Consultant presents four priorities for Deming Public Schools strategic plan
June 11, 2026 | DEMING PUBLIC SCHOOLS, School Districts, New Mexico
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A consultant working with Deming Public Schools presented the draft priorities for the district’s 2026–2029 strategic plan and the data that shaped them, asking the board to adopt those priorities as the framework for the plan.
Stephanie W of Everest told the board the strategic‑planning process collected input through five pathways — students, families, community members, staff, and board sessions — and drew on state assessment data. She said more than 2,500 individual voices informed recommendations and that the data and community views converged on four priorities.
On literacy, the presenter said roughly "about 30% of students districtwide were proficient in ELA grades 3 through 8 as of 2024 2025," noting the district has seen ELA gains and describing strategies including K–12 structured literacy, a guaranteed curriculum with common pacing, universal screening three times a year and principal walkthroughs to support instruction.
On math, the consultant warned of a pattern in which students show some elementary proficiency but many reach secondary scoring at the novice level; recommended responses include a high‑quality K–2 curriculum, diagnostic assessments in grades 4–6 and formative assessments embedded in teacher planning.
On student wellness, the presenter cited Panorama survey results (secondary school climate favorable at 34% and only 18% of secondary students agreeing students follow rules) and proposed a district‑wide behavioral framework, proactive attendance systems tied to early warning indicators, integrated social‑emotional learning and restorative practices.
On college and career readiness, the consultant highlighted that the district’s graduation rate for the class of 2025 was 82.5% (up 5.9 points) and noted New Mexico CTE completers graduate at 94% versus 74% for non‑CTE completers; strategies include a personalized career plan by grade nine, life skills and financial literacy, expanded CTE credentials, and supports like FAFSA completion and dual credit enrollment.
Board members asked for a concise final product and for measurable outcomes; Stephanie said she would return in person the next week with recommended goals, annual benchmarks and leading indicators for quarterly monitoring.
The board signaled general support for focusing on a small number of high‑leverage strategies and asked staff to present measurable outcomes at the next meeting.
Stephanie W of Everest told the board the strategic‑planning process collected input through five pathways — students, families, community members, staff, and board sessions — and drew on state assessment data. She said more than 2,500 individual voices informed recommendations and that the data and community views converged on four priorities.
On literacy, the presenter said roughly "about 30% of students districtwide were proficient in ELA grades 3 through 8 as of 2024 2025," noting the district has seen ELA gains and describing strategies including K–12 structured literacy, a guaranteed curriculum with common pacing, universal screening three times a year and principal walkthroughs to support instruction.
On math, the consultant warned of a pattern in which students show some elementary proficiency but many reach secondary scoring at the novice level; recommended responses include a high‑quality K–2 curriculum, diagnostic assessments in grades 4–6 and formative assessments embedded in teacher planning.
On student wellness, the presenter cited Panorama survey results (secondary school climate favorable at 34% and only 18% of secondary students agreeing students follow rules) and proposed a district‑wide behavioral framework, proactive attendance systems tied to early warning indicators, integrated social‑emotional learning and restorative practices.
On college and career readiness, the consultant highlighted that the district’s graduation rate for the class of 2025 was 82.5% (up 5.9 points) and noted New Mexico CTE completers graduate at 94% versus 74% for non‑CTE completers; strategies include a personalized career plan by grade nine, life skills and financial literacy, expanded CTE credentials, and supports like FAFSA completion and dual credit enrollment.
Board members asked for a concise final product and for measurable outcomes; Stephanie said she would return in person the next week with recommended goals, annual benchmarks and leading indicators for quarterly monitoring.
The board signaled general support for focusing on a small number of high‑leverage strategies and asked staff to present measurable outcomes at the next meeting.
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