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The National Alliance for Public Charter Schools (NAPCS) has announced two New Mexicans as the recipients of the prestigious 2024 Charter School Changemaker Award.

This recognition is part of last week’s annual National Charter Schools Week (May 12-May 18, 2024), celebrating those who have made significant contributions to the advancement of public charter schools and community empowerment.

This year, the Changemaker Award highlights seven individuals whose dedication and innovation have significantly impacted students and families, ensuring that educational environments are equipped to provide quality education. These advocates have been instrumental in fostering excellence and innovation within their communities.

New Mexico Advocates Shine Among Honorees

Among the esteemed recipients are two remarkable advocates from New Mexico: Daniyal Hussain, a student from Albuquerque, and Julia Rivera-Tapia, a parent and administrator from Las Cruces.

Eric Paisner, Acting CEO of the NAPCS, expressed gratitude for the honorees’, writing, “Through dedication, innovation, and unwavering commitment, the recipients of the 2024 Charter School Changemaker Award show us the path to a brighter future in public education. These seven remarkable individuals embody the transformative power of passionate advocacy in their charter schools and communities. They are shaping the lives of students and enriching their communities, while championing the pursuit of high-quality public education options for all families. We are deeply grateful for their voices, courage and leadership,”

Daniyal Hussain is a senior at Cottonwood Classical Preparatory School who NAPCS said has made important strides in education advocacy.

As a graduate of the Rising Leaders Initiative Class of 2022-23, Daniyal founded an advocacy club at his school, successfully campaigned for critical educational bills at the New Mexico State Legislature and played a pivotal role in securing funding for International Baccalaureate testing across the state.

NAPCS wrote that Hussain’s future aspirations include studying political science and public policy in college, with a long-term goal of becoming a lawmaker.

Julia Rivera-Tapia has emerged as more than a school leader at J. Paul Taylor Academy in Las Cruces.

According to NAPCS, her efforts have improved communication channels, increased parental involvement, and strengthened community bonds within the school. NAPCS wrote in a press statement that Rivera-Tapia’s leadership on the school’s Equity Council and her commitment to ensuring bilingual communication are only part of her dedication to inclusivity and student support.

Daniyal Hussain is a senior at Cottonwood Classical Preparatory School who NAPCS said has made important strides in education advocacy.
Julia Rivera-Tapia has emerged as more than a school leader at J. Paul Taylor Academy in Las Cruces.

Changemakers Celebrated on Capitol Hill

The 2024 Changemakers were honored at a special event on Capitol Hill on May 15, where they participated in a panel discussion sharing their experiences and advocacy efforts.

Find the stream of this moment here.

Full List of 2024 Charter School Changemaker Award Recipients:

  • Daniyal Hussain, Student, Albuquerque, New Mexico
  • Julia Rivera-Tapia, Parent and Administrator, Las Cruces, New Mexico
  • Jametrice McAdams, Parent, Hueytown, Alabama
  • Zak Dominello, Executive Director, Denver, Colorado
  • Eric Pettigrew, Former State Lawmaker, Seattle, Washington
  • Cheryl Stahle, Academic Administrator, Parkersburg, West Virginia
  • Dr. Chris Her-Xiong, Founder and Executive Director, Menomonee Falls, Wisconsin

The National Alliance for Public Charter Schools

News

As part of their monthly review of work to improve student results, the Albuquerque Public Schools Board of Education heard how the district is using their budget to improve student results.

As part of their Student Outcomes Focused Governance, which is a result of the district’s Emerging Stronger plan, the APS board met on May 1 to review Guardrail 2. The guardrails were designed as rules the district must follow to keep them on track to improve student results.

Guardrail 2: Equitable Allocation of Resources

The superintendent will not allow resources to be allocated inequitably.

  • Interim Guardrail 2.1: The long-term teacher sub-coverage rate at tiered priority schools will increase from 59 percent in July 2023 to 75 percent in July 2026. 
  • Interim Guardrail 2.2: The percentage of operational school-based resources will be allocated using a fair-student funding formula from 52 percent in July 2023 to 70 percent in July 2026.
  • Interim Guardrail 2.3: The percentage of unspent restricted and operational funds will decrease from 30 percent in July 2023 to 27 percent in May 2026.

Each of the interim guardrails require the board of education to work with APS administration and staff so money is spent in a way that directly benefits students.

“Our focus on Guardrail 2 is to guarantee that every resource we allocate advances us toward a fair and balanced educational system,” APS Board President Danielle Gonzales said. “By committing to this equitable distribution of resources, we’re ensuring that all our students, irrespective of their backgrounds, receive the support they need to succeed.”

Interim Guardrail 2.1 – Substitute Retention

Guardrail 2.1 was put in place to improve consistency in the classroom where the teacher must take an extended period of leave. According to incoming Superintendent Gabriella Dúran Blakey, this guardrail makes sure that even in the absence of permanent instructors, students in the most vulnerable schools continue to receive consistent, quality education through qualified substitutes.

·   Interim Guardrail 2.1: The long-term teacher sub-coverage rate at tiered priority schools will increase from 59 percent in July 2023 to 75 percent in July 2026.

Dr. Richard Bowman, Chief Information and Strategy Officer, outlined the district’s work to achieve the goal. “We have ramped up our efforts through a combination of enhanced training programs tailored specifically for long-term substitutes, competitive financial incentives to attract more qualified candidates, and a robust support system that includes continuous professional development and mentoring.”

