, card, soda…. 

‣ Thanksgiving feast for a class 

‣ Hot chocolate for all kindergarten 

‣ Volunteer artist working with 6 students 

‣ Lost and Found Box brightly decorated 

‣ Face book‐A&W & updating 

‣ Name Tags brightly colored for each volunteer 

‣ Teacher birthday cakes 

‣ Tissue, tissue, tissue 

‣ Handy wipes and anti‐bacterial cleanser 

‣ Budget‐collaborative on‐going 

‣ Popcorn Popper still popping 

‣ After school tutoring with a specific teacher: Ex. 4 th grade 

‣ Accompanied 6 th grade students to district ROPES course. 

‣ Student of the Month 

‣ Whitman Blast‐To celebrate the end of testing in April. 

‣ Haircut twice a month, sponsored by Tulsa Tech/Tyson on Peoria. No charge. 

‣ Girl Scout Program for 5 th grade girls 

‣ Boys Scouts in the cafeteria after school each week. 

‣ DARE Program (Drug Education and Anti‐Bully Program) for grades 3‐6. 

‣ Second Step Program for grades 1‐2 

‣ It’s All About the Kids through the Tulsa County Health Department to present Anti‐Bully Program 

throughout the year teaching conflict resolution and cooperative play 

‣ Honor Roll Students are hosted lunch or taken to a restaurant to dine and celebrate achievement 

‣ Breakfast Club with Counselor with targeted students for additional support 

Plans for next year: 

• Carnival‐Open House planning for the beginning of school. Asbury, Fire Department, Health 

Department, hot dog cookout, DJ, horseback riding, 911 Biker Club, students, parents and staff 

• Continued 6th grade ROPES participation 

• Continued agendas for 3‐6th grade 

• Student led parent/teacher conferences 

• Continued Partner in Education recruitment 

We will have continued collaboration with our existing partners/sponsors to serve. 

District Response: Please see File 5‐Evidence of Family‐ Community Engagement in the site additional 

documentation folder. 

Page 46 of 48




Page 47 of 48



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 48 of 48

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 WHITMAN ELEMENTARY 

Grade 03 

2008-2009 2009-2010 2010-2011 

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

Asian X **** **** 

Black or African-American 673 637 684 

Hispanic or Latino **** **** **** 

Pacific Islander X X X 

Two or More Races / Multi Racial X X X 

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

2008-2009 2009-2010 2010-2011 

Female 680 701 684 

Male 686 628 648 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible 680 628 663 

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

Reduced Lunch Eligbile **** 737 X 

ELL Year Proficient - 1 


Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

686 637 667 

2008-2009 2009-2010 2010-2011 

Regular Ed 689.5 646 666.5 

Special Ed **** 537 654 

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 **** **** 


Hispanic or Latino X X **** 



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

2008-2009 2009-2010 2010-2011 

Female **** 625 676 

Male **** 665 669 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible **** 652 669 

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

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



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

717 652 676 

2008-2009 2009-2010 2010-2011 

Regular Ed 717 669 672.5 

Special Ed X 628.5 676 




Grade 05 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X X **** 

Asian X X **** 

Black or African-American **** X 642 

Hispanic or Latino X X X 



White or Caucasian X X **** 

2008-2009 2010-2011 

Female X 642 

Male **** 642 

2008-2009 2010-2011 

Free Lunch Eligible **** 646 

N/A X **** 

Reduced Lunch Eligbile X **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

**** X 642 

2008-2009 2009-2010 2010-2011 

Regular Ed **** X 638 

Special Ed X X 717 




Grade 06 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X X X 

Asian X X X 

Black or African-American X **** X 




White or Caucasian X X X 

2009-2010 

Male **** 

2009-2010 

Reduced Lunch Eligbile **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

X **** X 

2008-2009 2009-2010 2010-2011 

Regular 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 WHITMAN ELEMENTARY 

Grade 03 

2008-2009 2009-2010 2010-2011 

Advanced NEI 6% 6% 

Satisfactory 43% 35% 33% 

Limited Knowledge 35% 12% 28% 

Unsatisfactory 22% 47% 33% 

Grade 04 

2008-2009 2009-2010 2010-2011 

Advanced NEI 7% 8% 



Unsatisfactory NEI 42% 38% 

Grade 05 

2008-2009 2009-2010 2010-2011 

Advanced NEI NEI 2% 

Satisfactory 100% NEI 24% 

Limited Knowledge NEI NEI 31% 

Unsatisfactory NEI NEI 43% 

Grade 06 

2008-2009 2009-2010 2010-2011 

Satisfactory NEI 100% NEI 

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 57% 59% 61% 



Yes 43% 41% 39% 

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 40% 67% 75% 



Yes 60% 33% 25% 





Grade 05 

2008-2009 2010-2011 



No 74% 



Yes 100% 26% 





Grade 06 

2009-2010 



Yes 100% 





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 686 717 728 -31 -42 

2009-2010 637 724 740 -87 -103 

2010-2011 667 706 X -40 667 

Grade 04 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2008-2009 717 717 735 0 -18 

2009-2010 652 712 738 -60 -86 

2010-2011 676 713 X -37 676 

Grade 05 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2008-2009 **** **** **** -7 -15 

2010-2011 642 717 X -75 642 

Grade 06 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2009-2010 **** **** **** 6 -19 

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 71% 

OCCT 1.0 Pattern & Algebraic Rsng Standard 75% NEI NEI 

OCCT 1.0 Patterns & Algebraic Reasoning Standard NEI 75% NEI 

OCCT 1.1 Algebra Patterns Objective 75% 75% NEI 

OCCT 1.2 Problem Solving Objective 75% 75% NEI 

OCCT 2.0 Number Sense Standard 71% 71% NEI 

OCCT 2.0 Number Sense and Operation Standard NEI NEI 60% 

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 60% 

OCCT 2.2 Whole Numbers & Fractions Objective 50% NEI NEI 

OCCT 3.0 Geometry Standard NEI NEI 64% 

OCCT 3.0 Number Operations & Computation Standard 50% 42% NEI 

OCCT 3.1 Estimation Objective 50% 50% NEI 

OCCT 3.2 Multiplication Objective 50% 75% NEI 

OCCT 3.3 Money Problems Objective 50% 25% NEI 

OCCT 4.0 Geometry Measurement Standard 58% NEI NEI 

OCCT 4.0 Geometry & Measurement Standard NEI 58% NEI 

OCCT 4.0 Measurement Standard NEI NEI 56% 

OCCT 4.1 Measurment Objective NEI NEI 50% 

OCCT 4.1 Spatial Reasoning Objective 75% 50% NEI 

OCCT 4.2 Measurement Objective 50% 50% NEI 

OCCT 4.4 Time & Temperature Objective 50% 50% 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 57% 

OCCT 5.0 Data Analysis & Probability Standard 67% 50% NEI 

OCCT 5.1 Data Analysis Objective NEI 50% 50% 




Grade 04 


2008-2009 2009-2010 2010-2011 

OCCT 1.0 Algebraic Reasoning Standard NEI NEI 57% 

OCCT 1.0 Patterns & Algebraic Reasoning Standard 88% 63% NEI 

OCCT 1.1 Algebra Patterns Objective 100% 75% NEI 

OCCT 1.2 Functions Objective 75% 50% NEI 

OCCT 2.0 Number Sense Standard 70% 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 75% 50% NEI 

OCCT 2.2 Number Operations Objective NEI NEI 50% 

OCCT 3.0 Geometry Standard NEI NEI 56% 

OCCT 3.0 Number Operations & Computation Standard 64% 45% NEI 

OCCT 3.2 Division Objective NEI 75% NEI 

OCCT 3.3 Estimation Objective 60% 50% NEI 

OCCT 4.0 Geometry & Measurement Standard 60% 50% NEI 

OCCT 4.0 Measurement Standard NEI NEI 44% 

OCCT 4.1 Lines & Angles Objective NEI 75% NEI 

OCCT 4.1 Measurment Objective NEI NEI 60% 


OCCT 4.4 Measurement Objective 50% 50% NEI 

OCCT 5.0 Data Analysis Standard NEI NEI 57% 

OCCT 5.0 Data Analysis & Probability Standard 67% 67% NEI 

OCCT 5.1 Data Analysis Objective 67% 67% NEI 




Grade 05 


2008-2009 2010-2011 

OCCT 1.0 Algebraic Reasoning Standard NEI 50% 

OCCT 1.0 Patterns & Algebraic Reasoning Standard 88% NEI 

OCCT 1.1 Algebra Patterns Objective 75% 40% 

OCCT 1.2 Problem Solving Objective 100% 50% 

OCCT 1.3 Number Properties Objective NEI 50% 

OCCT 2.0 Number Sense Standard 75% NEI 

OCCT 2.0 Number Sense and Operation Standard NEI 50% 

OCCT 2.1 Fractions/Decimal/Percents Objective 100% NEI 

OCCT 2.1 Number Sense Objective NEI 63% 

OCCT 2.2 Number Operations Objective NEI 38% 

OCCT 2.2 Number Theory Objective 50% NEI 

OCCT 3.0 Geometry Standard NEI 43% 

OCCT 3.0 Number Operations & Computation Standard 50% NEI 

OCCT 3.1 Circles and Polygons Objective NEI 25% 

OCCT 3.1 Estimation Objective 50% NEI 

OCCT 3.2 Whole Numb/Deci/Fract Objective 50% NEI 


OCCT 4.0 Geometry & Measurement Standard 42% NEI 

OCCT 4.0 Measurement Standard NEI 43% 

OCCT 4.1 Geometric Figure Properties Objective 25% NEI 

OCCT 4.1 Measurment Objective NEI 40% 

OCCT 4.2 Perimeter/Area Objective 100% NEI 

OCCT 4.5 Convert Measurements Objective 0% NEI 

OCCT 5.0 Data Analysis Standard NEI 57% 

OCCT 5.0 Data Analysis & Probability Standard 67% NEI 

OCCT 5.1 Data Analysis Objective 60% NEI 

OCCT 5.2 Probability Objective 75% NEI 





Grade 06 


2009-2010 

OCCT 1.0 Patterns & Algebraic Reasoning Standard 80% 

OCCT 1.1 Patterns Objective 80% 

OCCT 1.2 Order of Operations Objective 80% 

OCCT 2.0 Number Sense Standard 38% 

OCCT 2.3 Estimation Objective 50% 

OCCT 2.5 Expressions Objective 25% 

OCCT 3.0 Geometry Standard 83% 

OCCT 3.1 Angles Objective 75% 

OCCT 4.0 Measurement Standard 57% 

OCCT 4.3 Estimate Measurements Objective 25% 

OCCT 5.0 Data Analysis & Statistics Standard 67% 

OCCT 5.3 Median/Mode Objective 75% 


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 75% X 71% X X 50% 58% X X 

2009-2010 X X 75% 71% X X 42% X 58% X 

2010-2011 71% X X X 60% 64% X X X 56% 

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 88% 70% X X 64% 60% X X 67% 

2009-2010 X 63% 50% X X 45% 50% X X 67% 

2010-2011 57% X X 50% 56% X X 44% 57% X 

05 

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 **** 

2010-2011 50% X X 50% 43% X X 43% 57% X 

06 



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 67% 

2009-2010 X 50% 

2010-2011 57% X 

5 0% 40% 20% 40% 

5 0% 40% 0% 60% 

5 0% 20% 40% 40% 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2008-2009 

2009-2010 

2010-2011 

5 20% 20% 60% 0% 

5 0% 0% 40% 60% 

5 0% 0% 0% 100% 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2008-2009 

2010-2011 

5 20% 20% 20% 40% 

5 0% 0% 0% 100% 



OCCT 1.0 

Patterns & 

Algebraic 

Reasoning 

OCCT 2.0 

Number 

Sense 

OCCT 3.0 

Geometry 

OCCT 4.0 

Measureme 

nt 

OCCT 5.0 

Data 

Analysis & 

Statistics 

Count: 

80% to 

100% 

70% to 

79% 

60% to 

69% 

59% or 

Less 

2009-2010 **** **** **** **** **** 

5 40% 0% 20% 40% 





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 WHITMAN ELEMENTARY 

Grade 03 

2008-2009 2009-2010 2010-2011 

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

Asian X **** **** 


Hispanic or Latino **** **** **** 



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

2008-2009 2009-2010 2010-2011 

Female 700 687 713 

Male 675 658 668 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible 685 673 683 

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

Reduced Lunch Eligbile **** 702 X 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

693 673 698 

2008-2009 2009-2010 2010-2011 

Regular Ed 693 680 705 

Special Ed **** **** 664.5 




Grade 04 

2008-2009 2009-2010 2010-2011 

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

Asian X **** **** 


Hispanic or Latino X X **** 



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

2008-2009 2009-2010 2010-2011 

Female **** 668 686 

Male **** 668 654 

2008-2009 2009-2010 2010-2011 

Free Lunch Eligible **** 665 654 

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

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



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

707 668 654 

2008-2009 2009-2010 2010-2011 

Regular Ed 707 668 664 

Special Ed X **** **** 




Grade 05 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X X **** 

Asian X X **** 

Black or African-American **** X 643 




White or Caucasian X X **** 

2008-2009 2010-2011 

Female X 662 

Male **** 634 

2008-2009 2010-2011 

Free Lunch Eligible **** 637 

N/A X **** 

Reduced Lunch Eligbile X **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

**** X 643 

2008-2009 2009-2010 2010-2011 

Regular Ed **** X 643 

Special Ed X X **** 




Grade 06 

2008-2009 2009-2010 2010-2011 

American Indian or Alaskan Nat X X X 

Asian X X X 

Black or African-American X **** X 




White or Caucasian X X X 

2009-2010 

Male **** 

2009-2010 

Reduced Lunch Eligbile **** 



Non ELL 

2008-2009 2009-2010 2010-2011 

X X X 

X X X 

X **** X 

2008-2009 2009-2010 2010-2011 

Regular 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 3% NEI NEI 




Grade 04 

2008-2009 2009-2010 2010-2011 




Grade 05 

2008-2009 2009-2010 2010-2011 

Satisfactory NEI NEI 20% 

Limited Knowledge 100% NEI 32% 

Unsatisfactory NEI NEI 49% 

Grade 06 

2008-2009 2009-2010 2010-2011 

Unsatisfactory NEI 100% NEI 

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 59% 64% 51% 



Yes 41% 36% 49% 





Grade 04 

2008-2009 2009-2010 2010-2011 



No 40% 68% 75% 



Yes 60% 32% 25% 





Grade 05 

2008-2009 2010-2011 



No 100% 80% 



Yes 20% 





Grade 06 

2009-2010 



No 100% 





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 693 716 732 -23 -39 

2009-2010 673 716 739 -43 -66 

2010-2011 698 702 X -4 698 

Grade 04 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2008-2009 707 717 735 -10 -28 

2009-2010 668 706 721 -38 -53 

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 

2008-2009 **** **** **** -53 -62 

2010-2011 643 696 X -53 643 

Grade 06 

School Median 

OPI Score 


Score 

State Median 

OPI Score 

Gap Between 


Median OPI 

Score 

Gap Between 


Median OPI 

Score 

2009-2010 **** **** **** -75 -107 



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% 67% 58% 

OCCT 2.4 Using Resource Materials Objective NEI 50% 50% 

OCCT 4.0 Comprehension/Critical Literacy Standard 63% 50% 63% 

OCCT 4.1 Literal Understanding Objective 83% 60% 80% 

OCCT 4.2 Inferences & Interpretation Objective 57% 43% 63% 

OCCT 4.3 Summary & Generalization Objective 60% 50% 40% 

OCCT 4.4 Analysis & Evaluation Objective 67% 50% 67% 

OCCT 5.0 Literature Standard 63% 50% 63% 

OCCT 5.2 Literary Elements Objective 75% NEI 50% 

OCCT 5.3 Figurative Language/Sound Devices Objective 75% 67% 75% 

OCCT 6.0 Research & Information Standard 67% 50% 50% 

OCCT 6.1 Accessing Information Objective 67% 50% 50% 





Grade 04 


2008-2009 2009-2010 2010-2011 

OCCT 1.0 Vocabulary Standard 75% 58% 54% 

OCCT 1.1 Words in Context Objective 75% NEI NEI 

OCCT 1.2 Affixes, Roots, & Stems Objective 75% 60% 60% 

OCCT 1.3 Synonyms, Antonyms, & Homonyms Objective 50% 50% 50% 

OCCT 3.0 Comprehension/Critical Literacy Standard 83% 61% 61% 

OCCT 3.1 Literal Understanding Objective 75% 75% 88% 

OCCT 3.2 Inferences & Interpretation Objective 100% 50% 50% 

OCCT 3.3 Summary & Generalization Objective 71% 50% 50% 

OCCT 3.4 Analysis & Evaluation Objective 50% 67% 57% 

OCCT 4.0 Literature Standard 67% 44% 50% 

OCCT 4.2 Literary Elements Objective 67% 50% 40% 

OCCT 4.3 Figurative Language/Sound Devices Objective NEI 50% 50% 

OCCT 5.0 Research & Information Standard 67% 59% 50% 

OCCT 5.1 Accessing Information Objective 67% 59% 50% 





Grade 05 


2008-2009 2010-2011 

OCCT 1.0 Vocabulary Standard 67% 58% 

OCCT 1.1 Words in Context Objective 75% 50% 

OCCT 1.2 Affixes, Roots, & Stems Objective 50% 50% 

OCCT 1.3 Synonyms, Antonyms, & Homonyms Objective 75% 50% 

OCCT 3.0 Comprehension/Critical Literacy Standard 60% 65% 

OCCT 3.1 Literal Understanding Objective 50% 50% 

OCCT 3.2 Inferences & Interpretation Objective 50% 67% 

OCCT 3.3 Summary & Generalization Objective 75% 60% 

OCCT 3.4 Analysis & Evaluation Objective 67% 80% 

OCCT 4.0 Literature Standard 58% 50% 

OCCT 4.1 Literary Genre Objective 75% 50% 

OCCT 4.2 Literary Elements Objective 50% 50% 

OCCT 4.3 Figurative Language/Sound Devices Objective 50% 50% 

OCCT 5.0 Research & Information Standard 67% 50% 

OCCT 5.1 Accessing Information Objective 75% 50% 





Grade 06 


2009-2010 

OCCT 1.0 Vocabulary Standard 13% 

OCCT 1.1 Words in Context Objective 25% 

OCCT 1.2 Word Origins Objective 0% 

OCCT 3.0 Comprehension/Critical Literacy Standard 30% 

OCCT 3.1 Literal Understanding Objective 25% 

OCCT 3.2 Inferences & Interpretation Objective 50% 

OCCT 3.3 Summary & Generalization Objective 17% 

OCCT 3.4 Analysis & Evaluation Objective 25% 

OCCT 4.0 Literature Standard 64% 

OCCT 4.1 Literary Genre Objective 75% 

OCCT 4.2 Literary Elements Objective 40% 

OCCT 4.3 Figurative Language/Sound Devices Objective 80% 

OCCT 5.0 Research & Information Standard 38% 

OCCT 5.1 Accessing Information Objective 50% 

OCCT 5.2 Interpreting Information Objective 25% 


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% 63% 63% 67% 

2009-2010 67% 50% 50% 50% 

2010-2011 58% 63% 63% 50% 

4 0% 0% 100% 0% 

4 0% 0% 25% 75% 

4 0% 0% 50% 50% 

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 75% 83% 67% 67% 

2009-2010 58% 61% 44% 59% 

2010-2011 54% 61% 50% 50% 

4 25% 25% 50% 0% 

4 0% 0% 25% 75% 

4 0% 0% 25% 75% 

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 

2008-2009 **** **** **** **** 

2010-2011 58% 65% 50% 50% 

4 0% 0% 75% 25% 

4 0% 0% 25% 75% 

06 



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 

2009-2010 **** **** **** **** 

4 0% 0% 25% 75% 



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

A School Improvement Plan (SIPlan) and Process 

School Year 2009 - 2010 

Walt Whitman Elementary School 


Brenda Jeter, Principal 

Written, updated and evaluated by: 

