Whitman Elementary - Tulsa Public Schools

Table 1: School's Median OPI Score
Table I presents the major NCLB reporting groups across a historical time period. The main OSTP assessments are provided
in the spring of each year; so the assessment of 2007 occurred in the spring of the 2006-2007 year.
Four distinct groupings of data are apparent, these are: Ethnicity, Gender, Economic Status and ELL proficiency classification.
Table 1 presents median OPI scores obtained for each reporting group across the time period so that increases or decreases
can be easily observed. The OPI scores presented are “scaled scores” and are a valid measure of comparison across multiple
years for the same assessment, as levels of difficulty may increase or decrease over years the use of the scaled score is a
sound means to compare performance from year to year.
The optimal expectation is to observe annual increases in the OPI score, which well exceed the minimum number required to
reach the proficiency level established for the subject area tested.
It is highly desirable to see a small point spread in the differences of the OPI scores with these spreads well into the middle or
upper ranges of the proficiency/advanced range for each of the reporting groups.
If the points differential are small and close together then all groups are experiencing the same relative growth in the
curriculum area, if there are large variations in the spread of scores different reporting groups are achieving vastly different
outcomes from the same instructional delivery systems. What are the variables that might be influencing the spread?
Discussion Points
• Has a significant change in staff occurred from one year to the next?
• Have new or different methods been employed from one year versus the last?
• What is the potential influence of the time of day the content is presented within the school day?
• How are staff developments efforts increased and strengthen over time in the content area in an effort to
reach higher levels of rigor?
• What are the rigor expectations established in this subject and how does the school routinely review and
monitor attainment?
• What is the consistency of delivery of instruction from one year to the next? How do we measure
consistency? Is it progress measured by delivering of instruction in alignment with the pacing calendar or skill
attainment of students on formative assessment such as benchmarks?
Page 1 of 2