Bowman said these measures are intended to create a more stable and effective teaching environment, even in the absence of permanent staff:

  • Mentorship Support: Deploy mentorship support to each tiered priority school to assist substitutes and act as liaisons to administration.
  • Sign-on Bonuses: Provide sign-on bonuses through Kelly Education to long-term substitutes at each school to encourage retention.
  • Customized Orientations: Offer dedicated and customized site-specific orientations to prepare substitutes for their roles, tailored to the specific needs and challenges of each school.
  • Substitute Success Checklists: Provide each substitute with a “checklist for success” and a customized substitute guide to ensure consistency and clarity in the substitute experience.
  • Community Recruitment: Collaborate with each school to recruit substitutes from attendees at various school events, improving community connections and awareness.
  • Site-Specific Marketing: Increase marketing efforts at each school site, informing visitors of substitute teaching opportunities and encouraging local community members to apply.
  • Social Media Spotlights: Create targeted social media campaigns that spotlight individual schools to attract potential substitutes from online platforms where they are most active.

Board members were particularly focused on the metrics for measuring the success of these initiatives. Dr. Bowman said, “Our goal isn’t just to fill positions but to ensure that these substitutes can seamlessly integrate into our school communities and uphold the high educational standards APS strives for.”

APS is currently on track to meet this guardrail.

Interim Guardrail 2.2 – Equitable Use of Resources

Interim Guardrail 2.2 aims to reform how resources are allocated across the district by implementing a fair-student funding formula. The intention behind this guardrail is to ensure that funding is more equitably distributed based on student needs, rather than uniform per-pupil allocation, which often does not account for the varied challenges and requirements of different student populations.

  • Interim Guardrail 2.2: The percentage of operational school-based resources will be allocated using a fair-student funding formula from 52 percent in July 2023 to 70 percent in July 2026.

“By advancing towards a fair-student funding formula, we are not just altering numbers; we are affirming our commitment to each student’s success. Our aim is to tailor our resources to serve the unique educational needs of every learner, thereby fostering a more inclusive and effective school environment,” Blakey said.

APS’s current review of its funding model reveals that approximately half of the school-based resources are allocated based on fixed formulas, with the other half managed by central departments under various constraints including statutory obligations and traditional practices. Only about 8 percent of these formula-driven resources are currently distributed based on student need characteristics, such as those provided through Title I and At-Risk funding.

APS is currently not on track to meet this guardrail.

To better focus their resources on student success, APS is working on:

Flexibility in Student/Teacher Ratios:

  • APS is empowering school teams to adjust student-to-teacher ratios, allowing more personalized instruction.
  • This flexibility enables schools to implement targeted interventions and allocate time for teacher collaboration, improving instructional quality and student support.

Special Education Delivery Models:

  • The district is re-examining identification processes to ensure that special education services are more inclusive and integrated within general education settings.
  • By refining these processes, APS aims to support a greater number of students in inclusion-based environments, fostering a seamless educational experience for all students.

School Portfolio Redesign and Reconfiguration:

  • APS is assessing and potentially redesigning its portfolio of schools, with a particular focus on optimizing smaller and unique school models.
  • This strategy involves enhancing the educational experience in smaller schools and creating additional flexibility for investments that are driven by the specific needs of students.

Interim Guardrail 2.3 – Student Focused Spending

Interim Guardrail 2.3 aims to reduce the percentage of unspent restricted and operational funds within Albuquerque Public Schools from 30 percent in July 2023 to 27 percent by July 2026. According to Blakey, this guardrail is critical for ensuring that funds are used efficiently and effectively, directly contributing to the educational needs of the students rather than remaining idle.

  • Interim Guardrail 2.3: The percentage of unspent restricted and operational funds will decrease from 30 percent in July 2023 to 27 percent in May 2026.

As of March 31, 2024, APS reported that 61 percent of grant funds remained unspent—an improvement from the previous year’s 62 percent. However, operational funds saw a slight increase in unspent amounts, rising from 48 percent to 50 percent. Overall, the district’s unspent funds stood at 56 percent, indicating a need for more effective spending strategies to reach the annual goal of 27 percent by the end of the fiscal year.

APS Chief Financial Officer Rennette Apodaca listed some of the challenges APS is facing to meet this guardrail.

  • High Turnover: Frequent changes in principals and secretaries have led to leaders lacking knowledge regarding budget management and spending procedures.
  • Complex Funding Rules: The complexity of rules governing different types of funds makes it difficult for APS staff to master appropriate spending practices.
  • Training Limitations: There are limited opportunities for training school staff on effective fund management, including how to combine various funding streams for specific purchases.
  • System Inefficiencies: The current Enterprise Resource Planning (ERP) system complicates the creation and distribution of useful financial reports, hindering efficient fund management.

While Apodaca said these were issues that hold back the department, APS is working to alleviate the problems with: 

  • Improved Communication and Training: The finance department will better communicate timelines and monitor school spending more closely.
  • System Upgrades: Plans are in place to implement new, user-friendly systems that include training tools to improve APS’s financial management.
  • Expanded Support Programs: Collaboration with new principals will include new training opportunities, focusing on effective purchasing practices and deadline awareness.

