Oak Park presents assessment results, sets three‑year instructional priorities

Oak Park School District officials presented a 2024–25 student achievement review and a multi‑year instructional plan during the Oct. 13 board meeting, highlighting modest gains on state assessments, areas needing targeted work, and steps the district will take to accelerate learning.

Shana Murphy and colleagues reviewed assessment tools used across grades — I‑Ready benchmarks (K–8), M‑STEP (grades 3–8 and 11), PSAT and SAT (for state accountability), NWEA/MAP (secondary), and the Panorama social‑emotional survey (K–12). Murphy reported spring 2025 results showing districtwide reading proficiency of roughly 17.6% (up from 15% in earlier year comparisons) and noted notable spring‑to‑spring gains in fifth grade (+9.1) and seventh grade (+6.4). Math proficiency lagged reading, with K–8 I‑Ready showing about 23% at or above grade level in math during the spring benchmark window.

Presenters described consistent strengths: students’ ability to locate and cite textual evidence and literal comprehension skills. They also identified recurring gaps: translating comprehension into extended writing, vocabulary development, higher‑order inference and multi‑step problem solving in mathematics. The team said benchmark and state assessment results align consistently enough to guide instruction.

To address these needs, the district outlined five instructional priorities to guide work through 2027: 1) adopt a guaranteed and viable curriculum with priority standards; 2) implement a gradual release of responsibility so students practice higher‑order skills; 3) strengthen collaborative teacher teams and data cycles (PLCs/POCs); 4) continue social‑emotional learning supports (capturing kids’ hearts); and 5) expand personalized learning paths using tools such as IXL and I‑Ready pathways. The district set measurable 2027 targets cited in the presentation: 8% proficiency in math (M‑STEP/College Board), 23% proficiency in reading, and 75% strong sense of belonging on the Panorama SEL measure.

Trustees asked when the next assessment window would occur; presenters said winter testing is scheduled for December–January and results will be presented afterward. Board members also pressed about teacher development: presenters described early‑release days dedicated to curriculum work, a formal PD request process that requires alignment to district priorities, and renewed emphasis on data team meetings to analyze student data and refine instruction.

Superintendent remarks during the meeting emphasized the district’s context, including poverty and family barriers, and urged critics to engage directly in solutions rather than focus solely on test scores. Community members speaking during public comment offered support and underscored the need for partnership between the district and city.

Next steps: the Office of Teaching & Learning will return with winter‑window assessment results and continue to refine professional learning and curriculum implementation.