District test results show modest ELA gains, stagnating math; administration proposes MTSS and Tier-1 improvements
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Summary
Preliminary CAASPP/CAST results presented to trustees show about 40.7% meeting ELA standards and 27.7% in math. Director Annette Ciccone urged root-cause analysis by site teams, stronger Tier‑1 instruction, UDL, culturally responsive practice and targeted professional development.
Director of Curriculum, Instruction and Assessment Annette Ciccone presented preliminary CAASPP (ELA) and CAST (science) results and a recommended systems approach. Districtwide, 40.72% of tested students met or exceeded English/language-arts standards and 27.69% met or exceeded in math. Ciccone flagged areas of growth (fourth- and fifth-grade ELA at Brooks, ninth‑to‑eleventh trends at Windsor High, Sokova's strong performance) and urged continued attention to site-level root-cause analysis.
Ciccone recommended the district deepen its MTSS (multi-tiered system of supports) and PLC (professional learning community) processes with a focus on four levers—instruction, curriculum, environment and the learner—to drive Tier‑1 improvements. She highlighted inconsistent assessment accommodation settings in Renaissance STAR predictive assessments as one issue that reduced predictability, and she recommended training priorities including early-literacy science of reading for K–3, math-framework rollout, Universal Design for Learning and culturally responsive pedagogy.
Trustees requested a focused study session to dig into the data and potential solutions; the board asked staff to schedule that session for late January so trustees and instructional leaders can pursue targeted strategies and a plan of supports for weaker grade levels.
