District credits coordinated math interventions for moving 104 students into grade‑level
Summary
Principal reported the district moved 104 students from one year behind into core math and now has over 70% of students at grade level, attributing gains to cohesive interventions and consistent staffing.
Board members heard that math interventions this year produced measurable gains: the principal reported moving 104 students who were one year behind into the core group and said the district now has more than 70% of students at grade level in math.
The principal said coordinated, strategic interventions and having a consistent high‑school math teacher (Carly Jacobs) were critical to the improvements. No formal new funding or policy changes were proposed during the discussion.
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