Shelly Cole, Academic Coach 

Katherine Fincannon, Pre-K Teacher 

Wendy Hanson, Second Grade Teacher 

Sandra Lawrence, Library Media Specialist 

Kitty Williams, Lower Grade Resource Teacher 

Torrence Dees, Parent 

Barbie Paige, Community Member 

October 13, 2009, Sharing of SIPlan with Parents / Community Members 

3924 North Lansing 


918-925-1380 

Walt Whitman SIPlan 0910.1 - Page 1

Table of Contents 

PART I - DESCRIPTION of SCHOOL........................................................... 3 

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 

PART II - ACTION PLANS, including ANALYSIS OF DATA ...................... 10 

Pre-Kindergarten (Overview, Reading / Language Arts and Mathematics) .......................... 10 

Kindergarten (Overview, Reading / Language Arts and Mathematics) ................................. 14 

1st Grade (Overview, Reading / Language Arts and Mathematics) ....................................... 19 

2nd Grade (Overview, Reading / Language Arts and Mathematics) ..................................... 25 

3rd Grade (Overview, Reading / Language Arts and Mathematics) ...................................... 30 

4th Grade (Overview, Reading / Language Arts and Mathematics) ...................................... 41 

5th Grade (Overview, Reading / Language Arts and Mathematics) ...................................... 52 

Attendance and Climate / Behavior (Overview, Action) ................................................ 64 


PART I - Description of School 

A. Who We Are and Who We Serve 

Walt Whitman Elementary School, a Pre-K through 5 th grade facility, serves approximately 

270 children in a community seriously distressed from economic turmoil on the north side of 

Tulsa, Oklahoma. The student population is 84% African American, 7% Caucasian, 6% 

American Indian, 4% Hispanic, and 0% Asian. After being identified by the state for three 

years (NCLB) as a School in Need of Improvement, Walt Whitman is no longer considered at 

risk. Walt Whitman has 103% free or reduced lunch. Although our student mobility rate has 

increased to 69% for the 2009-2010 school year, our holding power has also increased to 

88%. Walt Whitman currently has 14% of its students on an Individualized Education Plan 

with one-hundred (100%) percent of those students served in an inclusive program. While the 

physical school facility is in excellent condition and has been a source of pride in the 

community, we are striving to make stronger connections with the families that we serve. 

B. Programs and Achievements 

Programs 

• Academic Coach 

• Compass Learning and Earobics 

• Mentors and Partner Readers: Asbury 

Methodist Church & North Tulsa Baptist 

Church 

• Book It! Reading Program 

• Book Club & Principal’s Book of the 

Month 

• Operation Aware 

• Breakfast in a Bag 

• Student Council/Service Projects 

• Safety Patrol 

• PBS School – Whitman “WORKS” 

• Counselor’s Breakfast Club 

• Honor Roll and Citizenship Recognition 

• Benchmark Assessments curriculum 

alignment 

• Safari Montage 

• Attendance Challenges 

• Instrumental Music 

• Educational Consulting Services 

• Library Aides Performing Duties (LAPD) 

• Parent Facilitator and PTA 

• Operation School Bell 

• Backpacks for Kids 

• Tulsa Assistance League Program 

• DaySpring site based counseling services 

Achievements 

• School climate – Significant increase in 

time on task 

• Professional Development – Increased inservice 

opportunities based upon 

students’ needs identified through data 

• Increased collegiality of faculty – 

collaboration on instruction 

• Increased Library Circulation 

• Increased Active Parental Participation as 

evidenced by parent conferencing and NE 

Oklahoma PTA Growth Award 

• Recognition – Honor Roll, Attendance and 

Citizenship Awards, Reading Challenge 

and PBS “WORKS” behavior celebrations. 

• Whitman 

Well Prepared 

Outstanding Effort 

Respectful Choices 

Kindness Counts 

Safe Behavior 


C. Transitions 

1. To receive a new student / parent the following is provided. 

• All staff members welcome the family and student to promote the “open door” policy 

that is in effect at the building. 

• An informational website is available for pre and post enrollment information. 

• Every new student is given a tour to assist the child and assure a receiving and 

welcoming climate. 

• A caring environment has been woven into the fabric of Walt Whitman Elementary 

School through implementing the TRIBES model. 

2. Career Awareness / Orientation / Exploration opportunities while attending the 

school. 

• The recognition of career awareness / orientation / exploration as an important, 

needed and valued curricular component within the instructional offerings of our 

school. 

• Visit to Local Technical Vocational School to help students who may not be able to 

attend college in identifying career options. 

• Annual visit to Langston University. 

• Visit from a Tulsa Librarian 

• Plan and implement a Career Week 

• DuPont’s Science in the Schools 

3. Preparation for vertical articulation upon leaving the school. 

• School-wide participation at North Tulsa Parent/Community Enrichment Extravaganza 

“Back to School” event 

• Visitations to the feeder pattern middle schools 

• Sixth-grade orientation for all enrolled 5th grade students and parents 

• End of the year Red Carpet Day at area intermediate schools for perspective 6 th grade 

students. 

• Enrollment assistance is provided for students interested in alternative middle or high 

school programs. 

• Collaboration between grade levels and resource teachers during focused planning 

time and faculty meetings. 

• Curriculum and strategy planning with other TPS elementary schools through 

District/Site Vertical Articulation meetings. 

• Science/Technology Camp at McLain High School 


D. Challenges 

The student population is highly mobile and experiences problems associated with chronic 

and generational poverty: limited support for school, neglect and abuse, emotional trauma, 

hunger, poor impulse control, cognitive delays and distrust. While some may assume that 

education is not a priority in many families, education is valued but often times the parents 

lack the skills necessary to assist the students in being successful. A majority of the students 

receive free or reduced lunch (103 percent) and most live in single parent and/or extended 

family households; a small number of students live in traditional family settings. 

The dramatic effects of such generational limitations are exhibited daily in parents’ inability to 

support and assist their children with the basic rudiments of homework and related practice. 

Classroom management and behavior problems, as well as cognitive delays reflect the 

multiple challenges that are encountered on a daily basis. Absenteeism, tardiness, inability 

to stay on task, and significant deficiencies in academic development compound the existing 

challenges. Child neglect and child abuse, lack of basic family resources and transient 

parental and adult relationships are all occurrences that come to the doorstep of the school. 

The Walt Whitman staff views these circumstances as opportunities for growth. These 

challenges will be addressed wherever and whenever possible through the collective efforts, 

energies and talents of this staff. The staff holds high expectations for all students with 

enthusiasm as we live the school mantra, “Working Works”. 

E. AYP Status 

School Math – State Math AYP? Reading – State AYP? 

Year ALL Target Yes, No or ALL Reading Yes, No 

Students 

SH Students Target or SH 

04-05 690 790 SH 491 768 SH 

05-06 606 790 No 215 768 No 

06-07 537 932 SH 373 914 SH 

07-08 850 932 Yes 476 914 Yes 

08-09 714 932 No 614 914 No 

F. Attendance Statistics 

Year Attendance Rate Target Rate 

04-05 93.3 (916) 91.2 (664) 

05-06 93.4 (940) 91.2 (664) 

06-07 92.1 (772) 91.2 (664) 

07-08 91.6 (712) 91.2 (664) 

08-09 91.4 (688) 91.2 (664) 


G. Coordination of Services 

Walt Whitman 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 

Budget justification: Reading and Math materials, After school 

tutoring, Academic Coach, Parent Facilitator, Professional 

development and workshops, COMPASS Learning, 

PROMETHEAN Boards, electronic devices. 

Title III – Language 

Instruction of LEP 

Title IV A – Safe/Drug Free 

School 

Reading Sufficiency Grant 

Community Programs 

School Partners 

Home Visits 

ELL support daily 

Teacher and Administrator/SIOP trained 

Operation Aware (4 th & 5 th grades) and district-wide Red 

Ribbon week, promoting drug-free lifestyles, District 

Attorney’s Violence Prevention Program, Counselor’s 

Breakfast Clubs, Live by the Gun Die by the Gun, Huffy Fire 

Prevention, FOX News Drug Prevention, It’s All About Kids 

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 

Cheerleading, Boy Scouts, Harwelden Institute, Basketball, 

Gilcrease Museum Summer Art Institute 

Asbury UMC 

Dream Center 

Howard’s 

McDonald’s 

North Tulsa Baptist Church 

Ralph’s 

Spaghetti Warehouse 

Sunshine and Roses 

Tulsa Housing Authority 

VFW #577 

Classroom teachers conduct parent/teacher conferences 

twice a year with parents on goals and student success. 

Transportation is provided for parents from Comanche Park 

Apartments. 

Counselor and/or Parent Facilitator visits for parents without 

transportation or phone service. 


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. Pp 10 – 67 

2. Implementation of school-wide reform strategies. Pp 10 – 67 

3. Instruction by highly qualified teachers. Pp 10 – 67 

4. High quality and on-going professional development for 

teachers, principals and paraprofessionals. 

Pp 10 – 67 

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. 

Pp 8 – 9 

Pp 10 – 67 

Pp 10 -13 

Pp 10 – 67 

Pp 3, 8 – 9 

Pp 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 instruction, school-wide 

• After-School Tutoring 

• All About Kids 

Attendance: 

• PBS incentives for attendance for classes, grade 

levels & individuals 

2. Adopting “Best Practices” Weekly Planning Meetings 

• Literacy /math/science 

Literacy/Math Coaching 

• School-wide 

Site Delivered Training 

3. Meeting professional 

development needs 

4. Using professional 

development funds 

effectively 

• Data disaggregation and literacy/math curriculum 

use, ECS consultants and district facilitators 

Literacy & Math 

• Coaching provided by ECS consultants, district 

facilitators, and academic coach 

Peer and/or Consultant Coaching 

• Weekly team planning with facilitators and 

administration focused on student centered 

instruction 

• Maintain a priority for reviewing data related to 

student performance 

Instructional Improvement 

• Professional development funds provide for schoolwide 

instructional improvement 

• Educational Consulting Services 

Data Disaggregation and Use 

• On-going data disaggregation and use of data card 

support is provided with ENI Benchmark 

consultants and Educational Consulting Services. 

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 

• 95% of students will attend school daily. 

Climate/Behavior 

• Students and staff will embrace the 7 Community 

Guidelines and Life Skills through PBS 



6. Outlining parent notices • Carside visits 

• School connects phone system 

• Monthly Newsletters 

• Marquee 

• Emails 

• SharpSchool website 

• PowerSchool online Parent Portal (to be activated by 

the district) 

• Home Visits and/or transportation 

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 

• Family Literacy Nights 

• Family Technology Night 

• Seasonal music programs 

• PTA meetings/activities 

During school opportunities 

• Parent meetings 

• Classroom parties 

• Awards Assemblies 

• Educational Field Trips 

• Classroom Volunteers 

9. Increasing instructional 

time 

10. Setting up teacher 

mentoring 

• Decrease transition times 

• Cooperative/productive planning times 

• Block Scheduling 

• Utilization of provided resources 

• Collaboration with resource teachers 

• Improvement of climate with PBS program 

• Co-teaching and cooperative lessons 

• Collaborative planning with Library Media Specialist 

• Collaboraiton with Educational Consulting Services 

• Academic coach continues to develop peer coaching 

designs for planning, assessing and driving 

instruction to equip students for success. 

• Buddy teachers assigned to each teacher in the 

building 

• Common plan time for grade level teachers 


PART II - Action Plans 

Pre-Kindergarten Reading / Language Arts and Mathematics 

Assessments: 

Daily/ Weekly: 

• Teacher observations of completion of assignments, group participation, and center 

activities 

• Group discussions 

• Teacher made assessments 

• Oral assessments 

Periodically: 


• Teacher observations 

Annually: 

• Early Childhood Assessment Test (ECAT) Pre and Post Test 

Professional Development: 

• District Training 

• Staff book studies 

• Literacy Centers Training 

• Early Childhood Assessment Training (ECAT) 

• Team meetings with kindergarten teachers and the library media specialist to discuss 

and prepare lesson plans 

• Team meetings with academic coach, instructional facilitator, and Educational 

Consulting Services with Kim Collier 


Parental Participation 

• Parenting – 


• Day Spring Counseling Services 

• Communicating – 

• SharpSchool 

• SchoolConnects Automated phone system 

• PowerSchool Parent Portal (to be activated by the district) 

• Monthly Newsletter and calendar 

• Reading Logs to be signed by parents 

• Reading Incentive Programs 

• Periodic phone calls, notes, car visits, and home visits regarding student progress 

• Progress Reports/Report Cards 

• Fall and spring Parent Conferences and as needed 

• Volunteering – 

• Classroom volunteers to assist in classroom learning/small groups 

• Parents as readers in the classroom 

• Learning at Home – 

• Homework to reinforce classroom objectives 

• Reading Logs 

• Compass Learning at home 

• Decision-Making – 

• PTA 

• Board of Control parent member 

• Safe School Plan parent member 

• Site Improvement Plan parent member 

• Collaborating with the Community – 

• PTA 

• Partners in Education 

• Family Literacy Night 


• Board of Control community member 

• Safe School Plan community member 

• Site Improvement Plan community member 


Grade / Instructional Focus: Pre-Kindergarten Reading / Language Arts 

Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender 

Goal: All Pre-K students will demonstrate reading/language arts proficiency at grade level or 

above grade level on the Pre-Kindergarten Assessment Tool. 

Achievement Objective / Benchmark (median scores or assessment nomenclature): 

Standard Objective PASS Current % 

or 

assessment 

nomenclature 

Reading & 

Literature/Phonological 

Awareness 

Reading & 

Literature/Phonemic 

Awareness 

Begins to hear, 

identify, and 

make oral rhymes 

Begins to 

discriminate, 

identify, … 

2.1 (PAT) 

Adequate 

3.1 (PAT) 

Adequate 

@ least half 

will score 

__ as % 

or 

assessment 

nomenclature 

Proficient 

Proficient 

Years as 

Issue 

06-07, 

07-08, 

08-09 

N/A 

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 Pre-K teacher will provide repeated exposure to nursery rhymes, rhymes, poems and 

songs to engage students by active participation in large group lessons. 

3.1 

The Pre-K teacher will use direct instruction following thematic units to instruct children in 

small and large group settings. Pre-K teachers will engage students as they participate in 

phoneme manipulation tasks. 

Instructional Technology Integrated Strategies 

2.1 & 3.1 

Students will use headsets with Hooked on Phonics, Earobics, and Scott Foresman audios to 

increase knowledge of sounds. 

Procedural specificity will be detailed in individual teacher lesson plans. 


Grade / Instructional Focus: Pre-Kindergarten Mathematics 


Goal: All Pre-K students will demonstrate mathematics proficiency at grade level or above 

grade level on the Pre-Kindergarten Assessment Tool. 



or 

assessment 

nomenclature 

Algebraic 

Reasoning & 

Relationships 

Patterns 1.1 (PAT) 

Adequate 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Proficient 

Years as 

Issue 

06-07, 

07-08, 

08-09 

Number Sense Number Sense 2.2 (PAT) 

Adequate 


Proficient 

06-07, 

07-08, 

08-09 









1.1 

The Pre-K teacher will use direct instruction to teach students to sort and classify objects by 

color, size, and shape and create patterns using these attributes. 

2.2 

The Pre-K teacher will use logical/mathematical Intelligence to use one to one 

correspondence in counting objects and matching groups. Students will count the number of 

days they have attended school and examine the results from the class poll on a question 

and /or graphing the answers with physical objects. 


