Tracking Our Progress - Tulsa Public Schools

We will provide monthly updates during meetings of our Board of Education. Those monthly reports will be posted on this page.

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Goal 1

Elementary Literacy

Goal 1

The percentage of K-5 students who are eligible for free/reduced lunch who are at/above the 50th percentile indicating grade-level proficiency in reading on MAP will increase from 23% in May 2021 to 40% by May 2027.

March 2022
January 2022

March 2022

students of Interest	Metric definition
Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level Kindergarten through fifth grade students are included	MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through 2021-2022 school year MAP was not administered districtwide in Spring SY19-20, Fall SY20-21, or Winter SY20-21 due to the COVID-19 pandemic We will be reporting on Fall to Winter and Fall to Spring growth periods. Only one growth period has happened during the pandemic (Fall to Winter SY21-22) Students' proficiency percentile rank is calculated based on how their performance compares to nation-wide student performance Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally Projected growth is calculated based on how students' performance compares to nation-wide student performance; nationally, 50% of students meet their projected growth Students meet growth if their observed growth from one test administration to the next is greater than or equal to their projected growth across the same period

students of Interest

Metric definition

Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level
Kindergarten through fifth grade students are included

MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through 2021-2022 school year
MAP was not administered districtwide in Spring SY19-20, Fall SY20-21, or Winter SY20-21 due to the COVID-19 pandemic
We will be reporting on Fall to Winter and Fall to Spring growth periods. Only one growth period has happened during the pandemic (Fall to Winter SY21-22)
Students' proficiency percentile rank is calculated based on how their performance compares to nation-wide student performance
Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally
Projected growth is calculated based on how students' performance compares to nation-wide student performance; nationally, 50% of students meet their projected growth
Students meet growth if their observed growth from one test administration to the next is greater than or equal to their projected growth across the same period

Read monitoring report

January 2022

students of Interest	Metric definition
Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level Kindergarten through fifth grade students are included	MAP is taken three times per year. Students' percentile rank is calculated based on how their performance compares to nation-wide student performance Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally This report covers data from the fall SY19-20, winter SY19-20, spring SY20-21, and fall SY21-22 administrations MAP was not administered in spring SY19-20, fall SY20-21, or winter SY20-21 due to the COVID-19 pandemic

students of Interest

Metric definition

Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level
Kindergarten through fifth grade students are included

MAP is taken three times per year. Students' percentile rank is calculated based on how their performance compares to nation-wide student performance
Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally
This report covers data from the fall SY19-20, winter SY19-20, spring SY20-21, and fall SY21-22 administrations
MAP was not administered in spring SY19-20, fall SY20-21, or winter SY20-21 due to the COVID-19 pandemic

Read monitoring report

Interim Goal 1.1

Percentage of K-5 students who are eligible for free/reduced lunch meeting their projected reading growth on MAP will increase from 50% in January 2020 to 60% by May 2027

March 2022

March 2022

students of Interest	Metric definition
Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level Kindergarten through fifth grade students are included	MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through 2021-2022 school year MAP was not administered districtwide in Spring SY19-20, Fall SY20-21, or Winter SY20-21 due to the COVID-19 pandemic We will be reporting on Fall to Winter and Fall to Spring growth periods. Only one growth period has happened during the pandemic (Fall to Winter SY21-22) Students' proficiency percentile rank is calculated based on how their performance compares to nation-wide student performance Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally Projected growth is calculated based on how students' performance compares to nation-wide student performance; nationally, 50% of students meet their projected growth Students meet growth if their observed growth from one test administration to the next is greater than or equal to their projected growth across the same period

students of Interest

Metric definition

Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level
Kindergarten through fifth grade students are included

MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through 2021-2022 school year
MAP was not administered districtwide in Spring SY19-20, Fall SY20-21, or Winter SY20-21 due to the COVID-19 pandemic
We will be reporting on Fall to Winter and Fall to Spring growth periods. Only one growth period has happened during the pandemic (Fall to Winter SY21-22)
Students' proficiency percentile rank is calculated based on how their performance compares to nation-wide student performance
Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally
Projected growth is calculated based on how students' performance compares to nation-wide student performance; nationally, 50% of students meet their projected growth
Students meet growth if their observed growth from one test administration to the next is greater than or equal to their projected growth across the same period

Read monitoring report

Interim Goal 1.2

Percentage of K-3 students who have demonstrated grade-level appropriate foundational reading skills (based on MAP fluency assessment) will increase from X% in May 2022 to Y% in May 2027

May 2022

May 2022

students of Interest	Metric definition
Kindergarten through third grade students who took the MAP Reading Fluency test are included.	Kindergarten through third grade students took the MAP Reading Fluency test during four different windows throughout the 2021-2022 school year. These windows were set by the district team. Students take the test multiple times a year because teachers utilize the test data for progress monitoring students in foundational reading skills. Teachers also use the data to group and regroup students in Walk to Read, and determine targeted skills for intervention. National norms are not currently available for this aggregate measure. We expect them to be available beginning this summer.

students of Interest

Metric definition

Kindergarten through third grade students who took the MAP Reading Fluency test are included.

