Oshkosh Reading and Math Proficiency Report
Uploaded by
Jonathan KrauseOshkosh Reading and Math Proficiency Report
Uploaded by
Jonathan KrauseMath/Reading
Achievement –
Local Data, Goal 1
June 12, 2024
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Math
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4
5
% Proficient (iReady Math)
OASD OASD OASD OASD
2020-21 2021-22 2022-23 2023-24
Grade 1 45%
Grade 2 42%
Grade 3 49% 46% 47% 47%
Grade 4 51% 53% 49% 50%
Grade 5 50% 53% 51% 51%
Grade 6 41% 46% 47% 44%
Grade 7 36% 35% 43% 43%
Grade 8 35% 32% 38% 37%
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7
8
9
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Annual Typical Growth (iReady Math)
OASD OASD OASD
21-22 22-23 23-24
Grade 1 56%
Grade 2 57%
Grade 3 50% 57% 56%
Grade 4 47% 47% 44%
Grade 5 50% 44% 54%
Grade 6 49% 49% 46%
Grade 7 53% 50% 56%
The national average
is about 50%. Grade 8 51% 52% 55%
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Stretch Growth (iReady Math)
Making more than a year’s growth
OASD OASD OASD
2021-22 2022-23 2023-24
Grade 1 32%
Grade 2 25%
Grade 3 25% 29% 28%
Grade 4 21% 18% 18%
Grade 5 18% 17% 20%
Grade 6 18% 18% 17% The national average
is normally 25-30%.
Grade 7 22% 21% 25%
Grade 8 18% 19% 20%
Reflections for Elementary Mathematics from
2023-24
● Implemented learning walks with principals to see mathematics teaching and learning
and provide feedback to teachers
● Built understanding around equitable math teaching by leveraging Student Centered
Coaching and continuing the Taking Action text
● Implemented monthly math data meetings with principals to discuss student progress
and responsive actions
● Piloted (second Semester) and recommended adoption of Bridges 3rd Edition
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Action Plan for Elementary Mathematics for
2024-25
Grade Levels will focus on Critical Area Standards aligned to Title 1 Goals:
● Kindergarten - Addition/Subtraction and Counting/Cardinality
● First Grade-Addition/Subtraction and Structuring Numbers
● Second Grade - Structuring Numbers and Place Value Value
● Third Grade - Place Value and Multiplication/Division
● Fourth and Fifth Grade - Numbers and Operations - Fractions
● Continue implementing learning walks to empower principals to give effective feedback in
mathematics teaching and learning
● Continue to build understanding around equitable math teaching by leveraging Student Centered
Coaching and continuing the study of high leverage teaching practices from Taking Action
● Implement revised “Math Teaching, Learning, and Assessment Expectations” with improved
monthly math team meetings and Student Centered Coaching cycles with IST-Math
● Implement Bridges 3rd Edition in grades K-5
● Create a 3-year action plan for elementary math
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Reflections for Secondary Mathematics 2023-24
● Created common rubrics to score summative assessments on a proficiency scale
● Calibrated the scoring rubrics on the common summative assessments
● Teachers increased the frequency of formative assessments
● Teachers provided meaningful and timely feedback on formative assessments
● Increased student engagement through random groupings and using vertical
spaces
● Explored options for updating 6-8 math instructional materials and choose
Illustrative Math for 2024-25
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Action Plan for Secondary Mathematics 2024-25
● Focus on engaging all students in math discourse
● Rapid improvement cycles- Pilot this at Vel Phillips
● Implement Illustrative Mathematics with integrity
● Secondary Coordinator will attend building math team meetings
● Learning walks with Secondary Math Coordinator, Director of Secondary
Schools, and principals
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Reading
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Percent Proficient (iReady Reading)
OASD OASD OASD OASD
2020-21 2021-22 2022-23 2023-2024
Grade 1 PALS PALS PALS 51%
Grade 2 PALS PALS PALS 48%
Grade 3 55% 53% 56% 57%
