LCPS rolls out layered instructional framework and school support teams; district reports learning gains
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Summary
District leaders updated the board on implementation of a three‑layer instructional framework and feeder-based school support teams; districtwide instructional walks and targeted coaching showed increases in student proficiency in math and ELA for supported schools.
Las Cruces Public Schools staff on Thursday described expansion of the district’s instructional framework into “layer 2” (targeted supports) and “layer 3” (intensive supports), and outlined how school support teams — content specialists, data/intervention staff, bilingual and special education coaches assigned by feeder pattern — are backing classroom teachers.
The presentation noted that the district aligned professional learning, instructional walks and school-based coaching to the framework: priority standards, proficiency scales and QTEL (Quality Teaching for English Learners) structures were the focus of July and late-August professional learning, and walkthrough indicators were revised to mirror that training. District staff said teachers have begun using proficiency scales more consistently and students could better articulate learning targets in early observations.
LEDs (leadership executive directors) Andrea Edmondson, Leanne Garcia and Tara Favor presented how school support teams deployed coaching, PLC facilitation and district-level professional learning. Edmondson said more than half of site-support time was spent in one-on-one or small-group coaching, about 30% in PLCs and the remainder in district PL design and delivery. Favor presented results showing student-level gains: across schools receiving intensive (maximum) support, district staff reported reductions in the “gap” (students moving out of red/orange/yellow bands) and provided counts: math gap reduced for 3,368 district students (about 23% of the district) and ELA gap reduced for 2,884 students (about 22%). Average hours of support per school varied by tier; maximum-tier schools averaged roughly 190 math-support hours and 376 ELA-support hours per school in the reported period.
Board members asked how the district sets targets for walkthrough indicators and requested benchmarks. District staff said goal-setting will include triangulating walkthrough evidence with achievement data and student surveys; they pointed to research-based coaching models and noted that multi-round walkthroughs across the year allow the district to track change. Trustees praised feeder-based collaboration and asked administrators to continue supplying school-level dashboards and to clarify expected indicator targets for subsequent reports.
District officials said the layered framework and school support teams are already being used to prioritize support at campuses with demonstrated need and that the district will continue progress monitoring and monthly LED–support-team collaboration meetings to share strategies across feeder patterns.