1.1 & 2.2 

The Pre-K teacher will use the Promethean Interactive White Board to lead the students in 

interactive lessons to reinforce skills in sorting, matching, and counting objects. 

www.prometheanplanet.com 




Kindergarten Reading / Language Arts and Mathematics 

Assessments: 


• Teacher observations of completion of assignments, group participation, and center 

activities 

• Group discussions 

• Oral assessments 

Periodically: 

• DIBELS Monitoring Assessments (monthly) 


• Scott Foresman assessments 

• Earobics materials 

• Compass Learning progress 

Annually: 

• DIBELS Benchmark Assessments (beginning, mid, and end of year) 

• Early Childhood Assessment Test (ECAT) Pre/Post Tests 




• DIBELS Palm Pilot Training 

• Compass Learning Training 

• Literacy Centers Training 

• Early Childhood Assessment Test (ECAT) Training 



• Team meetings with the library media specialist to discuss and prepare lesson plans 











• Weekly behavior report 







• Classroom volunteers to assist in classroom learning/small groups 

• Parents as readers 






• PTA 





• PTA 








Grade / Instructional Focus: Kindergarten Reading / Language Arts 


Goal: All Kdg. students will demonstrate reading/language arts proficiency at grade level or 

above grade level on the Kindergarten Assessment Tool.. 



or 

assessment 

nomenclature 

Reading & 

Literature/Phonological/ 

Phonemic Awareness 

Begin to blend 

phonemes to 

form a word 

2.6 (KAT) 

Adequate 

@ least half 

will score 

__ as % 

or 

assessment 

nomenclature 

Proficient 

Years as 

Issue 

N/A 

Reading & 

Decoding/Phonics 

Decoding 

Identify the 

alphabet by 

sound 

3.2 (KAT) 

Adequate 

Proficient 

06-07, 

07-08, 

08-09 










2.6 

The kindergarten teachers will use Elkonan boxes and bingo chips to motion word 

phonemes. The children will push one chip into each box that has a phoneme and then use 

all the phonemes to make the word. 

3.2 

The kindergarten teachers will use Marzano’s strategy of non-linguistic representation using 

familiar items and pictures of items to link sounds to words and incorporate past experiences 

and prior knowledge linking sounds to alphabet letters. 


2.6 & 3.2 

The Earobics program and Dr. Jean songs will be used by kindergarten teachers to increase 

knowledge of sounds. 



Grade / Instructional Focus: Kindergarten Mathematics 


Goal: All Kdg. students will demonstrate mathematics proficiency at grade level or above 

grade level on the Kindergarten Assessment Tool.. 



or 

assessment 

nomenclature 

Number Sense 

Combine and remove 

objects from sets and 

verbally describe the 

result 

2.8 (KAT) 

Adequate 

Measurement Time 4.2a (KAT) 

Adequate 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Proficient 

Proficient 

Years as 

Issue 

N/A 

N/A 










2.8 

The kindergarten teachers will model how to make sets larger or smaller (adding/subtracting) 

using the overhead projector and using Marzano’s strategy of Cooperative Learning using a 

large hoola hoop to add children into the “set” or subtract the children from the set. Students 

will do the same using a mat and bear counters and a worksheet gluing beans to add to the 

set. To subtract, students will use a mat and bear counters and oat cereal on a folded napkin 

to take away from one side of the napkin the amount of the cereal pieces called by the 

teacher during the large group. 

4.2 

The kindergarten teacher will give each student a clock. The teacher will model how to use 

the clock to tell time. The teacher and students will locate all of the numbers on the face of 

the clock. The teacher will then show the children the hands of the clock and explain the use 

of each. The teacher will model how to read time off the clock. The teacher will tell a time 

(whole hour) and the students will make their personal clocks to match the teacher clock. The 

teacher will give each pair of children a written time and have them show the correct time on 

their clock. Several of the small clocks will be in the math center with time cards to reinforce. 



2.8 

Students will use the computer during center time to access addition activities at the website 

http://www.softschools.com/math/games/fishing_add.jsp and subtraction activities at the 

website http://www.softschools.com/math/games/fishing_sub.jsp 

4.2 

Students will use the computer during the center time to access time games and activities. 

http://www.apples4teacher.com/clocks.html. 




1st Grade Reading / Language Arts and Mathematics 

Assessments: 


• Weekly Assessments 

• Teacher observations of assignment completion and group participation 

• Scott Foresman end of story assessments 

• Teacher made tests 

Periodically: 



• Scott Foresman Unit Assessments 

Annually: 


• Benchmark Pre/Post Test 

• Brigance Skills Inventory 



• Math PASS Training 



• OERB Little Bits Workshop 

• Promethean Interactive Whiteboard Training 


• Teacher Learning Communities Training 




• Participate in National Board process 







• Homework 4 times per week 












• Open classroom for parent visits 





• PTA 





• PTA 








Grade / Instructional Focus: 1st Grade Reading / Language Arts 


Goal: All first grade students will demonstrate reading/language arts proficiency at grade 

level or above grade level on Scott Foresman Unit Assessments. 



or 

assessment 

nomenclature 

Phonological/Phonemic 

Awareness 

Fluency 


Isolate phonemes 

within words by 

identifying the 

beginning, middle 

and end sounds 

Read 

independent-level 

text 

2.5 (SF) 

Below 

Level 

5.1 (SF) 

Below 

Level 

@ least half 

will score 

__ as % 

or 

assessment 

nomenclature 

On Level 

On Level 

Years as 

Issue 









2.5 

First grade teachers will use rhyming words and manipulatives to break words in to 

beginning, middle, and end sounds. 

5.1 

First grade teachers will engage students in read alouds, individualized reading, and reading 

groups to increase reading fluency. 

N/A 

N/A 



2.5 

Teachers use the Promethean Interactive White Board to provide instruction in word building 

and word families. Computers are used to reinforce beginning, middle and ending sounds. 


5.1 

First grade teachers will be monitoring student progress for achievement every four weeks to 

using the DIBELS Palm Pilot and www.mclassdirect.com data website. 



Grade / Instructional Focus: 1st Grade Mathematics 


Goal: All first grade students will demonstrate mathematics proficiency at grade level or 

above grade level on Compass Learning Assessments. 



or 

assessment 

nomenclature 

Number Sense 

& Operation 

Number Operations 2.2a (CL) 

Not 

mastered 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Mastered 

Years as 

Issue 

06-07, 

07-08 

Measurement Linear Measurement 4.1 (CL) 

Not 

mastered 


Mastered 

N/A 









2.2a 

First grade teachers will provide direct instruction and hands on experiences in the areas of 

addition and subtraction skills. First grade students will improve their addition and subtraction 

skills through Growing with Math lessons, daily work, and math centers. Students will be able 

to use math manipulatives as needed in order to understand these concepts. 

4.1 

First grade teachers will use 1 inch tiles to measure objects around the room and school. 

Students will repeat these measurements using rulers. Measurements will be reviewed and 

discussed. Students will then participate in a “Length Safari”, finding items which match given 

measurements. The data will be discussed and graphed upon completion of the activity. 



2.2a 

First grade teachers will assign Compass Learning activities to reinforce skills for addition 

and subtraction. www.compasslearning.com 

4.1 

First grade teachers will utilize the Promethean Interactive White Board to engage students in 

interactive lessons involving linear measurements. www.prometheanplanet.com 




2nd Grade Reading / Language Arts and Mathematics 

Assessments: 


• Scott Foresman end of story assessment 

• Teacher observations of completion of assignments and group participation 


Periodically: 

• Compass Learning Progress 


Annually: 



• Scott Foresman Pre/Post Test 



• Kagan Cooperative Learning 


























• Classroom volunteers to assist with student learning and/or organization 






• PTA 





• PTA 








Grade / Instructional Focus: 2nd Grade Reading / Language Arts 


Goal: All second grade students will demonstrate reading/language arts proficiency at grade 

level or above grade level on Benchmark Assessments. 



or 

assessment 

nomenclature 

Reading/Literature/ 

Phonics/Decoding 

Phonetic Analysis 2.1 (BA) 

Emerging 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Developing 

Years as 

Issue 

N/A 

Reading/Literature/ 

Fluency 

Read independent 

level text 

4.1 (BA) 

Emerging 

Developing 

N/A 










2.1 

Students are actively involved in small groups and peer groups to practice decoding skills 

with phonics readers and making word activities. 

4.1 

Second grade teachers will provide tools to guide and direct all students to identify words 

rapidly so that attention is directed toward the meaning of the text. Teachers will use literacy 

groups to improve students’ reading fluency in the independent level text. 


2.1 & 4.1 

Second grade teachers will model and use www.starfall.com and www.PBSKids.org to help 

reinforce students’ decoding skills and understanding in the area of fluency. Students will also 

be allowed to use books on tape in the listening center. 



Grade / Instructional Focus: 2nd Grade Mathematics 


Goal: All second grade students will demonstrate mathematics proficiency at grade level or 

above grade level on Benchmark Assessments. 



or 

assessment 

nomenclature 

Number Sense 

& Operations 

Reading and Writing 

Numbers 

2.1c (BA) 

Emerging 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Developing 

Years as 

Issue 

N/A 

Measurement Linear Measurement 4.1a (BA) 

Emerging 

Developing 

N/A 










2.1c 

Using Marzano’s strategy of Nonlinguistic Representation, second grade teachers will provide 

introduction to greater than and less than through whole class practice using kinesthetic 

strategies. The students will use their bodies to represent the greater than and less than 

symbol. The teacher will demonstrate the greater than and lesser than symbol on the board 

and discuss with the students the difference between the two symbols. First the teacher will 

write two numbers on the board, focusing on single digit numbers, and have the students 

determine which number is the greater number. Students may use the terms Pac-Man eats 

the greater number or the crocodile eats the greater number. After completing a couple of 

problems on the board, the teacher will call students to come up to the front of the room and 

form two groups, one of two students and one of four students. To visually represent the 

greater than and lesser than symbol, a student will come up and demonstrate the symbol by 

open up their arms and pretending to eat the larger group. To increase the student’s fluency 

and development of this skill, continue to practice until all the students have a turn to 

physically demonstrate the symbol. As students practice and become proficient in single digit 

numbers, the teacher can graduate to two digit numbers. To further reinforce the concept 

students may take a crocodile puppet with the mouth being the greater than or less than 

symbol and use these to help them with guided practice and independent work. 


4.1a 

Second grade teachers will introduce the use of a ruler by modeling how to measure correctly 

using lines on the board and/or objects the teacher can hold in front of the class. Several 

students can also model measuring correctly with a ruler. The students can then measure 

their pencils at their seat so the teacher can check to see if each student can do this 

correctly. Practice can then be done at measuring stations set up around the room with 

objects to measure, 3-5 items at each station. The students will be given a chart with the 

items at each station listed. They will then visit each station (3-5 students at a station) and 

record the measurements on their chart. When everyone’s chart is complete, results will be 

shared and any discrepancies in measurements will be addressed by the student measuring 

the item with the class watching. 


2.1c 

Students will reinforce their skills to determine between two numbers by utilizing the 

interactive website “Least to the Greatest”. Students must select Least to Greatest to begin 

the game. http://www.internet4classrooms.com/skills_2nd.htm 

4.1a 

Students will reinforce their skills with measurement lessons on Compass Learning. 

www.compasslearning.com 




3rd Grade Reading / Language Arts and Mathematics 

Assessments: 


• Teacher observations of assignment completion and group participation 

• Scott Foresman end of story assessments 


Periodically: 


• Benchmark Unit Assessments 

• DIBELS Benchmark Assessments (monthly) 


Annually: 


• OCCT in the Spring 

• Benchmark Pre/Post Tests 




• Earobics Training 

• Benchmark Unit Planning Sessions 

• Promethean Interactive White Board Training 
























Fall and spring Parent Conferences and as needed 



• PAL packets 




• PTA 





• PTA 








Grade / Instructional Focus: 3rd Grade Reading / Language Arts 


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 

Vocabulary 

12/24% 

Comprehension/Critical 

Literacy 

24/48% 

Synonyms, 

Antonyms, & 

Homonyms 

3 test items 

Summary & 

Generalization 

5 test items 

@ least half 

will score 

__ as % 

or 

assessment 

nomenclature 

2.3 67% 83% N/A 

Years 

as Issue 

4.3 40% 60% 07-08 










2.3 

Third grade teachers will use interactive lessons to engage students in the usage of 

synonyms, antonyms, and homonyms. Students will use word cards and play matching 

games to match word cards with their matching synonym, antonym, or homonym. 

4.3 

Third grade teachers will utilize QAR (Question, Answer, and Relationship) Comprehension 

Strategy when teaching reading. Students will also be regularly asked to retell the story to a 

partner or to the larger group either verbally or as an illustration using sequencing words. 

Teachers will ask which summary is the best when students are given four choices. 



2.3 

The overhead can be used to build knowledge of word meanings expressed in a variety of 

context as well as synonyms, antonyms and homonyms. In addition websites like 

http://www.kidport.com/Grade3/LanguageArts/LanguageArts.htm can be used on the 

Promethean Board or with the Aver Key and computer. 

4.3 

Third grade teachers will use the Promethean Interactive White Boards to engage students in 

interactive lessons to reinforce comprehension, summarization, and generalization skills. 




Grade / Instructional Focus: 3rd Grade Reading / Language Arts 


Goal: All third grade students will demonstrate reading/language arts proficiency at grade 




or 

assessment 

nomenclature 

Literature 

8/16% 

Literary Elements 

4 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

5.2 50% 75% 06-07, 

08-09 

Research & 

Information 

6/12% 

Accessing information 

6 test items 

6.1 50% 67% 06-07, 

07-08, 

08-09 










5.2 

Teachers will provide visual charts to show literal understanding. Teachers will have class 

discussions of the literary elements along with assessments at the end of each lesson. 

Teachers will provide silent sustained reading time during each school day. 

6.1 

Third grade teachers will compose Key Points and Inquiries utilizing Bloom’s Taxonomy and 

Multiple Intelligences in order to allow for student achievement in Accessing Information. 

Third grade teachers will collaborate with the Library media Specialist and the Technology 

instructor to assure student success. Third grade teachers will use a variety of print 

resources in order to ensure student achievement including dictionaries, thesauruses, 

atlases, encyclopedias and almanacs. 



5.2 

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. 

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 Study Island is available. 



Grade / Instructional Focus: 3rd Grade Mathematics 


Goal: All third grade students will demonstrate mathematics proficiency at grade level or 

above grade level on the Oklahoma Core Curriculum Test. 



or 

assessment 

nomenclature 

Patterns & 

Algebraic 

Reasoning 

8/18% 

Problem Solving 

4 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

1.2 63% 88% 07-08, 

08-09 

Number Sense 

7/16% 

Whole Numbers & 

Fractions 

4 test items 

2.2 50% 75% 06-07, 

07-08 










1.2 

Third grade teachers will use graphic organizers and t-charts to teach problem solving 

strategies. Third grade teachers will expose their students to “Daily Math Problems” as well 

as integrated reading. 

2.2 

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. 



1.2 

Teachers will use various computer games to reinforce learning objectives. Teachers will use 

the Aver Key and computer to model how to use www.aaamath.com to identify how to 

describe, extend, and predict algebraic patterns. 

2.2 

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. 









or 

assessment 

nomenclature 

Number 

Operations & 

Computation 

12/27% 

Estimation 

4 test items 

@ least half 

will score __ 

Years as 

Issue 

as % 

or assessment 

nomenclature 

3.1 50% 75% N/A 

Geometry & 

Measurement 

12/27% 

Measurement 

4 test items 

4.2 50% 75% 06-07, 

07-08, 

08-09 










3.1 

Third grade teachers will provide base 10 blocks for students to use when finding the 

estimate of three and four digit numbers within application problems. This will provide a 

concrete visual means to understanding how estimation is useful when solving application 

problems. Students will work in cooperative learning groups, with a peer, or in small group to 

further develop the skill of estimation with three and four digit numbers in application 

problems. 

4.2 

The third grade teachers will utilize Marzano’s classification table listing customary units of 

measurement at the top (inch, foot, yard, and mile). Have the students work in groups to 

identify and list several distances which they think would fall under each category. Allow the 

students to go and measure each distance and record the measurements. The students 

would then be able to use information from the chart to create and solve addition and 

subtraction problems. 



3.1 

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. 

4.2 

To integrate instructional technology, third grade students will practice weighing animals in 

grams by moving the appropriate weights until the scale is balanced with the animal. 

http://www.bbc.co.uk/education/mathsfile/shockwave/games/animal.html . Teachers can also 

do this as an interactive lesson using the Promethean Interactive White Board. 









or 

assessment 

nomenclature 

Data Analysis 

& Probability 

6/13% 

Probability 

3 test items 

@ least half 

will score __ 

Years as 

Issue 

as % 

or assessment 

nomenclature 

5.2 50% 67% N/A 










5.2 

The third grade teachers will utilize Marzano’s graphic organizers (bar graphs, pictographs) to 

help the student organize student data. The students will collect various kinds of data (i.e. 

favorite pets, ice cream flavors, book genres). The students will analyze data, create a 

bar/picture graph and display it for other students to see. The students will also be able to 

read and interpret other bar and pictographs. 


5.2 

Third grade teachers will engage students in interactive lessons using the dice in the 

Promethean software with the Promethean Interactive White Board to reinforce the concept 

of probability. www.prometheanplanet.com 




4th Grade Reading / Language Arts and Mathematics 

Assessments: 


• Weekly tests and assignments using a grading rubric 

• Teacher observations of daily completion of assignments and group participation 

• Scott Foresman end of story tests (open book with group discussion and individual) 

• Group assessments/discussions 

• Accelerated Math 

• SRA Reading/Math Cards 

Periodically: 


• Benchmark Assessments 




• The Big 6 

Annually: 


• OCCT in the spring 




• Literacy First Phase II training 

• Harwelden Institute 
















• Parent/Teacher Communicator and Homework folders daily 













• Weekly homework assignments to reinforce classroom objectives 

• PAL Packets 

• Reading logs/incentives 

• Compass Learning home access 


• PTA 





• PTA 








Grade / Instructional Focus: 4th Grade Reading / Language Arts 


Goal: All fourth grade students will demonstrate reading/language arts proficiency at grade 




or 

assessment 

nomenclature 

Vocabulary 

12/24% 

Synonyms, 

Antonyms, & 

Homonyms 

4 test items 

@ least half 

will score 

__ as % 

or 

assessment 

nomenclature 

Years as 

Issue 

1.3 50% 75% 07-08, 

08-09 


Literacy 

23/46% 

Analysis & 

Evaluation 

6 test items 

3.4 50% 67% N/A 










1.3 

Fourth grade teachers will use visual tools as well as kinesthetic games to build an 

understanding of synonyms, antonyms, and homonyms. 

