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District reports gains from secondary math intervention program; Great Falls data shows notable improvements
Summary
District staff reported that 151 secondary students received targeted intervention services this year with 71% showing gains so far; Great Falls High School reported specific quarter-to-quarter and diagnostic improvements and positive student feedback for the program.
District intervention staff told the board that targeted secondary math interventions this year have produced measurable gains for participating students.
Dr. Sheka Houston and Ms. Hazel Labay (presenters identified in the curriculum segment) explained the district—s approach: interventionists provide targeted small-group and one-on-one supports, progress monitoring, extended time on assignments and relationship-building to address gaps in learning caused by unfinished instruction and chronic absenteeism.
Dr. Houston said the district served a total of 151 secondary students with intervention supports and that 71% of those students "exhibited increases," noting the program is year-long and staff expect continued gains. At Great Falls High School, the math interventionist said foundational challenges prompted significant targeted work: "On average, we've got 60 percent of our algebra students fall into the does not meet category," she said.
Data from Great Falls High School shared with the board showed quarter-to-quarter improvements for students receiving intervention: 38 of 41 students showed improvement from quarter 1 to quarter 2; 23 students recorded at least a 5-point increase on the district measure and three students showed roughly 25-point increases. On a diagnostic retest window, staff reported 65% of students showed increased performance. Regarding the Algebra I end-of-course exam, the presenter said, "92 of our students passed their EOC test." (The transcript records the utterance as "92 of our students passed their EOC test." The board packet should be consulted for precise counts and denominators.)
Staff also reported student feedback about the intervention program: 59% of surveyed students said the program was "very helpful," 36% said it was "somewhat helpful," and 5% said "neither helpful nor unhelpful." Students identified one-on-one support as the most effective component, followed by extended time for assignments and regular feedback. The presenter said 64% of her students reported they were "always comfortable" asking questions in class.
Trustees asked about allocation of intervention staffing across buildings; staff said a full-time FTE had been allocated for math intervention at Chester Middle School but the district had been unable to fill the position this year, leaving some schools to reassign staff to cover other duties.
No board action was taken on the intervention report; staff said they will continue the program and present additional data as it becomes available.
