Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the LCAP Performance topic
No spam. Unsubscribe anytime.
Benicia Unified reports mixed NWEA/CAASPP projections; math growth stronger than ELA so far
Summary
District presented mid‑year Local Control Accountability Plan (LCAP) monitoring and NWEA interim assessment results, showing grade‑level growth targets met in many grades and stronger relative performance in math than in English/language arts.
Benicia Unified presented its LCAP mid‑year update Thursday, including interim assessment data from NWEA and a review of progress on LCAP actions and services.
Assistant superintendent (presenter name in transcript not specified) reviewed district monitoring tools and said the LCAP team tracks both “big rock” summative metrics (CAASPP, suspensions, chronic absenteeism) and micro‑data to measure implementation of specific actions. The presentation supplied NWEA‑based projections for expected CAASPP performance in ELA and math and compared last year’s fall‑to‑spring results with current‑year trends.
The district reported that, in most grade levels, NWEA growth targets in ELA and math have been met for the fall‑to‑winter window. District staff said the math results show stronger gains overall—district growth in math reached about the 60th percentile in recent reporting—while ELA achievement remains closer to the 50th percentile. Staff noted that NWEA is an adaptive assessment and is used as a predictor for CAASPP results as well as a tool for micro‑data monitoring that feeds site‑level interventions.
Presenters identified several LCAP actions requiring additional work, including some parent engagement series and full implementation of data‑driven instruction at all levels. Staff also said the college‑and‑career counselor position had been intermittently filled and that grading‑for‑equity and restorative practices work at secondary sites were being piloted but not yet scaled. The district indicated it will bring a draft LCAP for public hearing in June and asked trustees if they wanted deeper data dives for particular actions.
Trustees asked about the frequency and interpretation of NWEA (fall, winter, spring) and how the adaptive scoring maps to grade‑level expectations; district assessment staff explained the adaptive nature of the test and how scale scores are used for growth targets and CAASPP predictions.
No board action was taken; the LCAP mid‑year report is for monitoring and planning.