3.4 

Fourth grade teachers will use Marzano’s Comprehension Development Strategy as well as 

the Cues, Questions, and Advanced Organizers Strategy to compare and contrast two literary 

selections. Step 1, have the students read the Scott Foresman selections, “Blame It on the 

Wolf” by Douglas Love and the information article “What is the Supreme Court?” by Barbara 

Aria. Step 2, discuss the two views of the court. Step 3, divide the students into learning 

groups, and give each group two long, different-colored pieces of yarn. Step 4, ask each 

group to form two overlapping circles on a flat surface. (The yarn circles should resemble a 

Venn diagram and must be big enough to place several literary terms within each.) Step 5, 


instruct the students to have one colored circle represent “Blame It on the Wolf” and the other 

color to represent “What is the Supreme Court?” with the center overlap being what both 

selections have in common. Step 6, give each group a set of literary terms and ask the 

groups to cooperatively place the terms within the spaces. Step 7, after discussing the 

placement of the terms as a whole class, ask each student to use the comparison and 

contrast Venn diagram to recall and record their findings. 


1.3 

Students will use a digital camera to take photos of a variety of items that represent 

synonyms, antonyms, and homonyms. Students will then print their photos to make flash 

cards. Students will use these picture cards to play a matching game to match photo cards 

with their corresponding synonym, antonym, or homonym. 

3.4 

Fourth grade teachers will use the Promethean Interactive Board to engage students in 

interactive lessons using graphic organizers to analyze stories in the above intervention as 

well as others. www.prometheanplanet.com 





Goal: All fourth grade students will demonstrate reading/language arts proficiency at grade 




or 

assessment 

nomenclature 

Literature 

9/18% 


6 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

4.2 33% 50% 06-07, 

07-08, 

08-09 

Research & 

Information 

6/12% 

Accessing Information 

6 test items 

5.1 50% 67% 06-07, 

07-08, 

08-09 










4.2 

The 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. 

5.1 

Conduct research and organize information about a state. The students will need to locate, 

organize, and synthesize information from a variety of print, non-print and technological 

resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, 

thesaurus, and technology/Internet). They will be responsible for locating the state’s bird, 

population, flower, motto, flag, introduction to statehood, interesting places to visit, famous 

people, agricultural details, etc. After they have researched and organized their information, 

they will present to their class in a PowerPoint presentation. 



4.2 

Fourth grade teachers will prescribe online literary elements activities on Compass Learning 

as well as other sites such as: http://www.emints.org/ethemes/resources/S00001577.shtml 

http://www.sdcoe.k12.ca.us/score/cy45.html . Teachers will also engage students in lessons 

using the Promethean Interactive White Board 

5.1 

Teachers will use the Promethean Interactive Whiteboard to involve all learners and 

strengthen skills in the specific benchmark areas listed above. www.prometheanplanet.com 



Grade / Instructional Focus: 4th Grade Mathematics 


Goal: All fourth grade students will demonstrate mathematics proficiency at grade level or 




or 

assessment 

nomenclature 

Patterns & 

Algebraic 

Reasoning 

8/18% 

Functions 

4 test items 

@ least half 

will score __ 

Years as 

Issue 

as % 

or assessment 

nomenclature 

1.2 50% 75% 07-08 

Number Sense 

10/22% 

Place Value 

4 test items 

2.1 75% 100% 06-07, 

07-08, 

08-09 










1.2 

Students will use a variety of problem-solving approaches to analyze, extend and create 

patterns. Students will use function machines and “t-tables” to demonstrate “What is the 

rule?” Students will solve simple open sentences involving operation on whole numbers (with 

a variable, a +17=23) 

2.1 

Fourth grade teachers will provide instruction and direction in place value. They will provide 

understanding on importance of place value up to six digits. The teacher will provide 

association methods where students will be able to use prior knowledge and personal 

experience to identify and understand place value. Students will use methods such as 

writing numbers in expanded form. Allow the student to use manipulative objects to teach the 

students place value and to provide a visual image. Using vertical lines on graphing paper, 

students will be able to visualize columns and put a single digit in each column. 



1.2 

Teachers will engage students in interactive lessons using Compass Learning, Accelerated 

Math and online computer games such as Timez Attack to reinforce function skills. 

2.1 

Students can be given the opportunity to visit http://www.mrnussbaum.com/dec0210.html 

to interactively practice ordering numbers written to the hundredths place. Students will be 

asked to record the numbers they were given and the order in which they put them, and then 

turn in their paper for assessment by the teacher. 









or 

assessment 

nomenclature 

Number 

Operations & 

Computation 

11/24% 

Estimation 

5 test items 

@ least half 

will score __ 

Years as 

Issue 

as % 

or assessment 

nomenclature 

3.3 40% 60% N/A 

Geomerty & 

Measurement 

10/22% 

Measurement 

4 test items 

4.4 50% 75% 06-07, 

07-08, 

08-09 










3.3 

Apply a variety of estimation and mental math techniques to simplify computations 3.3 The 

fourth grade teacher will use the Kagan strategy Rally Robin to practice estimating skills. The 

teacher will give the students a rounded number (i.e. 90). The students then popcorn 

numbers aloud that would round to 90. That can be repeated with any rounded number. The 

teacher will use the mental math game “I have, who has”. Each child will be given a card with 

a rounded number on the front and a 2 or three digit number on the back. The teacher begins 

by calling out a number ex. 24. The students look on their card to see if they have the 

rounded number 20. If they do they say “I have 20.” They then flip over their card and say, 

“Who has the number that 67 rounds to?”. The game continues until each child has gone. 

4.4 

Using Marzano’s strategies of reinforcing effort through real life situations of solving problems 

involving money, time and temperature. Students will be able to use real life situations for the 


student to practice money problems such as paying for lunch, paying for book fair items. 

Students will use large clock faces to tell time and indicate what time the clock reads. 

Students will be aware of the daily time and temperature and will be able to plot on a graph 

increases or decreases in daily temperature. Students will be able to read a thermometer to 

record and plot daily temperatures. 


3.3 

Fourth grade students can log online to http://www.ee.ryerson.ca:8080/~elf/abacus/ to use 

helpful hints on using estimation with addition, subtraction, and multiplication. 

4.4 

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. 









or 

assessment 

nomenclature 

Data Analysis 

& Probablity 

6/13% 

Data Analysis 

6 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

5.1 67% 83% 06-07, 

07-08, 

08-09 










5.1 

Fourth grade teachers will provide step-by-step exercises to teach students to work with 

number scales and to draw bar graphs, line graphs, and circle graphs. These activities will 

involve concrete action, pictorial action, and cooperative groups. 


5.1 

Fourth grade teachers will engage students in interactive lessons using the Promethean 

Interactive Whiteboard to reinforce data analysis. www.prometheanplanet.com 




5th Grade Reading / Language Arts and Mathematics 

Assessments: 


• Teacher made tests 


• Teacher observations of participation and completion of assignments 

• Spelling and basal story assessments 

• Group Benchmark Review 

Periodically: 

• Benchmark Assessments 

• Big Six Model 

• Vocabulary Assessments 

• Teacher-made PASS Assessments 

• Reading Assessments 

Annually: 


• OCCT in the Spring 

• State Writing Test 




• Teacher Learning Communities Training 


























• Co-teaching a seasonal lesson 

• Parents as readers 


• Weekly homework assignments to reinforce classroom objectives 

• PAL Packets 

• Reading logs/incentives 

• Compass Learning home access 


• PTA 





• PTA 










Goal: All fifth grade students will demonstrate reading/language arts proficiency at grade 




or 

assessment 

nomenclature 

Vocabulary 

12/24% 


Literacy 

20/40% 

Affixes, Roots, & 

Stems 

4 test items 

Inferences & 

Interpretations 

6 test items 

@ least half 

will score 

__ as % 

or 

assessment 

nomenclature 

1.2 50% 75% N/A 

Years as 

Issue 

3.2 50% 67% 06-07 










1.2 

Fifth grade teachers will provide direct instruction through repeated word knowledge 

activities, and then allow for cooperative and independent practice (i.e., making words, word 

sorts, word hunts). Use of systemic phonics will enable students to identify suffixes, roots and 

stems in words. 

3.2 

Fifth grade teachers will utilize QAR (Question Answer Relationship) comprehension strategy 

when teaching reading to help students apply prior knowledge and experiences to make 

inferences and respond to new information presented in various texts. Teachers will use 

“Where Am I in the Puzzle” to make connections to events, characters, settings, and plots 

from texts. 



1.2 

Fifth grade teachers will use the Compass learning program to provide practice for using and 

reading words in context. Teachers will monitor progress and adjust programs to fit student 

needs. 

3.2 

Fifth grade students will use the interactive Read, Write, and Think site to complete a graphic. 

After opening the site, the students will follow the prompts and complete the graphic. 

http://www.readwritethink.org/materials/lit-elements/index.html 





Goal: All fifth grade students will demonstrate reading/language arts proficiency at grade 




or 

assessment 

nomenclature 

Literature 

12/24% 


4 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

4.2 50% 75% 06-07, 

07-08 

Research & 

Information 

6/12% 

Accessing Information 

4 test items 

5.1 63% 75% 06-07, 

07-08, 

08-09 










4.2 

Fifth grade teachers will read a familiar fairy tale / textbook selection and facilitate a 

classroom creation of a story map (i.e., characters, setting, problem resolution, theme, and 

plot). Students will then work in small, collaborative groups to produce a story map which 

demonstrates mastery of literary elements. 

5.1 

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. 


4.2 

Students will use the computer and Compass Learning lessons to increase their 

understanding of literary elements in literature. 

5.1 

Students will research a state in which they would like to vacation, using online reference 

materials, state websites, and library books, to obtain information. They will then design a 

travel brochure for their state using Microsoft Word or Publisher or convert their information 

into a PowerPoint presentation. 





Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or 




or 

assessment 

nomenclature 

Patterns & 

Algebraic 

Reasoning 

8/18% 

Algebra Patterns 

4 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

1.1 75% 100% 06-07, 

07-08, 

08-09 

Number Sense 

8/18% 

Number Theory 

4 test items 

2.2 50% 75% 06-07, 

07-08, 

08-09 










1.1 

Fifth grade teachers will teach students to use a variety of methods to describe patterns and 

solve problems. The teacher will use visual patterns and musical patterns to enable students 

to identify patterns and generalize rules about a simple design. Students will create their own 

function machines to play the game “Guess my Rule?” Number cubes, tiles, and beans will 

be used to produce patterns found in tables and graphs. 

2.2 

Fifth grade teachers will provide manipulatives (like tile squares, linking cubes, and beans) for 

children to simulate the commutative, associative, identity, and distributive properties. They 

will use concrete objects to build an understanding for an abstract thought process. Children 

will use their knowledge base to then apply properties in math problems. 



1.1 

Fifth grade teachers will use Compass Learning to reinforce students’ knowledge of patterns 

and algebraic problems. 

2.2 

Teachers will engage students in interactive number theory lessons using the Promethean 

Interactive White Board. www.prometheanplanet.com 









or 

assessment 

nomenclature 

Number 

Operations & 

Computation 

8/18% 

Estimation 

4 test items 

@ least half 

will score __ 

Years as 

Issue 

as % 

or assessment 

nomenclature 

3.1 25% 50% 06-07 

Geometry & 

Measurement 

12/27% 

Convert 

Measurements 

4 test items 

4.5 50% 75% 07-08, 

08-09 










3.1 

Fifth grade teachers will have students solve daily estimation activities involving decimals. 

Students will use advertisements from various grocery stores along with different shopping 

list scenarios. They will estimate the closest amount of change they will receive in return for 

their payments. Students will record their answers in their estimation journals. 

4.5 

Fifth grade teachers will use Marzano’s Cues, Questions, and Advanced Organizers Strategy 

to assist students in converting from one unit of metric measure to another within the metric 

system. Discuss that an easy way to remember the sequence of metric units from largest to 

smallest is using this mnemonic device: 

King Henry Died Unexpectedly Drinking Chocolate Milk. (kilo, hecto, deca, base unit, deci, 

centi, milli) 



3.1 

For technology reinforcement, students will practice their math skills at these sites: 

www.coolmath-games.com/numbermonster/index.html; 

www.funbrain.com/tictactoe/index.html 

4.5 

To integrate instructional technology, fifth grade students will practice converting metric 

measurement using the interactive game of “Memory” to reinforce the use of the skill. 

http://www.harcourtschool.com/activity/con_math/g05c14.dcr 









or 

assessment 

nomenclature 

Data Analysis 

& Probability 

9/20% 

Probability 

4 test items 

@ least half 

will score __ 

as % 

or assessment 

nomenclature 

Years as 

Issue 

5.2 50% 75% 07-08, 

08-09 










5.2 

Fifth grade teachers will use Marzano’s Strategy of Cooperative Learning to explore the 

concept of probability. Step 1 -- The teacher will divide the students into groups of four, and 

then give each group two paper sacks (labeled “A” and “B”) containing varying amounts of 

two colored tiles. Step 2 -- Tell all of the students that they are not to look into their bags. 

Step 3 –Give each group a piece of paper describing what their bags contain. For example: 

one group might be given two bags and this information: One bag has 2 green tiles and 18 

red tiles. The other bag has 12 green tiles and 8 red tiles. (See following page) Step 4 -- 

Have the students calculate the mathematical probability for each color and each bag’s 

description. Remind the students that they need to write the probability as a fraction and a 

decimal. Step 5 -- Tell the students, “You are going to conduct a probability experiment. 

Probability helps with making predictions. Meteorologist use probability to find patterns and 

make predictions about the weather. Today, you will use probability to make a prediction 

about the contents of your paper sack without looking into them.” Step 6 - Instruct the groups 

that they will need to choose two students to be recorders (one for sack “A” and one for “B”) 

and two students to draw out the tiles. The student that draws out the tile will show the 

recorder and then put the tile back into the bag. He/she will repeat that process 30 times. 

The recorder will tally the results of the draws on a T-chart. After the students have 

completed the 30 draws and recorded the results on the T-chart for both sacks “A” and “B”, 

they will determine the probability of each color on both T-charts. Step 7 -- The students 


should be able to accurately determine the contents of their bags based on their probability 

statistics. Using the paper which described the bag contents, the students will identify which 

description belongs with each bag and label it “Bag A” or “Bag B”. They will also write the 

experimental probability underneath the mathematical probability. 


5.2 

To integrate technology, use the probability spinner on the Promethean Interactive 

Whiteboard. From the number of equally divided sections, the students can determine the 

mathematical probability. Then, using the digital spinner, the students can find the 

experimental probability of a specific colored section. www.prometheanplanet.com 




Attendance and Climate / Behavior 

Assessments: 


• School wide and individual class attendance reports 

• Teacher/Staff observations 

• PBS meetings to review attendance and behavior data 

Periodically: 

• Quarterly attendance reports 

• Individual student attendance and behavior reports as needed 

• Behavior concerns and attendance will be noted on progress reports and report cards 

Annually: 

• Cumulative attendance and behavior reports 


• PBS summer institute 

• PowerSchool Training 

• Educators Handbook Training 

• PBS meetings to discuss attendance and behavior concerns and interventions 

• Staff meetings to share Classroom management strategies 








• Educators Handbook referral system parent letters 



• Monthly Newsletter 





• PTA 





• PTA 








Grade / Focus: Attendance 


Goal: Walt Whitman students will maintain a cumulative attendance rate of at least 95%. 

Objective / Benchmark: 

Achievement Objective: Student attendance growth will increase steadily each quarter; 

tardies will decrease steadily each quarter. 

Benchmark: Minimally, the student attendance rate at Whitman will be 95% as documented 

by the cumulative student attendance report. 


• Perfect Attendance Awards will be given during quarterly awards assemblies 

• Weekly Hornets Bucks to be spent in the Hornet Rewards Store will be awarded to 

students who have been in attendance and on time for the whole week. 

• Free ”Breakfast in a Bag” is served in the classroom to each student until 8:10 am. 

• Attendance will be recorded on quarterly report cards. 

• Ongoing PBS attendance incentives 


• SchoolConnects will notify parents via phone message of their student’s absence each 

day. 

• Attendance will be monitored using data reports generated by PowerSchool. 

• Administrative designee will create a table & graph each quarter of the targeted 

referral areas to be shared with the staff. 



Grade / Focus: Climate and Behavior 


Goal: All students will positively contribute to a safe and nurturing school environment. 

Objective / Benchmark: 

Achievement Objective: Whitman students will use interpersonal/social skills to 

resolve/avoid conflict. Positive Behavior Support team will offer guidance to teachers and 

students in developing and promoting routines, common language and acceptable behaviors. 

We will also incorporate Life Skills and 7 Community Guidelines throughout the school. 

Benchmark: Quarterly monitoring will occur, and referrals will be reviewed, It is our 

expectation that we will see a 10% decrease in referrals from last year, especially in regards 

to disruptive behavior, disrespect, abusive language and fighting. 


• Teachers will model desired behaviors of mutual respect in their interactions with 

colleagues, parents, and students. 

• Teachers will teach procedures to students during the first several days of school and 

will review and reference these expectations throughout the year. 

• PBS awards assemblies will be held every other Monday to reward students with 

grade level drawings consisting of those students earning behavior “WORKS” cards 

throughout the two weeks. 

