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Oshkosh schools keep a three-star DPI rating; administration outlines curriculum and interventions to boost math and literacy
Summary
Superintendent and staff presented the districts 3-star Department of Public Instruction report card and described curriculum changes, expanded coaching and targeted supports for students in the bottom quartile; board members asked for clearer public explanations of growth measures and how resources are allocated.
The Oshkosh Area School District remains rated three stars on the Wisconsin Department of Public Instructions 2023-24 district report card, district staff said during a Dec. 18 workshop-style presentation that mapped recent assessment changes and set priorities for math and literacy instruction aimed at accelerating growth for students in the bottom quartile.
Dr. Sam Coleman, presenting the districts report-card materials, told the board that the DPI adopted new Forward Exam ELA and math tests and new performance cut scores in 2024; because of those changes, Coleman said the districts report-card results cannot be directly compared to prior years. Coleman said the districts overall three-star rating reflected a mix of achievement, growth, target-group outcomes and an "on track to graduation" measure, with growth representing the largest weighted component on the DPI scorecard.
Coleman summarized district actions aimed at raising proficiency: field testing and phased adoption of universal literacy materials (Core Knowledge Language Arts in elementary schools and StudySync in middle schools), adopting the latest editions of elementary and middle-school math curricula (Bridges and Illustrative Math), and expanding student-centered coaching, collaboration among special-education and ESOL staff, and implementation supports for IEPs and ILPs. He said the district is prioritizing explicit, systematic phonics and foundational literacy instruction in early grades and aligned math curriculum changes to state standards.
Coleman also highlighted disaggregated gaps: the district sees substantial achievement and growth inequities for Black students, students who receive special education services and students served by ESOL; these groups make up a disproportionate share of the districts bottom 25% of performers, he said. Key district figures presented in the workshop included a student enrollment of 9,113; students with disabilities 16.5% of enrollment; economically disadvantaged students 47.7%; and ESOL students 7%.
Coleman showed how DPIs weighting changed slightly year to year: achievement previously accounted for about 18.7% of the overall score and was shown at 16.5% after reweighting, while growth rose from 31.3% to 33.5% in the DPIs measures presented to the board. Coleman stressed that DPI applied temporary scale adjustments to assist some comparability but that the new assessments and cut scores limit direct year-to-year comparisons.
Board members questioned how to communicate report-card meaning to parents and the public. Trustee Mike Wright asked for an intelligible definition of "growth." Coleman explained the DPI uses a value-added approach to measure year-to-year progress against similar peers and said the district expects about one years expected growth per year as a general benchmark; schools or students making 1.2 or 1.3 years of growth would be moving beyond that benchmark.
Dr. Hess, a board member with statistical training, said he was concerned that report-card weighting and DPIs methodology create the appearance of strong growth even when achievement metrics (proficiency percentages) lag; several trustees asked administration to provide more accessible summaries of what the report card shows versus what real-time local measures (i-Ready, classroom assessments) indicate.
Coleman and other administrators outlined support for schools "meeting few expectations," including targeted Title I resources, consideration of additional staffing where data indicate need, professional development, and targeted coaching and intervention strategies. Trustees asked administration to show how resource allocation is being adjusted with an equity lens to ensure higher-need schools receive the supports they require.
Coleman said the district has realigned administrative supports since 2023 to provide more instructional leadership and that the district is using student-centered coaching and conscious discipline strategies to boost classroom engagement. He and trustees agreed on the need for clearer public messaging: Coleman offered to prepare follow-up materials that explain DPI growth measures and how local assessment (i-Ready) and state assessment (Forward Exam) data are used together to guide instruction.
Board members praised the districts high school performance: Oshkosh North (78.8) and Oshkosh West (72.3) scored among the top three high schools in the Fox Valley conference on the DPI report-card metrics presented. Coleman said growth remains a district strength but acknowledged the need for significant work to close achievement gaps in math and literacy.
No board action was taken on the report-card material; trustees asked administration for follow-up communications to parents, a memo on how "growth" is calculated, and a clearer explanation of how district resources are being allocated to schools with greater needs.
