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San Mateo‑Foster City trustees review mixed results: in‑class literacy gains contrast with flat state tests
Summary
District staff told trustees that K–2 structured literacy and preschool expansion have driven gains on internal measures, but preliminary CASP (state) results are roughly flat; absenteeism and rising shares of English learners and high‑need students complicate comparison.
District staff presented a year‑four strategic‑plan update on equity‑focused student achievement, saying classroom‑level measures show clear improvements while statewide CASP scores are roughly flat.
Mr. Shim framed the board study session around the district’s instructional transformation, including widespread teacher coaching and adoption of the PATH structured‑literacy program. Teachers who appeared in videos and spoke during the session described more multisensory, explicit reading instruction in K–2 and said students were showing increased confidence and benchmark growth.
Staff reported a substantial rise in preschool participation—described as a roughly 400% increase over three years—and said early literacy work is producing stronger kindergarten readiness. A preschool parent who spoke described classroom activities as “playing but learning,” noting gains for children who arrived with limited English.
Presenters cautioned that CASP (the state assessment) preliminary results showed a slight dip or flat trend overall (districtwide meet/exceed percentages in ELA and math were described as roughly mid‑50s and low‑50s historically), and urged trustees to interpret state results alongside internal interim assessments and common formative assessments (CFAs). The staff said CFAs and interim measures show more positive year‑to‑year growth in foundational skills and in several historically underserved groups.
Staff highlighted two factors that complicate comparisons with prior years: enrollment shifts and attendance. They reported a sharp rise in the number and share of English learners (about a seven percentage‑point increase since 2018–19, which staff characterized as nearly a 50% relative increase from the earlier baseline) and a similar rise in students flagged as high economic need. Separately, the district said average daily absences rose from about 581 students per day through Dec. 31, 2024 to a figure it described as more than 50% higher after that date, and staff warned that absenteeism has a significant negative effect on achievement measures.
District literacy staff described supports used across schools: language‑and‑literacy TOSAs (teachers on special assignment) at site level, a trainer‑of‑trainers model for multilingual instruction, a cohort of teachers undertaking a two‑year LETRS training paid by the district, and school walkthroughs to check implementation. Staff also described new reclassification criteria aimed at supporting dually identified (EL + special education) students and said reclassification correlates with large gains in performance for students who move out of EL status.
Trustees asked how multilingual strategies are shared with all teachers; staff said the strategies are intended for whole‑class (tier‑one) use and that coaching and instructional leadership teams help spread implementation. Several trustees urged more site‑level and cohort‑based reporting to understand where gains are occurring and how preschool cohorts will affect third‑grade CASP outcomes in coming years.
The session closed with trustees thanking staff for the presentation and asking staff to return with more site‑specific breakdowns and plans to address absenteeism. The board adjourned after a motion and voice vote.