Kindergarten through third grade students took the MAP Reading Fluency test during four different windows throughout the 2021-2022 school year. These windows were set by the district team.
Students take the test multiple times a year because teachers utilize the test data for progress monitoring students in foundational reading skills. Teachers also use the data to group and regroup students in Walk to Read, and determine targeted skills for intervention.

National norms are not currently available for this aggregate measure. We expect them to be available beginning this summer.

Read monitoring report

Interim Goal 1.3

Percentage of K-5 multi-language learners meeting their English language proficiency growth targets will increase from X% in May 2021 to Y% by May 2027

December 2021

December 2021

students of Interest	Metric definition
Students are identified as multilingual learners if they score below a composite proficiency level of 4.8 (on a scale of 6.0) on the ACCESS 2.0 test which is used to monitor students’ progress toward English language proficiency. Students who are multilingual learners who have attained English proficiency and are continuing to be monitored for success are included in this group. Kindergarten through fifth grade students who were enrolled in TPS at the end of the previous school year and had a prior test score are included in the denominator; this captures students who received instruction within TPS during the year in which their results are reported. The number of students included each year were 2698, 3163, and 3120, respectively.	Multilingual learner students take the ACCESS 2.0 test administered by the state during the third quarter each school year. The ACCESS 2.0 assesses English language proficiency in listening, speaking, reading, and writing. The overall score used to determine growth targets is comprised of 15% listening, 15% speaking, 35% reading, and 35% writing scores. Proficiency goals are set by the state. Target growth goals are based on the difference between the student’s initial proficiency score and their target proficiency level divided by the number of years they have to meet proficiency status. Students test out of multilingual learner status when they have met the target set by the state for their grade level. Data for whether or not a student met proficiency targets was not available prior to 2019 in the available reporting system.

students of Interest

Metric definition

Students are identified as multilingual learners if they score below a composite proficiency level of 4.8 (on a scale of 6.0) on the ACCESS 2.0 test which is used to monitor students’ progress toward English language proficiency.
Students who are multilingual learners who have attained English proficiency and are continuing to be monitored for success are included in this group.
Kindergarten through fifth grade students who were enrolled in TPS at the end of the previous school year and had a prior test score are included in the denominator; this captures students who received instruction within TPS during the year in which their results are reported.
The number of students included each year were 2698, 3163, and 3120, respectively.

Multilingual learner students take the ACCESS 2.0 test administered by the state during the third quarter each school year. The ACCESS 2.0 assesses English language proficiency in listening, speaking, reading, and writing. The overall score used to determine growth targets is comprised of 15% listening, 15% speaking, 35% reading, and 35% writing scores.
Proficiency goals are set by the state. Target growth goals are based on the difference between the student’s initial proficiency score and their target proficiency level divided by the number of years they have to meet proficiency status.
Students test out of multilingual learner status when they have met the target set by the state for their grade level.
Data for whether or not a student met proficiency targets was not available prior to 2019 in the available reporting system.

Read monitoring report

Goal 2

Middle Grade Literacy

Goal 2

The percentage of 6-8 students who are eligible for free/reduced lunch who are at/above the 50th percentile indicating grade-level proficiency in reading on MAP will increase from 26% in May 2021 to 40% by May 2027.

January 2022

January 2022

students of Interest	Metric definition
Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level Sixth through eighth grade students are included	MAP is taken three times per year. Students' percentile rank is calculated based on how their performance compares to nation-wide student performance Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally This report covers data from the fall SY19-20, winter SY19-20, Spring SY20-21, and fall SY21-22 administrations MAP was not administered in spring SY19-20, fall SY20-21, or winter SY20-21 due to the COVID-19 pandemic

students of Interest

Metric definition

Students are self-identified as receiving free or reduced lunch by a form submitted to the district, and are eligible based on income level
Sixth through eighth grade students are included

MAP is taken three times per year. Students' percentile rank is calculated based on how their performance compares to nation-wide student performance
Students are considered proficient if they score at or above the 50th percentile, meaning they scored higher than at least 50% of their peers nationally
This report covers data from the fall SY19-20, winter SY19-20, Spring SY20-21, and fall SY21-22 administrations
MAP was not administered in spring SY19-20, fall SY20-21, or winter SY20-21 due to the COVID-19 pandemic

Read monitoring report

Interim Goal 2.1

Interim Goal 2.2

Percentage of 6-8 multi-language learners meeting their English language proficiency growth targets will increase from X% in May 2021 to Y% by May 2027

