Corona‑Norco Unified board hears data 'Taste of CNUSD,' staff report predicted gains in math, ELA and graduation rate

Board President Mr Raga called the Corona‑Norco Unified School District board meeting to order and the board heard a district presentation framed as a "Taste of CNUSD" data briefing that paired Culinary Arts students with an overview of this year’s assessment and equity indicators.

The presentation, led by Dr Goins and district staff, said percent proficient in district math rose to 41% in the most recent assessment cycle and that the district’s "distance from proficient" measure improved by 3.9 points — a change staff said would likely shift the district indicator color on the state dashboard. Dr Schwell characterized the growth figures as predictive models based on available testing data and supporting calculations from Riverside County Office of Education staff. "We are very excited about that," Dr Schwell said, noting the district expects the math indicator to move from orange to yellow if the predicted dashboard aligns with statewide releases.

District staff also reported modest gains in ELA proficiency (from 54% to 55%) and a projected increase in overall graduation rate to 96.4%. "This is a celebration of the work that everyone does," Dr Goins said, thanking counselors, teachers and classified staff for credit‑recovery and summer/winter programs that staff credited with helping students graduate on time.

The presentation emphasized disaggregated results and equity-focused supports. Staff said multiple student groups saw 3‑point or larger gains — including socioeconomically disadvantaged students, Asian, Filipino, Hispanic and Pacific Islander groups — while other groups recorded declines of three or more points. Notably, staff flagged declines or persistent challenges for long‑term English learners (students in the district seven or more years), foster and homeless students, students with disabilities, and some multiracial subgroups. "We are diligently focusing on these student groups," Dr Schwell said, adding the district will run root‑cause analyses and site‑level deep dives.

Carlos Flores described the district’s "street data" work with educator‑researcher Shane Safir at Orange Grove, explaining that student voice and local context supplement standardized measures. He said the state’s English learner progress indicator (ELPAC‑based growth measure) will add a new long‑term English learner subgroup to the dashboard and that the district projects about a 0.4% change on that indicator and a 3.2% gain for the long‑term English learner subgroup.

Board members pressed staff for clarity about the sources and timing of the data. Mr Pollock asked whether reported gains were predictive; staff responded that percent‑proficient figures are already available online while the official growth/dashboard display is a later, predictive release and that Riverside County analysts had assisted with calculations. Multiple trustees asked for site‑level and grade‑band breakdowns; staff agreed to provide more granular reports.

The board discussed interventions to address groups showing declines. Staff said they will bring a contract for targeted tutoring for foster and homeless students to the next board meeting, and described plans to expand ALPAC boot camps and Saturday academies so supports are available beyond a small number of sites. "We can scale that up," Dr Goins said, noting work to align funding and delivery.

At the meeting’s start, Mr Gonzalves reported out two closed‑session personnel actions the board had unanimously approved: the certificated management reclassification of Katherine Wallace to principal at Pard High School, and the classified management reclassification of Carry Pinches to manager of Information Technology, both effective 2024‑10‑16. Later in open session the board adopted Resolution No. 39 recognizing National School Psychology Week by voice vote (5–0) and then adjourned.

Votes at a glance • Closed session personnel actions (reported out): board approved two reclassifications (unanimous vote reported). • Resolution No. 39 (National School Psychology Week): adopted by voice vote, 5–0.

Why it matters The presentation packaged assessment results, student‑voice work and strategic responses (tutoring, ALPAC boot camps, targeted site supports) to show how the district plans to translate measured gains into broader, sustained improvements — while explicitly identifying student groups where declines or structural barriers remain. The board asked for more disaggregated site and grade‑level data and staff committed to follow‑up reports and a tutoring contract at the next meeting.

What’s next Staff said they will provide site‑level disaggregation, a deeper English‑learner report at a future meeting, and return in November with a proposed tutoring contract for priority student groups.