Whitman Elementary - Tulsa Public Schools

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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 <strong>Tulsa</strong> 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
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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
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Assessment Rates - District Level
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Assessment Values - Student Level
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Math Results - Student level
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How Performance is Reviewed for Hir
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The TLE evaluation process is compr
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Human Capital Partners meet with ea
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TLE Observation and Evaluation Rubr
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3 Domain: Classroom Management Dime
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7 Domain: Instructional Effectivene
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10 Domain: Instructional Effectiven
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17 Domain: Professional Growth and
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20 Domain: Leadership 1 Ineffective
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2 2. Distribution of Effective Teac
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4 Distribution of Teachers by Value
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10 Distribution of Teachers by Valu
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12 Priority Schools’ Distribution
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14 Priority Schools’ Distribution
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• effective group facilitation sk
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There are a number of ways in which
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principal, other administrators, TP
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More than 3000 students and their f
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closed 14 schools due to under‐en
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ESEA Waiver District Capacity Deter
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3 Priority Schools’ Value Added S
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Introduction to Value-Added/Achieve
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Elementary Schools (2010‐2011)
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Bubble size represents size of the
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Middle Schools (2010‐2011)
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Key to Elementary Schools’ Value-
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Page 191 and 192: High Schools (3 Year Average)
Page 201 and 202: 2011 VA SCHOOL REPORT MACARTHUR ELE
Page 205 and 206: READING 2011 VA SCHOOL REPORT MACAR
Page 207 and 208: READING 2011 VA SCHOOL REPORT MACAR
Page 209 and 210: MATH 2011 VA SCHOOL REPORT MACARTHU
Page 211 and 212: SCIENCE 2011 VA SCHOOL REPORT MACAR
Page 213 and 214: WRITING 2011 VA SCHOOL REPORT MACAR
Page 219 and 220: ELEMENTARY TEAM 1: o Central, Roger
Page 221 and 222: COHORT 1: o Central, Rogers and Hal
Page 223 and 224: Hello Teachers, We want to make you
Page 225 and 226: ESEA Waiver District Capacity Deter
Page 227 and 228: Higher Education Partnerships, incl
Page 229 and 230: • Special education: special educ
Page 231 and 232: • subject-area pairing of mentors
Page 233 and 234: The TPS Leadership Development prog
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Page 237: with market pay resulting in a comp
Page 241 and 242: TPS Student Progress Portal Screen
Page 243 and 244: TPS Student Progress Portal Screen
Page 247 and 248: In general, Principals and Vice Pri
Page 251 and 252: strategic plan from a high level do
Page 253 and 254: FROM THE BOARD OF EDUCATION TULSA B
Page 255 and 256: ABOUT THE DISTRICT Who We Are TULSA
Page 257 and 258: SUBSTANTIVE FRAMEWORK Vision Missio
Page 259 and 260: CORE GOALS 1 Student Achievement-Ea
Page 261 and 262: 5 Safe and Secure Schools-Ensure th
Page 263 and 264: Responsibilities include: • Assur
Page 265 and 266: Strategic Plan Core Goal Update Tul
Page 267 and 268: Strategic Objectives Review - Janua
Page 269 and 270: Strategic Objectives Review - Janua
Page 271 and 272: © Tulsa Public Schools 2011 Strate
Page 273 and 274: Developing Measures of Success Stra
Page 275 and 276: Monitoring Progress • This is the
Page 277 and 278: Student Achievement % students scor
Page 279 and 280: Teacher and Leader Effectiveness 90
Page 281 and 282: Financial Sustainability % Instruct
Page 283 and 284: Safe and Secure Schools Truancy: Ye
Page 285 and 286: How will we measure success? TPS PE
Page 287 and 288: © 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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