Whitman Elementary - Tulsa Public Schools

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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 District Capacity Determination for School Improvement 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.
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Whitman ES District Capacity Distri
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Introduction Welcome to a review an
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Table 1 --- School's Median OPI Sco
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Table 1: School's Median OPI Score
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Table 3 --- Comparison Proficient t
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Grade 05 2008-2009 2010-2011 Studen
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Table 3: Comparison Proficient to B
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Table 4: School to TPS to State Med
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OCCT 5.0 Data Analysis Standard NEI
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OCCT 4.0 Geometry & Measurement Sta
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Table 5: Median Percent Correct (0-
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Table 6: Priority Academic Student
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OCCT 1.0 Patterns & Algebraic Reaso
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Table 6: Vertically Aligned Median
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Explanation of Tables and Their Use
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Table 1: School's Median OPI Score
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Table 2: Historical Trend Data by P
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Grade 04 2008-2009 2009-2010 2010-2
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Grade 06 2009-2010 Students Scoring
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Table 4 --- School to TPS to State
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Table 5: Median Percent Correct (0-
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Table 6: Vertically Aligned Median
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TULSA PUBLIC SCHOOLS COMMUNICATION
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a. Publish external TPS dashboard t
Page 109 and 110: Assessment Rates - District Level
Page 111 and 112: Assessment Values - Student Level
Page 113 and 114: Math Results - Student level
Page 115 and 116: How Performance is Reviewed for Hir
Page 117 and 118: The TLE evaluation process is compr
Page 119 and 120: Human Capital Partners meet with ea
Page 121 and 122: TLE Observation and Evaluation Rubr
Page 123 and 124: 3 Domain: Classroom Management Dime
Page 125 and 126: 7 Domain: Instructional Effectivene
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Page 135 and 136: 20 Domain: Leadership 1 Ineffective
Page 137 and 138: 2 2. Distribution of Effective Teac
Page 139 and 140: 4 Distribution of Teachers by Value
Page 145 and 146: 10 Distribution of Teachers by Valu
Page 147 and 148: 12 Priority Schools’ Distribution
Page 149 and 150: 14 Priority Schools’ Distribution
Page 151 and 152: • effective group facilitation sk
Page 153 and 154: There are a number of ways in which
Page 155 and 156: principal, other administrators, TP
Page 157 and 158: More than 3000 students and their f
Page 159: closed 14 schools due to under‐en
Page 163 and 164: 3 Priority Schools’ Value Added S
Page 165 and 166: Introduction to Value-Added/Achieve
Page 167 and 168: Elementary Schools (2010‐2011)
Page 169 and 170: Bubble size represents size of the
Page 171 and 172: Middle Schools (2010‐2011)
Page 185 and 186: Key to Elementary Schools’ Value-
Page 191 and 192: High Schools (3 Year Average)
Page 201 and 202: 2011 VA SCHOOL REPORT MACARTHUR ELE
Page 203 and 204: 2011 VA SCHOOL REPORT MACARTHUR ELE
Page 205 and 206: READING 2011 VA SCHOOL REPORT MACAR
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Page 209 and 210: MATH 2011 VA SCHOOL REPORT MACARTHU
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SCIENCE 2011 VA SCHOOL REPORT MACAR
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WRITING 2011 VA SCHOOL REPORT MACAR
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2011 VA SCHOOL REPORT MACARTHUR ELE
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2011 VA SCHOOL REPORT MACARTHUR ELE
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ELEMENTARY TEAM 1: o Central, Roger
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COHORT 1: o Central, Rogers and Hal
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Hello Teachers, We want to make you
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ESEA Waiver District Capacity Deter
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Higher Education Partnerships, incl
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• Special education: special educ
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• subject-area pairing of mentors
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The TPS Leadership Development prog
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• Participants demonstrated impro
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with market pay resulting in a comp
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• 11 Steps to CACR data (relevant
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TPS Student Progress Portal Screen
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TPS Student Progress Portal Screen
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In general, Principals and Vice Pri
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strategic plan from a high level do
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FROM THE BOARD OF EDUCATION TULSA B
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ABOUT THE DISTRICT Who We Are TULSA
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SUBSTANTIVE FRAMEWORK Vision Missio
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CORE GOALS 1 Student Achievement-Ea
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5 Safe and Secure Schools-Ensure th
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Responsibilities include: • Assur
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Strategic Plan Core Goal Update Tul
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Strategic Objectives Review - Janua
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Strategic Objectives Review - Janua
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© Tulsa Public Schools 2011 Strate
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Developing Measures of Success Stra
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Monitoring Progress • This is the
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Student Achievement % students scor
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Teacher and Leader Effectiveness 90
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Financial Sustainability % Instruct
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Safe and Secure Schools Truancy: Ye
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How will we measure success? TPS PE
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© Tulsa Public Schools 2011
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Core Goal: Student Achievement Each
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Core Goal: Student Achievement Prog
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Core Goal: Student Achievement Alge
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Teacher and Leader Effectiveness Me