• Ongoing PBS behavior incentives 

• Class Student of the Month awards awarded at quarterly honor roll assemblies 

• Counselor’s Breakfast Club 

• DaySpring site based services 

• Child Study Team meetings as needed 

• Operation Aware program 


• SchoolConnects automated phone system 

• Eduators Handbook Online Referral System 


• Administrative designee will create a table & graph each quarter of the targeted 

referral areas to be shared with the staff. 




WHITMAN 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 54.0 3.1 172.1 

2.5 

MATH SchoolLevel VA 

Overall 54.0 2.8 163.5 

2.9 

2






these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 


READING 

GradeLevel VA 

Grade 4 29.0 3.1 93.5 

2.6 

Grade 5 25.0 3.0 78.6 

2.3 

MATH 

GradeLevel VA 

Grade 4 29.0 3.4 87.4 

3.6 

Grade 5 25.0 2.1 76.1 

2.1 

SCIENCE 

GradeLevel VA 

Grade 5 25.0 2.6 78.6 

2.6 

3






these tables. 

NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 



GradeLevel VA 

Grade 5 20.0 1.7 70.6 

2.2 

WRITING 

GradeLevel VA 

Grade 5 20.0 3.1 66.6 

3.3 

4


READING WHITMAN ELEMENTARY 









NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

READING By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.5 

Limited 

Knowledge 

12.0 3.1 37.5 

2.5 


2.5 

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 


2.7 


2.6 

5


MATH WHITMAN ELEMENTARY 









NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 

MATH By Prior Student Achievement Level 

NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.9 

Limited 

Knowledge 


2.9 


3.0 

MATH By ELL Status 



MATH By SPED Status 


2.8 


2.9 

6











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.6 

Limited 

Knowledge 


2.6 


2.6 






2.6 


2.7 

7











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.3 

Limited 

Knowledge 


2.3 


2.3 






2.8 


2.4 

8











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.6 

Limited 

Knowledge 


3.6 


3.8 






2.8 


3.7 

9











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 



Proficient ** Insufficient Data or NA 28.0 

2.1 

Limited 

Knowledge 


2.1 


2.1 






2.5 


2.0 

10

SCIENCE 











NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 



Proficient ** Insufficient Data or NA 28.0 

2.6 

Limited 

Knowledge 


2.6 


2.5 






3.0 


2.5 

11












NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




2.2 

Limited 

Knowledge 


2.2 


2.2 





SPED ** Insufficient Data or NA ** Insufficient Data or NA 

NonSPED ** Insufficient Data or NA ** Insufficient Data or NA 

12


WRITING WHITMAN ELEMENTARY 









NUMBER OF 

STUDENTS 

(WEIGHTED) 


VA ESTIMATE 


NUMBER OF 

STUDENTS 

(WEIGHTED) 

VA ESTIMATE 




3.3 

Limited 

Knowledge 


3.3 


3.3 





SPED ** Insufficient Data or NA ** Insufficient Data or NA 

NonSPED ** Insufficient Data or NA ** Insufficient Data or NA 

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

Whitman Elementary School 

Comprehensive Plan Report 

Key Indicators are shown in RED. 

School Leadership Team CI 

Academic Learning and Performance 

Essential Element 1 - Curriculum 

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) 

Status Tasks completed: 0 of 3 (0%) 

Rubric Score Initial: 2 

Assessment Level of Development: Initial: Limited Development 10/01/2010 

Index: 2 (Priority Score x Opportunity Score) 

Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest) 

Opportunity Score: 1 (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: Roshan Cayton 

How it will look when fully met: 

Target Date: 05/31/2012 

Tasks: 

Meeting agendas and sign in sheets reflect that teachers met 

periodically with grade levels within the school building for the 

purposes of vertical planning. This was not a regular practice 

and times for meeting were sporadic and limited. 

Walt Whitman grade level teams will meet with the leadership 

team and with other grade level teams within the building as 

well as teams from the middle school feeder schools 

throughout the school year in order to identify curriculm 

transition points and unnecesary eliminate unnecessary 

overlaps and close curricular gaps. 

1. Teachers and other staff members will collaborate bimonthly across grade levels for vertical 

articulation and planning through the sharing of data and goal setting. 

Assigned to: 

Lynn McKenney 

Target Completion Date: 03/20/2012 

Comments: 

Other staff members include Academic Coach, Fine Arts 

teachers, Librarian, and Counselor. 

2. Twice a year sixth grade teachers will meet with middle school teachers at feeder schools for 

vertical articulation and planning through the sharing of data and goal setting. 

Assigned to: 

Elaine Buxton 


Page: 1 of 47

Comments: 

On October the 21, 2011 the pre-k-sixth grade teachers met 

with their feeder pattern to learning instructional strategies the 

would support student growth. 

3. Create a schedule for bimonthly grade level vertical articulation meetings. 

Assigned to: 

Lynn McKenney 


Comments: 

Implement Percent Task Complete: Tasks completed: 0 of 3 (0%) 


Essential Element 2 - Classroom Evaluation and Assessment 

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) 

Status Objective Met 4/29/2011 11/3/2011 

Rubric Score Current: 3 Initial: 2 


Objective Met - 04/29/2011 11/03/2011 






conditions) 


development: 

Plan Assigned to: Lynn McKenney 



Tasks: 

Meeting agendas and sign in sheets as well as principal 

observations reflect that a large percentage of the teachers 

review student data, however not all teachers continue this on 

an ongoing basis. Only a small percentage of teachers 

collaborate with others consistently. The majority of the 

teachers have noted that finding time to reteach has been an 

issue. 

Walt Whitman teachers will analyze data from a variety of 

sources such as Scott Foresman Reading Street, Envision 

Math, Compass Learning, DIBELS, Benchmark Testing to 

identify gaps in learning, Systems 44 and Read 180, Edusoft 

Teacher-made assessments, modify units, and to re-teach 

objectives as appropriate. Reading and math interventionists 

will fill instructional gaps by re-teaching strategies as needed. 

1. Teachers will create and display data in every room based on assessments of district 

curriculum standards. 

Assigned to: 


Team Leaders - Geraldine Jones, Wendy Hanson, Rosh 

Page: 2 of 47

Comments: 

Task Completed: 04/08/2011 

Data is displayed in every room based on DIBELS and/or 

Benchmark assessments. School wide data has also been 

posted in the foyer area of the school and is updated after 

each assessment. 

2. Teachers will meet monthly in grade levels with the Academic Coach and/or Principal to 

collaboratively analyze data and plan for additional instruction for students not meeting academic 

goals. 

Assigned to: 

Shelly Cole 


Comments: 


(Data resources will include DIBELS, Compass Learning, 

Benchmark Materials, and Scott Foresman Reading Street and 

Envision Math. Differentiated instruction resources will include 

Promethean Interactive Whiteboard, Mr. Thompson Music and 

Math curriculum, library resources, fine arts resources, DIBELS 

intervention activities, Compass Learning, Reading Street/My 

Sidewalks, Envision Math, and Earobics.) 

Data is posted in the data room for all grades. Third - Fifth 

grade teachers met with the Principal and Academic Coach to 

review data from benchmarks Unit 1 & 2 (we had created 

our own assessment and administered prior to Christmas 

Break). Reteaching, coteaching, and small pullouts are being 

implemented based on those results. This process will take 

place again after each benchmark assessment. 

3. Portable data walls will be created based on data derived from Benchmarking tests as well as 

DIBELS to be utlized during team planning meetings. 

Assigned to: 

Shelly Cole 


Comments: 


Data walls have been created based on current data and will 

be updated as benchmark data is assessed. 

4. DIBELS Progress monitoring is done twice a semester for K-3rd Grade. System 44 a 

computerized phonics program will assess students on a weekly basis and the data will be used 

to scaffold instruction. Teacher made assessments from edusoft will be given to assess student 

achievement bi-weekly in grades 3rd-6th. 

Assigned to: 

Lynn McKenney 


Page: 3 of 47

Implement 

Comments: 

Percent Task Complete: 

Objective Met: 4/29/2011 11/3/2011 

Experience: 4/29/2011 

Teachers worked together to determine a means of displaying 

data in the entry area of the school. Teachers created data for 

their classrooms in a variety of ways but maintaining the 

consistency of using the same assessments. A data room was 

created where teachers could hold meetings to discuss data 

and plan for additional instruction. All data posted consisted of 

DIBELS and District Benchmark assessments. 

Sustain: 4/29/2011 

Meetings will need to continue to be held as needed for 

analyzing data. Data walls and charts will need to be updated 

as needed in all areas of the building. 

Evidence: 4/29/2011 

Data walls are evident in the data room, classrooms, and entry 

area. Sign in sheets from meetings are available in the office. 


Essential Element 3 - Instruction 

Indicator 

EEIC-3.01 - All teachers use varied instructional strategies that are scientifically researchbased. 

(248) 

Status In Plan / No Tasks Created 





Page: 4 of 47




conditions) 


development: 

Plan Assigned to: Not yet assigned 

Implementation of district curriculum - Envision Math, 

Compass Learning, Reading Street, DIBELS 

PASS objectives 

Note: In the new site improvement plan learning and writing 

process, this indicator was inadvertantly 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. 

Indicator 

EEIC-3.02 - All teachers use instructional strategies and activities that are aligned with 

learning objectives. (249) 









conditions) 


development: 




Tasks: 

Through our work with Focus on Results we have selected the 

Gradual Release and Responsibility Model ( I do , We do, You 

do)- Thinking Maps ( a Language for Thinking), C.A.R.E, 

System 44 and Read 180 ( Phonemics awareness programs ) 

which are aligned to our instructional focus of comprehension. 

We have rigorously taking part in professional development 

in order to enhance teacher knowledge and skill . Materials 

such as listening centers, supplemental and comprehension 

resources, Scholastic Reading Skill Kits have been earmarked 

to ensure implementation of our goal of differentiation and all 

students reading on grade level. 

Teachers will use benchmark materials, district curriculum, 

formal and informal assessments and the pacing calendar to 

guide and differentiate instruction for student achievement. 

1. All teachers will attend training on Thinking Maps which will allow them to differentiate and 

enhance instruction for their students. 

Assigned to: 

Lynn McKenney 


Comments: 

Page: 5 of 47

2. Teachers will continue to implement the practices of Gradual Release and Responsibility Model 

( I do , We do, You do)- Thinking Maps ( a Language for Thinking), C.A.R.E, System 44 and Read 

180 ( Phonemics awareness programs ) into their daily classroom instruction. Evidence of 

implementation is supported by principal, ILT, and SDT walk-throughs, observations and 

(principal) evaluations. Team and PLC meetings are used for collaboration, monitoring, and 

reflecting on daily, weekly, and unit lesson plans that incorporate Thinking Maps, Gradual 

Release, C.A.R.E and System 44 and Read 180. 

Assigned to: 

Lynn McKenney 


Comments: 

3. ILT and SDT will create a professional development calendar to ensure teachers have 

continuous support in mastery of the teaching practices that support the goals being 

implemented through Focus on Result 

Assigned to: 

Lynn McKenney 


Comments: 

11/1/11 Many teachers have begun the implemention of the 

practices (Gradual Release and Responsibility Model ( I do , 

We do, You do)- Thinking Maps ( a Language for Thinking), 

C.A.R.E, System 44 and Read 180 ( Phonemics awareness 

programs ) into their daily classroom instruction. Evidence of 

implementation is supported by principal, ILT, and SDT walkthroughs, 

observations and (principal) evaluations. Team and 

PLC meetings are used for collaboration, monitoring, and 

reflecting on daily, weekly, and unit lesson plans that 

incorporate Thinking Maps, Gradual Release, C.A.R.E and 

System 44 and Read 180. 


Page: 6 of 47

Indicator 

EEIC-3.03 - All teachers use instructional strategies and activities that are differentiated 

to meet specific student learning needs. (250) 









conditions) 


development: 




Tasks: 

As a result of principal observations and walkthroughs, a small 

percentage of teachers are implementing differentiated 

instruction. A large percentage of teachers feel that classroom 

behavior and/or management makes this a struggle. Also, 

many teachers expressed that student remediation is needed 

to better prepare students for grade level learning. Materials 

such as listening centers, supplemental and comprehension 

resources, Scholastic Reading Skills Kits have been earmarked 

to ensure implementation of our goal of differentiation and all 

students reading on grade level. 

Walt Whitman teachers use differentiated instruction to meet 

specific student learning needs based on ongoing student data 

(Compass Learning, Read 180, DIBELS, Benchmark Data, 

C.A.R.E, and Thinking Maps). Teachers collaborate regularly 

with Staff Development Teacher, Librarian, Math, Music 

Instructor, Special Education, and Fine Arts teachers. 

1. Teahers will identify and implement differentiated instructional strategies and activities to meet 

specific student needs based on ongoing data assessments. 

Assigned to: 

Elaine Buxton 


Comments: 

Data resources will include DIBELS, Read 180, Compass 

Learning, Benchmark Materials, and Scott Foresman Reading 

Street and Envision Math. Differentiated instruction resources 

will include Promethean Interactive Whiteboard, Mr. 

Thompson (Music and Math curriculum), library resources, fine 

arts resources, DIBELS intervention activities, Compass 

Learning, Reading Street/My Sidewalks, Envision Math, and 

Earobics Read 180). 

2. Teachers will collaborate monthly in grade level teams and PLCs with the Staff Development 

Teacher to analyze ongoing data. 

Assigned to: 

Lynn McKenney 


Page: 7 of 47

Comments: 

(Data resources will include DIBELS, Read 180, Compass 

Learning, Benchmark Materials, and Scott Foresman Reading 

Street and Envision Math. Differentiated instruction resources 

will include Promethean Interactive Whiteboard, Mr. 

Thompson; Music and Math curriculum, library resources, fine 

arts resources, DIBELS intervention activities, REad 180, 

Compass Learning, Reading Street/My Sidewalks, Envision 

Math, and Earobics., and Read 180 ) 


Data is posted in the data room for all grades. Third - Sixth 

grade teachers met with the Principal and Staff Development 

Teacher to review data from benchmarks Unit 1 & 2 (we 

had created our own assessment and administered prior to 

Christmas Break). Reteaching, coteaching, and small pullouts 

are being implemented based on those results. This process 

will take place again after each benchmark assessment. 

3. Teachers will meet monthly with Librarian, Fine Arts teachers, and Mr. Thompson (Music) to 

plan for and implement differentiated strategies of instruction to better meet individual students 

learning needs. 

Assigned to: 


Comments: 


Data resources will include DIBELS, Compass Learning, 

Benchmark Materials, and Scott Foresman Reading Street and 

Envision Math. Differentiated instruction resources will include 

Promethean Interactive Whiteboard, Mr. Thompson Music and 

Math curriculum, library resources, fine arts resources, DIBELS 

intervention activities, Compass Learning, Reading Street/My 

Sidewalks, Envision Math, and Earobics. 

4. Differentiated learning communitites will be established to address student academic needs. 

Assigned to: 


Comments: 


Teacher received in house training on classroom transitions 

and attention getters for students. Teachers were given 10 

transition ideas to choose. Only three school wide transitions 

or/ attention getters were selected to be used in assemblies or 

whole school setting. 

Other transitions ideals could be used throughout the day. 

These whole strategies will be revisited to ensure that they are 

being used among the staff. 

5. 

Staff will attend Thinking Maps training on October 20, 2011 at Gilcrease Elementary. Each 

attendee will receive a teacher's edition handbook coupled with a scope sequence timeline to 

ensure when each of the eight Thinking Maps will be taught. These maps will help to intergrate 

all content areas and provide a common language for learning throughout the site. 

Assigned to: 

Lynn McKenney 


Comments: 

Page: 8 of 47



Indicator 

EEIC-3.05 - All teachers incorporate the use of technology in their classrooms when it 

enhances instruction. (252) 









conditions) 


development: 

Plan Assigned to: Sandra lawrence 



Tasks: 

A large percentage of the classrooms are equipped with 

Promethean Interactive Boards however, only a small 

percentage of the teacher are utilizing them. All classes are 

implementing or have access to Compass Learning, EnVision 

Math online tools, Reading Street online tools, Epals for 5th 

grade, Safari Montage. Materials such as listening centers, 

Accelerated reader and Accelerated Math have been 

earmarked to ensure implementation of our goal of 

differentiation and all students reading on grade level. 

Walt Whitman teachers will actively engage all students in the 

use of technology to improve understanding. Technology 

usage will be implemented through the use of Promethean 

Interactive Whiteboards, Read 180, Compass Learning, Scott 

Foresman Reading Street/My Sidewalks online tools, Envision 

Math online tools, Safari Montage. 

1. At least 50% of staff and teachers will attend PD to increase their knowledge in using 

technology in the classroom. 

Assigned to: 

Shelley Cole 


Comments: 


The following technology resources are available for staff 

members: Promethean Interactive Whiteboards, Read 180, 

Systems 44, Compass Learning, Reading Street and Envision 

Math online resources, Safari Montage, DIBELS mclass data 

site and palm pilots, and Earobics software. 

Staff should meet often for commuication purposes to revisit 

goals and provide support for technology questions. 

A trainer from SF provided Envision online training to all 

teachers during plan times. 

Page: 9 of 47

2. All classroom teachers will use Compass Learning on a weekly basis as a supplemental tool to 

monitor student's progress both in the classroom and in the lab. 

Assigned to: 

Sandra Johnson 


Comments: 


All classes use Compass Learning on a weekly basis during 

scheduled computer lab time. 

3. All teachers will use Promethean Interactive Whiteboards on a weekly basis as a supplemental 

tool to enhance learning opportunities. 

Assigned to: 

Lynn McKenney 


Comments: 

4. All teachers will receive PD on how to use the online Envision Math tools. 

Assigned to: 

Shelly Cole 


Comments: 


A trainer from Scott Foresman provided this training during 

teacher plan times. 

