Whitman Elementary - Tulsa Public Schools

Table 2: Historical Trend Data by Performance Levels
The optimum expectation would be to see significantly fewer students scoring in the unlimited or unsatisfactory range across time.
However, if a school has experienced significant percentages of students performing in the unsatisfactory range one year followed by
the second year with a significant decrease in this range and a larger increase in students with limited knowledge this is a significant
achievement even though the school may not have moved the students to the proficient range. It is significant because significant
growth has occurred to move the student to a higher level. Further exploration to determine how close to the proficiency range did the
school move would be warranted. In the third year the desired outcome would be to see the percentage of student scoring below
proficient to have diminished even further which would indicate that the staff was able to influence how the curriculum was delivered
so that students could master the content and demonstrate higher levels of performance. Patterns with wide fluctuations in percentile
changes between performance levels should raise significant questions.
Discussion Points
• Is there a discernable pattern evident when we reviewing our historical trend?
• Is our trend line continuously moving in an upward direction?
• If we are reaching high % levels of students performing in the proficient and/or above range are we maintaining, decreasing or
increasing this trend?
• Do we know how far into the proficient range or how close to the advanced range our students placed?
• Are we moving an increasing number of students into the advanced range year after year? If not, what can we do differently?
• What is the relationship between median OPI scores in Table I and the levels of proficiency reached in Table 2?
• Do we have a means of gauging how we think our students are going to perform on the OSTP assessment before the assessment
is given? If not, why not? If so, how do we as a school, a team, a department review
• How do we track changes that we make to determine if they worked or produced the intended results?
• If we have determined that something is working how do we maintain our focus?