December 2021

December 2021

students of Interest	Metric definition
Students are identified as multilingual learners if they score below a composite proficiency level of 4.8 (on a scale of 6.0) on the ACCESS 2.0 test which is used to monitor students’ progress toward English language proficiency. Students who are multilingual learners who have attained English proficiency and are continuing to be monitored for success are included in this group. Sixth through eighth grade students who were enrolled in TPS at the end of the previous school year and had a prior test score are included in the denominator; this captures students who received instruction within TPS during the year in which their results are reported. The number of students included each year were 523, 1117, and 1553, respectively.	Multilingual learner students take the ACCESS test administered by the state during the third quarter each school year. The ACCESS 2.0 assesses English language proficiency in listening, speaking, reading, and writing. The overall score used to determine growth targets is comprised of 15% listening, 15% speaking, 35% reading, and 35% writing scores. Proficiency goals are set by the state. Target growth goals are based on the difference between the student’s initial proficiency score and their target proficiency level divided by the number of years they have to meet proficiency status. Students test out of multilingual learner status when they have met the target set by the state for their grade level. Data for whether or not a student met proficiency targets was not available prior to 2019 in the available reporting system.

students of Interest

Metric definition

Students are identified as multilingual learners if they score below a composite proficiency level of 4.8 (on a scale of 6.0) on the ACCESS 2.0 test which is used to monitor students’ progress toward English language proficiency.
Students who are multilingual learners who have attained English proficiency and are continuing to be monitored for success are included in this group.
Sixth through eighth grade students who were enrolled in TPS at the end of the previous school year and had a prior test score are included in the denominator; this captures students who received instruction within TPS during the year in which their results are reported.
The number of students included each year were 523, 1117, and 1553, respectively.

Multilingual learner students take the ACCESS test administered by the state during the third quarter each school year. The ACCESS 2.0 assesses English language proficiency in listening, speaking, reading, and writing. The overall score used to determine growth targets is comprised of 15% listening, 15% speaking, 35% reading, and 35% writing scores.
Proficiency goals are set by the state. Target growth goals are based on the difference between the student’s initial proficiency score and their target proficiency level divided by the number of years they have to meet proficiency status.
Students test out of multilingual learner status when they have met the target set by the state for their grade level.
Data for whether or not a student met proficiency targets was not available prior to 2019 in the available reporting system.

Read monitoring report

Goal 3

Post-secondary readiness

Goal 3

The percentage of graduates earning post-secondary credits and qualifying credentials will increase from k% in May 2022 to l% by May 2027.

June 2022

June 2022

students of Interest	Metric definition
Graduates from cohort 2021 are included in the 2021 data (data for cohort 2022 will be available by October 2022) Each year includes students in that year's cohort who have graduated. This means that data may vary slightly between reports, as five- and six-year seniors graduate.	This report includes Advanced Placement/International Baccalaureate test scores, concurrent enrollment courses grades, the Seal of Biliteracy, and industry recognized credentials. Advanced Placement scores of 3, 4, or 5 have the potential to earn college credit depending on institution and Advanced Placement course so we have included Advanced Placement test scores above 3 as having the potential to earn college credit International Baccalaureate scores of 4's for Higher Level (HL) exams and 5's for Standard Level (SL) exams have the potential to earn college credit

students of Interest

Metric definition

Graduates from cohort 2021 are included in the 2021 data (data for cohort 2022 will be available by October 2022)
Each year includes students in that year's cohort who have graduated. This means that data may vary slightly between reports, as five- and six-year seniors graduate.

This report includes Advanced Placement/International Baccalaureate test scores, concurrent enrollment courses grades, the Seal of Biliteracy, and industry recognized credentials.
Advanced Placement scores of 3, 4, or 5 have the potential to earn college credit depending on institution and Advanced Placement course so we have included Advanced Placement test scores above 3 as having the potential to earn college credit
International Baccalaureate scores of 4's for Higher Level (HL) exams and 5's for Standard Level (SL) exams have the potential to earn college credit

Read monitoring report

Interim Goal 3.1

Percentage of 9th, 10th, 11th, and 12th graders “on track” for College and Career Readiness diploma will increase from 68% in May 2021 to 85% in May 2027

February 2022

February 2022

students of Interest	Metric definition
Ninth through twelfth grade students are included Students on a core diploma (7%) are included and are part of the total students who would be considered off track for the CCR diploma.	This interim goal sets a new expectation that most students graduate with the college and career-ready diploma, the highest-available diploma. This metric measures student progress toward earning the college and career diploma. Failing grades in required credits mark the student as currently ‘off track.’ However, this metric does not incorporate future supports or interventions to help them to graduate with a college and career ready diploma. Required credits include English, math, laboratory science, history and citizenship, world languages, computer technology, fine arts, P.E./health and other electives *We have updated the previously approved metric to a new more rigorous calculation for on-track status. Updated baseline goals will be presented in June for board consideration.

students of Interest

Metric definition

Ninth through twelfth grade students are included
Students on a core diploma (7%) are included and are part of the total students who would be considered off track for the CCR diploma.

This interim goal sets a new expectation that most students graduate with the college and career-ready diploma, the highest-available diploma. This metric measures student progress toward earning the college and career diploma.
Failing grades in required credits mark the student as currently ‘off track.’ However, this metric does not incorporate future supports or interventions to help them to graduate with a college and career ready diploma.
Required credits include English, math, laboratory science, history and citizenship, world languages, computer technology, fine arts, P.E./health and other electives
*We have updated the previously approved metric to a new more rigorous calculation for on-track status. Updated baseline goals will be presented in June for board consideration.