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District officials point to measurable gains; administrators flag four groups needing continued focus
Summary
Assistant Superintendent Dr. Bernard Lucas presented data showing district gains on the California Dashboard and interim assessments while identifying four priority student groups—African‑American students, English learners, students with disabilities and Hispanic students—that require targeted interventions.
Assistant Superintendent of Educational Services Dr. Bernard Lucas presented a data-rich overview of the district’s student achievement, attendance and wellness on May 7, 2025, telling the board that the district is "centering our students above all else." Lucas described a research-based theory of action—standards-aligned curriculum, tier-one instruction, aligned assessments, coaching and professional learning communities—and said those elements underlie recent gains measured on the California Dashboard.
Lucas summarized results: several schools improved dashboard indicators and the district reduced the number of CSI-designated schools from four to zero compared with 2023. He cited gains on interim assessment blocks and early‑grade reading screeners (DIBBLES), noting, for example, an increase in words-per-minute benchmarks for some early grades. He said reclassification of English learners rose substantially, calling the change "something to celebrate." At the same time, Lucas told the board the district must continue focused work on four groups of students—African‑American students, English learners, students with disabilities and Hispanic students—where gaps remain.
Board members praised staff and principals for the results and urged continued investment in implementation supports. Lucas described next steps: continued use of interim assessments, targeted interventions, data summits where schools study peers’ data, a social‑emotional screener and implementation of a social‑emotional curriculum next year, and continued rollout of community schools grant work. He emphasized accountability and invited the community to review dashboard materials.
Lucas framed gains as the product of cooperative instructional practices: "collective efficacy means a group's shared belief in its ability to organize and execute the actions needed to achieve a specific goal," he said, citing John Hattie’s research and adding that the district’s practices—coaching, assessment-aligned instruction and collaboration—support that efficacy.
The presentation prompted applause and several board members to thank principals, staff and data leads for what they called substantial, measurable progress. Lucas and board members agreed there is more work ahead, including attention to attendance (which he linked to funding and student learning) and targeted supports where interim assessments indicate lagging growth.
