Santa Maria Union School District officials presented preliminary 2025 academic results Tuesday and urged targeted interventions for English learners and students with disabilities after showing modest districtwide gains but continued gaps in math and reading.

At the board’s student-data workshop, Dr. Somer Prather Smith, the district’s director of engagement and school climate, and district data staff reviewed CAASPP results, I Ready diagnostic data and ELPAC scores and recommended focusing on high-quality Tier 1 instruction, a multi-tiered system of supports, and inclusion practices for students with disabilities.

The presentation showed small year-over-year increases in CAASPP proficiency for the district overall, with growth in both ELA and math described by staff as “small” but notable. Dr. Prather Smith said the CAASPP charts were based on preliminary 2025 data pulled from the state data system and that staff will continue to analyze cohorts. “We can see that there's growth in both ELA and math, although it's small and we still have a ways to go,” she told the board.

Nut graf: The district emphasized two priority groups—English learners and students with disabilities—where gains lag behind the general student population. Staff outlined a package of actions intended to narrow gaps, including targeted professional development, curriculum checks, school-level instructional rounds and pilot programs for site leadership.

Most important facts: Staff showed cohort-level views indicating some cohorts improved year to year while others declined, especially at transition points (e.g., seventh to eighth grade). District staff identified math as the larger area of concern. “This year, we know that math is a an area of where we're not performing,” Dr. Prather Smith said. She described partnerships with California State University, Monterey Bay (CSUMB) for professional development and site visits by a Eureka Math success partner to check curriculum implementation.

The presentation also examined the relationship between the district’s interim assessment (I Ready) and the state summative test (CAASPP). Staff said ELA showed a stronger correlation between I Ready placement and CAASPP outcomes than math did. “In ELA, the majority of students who scored either early on or mid or above in I Ready made the 3 or 4 in CAASPP,” Dr. Prather Smith said. By contrast, math correlations were weaker in middle grades, and staff flagged the need to push “stretch growth” for students behind grade level.

Staff described multiple next steps and interventions: expanded professional development for middle-school math teachers with CSUMB, site-based “sidewalk” visits by the Eureka success partner to verify curriculum implementation, growth-targeted tutoring and after-school supports, and instructional rounds at pilot schools to surface adult practices that affect student outcomes. Becky (district data analyst) and principals will use cohort-level analysis during site data work to diagnose causes of declines and design school-specific plans.

Board members pressed for historical context, cross-district comparisons and longer trend lines. One board member requested future reports include three- or four-year comparisons to show trends rather than only year-to-year snapshots; another asked staff to compare similar districts by socioeconomic profile to identify successful practices. Dr. Prather Smith said staff will provide multi-year cohort analyses and noted the district’s intent to consult peer districts about curriculum choices for newcomers.

On English learners, staff reviewed ELPAC results and noted reading as the weakest domain. The district reported mixed ELPAC movement year over year and said staff will review newcomer curriculum options because the current materials (English 3D / Language Launch) may not provide sufficient everyday vocabulary for students who arrive with limited English.

Staff also described instructional and operational decisions related to inclusion: site-level grouping for designated English Language Development (ELD) blocks, a typical 30-minute daily designated ELD block at elementary sites (longer at some middle schools), and ongoing discussions about whether to increase the block for select sites—“it would mean shaving time off of something else,” Dr. Prather Smith said.

Board discussion emphasized attendance and expanded after-school participation as positive contributors to growth; staff noted truancy has declined and after-school participation has more than doubled, which they expect to support continued gains. The district also highlighted plans to pilot instructional rounds at four schools and to expand teacher-leader academies to support site leadership.

Ending: Board members thanked staff for the analysis and asked for follow-up materials—multi-year cohort charts, comparative benchmarks with similar districts, and a timeline for any recommended curriculum changes for newcomers. The board scheduled the next regular meeting for Sept. 10, 2025.