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El Morro principal reports mid-year gains in reading and math; district highlights MTSS and early childhood expansion
Summary
El Morro Elementary reported increased mid-year proficiency in language arts (from 63% to 70% tier-one mid-year) and sizable percentile gains in math for pilot grades; the principal cited WIN time, MTSS, PBIS, expanded preschool and a new TK class as drivers of improvement.
El Morro Elementary presented its mid-year results to the Laguna Beach Unified School District board on March 26, highlighting academic growth, expanded early-childhood programs and social-emotional supports.
Principal Julie Hatchel said language-arts tier-one proficiency rose from about 63% last year to 70% at mid-year, and several math pilot teams saw double-digit percentile growth (examples cited included kindergarten moving from the 41st to the 64th percentile and third grade from 11th to 42nd percentile in pilot classrooms). She credited a combination of targeted MTSS interventions, WIN (Whenever I Need) time for differentiated instruction, and partnership work with Orange County Department of Education for math foundations and implementation support.
Hatchel described three site goals aligned to the district LCAP: college and career readiness, student agency/social-emotional learning (PBIS and restorative community circles), and safe, equitable, inclusive schools with a focus on reducing chronic absenteeism. She said the school now offers two preschool classes (including one for students with IEPs) and a second transitional kindergarten section.
Trustees asked about articulation to middle school for math pilots, frequency of Second Step and restorative practices, and interventions for chronic absenteeism. Hatchel and Superintendent Jason Glass described collaboration between elementary and secondary staff, regular re-grouping of MTSS interventions every six weeks, a parent toolkit, and reentry and counseling supports for students identified as chronically absent.
No board action was taken; trustees thanked the principal and encouraged continued data reporting as the year concludes.
Why it matters: The presentation shows measurable mid-year gains at an elementary site and the district's emphasis on combining curriculum adoption with MTSS, social-emotional learning and family supports to sustain progress.
