Strengthening TK-12 Math Intervention

On May 27, 2026, the C-STEM Center hosted Strengthening TK-12 Math Intervention Under the California Mathematics Framework” workshop for educators to learn and explore standards-aligned strategies for integrating diverse Tier 1 mathematics programs with MTSS Tier 2 and Tier 3 intervention and special education through hands-on coding and robotics. 

Mary Nicely, Deputy Superintendent of Information and Technology, California Department of Education, moderated the panel session “Statewide, County, and District Perspectives on Current Challenges and Priorities in MTSS and Special Education with a Focus on Mathematics,” featuring panelists Susan Pak Sost, Senior Administrator, Multi-Tiered System of Support (MTSS), Orange County Department of Education; Emily DesJardins, Statewide Lead, Open Access Project, Placer County SELPA; and Tiffany Benson, Superintendent, Travis Unified School District.  

In addition to the hands-on sessions that provided fun exploration of integrated math learning with robotics and coding, the panel sessions "District Level MTSS Model Practices in Strengthening Math Intervention" and "School and Teacher Level Implementation:  Curriculum & Instructional Strategies" highlighted the work of districts, schools and teachers across California.  Participants also explored Key Elements of Effective TK–12 Mathematics Intervention, including standards-aligned and grade-level instruction, hands-on learning experiences using manipulatives, physical movement, coding, and robotics, Universal Design for Learning (UDL), collaborative learning opportunities, and research-informed instructional strategies that support mathematical reasoning, math discourse, student engagement, and equitable access to mathematics.

Hosted by the UC Davis Center for Integrated Computing and STEM Education (C-STEM) with support from California Mathematics, Science, and Computer Science Partnership (CALMSCS), in partnership with the California Department of Education, Orange County Department of Education California Multi-Tiered System of Supports (CA MTSS), the Placer County Office Of Education Special Education Local Plan Area (SELPA) Open Access Project, Solano County Office of Education, Travis Unified School District, and participating school districts,  this workshop brought together educators, administrators, and statewide leaders committed to strengthening TK-12 mathematics intervention.

Photos from the Workshop

 

Overview

California’s math achievement crisis underscores the urgent need for a new approach to teaching and learning, especially for the most vulnerable and historically underserved students. In 2025, only about 37% of California students met or exceeded state mathematics standards, with proficiency rates dropping to approximately 20% for Black students and 26% for Hispanic students. At the same time, the achievement gap between the highest- and lowest-income students grew from 1.9 grade levels in 2009 to 2.7 grade levels in 2024 — a 40% increase based on a recent Stanford University study. These challenges are especially significant for students requiring Multi-Tiered System of Support (MTSS) Tier 2 and Tier 3 support, many of whom continue to struggle with foundational mathematical understanding, engagement, and access to meaningful learning experiences. 

Addressing these challenges will require more than policy changes — it will take proven instructional strategies, strong professional development, and engaging hands-on learning experiences, and stronger collaboration among state, county, district, school, and higher education partners to better prepare students for an increasingly AI-driven world. The workshop will feature statewide, county, district, school, and teacher perspectives on current challenges and priorities in MTSS and special education with a focus on mathematics. It provides county, district, and school leaders, educators, and paraeducators with practical strategies for strengthening TK–12 mathematics instruction and intervention under the California Mathematics Framework. 

Participants learned and explored ways to align and integrate diverse Tier 1 math programs with MTSS Tier 2 and Tier 3 support through engaging, meaningful, hands-on coding and robotics experiences. The workshop highlighted district, school, and classroom implementation examples, instructional strategies aligned with widely used mathematics programs, and scalable approaches that support coherence, access, and student engagement across diverse learning environments. The workshop emphasized equitable approaches to improving outcomes for all students, particularly those who are most vulnerable and historically underserved.

Participants had opportunities to discuss future collaboration, implementation partnerships, and professional learning networks to support mathematics intervention, MTSS, and special education initiatives. 

