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District presents preliminary 2024–25 assessment snapshot, highlights achievement gaps
Summary
District staff presented preliminary/unofficial 2025 assessment and attendance results, noting flat ELA performance, small math gains, disparities for special education and some reclassified English learners, and continuing work on curriculum pilots and systems changes.
District staff presented a preliminary snapshot of 2024–25 assessment and accountability indicators and outlined next steps for curriculum pilots and system reforms.
Presenter Jonathan Watts summarized assessment patterns, saying, “you can see that it's it's somewhat flatlined for ELA,” and noted small gains in math amid persistent achievement gaps for special education students and for some reclassified English‑learner cohorts. Staff emphasized these figures are unofficial and subject to minor change when the state posts official numbers in mid‑November.
Presenters walked trustees through subgroup trends (Hispanic and Asian student shares, RFEP [reclassified fluent English proficient] performance, and CAASPP/CAST comparisons). They highlighted a 2024 dip in science that recovered in 2025 and said the district is using local NWEA results and newly introduced NWEA science checks to inform practice.
During public comment and trustee questioning, parents requested clearer slide labeling (definitions of classification tiers, grade levels tested, language of administration), statistical significance testing, and specifics on planned professional development and the piloted ELA materials. Trustees said the district already has pilot adoptions under way, expects a pilot update in December, and a systems‑analysis report from a structural consultant in January.
Trustees and staff repeatedly framed the effort as multi‑year work: adopting materials is only the start, they said, and will need training, formative assessment, teacher collaboration time and monitoring to produce durable gains.
