Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Assessment Results topic
No spam. Unsubscribe anytime.
Orange Unified posts gains on 2025 CAASPP; principals cite data talks, interims and attendance work
Summary
District officials presented 2025 CAASPP results showing OUSD above state averages in English language arts (59.34%) and math (45.99%); site leaders from Fletcher and Portola described data‑driven strategies — data chats, interims, watch lists and attendance incentives — they say produced double‑digit gains and subgroup improvement.
Orange Unified School District officials presented the district’s 2025 California Assessment of Student Performance and Progress (CAASPP) results to the board, reporting that 59.34% of district students met or exceeded standards in English language arts (state 48.82%) and 45.99% met or exceeded in math (state 37.30%). The district noted steady growth compared with prior years and highlighted the district’s ten‑year gains relative to peer districts.
Dr. Christina Lin, executive director of assessment and accountability, framed the results as evidence of ongoing district improvement while identifying math as an area for additional support. "We draw inspiration from the successes of the region's top districts as we set higher standards and strengthen our math instruction," she said.
Principals Jennifer Cardenas (Fletcher Mandarin Language & GATE Academy) and David Mannan (Portola Middle School) presented site plans and credited data practices for measurable gains. Fletcher reported increases in ELA and math performance for multilingual learners and students with disabilities and cited schoolwide strategies including collaborative planning between immersion and traditional teachers, use of TOSAs for modeling performance tasks, and targeted grants and teacher supports. Portola described multi‑year cohort gains driven by schoolwide interims, a "watch list" of focus students for data chats, improved attendance interventions and incentives, and expanded STEM/CTE opportunities.
Both principals stressed the role of consistent data review and professional learning: scheduled principal–teacher data chats, interim assessments aligned to standards, and teacher PLCs to translate assessment feedback into classroom practice. District staff told the board they will present a deeper subgroup analysis in a forthcoming session to target further improvement efforts.