5. At least 80% of staff and teachers will attend PD to increase their knowledge in using 

technology in the classroom. Christy Busch and Mindy Badgett will conduct training on the Read 

180 and Systems 44. All grade levels will attend to meet vertical articulation responsibilities. 

Assigned to: 

Lynn McKenney 


Comments: Teachers attended PD on Read 180 and Systems 44 today 11- 

7-2012. The training was conducted in the library led by Mindy 

Badgett. 


Page: 10 of 47

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: 

Plan Assigned to: Elaine Buxton 



Tasks: 

According to meeting agendas and sign in sheets, non 

teaching staff was involved in a small percentage of decision 

making processes. Also, in many instances, only a select group 

of certified staff participated in decision making. 

All Walt Whitman teachers and staff will meet on a regular 

basis to collaborate and share ideas and well as participate in 

decision making processes as evidenced in meeting agendas . 

1. Teacher groups will meet with the Academic Coach on a monthly basis to review data and 

collaborate and share ideas for reteachingas evidenced in meeting agendas . 

Assigned to: 

Shelly Cole 


Comments: 




review data from benchmarks Unit 1 & 2 (we had created 

our own assessment and administered prior to Christmas 

Break). Reteaching, coteaching, and small pullouts are being 



2. WISE team members will meet monthly with their teams to monitor and adjust indicator tasks 

as needed. 

Assigned to: 


Comments: 

WISE Leaders - Geraldine Jones, Wendy Hanson, Rosh 

3. Team leaders will meet bimonthly with their teams to collaborate and share instructional 

strategies as evidenced in meeting agendas. 

Assigned to: 



Page: 11 of 47

Comments: 


Indicator 

EEIIA-4.07 - All teachers communicate regularly with families about individual student 

progress. (262) 









conditions) 


development: 

Plan Assigned to: Shara Smith 



Tasks: 

All teachers issue mid-quarter progress reports and quarterly 

report cards. All teachers also conduct parent teacher 

conferences at least once per semester where parents enjoy a 

Meet and Greet with resources and refreshments . Teachers 

attend child study meetings as needed. Walt Whitman 

Elementary implements the PowerSchool parent portal as well 

as communications in the form of phone calls couple with 

phone logs, written, and face-to-face communications. All 

communications will be turned into Mrs. Buxton weekly with 

lesson plans. 

Walt Whitman teachers and staff will contact parents regularly 

and frequently to discuss academic progress, behavior, 

celebrations, and expectations. 

1. Student-led parent teacher conferences will be held a minimum of twice a year. 

Assigned to: 

Elaine Buxton 


Comments: 

2. All parents will be contacted at least monthly via telephone, newsletters, phone connect, and 

or face to face concerning academics, behavior, etc. 

Assigned to: 

Elaine Buxton 


Comments: 

Daily and weekly agenda notes send home coupled with home 

visits , newsletters , Student of the Month, Website made 

available, PTA meetings held on a regular basis, parenting 

classes, Community bulletin board, School Connects, Parent 

Teacher Conferences , Back to School Night , Block Parties 

3. All teachers will choose at least one student to receive a positive phone call or note home on a 

daily basis. 

Page: 12 of 47

Assigned to: 

Elaine Buxton 


Comments: 

All logs of communcation will need to be turned into Mrs. 

Buxton at the end of each month. 

4. Parents are invited by our Parent Facilitator to learn the expectations of our school and to be 

part of the academic process through Back to School 

Night, Cheer/Pomp Squad, Basketball, Soccer, Divas/Gents-mentoring program, Domino Club, 

Skate Parties, Parent and Pastry, P.A.C-Parent Council and Advisory Meeting , Thanksgiving 

Lunch, Meet the Teacher, Back to School Night and Barbershop cut off- Students receive a free 

haircut. 

Assigned to: 

Shara Smith 


Comments: 

Students also receive birthday sacks, grief bag, parcel school 

uniforms (shirts), 

5. Daily and weekly agenda notes sent home coupled with home visits , newsletters , Student of 

the Month, Website made available, PTA meetings held on a regular basis, parenting classes, 

Community bulletin board, School Connects, Parent Teacher Conferences , Back to School Night 

, Block Parties Students also receive birthday sacks, grief bag, parcel school uniforms (shirts), 

and Literacy Night as evidenced in agenda, PLC meetings , walkthroughs and observations and 

teacher lesson plans when appropriate. 

Assigned to: 

Leona Stout 


Comments: 


Page: 13 of 47


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: Leona Stout 



Tasks: 

All students were offered after school tutoring. Third grade 

students not on grade level were offered RSA summer school. 

Whitman implemented a PBS system to improve and reinforce 

positive behavior. Walt Whitman also has a cheer squad, 

student council, and safety patrol. Day Spring offers 

counseling to students whose parents have signed in 

agreement.Partners in ED are used as reading tutors and Math 

to Music Program. 

Walt Whitman teachers utilize the Scott Foresman Reading 

Street, My Sidewalks, and Envision Math programs. Students 

are setup with online accounts to access Compass Learning, 

Reading Street, and Envision Math to assist with learning. The 

school counselor conducts Breakfast Club to assist students 

with counseling. DaySpring offers counseling services to 

students whose parents sign agreement. The school also 

participates in Operation School Bell. Bi-Monthly meetings will 

be held with leadership teams as well as weekly meetings with 

the Staff Development Teacher to review data and create 

plans for reteaching nonproficient objects and review and 

monitor school-wide instructional strategies. From these 

meetings, students will be identified who are need of 

remediation in math and reading.Biweekly meetings are held 

with the counselor and the child study team to assess students 

needs to determine if remediation to provide rigor throughout 

the school day. 

1. Insure students/parents have access to computer/online programs (Compass Learning, 

Reading Street, Envision Math, PowerSchool Parent Portal) to better assist students for academic 

success. 

Assigned to: 

Leona Stout 


Page: 14 of 47

Comments: 


A Scott Foresman rep completed Envision training for online 

resources during teacher plan times. 

2. To establish tutoring in January 2012 through May 2012 for 4th -6th Grade in Reading and 

Math. Tutoring will will be held 2 days a week and existing materials will be utilized and 

customized for the needs of the students. Students will be assessed bi-weekly on objectives to 

determine if instructional needs to be adjusted. 

Assigned to: 

Elaine Buxton 


Comments: 

Teachers will be chosen by Mrs. Buxton who are already 

working afterschool with their students. 

3. Teachers will attend PD for training on the usage and implementation of Scott Foresman 

Envision Math online resources. 

Assigned to: 

Shelly Cole 


Comments: 


A Scott Foresman rep completed Envision training for online 

resources during teacher plan times. 


Indicator 

EEIIB-5.03 - School leadership and all teachers implement strategies such as family 

literacy to increase effective parental involvement. (269) 









conditions) 


development: 

Plan Assigned to: Shara Smith 


Family literacy nights held twice per semester, Student of the 

Month, PTA meetings, Back to School, School Connects, 

Sharpschool webpage, PowerSchool parent portal. 

Walt Whitman will encourage parental involvement through 

the use of monthly assemblies, monthly newsletters, marquee, 

Family Literacy Nights twice a semester, quarterly report 

cards, mid quarter progress reports, School Connects, 

PowerSchool parent portal, school website, PTA meetings, 

carnivals, Back to School nights. Students have online 

accounts to Compass Learning, Envision Math, and Reading 

Street so students and parents can access learning from 

home. 


Tasks: 

Page: 15 of 47

1. Parents will be notified at least monthly of news and important events through the use of a 

newsletter. 

Assigned to: 

Sandra Lawrence 


Comments: 


A monthly newsletter has been going home every month since 

the beginning of the school year. 

2. Teachers will contact parents monthly via phone or written communication about the progress 

of their child. 

Assigned to: 


Comments: 



Teachers will be required to submit a log to their team leaders. 

3. Open House type events will be held at least twice a year to allow families the opportunity to 

visit the school in a welcoming, non threatening environment. 

Assigned to: 

Michealle Wasson 


Comments: 


Whitman has held 2 open house/carnivals since the beginning 

of the school year. 

4. Walt Whitman website will be updated annually to include school information as well as 

educational links for parent/student usage at home. 

Assigned to: 


Comments: 

Sandra Lawrence & Sandra Lawrence 

5. Parents are invited by our Parent Facilitator to learn the expectations of our school and to be 

part of the academic process through Back to School 

Night, Cheer/Pomp Squad, Basketball, Soccer, Divas/Gents-mentoring program, Domino Club, 

Skate Parties, Parent and Pastry, P.A.C-Parent Council and Advisory Meeting , Thanksgiving 

Lunch, Meet the Teacher, Back to School Night and Barbershop cut off- Students receive a free 

haircut. 

Assigned to: 

Shara Smith 


Comments: 

Open House was held September 22, 2011. Parents, 

community members and past students were invited to met 

and greet teachers and staff. 

6. School leadership and all teachers will implement strategies such as family literacy to increase 

effective parental involvement. 

Student of the Month is held once a month to increase parental involvement and student 

achievement. 

Assigned to: 

Roshan Cayton 


Page: 16 of 47

Comments: 

Walt Whitman has conducted two Student of the Month 

Assemblies. At each opportunity, parental attendance has 

grown. 


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: 

Plan Assigned to: Geraldine Jones 


Some students return to visits and volunteers. Many also 

attend school events with younger siblings. The site is used as 

secondary bus stop. Feeder and magnet middle schools visit 

with 6th grade students to discuss the programs they offer 

and life as a middle school student. Some students also 

"shadow" or visit middle schools during the school day. 

Walt Whitman staff maintains open communication with 

families on a monthly basis, hold annual open houses, and 

continue to involve community partners in education. Past 

students are invited to volunteer in our building as well as 

mentoring students on the preparedness for middle and high 

school. 


Tasks: 

1. Open Houses will be held at least twice a year in which community members as well as past 

students will be invited to attend. 

Assigned to: 



Comments: 

Open House was held September 22, 2011. Parents, 

community members and past students were invited to met 

and greet teachers and staff. 

Meet the Teacher was also held in August of 2011. The 

community and other stakeholders were able to meet the 

staff. 

2. Data folders will be created including student data cards. This information will be updated 

monthly and passed on each year to the next grade level teacher. 

Page: 17 of 47

Assigned to: 

Elaine Buxton 


Comments: 

3. Walt Whitman will contact past students to become volunteers in our building and to advise 

students on being prepared for middle and high school. 

Assigned to: 



Comments: 

4. Feeder middle schools will come to present information about their programs to the sixth 

grade students so they can make a more informed decision and be aware of the expectations of 

middle school. 

Assigned to: 



Comments: 

Thoreau, Carver, Edison Middle present to Whitman students 

regarding the expectation, courses offered, for there program. 

Brochures and powerpoints are also used. 

5. At the end of each year, Walt Whitman Elementary will notify parents through the newsletter, 

bulletins, marquee, SchoolConnects, and the school website that the Pre-K teacher will be 

scheduling appointments to meet the parents and administer the ECAT (Early Childhood 

Assessment Tool) during the first two days of school. 

Assigned to: 

Katherine Fincannon 


Comments: 


Page: 18 of 47

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) 



Assessment Level of Development: Initial: No development or Implementation 09/17/2010 






conditions) 


development: 



Walt Whitman is home to the following committees: 

PTA, Board of Control, Safe School Committee, Reading 

Sufficiency Committee, RIF Committee, Staff meetings, Team 

leader meetings, Staff Development. Many of these 

committees are seldom involved in decision making. 

Walt Whitman staff will involve representatives from 

stakeholder groups in decision making and critical planning 

groups. 


Tasks: 

1. A representative from the stakeholder groups will be invited to attend monthly WISE meetings. 

Assigned to: 



Comments: 

2. Stakeholders groups will be invited and notified monthly of PTA events. 

Assigned to: 



Comments: 

Student Skate party information were home 11-4-11 to all 

students and staff . The event was held at the Skateland 

located on Sheridan from 4:30-6:30. 

3. Partner in Ed reading tutors will be notified and encouraged to attend bi-monthly staff 

meetings. 

Assigned to: 



Comments: 


Page: 19 of 47

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: 

Plan Assigned to: Sandra lawrence 



Tasks: 

Walt Whitman utilizes the following means of communicating 

with parents: 

Marquee, email, phone calls, written notes, community 

partners in education, volunteer orientation, School Connects, 

PowerSchool parent portal, family literacy nights, PTA, and 

Back to School night. 

Walt Whitman teachers and staff frequently communicate 

through the use of voice mail, phone connects, email, school 

website and teacher webpages, and translators as needed to 

enhance communication with parents and stakeholders. 

1. A parent survey will be created and implemented once a semester to assess parents concerns, 

needs, ideas, etc. 

Assigned to: 

Elaine Buxton 


Comments: 

2. A "Whitman's Hornet Nest" comment box will be created and checked weekly for 

comments, concerns, compliments, etc. from all stakeholders. 

Assigned to: 

Shara Smith 


Comments: 


A comment box has been created and is near the front office. 

We are thinking of ways to make it more visible and place an 

additional one at our dismissal entrance. 

3. A monthly newsletter will be sent home notifying parents of events, important dates, and other 

important information. 

Assigned to: 

Sandra Lawrence 


Comments: 


Teachers and staff submit information to be included in the 

monthly newsletters. 

4. The school website will be updated on an annual basis and as needed by the site webmaster. 

Page: 20 of 47

Assigned to: 



Comments: 



Essential Element 6 - Professional Growth, Development, Evaluation 

Indicator 

EEIIC-6.01 - All teachers and school leadership collaboratively develop written individual 

professional development plans based on school goals. (272) 









conditions) 


development: 



process, this indicator was inadvertently chosen and therefore 




Indicator 

EEIIC-6.02 - School leadership plans opportunities for teachers to share their teaching 

skills with other teachers to build instructional capacity. (273) 









conditions) 


development: 







Indicator 

EEIIC-6.03 - School leadership provides professional development for individual teachers 

that is directly connected to the Oklahoma indicators of effective teaching. (274) 

Page: 21 of 47









conditions) 


development: 







In the past district facilitators and outside consultants provide 

weekly PD during plan times to assist teachers in differentiated 

instruction utilizing district curriculum and pacing calendar. 

Currently teachers are working in teams to better assist each 

other. 

Page: 22 of 47

Indicator 

EEIIC-6.04 - School planning team uses goals for student learning to determine 

professional development priorities for all staff. (275) 









conditions) 


development: 




Tasks: 

Professional Development was offered during plan times to 

enhance instruction but with little implementation. 

Staff professional development retreat will be conducted once 

a year to provide intensive training on reading comprehension 

strategies and data analysis. This training is designed to 

enhance student achievement and meet the professional goals 

of each teacher. 

The Walt Whitman Professional Development committee will 

create a professional development survey which will be 

completed by staff members annually to assess PD needs to 

support student learning. Committee members will plan PD 

according to surveys and will also post and encourage 

attendance of PD offered by the district. Ongoing review of 

data by the on-site Staff Development Teacher will also 

determine planning and implementation of PD opportunities to 

enhance student learning. 

1. Walt Whitman will create a Professional Development committee made up of certified and non 

certified staff members. 

Assigned to: 

Lynn McKenney 


Comments: 

2. An annual survey will be created by the Whitman PD committee and completed by staff 

members to assess PD needs to support student learning. 

Assigned to: 

Lynn McKenney 


Comments: 

3. Review data monthly in team leader meetings to assess additional PD needs. 

Assigned to: 


Comments: 


Page: 23 of 47

4. Staff will take part in a two day retreat held at Post Oak Lodge. Teachers will collaborate to 

develop instructional strategies that will enhance student achievement in reading and math. 

Teachers will engage in data analysis, implementation of common core standards, and the 

unitization of appropriate strategies to meet instructional needs. Teachers will also create a scope 

and sequence timeline that determine when strategies will be taught. 

Assigned to: 

Lynn McKenney 


Comments: 

5. The Instructional Leadership Team and principal will attend conferences to obtain strategies 

and resources to further enhance school wide student achievement. This information will be 

shared amongst the staff through PLC’c, Team Planning Meetings, and Grade level Meetings. 

Assigned to: 

Elaine Buxton 


Comments: 


Indicator 

EEIIC-6.05 - All staff (principals, teachers and paraprofessionals) participate in 

professional development that is high quality, ongoing and job-embedded. (276) 









conditions) 


development: 







Page: 24 of 47

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: 

PD was offered connected to student data, however it was not 

planned by the school team and there was little 


Walt Whitman staff members will meet monthly in whole 

groups and in teams to analyze data. The assessment of data 

will be used to determine PD goals to enhance student 

learning. Follow-up PD opportunites will be offered as needed 

according to data results. 

1. Grade level teams, whole staff, PLC meetings will take place monthly to analyze data. 

Assigned to: 


Comments: 


Staff met in PLC to analyze Value Added data. Based on the 

data, the staff created a plan to add rigor to our reading 

schedule and would enhance comprehension. The lower 

grades will include a phonics based program to help with 

decoding and our upper grade will add Read 180 and Systems 

44. 

2. PD opportunites will be planned according to benchmark data results and findings of team 

grade level monthly meetings to enhance student learning. 

Assigned to: 

Elaine Buxton 


Comments: 

3. Walt Whitman PD committee will conduct an annual PD needs survey based on OCCT results. 

Assigned to: 

Lynn McKenney 


Comments: 

4. The Whitman staff will receive professional development training on the use of Value Added 

data. The purpose of this PLC is to analyze ways to increase student achievement. As a staff, we 

will examine individual and school wide scores. 

Assigned to: 

Lynn McKenney 


Page: 25 of 47

Comments: 


5. Staff met in PLC to analyze Value Added data. 

Assigned to: 

Value Added is a district initiative which will be fully 

implemented in the year 2013. 

The Staff Development Teacher will continue to facilitate PLCs 

on current best practices focused on areas of greatest need 

based on an analysis of OCCT and Vaule -Added data. 