Workshop Topics

• CDE, County, and District Leadership addressed current challenges, priorities, and successful implementation practices in MTSS and special education for mathematics. 
• Tier 1, Tier 2, and Tier 3 Integration strategies for aligning core mathematics instruction with intervention supports to strengthen coherence, access, and student success across all levels of instruction. 
• District-Level Model Practices and successful district-level implementation models were highlighted.
• School- and Teacher-Level Experiences were shared and attendees learned instructional strategies and curriculum approaches aligned with more than 25 widely used mathematics programs to support equity and access for underserved students. 
• Hands-on Experience sessions were incorporated and provided attendees experience using coding and robotics to reinforce mathematical understanding and student engagement. 
• Networking and Discussion opportunities were provided, connecting educators with resources and opportunities for future collaboration, professional learning networks to support mathematics intervention, MTSS, and special education.

Workshop Agenda

Speaker Biographies

Mary Nicely is the Deputy Superintendent of Public Instruction for the Information and Technology Branch at the California Department of Education (CDE). Nicely previously served as Chief Deputy Superintendent of Public Instruction and Senior Advisor to Thurmond, where she led the Superintendent’s Initiatives Office and focused on recruitment and retention of teachers of color, community schools, and educator housing and public/private partnerships with philanthropy and industry. Before joining the CDE, Nicely served as Chief of Staff and District Director to then-Assembly Member Thurmond, representing California’s 15th Assembly District. Prior to her legislative career, she was President and CEO of Nicely Done Solutions, Inc. a custom database development company headquartered in Berkeley, California founded in 1994. She also served as the Western US K–12 Service and Support Manager for seven of her 13 years at Apple. Nicely is a first generation Burmese American and holds a bachelor’s degree in political economy of industrial societies from the University of California, Berkeley, and a business administration degree from Monterey Peninsula Community College in Monterey.

Susan Sost is the Senior Administrator, Multi-Tiered System of Support, Orange County Department of Education. An educational leader with more than 25 years of experience as a teacher, instructional coach, and principal, she specializes in instructional pedagogy, coaching, professional development, and systems-level improvement. Since joining the Orange County Department of Education in 2024, she has focused on supporting educators through the California Multi-Tiered System of Support (CA MTSS) and serves as a CA MTSS State Lead Coach. Susan is committed to advancing educational equity through inclusive, research-informed instructional systems and evidence-based practices that improve outcomes for all learners.

Tiffany Benson is the Superintendent of Travis Unified School District.  A lifelong educator, Tiffany possesses more than 20 years of experience as a teacher, high school principal, and district leader. She is known for her collaborative leadership style, her commitment to educational empowerment, and her ability to bring communities together around a shared vision for student success.

Since joining Travis Unified, Tiffany has led initiatives that strengthen academic opportunities, modernize facilities, and expand support for students and families. She guided the implementation of innovative curriculum programs, the transition of 6th grade to middle school, and major safety and modernization projects funded through Measure R. Tiffany is particularly dedicated to serving military-connected families stationed at Travis Air Force Base, ensuring smooth transitions and strong support systems for students.

Tiffany earned her degrees from DePaul University in Chicago and the University of Wisconsin and began her educational career teaching both locally and internationally, experiences that shaped her belief in the power of diverse perspectives and global learning. She is a National Board-Certified Teacher and continues to draw on her classroom roots in every leadership role she holds. Beyond her professional role, Tiffany is recognized for her commitment to transparency, open communication, and building trust with families, staff, and community partners. She believes that strong schools are built on strong relationships, and she works every day to foster a culture of collaboration, innovation, and excellence across the district.

Winnie Fletcher is the Coordinator of Advancing Academic Acceleration & Achievement (A4) at Fresno USD.  Winnie Fletcher is a native of Seaside, California, on the Monterey Peninsula, where growing up surrounded by culture, community, and educators who looked like her inspired her passion for educational equity and student success. She earned a degree in Kinesiology from California State University, Fresno, and a Master of Education in Counseling from San José State University.

