Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Assessment Results topic
No spam. Unsubscribe anytime.
District reports first year of CAASPP gains since pandemic; officials highlight cohort improvements and attendance link
Summary
Assistant Superintendent Pam Scott presented 2024–25 CAASPP results showing districtwide increases in ELA (44%→46%), math (33%→38%) and science (23%→28%), with multiple schools and cohorts posting double-digit cohort gains; staff emphasized Universal Design for Learning, MTSS and attendance as levers for further progress.
The Jefferson Elementary School District reported modest but districtwide improvements on the 2024–25 California Assessment of Student Performance and Progress (CAASPP), marking the first year of gains since the pandemic, district officials said.
Assistant Superintendent Pam Scott told trustees the district saw ELA move from 44% to 46%, math from 33% to 38%, and science from 23% to 28% compared with the previous year. She highlighted notable cohort gains at several sites — for example, Thomas Edison and Westlake showed double-digit improvements in specific grade-to-grade cohorts — and said nine of 14 schools increased ELA proficiency by 3–11 percentage points. "Seventy-one percent of our classrooms are already on track toward the 60% proficiency target," Scott said, linking gains to consistent instructional practices, data-driven small-group instruction and MTSS supports.
Scott emphasized attendance as a strong correlate of achievement: she said students in the ~70% average attendance band meet or exceed standards at about 23%, while students in the 90–95% attendance band meet or exceed standards at roughly 45–48%. Trustees asked clarifying questions about cohort selection and scheduling changes; Scott confirmed the cohorts presented were the top-improving groups and noted that middle-school scheduling and MTSS coaching contributed to grade‑level gains.
District leaders outlined next steps including districtwide UDL parent information sessions, learning walks, dedicated collaboration time for teachers and mid-year progress monitoring to target reteaching where gains slowed.
Next steps: site leaders will share site-specific response actions at upcoming board presentations; district staff will monitor mid-year progress and continue professional learning cycles tied to CAASPP findings.