Lynn McKenney 


Comments: 

Based on the data, the staff created a plan to add rigor to our 

reading schedule and would enhance comprehension. The 

lower grades will include a phonics based program to help with 

decoding and our upper grade will add Read 180 and Systems 

44. 


Indicator 

EEIIC-6.07 - School leadership implements a clearly defined formal teacher evaluation 

process to ensure that all teachers are highly qualified and highly effective. (278) 









conditions) 


development: 







Indicator 

EEIIC-6.08 - School leadership implements a process for all staff to participate in 

reflective practice and collect schoolwide data to plan professional development. (279) 









conditions) 

Page: 26 of 47


development: 







Indicator 

EEIIC-6.09 - School leadership provides adequate time and appropriate fiscal resources 

for professional development. (280) 









conditions) 


development: 







Lead teachers are involved in PLC training to better facilitate 

grade level meetings. WISE team meetings to access school 

needs and create a working plan for improvement. Staff wide 

PLC book studies to be implemented in the fall and spring. 

Indicator 

EEIIC-6.10 - All teachers participate in professional development that increases 

knowledge of child and adolescent development, encourages the use of effective 

pedagogy, supports techniques for increasing student motivation, and addresses the 

diverse needs of students in an effective manner. (281) 









conditions) 

Page: 27 of 47


development: 







Facilitators and outside consultants met with teachers on a 

weekly basis and provided PD concerning knowledge of child 

and adolescent development, encourages the use of effective 

pedagogy, supports techniques for increasing student 

motivation, and addresses the diverse needs of students in an 

effective manner. 

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: 




We have used peer observations with our new teachers in the 

building. New teachers have been able to meet and observe 

veteran teachers on a regular bases to discuss classroom 

management concerns when needed. New teachers turn in 

goal sheet into Mrs. Buxton on two strategies that they plan to 

implement. 

We have used peer observations with our new teachers in the 

building. New teachers have been able to meet and 

observation veteran teachers on a regular bases to discuss 

classroom management concerns when needed. 

Indicator 

EEIIC-6.12 - School planning team designs professional development that promotes 

effective classroom management skills. (283) 






Page: 28 of 47




conditions) 


development: 


Upon viewing data with the staff in grade level meeting, PLCs 

and team meeting and plan for increasing student 

achievement in deficient areas is always discussed and 

development in order enhance learning. 

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) 

Status Objective Met 4/29/2011 



Objective Met - 04/29/2011 






conditions) 


development: 




Tasks: 

School leadership provided limited feedback. Follow-up and 

support was not consistent. 

Walt Whitman leadership will conduct an individual 

professional development goal survey. These goals will be 

incorporated into teacher evaulations. School leadership will 

meet with teachers to provide meaningful feedback in a timely 

manner to ensure optimal performance for the enhancement 

of student learning. Individual goals will be monitored and 

adjusted as needed according to leadership observations and 

followup. 

1. Leadership team will create and all staff will complete an annual professional 

development/teaching/best practices goal survey. 

Assigned to: 

Elaine Buxton 


Comments: 


The leadership team met and came up with survey questions 

pertaining to individual professional development goals. The 

survey will be implemented in the fall. Information gathered 

from the survey will be aligned to provide professional 

development building wide, group wide and individually to 

enhance students achievement. 

Page: 29 of 47

Implement 

2. School leadership will observe staff members at least twice a year utilizing the Teacher 

Effectiveness Initiative evaluation procedures. Feedback will be given to teachers based on 

observations, taking into consideration individual personal goals, and support will be provided to 

strengthen instructional practices and change teaching behavior if necessary. 

Assigned to: 

Elaine Buxton 


Comments: 


Principal has been making regular observations and providing 

feedback utilizing Teacher Effectiveness Initiative evaluation 

procedures. 

3. School leadership will meet mid year with all teachers to reassess individual personal goals. 

Assigned to: 

Elaine Buxton 


Comments: 



Objective Met: 4/29/2011 1/1/0001 

The administration completed teacher evaluations and 

discussed these with teachers on an individual basis. 


The Leadership team met and created a survey pertaining to 

personal PD needs and goals. We decided to implement in the 

survey in the fall since it was so late in the year. The 

administration did meet one on one with teachers to discuss 

evaluations and PD goals. 

Sustain: 4/29/2011 

A survey was created but will be implemented in the fall. 

Followup will occur mid year and again at the end of the year. 

The administration will continue to provide feedback during 

evaluations and plan PD as needed throughout the year. 


Survey Questions: 

1.) What PD have you completed? 

2.) What PD did you feel was most effective and why? 

3.) What PD did you feel was least effective and why? 

4.) What PD do you feel would most benefit you and why? 

Page: 30 of 47

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: 



School procedures are created to minimize interruptions, 

however learning time is still often interuppted. 

Walt Whitman has policies and procedures in place to minimize 

disruptions of instructional time. Policies will be reviewed on 

an ongoing basis to maximize learning time. Student learning 

is maximized by the use of voicemail messages, decreased 

intercom announcements, and requiring parents to schedule 

classroom visits. 


Tasks: 

1. PD concerning voicemail access will be given during a staff meeting at the beginning of each 

year. 

Assigned to: 

Elizabeth Burke 


Comments: 


2. Staff will meet bimonthly to review policies and procedures concerning instructional 

interruptions. 

Assigned to: 

Elizabeth Burke 


Comments: 

3. Annual bulletin will be sent home advising parents of procedures. Reminders will also be 

posted in monthly newsletters. 

Assigned to: 


Comments: 

Elaine Buxton, Sandra Lawrence 

4. Schedule of teacher plan times will be given to office staff. 

Assigned to: 

Shelly Cole 

Page: 31 of 47


Comments: 


All schedules have been emailed to all school personnel. Office 

staff prints and keeps a copy on their desk for reference. 

5. Breakfast, restroom breaks and other out of class activities must be taken care of before the 

reading block. Office personnel gather all messages from parents and others to be delivered after 

the reading block and before students exit for the day. 

Assigned to: 

Elaine Buxton 


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: 




Staff allocations and placements are made according to 

instructional needs and student progress is monitored to 

ensure that all resources are allocated properly. Through PLC's 

led by the staff development teacher, we are working toward a 

formal process of ensuring that the learning goals of the 

schools are adequately supported with sufficient resources 

allocated by school leadership. 

Walt Whitman will maintain continuous school improvement 

through effective structures such as weekly PBIS (Positive 

Behavior Interventions) meetings , PLC's meetings, grade level 

meetings, ILT (Instructional Leadership Team) meetings, 

Student Activity Fund Committee and the monitoring of lesson 

plans , classroom and instruction through walk-throughs and 

teacher observations. 

Page: 32 of 47

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: 

Some guidelines or policies and procedures that provide a 

supportive, safe, healthy, orderly and equitable learning and 

working environment for students and staff members have 

been established but the guidelines or policies and procedures 

are either not fully implemented or are not sustained. 

Walt Whitman staff will create procedures and behavior 

guidelines conducive to a safe and orderly learning 

environment for students and staff. The school's Safe and 

Healthy Schools Committee will evaluate the facility and 

policies in place and create annual goals. 

1. Team meetings will be held bi-monthly in order to establish and review school wide policies, 

procedures, and consequences involving all staff for 100% buy in. 

Assigned to: 


Comments: 



Staff meetings have been held to create, implement, and 

review a school behavior plan. 

2. Safe and Healthy Schools Committee will meet every 6 weeks to discuss and evaluate polices 

and procedures. 

Assigned to: 

Lynn McKenney 


Comments: 

3. Create Safe and Healthy School Committee and meet to create annual goals. 

Assigned to: 

Elaine Buxton 


Comments: 


Page: 33 of 47


Essential Element 8 - Organizational Structure and Resources 

Indicator 

EEIIIB-8.05 - School leadership uses effective strategies to attract highly qualified and 

highly effective teachers. (299) 










conditions) 


development: 




Tasks: 

The Tulsa District requires that all prospective teachers sent to 

principals for interview are highly qualified. Our new site 

administrator plans to attend job fairs and/or similar activities 

in order to recruit more highly effective teachers for Walt 

Whitman. 

Walt Whitman leadership seeks and retains highly qualified 

applicants through contacting local university deans and 

advisors, recommendations from other employees, as well as 

TPS Human Capital recommendations. The administrator at 

Walt Whitman utilizes the Teacher Effectiveness Initiative 

Evaluation and provides timely feedback to proivde support 

and ensure strong instructional practices. 

1. Administrator will contact Human Capital for applicant recommendations. 

Assigned to: 

Elaine Buxton 


Comments: 


Human Capital was contacted during the recruitment of 

additional teachers based on our increase in enrollment. 

2. Administration will contact local universities for recommendation of applicants. 

Assigned to: 

Elaine Buxton 


Comments: 


When there is an opening for a position at Whitman, I contact 

Northeastern State University and Langston University. These 

2 institutions were contacted in October when I needed to fill a 

4th Grade position. This is an on-going process as we recruit 

highly qualified applicants. 

Page: 34 of 47

Implement 

3. Administrator will seek recommendations from the current staff or other educators. 

Assigned to: 

Elaine Buxton 


Comments: 


Mrs.Hanson ( 2nd grade teacher) and Lynn McKenney ( Staff 

Develoment Teacher) sat in on the interviewing process for 

2nd grade teacher and 4th grade teacher Mylie Hunter. 

Teachers and Staff involvement in the interview process was 

initiated in year 2010-2011 school year. This process is used 

each time a staff person is being interviewed at Whitman. 

4. School leadership will observe staff members at least twice a year utilizing the Teacher 

Effectiveness Initiative evaluation procedures. Feedback will be given to teachers based on 

observations, taking into consideration individual personal goals, and support will be provided to 

strengthen instructional practices and change teaching behavior if necessary. 

Assigned to: 

Elaine Buxton 


Comments: 



Objective Met: 11/8/2011 1/1/0001 

Administration completed teacher evaluations and provided 

one on one personal feedback. 


This process provided a sense of professionalism and 

autonomy for our staff. Teachers became true stakeholders in 

the WISE Plan which in turn has changed the school culture 

and climate of our building. This is an on-going process that 

will be utilized every time a vacancy exist. 

Sustain: 11/8/2011 

I will continue to have teachers and staff be part of the 

interviewing process as well as staying connected with 

Northeastern University and Langston University liasons to be 

a school that provides opportunities for new teachers obtaining 

internships and practicums. 


On several occasions each of these tasks has been 

implemented since the year 2010-2011. After these objectives 

were done over time at Whitman the evidence was a change 

in our school climate and culture. Teachers professionalism 

who participated in the interviewing process advanced 

considerably. 

Page: 35 of 47

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: 

Plan Assigned to: Wendy Hanson 


From classroom observations, walkthroughs and lesson plans, 

a small percentage of Walt Whitman teachers implemented 

online student access to the Scott Foresman Reading Street 

online tools and Envision Math. Afterschool tutoring was 

offered last year to students needing additional academic 

support. Each grade level attends at least one "being there" 

experience field trip each year. Each year the fifth graders 

attend a field trip to Langston University. Area middle schools 

visit our campus to present to the fifth graders about the 

programs offered at their site. Many students also visit area 

middle schools for a "shadowing" experience. 

Walt Whitman teachers implement online student access to 

the Scott Foresman Reading Street online tools and Envision 

Math. Each grade level attends at least one "being there" 

experience field trip each year. Each year the fifth graders 

attend a field trip to Langston University. Area middle schools 

visit our campus to present to the fifth graders about the 

programs offered at their site. Many students also visit area 

middle schools for a "shadowing" experience. Walt Whitman 

Baby Hornet Cheerleaders compete in the Martin Luther King, 

Jr. Parade in Tulsa and the Langston University Homecoming 

Parade. Volunteers from Partners in Education volunteer and 

bring learning opportunites into our building such as domino 

club, pumpkin carving, and Math to Music. 


Tasks: 

1. Annual training for each homeroom teacher on the SF Envision Math online tools. 

Assigned to: 

Shelly Cole 


Comments: 


A Scott Foresman rep came and administered PD to 

homeroom teachers during plan times on the usage of 

Envision Math online tools. 

2. First and Fifth graders will attend the Kids World International Festival sponsored by the Tulsa 

Global Alliance. 

Assigned to: 

Mark Modrcin 

Page: 36 of 47


Comments: 


3. Selected Walt Whitman 5th and 6th grade students will be offered the opportunity to take a 

traveling field trip to Washington DC. 

Assigned to: 

Roshan Cayton 


Comments: 

Currently looking into the procedures, pricing, etc. for this type 

of trip through Explorica, a firm specializing in student trips. 

We are excited about the possiblity of offering this opportunity 

to our students but realize it is something that will take long 

term planning. 


Indicator 

EEIIIB-8.08 - School leadership provides and communicates clearly defined process for 

equitable and consistent use of fiscal resources. (302) 









conditions) 


development: 




Tasks: 

Walt Whitman utilizes a Board of Control committee which 

meets when there's a need to review or approve budget 

expenditures. 

Walt Whitman's Board of Control meets on a regular basis to 

review and approve spending. The school budget will be made 

available for review at staff meetings on an ongoing basis 

throughout the year. School leaders will also meet to 

collaborate and discuss the allocation of funding in relation to 

needs identified by the assessment of data. 

1. Twice a year grade level leaders and school leadership collaborate in discussing the allocation 

of school funding in releation to needs identified by the assessment of data. 

Assigned to: 

Elaine Buxton 


Comments: 


Leadership team met and discussed the need for updated 

technology to support our Schoolwide Instructional Focus. 

2. At least twice a year a copy of the school budget will be made available and discussed at staff 

meeting. 

Assigned to: 

Elaine Buxton 

Page: 37 of 47


Comments: 


In the fall of the school year a summary of the budget has 

been given to the stakeholders addressing resources 

purchased in the fiscal year. In the spring resources will be 

revisited to determine what is needed for the upcoming year. 

3. School leadership will invite all stakeholder groups to an annual meeting to discuss and review 

the school budget and expenditures. 

Assigned to: 

Elaine Buxton 


Comments: 


In the spring, during the PTA meeting a summary of 

budgetary items will be shared with all of the stakeholders. 

This information will also be diseminated through the monthly 

newsletter in May 2012. 


Indicator 

EEIIIB-8.09 - School leadership directs funds based on an assessment of needs aligned to 

the school improvement plan. (303) 









conditions) 


development: 



In the past at Walt Whitman, expenditures were not always 

based on data or support the vision of the school. Programs 

were purchased and were not effectively utilized. Under the 

new administration, the leadership team will be more involved 

in decision making regarding discretionary funds. Operational 

procedures for the expenditure and distribution of 

discretionary funds are in place and utilized at Walt Whitman. 

Walt Whitman Adminstration will meet with the leadership 

team to review data and make decisions of expenditures 

based on the needs of our students. Discretionary 

expenditures will continue to be reviewed by the Board of 

Control Committee. 


Tasks: 

1. Walt Whitman leadership team will meet twice a year to review data and make decisions 

concerning expenditures directed towards student needs. 

Assigned to: 


Page: 38 of 47


Comments: 


Leadership team met and discussed the need for updated 

technology to support our Schoolwide Instructional Focus. 

2. At least twice a year, and as needed, the Board of Control Committee will meet to discuss and 

review expenditures of discretionary funds. 

Assigned to: 

Clara Jackson 


Comments: 


BOC members have voted throughout the year, as needed, on 

expenditures and fundraising. 

3. Team leaders will meet bimonthly to review data and create a prioritized lists of 

materials/resources needed to meet the students needs. 

Assigned to: 


Comments: 



Indicator 

EEIIIB-8.10 - School leadership allocates and integrates state and federal program 

resources to address identified student needs. (304) 









conditions) 


development: 




Tasks: 

At Walt Whitman federal funds are used to pay for an 

Academic Coach and a teacher assistant to address identified 

student needs. The school has also offered after school 

tutoring for reading and math. 

Walt Whitman utilizes funds for a Staff Development Teacher 

to assist teachers with individual needs based on student data, 

for an additional teacher assistant for the computer lab and to 

provide technology assistance, and to maintain an all day Pre- 

K program. 

1. Academic Coach administers an annual survey to identify individual teacher needs in order to 

best serve the students according to needs identified in the assessment of data. 

Assigned to: 

Shelly Cole 


Page: 39 of 47

Comments: 


In August 2011, 80% of the teaching staff at Walt Whitman 

participated in a district wide online Instructional Survey that 

allowed them to reflect on the critical components of 

Implementation and Professional Development. 

2. Computer lab assistant maintains and operates a computer lab in which students attend at 

least once a week and are involved in online instruction through the use of Compass Learning, 

online assessments, research, etc. 

Assigned to: 



Comments: 


All classes attend the Computer lab and are involved in online 

programs at least once per week. 

3. School leadership will conduct an annual review of student data to determine additional 

resources to be purchased through federal or state funds based on student need. 

Assigned to: 

Elaine Buxton 


Comments: 


Inservice is conducted each summer in June with the ILT to 

review student data and determine what needs need to be 

addressed with Title1 Funds. Teachers were recently trained 

on Systems 44 and additional kits were purchased to support 

that effort. Envision Intervention resource kits and My 

Sidewalks kits were purchased for reading and math due to 

DIBELS, OCCT, and Benchmark data showing our students 

were showing weaknesses in these areas. 


Page: 40 of 47


Essential Element 9- Comprehensive and Effective Planning 

Indicator 

EEIIIC-9.04 - School planning team establishes goals for building and strengthening 

instructional and organizational effectiveness. (308) 










conditions) 


development: 

Plan Assigned to: Leona Stout 


Comprehensive plan for improvement goals are created 

according to data. Data is assessed on an ongoing basis 

however teams do not always meet to discuss and plan 

accordingly. 

