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Loya Elementary reports gains in math, 48 students reclassified and expands PBIS supports
Summary
Principal Roberto Rodriguez told trustees Loya Elementary saw gains in math diagnostics, reclassified 48 English learners this year and is using PBIS tiers, small-group instruction and McKinney‑Vento outreach to support students.
Roberto Rodriguez, principal of Dr. Oscar F. Loya Elementary School, described new academic targets, interventions and student‑support programs during a school-site presentation to the Alisal Union School District board.
Rodriguez said the school set goals for 2025 to raise I‑Ready reading proficiency from 33% to 45% and to raise math proficiency from 21% to 35%, and described classroom strategies including stronger Tier 1 instruction, teacher collaboration and embedded small‑group instruction. "We were looking at increasing from 33%... to looking at 45% of our students being at a grade level performing a grade level in the I Ready test in reading," Rodriguez said.
On assessments, Rodriguez reported recent math diagnostics showed measurable movement: 24 students moved out of the lowest achievement band and students near grade level increased from about 4% to 15%. He also reported 48 students reclassified this year using ELPAC and I‑Ready measures (breakdowns by grade were provided in the presentation). The principal noted reclassification included seven SDC students.
Assistant Principal Miss Solis outlined the PBIS framework: Tier 1 supports for the whole population (expectations, Lion Bucks, student store), Tier 2 check‑ins/counseling referrals and Tier 3 intensive supports with referrals to district social workers and partner providers. Community school coordinator Miss Davalos described McKinney‑Vento outreach: Loya has roughly 100 students who qualify and the school has serviced 76 families so far through confidential intake and appointments at the community room.
Trustees asked about ELD leveling and coverage of interventions across grades; Rodriguez said ELD leveling (based on ELPAC results) is used K–6 and math interventions are offered at all grade levels. The presentation closed with trustees praising the school’s progress and staff for reclassification and family‑engagement work.
The board did not take immediate operational action as a result of the presentation; trustees directed no specific motions in the public session.
