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Harlingen CISD forms HQIM elementary committee; district reports broad classroom adoption of Eureka and Amplify
Summary
District officials described a year-one rollout of High Quality Instructional Materials (HQIM) — Eureka Math and Amplify — and said implementation-walk data show widespread adoption; a new K–5 committee with principals, teachers and parents will continue oversight next year.
Harlingen CISD’s Transforming Teaching and Learning Committee on June 16 reviewed the district’s first full year of implementing HQIM — the district’s adopted Eureka math and Amplify language-arts curricula — and described a new K–5 stakeholder committee to monitor and support classroom implementation.
Committee presenters said implementation-walk data and surveys show substantial teacher adoption and coherence across elementary campuses, while also identifying classroom-level variability in student participation that the district intends to address through targeted professional learning and PLC work.
Tanya Garza, who led the presentation, said the district created an “HQIM leadership team” and convened a K–5 committee representing all 18 elementary campuses. Garza told trustees the group includes principals, assistant principals, instructional coaches, teachers of the year and parents and that the committee’s purpose is “to bring all stakeholders together to ensure transparency and shared responsibility within our curriculum journey.”
Garza said the committee reviewed House Bill 1605 requirements for high-quality instructional materials and how TEA’s review and revised expectations shape classroom practice. “HQIM allows students to engage deeply in meaningful with our TEKS,” she said, and the curriculum materials provide scope, sequence and vetted lesson content that teachers then internalize and deliver.
District staff reported implementation-walk findings using a color-coded rubric; Garza described purple as the desired outcome — “purple is good…I got this from Ronnie Gonzales…we wanna see high levels of purple,” she said — and said the district saw high levels of implementation and pacing alignment across campuses. Garza told the committee teacher-practice measures from implementation walks were “80–82% based on the implementation walks,” and she said data from teacher, coach and principal surveys showed teachers’ comfort and delivery improved from the start to the end of the year.
Trustees and staff discussed next steps: the K–5 committee will meet four times next year to continue monitoring HQIM data, evaluate parent-engagement strategies (including curriculum overviews and parent math/literacy nights) and refine implementation-walk tools and schedules. The committee also will work with the district’s multilingual department to align HQIM with dual-language models; Garza said those adjustments require further work because “it could be a lot more complicated than we anticipated.”
No formal policy change or board vote occurred during the committee session; presentations were informational. Staff emphasized the district will use the committee and PLCs to support lesson internalization, rehearsal and coherence across campuses so teachers can “anticipate and prepare for those misconceptions in the students' work,” in Garza’s words.
