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Larson Elementary reviews mixed gains on state tests, highlights MTSS and bilingual training
Summary
Larson Elementary staff presented 2023–25 assessment results showing low percentages meeting standards in early grades, described Multi-Tiered System of Supports (MTSS) interventions and schoolwide professional development including GLAD and SEAL training.
Miss Hernandez, Larson Elementary School representative, presented results and school strategies after the board called Item 4.1. The school reviewed 2023–25 CAST and CAASPP data and described classroom and schoolwide steps — MTSS meetings, small-group instruction, GLAD professional development and a schoolwide SEAL rollout — intended to raise proficiency in English language arts and mathematics.
The presentation placed the most urgent facts first: the cohort analysis showed low percentages of students meeting or exceeding standards in recent years. Miss Hernandez said the cohort that was in third grade in 2023–24 had 14% meeting or exceeding English language arts standards; when the same cohort reached fourth grade, 17% met or exceeded; in fifth grade that cohort reached 35% meeting or exceeding. In mathematics, Miss Hernandez reported that a cohort moved from 15% meeting or exceeding in third grade (2023–24) to lower percentages in fourth grade and modest improvement by fifth grade for other cohorts.
The school attributed part of the ELA improvement in 2023–24 to a subset of staff who had been GLAD trained, and said SEAL training was schoolwide in 2024–25. Miss Hernandez said the staff has prioritized data-driven MTSS meetings and progress monitoring, and that MTSS teams and grade-level data meetings now include specialists from RST, speech and language, and other support staff so interventions can be coordinated.
Miss Hernandez described instructional changes intended to address observed weaknesses: explicit instruction of math vocabulary for multilingual learners, increased small-group and differentiated instruction, use of integrated units for dual-language instruction, and social-emotional learning routines such as community circles and Second Step as tier‑1 SEL curriculum. She pointed to practical classroom adaptations, including teachers using mobile whiteboards and varied grouping patterns for “math with my teacher,” “math with someone” and technology supports.
Miss Hernandez closed by highlighting school engagement activities that support instruction — family events tied to units, an open-campus recognition program, attendance socials and classroom displays — and noted Larson’s continued implementation of DMI and an expansion of grades served this year. She invited questions; none led to formal board action recorded in the provided transcript.
Ending details: The presentation spanned the scheduled Item 4.1 slot and was delivered as a school report; no vote or formal district action on Larson’s programs was recorded in the transcript.