“Our comprehensive approach to improving how we manage and expend our funds is critical,” Blakey said. “By setting clear expectations, enhancing our systems, and providing targeted training, we are ensuring that our resources directly contribute to the educational success of every student in APS.”

The Albuquerque Public Schools Board of Education

News

After a nearly seven-hour hearing, the Ninth Judicial District court issued a preliminary injunction against the New Mexico Public Education Department’s (PED) newly proposed rule that sought to enforce a 180-day instructional year for public schools across the state.

Because of the court’s decision, the PED’s rule to bring every school district to a 180-instructional day calendar cannot be enforced. The case was presided over by Fifth Judicial Court Judge Justin K. Hunter, who took the case after all judges in the Ninth Judicial District recused themselves.

The court’s decision came after a heated hearing that showed deep legal and practical concerns about the rule’s alignment with existing state laws, and its abrupt implementation schedule that plaintiffs argued would have been impossible to meet given budget deadlines.

The rule, which was set to take effect on July 1, was contested on grounds that it directly contradicts the legislative intent historically rooted in instructional hours rather than days in House Bill 130. This clash comes at a time the state faces a dismal reading and math proficiency rate among students.

During the proceedings, the plaintiffs—representing various school districts and the association of superintendents—argued that the PED’s rule not only conflicts with current state law, which specifies instructional hours not days in school calendars, but also disregarded the legislative process by failing to secure necessary funding for such a large change to small school districts. Plaintiffs said that no additional funds were appropriated for increased transportation, food service, and operational costs, which they argued would inevitably accompany the expansion to a 180-day calendar. The lack of funding was a critical point, with Judge Hunter suggesting that the legislature did not endorse such an expansion.

In response, attorneys from the governor’s office defended the rule as a necessary step to improve educational outcomes in New Mexico, which is consistently ranked near the bottom nationally in educational performance. The attorneys cited studies suggesting that more instructional days could enhance learning.

However, the court sided with the plaintiffs. The judge pointed out that the New Mexico legislature had specifically removed a similar days requirement in a previous statute, indicating a clear legislative choice against mandating a fixed number of school days.

Judge Hunter said that such a fundamental change should not be instigated without explicit legislative backing and proper funding allocations. “The legislature is supreme,” he said.

“This is not an easy matter,” Judge Hunter said before making his decision. He explained that his personal opinion on what’s good, or what’s effective, or what he may think about improving student results doesn’t matter in this case. Judge Hunter said the question he had to answer was, “What did the legislature mean. What did the legislature do?”

The judge’s decision to grant a preliminary injunction reflects a cautionary approach, aiming to prevent irreversible changes and potential chaos within school districts that would have to hastily comply with the new rule. The court has called for further discussions to establish a detailed plan moving forward, which includes setting an expedited trial schedule to resolve the matter conclusively.

“I cannot ignore the fact that in the court’s opinion new rule 6.10.5 NMAC does not comply with the statute, nor does it comply when one considers the legislative history,” Judge Hunter said. “Perhaps the legislature should consider a mandatory number of days. Perhaps that would be a good thing. But that’s not for me to decide.”

Parties will meet again on Wednesday, May 15, at 1 pm for 30 minutes to discuss next steps in the case.

A New Mexico district court has issued

News

Amid growing concerns over educational outcomes in New Mexico, where only a fraction of students meet grade-level competencies in key academic areas, Teach Plus New Mexico has stepped forward to spotlight and celebrate exceptional innovations in education.

To celebrate award winners, Teach Plus will host their Innovation in Education Summit on July 19, giving educators and advocates a chance to experience and learn about these award-winning innovations in-person.

The 2024 Innovation in Education awards recognized ten schools across the state that are pioneering changes in education to improve student results. This recognition comes at a pivotal time – only 34 percent of New Mexico’s students can perform at grade level in English Language Arts; only 24 percent of students can perform at grade level in math – New Mexico is yearning for innovation in its education sector.

“Students want more for their future than what they currently have access to as children.” Teach Plus New Mexico Executive Director Hope Morales said. “A student named Daniel recently shared with me: ‘I want to be successful and live in a nice house with a positive and uplifting household. I also hope to have kids but I am going to put my education first, so I can be fully prepared and with stable living conditions.’ There truly are forward-thinking programs, strategies, and approaches taking root in our schools that are showing encouraging results so that students just like Daniel are fully ready for their prosperous futures. We are spotlighting these success stories inside schools that are doing things differently so that they can be replicated and amplified in districts and schools across New Mexico, no matter the size or geographic location.”

Each school that earned an award demonstrated outstanding achievement in one of the following categories:

1.      Early literacy and math

2.      Supporting underserved student groups

3.      Increasing high school graduation rates

“These schools are not just meeting standards; they are setting new ones. Through their commitment to innovation and excellence, they are rewriting the narrative of education in New Mexico,” Morales said. “Each of these institutions serves as a beacon of possibility, demonstrating that when we tailor our approach to meet the unique needs of our students, we unlock their full potential. This is how we elevate education across the state — by recognizing and replicating successful, innovative practices wherever we find them.”

