District data show uneven implementation of reading and math programs, officials tell board

Stephanie Wyka, the district's director of professional learning, presented an April implementation‑monitoring update tied to the district strategic plan, focusing on reading and math programs and how the district is using monthly data to measure execution across classrooms.

Wyka said the work has moved from establishing participation to measuring whether programs are implemented with fidelity. "The strongest student engagement results are occurring where instructional routines are most predictable and consistently embedded into classroom practice," she said. She reported that for HMH reading programs, participation and assignment submission varied across schools but were strongest in certain middle‑school settings and at Pablo Roybal Elementary. For math, she said I‑Ready implementation was most stable in grades 4 and 5, while middle‑school grades 6–8 showed limited implementation because a personalized instruction function was not available at those levels. Wyka added that Carnegie Mathia had three active high‑school users in April.

Board members pressed for connections to scheduling and protected time for implementation. A board member asked whether declining participation correlated with a lack of protected instructional time; Wyka and administrators said master scheduling and intentionally embedded collaborative time are being used to provide teachers with the time to implement programs. Superintendent Dr. Sinal Segura noted the district's work to add coaching and leadership supports for the coming year and to scale practices identified as strong in some classrooms.

The board discussed next steps, including continued monitoring, targeted coaching, and clarifying secondary implementation plans ahead of the 2026–27 adoption windows.