Winnie’s career spans education, mental health, and youth development across California, Mississippi, and Louisiana. Before joining Fresno Unified School District in 2022, she worked as a coach, paraprofessional, and mental health professional supporting K–12 students and families in school and community settings.  As a Program Coordinator in Advancing Academic Acceleration and Achievement (A4), Winnie oversees Figures, a coding and robotics initiative in partnership with the University of California, Davis C-STEM and Barobo, Inc., designed to increase STEM awareness and opportunities for historically marginalized student groups. She also supports the HBCU Step-Up Program, a dual enrollment partnership with Benedict College and Fort Valley State University, helping students stay on track toward college and career goals.  Outside of work, Winnie serves as President of the San Joaquin Valley Alumnae Chapter of Delta Sigma Theta Sorority, Inc., and is passionate about mentorship, mental health advocacy, and creating opportunities that empower students and communities.

Dr. Diana Villanueva is the Community School Coordinator at Alvord USD. She is a passionate educator, STEAM advocate, and community builder dedicated to creating engaging, inclusive learning experiences for students. She currently serves as a Community Schools Coordinator, where she strengthens connections between schools, families, and the community while supporting student success beyond the classroom.  

Her teaching experience spans Kindergarten through 5th grade, including Dual Language Immersion and combo classrooms. She brings creativity, structure, energy, and heart into every space she leads.  She has been implementing C-STEM since 2023 and is especially passionate about coding, robotics, problem solving, and strengthening math instruction through hands-on, student-centered learning experiences that make students excited to learn. In 2024,  she was recognized with the C-STEM Teacher of the Year award for her commitment to innovative and inclusive C-STEM education.

She is known for her energetic personality, strong classroom management, and deep belief in building student confidence, creating a classroom culture where students feel safe, supported, challenged, and inspired to believe in themselves.  She loves collaborating with fellow educators, sharing resources and ideas, and creating meaningful opportunities for students to grow through innovation, teamwork, and creativity.

Dr. Harry Cheng, is a Professor in the College of Engineering at UC Davis and Director of the UC Davis Center for Integrated Computing and STEM Education (C-STEM), a UC-approved Educational Preparation Program for undergraduate admission to all University of California campuses. In collaboration with TK–12 partners, he and his team develop innovative robotics technologies and standards-aligned mathematics, computer science, and STEAM curricula that integrate coding and robotics into formal and informal expanded learning education from transitional kindergarten through 12th grade. They also organize RoboPlay Challenge robotics competitions in schools and districts and provide professional development to help educators integrate coding and robotics into mathematics and STEAM instruction. C-STEM’s approach engages students in solving real-world mathematics problems through hands-on learning experiences and has helped many students, particularly those struggling in mathematics, improve both engagement and academic achievement. In one implementation, the percentage of sixth-grade students meeting or exceeding standards on the SBAC state mathematics assessment increased from 16% to 71%, and one special education student improved from "Not Met Standards" to "Exceeded Standards" within one year.

Adolfo Reyes Jr. is the Principal of Sequoia High School (Alternative HS), Visalia USD.  He was raised in the California Central Valley by farmworker parents who raised a family of nine children, all of whom became university graduates and public servants.  Mr.  Reyes graduated from UC Berkeley, Santa Clara University, and John F. Kennedy University. He has earned Teacher of the Year, Administrator of the Year, and he transformed a very challenged continuation school to become a Model Continuation High School.   

He has over 28 years of experience working in continuation, charter, correctional, and comprehensive schools with some of the highest needs students in the most diverse, educationally disadvantaged, and socially impacted communities, and he has always found a way to create a positive learning and social development environment for students, staff, and the community. Mr. Reyes championed his school district to build a thirty-million-dollar state of the art continuation school that serves students, families and communities.  