Innovations in Teaching Early Literacy and Math

  • Albuquerque Collegiate Charter School, Albuquerque
    At Albuquerque Collegiate Charter School, a strong emphasis is placed on student-centered, individualized instruction that focuses on early literacy and math. The school’s innovative approach involves tailoring teaching methods to suit the unique needs of each student, ensuring they are not only engaged but are achieving significant academic gains.
  • Chamisa Elementary School and the Los Alamos Online Learning Academy, White Rock
    Chamisa Elementary School, along with the Los Alamos Online Learning Academy, introduced a pioneering approach to early literacy and math education. Their method focuses on individualized instruction that adapts to the needs of each student. This personalized learning strategy ensures that all students, regardless of their starting level, are engaged and can make substantial progress. The school’s efforts have been geared towards increasing student engagement through dynamic and interactive learning experiences, leading to higher achievement in foundational academic skills.
  • Reserve Elementary School, Reserve
    Reserve Elementary School stands out for its innovative teaching methods that captivate and engage students, making learning foundational literacy and math skills enjoyable and effective. The school’s approach is designed to stimulate interest and foster a deep understanding of the subjects, helping students build a solid academic base from an early age.
Chamisa Elementary School in White Rock

Innovative Support for Underserved Student Groups

  • Siembra Leadership High School, Albuquerque
    Siembra Leadership High School is recognized for its exceptional support systems for underserved student groups, including those experiencing homelessness,living in foster care, or have disabilities. The school’s programs are highly tailored, offering day, evening, and virtual learning options, alongside opportunities for paid internships and dual enrollment, which empower students to succeed academically and prepare for life beyond school.
  • Laguna Middle School, Laguna
    Laguna Middle School has been honored for its dedication to providing high-quality, targeted support to underserved student groups. Their innovative approaches are linked to improved educational outcomes, which is part of their commitment to equity and inclusivity in meeting the needs of all students.
  • Rio Grande Academy of Fine Arts Elementary & Middle School, Albuquerque
    At Rio Grande Academy of Fine Arts Elementary & Middle School, the integration of fine arts into the curriculum serves as their launching point for improving academic performance and student engagement. This approach supports a diverse student body, enhancing learning experiences and outcomes through creativity and artistic expression.
  • Carlsbad Intermediate School PR Leyva, Carlsbad
    Carlsbad Intermediate School has programs that cater specifically to the academic and social needs of underserved groups, ensuring that all students have the resources necessary for success.

Innovations to Increase High School Graduation Rates

  • East Mountain High School, Sandia Park
    East Mountain High School is honored for its efforts to increase high school graduation rates through innovative practices that go beyond traditional high school experiences. The school provides unique programs and support tailored to the needs of its students, fostering a learning environment that prepares them for postsecondary success and a better quality of life.
  • University High School, Roswell
    University High School focuses on preparing students for postsecondary success through innovative curriculum design and support systems. The school’s approach ensures students are well-prepared for the challenges of college and career, leading to higher graduation rates and improved student outcomes.

The Academy for Technology and the Classics, Santa Fe
The Academy for Technology and the Classics integrates technology and classical education, providing students with a comprehensive educational experience that prepares them for future academic and professional success. This unique blend of curriculum helps improve graduation rates and prepares students to thrive in a competitive world.

Students at University High School in Roswell

Innovation in Education Summit

This summer, Teach Plus will host its third annual Innovation in Education Summit, set to take place on July 19-20, 2024, in Albuquerque. This event will bring together educators, school leaders, and community partners from across the state to celebrate the remarkable achievements of the ten schools recognized with the 2024 Innovation in Education awards.

The summit will kick off on the 19th with an opening awards dinner, where attendees will be treated to a special panel discussion focusing on the theme of innovation in education. This discussion aims to delve into the transformative educational practices that have led to the successes of the awarded schools, providing insights and inspiration for other educators looking to implement similar innovations in their own institutions.

On the 20th, the summit will continue with a series of presentations from the awardees. These sessions are designed to showcase detailed case studies of each school’s innovative practices, highlighting the strategies employed, the challenges overcome, and the measurable impacts on student outcomes. Attendees will have the opportunity to learn directly from award winning schools, and gain practical advice to apply  these innovations in their own schools.

In addition to learning from the awardees, participants will also engage in the Teach Plus Innovation Change Agent program. This program is part of Teach Plus’s ongoing efforts to equip educators with the tools and support needed to drive systemic change in their schools and districts. The summit will provide ample networking opportunities, allowing educators to connect with peers who are equally committed to enhancing the educational landscape in New Mexico.

Registration for the Innovation in Education Summit is now open.

“This summer’s Innovation in Education Summit will be a pivotal gathering, where we celebrate the groundbreaking work of our award-winning schools and share their successes to inspire and catalyze change across all educational institutions in New Mexico,” Morales said.

Teach Plus New Mexico has recognized ten

News

UPDATE: On May 3, at the end of the workday, the court held another hearing after the plaintiffs properly serviced the state. The court issued a temporary restraining order against the 180-day rule. New Mexico Education is awaiting court documents and comments from the Public Education Department and will provide an update when available.

The legal battle over New Mexico’s 180-day school calendar mandate hit a wall after Judge Dustin K. Hunter said he could not move forward with the case after the plaintiff groups failed to properly notify defendants of the lawsuit.

A status hearing was held May 2 and presided over by New Mexico Supreme Court-appointed Judge Hunter. He was appointed by the high court after all five judges in New Mexico’s Ninth Judicial District recused themselves, Hunter is a judge in the Fifth Judicial District.

The lawsuit, filed by the New Mexico School Superintendents Association along with 54 school districts and four charter schools, challenges the Public Education Department’s (PED) rule requiring a minimum of 180 instructional days per academic year. The plaintiffs argue this rule violates state law, which mandates hours of instruction, not days.

