La Joya ISD reading results fall short of district goals; leaders outline curriculum, training and MTSS expansion

Doctor Little (presentation lead on literacy) told the board that La Joya ISD’s literacy results show progress in some foundational skills but fall short of the district’s grade‑level goals, and he framed the problem as a need for adult practice change rather than a student shortcoming.

“We are on a long term journey of adult behavioral change,” Doctor Little said, adding that “student outcomes don't change until adult behaviors change,” language he used to anchor the district’s plan for next school year. The presentation showed growth in kindergarten and grade foundational measures and notable improvements in some grades, but it reported that the district’s Goal Progress Measures (GPMs) remain off track overall.

Key findings presented: the district saw measurable improvement in early‑grade foundational skills and in oral reading fluency after targeted shifts beginning in January and use of supplemental tools such as Lexia. Dr. Little noted that most of the early‑year investments and interventions this school year primarily targeted English‑language instruction; Spanish‑language measures lagged in comparison. He also said classroom teachers will receive additional training and supports next year to implement new curricula that align with the science of reading.

Planned changes and supports: Doctor Little outlined multiple steps the district will take to accelerate progress: implement high‑quality instructional materials (HQIM) in K–8 (Bluebonnet and Amplify were named), expand professional learning on evidence‑based literacy instruction including science of reading trainings, provide coaching and classroom modeling, and increase targeted small‑group interventions. The district also plans to formalize expectations and usage of Lexia in secondary classrooms and to use MAP (an adaptive assessment) as a diagnostic and progress measure.

Staffing and schedule adjustments: Presenters described restructured periods (QUEST/WIN) and added intervention time at the middle school level to expand MTSS supports without removing students from electives. The district announced a published summer professional learning catalog for teachers and said some sessions are compensated.

Why it matters: Dr. Little emphasized that improving reading outcomes requires changing instructional practice at scale — both curriculum and ongoing adult coaching. He said some campuses showed steady, climbing results, and those models will inform targeted coaching and support districtwide.

Discussion and next steps: Board members asked about required summer and in‑year training days, accommodations for assessments, expansion of Lexia expectations in high school and how family communication about results will be handled. Doctor Little said principals and assistant principals have begun training; the district will continue to roll out teacher supports this summer and into next school year and will prioritize coaching and classroom‑level intervention and data use.

Ending: The presentation closed with a focus on next steps: district adoption of HQIM for K–8, an 18‑month professional learning plan, and strengthened coaching to help teachers put new materials and practices into daily use.