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Board approves first reading of Carpinteria Unified 2024–25 superintendent goals after data briefing
Summary
Superintendent Diana Rigby presented 2024–25 goals aligned to the LCAP and CAASPP/CAST results; the board gave the goals a first reading after discussion of CAASPP results, chronic absenteeism (about 17.8%), and a large increase in the district’s special education population.
The Carpinteria Unified School District board on Oct. 22 approved the first reading of the superintendent’s 2024–25 annual goals, which Superintendent Diana Rigby said were developed from the district’s LCAP and informed by recently available CAST/CAASPP results.
Rigby told the board that in several grade levels the district’s CAASPP results exceed county and statewide averages and that the district continues to aim for 50 percent or higher proficiency as a district‑wide goal. She noted a five‑year trend showing recovery from COVID‑era declines and said reclassification and enrollment trends are affecting subgroup results.
Rigby also highlighted a significant rise in the district’s population of students with disabilities: she said the special‑education population had increased by roughly 177 percent in recent years, a trend she said has implications for services and expenditures. On attendance, she reported preliminary data that "approximately 17.8% of students were chronically absent" (defined in the presentation as missing more than 18 school days).
Public commenters asked for clarity on why the presentation relied primarily on CAASPP/CAST slides rather than other district metrics (grades, GPA, local data) and questioned the lack of additional contextual metrics in the slide deck. A commenter referenced Mari Hornbeck as the student assessment data coordinator responsible for the presentation slides.
Board members asked clarifying questions about targets, timeline for revising goals (June), and interventions to reduce chronic absenteeism; Rigby said schools work directly with families and partner organizations (including the Carpinteria Family Resource Center) to create plans and secure resources. The board approved the goals on their first reading and will review progress and possible goal changes after two years of trend data as spelled out in the LCAP process.
Next steps: the board will return to the goals and LCAP‑aligned metrics in future meetings, and the district expects to continue site‑level interventions to lower chronic absenteeism and address special‑education workload and funding pressures.