The lawsuit comes as only 38 percent of students in the state can read at grade level.

During the hearing, Judge Hunter denied the plaintiff’s request for a temporary restraining order (TRO) which would have temporarily prevented the rule from going into effect

The judge cited a lack of proper notice and service to the defendants as a primary reason for the denial. The plaintiffs had not included an affidavit certifying attempts to notify the opposing party, a requirement for issuing a TRO without notice.

Jeffrey Taber, general counsel for PED, attended the hearing but did not formally enter an appearance, underscoring the PED’s position as a listener at this stage. He made his presence known to the judge and confirmed he was never properly notified of the case.

Andrew Curtis, representing the plaintiffs, expressed urgency due to “imminent harm” from the new rule, which affects budget planning for the upcoming school year starting July 1. Plaintiff attorney Matthew Chandler asked the court to make a decision regardless of certification, claiming the state was already aware of the case as indicated by the presence of the PED’s attorney. However, the judge emphasized the necessity of adhering to procedural norms, including proper service and detailed affidavits, before any orders could be considered.

Hunter also suggested the possibility of expediting the case through an expedited briefing schedule or mediation, recognizing the significant impact of the outcome on school districts across the state.

No future hearings have been scheduled. Hunter said the case can not move forward until the plaintiffs properly service a summons and are in compliance with notification requirements.

“I would like this to move faster, I guess is what I’m saying,” Hunter told the plaintiffs. “But I mean I need the record to show proper service and notice and then once we get people in the case I’m inclined to move as quickly as possible.”

Hunter said he understands the necessity in this case and is willing to move other cases on his docket to accommodate this case.

“But I’m not making that decision right now because again, it has been a week, and we haven’t had service on anybody yet,” Hunter explained. “So, it seems like that’s something we should do, alright? Just so you know, I’m not setting any future hearings or anything yet because this is like any other civil complaint that’s been filed with no service on the defendant.”

In the court hearing held May 2,

News

The Albuquerque Public Schools (APS) Board of Education recently reviewed the district’s progress toward its strategic goals focused on enhancing post-secondary readiness among high school students. This review aligns with APS’s commitment to monitoring and improving student outcomes as part of their broader strategic plan.

Monitoring Framework and Outcomes

As part of their Emerging Stronger plan, the district is routinely reviewing progress for each of the four goals outlined in the strategic plan. So far, the district has reviewed progress toward their  literacy goals, their math goals, and how much time they spend in their meetings addressing student outcomes.

Goal 3 is ambitious:

The percentage of high school graduates who earn credit in two or more Advanced Placement, International Baccalaureate, or Dual Credit courses, or earn an industry certification or Bilingual Seal, will increase from 39.6 percent in September 2023 to 49.6 percent in September 2028.

Annual Targets for Goal 3: 

  • 2024: 40.6 percent
  • 2025: 41.6 percent
  • 2026: 43.6 percent
  • 2027: 45.6 percent
  • 2028: 49.6 percent

The board assessed three key interim goals during their April 2024 meeting, emphasizing different aspects of post-secondary readiness. Each goal is part of a strategic initiative to improve student performance and readiness for post-secondary education and career opportunities by 2026.

“We are committed to rigorously monitoring our progress towards these ambitious goals to ensure that we are making the necessary adjustments and achieving the desired outcomes for all of our students,” said Incoming Superintendent Gabriella Duran Blakey.

Goal 3.1: Reducing Drop-Out Rates

The first interim goal for APS is centered on significantly reducing the high school dropout rate from 4.2 percent in May 2023 to 3.2 percent by May 2026.

Recent data, however, shows a concerning uptick in dropout rates. APS has conducted an analysis to identify several systemic root causes behind this increase, pinpointing issues such as low student engagement and the challenging transitions students face when moving from middle to high school.

The APS Interim Goal 3.1:

The percentage of high school students who drop out of school will decrease from 4.2 percent in May 2023 to 3.2 percent in May 2026.

Annual Targets for Interim Goal 3.1: 

  • 2024: 3.8 percent
  • 2025: 3.6 percent
  • 2026: 3.2 percent

To combat these trends, APS is taking proactive measures to bolster student retention.

“We are implementing targeted support systems tailored specifically for incoming ninth graders and introducing early intervention strategies to identify and assist at-risk students before they fall too far behind,” explained Dr. Antonio Gonzales, APS Chief Academic Officer. “Our approach includes a comprehensive district-wide credit recovery strategy aimed at keeping students on track to graduate, thereby reducing our dropout rates.”

Goal 3.2: Enhancing Course Enrollment

The second interim goal focuses on increasing the enrollment of high school students in advanced coursework. These include Advanced Placement (AP), International Baccalaureate (IB), dual credit courses, and career pathway programs. The specific target set by APS is to elevate enrollment from 48.3 percent in May 2023 to 54.3 percent by May 2026.

Recent figures from Fall 2023 show signs of progress, with enrollment in these courses ticking up to 48.4 percent, reflecting a steady increase over previous years. APS credits this upward trend to several key strategies that have been implemented district wide.

“We have revamped our course catalogs to make them more comprehensive and accessible, which allows students and their families to make informed decisions about their educational paths,” Gonzales said. “Additionally, we’ve enhanced our student engagement strategies and expanded opportunities for work-based learning, which have both contributed to the increased interest and participation in these advanced courses.”

