Tahlequah schools report mixed OSTP results, plan curriculum changes and targeted interventions

District academic leaders presented state test and internal assessment results to the Tahlequah Public Schools board on Oct. 21, describing gains in literacy at some grade levels and declines in math that prompted curriculum changes, new screeners and targeted remediation plans.

"The data we're showing today is our 24–25 school year results," a staff presenter said, introducing a year-over-year comparison with 2022–23. The presenter emphasized that the presentation focused on proficient and advanced results and on cohort growth measures that follow the same students between grades.

Why it matters: test and cohort results inform curriculum choices, professional development priorities and decisions about how to allocate time for instruction and intervention across grades.

Highlights from the presentation included a reported 11-point gain in third-grade ELA and mixed math results: third- and fourth-grade math scores were reported as down five points in the comparison cited, while fifth-grade math showed a five-point gain. Districtwide, officials said the district is above the state average in most tested categories except third-grade math, where it was two percentage points below the state.

Officials described cohort growth at individual schools: Heritage’s cohort was reported to have grown 14 percentage points in ELA; Greenwood and Cherokee reported 11-point cohort gains. Across the district the presenter said roughly 27% of students moved from low basic to basic performance bands, 5% moved into a higher proficient band and advanced scores rose about 4%.

District leaders outlined multiple responses. In literacy, the district will continue using the HMH curriculum and has moved to a state-approved screener referred to in the meeting as Mirror Learning (the presenter said the district had previously used Istation). Staff said the literacy assessment was revised to align more fully with Oklahoma Academic Standards and that report cards were updated to reflect that alignment.

In math, the district adjusted the recently implemented Big Ideas Math pacing and content, adding lessons that require extra instructional time and creating chapter "Form A/Form B" assessments. Staff said teachers will use a new data-tracking tool, Otis, to identify targeted remediation groups; after remediation teachers can give Form B to measure progress. The district also reported expanding math into RTI (Response to Intervention) processes that traditionally focused on reading.

At the middle and high school level, the district is piloting or expanding several programs: a Progress Learning intervention (with a scheduled daily block of about 15 minutes for targeted remediation) and an ACT prep software and class for juniors funded through the district's GEAR UP grant. Staff also said the district has negotiated a SREB (Southern Regional Education Board) curricular audit paid in part by grant funds; SREB will pay for a math audit and the district will cover other subject reviews at a reduced cost.

Board members pressed on time and professional-development needs. Several board members and administrators discussed whether calendar changes, additional paid professional-development days or protected collaborative time for teachers are required to allow deeper curriculum work. Staff repeatedly said a barrier is the calendar and available time for teachers to unpack standards and analyze student work.

Officials described other implementation steps: updating report cards, aligning screeners across sites, increasing instructional coaching support at the buildings and monitoring specific grade-level staffing changes that may affect year-to-year comparisons.

The district framed the work as ongoing: staff said alignment and curriculum work is in progress and staff will return with follow-up reporting.