Consultants: steady use of high-quality instructional materials links to student gains; gains concentrated among high-needs groups

An outside consultant working with the district presented an early impact analysis of the district's high-quality instructional materials (HQIM) implementation, using propensity score matching and effect-size calculations to compare participating students with matched peers.

Stephanie from Everest said the top headline was that "moderate, consistent usage matters most," and she told the board that students who used the materials at steady, sustained levels showed the strongest correlated impact. The analysis flagged notable promise for high-needs groups: Martinez-Yazzie student subgroups and students with disabilities demonstrated stronger correlated impacts when engagement was sustained.

At the reading level (I-Ready diagnostics for grades 4—5), the consultant reported a 3% increase in the share of students reaching proficiency bands between the start and the middle of the year, an 8% increase in the band one grade below proficiency, and an 11% decrease in the deepest underperforming band. For math, the analysis showed a 4% decrease in top proficiency bands but movement of students from deeper deficits into nearer-proficiency bands; the presenters said math implementation (I-Ready) showed higher usage and clearer lesson-passing correlations.

The district and consultants said they will continue monthly implementation monitoring and semesterly impact evaluations; additional MAP/NWEA results expected in the coming weeks will expand the data set. District leaders said they will use this evaluation to refine training, clarify classroom expectations for HQIM use, and improve school-level communication with families about implementation and progress.