Whitman Elementary - Tulsa Public Schools

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Instructional Technology Integrated Strategies 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 Procedural specificity will be detailed in individual teacher lesson plans. Walt <strong>Whitman</strong> SIPlan 0910.1 - Page 61
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 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 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: 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 Walt <strong>Whitman</strong> SIPlan 0910.1 - Page 62
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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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High Schools (3 Year Average)
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2011 VA SCHOOL REPORT MACARTHUR ELE
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READING 2011 VA SCHOOL REPORT MACAR
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READING 2011 VA SCHOOL REPORT MACAR
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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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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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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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Page 385 and 386: Grade / Instructional Focus: Pre-Ki
Page 387 and 388: PART II - Action Plans Kindergarten
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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
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Page 437 and 438: PART II - Action Plans Attendance a
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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
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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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