Whitman Elementary - Tulsa Public Schools

Whitman ES District Capacity
District: Tulsa Public Schools
DETERMINATION OF CAPACITY BY REVIEWERS AND COMMENTS
Historical analysis of data over a period of five years and evidence that historical data has been used to
develop school‐level interventions (data should include, but is not limited to, the categories listed above)
DISTRICT EVIDENCE OF CAPACITY SUBMITTED FOR REVIEW
Please see attached WISE, School Improvement Plans (SIPlan) and File 6‐ Historical Data Analysis in the site
additional documentation folder.
In File 6‐Historical Data Analysis, the District provides:
• Value‐added estimates for all Priority Schools for Math and Reading/English ( 3‐year average; 2010‐
2011, and 2009‐2010)
• Achievement results and value‐added data displayed in tandem for all District schools (3‐year average
and 2010‐2011)
• Sample value‐added report
• Evidence of leaders and teachers’ use of the data and training in the use of value‐added data
The Walt Whitman Team at the beginning of the school year, August 2011, was presented with data from the
OCCT as well as benchmarks and DIBELS assessments from Spring 2011 to describe where each of our students
were academically and what strategies need to be put into place to enhance any challenging areas of concern.
With this information, I led the staff into discussing what interventions were working for our school and which
ones we needed to get rid of because of lack of positive returns. My Instructional Leadership Team, which was
started in October of 2010, assess interventions on a bi‐monthly basis to determine if we are seeing results
from many school‐wide strategies and interventions. In September 2011 our 2 nd ‐6 th grade took the SRI
inventory. Afterwards the data was disaggregated, we determined that we needed Accelerated Reader in
order to help our students to be able to read on grade level. In the fall of 2011, Walt Whitman formed a PBIS
team which meet on a weekly basis to look at attendance data, suspension data, gender differences,
procedures and practices. This team disaggregate this data and present it to the staff with interventions on
ways to improve in all these areas. With the implementing of several interventions such as PLC’s (whole staff
and grade level), Instructional Leadership Team, School wide strategies like gradual release, thinking maps, and
reading comprehension K‐3 rd grade 150 minutes a day, flexible groups, and differentiated instruction our
school made AYP in Spring 2011. We have continued with these interventions and truly believe they will help
our students to continue to strive.
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