Walt Whitman teachers will meet with grade level team 

leaders to identify areas of concern within the PASS objectives 

according to our test data. This will consist of OCCT, 

Benchmark data, and DIBELS data. Grade level teams will 

meet bimonthly to analyze ongoing data and plan for 

instruction for students who are not successful. Teachers will 

meet individual instructional needs based on individual student 

scores to improve the teaching and learning process. 


Tasks: 

1. Teachers will meet in grade level teams bimonthly to access data and plan for individual 

instruction. 

Assigned to: 


Comments: 





review data from benchmarks Unit 1 & 2 (we had created our 

own assessment and administered prior to Christmas Break). 

Reteaching, coteaching, and small pullouts are being 



2. Teams will meet annually to create goals and tasks for the comprehensive improvement plan. 

Assigned to: 

Elaine Buxton 


Page: 41 of 47

Implement 

Comments: 


Teams met on two seperate dates to create goals and tasks 

for the comprehensive plan. 

3. Teams will meet quarterly to monitor and assess comprehensive plan goals and tasks. 

Assigned to: 


Comments: 



WISE team met and discussed "where are we now" for the 

comprehensive plan goals and tasks. 

4. The Where Are We Now report will be emailed out to teachers and staff monthly. 

Assigned to: 

Shelly Cole 


Comments: 



Objective Met: 4/29/2011 1/1/0001 

The Where Are We Now Report was emailed out to teachers 

and staff after monitoring revisions were were made. 


Teachers and support staff met twice at the beginning of the 

year to create goals and tasks for the CIP. Teachers met to 

discuss data and plan for additional instruction. WISE team 

met to discuss updates and monitoring of the plan. The Where 

Are We Now report was emailed to teachers and staff and 

monitoring revisions. 

Sustain: 4/29/2011 

Teachers and staff will continue to meet to review new data 

and plan for additional instruction on an ongoing basis. WISE 

team will continue to meet to monitor the CIP. As monitoring 

revisions are made, the Where Are We Now report be emailed 

out to all teachers and staff. 


Meeting sign in sheets are provided in the office as well as 

copies of the Where Are We Now report. 

Page: 42 of 47

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: 

Plan Assigned to: Wendy Hanson 


Grade level teams create comprehensive plan for improvement 

goals according to data but do not consistently meet through 

the school year to reanalyze and monitor. Research based 

activites are implemented in some classrooms. Team leader 

meetings as well as grade level meetings are being 

implemented to help create a shared responsiblity to all staff 

members for data. 

Walt Whitman grade level teams create comprehensive plan 

for improvement goals according to data from OCCT, 

benchmark, and DIBELS scores. Grade level teams will meet 

on an ongoing basis to review and analyze data. Team leader 

meetings as well as grade level meetings are being 

implemented to help create a shared responsiblity to all staff 

members for data. Data folders and data cards will be 

implemented for all students for data tracking. Research based 

activites will be used in all classrooms to address invidiual 

students needs. Professional Development will be offered on 

an ongoing basis to assist teachers and support instruction. 


Tasks: 

1. Bimonthly meetings in grade levels as well as with team leaders to review data on an ongoing 

basis. 

Assigned to: 

Shelly Cole 


Comments: 




review data from benchmarks Unit 1 & 2 (we had created our 

own assessment and administered prior to Christmas Break). 

Reteaching, coteaching, and small pullouts are being 



2. Annual Professional Development will be offered on the data tracking system. 

Assigned to: 

Shelly Cole 

Page: 43 of 47


Comments: 


The teams have met to review and analyze data on an 

ongoing basis .Team leaders have assigned roles and 

responsibilities to staff members regarding data folders. 

Research based activities have been created based on 

information obtained through staff development held at site. 

3. Teams will meet on a quarterly basis to monitor and reassess the goals and tasks of the plan. 

Assigned to: 


Comments: 



Grade level team and PLCs meet on an ongoing base to 

analyze data from DIBLES, benchmark, Compass, Envision and 

others to determine how students are growing academically. 

Teachers discuss trends noted throughout the data and 

suggest strategies that may close the instructional gaps. This 

is an ongoing process. 

4. Teams will meet annually to create goals and tasks for the comprehensive school improvement 

plan. 

Assigned to: 

Elaine Buxton 


Comments: 


Teams met two dates (9/29/2010 & 10/06/2010) to create 

goals and tasks for the improvement plan. 

5. The Where Are We Now report will be emailed out to teachers and staff monthly. 

Assigned to: 

Shelly Cole 


Comments: 


The Where Are We Now report was emailed to teachers and 

staff and monitoring revisions were made. 

6. Teams will meet quarterly to monitor and reassess the goals for the plan. 

Assigned to: 

Lynn McKenney 


Comments: 

7. Bimonthly staff meetings will open with a quick answer/question session of the comprehensive 

plan. Meeting minutes will reflect all updates, progresses and implementations of the plan. 

Assigned to: 

Lynn McKenney 


Comments: 


Page: 44 of 47

Indicator 

EEIIIC-9.06 - School leadership and all staff implement the improvement plan as 

developed. (310) 









conditions) 


development: 



Staff was involved in selected goals according to data. 

Comprhensive plan for improvement strategies were often 

selected by leadership team only. All team members were 

encouraged to view the comprehensive plan but it was not 

always used on an ongoing basis for meetings, planning, etc. 

Walt Whitman staff will meet in teams to create the goals and 

tasks of the comprehensive school improvement plan. Teams 

will meet bimonthly to monitor and reassess the goals created 

in the plan. Staff meeting discussions will be held concerning 

the improvement plan. 


Tasks: 

1. Teams will meet annually to create goals and tasks for the comprehensive school improvement 

plan. 

Assigned to: 

Elaine Buxton 


Comments: 


Teams met on two dates (9/29/2010 & 10/6/2010) to create 

goals and tasks for the comprehensive improvement plan. 

2. Teams will meet quarterly to monitor and reassess the goals for the plan. 

Assigned to: 


Comments: 


3. Annually each staff member will be provided with an updated copy of the comprehensive 

improvement plan. 

Assigned to: 

Lynn McKenney 


Comments: 

4. Bimonthly staff meetings will open with a quick answer/question session of the comprehensive 

plan. 

Assigned to: 

Elaine Buxton 


Page: 45 of 47

Comments: 


All bimonthly staff meeting begins with our Focus on Result 

statement for learning. 


Indicator 

EEIIIC-9.07 - School leadership and all staff regularly evaluate their progress toward 

achieving the goals and objectives for student learning set by the plan. (311) 









conditions) 


development: 



Progress towards achieving the goals is monitored and 

evaluated by some staff members. Team leader and grade 

level meetings are being implemented to help improve this. 

Walt Whitman staff will meet on an ongoing basis to analyze 

data, monitor progress, and plan for instruction additional 

instruction according to the goals identified in the 

comprehensive plan. 


Tasks: 

1. Team leaders and grade level teams will meet quarterly to review data and monitor goals set 

by the comprehensive improvement plan. 

Assigned to: 


Comments: 


Every team leader or grade level meeting begins with the site 

reciting our site's Focus of Comprehension statements. 

After viewing the data we ask the reflective questions; know 

that we know, what are we going to do? 

2. WISE teams meet monthly to monitor goals in the comprehensive plan. 

Assigned to: 


Comments: 


3. Bi-monthly staff meetings will begin with a quick question/answer session concerning the 

comprehensive plan. 

Assigned to: 

Elaine Buxton 


Page: 46 of 47

Comments: 


February 09, 2012 

Page: 47 of 47


Program Management Office (PMO) 

Scholastic Reading Inventory (SRI) Baseline Data of October 7, 2011 

SECTION I 

Whitman Elementary School 

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/using-lexile/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 credit-bearing 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. 

Text Complexity Grade 

Band in the Standards 

K-1 

2-3 

4-5 

6-8 

9-10 

11-C.C.R. 

NA 

Table I 

Old Lexile Ranges 

Lexile Ranges Aligned to 

Common Core Expectations 

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. 5 11:01 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 as using the 

performance Lexile ranges established by MetaMetrics and adopted by Scholastic Inc. contained in the SRI. 

Whitman Elementary School 4th Through 6th Grade, Scholastic Reading 

Inventory (SRI) Baseline Data of October 7, 2011 

0% 2% 

10% 

BR 

BR 10% 

At Risk 39% 

Basic 31% 

Proficient 

#REF! 

Advanced 2% 

31% 

39% 

At Risk 

Basic 

Proficient 

Advanced 

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, 2011 (Official Baseline for 2011-2012), 90% of the students in grades 4th through 6th had completed an SRI. 

Twenty-one percent of these students placed at the proficient Lexile level or above. Eighty percent of the students completing the 

SRI placed in the "Basic" or "At Risk" or "BR" Lexile level category. Note: percentages may not equal 100% due to effects of rounding. 

When calculating the estimated Lexile range required to be a proficient reader in the Common Core Standards, current data 

indicates 19% 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. 

Whitman Elementary School, October 7, 2011 

Reading Proficiency 4th Grade 

% of 

Students 

Lexile Range Required for Common 

BR 8 19% 

Core Standards 

At Risk 349 and Below 13 30% 

4th % of 

Basic 350 to 599 13 30% 

Proficient 770 to Grade students 

Proficient 600 to 900 8 19% 980 

2 5% 

Advanced 901 and Above 1 2% 100% Above 980 1 2% 

Total with SRI 43 84% Total of SRI 3 7% 

No Lexile 8 16% 

Total 4th Grade 51 100% 

Reading Proficiency 

5th Grade 

% of 

Students 


BR 4 8% 



5th % of 

Basic 450 to 699 14 27% 


Proficient 700 to 1000 8 15% 980 

5 10% 





Reading Proficiency 

6th Grade 

% of 

Students 


BR 2 4% 



6th % of 

Basic 500 to 799 16 36% 


Proficient 800 to 1050 10 22% 1155 

5 11% 





Level of Reading 

Proficiency All ( 4th 

through 6th Grades) 

Grades 4th through 

6th 

% of 

Students 

Lexile Range Required in Common 

BR 14 10% 


At Risk 54 39% 

% of 

Basic 43 31% 

Grades 4th through 6th students 

Proficient 26 19% Proficient 12 9% 

Advanced 3 2% 100% Above Proficient 2 1% 


Total No Lexile 16 10% 

Total 4th through 6th 156 100% 

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 Toy Assembly Instructions 760 

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 

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. Ideally a student should be at his or her Lexile proficient range for their grade commencing with 

the beginning of the school year. An anticipated rate of growth equaling one year of reading development is 140 Lexile points for 

a student in grades 3-5, 70 Lexile points for a student in grades 6-8, and 50 points for a student in grades 9-12 Students who 

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. 


Walt Whitman 

Moving 

from Good 

to Great


• The Percentage of students passing the OCCT


Attendance % by Race ‐ 2011‐2012 Student


ADAMS, MONUNIQUE RASHAWN 624593 

ADKINS, ANIYA LYNN 620633 

ALEXANDER, COURTRE LARON 546921 

ALLEN, TYLER DEON K 603512 

ANDERSON, TYONNIE DEMISOE 548336 

ARMSTRONG, CHEYENNE M 589449 

ARMSTRONG, ISAIAH DANIEL 556448 

ARMSTRONG, LARRY WAYNE 544770 

ASHLEY, KOLDIN BRANDELL 623513 

ATKINS, MARCO DIONTE 605466 

ATKINS, MEKO DONEVAE 622884 

ATKINSON, DAVID JOSHUA 562513 

AYALA-HENDERSON, JOSE ALBERTO 607589 

BAKER, AHSAN JARRELL 607703 

BAKER, PARIS DAWN 574335 

BALDEH, SUMMER LEANN 553496 

BALLANCE, COREDALELLO LAMONT 610127 

BALLANCE, DEJON LADELL 565976 

BALLARD, AMIAH SPIRIT 575822 

BALLARD, MIRICLE DIVINE 582895 

WHITMAN 

ELEMENTARY KG Black or African-American 61.72% 

WHITMAN 

ELEMENTARY 04 Black or African-American 93.75% 

WHITMAN 


WHITMAN 

ELEMENTARY 02 Multi-racial 87.1% 

WHITMAN 


WHITMAN 


WHITMAN 


WHITMAN 


WHITMAN 

ELEMENTARY PK4 Black or African-American 100.% 

WHITMAN 


WHITMAN 

ELEMENTARY PK4 American Indian or Alaskan Nat 67.97% 

WHITMAN 


WHITMAN 

ELEMENTARY 01 White or Caucasian 95.31% 

WHITMAN 


WHITMAN 


WHITMAN 

ELEMENTARY 04 Black or African-American 100.% 

WHITMAN 


WHITMAN 

ELEMENTARY 03 Multi-racial 72.66% 

WHITMAN 

ELEMENTARY 03 American Indian or Alaskan Nat 96.36% 

WHITMAN 

ELEMENTARY 03 Multi-racial 95.45%

Data for Gifted and Special ED

Classroom Data Walls

Data Drives Instruction

• Kindergarten 

DIBELS Data

• Second Grade 

DIBELS Data

• First Grade 

DIBELS Data

• Third Data 

DIBELS Data

Interventions Created From Dissecting 

DIBELS Data 

• Phonics Program Needed (C.A.R.E) (1 st and 2 nd 

Grade) Saxon Phonics (Kindergarten) 

• My Sidewalks Reading Intervention Kit used 

for small groups (K‐5 th ) 

• Increased instructional time for reading 150‐ 

180 minutes daily 

• Increased Professional Development on what 

to do next if a student is intensive, strategic, 

or benchmark

SRI/SPI 

• Tested 4 th ‐6 th Grade 

• Advanced (4) 

• Proficient (27) 

• Basic (50) 

• Below Basic (70)

Interventions Created From SRI Data 

• Incorporating Systems 44 and Read 180 

• Incorporating 75 additional minutes Reading 

block (4 th and 5 th Grade) 

• Will retest student the first week of December 

using the SPI (Scholastic Phonics Inventory) 

• Will retest students the second week of 

December using SRI to gain more accurate 

data from several students who were not 

serious about the assessment

Continuation…..SRI Data 

• Will create 4 ability groups taught by different 

teachers during the extra 75 minute reading 

block 

• Will retest in March and May

OCCT DATA 2010‐2011 

• Samples of Graphs used 

• Samples of Graphs by OPI Score 

• Ability groups (4) based on OCCT Data and 

Teacher Made Assessments

Comparisons from the OCCT 2010 and 

2011 

• Regular ED Math 362 to 432= increase of 70 

point 

• Regular ED Reading 420 to 471= increase of 51 

points 

• All students Math 294 to 570= 276 point 

increase 

• All students Reading 434 to 482= 48 point 

increase

2012 OCCT Goals 

• Regular Ed Math Goal 540 or higher 

• Regular ED Reading Goal 589 or higher 

• All students Math Goal 712 or higher 

• All students Reading Goal 603 or higher

Student Individualized 

Assessment Plan Card

Value Added Reports 

(How I Used the Information to make 

to make decisions) 

• Conducted staff‐wide PLC 

• Compared the data from 2010 and 2011 Value 

Added 

• Found trends, strengths and challenge areas 

• Set goals for improvement 

• Shared a common language of improvement 

• The importance of vertical articulation to 

enhance common strategies school‐wide

Plans for Additional Reading and Math 

Support 

• 150 minutes of Reading K‐3 rd (non‐negotiable) 

• 150 minutes of Reading 4 th ‐6 th divided 

between morning and afternoon 

• Systems 44 and Read 180 will be used during 

additional reading time 

• Accelerated Reader and Math is used during 

extra reading block and during math for 

flexible grouping

Additional Support Continuation… 

• After School tutoring for students on Thursdays 

4 th and 5 th Grade (based on previous week 

assessment 

• After school tutoring for 3 rd –6 th Grade beginning 

January 10 th on Tuesday and Thursday based on 

weekly assessments and benchmarks 

• Math Interventionist for K‐3 rd Grade to help 

students who are performing below grade level 

beginning December 5 th (Small Group 

instruction)

Additional Support Continued…. 

• 20 minutes of D.E.A.R. in gym each morning 

• Compass Learning 2 to 3 days a week for 

grades 2 nd ‐6th

Discipline Plan 

• 5 step system 

• Yellow folders 

• Interventions– Child Study Team meets every 

other week on Mondays to provide 

interventions and strategies for students who 

are consistently a challenge 

( As of December 5 th all teachers will be a part of 

the child study team during their planning 

period to offer interventions and strategies)

Mentoring Programs 

• Boys Mentoring Program 

• Girls Mentoring Program (D.I.V.A.S) 

Boys meet every Friday from 2:00‐2:40 

Girls meet every other Friday from 2:00‐2:40

Budget Site/ Title/ School 

Improvement fund

PLCs Meeting regularly

PLC’s at work at Whitman

Whitman PLC’s

TLE ~ Teachers Make the Difference

TLE What works at Whitman 

• Initial staff walk‐throughs conducted during 

the first week of school with positive feedback 

on post it notes 

• Conduct various principal walkthroughs formal 

and informal 

• During walkthroughs notes of affirmation are 

posted in a designated area 

• Observation conferences are held within 5 

days

TLE’s Continuation 

• During the conference, I discuss areas of 

strengths and areas that might need to improve 

• I always use the “push pin” approach at first by 

giving a teacher an allotted amount of time to 

improve. 

• If improvement is needed, I suggest the teacher 

obtain strategies and suggestions from the “Staff 

Development Teacher” as well as the district 

provided Mentor Teacher for probationary 

teachers

TLE Continuation 

• If improvement does not happen another 

conference is held and a PDP is written 

• On the PDP, I put specific items that are in 

need of improvement and give suggestions on 

how this can be accomplished 

• Lastly, I continue during informal and formal 

observations and give the teacher feedback on 

any improvement I witness

Why? 

To begin with the end in mind means to 

start with a clear understanding of your 

destination. It means to know where you’re 

going so that you better understand where 

you are now so that the steps you take are 

always in the right direction. 

-Stephen R. Covey

A Continuous Journey……...

Whitman Elementary - Tulsa Public Schools

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