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District presents CAASPP, ELPAC and CAST results; board asks for deeper cohort analysis
Summary
Superintendent’s assessment presentation showed ELA ~79% and math ~74% meeting standards, noted subgroup gaps (students with disabilities, English learners), and highlighted strong ELPAC reclassification results despite small subgroup sizes; board requested cohort breakdowns and further data work.
The Hermosa Valley School District presented 2024–25 statewide assessment results and discussed next steps to address uneven subgroup performance.
Sylvia, in the assessment presentation to the board, summarized district results from the Smarter Balanced assessment (CAASPP): "Overall academic performance in both ELA and math remains flat," she said, reporting that approximately 79% of students in grades 3–8 met or exceeded standards in English language arts and roughly 74% met or exceeded standards in mathematics across the tested grades. The presentation also highlighted subgroup differences: females outperformed males in ELA by roughly 6 percentage points, while males outperformed females in math by about 7 points; students with disabilities and English learners scored significantly below peers.
The district reported gains on the ELPAC (English Language Proficiency Assessments for California), noting the highest percentage to date of students scoring a level 4 and likely to be redesignated, but emphasized that subgroup sizes are small (for example, 11 English learners in grades 3–8 this year) and require cautious interpretation. The presenter said the district will continue to use interim assessments (IABs) and teacher collaboration to unpack cohort patterns, citing particular attention to fifth‑ and sixth‑grade dips that appeared in cohort analyses.
Board members asked for more detailed cohort breakdowns and for the district to explain how IAB practices and test preparation relate to observed cohort patterns. The presentation framed the district’s strategic plan goal of increasing proficiency by roughly three percentage points year over year and said curriculum and professional development focus on Tier 1 instruction to reduce reliance on downstream interventions.
Next steps included deeper data dives by department teams and continued professional development around the new curriculum and formative assessment usage. The board requested follow‑up reporting on cohort trajectories and subgroup interventions.
