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District data show rising access but uneven use of reading and math tools, administration says
Summary
Director of professional learning Stephanie Wike told the Pojoaque Valley school board that March monitoring shows more students accessing curricular tools but inconsistent teacher implementation; the district will prioritize classroom routines, targeted coaching and expanded literacy coaching under a new CLSB grant.
Director of Professional Learning Stephanie Wike told the Pojoaque Valley Public Schools Board that March implementation monitoring shows more students are logging in to district instructional programs but that consistent classroom use by teachers remains uneven.
"More students are accessing the instructional tools," Wike said, but she added that participation alone is ‘‘not enough’’ and that time on task and assignment completion lag expected levels. She reviewed program‑level findings: HMH usage rose in access but active teacher assignment declined (35 active teachers in March versus 48 in February), AMIRA early‑grades time per student averaged 20–60 minutes versus an expected ~160 minutes, I‑Ready showed promising lesson completion in grades 4–8, and high‑school Carnegie Math participation remains low.
Superintendent Dr. Chanel Segura and board members asked how to translate access into effective instructional routines. Segura said the district will continue HMH training (a top‑to‑bottom session for K–3 scheduled the next day, and additional summer sessions for other grades) and will pair site‑level monitoring with targeted support so principals can act on school‑specific data. Wike described two near‑term priorities: identifying where implementation is strong and expanding those conditions across schools, and supporting leaders to use monthly implementation data to target coaching.
Board members pressed for professional development and peer modeling. One board member noted that some teachers have ‘‘really dealt into it’’ and are already modeling practices for colleagues; Wike and others said peer coaching and embedded professional learning communities within master schedules will be central to scaling consistent use.
The presentation included a staffing and grant update: the district is adding two literacy coaches and one coordinator next year through a CLSB literacy grant to bolster ELA supports and co‑teaching, and district leaders said they are considering mentor roles for math leaders at each campus. The board and administration framed next steps as execution‑focused — refining classroom practice rather than adding new initiatives — as the district readies to adopt a high‑school math curriculum and expand consistent implementation.
The board thanked Wike for the data and voted later in the meeting to approve a separate contract for ongoing progress monitoring and professional development (Everest Analytics) for 2026–27.
The district will continue to report implementation monitoring monthly and to plan professional development, peer‑modeling and coaching strategies to convert increased access into improved student outcomes.
