Tulsa Public Schools

Transcription

1 WRIGHT ELEMENTARY

2 Tulsa Public Schools Vision Statement Excellence and High Expectations with a Commitment to All Mission Statement The mission of Tulsa Public Schools is to provide a quality learning experience for every student, every day, without exception. Strategic Goals Student Achievement Teacher and Leader Effectiveness Performance-Based Culture Financial Sustainability Safe and Secure Schools

3 Who Are We? Approximately 420 students, 37 certified staff, 30 support staff; Pre Kindergarten to 5 th grade 81% Free and Reduced Lunch Wright is a school wide Title 1 school Highly Diverse Population: 15% American Indian, 1% Asian, 23% African-American, 13% Hispanic, 6% Multi, 42% Caucasian Half live within our boundaries; half are on transfers Centralized District programs providing learning environments for HI, ED, DD, and MD Highly qualified and committed staff Unique and wonderful facility

4 BOTTOM LINE: HOME + SCHOOL = SUCCESS

5 HOW WE DO OUR JOB We ask ourselves: What are we doing? and Why are we doing it? If the answer is not: It helps children learn. We stop doing it. We ask four main questions: what do our students need to know, how do we know they get it, what do we do when they don t get it, what do we do when we know they do get it

6 We have assessed every child in this school in reading and math and then developed a plan of instructional interventions to meet the needs of each individual student. We continually reassess on a regular basis to check progress and adjust instruction as needed

7 INTERVENTIONS BEING IMPLEMENTED FOR ALL STUDENTS ABOVE GRADE LEVEL, AT GRADE LEVEL, BELOW GRADE LEVEL, OR FAR BELOW GRADE LEVEL Using data provided by assessments done with Literacy First, MAP, SRI, OCCT/OMAAP, and teacher developed, all students are identified either as Above Grade Level, At Grade Level, Below Grade Level, or Far Below Grade Level. Then teachers as teams make sure the students receive interventions as needed. The following is a list of some of the building wide interventions we use. There are more that individual teachers use, but are not listed.

8 INTERVENTIONS Child Study Team meets weekly and teachers recommend students who are struggling. The process allows for professionals to provide ideas for interventions and at times recommend students for testing to determine if the child has a learning disability. Individualized Learning Plans are developed for all students who do qualify as having a specific learning disability or qualify for Reading Sufficiency Act; these plans outline any and all interventions needed to improve the child s reading skills or math skills if an IEP. Title 1 funded tutoring for all students identified as below/far below grade level Indian Ed Tutoring Program for K-5 students who qualify. Two teachers serve about 15 students identified as below/far below grade level. Gifted and Talented program provides for enrichment activities in reading and math that are designed to extend learning for those identified far above grade level. In addition, many students who are identified as at or above grade level are given more challenging work and sometimes go to grade levels above for enrichment lessons

9 There is an on-site reading specialist serving students in grades K-3 who have been identified as below or far below grade level. These students are brought together in small groups (6 or less) In our classrooms all teachers have differentiated small group instruction in math and reading daily and weekly. Teachers have literacy and math stations where students do work that are designed to build literacy and math skills. There is cross grade level teaming where students get individualized opportunities to work with teacher at their grade level(e.g. second grade student working at first grade level may join a first grade class as a mentor for another student; while at the same time building on skills that they lack. Teachers have guided reading and math groups that are leveled to provide instruction for a child at the level they are learning.

10 We also send students who are excelling to grade level above to challenge them to work at the higher level Teachers communicate with parents and provide ideas and suggestions to help children below and far below grade level in math and reading There are teachers who team cross grade level wise to provide reading buddies (e.g. 4 th graders read to PK) Library and Computer time for all classrooms every week to work on literacy and math skills. Students go to work on programs such as Reading Counts, Star Math and others designed to improve literacy and math skills Community Mentors/Lunch Buddies are provided for students who are struggling academically. Mentor/Buddy help with school work and provide encouragement for the students On site therapists, coordinated by school Counselor, serve students who are struggling academically due to behavior issues. Parent involvement activities are provided that help parents assist their child in improving reading and math skills. There is Literacy Night, Math Night, Test Prep meeting, and a Reading Challenge by the principal.

11 EXPECTATIONS OF TEACHERS Challenge every child, every day with opportunities to learn in Reading, Math, Science, Social Studies, Art, Music, and Physical Education. Give positive feedback to every child as well as constructive feedback that allows for growth. Develop a caring relationship with every child.

12 EXPECTATIONS OF PARENTS Be Involved; get to know your child s teacher Join the PTA Volunteer if you can Read, EVERY NIGHT, with your child. Make sure your child turns in his or her reading log every week/month Assist your child is developing study skills at home Work as a partner with our school

13 EXPECTATIONS FOR ALL Our Expectations for everyone comes to Wright: Come ready to learn and do your best Be willing to give and take feedback Care about each other as a person and show respect

14 QUOTE FROM A HOMELESS TEENAGER DIFFICULT THINGS ARE DONE BY THOSE WHO CAN. IMPOSSIBLE THINGS ARE DONE BY THOSE WHO CARE!! AT WRIGHT, WE CARE!!