Riverview International Academy honored as 2025 California Distinguished School; principal outlines academic and language goals
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Summary
Riverview International Academy, a Mandarin–Spanish immersion school in the Lakeside Union School District, was presented to the board as a 2025 California Distinguished School and described current achievement targets, preliminary assessment results and efforts to close opportunity gaps.
Riverview International Academy was presented to the Lakeside Union School District board as a 2025 California Distinguished School, and Principal John Greenwell highlighted the school’s academic goals, language-program outcomes and early assessment results.
“We are just recently announced as a California distinguished school for the 2025 school year,” Principal John Greenwell told the board, and he described Riverview as “Southern California's premier Mandarin and Spanish immersion school.”
Greenwell said Riverview has five school-plan goals: academic achievement in English language arts, academic achievement in mathematics, social-emotional health, enrichment opportunities and language proficiency. He said the ELA target is that at least 65% of students “meet or exceed expectations” on the district summative assessment and the math target is 60% or higher. He also said the school’s goal for biliteracy is that 85% of fifth graders achieve the district’s biliteracy award, assessed this year with the Avant STAMP test.
Greenwell described early indicators of progress. He told the board that spring 2024 data showed 64.29% of students met or exceeded the state standard in English language arts and 54.12% met or exceeded the state standard in mathematics. He said interim MAP growth from fall to winter shows gains in every grade and that preliminary Avant STAMP results show 97% of students who have completed that assessment are on track for the biliteracy recognition.
The principal noted the district’s attention to disaggregated data. He said staff are focusing on state-identified target groups and are implementing designated and integrated English language development, differentiated instruction and “exit ticket” style formative assessments to close opportunity gaps. He pointed out wider gaps remain in some subgroups, particularly among multilingual English learners, and that the school is targeting interventions to address those gaps.
Greenwell described social-emotional efforts such as morning meetings, community circles, a buddy bench at recess and use of the Student Risk Screening Scale (SRSS). He said spring 2024 data showed 90% of students were low risk on the SRSS and preliminary spring data now show 94% low risk for externalizing behaviors and 100% low risk for internalizing behaviors.
Greenwell also summarized enrichment and community engagement: two campuses (Winter Gardens for TK–K–1; Riverview for grades 2–5), frequent multicultural events, field trips and partnerships with local festivals. He said Riverview has expanded TK offerings and maintains a waiting list for some grades.
The presentation included an outline of classroom practices—teachers attending professional learning cycles focused on student engagement and the application of “culture of thinking” practices—and examples of incentives such as Mustang tickets and trimester award ceremonies used to reinforce positive behavior and engagement.
Board members and staff in the meeting congratulated Riverview and acknowledged PTSA and district support for the program. Greenwell closed by thanking the board and district for their involvement in school events.
Ending: The board received the Riverview presentation as an informational report; no board action on Riverview’s plan was recorded in the meeting minutes provided.
