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District update shows early reading gains but uneven math implementation, officials say
Summary
Everest Analytics presented January monitoring showing modest midyear gains in reading but mixed or flat math results; the district emphasised that consistent implementation of adopted instructional materials — not new tools — is the immediate lever to accelerate student outcomes.
Everest Analytics and district leaders told the Pojoaque Valley Public Schools board on Feb. 25 that early literacy work is showing modest progress, while math remains uneven across grade levels.
Stephanie Miteketh of Everest Analytics summarized January implementation monitoring for the Ignite the Path strategic plan, saying interim assessment data show a 3-percentage-point midyear increase in ELA proficiency across three assessments. “Implementation integrity comes before expansion or strategy pivots,” Miteketh said, arguing that the district must make sure adopted instructional programs are used as designed before adding new interventions.
Miteketh reported very low active usage for some early-grade digital tools — kindergarten Amira active rates were 4 percent in January, with participation rising in upper elementary — and highlighted that average monthly minutes were below recommended targets (for example, recommended monthly time was cited as 160 minutes for some tools). She noted that, where implemented, tools such as I‑Ready showed strong lesson pass rates in grades 4–5, but usage in grades 6–8 and high school was insufficient to drive systemwide outcomes.
Superintendent Dr. Chanel Segura told the board the district is already planning expanded professional learning and that principals and staff have access to the presentation materials. “It’s not about adding more programs,” Segura said. “It’s about ensuring the programs that PVSD selected are being implemented with integrity.”
Board members pressed for concrete supports: one member recommended more professional time and stronger monitoring of protected instructional minutes; another raised concerns about the total computerized minutes students would spend if multiple digital tools are assigned. District leaders said they are developing professional learning plans for the summer and next year and are working with partners (including CES) to provide free training and scheduling support.
Officials also tied attendance to implementation outcomes. District leaders said about three-quarters of semester 1 failures are attributable to chronic absence, and they warned that improved engagement and family outreach will be necessary to let curricular gains translate into improved pass rates.
The board did not take a vote on policy at the meeting; district staff said next steps include focused professional development, clearer district implementation expectations and continued monthly monitoring.
