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District presents 2024–25 assessment snapshot; CAASPP, ELPAC and I Ready data discussed
Summary
Deputy Superintendent Clara Fernandez and district leadership reviewed CAASPP, ELPAC and local I Ready diagnostics, noted modest district-level gains and described steps to use data for targeted instruction and leadership coaching.
Deputy Superintendent Clara Fernandez and district staff presented the district's most recent student assessment data during the Alisal Union School District board meeting, citing state and local measures and outlining steps to turn assessment results into instructional action.
"Data provides a clear picture of where our students are, insight into equity and opportunity gaps, and also direction for instructional next steps," Dr. Fernandez told the board and community. The presentation combined state CAASPP results, ELPAC English-learner assessments, and local I Ready diagnostics in both English and Spanish.
District-level highlights cited in the presentation: - CAASPP (ELA and math): The transcript records the district at 28.61% meeting or exceeding standards in 2024–25 for ELA; math achievement rose to 21.79%, a year-over-year increase noted by staff. - ELPAC: District proficiency on ELPAC improved by about 1 percentage point from the previous year; staff said Chavez Elementary's presentation earlier in the meeting reflected strong site-level ELPAC progress. - I Ready diagnostics: Initial English reading diagnostics (grades 4–6 and English-only classrooms) showed about 13% at or above grade level and about 31% in the targeted band (approximately one year behind); Spanish reading diagnostics reported a higher early/above-grade-level share (about 34.2%). Math diagnostics showed a small share early/above and a substantial middle "cusp" band (about 42%).
District leaders cautioned that early diagnostic administration produced some data inconsistencies: the English I Ready diagnostic was available to bilingual classrooms for only a short period during the first administration, and the district said the next diagnostic run will provide a cleaner comparison across instructional models.
Fernandez described the district's approach to using data: superintendent's instructional "compass" (what students are learning and why), capacity-building for site leaders, coach-driven inquiry, principal learning walks and differentiated professional development. Mary Bill, director of leadership development and accountability, discussed domain-level findings (e.g., high-frequency-word recognition and phonics outpaced vocabulary and comprehension) and said the district is prioritizing vocabulary and comprehension supports.
Several trustees praised site leadership and emphasized monitoring and accountability for principals and assistant principals. Trustee comments repeatedly returned to the role of site leadership in translating data into classroom practice and the board's expectation that district administration and site leaders use these results to guide instruction and resource allocation.
The board did not take a formal vote on the presentation; staff said diagnostic results would be updated after subsequent I Ready administrations and used to guide professional learning and coaching this school year.
