The San Bernardino County Board of Education convened on March 10, 2025, to discuss various educational strategies and financial updates impacting local schools. The meeting focused on addressing the needs of kindergarten through second-grade students, particularly those whose primary language is English, in mathematics instruction.

The discussion began with an overview of the district's improvement plan, emphasizing the importance of effective lesson design and instructional strategies. A key initiative highlighted was the implementation of focused interim assessments (FIABs) from the California Assessment of Student Performance and Progress (CAASPP). Teachers have been utilizing these assessments to analyze math data and inform instructional decisions throughout the academic year.

The conversation then shifted to the integration of bilingual education strategies. Educators are now employing translanguaging techniques, allowing students to engage with math content in both English and Spanish. For instance, in a second-grade classroom, instruction on addition and subtraction is delivered in Spanish, while independent practice may occur in English. This approach aims to enhance comprehension and ensure that students can navigate mathematical concepts in both languages.

The board also addressed concerns regarding the timeline for implementing these new strategies. It was noted that the transition to these methods began in the fall of the current academic year, following recommendations from educational consultant Dr. Jose Medina. The shift reflects a broader understanding of dual language education, moving away from strict separation of languages to a more integrated approach.

Financial discussions were also prominent, particularly regarding the significant increase in funding from the 2021-2022 to the 2022-2023 school years. The board explained that this surge was due to a combination of a substantial cost-of-living adjustment and one-time funding sources aimed at supporting learning recovery and educational materials.

In response to questions about the effectiveness of current interventions, the board acknowledged that while many students struggle with grade-level math, they are implementing targeted support through small group instruction and dedicated intervention classes at the middle school level. Despite challenges, the district has consistently outperformed nearby schools in math proficiency since 2019.

The meeting concluded with a commitment to continue refining educational practices based on current research and to monitor student progress closely. The board expressed optimism about future gains in student performance as these new strategies take root.