Whitman Elementary - Tulsa Public Schools

More documents

Recommendations

Info

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. Instructional Technology Integrated Strategies 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. Procedural specificity will be detailed in individual teacher lesson plans. Walt <strong>Whitman</strong> SIPlan 0910.1 - Page 57
Grade / Instructional Focus: 5th Grade Mathematics Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender Goal: All fifth grade students will demonstrate mathematics proficiency at grade level or above grade level on the Oklahoma Core Curriculum Test. Achievement Objective / Benchmark (median scores or assessment nomenclature): Standard Objective PASS Current % 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 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: 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. Walt <strong>Whitman</strong> SIPlan 0910.1 - Page 58
Page 1 and 2:
Whitman ES District Capacity Distri
Page 3 and 4:
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Introduction Welcome to a review an
Page 51 and 52:
Table 1 --- School's Median OPI Sco
Page 53 and 54:
Page 55 and 56:
Table 1: School's Median OPI Score
Page 57 and 58:
Page 59 and 60:
Table 3 --- Comparison Proficient t
Page 61 and 62:
Grade 05 2008-2009 2010-2011 Studen
Page 63 and 64:
Table 3: Comparison Proficient to B
Page 65 and 66:
Table 4: School to TPS to State Med
Page 67 and 68:
OCCT 5.0 Data Analysis Standard NEI
Page 69 and 70:
OCCT 4.0 Geometry & Measurement Sta
Page 71 and 72:
Table 5: Median Percent Correct (0-
Page 73 and 74:
Table 6: Priority Academic Student
Page 75 and 76:
OCCT 1.0 Patterns & Algebraic Reaso
Page 77 and 78:
Table 6: Vertically Aligned Median
Page 79 and 80:
Explanation of Tables and Their Use
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Table 1: School's Median OPI Score
Page 87 and 88:
Table 2: Historical Trend Data by P
Page 89 and 90:
Grade 04 2008-2009 2009-2010 2010-2
Page 91 and 92:
Grade 06 2009-2010 Students Scoring
Page 93 and 94:
Table 4 --- School to TPS to State
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Table 5: Median Percent Correct (0-
Page 101 and 102:
Page 103 and 104:
Table 6: Vertically Aligned Median
Page 105 and 106:
TULSA PUBLIC SCHOOLS COMMUNICATION
Page 107 and 108:
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
Page 127 and 128:
10 Domain: Instructional Effectiven
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
17 Domain: Professional Growth and
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 141 and 142:
Page 143 and 144:
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 and 160:
closed 14 schools due to under‐en
Page 161 and 162:
ESEA Waiver District Capacity Deter
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 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Key to Elementary Schools’ Value-
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
High Schools (3 Year Average)
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
2011 VA SCHOOL REPORT MACARTHUR ELE
Page 203 and 204:
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 215 and 216:
Page 217 and 218:
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:
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
Page 235 and 236:
• Participants demonstrated impro
Page 237 and 238:
with market pay resulting in a comp
Page 239 and 240:
• 11 Steps to CACR data (relevant
Page 241 and 242:
TPS Student Progress Portal Screen
Page 243 and 244:
TPS Student Progress Portal Screen
Page 245 and 246:
Page 247 and 248:
In general, Principals and Vice Pri
Page 249 and 250:
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
Page 289 and 290:
Core Goal: Student Achievement Each
Page 291 and 292:
Core Goal: Student Achievement Prog
Page 293 and 294:
Core Goal: Student Achievement Alge
Page 295 and 296:
Teacher and Leader Effectiveness Me
Page 297 and 298:
Core Goal: Teacher and Leader Effec
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
Core Goal: Safe and Secure Schools
Page 305 and 306:
Financial Sustainability Measures o
Page 307 and 308:
Core Goal: Financial Sustainability
Page 309 and 310:
Core Goal: Financial Sustainability
Page 311 and 312:
Core Goal: Performance-Based Cultur
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
2011-2012 Balanced Scorecard Financ
Page 319 and 320:
