Long Elementary cites strong reading gains for students with IEPs and multilingual learners; fourth-grade math flagged for review
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Summary
Long Elementary told the Lindbergh Schools board that reading growth for students with IEPs and multilingual students improved notably between fall and winter iReady assessments, while math trends—especially increased red-category scores in fourth grade—will be examined through MTSS and district coaching.
Long Elementary staff reported notable winter-vs-fall reading gains for students with Individualized Education Programs (IEPs) and multilingual learners during the Lindbergh Schools Board of Education meeting on Jan. 22, 2026. Presenters credited collaborative work between special-education and general-education teachers and a new monthly collaboration day for case managers that preserves IEP minutes.
A Long Elementary presenter said the data show substantial shifts: second graders with IEPs in the lowest category fell from 36% to 9%, third-grade students in the green band rose from 21% to 57%, and fourth-grade IEP students on grade level increased from 15% to 54%. The presenter described the gains as reflecting “the combined efforts of our special education teachers and general education teachers.”
The presentation also highlighted reading gains for multilingual (ML) students and credited targeted instruction by the multilingual teacher and multilingual teaching assistant, plus use of Benchmark Express to front-load vocabulary.
By contrast, math results showed weaker overall green-band representation and an increase in students more than one grade level below in several grades; fourth grade experienced an increase in the red category. The school said it is addressing this through the district’s MTSS (multi-tiered system of supports) process and is collaborating with the district math coach, Mackenzie Blackburn, to refine push-in and pull-out models and interventions.
Presenters described additional schoolwide efforts intended to support whole-child development, including the Lindbergh Life success skills (integrity, inclusiveness), a Kindness in Action Day to build social understanding, and recognition programs that highlight teacher excellence and family engagement.
Staff well-being and student climate measures were also shared. The presenter reported 91% of staff say they feel valued and 95% say they enjoy coming to work. A Panorama student-survey snapshot showed 90% of students reported having a trusted adult at school; the school reported an attendance rate of 97.6%.
On personalized learning, the multilingual teacher has piloted SchoolAI over the past two years to generate culturally relevant texts and problems aligned to student goals; presenters said early use has helped make lessons more accessible for immigrant students and encouraged broader teacher experimentation.
The board thanked presenters, asked clarifying questions about collaboration time and IEP minutes, and were told the monthly collaboration day does not reduce required IEP minutes. The board will continue to track math intervention plans as the MTSS review proceeds.
