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Mountain View presenter cites literacy and math intervention gains, describes middle-grade college-credit pilot
Summary
The presenter reported reductions in emergent-level literacy among TK-2 and first- and second-grade students after interventions, acknowledged ongoing math challenges for grades 3-6, and described a Rio Hondo College dual-enrollment pilot in seventh grade with a summer pre-algebra academy announced for sixth and seventh graders.
Presenter outlined the district's intervention strategy and assessment results, saying targeted supports in early grades led to measurable reductions in students at an emergent level in fine motor and phonics assessments.
On early literacy, the presenter said TK students showed a marked reduction in emergent-level fine motor skills and letter-name/sound assessments by March. For first grade, 139 students initially qualified for phonics and decoding intervention and were all at an emergent level at the start of the year; by March that cohort was "just a little over 25%" at the emergent level, with some students performing above grade level in later assessments. Similar reductions were reported for second graders.
The presenter acknowledged math remains a challenge: the new mathematics interventions for grades 3— produced growth but many students who began multiple years behind have not yet closed the gap. The presenter said district partners include the University of California, Irvine mathematics project and neighboring elementary districts that feed into Alhambra Union High School District (quoted in transcript as Al Mana Union High School District) to coordinate regional responses.
On college-credit programs, the presenter said Rio Hondo College enrolled about 124 students across three sites in seventh-grade college courses; 68% of those students completed the coursework and earned their first college credit toward an AA. Based on that result, Rio Hondo will run a pre-algebra summer math academy for sixth- and seventh-graders aimed at accelerating readiness for advanced coursework in high school.
Presenter emphasized staffing and program details that support interventions: primary intervention teachers in reading, newly added math intervention teachers for grades 3—, and six-hour instructional assistants in TK-2 classrooms. The presenter said the district has invested one-time funds and sought additional funding to continue these programs.
No formal votes or board actions were reported during the presentation; the information was presented as program outcomes and planned pilot expansions.
