APS board accepts early-literacy progress report, administration outlines next steps for first grade supports

The Albuquerque Public Schools Board of Education on Aug. 6 voted to accept the district’s progress monitoring reports for interim goals 1.1 and 1.2, which track early‑literacy progress for first‑grade students. The motion to accept the reports was made by Board Member Courtney Jackson and seconded by Board Member Heather Benavides; a roll call vote recorded the motion as approved.

Board members and district leaders said the report shows progress while identifying work to close persistent gaps. Superintendent Dr. Gabriela Duran Blakey and Deputy Superintendent Dr. Antonio Gonzalez joined Chief Academic Officer Sherry Jett and Assistant Superintendent Anna Chavez to answer board questions about how assessment data will be used to adjust instruction and supports throughout the school year.

Why it matters: First‑grade literacy is a district priority because early reading skills strongly influence long‑term academic outcomes. Board members pressed the administration for concrete steps to keep instruction strong through the end of each school year and to ensure historically underserved groups — English learners, students with disabilities and Native American students — receive consistent, culturally responsive supports.

What the administration described: Dr. Gonzalez and other presenters said the district is focusing on three areas: 1) coaching principals so effective instructional practices cascade to classrooms; 2) leveraging professional development (including summer work and consolidated Title I/Title III funds) to build teacher capacity for linguistically responsive instruction; and 3) aligning school 90‑day plans with district goals so that school teams regularly review data and act quickly on skills students are missing. The administration also emphasized partnerships used in the summer reading program and said attendance and outreach were targeted to students furthest from opportunity.

Board questions and concerns: Several board members pressed for specificity. Board Member Heather Benavides highlighted a chronic‑absenteeism statistic cited in the packet — 31.4 percent of first‑grade students as of the 120th reporting date — and asked what systems the district will use to address student absence and its learning consequences. Dr. Blakey and Dr. Gonzalez said the district is expanding student success systems and coordinating attendance teams, health and wellness staff, and community school coordinators to remove barriers and provide make‑up instruction.

On subgroup performance, Board Member Josefina Dominguez asked about a dip in English‑language‑learner and students‑with‑disabilities lines in the disaggregated charts. District leaders acknowledged concern, called for tightly targeted interventions based on assessment findings, and emphasized the need to protect teacher planning and collaboration time so teachers can tailor instruction and small‑group lessons.

Formal action: The board voted to accept the monitoring report, which the administration said represents a formal acknowledgment that the board and superintendent have a satisfactory conversation about how district actions align to board goals.

What’s next: The district said attendance data from the summer reading program and more disaggregated assessment data will be analyzed and provided to the board in coming weeks to inform follow‑up actions. Board members asked the administration to return with specifics on how coaching and school plans will be monitored and resourced.

Ending: The vote to accept the report does not create new policy; it records that the board reviewed current progress and heard the administration’s strategy for accelerating growth in early literacy.