APS Interim Goal 3.2:

The percentage of high school students enrolled in Advanced Placement, International Baccalaureate, or dual credit courses, second-year or higher language courses, or a career pathway concentrator course will increase from 48.3 percent in May 2023 to 54.3 percent in May 2026.

Annual Targets for Interim Goal 3.2: 

  • 2024: 49.3 percent
  • 2025: 51.3 percent
  • 2026: 54.3 percent

These initiatives are part of APS’s broader efforts to provide students with valuable academic and practical experiences that align with college and career readiness standards.

Goal 3.3: Boosting Credit Attainment

APS has set an ambitious target to increase credit attainment among 11th graders in advanced coursework. The objective is to raise the percentage from 58 percent in May 2023 to 64 percent by May 2026. As of Fall 2023, preliminary data indicates that 57.4 percent of 11th graders have earned credits in these courses.

This improvement in credit attainment is driven by a series of targeted initiatives aimed at enhancing the educational experience for high school students. According to Gonzales, the district has been developing career pathways that not only engage and interest students but also provide them with practical skills and knowledge applicable to future job markets.

APS Interim Goal 3.3:

The percentage of grade 11 students who earned credit in at least one Advanced Placement, International Baccalaureate, dual credit, third-year or higher language course, or a career pathway completer course will increase from 58 percent in May 2023 to 64 percent in May 2026.

Annual Targets for Interim Goal 3.3:

  • 2024: 59 percent
  • 2025: 61 percent
  • 2026: 64 percent

In addition to curriculum alignment and career pathway development, APS has strengthened its student support systems across all high schools. “Our focus has been on creating a supportive learning environment that caters to the diverse needs of our students,” explained Gonzales. “This includes providing personalized guidance and academic support to help students navigate through their courses successfully and earn the necessary credits.”

Challenges and Strategic Adjustments

Despite these advancements, APS faces ongoing challenges, particularly in maintaining consistent student engagement across all demographic groups and ensuring equitable access to advanced educational opportunities.

“To meet these challenges head-on, we are enhancing our support systems and deploying targeted interventions designed to elevate student engagement and achievement. By focusing on data-driven strategies and inclusive educational practices, we aim to ensure that all students have the tools they need to succeed,” Gonzales told the board.

As part of the progress monitoring for

News

As part of the ongoing implementation of the district’s new “Emerging Stronger” Strategic Plan, Albuquerque Public Schools (APS) outlined a series of annual targets for each of the district’s four goals. The annual targets create an opportunity for the community to track the progress of district towards executing the goals. As mandated in the district’s Emerging Stronger strategic plan, APS set targets focused on reaching the district’s goals. These goals focus on improving student results, including literacy, math proficiency, post-secondary readiness, and key skills and mindsets aligned with life success.

Incoming Superintendent Gabrielle Duran Blakey detailed the new annual targets during the Board of Education meeting on April 17, emphasizing the strategic approach known as “Sleep, Creep, Leap” to gradually enhance educational outcomes by 2028. 

Duran Blakey compared implementation of the strategic plan to a plant. She described year one as “Sleep,” where the roots are developed; year two as “Creep,” where systems develop and growth begins; and year three as “Leap,” where the systems are established, allowing for the plant to flower and results to emerge.

According to Duran Blakey, the annual targets are designed to be milestones toward achieving significant improvements in student achievements across various demographics, especially those identified under the Yazzie-Martinez decision and African American students.

Duran Blakey’s contract stipulates that her performance evaluations are directly linked to APS’s success in achieving the goals set in the strategic plan.. Duran Blakey was required to be involved in crafting the annual targets, which were approved by the board of education.

Literacy Proficiency Goals

Goal 1 of the Emerging Better Strategic Plan calls for a 10 percentage-point gain in third-grade student literacy proficiency by 2028.

“Our literacy goal is ambitious yet essential. We aim to elevate third-grade literacy rates significantly, setting a foundation for lifelong learning and success,” Duran Blakey said. “By progressively increasing our targets each year, we’re committed to ensuring that more of our students achieve grade-level proficiency in English Language Arts, which is crucial for their academic and future career success.”

Addressing literacy, the percentage of third-grade students demonstrating grade-level proficiency in English Language Arts (ELA) should rise from 27.3 percent in 2023 to 37.3 percent by 2028, according to the goal

The annual targets set for the next five years aim for a gradual increase in third grade proficiency, starting with a target for 28.3 percent of students to reach proficiency in 2024.

  • 2025: 29.3 percent
  • 2026: 31.3 percent
  •  2027: 34.3 percent
  • 2028: 37.3 percent

To improve third grade rates, APS is tracking the proficiency of their kindergarten, first grade, and third grade students.

Math Proficiency Goals

Goal 2 of the strategic plan focuses on math. Aiming to increase the levels of proficiency among eighth-grade students, the strategic plan calls for an increase from the current 11.1 percent proficiency rate to 21.1 percent by the end of the five-year period.

“Improving math proficiency is critical for our students’ ability to succeed in a rapidly evolving world,” Duran Blakey said. “Our goal to double the proficiency rate by 2028 reflects our commitment to this essential skill. With a structured approach, we are dedicated to providing our students with the strong mathematical foundation they need to excel in higher education and beyond.”

