Historical reading ostp performance data and trends grades 3 6
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Historical Reading OSTP Performance Data and Trends Grades 3-6. Office of District and School Accountability and Program Management Larry Smith and Taylor L. Young, Ph.D.

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Historical reading ostp performance data and trends grades 3 6

Historical Reading OSTP Performance Data and Trends Grades 3-6

Office of Districtand School Accountability and Program Management

Larry Smith and Taylor L. Young, Ph.D.


Historical reading ostp performance data and trends grades 3 6

Median OPI scores (all students)have fallen to at or below beginning proficiency levels. As students in grades with median OPI scores below proficiency advance to the next grade it will become more difficult to increase performance without targeted interventions.Proficiency levels will no longer mask the effect of declining OPI Performance.


Factors contributing to declining opi performance

Factors Contributing to Declining OPI Performance


Decline in regular education student performance

Decline in Regular Education Student Performance


Decline in performance of economically disadvantaged students

Decline in Performance of Economically Disadvantaged Students


Increase in the number of english language students

Increase in the number of English Language Students


Median opi scores for ell students continue to decline

Median OPI Scores for ELL Students continue to decline


Decline in ell performance of advanced and proficient

Decline in ELL Performance of Advanced and Proficient


Special education median opi scores continue to decline

Special Education Median OPI scores continue to decline


Special education data indicates the same trend line

Special Education data indicates the same trend line


Reading standards requiring additional supports

Reading Standards Requiring Additional Supports


Historical reading ostp performance data and trends grades 3 6

2011-2012 Grades 3-8 OCCT Reading Performance is not a sudden event rather it is the reflection of the continual decline in the median OPI of a significant number of students across three reporting groups.

The degree to which these trends continue into

2012-13 is directly related to the actions we take today!.


Conclusions

Conclusions

  • Students who are economically disadvantaged continue to experience significant achievement gaps when compared to students who are not economically disadvantaged.

  • This widening gap warrants a substantial review of how Title I resources are utilized to directly support the instruction of Literacy across all reporting groups of students but specifically students who are economically disadvantaged, English Language Learners and Special Education.

  • As the number of English Language Learners and Special Education students completing OCCT’s increase, additional support/interventions will be required to address the growing disproportion of students scoring below proficient.

    • The one variable that all three groups experience is Literacy Instruction


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