Barranca elementary leaders describe reading, math gains and expanded social-emotional supports to school board

Principals Kristen (Krista) Martinez and Audrey Giuliani and other school leaders told the Los Alamos Public Schools Board that their school — listed on the agenda as “Veronica Mesa” but referred to repeatedly in the presentation as Barranca Elementary — has posted midyear gains in both reading and math and is expanding targeted social‑emotional supports.

"Good evening, school board. I'm Krista Martinez, the Bronca Mesa principal," Martinez said as she opened the presentation with a leadership team that included assistant principal Audrey Giuliani, GATE/math lead Adene Loyczak and reading interventionist Laura Haynes.

Martinez said the school has three signature practices: a master schedule intended to protect core instruction and collaboration time for teachers; a daily personalized intervention block called WIN time ("what I need"); and development of professional learning communities (PLCs). "Win time provides a dedicated period during the school day where students can receive personalized support," she said, adding that students receive "30 to 45 minutes a day for both ELA and math at every grade level." The team described teachers, special‑education staff and interventionists using that time for small groups so students do not miss core instruction.

On reading, presenters said the school saw an 11% gain in proficiency on Istation from the beginning to the middle of the year, and a 7% increase for third through sixth graders on I MESA assessments. In math, the team reported 19% growth for kindergarten through second grade and 24% growth for upper elementary grades on internal measures. Those gains were attributed to data‑driven instruction, monthly data sheets for teachers and district‑adopted intervention programs — presenters named SPIRE for targeted reading intervention and said the classroom reading program in use is CKLA/Amplify and HMH.

"We provide [teachers] a page to go with it that asks them to take the data straight off the chart and analyze areas of student need and areas to not only remediate but enrich," Haynes said, describing the monthly data cycle tied to WIN time and DASH (district strategic) goals.

Presenters described social‑emotional learning (SEL) activities tied to Panorama survey data, small counselor groups, the Pyramid of Success character program, restorative circles and student leadership opportunities such as student council and safety patrol. Martinez and Giuliani described a family engagement event, "Pastries with the Principals," held after morning drop‑off and planned follow‑ups with the district prevention team.

Board members asked clarifying questions about curriculum and assessments. Vice President Wyman confirmed that the main math curriculum (named in the discussion as "Sabbath math" by a participant) is used districtwide; spring intervention materials are piloted by some elementary schools. Board Member Spector and others asked how students not needing remediation are served; staff said teachers provide choice menus and individualized learning paths during WIN time and use station work and learning paths so students can work independently or on enrichment.

When asked what the school would request from the board if given "three wishes," presenters said they would prioritize a second reading interventionist for upper grades (4–6), a math interventionist, and an instructional coach to support new teachers and help with curriculum implementation.

Board members offered praise and personal remarks: President Colgan described long family ties to the school and thanked staff; other members noted specific events such as a recent student musical.

The presentation included requests and operational details rather than formal board action. No new hires or budget changes were adopted during the presentation; presenters framed staffing asks as wishes to be considered through the district budgeting and staffing processes.