Like literacy, the math targets are structured for gradual improvement, with a 2024 target for 12.1 percent of their eighth grade students to reach proficiency.

  •  2025: 13.1 percent
  • 2026: 15.1 percent
  •  2027: 18.1 percent
  •  2028: 21.1 percent

To track their progress towards this goal, APS will monitor their sixth, seventh, and eighth grade students’ proficiency rates.

Post-Secondary Readiness

Goal three represents APS’s commitment to ensure that students are not only academically prepared but also equipped with the credentials needed to advance in today’s competitive work environment by graduating students with certificates and skills. 

Goal three promises an increase in the number of students who graduate with work certificates and college credits from 39.6 percent to 49.6 percent by September 2028.

“Our goal for post-secondary readiness is to ensure that more of our high school graduates are equipped with the necessary credits and certifications to thrive in higher education and the workforce,” Duran Blakey said. “By increasing the percentage of students who engage in Advanced Placement, International Baccalaureate, Dual Credit courses, or earn an industry certification or Bilingual Seal, we are setting them on a path to success and making a profound impact on their future opportunities.”

APS is tracking the number of students graduating with these certificates and credits, setting a 2024 goal of 40.6 percent of graduates obtaining at least one of the targeted credentials. The annual targets for Goal 3 are: 

  • 2025: 41.6 percent
  •  2026: 43.6 percent
  • 2027: 45.6 percent
  •  2028: 49.6 percent

APS is looking to accomplish this goal by tracking the rate of student dropouts, enrollment in  courses that offer work certificates, and the enrollment of classes that offer college credit.

Skills, Habits, and Mindsets

With Goal 4, the district is taking a new approach, aimed to ensure students have the skills, habits, and mindsets essential for success.

“Fostering the right skills, habits, and mindsets in our students is essential for their success in all walks of life,” Duran Blakey said. “Our goal is to nurture perseverance, self-regulation, self-efficacy, and social awareness, ensuring that our students are not only academically capable but also emotionally and socially prepared to face the challenges of the future. By measuring these attributes separately, we can provide targeted interventions that promote holistic development and truly prepare our students for life beyond school.”

Goal 4 aims to increase the percentage of students who demonstrate the skills, habits, and mindsets most aligned to life success: perseverance, self-regulation, self-efficacy, and social awareness as measured by an evidence-based and aligned tool from: 

  • Perseverance: 51 percent in 2023 to 61 percent in 2028
  • Self-Regulation: 65 percent in 2023 to 75 percent in 2028
  • Self-Efficacy from 44 percent in 2023 to 54 percent in 2028
  •  Social Awareness from 58 percent in 2023 to 68 percent in 2028

This strategic framework, according to Duran Blakey, ensures that APS remains focused and committed to delivering high-quality education and achieving measurable improvements in student outcomes, aligning with the community’s vision and educational values.

Albuquerque Public Schools (APS) has launched a

News

On May 2, a hearing was held in this case. Find that update here.

A legal battle has begun in New Mexico’s education sector as a lawsuit challenges the implementation of the state’s 180-day school calendar rule.

Filed April 18 in the Ninth Judicial District of New Mexico, the lawsuit targets the New Mexico Public Education Department (PED) over its mandate for all schools to have a minimum of 180 instructional days per year.

Legal proceedings hit an immediate hurdle as all five judges in the Ninth Judicial District recused themselves from the case in a single court filing. Judges cited “a bias or personal knowledge of the facts or a party in this matter.” The judges’ decision adds to the complexity of the lawsuit, which now goes to the New Mexico Supreme Court for judicial appointment.

The lawsuit is in response to PED’s efforts to standardize instructional time across the state, which includes the requirement for all schools to adhere to a minimum of 180 instructional days per academic year. This move has sparked controversy since its proposal, with critics arguing that it infringes on local control and may not address the root causes of educational challenges in the state.

This lawsuit comes as New Mexico is working to resolve the Yazzie-Martinez sufficiency lawsuit, where a judge ruled in 2018 the state was not providing its students a “sufficient” education. At the same time, only 34 percent of students in the state can read at grade level.

In an email response to inquiries from New Mexico Education, Janelle Garcia, Deputy Director of Communications at the Public Education Department, stated, “While we do not comment on pending litigation, we want to assure New Mexicans that their Public Education Department remains dedicated to promoting a robust learning environment and fostering excellence in education throughout New Mexico.”

New Mexico Education sought further clarification from Governor Michelle Lujan Grisham’s office regarding the lawsuit. In response, Michael Coleman, communications director for Lujan Grisham, affirmed the administration’s commitment to the 180-day requirement, writing in an email, “Young people in our state deserve every chance for success, and we believe that increasing quality school time will significantly improve student performance.”

What is this Lawsuit?

The lawsuit filed in the Ninth Judicial District of New Mexico challenges PED’s recent mandate, known as Rule 6.10.5 NMAC, requiring all schools in the state to maintain a minimum of 180 instructional days per academic year. The plaintiff group, which includes 54 school districts and four charter schools,  alleges that this mandate contradicts legislative intent and existing statutes regarding educational flexibility.

Specifically, the plaintiffs argue that PED’s imposition of the 180-day requirement undermines the legislative framework outlined in House Bill 130, passed during the 2023 Legislative Session.

