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OKCPS board accepts kindergarten reading monitoring report after staff details gains and next steps
Summary
School district leaders told the board kindergarten students’ median NWEA reading percentile rose from the 38th to the 47th percentile this year; the board accepted the interim goal monitoring report and staff outlined steps to strengthen curriculum fidelity, coaching and timely interventions.
The Oklahoma City Public Schools board voted unanimously July 13 to accept an interim monitoring report showing progress on the district’s kindergarten reading goal.
District staff said the median kindergarten achievement percentile on the NWEA MAP Growth reading assessment rose from the 38th percentile (their baseline) to the 47th percentile this year. At the meeting, Jason Galloway described the district’s SMART target for the measure: raising the median from the 38th percentile in spring 2024 toward a 56th-percentile target by spring 2028.
Alicia Sheffield, identified in the transcript as chief of schools, told the board that the gains reflect stronger implementation where schools have adopted research‑based curricula and explicit foundational instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension. Sheffield said 26 of 30 elementary schools improved against the baseline year, 21 schools improved year‑over‑year, and 15 met their campus annual targets.
Sheffield and Galloway emphasized that variability in implementation remains a central challenge. They described system changes to address that variability: monitoring adult "lead behaviors" (for example, coaching logs and fidelity checks), more frequent data reviews (weekly or biweekly instead of quarterly), clearer teacher playbooks and a universal literacy checklist tied to Reading Horizons implementation in kindergarten classrooms.
Staff said they will monitor subgroup performance closely, calling out English learners, students with disabilities and economically disadvantaged students as groups that remain behind peers in year‑end achievement levels. Sheffield said month‑by‑month cohort tracking — particularly for upcoming dual‑language pilots — will help the district decide whether to expand particular programs.
Board members asked about social‑emotional supports and referrals for students who need tier 2 or tier 3 interventions. Sheffield said the district’s Character Strong social‑emotional curriculum is expected preK–12, and that clarifying teacher referral processes and tiered supports is part of the next steps.
After discussion about implementation, accountability and curriculum choices, Board Member Vernona Dismuke moved to accept the monitoring report. The clerk reported the motion carried with seven aye votes and no nays.
The board recorded no formal changes to policy or funding at the meeting; staff said continued emphasis will be on coaching, fidelity checks and data‑informed, timely interventions.
