Tracking Our Progress

• 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
• The count of students included in each 2022 administration has changed slightly from previous reports, due to a change in record keeping methods

• 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 administrations during the 2017-18 school year through the 2021-2022 school year
• MAP was not administered in Spring SY19-20, Fall SY20-21, or Winter SY20-21 due to the COVID-19 pandemic

• Students are identified as economically disadvantaged through an economic survey included in the district’s Back2School form
• Kindergarten through fifth grade students are included
• The count of students included in each 2022 administration has changed slightly from previous reports, due to a change in record keeping methods

• MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through the 2021-2022 school year
• MAP was not administered 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.
• 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 national 50th percentile, meaning they scored higher than at least 50% of their national peers
• Projected growth is calculated based on how students' performance compares to nation-wide student performance
• Students meet growth if their observed growth is greater than or equal to their projected growth

• 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 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 are identified as economically disadvantaged through an economic survey included in the district’s Back2School form
• Kindergarten through fifth grade students are included
• The count of students included in each 2022 administration has changed slightly from previous reports, due to a change in record keeping methods

• MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through the 2021-2022 school year
• MAP was not administered 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.
• 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 national 50th percentile, meaning they scored higher than at least 50% of their national peers
• Projected growth is calculated based on how students' performance compares to nation-wide student performance
• Students meet growth if their observed growth is greater than or equal to their projected growth

• 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

• 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 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.
• Kindergarten through fifth grade students who tested with TPS in 2021 and 2022, which allows for the growth calculation, are included in the denominator.

• 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.

• 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 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 administrations during the 2017-18 school year through the 2021-2022 school year
• MAP was not administered in Spring SY19-20, Fall SY20-21, or Winter SY20-21 due to the COVID-19 pandemic

• Students are identified as economically disadvantaged through an economic survey included in the district’s Back2School form
• Sixth through eighth grade students are included
• The count of students included in each 2022 administration has changed slightly from previous reports, due to a change in record keeping methods

• MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through the 2021-2022 school year
• MAP was not administered 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
• 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 national 50th percentile, meaning they scored higher than at least 50% of their national peers
• Projected growth is calculated based on how students' performance compares to nation-wide student performance
• Students meet growth if their observed growth is greater than or equal to their projected growth

• 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 are identified as economically disadvantaged through an economic survey included in the district’s Back2School form
• Sixth through eighth grade students are included
• The count of students included in each 2022 administration has changed slightly from previous reports, due to a change in record keeping methods

• MAP is taken three times per year. This report covers data from administrations during the 2017-18 school year through the 2021-2022 school year
• MAP was not administered 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
• 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 national 50th percentile, meaning they scored higher than at least 50% of their national peers
• Projected growth is calculated based on how students' performance compares to nation-wide student performance
• Students meet growth if their observed growth is greater than or equal to their projected growth

• 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.
• Sixth through eighth grade students who tested with TPS in 2021 and 2022, which allows for the growth calculation, are included in the denominator

• 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.

• 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.

• 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 are considered on track for a diploma on the College and Career Ready graduation track based on credit requirements set by the district.
• This metric tracks high school students’ progress towards graduating on the College and Career Ready graduation track. Ninth through twelfth grade students (cohorts 2022, 2023, 2024, and 2025) are included in 21-22 Semester 1, and ninth through eleventh grade students (cohorts 2023, 2024, and 2025) are included in 21-22 Semester 2. Cohort graduation rates, along with the percentage graduating on the College and Career Ready graduation track, are reported separately in accordance with Oklahoma State Department of Education timelines.

• This interim goal sets a new expectation that most students earn their high school diploma on the college and career-ready curriculum track, the track that meets college entry requirements and entry level career expectations. 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 or computer technology, fine arts, P.E./health and other electives.

• 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.

Tenth through twelfth grade students are included.

• Generally, students are eligible for concurrent enrollment in postsecondary courses if they score at least a 510 on reading or math on the PSAT or SAT.
• Fewer seniors in 2021 were eligible based on assessment requirements for concurrent enrollment in postsecondary courses because TPS did not administer the SAT in spring 2020.
• TPS administers the PSAT to sophomores and the SAT to juniors. In 2022, TPS offered the PSAT to sophomores and juniors.