Buena Park School District reports modest assessment gains, flags grades 3 and 5 for follow-up

The Buena Park School District on Wednesday presented a reflection of its spring 2025 state and district assessment results, reporting modest overall gains since 2022 while identifying specific grade levels and student groups that need further support.

District Director of Curriculum and Instruction Dr. Laron Ortega presented CAST and i-Ready results and outlined next steps for instruction and interventions across English language arts, mathematics, science and English learner supports.

Ortega told the board the district saw a 2.24% increase in the share of students meeting or exceeding ELA standards districtwide from 2022 through 2025, with fourth grade showing nearly a 10 percentage point improvement. The presentation noted dips or volatility in third- and fifth-grade results in both ELA and math and said participation and the number of students tested were factors the district will investigate further. Ortega described targeted tier 3 literacy interventions for students performing three or more grade levels below standard and said those interventions showed measurable foundational-skill gains in phonics and high-frequency words during the 2024–25 implementation year.

The district highlighted gains for students experiencing homelessness — a 2.9 percentage point increase in ELA meeting/exceeding standards — which the presentation attributed to a coordinated, interdepartmental reengagement effort. Reclassification of long‑term English learners (LTELs) also rose: district reclassification climbed from about 31% to 42% for grades 6–8 after expanded designated and integrated ELD supports in middle school, the presentation said. The district reported roughly 16.6% of English learners scored at the highest ELPAC level 4 in 2025; about 64% scored in developing levels 2–3 and about 19% remained at level 1.

In mathematics, the district reported steady, gradual increases since 2022 with notable gains in grades 4, 7 and 8. District i-Ready/math diagnostic data showed 42% of students scoring “early on” or higher, holding roughly steady. Science results showed a majority of students clustered in a near‑proficiency band and a 5-point gain for eighth-graders when compared with prior testing as fifth graders.

As next steps, the district recommended completing a districtwide ELA scope and sequence to increase coherence across grade levels, deepening professional learning communities focused on essential standards, strengthening tier 1 literacy and math supports, expanding team coaching at the elementary level, enhancing K–2 screening to improve early identification, and continuing the middle‑school ELD community of practice. Ortega said the district will use the data to refine small-group instruction and targeted interventions for English learners, LTELs, students performing below grade level and students in grades 3 and 5 who showed the most notable shifts.

Board members asked clarifying questions after the presentation. A trustee noted an unusually high baseline in one prior year for third grade that more recent results appear to align with historically; the presenter said context and participation rates were likely contributors and that staff would examine the testing and cohort data in greater depth. The board offered thanks to the curriculum and assessment teams for the presentation.

Votes at a glance The meeting included routine procedural votes: the board approved an amended agenda (motion to approve made by Mr. Jensen, seconded by Miss Shedd; motion passed 5–0). The board later reconvened from closed session on a motion by Mr. Jensen (second noted on the record) and adjourned the meeting by motion; the chair announced the meeting adjourned at 7:52 p.m.

The presentation materials and the district's stated next steps will guide work over the coming months to address the highlighted grade levels and student groups.