Tulsa Public Schools reports MAP gains for elementary students; board accepts interim goals report

Tulsa Public Schools staff reported progress on interim literacy goals Monday, telling the Board of Education that Measures of Academic Progress (MAP) results project improved outcomes for elementary students and that the board accepted receipt of the interim goal monitoring report.

Why it matters: The board’s interim goals are benchmarked to projected proficiency on the Oklahoma State testing program (OSTP). District leaders use fall and winter MAP results as a leading indicator of end‑of‑year OSTP outcomes and to shape school‑level interventions, professional learning and family outreach.

What staff presented: Chief Erin Armstrong and other instructional leaders explained the role of MAP, an adaptive national assessment the district uses three times a year. Armstrong said MAP “gives us a lot of data to look at when we compare how our students are doing” and described how the district uses MAP growth to project OSTP performance.

Key data points and interpretation presented to the board: - Interim Goal 1.1 (grades 3–5 economically disadvantaged students projected to score basic or above on spring OSTP ELA): 43.8% of economically disadvantaged students were reported “on track” in the district’s winter MAP projections; that figure rose to 49% when limited to full‑academic‑year students, district staff said. - Interim Goal 1.2 (K–2 economically disadvantaged students at or above the national 50th percentile in reading on MAP): 35.3% of economically disadvantaged K–2 students were at or above the 50th percentile; 40% for all K–2 students.

Chief Data Officer Burke Scherzer highlighted subgroup movement: “All racial groups with the exception of Hispanic and Pacific Islander students … increased. The two groups that increased the most were African American students,” he said, noting gains for Native American students as well. Scherzer also reminded the board that projected OSTP proficiency buckets can shift even when students show raw MAP growth.

School practices credited with gains: Staff praised school‑level leadership and consistent classroom routines. Hoover Elementary was singled out for modeling structured core instruction, targeted small‑group interventions, teacher coaching and frequent family communication. District leaders also credited implementation fidelity (for example, consistent use of digital interventions such as Amira and Imagine Learning), professional development in the science of reading and expanded attendance and family engagement strategies.

Board questions and follow up: Trustees pressed for subgroup detail on attendance and suspension rates and asked for one‑page comparisons linking MAP projections to OSTP outcomes once OSTP results are available. Staff agreed to provide more disaggregated attendance and suspension data for the board, and to prepare a concise MAP‑to‑OSTP comparison after state test results are released.

Formal action: The board voted to accept receipt of interim goals 1.1 and 1.2. Vice President Crossant moved to accept receipt, Miss Lamkin seconded, and the roll call recorded unanimous “aye” votes from trustees present.

Votes at a glance (formal votes recorded during the meeting): - Approval of minutes (meeting minutes for 02/10/2025): Motion by Mr. Moniz; second by Mr. Crossant. Vote: all voting trustees recorded “Aye.” - Consent agenda: Motion by Mr. Crossant; second by Mr. Mooney. Vote: all voting trustees recorded “Aye.” - Acceptance of receipt of interim goals 1.1 and 1.2: Motion by Mr. Crossant; second by Miss Lamkin. Vote: Miss Ashley—Aye; Miss Lamkin—Aye; Mr. Crossant—Aye; Miss Smith—Aye; Mr. Moniz—Aye; Dr. Marshall—Aye (motion passed).

Ending: District leaders said winter MAP gains do not guarantee OSTP outcomes but provide actionable data to shape instruction, and they pledged to return to the board with further disaggregated attendance and subgroup analyses and with OSTP‑to‑MAP comparisons after state results arrive.