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Robla district leaders flag reading shortfalls, push phonics and targeted interventions
Summary
Principals and district staff said many students are not reading at grade level and described coordinated steps — expanded phonics instruction, targeted interventions, family nights and technology supports — aimed at improving third-grade reading and overall literacy.
District principals and staff told the Robla School District Board of Trustees on Jan. 23 that many students are not meeting grade-level reading standards and outlined immediate steps to boost literacy.
Principals from multiple elementary sites described a roster of actions intended to improve early reading skills and comprehension, including expanding phonics instruction in K–2, adding intervention teacher time, using research-based programs such as Lexia and MobyMax, and increasing family engagement nights to train caregivers on using district learning platforms.
The concern surfaced repeatedly in site plans presented to the board. Taylor Street Elementary Principal Michelle Chris described schoolwide shifts: more structured phonics time in kindergarten through second grade, peer observations focused on math and reading instruction, expanded parent…
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