Principals outline 90‑day DASH/CQI plans focused on literacy, math and student engagement

Principals from the Moriarty‑Edgewood School District presented high‑level 90‑day DASH/CQI plans at the boards Oct. 15 meeting, outlining targets and actions intended to produce measurable classroom gains this semester.

Mrs. Romero, the districts director of learning services, told the board that the DASH template from the New Mexico Public Education Department asks schools to set strategic goals, list action steps and report 30/60/90‑day benchmarks, drawing on achievement, behavior and climate data. She noted the districts early childhood program uses a CQI template that serves the same purpose.

Presenters from individual schools said common themes include structured literacy and phonics, frequent formative assessments, professional learning communities (PLCs) and intentional classroom routines to raise engagement. A South Mountain Elementary presenter said teachers will use weekly formative assessments and common rubrics to monitor ISIP performance and aim for small monthly gains in reading and math. "Were using formative assessments to monitor student progress on a weekly basis," the presenter said.

Route 66 Elementary described using ISIP, BOI, MOI and other screeners to place students in targeted intervention groups, and an instructional coach to support classroom practice. The Route 66 principal said the school implemented Responsive Classroom morning meetings and quiet time and completed phonics lesson‑plan observations for 16 teachers between Sept. 23 and Oct. 8.

Moriarty Elementary emphasized centers‑based reading and three focal phonics components — extended practice, comprehension and oral reading fluency — with monthly grade‑level data reviews. The Moriarty Middle presenter highlighted intervention rotations tied to the schools VISTA score (reported at 45.5) and set targets for 3% reading and 5% math growth.

Moriarty High School described a classroom climate survey administered in quarter one (Q1 average ~81%) and said administrators would use teacher‑level results to guide coaching and to reduce chronic absenteeism; the school reported dropping chronic absenteeism from roughly 40% to 30% last year and is targeting further improvement.

Board members and the superintendent praised the presentations as aligned to the district strategic plan and emphasized that the plans focus on adult instructional practices rather than only student behaviors. The superintendent said principals and their guiding coalitions will continue to review data and adjust goals for the spring 90‑day check‑in.

Next steps: principals will collect school‑level survey responses, continue monthly data monitoring and implement the action steps documented in their DASH/CQI submissions. The board did not take formal action on the plans; the presentations served as reporting and accountability for the required state submissions.