2011-2012 Balanced Scorecard Human
Page 321 and 322:
2011-2012 Balanced Scorecard Human
Page 323 and 324:
2011-2012 Balanced Scorecard Depart
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Menu of Strategies for Turnaround S
Page 345 and 346:
• Provide professional developmen
Page 347 and 348:
• Identify culturally competent m
Page 349 and 350:
Elementary Schools were added to th
Page 351 and 352:
Flippen/Learning Keys: Following a
Page 353 and 354:
• CURRICULUM DEVELOPMENT‐ Learn
Page 355 and 356:
• Monthly publication to families
Page 357 and 358:
TLE Objectives and Progress Report
Page 359 and 360:
Page 361 and 362:
Page 363:
Page 375 and 376:
Table of Contents PART I - DESCRIPT
Page 377 and 378:
C. Transitions 1. To receive a new
Page 379 and 380: G. Coordination of Services Walt Wh
Page 381 and 382: I. NCLB Compliance Elements Complia
Page 383 and 384: PART II - Action Plans Pre-Kinderga
Page 385 and 386: Grade / Instructional Focus: Pre-Ki
Page 387 and 388: PART II - Action Plans Kindergarten
Page 389 and 390: Grade / Instructional Focus: Kinder
Page 391 and 392: Instructional Technology Integrated
Page 393 and 394: Parental Participation • Parentin
Page 401 and 402: Grade / Instructional Focus: 2nd Gr
Page 403 and 404: PART II - Action Plans 3rd Grade Re
Page 405 and 406: Grade / Instructional Focus: 3rd Gr
Page 417 and 418: instruct the students to have one c
Page 423 and 424: student to practice money problems
Page 425 and 426: PART II - Action Plans 5th Grade Re
Page 427 and 428: Grade / Instructional Focus: 5th Gr
Page 429: Grade / Instructional Focus: 5th Gr
Page 437 and 438: PART II - Action Plans Attendance a
Page 439 and 440: Grade / Focus: Attendance Groups: _
Page 441 and 442: • Administrative designee will cr
Page 443 and 444: 2011 VA SCHOOL REPORT WHITMAN ELEME
Page 447 and 448: 2011 VA SCHOOL REPORT MATH WHITMAN
Page 449 and 450: 2011 VA SCHOOL REPORT READING WHITM
Page 451 and 452: 2011 VA SCHOOL REPORT MATH WHITMAN
Page 453 and 454: SOCIAL STUDIES 2011 VA SCHOOL REPOR
Page 459 and 460: Whitman Elementary School Comprehen
Page 461 and 462: Comments: Task Completed: 04/08/201
Page 463 and 464: Opportunity Score: 2 (3 - relativel
Page 465 and 466: Indicator EEIC-3.03 - All teachers
Page 467 and 468: Task Completed: 10/20/2011 Implemen
Page 469 and 470: Professional Learning Environment-E
Page 471 and 472: Assigned to: Elaine Buxton Target C
Page 473 and 474: Comments: Task Completed: 10/12/201
Page 475 and 476: Comments: Walt Whitman has conducte
Page 477 and 478: Indicator EEIIB-5.07 - School leade
Page 479 and 480: Assigned to: Sandra Johnson Target
Page 481 and 482:
Indicator EEIIC-6.04 - School plann
Page 483 and 484:
Indicator EEIIC-6.06 - School plann
Page 485 and 486:
Describe current level of developme
Page 487 and 488:
Opportunity Score: 2 (3 - relativel
Page 489 and 490:
Collaborative Leadership-Effective
Page 491 and 492:
Indicator EEIIIA-7.08 - School lead
Page 493 and 494:
Implement 3. Administrator will see
Page 495 and 496:
Target Completion Date: 11/05/2010
Page 497 and 498:
Target Completion Date: 05/31/2011
Page 499 and 500:
Collaborative Leadership-Effective
Page 501 and 502:
Indicator EEIIIC-9.05 - School plan
Page 503 and 504:
Indicator EEIIIC-9.06 - School lead
Page 505 and 506:
Comments: Implement Percent Task Co
Page 507 and 508:
Tulsa Public Schools Program Manage
Page 509 and 510:
Tulsa Public Schools Program Manage
Page 511:
Walt Whitman Moving from Good to Gr
Page 515 and 516:
Dashboard Data Attendance % by Race
Page 517 and 518:
Data for Gifted and Special ED
Page 519 and 520:
Data Drives Instruction
Page 521 and 522:
• Second Grade DIBELS Data
Page 523 and 524:
• Third Data DIBELS Data
Page 525 and 526:
SRI/SPI • Tested 4 th ‐6 th Gra
Page 527 and 528:
Continuation…..SRI Data • Will
Page 529 and 530:
Comparisons from the OCCT 2010 and
Page 531 and 532:
Student Individualized Assessment P
Page 533 and 534:
Plans for Additional Reading and Ma
Page 535 and 536:
Additional Support Continued….
Page 537 and 538:
Mentoring Programs • Boys Mentori
Page 539 and 540:
PLCs Meeting regularly
Page 541 and 542:
Whitman PLC’s
Page 543 and 544:
TLE What works at Whitman • Initi
Page 545 and 546:
TLE Continuation • If improvement
Page 547:
A Continuous Journey……...
show all

Whitman Elementary - Tulsa Public Schools

Create successful ePaper yourself

Delete template?

Save as template?