Whitman Elementary - Tulsa Public Schools

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