District dashboard shows gains in ELA and English-learners but math remains a concern
December 13, 2025 | Banning Unified, School Districts, California
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Banning Unified's education services team presented the district's 2025 school dashboard on Dec. 11 and highlighted areas of measured growth alongside persistent challenges in mathematics and administrative coding that affected graduation-rate figures.
Dr. Kazi Bush, director of educational services, summarized the dashboard's two primary dimensions: current status and year-over-year growth. "The dashboard shows growth from '24 to '25," Bush told the board, and she noted the district's average SBAC scores in English-language arts increased by about nine points.
Bush said the mathematics indicator has been a known challenge across the district and that some grades showed growth while others lagged. She pointed to secondary-level gains after multi-year implementation of the Irvine Math Project and said elementary adoption is more recent. "At our high school level, our eleventh grade students knocked it out of the box in terms of the amount of growth they made," Bush said.
The presentation flagged a rise in English-learner progress: 40.6% of the district's English learners made progress on the ELPAC. The college-and-career indicator also improved, the presenter said, reflecting AP and career-pathway participation.
Trustees asked about a reported dip in graduation rate. Bush explained coding and CALPADS transitions may have undercounted students who actually graduated; she said the district will implement multi-department verification steps and provide updates. "If there are issues, that will at least have time to address them and get them corrected in the system," she said.
Board members pressed staff on math strategy and formative assessments. Staff described expanded use of the Irvine Math Project, interim assessments (FIABs) that mirror state item types, collaboration across grade levels and teacher professional learning to make test formats and tools familiar to students.
Ending: Staff committed to weekly updates on CALPADS reconciliation and will return with corrected figures as soon as possible; trustees asked staff to continue focusing on math instruction and early intervention.
Dr. Kazi Bush, director of educational services, summarized the dashboard's two primary dimensions: current status and year-over-year growth. "The dashboard shows growth from '24 to '25," Bush told the board, and she noted the district's average SBAC scores in English-language arts increased by about nine points.
Bush said the mathematics indicator has been a known challenge across the district and that some grades showed growth while others lagged. She pointed to secondary-level gains after multi-year implementation of the Irvine Math Project and said elementary adoption is more recent. "At our high school level, our eleventh grade students knocked it out of the box in terms of the amount of growth they made," Bush said.
The presentation flagged a rise in English-learner progress: 40.6% of the district's English learners made progress on the ELPAC. The college-and-career indicator also improved, the presenter said, reflecting AP and career-pathway participation.
Trustees asked about a reported dip in graduation rate. Bush explained coding and CALPADS transitions may have undercounted students who actually graduated; she said the district will implement multi-department verification steps and provide updates. "If there are issues, that will at least have time to address them and get them corrected in the system," she said.
Board members pressed staff on math strategy and formative assessments. Staff described expanded use of the Irvine Math Project, interim assessments (FIABs) that mirror state item types, collaboration across grade levels and teacher professional learning to make test formats and tools familiar to students.
Ending: Staff committed to weekly updates on CALPADS reconciliation and will return with corrected figures as soon as possible; trustees asked staff to continue focusing on math instruction and early intervention.
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