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Moreno Valley Unified reports modest districtwide math gains, outlines targeted supports for English learners, students with disabilities and Black students
Summary
District leaders told the school board that all traditional high schools showed gains on statewide math assessments but identified regressions for specific student groups and laid out school‑ and district‑level interventions including PLC expansion, MathCast boot camps, targeted pullouts and special‑education collaboration.
Superintendent and district academic leaders told the Moreno Valley Unified School District Board of Education on Oct. 14 that the district’s traditional high schools posted modest improvements in math on the state assessment, but that gains masked declines for some student groups.
At a presentation led by the district’s education services team, administrators said districtwide math scores rose about 1 percentage point year over year, while site-level gains ranged from roughly 13 to 15 points at certain schools. The presentation named specific student groups of concern: students with disabilities at Canyon Springs and Vista Del Lago, English learners at Moreno Valley High School, and declines in some indicators for African American students at Valley View High School.
"Our claim is all Moreno Valley Unified School District traditional high schools improved in their math scores as measured by the state assessment," Education Services stated in presenting the evidence. Principals then described local strategies that contributed to gains and the areas still needing work.
Canyon Springs Principal (Mister Roberson) said targeted professional development and focused practice for Integrated Math 3 were major drivers, including pull‑out teacher collaboration and use of the interim comprehensive assessment. Moreno Valley High School Principal Steve Quintero credited a MathCast boot camp, protected PLC time and a campus intervention teacher whose pull‑out tutoring produced gains for 75 percent of students who received it.
Valley View Principal Chris Gillette said the school increased PLC meetings (from nine to 19 annually), trained teachers on strategies to support English learners in math and expanded sentence‑frame work so students could "speak math." Vista Del Lago Principal Matt McCain cited scope‑and‑sequence revisions, intervention time and common formative assessments as key site actions.
District leaders described concrete next steps: recorded teacher 'data chats' to track interventions, a tiered intervention model (Tier 1–3) that includes classroom strategies called "building thinking classrooms," and collaboration between special‑education staff and math teachers to design pull‑out and in‑class supports.
Board members praised the presentations and asked staff to extend successful practices to lower grades, noting concerns about a learning lull in grades 6–8. Trustee Rhodes Williams asked what the district is doing for middle grades accountability; district staff pledged follow‑up reporting and invited trustees to visit classrooms to see practices in action.
The board did not take formal action on the presentation; staff said they will continue monitoring implementation and return with updated results. The superintendent and principals said the district expects to examine more granular data when official results are posted in November.
