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District releases CAASPP results and principals outline targeted supports for English learners and SED students
Summary
District staff presented CAASPP and CAST findings showing generally strong results versus county peers but identified gaps for English learners and socioeconomically disadvantaged Hispanic students; principals from Laguna Middle and Morro Bay High described targeted interventions, attendance work and expanded AP and CTE access.
San Luis Coastal Unified staff and site principals presented the district’s CAASPP, math and CAST results on Oct. 7 and discussed targeted strategies for groups that lag districtwide.
Assistant Superintendent Lisa Yamashita said district-level comparisons show San Luis Coastal students performing well versus county neighbors and many demographically similar districts, and highlighted a 67% figure on one of the ELA comparison charts. Yamashita and data staff acknowledged persistent gaps for English learners (ELs), students with disabilities and socioeconomically disadvantaged (SED) students, particularly among Hispanic SED students, and described new data-filtering capabilities in the Parsec analytics tool that inform planning.
Yamashita said the district has increased the identified SED population by about 600 students since 2019 and noted work to roll out the STAR local assessment and multi-tiered systems of support to provide more precise interventions.
Laguna Middle principal Nathan Miner walked the board through site-level Parsec analysis showing cohort growth and calling out a subgroup of Hispanic SED students (about 119–174 students referenced, varying by year) performing below target. Miner described targeted responses: small-group pullouts, co-taught classes for long-term ELs, advisory and tutorial additions, one-on-one counselor meetings, and specific parent outreach to support redesignation and assessment readiness.
Morro Bay High principal Scott Scaldi highlighted a sharp rise in AP participation and pass rates (both the number of students taking tests and the percentage passing increased notably), expanded course offerings and a growing peer-tutoring program. Scaldi also described gains in science CAST scores and ongoing math interventions and peer tutoring to move more students out of the lowest performance band.
Board members pressed for year-over-year state comparisons when available, asked whether the district would study high-performing demographically similar districts (Arcadia, Temple City) for best practices, and discussed redesignation and long-term EL (LTEL) trends. Staff said some state comparisons were not yet publicly available in the state dashboard but would be circulated when released.
Next steps: Staff will continue LCAP-aligned work, deploy STAR assessments for local monitoring, and bring back more refined subgroup and year-over-year data once state releases are finalized.
