Whitman Elementary - Tulsa Public Schools

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Table 1 --- School's Median OPI Score - Reading For Student Current School WHITMAN ELEMENTARY Grade 03 2008-2009 2009-2010 2010-2011 Advanced 3% NEI NEI Satisfactory 38% 36% 49% Limited Knowledge 41% 26% 22% Unsatisfactory 19% 38% 30% Grade 04 2008-2009 2009-2010 2010-2011 Satisfactory 60% 32% 25% Limited Knowledge 20% 24% 23% Unsatisfactory 20% 45% 52% Grade 05 2008-2009 2009-2010 2010-2011 Satisfactory NEI NEI 20% Limited Knowledge 100% NEI 32% Unsatisfactory NEI NEI 49% Grade 06 2008-2009 2009-2010 2010-2011 Unsatisfactory NEI 100% NEI 80% or > Median Correct 70% to 79% Median Correct 60% to 69% Median Correct 59% or Less Median Correct
Table 2: Historical Trend Data by Performance Levels The optimum expectation would be to see significantly fewer students scoring in the unlimited or unsatisfactory range across time. However, if a school has experienced significant percentages of students performing in the unsatisfactory range one year followed by the second year with a significant decrease in this range and a larger increase in students with limited knowledge this is a significant achievement even though the school may not have moved the students to the proficient range. It is significant because significant growth has occurred to move the student to a higher level. Further exploration to determine how close to the proficiency range did the school move would be warranted. In the third year the desired outcome would be to see the percentage of student scoring below proficient to have diminished even further which would indicate that the staff was able to influence how the curriculum was delivered so that students could master the content and demonstrate higher levels of performance. Patterns with wide fluctuations in percentile changes between performance levels should raise significant questions. Discussion Points • Is there a discernable pattern evident when we reviewing our historical trend? • Is our trend line continuously moving in an upward direction? • If we are reaching high % levels of students performing in the proficient and/or above range are we maintaining, decreasing or increasing this trend? • Do we know how far into the proficient range or how close to the advanced range our students placed? • Are we moving an increasing number of students into the advanced range year after year? If not, what can we do differently? • What is the relationship between median OPI scores in Table I and the levels of proficiency reached in Table 2? • Do we have a means of gauging how we think our students are going to perform on the OSTP assessment before the assessment is given? If not, why not? If so, how do we as a school, a team, a department review • How do we track changes that we make to determine if they worked or produced the intended results? • If we have determined that something is working how do we maintain our focus?
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Whitman ES District Capacity Distri
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Page 35 and 36: Whitman ES District Capacity Distri
Page 49 and 50: Introduction Welcome to a review an
Page 51 and 52: Table 1 --- School's Median OPI Sco
Page 55 and 56: Table 1: School's Median OPI Score
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 85: Table 1: School's Median OPI Score
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 99 and 100: Table 5: Median Percent Correct (0-
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
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Page 135 and 136: 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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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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