He was the first to establish a partnership with his school and The Sequoia National Park and earn national recognition by the United States Secretary of the Interior for innovation and service, When the CIF denied his students access to an athletic league, Mr. Reyes created the Central Valley Athletic League for continuation of schools.  Mr. Reyes has created one of the most extensive academic and social support service settings for students and families.  He has one of the most impactful gang interventions and safe school programs and systems.  Mr. Reyes has led his school to become one of California’s Model Continuation Schools, and he has earned numerous successful WASC visits.  Mr. Reyes believes that continuation of schools can become the leading educational program in any district, especially in math. Our work can become the epicenter for best practices that strengthen academic and social development for the top tier student.

David King is the Math Department Chair at the Sequoia High School (Alternative HS), Visalia USD.  For Mr. King, math is as much about people as it is about numbers. Having majored in both Mathematics and Psychology at the University of Colorado Boulder, he developed a unique perspective on how students learn, process logic, and overcome academic challenges. After graduating, he continued to expand and refine his teaching experience by substituting, tutoring, and earning his teaching credential from California Lutheran University. He began teaching in his hometown in 2015.

Within five years, Mr. King taught the entire high school math sequence, from Algebra 1 to AP Calculus, while also leading courses in computer science and business. After 8 years at comprehensive high schools, he joined Sequoia High School in 2023 under the leadership of Principal Adolfo Reyes. Leveraging his expertise in Mathematics and Psychology, Mr. King provides crucial data analytics to the MTSS teams and delivers critical, data-driven insights that support teachers, counselors, and administration.

As Math Department Chair at Sequoia, Mr. King guided a comprehensive transformation of the course curricula to realign with the Visalia Unified School District, to improve teaching practices, and to increase rigor. Today, the thriving Sequoia Math Department fosters a genuine enthusiasm for the subject, engaging students through robotics, math club, field trips, and annual Pi-Week celebrations.

Peter Fortuna, CTE Teacher, Fresno USD.  Peter is a proud Fresno State graduate with a degree in Computer Science and a Master’s in Education, along with a PMP certification from the Project Management Institute. As a Career Technical Education (CTE) teacher, he is passionate about connecting classroom learning to real-world skills.

He teaches high school cybersecurity, where his “Seniors Helping Seniors” program—featured in local news—helped students teach digital safety to senior citizens. His students learn to spot, stop, and report online scams, and one was selected for a national security career pathway program. He has also led summer robotics and coding camps through A4, inspiring younger students through hands-on STEM learning.

Mr. Fortuna is committed to empowering others through education—and is always ready with a well-timed dad joke.

Timothy Keys is a Math/Science/Makerspace teacher for 7th grade at Northlake TK-8 Elementary in the Twin Rivers Unified School District. This is his 33rd and last year of teaching. Timothy has been a computer using educator since the birth of the Internet. He approaches tech from a communications point of view targeting the transmission of mathematical concepts. He has a BA in Rhetoric from UC Berkeley and an MA in Culture and Values in Education from McGill University, Montreal. He has a Multiple Subject Credential from SF State and, most recently, a CS Supplementary credential from UC Davis C-STEM. Currently, Timothy uses the C-STEM program for math enrichment and the Northlake TK-8 GATE program. When not working or developing curriculum, you will find Timothy in the high Sierras all four seasons of the year.

Nikki Greminger, Math Teacher, Marysville Joint USD.  Nikki is a 6th grade teacher at Anna McKenney Intermediate School (Marysville Joint USD).  Currently teaching Exploratory Engineering, Math, Science, and Literature.  She is passionate about building student growth and growth mindset, especially in mathematics through teaching coding and programming.  She has been using the C-STEM curriculum in Computer Science and Math since 2023.  In recognition of her work and deep commitment to student progress and achievement in math/CS, she was selected for the C-STEM Teacher of the Year award in 2024.

Resources and Showcases

• Multi-Tiered System of Supports (MTSS), California Department of Education
• Special Education Resources, California Department of Education
• Open Access Project led by Placer County SELPA
• UC Davis C-STEM Program
• Learning Math with Robotics aligned with over 25 widely used math programs
• RoboBlocky Math Intervention and Enrichment Curriculum 
• RoboBlocky Math Showcases
• RoboParade Showcases
• RoboPlay Showcases

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