Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Strategic Plan topic
No spam. Unsubscribe anytime.
Moriarty-Edgewood board advances first-year draft of three-year strategic plan, sets monitoring calendar
Summary
At a July 15 work session the Moriarty-Edgewood School Board reviewed a draft first-year plan of a three-year strategic plan, agreed to create committees on standards-based grading and CTE expansion, and adopted a monitoring calendar with checkpoints beginning in September.
The Moriarty-Edgewood School Board met July 15 for a work session and regular meeting to review a draft first year of a three-year strategic plan and to set a monitoring calendar for district goals. Board leadership said the plan will guide targeted spending and staffing decisions tied to state and federal funding.
Board leadership opened the session by describing the document as "a final draft of the first year of our three-year strategic plan," and said the board’s role is to set goals while the superintendent and staff carry out the action steps. The plan is organized into focused areas — student achievement, well-being and mental health, student engagement, pathways to success (CTE and work-based learning), communication and community engagement, and safety and security — each with SMART-style action steps and assigned job-title responsibilities rather than named individuals.
District leaders outlined specific measures for achievement goals: an annual 3% growth target in ELA and a 5% growth target in math as measured by New Mexico Public Education Department–approved assessments and interim measures. Action steps listed for both subjects include aligning instructional delivery, implementing structured literacy preK–5, adopting multi-layered systems of support (MLSS), investigating standards-based grading, and creating a professional development menu for educators.
"MLSS is very similar to RTI ... but it really looks at the whole student," Mr. Romero said in a presentation explaining state changes to intervention systems, noting the model asks staff to consider nonacademic factors — such as food access, trauma or vision — before labeling academic deficits. The board heard that MLSS is intended to allow more fluid movement between tiers of support while reducing duplicative paperwork and easing transitions to special education evaluation where needed.
On implementation and accountability, trustees reviewed a sample monitoring calendar that proposes progress checks in September, a midyear review in January and end-of-year reports in May or June. A CES board coach recommended using existing survey results (for example, NMPED Panorama or YRRS) as baselines and cautioned the board against trying to measure too many indicators at once; the coach offered the district continued technical support for the first monitoring cycle.
Board members asked staff to form a committee to investigate standards-based grading with an initial reporting timeline aimed at October 2024. The superintendent said staff will return a cleaned and formatted final draft and hopes to present a final plan for board approval at the board’s August meeting, with the option to extend discussion into September if needed.
The regular meeting that followed included adoption of the district’s vision, mission, values and goals slides; trustees approved those slides by voice vote during the evening session. The work session closed with the board and staff agreeing to refine baselines, document responsible job titles for action steps, and use the proposed calendar to structure superintendent evaluation and public progress monitoring.
Next steps: staff will circulate a revised draft and the monitoring schedule to trustees in the coming weeks and prepare the materials the board requested for the August meeting.
