APS board accepts midyear reading progress reports as staff outlines next steps on assessments

The Albuquerque Public Schools Board of Education voted March 4 to accept midyear progress monitoring reports for interim goals 1.1 and 1.2, which track first‑ and second‑grade reading proficiency for student groups identified in the Yazzie‑Martinez decision and African American students.

Superintendent Gabriela D. Blakey told the board the district’s first year using the state‑required MIRA assessment shows notable midyear gains: 24.4% of first‑grade students in the targeted groups scored proficient or above — slightly exceeding the district’s three‑year midpoint goal — and 32.5% of second‑grade students in those groups reached proficiency. "We are on track, and we are seeing notable growth as you heard earlier this evening in several student groups," she said.

The discussion focused on how the district is using the new Mir(a)/Emera platform and how staff interpret trends after switching assessment tools. Board member Rebecca Betson and others noted that comparing results across different testing systems can be like comparing “apples and oranges.” Chief academic staff acknowledged the limitation but said the components measured (decoding, phonological awareness, vocabulary and comprehension) align to the same reading‑science framework and that the district interprets fall‑to‑midyear growth using the same instrument this year.

On classroom practice and interventions, staff said Emera serves as both an assessment and a tutoring platform but emphasized it is only one tool among many. "Emera is a tool that helps support teachers in their 1‑on‑1 or small‑group instruction," the chief academic officer said, describing additional supports such as LETRS training, principal coaching and learning labs. Staff also described monitoring features that flag rushed sessions or potential irregularities for teacher review.

Several board members pressed for clarity on how much screen time students experience as a result of the platform. Staff gave recommended thresholds used internally — for K–1, a typical core requirement involves 15–25 minutes online with intervention adding about 15–25 minutes, and district leaders said they aim to keep total instructional platform time under thresholds they are tightening.

Board member concerns also covered subgroup results and scale‑up: one board member asked whether successful practices that appeared to boost outcomes for Native American students could be replicated for other groups. Staff said they are documenting promising practices and expanding coaching and supports to more schools.

The board took a roll‑call vote to accept the reports. Recorded responses in the meeting minutes show "Yes" votes from Janelle Estorga, Rebecca Betson, Heather Benavides, Britney Jackson and Bernardo Tomori; Maurecia Bowman recorded an abstention. The chair declared the motion carried.

The board will continue budget and program discussions in coming meetings and scheduled further presentations on federal and operational budget programs in April, staff said.