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Core Goal: Teacher and Leader Effec
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Core Goal: Safe and Secure Schools
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Financial Sustainability Measures o
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Core Goal: Financial Sustainability
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Core Goal: Financial Sustainability
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Core Goal: Performance-Based Cultur
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2011-2012 Balanced Scorecard Financ
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2011-2012 Balanced Scorecard Human
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2011-2012 Balanced Scorecard Human
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2011-2012 Balanced Scorecard Depart
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Menu of Strategies for Turnaround S
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• Provide professional developmen
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• Identify culturally competent m
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Elementary Schools were added to th
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Flippen/Learning Keys: Following a
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• CURRICULUM DEVELOPMENT‐ Learn
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• Monthly publication to families
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TLE Objectives and Progress Report
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Table of Contents PART I - DESCRIPT
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C. Transitions 1. To receive a new
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G. Coordination of Services Walt Wh
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I. NCLB Compliance Elements Complia
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PART II - Action Plans Pre-Kinderga
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Grade / Instructional Focus: Pre-Ki
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PART II - Action Plans Kindergarten
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Grade / Instructional Focus: Kinder
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Instructional Technology Integrated
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Parental Participation • Parentin
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Grade / Instructional Focus: 2nd Gr
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PART II - Action Plans 3rd Grade Re
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Grade / Instructional Focus: 3rd Gr
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instruct the students to have one c
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student to practice money problems
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PART II - Action Plans 5th Grade Re
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Grade / Instructional Focus: 5th Gr
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PART II - Action Plans Attendance a
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Grade / Focus: Attendance Groups: _
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• Administrative designee will cr
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2011 VA SCHOOL REPORT WHITMAN ELEME
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2011 VA SCHOOL REPORT MATH WHITMAN
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2011 VA SCHOOL REPORT READING WHITM
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2011 VA SCHOOL REPORT MATH WHITMAN
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SOCIAL STUDIES 2011 VA SCHOOL REPOR
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Whitman Elementary School Comprehen
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Comments: Task Completed: 04/08/201
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Opportunity Score: 2 (3 - relativel
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Indicator EEIC-3.03 - All teachers
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Task Completed: 10/20/2011 Implemen
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Professional Learning Environment-E
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Assigned to: Elaine Buxton Target C
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Comments: Task Completed: 10/12/201
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Comments: Walt Whitman has conducte
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Indicator EEIIB-5.07 - School leade
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Assigned to: Sandra Johnson Target
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Indicator EEIIC-6.04 - School plann
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Indicator EEIIC-6.06 - School plann
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Describe current level of developme
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Opportunity Score: 2 (3 - relativel
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Collaborative Leadership-Effective
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Indicator EEIIIA-7.08 - School lead
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Implement 3. Administrator will see
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Target Completion Date: 11/05/2010
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Target Completion Date: 05/31/2011
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Collaborative Leadership-Effective
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Indicator EEIIIC-9.05 - School plan
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Indicator EEIIIC-9.06 - School lead
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Comments: Implement Percent Task Co
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Tulsa Public Schools Program Manage
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Tulsa Public Schools Program Manage
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Walt Whitman Moving from Good to Gr
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Dashboard Data Attendance % by Race
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Data for Gifted and Special ED
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Data Drives Instruction
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• Second Grade DIBELS Data
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• Third Data DIBELS Data
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SRI/SPI • Tested 4 th ‐6 th Gra
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Continuation…..SRI Data • Will
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Comparisons from the OCCT 2010 and
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Student Individualized Assessment P
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Plans for Additional Reading and Ma
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Additional Support Continued….
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Mentoring Programs • Boys Mentori
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PLCs Meeting regularly
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Whitman PLC’s
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TLE What works at Whitman • Initi
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TLE Continuation • If improvement
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A Continuous Journey……...
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Whitman Elementary - Tulsa Public Schools

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