Grade 4 40% 40% 40% 43%
Grade 5 39% 37% 40% 42%
Grade 6 35% 41% 39% 42%
Grade 7 37% 38% 45% 47%
Grade 8 37% 40% 40% 44%
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20
21
22
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Annual Typical Growth (iReady Reading)
OASD OASD OASD
2021-22 2022-23 2023-24
Grade 1 55% National
Average: 50%
Grade 2 63%
Grade 3 50%
60% 65%
Grade 4 55% 61% 58%
Grade 5 50% 62% 61%
Grade 6 56%
60% 57%
Grade 7 51% 57% 57%
Grade 8 48% 48% 53%
Stretch Growth (iReady Reading) 24
Making more than a year’s growth
OASD OASD
OASD 2023-24
2021-22 2022-23
Grade 1 32%
Grade 2 32%
Grade 3 23% 31% 33%
Grade 4 27% 32% 30%
Grade 5 23% 26% 28%
Grade 6 26% 26% 29%
Grade 7 22% 22% 23%
Grade 8 19% 19% 20%
Reflections on Elementary Literacy Action Plan for
2023-24
● First semester-K-2 professional development deepened the application of
high leverage strategies for phonological awareness, letter identification, and
phonics
● Second semester-3-5 professional development introduced high leverage
strategies for word study (including syllable types, morphology and context
clues)
● K-5 Monthly Common Formative Assessments (CFAs) provided a process for
rapids cycles of improvement.
○ Rigor of K-3 CFAs aligned with rigor of iReady assessment
○ 3-5 revisions were made to utilize iReady Standards Mastery so that the
common formative assessments aligned closely with iReady diagnostic
assessments 25
Elementary Literacy Action Plan for 2024-25
● CKLA will be field tested in grades K-5.
○ 11 elementary schools
○ 67 teachers grades K-5
● Professional development will focus on engagement and rigor across all content areas using curriculum
materials.
● Learning walks and observations will focus on high levels of engagement and rigor during the literacy
block.
● Data will determine where interventions such as RISE or student centered coaching will take place.
○ June 10 data dig with principals and literacy IST.
● Common formative assessments will give us immediate feedback to support ALL students.
○ Emphasis on any students below grade level making their stretch growth
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Reflections on Secondary Literacy 2023-24
● Grades 6-8 professional development focused on implementing the pilot
curriculum for StudySync.
● Grades 9-12 professional development focused on small group instruction and
implementing universal curriculum templates.
● Grades 6-9 delivered monthly Common Formative Assessments (CFAs) which
provided a process for rapids cycles of improvement.
○ Teachers analyzed the data and developed a plan to target students who
were not proficient on the monthly CFA.
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Secondary Literacy Action Plan for 2024-25
● Grades 6-8: Implementation of StudySyncELA–focusing on key
areas of engagement, differentiation, and anchor texts and lessons
for each core unit.
● Supporting targeted instruction
○ Targeted, small group instruction is a focus in 6-12 classrooms
in response to disproportionality and proficiency
○ Focus areas will be with vocabulary and informational text
○ Rapid cycles of improvement via Common Formative
Assessments (CFA) will continue in grades 6-9 and used for
targeted and small group instruction in ELA
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Key Communication
● Continue to be aware of the urgency in closing achievement gaps across
math and literacy within all sub groups.
● Develop partnerships with families and community partners and continue
anti-bias training for staff to reduce our achievement and opportunity gaps in
literacy and math for our students of color.
● Promising indicator of growth in grade three literacy and teacher practices in
foundational skills in K-2.
● Continue to leverage Student Centered Coaching Cycles for math and
literacy.
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Sam Coleman [email protected]
Erin Kohl [email protected]
Julie Holmes [email protected]
Jackie Kiffmeyer [email protected]
Kim Brown [email protected]
Linda Kuhaupt [email protected] 30