HB130 aimed to increase instructional time for students, by increasing the number of required instructional hours. Plaintiffs argue that the new rule disregards the legislative intent behind House Bill 130, which they say, emphasized the importance of providing districts with autonomy to adapt the number of days of instruction, so long as instructional hour minimums were met. 

As evidence the rule goes against legislative intent, plaintiffs cited 50 legislators who declared their opposition to the rule, and a letter from the Legislative Education Study Committee.

The lawsuit alleges that the PED’s rule fails to adequately consider the challenges faced by rural school districts, particularly those operating on four-day school weeks. Critics argue that the mandate for 180 instructional days imposes an undue burden on these districts, which may struggle to meet the requirement without compromising other educational priorities.

PED has defended the rule, arguing that it is in line with legislative intent to improve student achievement.

To resolve the lawsuit, plaintiffs are requesting a Temporary Restraining Order, and relief to prevent the enforcement of Rule 6.10.5 NMAC. They aim to preserve the status quo and prohibit the PED from implementing the 180-day requirement until the legal proceedings are resolved.

Additionally, the plaintiffs seek a ruling that declares the PED’s rule invalid and unenforceable, citing its conflict with legislative intent and existing statute.

Why Have a 180-Day Rule?

PED’s implementation of Rule 6.10.5 NMAC, mandating a minimum of 180 instructional days per academic year for all schools in the state, reflects the Lujan Grisham administration’s stated commitment to address long standing challenges in New Mexico’s education system.

“No student should be told that their progress isn’t a priority,” Lujan Grisham said during her State of the State address, emphasizing the state’s commitment to providing top-notch education for its youth. “It’s challenging, but it’s time we did the right thing.”

When the rule was implemented, Secretary Arsenio Romero said the rule allows local communities to retain control of their calendars.

The adopted rule provides school districts and charter schools to apply for an exemption from the 180-day calendar, if certain performance metrics are met in reading proficiency or student growth. To qualify for an exemption, there are several markers a school district must meet:

  • School districts or charter schools with a proficiency rate in reading and language arts below 45 percent will be required to show a minimum improvement of 15 percentage points in these subjects to qualify for exemptions under the new guidelines.
  • School districts or charter schools with a reading and language arts proficiency rate of 45 percent or more but less than 65 percent, will be required to increase scores at least 10 percentage points in achievement within these subjects to qualify for an exemption.
  • School districts or charter schools that have a proficiency rate in reading and language arts of 65 percent or higher but below 80 percent are required to achieve a minimum growth of eight percentage points in these subjects to qualify for exemptions under the new guidelines.
  • Should a school district or charter school attain a proficiency rate of 80 percent or higher in reading and language arts, it will qualify for an exemption from the 180 instructional-day mandate, irrespective of any further growth in these metrics.

The most recent data about student achievement from the PED was released on November 1, showing that only 34  percent of New Mexico’s students can read at grade level. Only 25  percent of New Mexico’s students can do math at grade level.

At the time the rule was implemented, Romero said, “This is about doing what’s right for kids, even if it’s hard.”

Who is Suing?

Altogether, 58 education entities across New Mexico have sued the Public Education Department over the 180-Day Rule, those entities are:

  • New Mexico School Superintendents Association
  • Alamogordo Public Schools
  • Animas Public Schools
  • Aztec Municipal School District
  • Belen Consolidated Schools
  • Capitan Municipal Schools
  • Carrizozo Municipal School District
  • Central Consolidated School District
  • Cesar Chavez Charter School
  • Cimmaron Municipal Schools
  • Clayton Municipal Schools
  • Cloudcroft Municipal School District
  • Clovis Municipal School District
  • Cobre Consolidated School District
  • Corona Public Schools
  • Deming Public Schools
  • Des Moines Public Schools
  • Dora Consolidated Schools
  • Elida Municipal Schools
  • Estancia Municipal School District
  • Farmington Municipal Schools
  • Floyd Municipal Schools
  • Fort Sumner Municipal Schools
  • Gadsden Independent School District
  • Grady Municipal School District
  • Grants Cibola County Schools
  • Hondo Valley Public Schools
  • Horizon West Academy
  • House Municipal Schools
  • Jal Public Schools
  • Jemez Valley Public Schools
  • Logan Municipal Schools
  • Lordsburg Municipal Schools
  • Magdalena Municipal School District
  • Maxwell Municipal Schools
  • Melrose Municipal Schools
  • Mesa Vista Consolidated School District
  • Mission Achievement and Success Charter School
  • Mosquero Municipal Schools
  • Mountainair Public Schools
  • Penasco Independent School District
  • Portales Municipal Schools
  • Quemado Independent Schools
  • Questa Independent Schools
  • Reserve Independent Schools
  • Roy Municipal Schools
  • San Jon Municipal School District
  • Santa Fe Public Schools
  • Silver Consolidated School District
  • Socorro Consolidated Schools
  • Springer Municipal Schools
  • Tatum Municipal Schools
  • Texico Municipal Schools
  • Truth or Consequences Municipal Schools
  • Tucumcari Public Schools
  • Tularosa Municipal School District
  • Vista Grande Charter High School
  • Wagon Mound Public Schools

Of the entities suing, the following districts either meet or are below the state average of 34 percent of their student body able to read at grade level in English Language Arts (ELA) 

  • Animas Public Schools – ELA Proficiency: 31 percent
  • Clovis Municipal School District – ELA Proficiency: 34 percent
  • Cobre Consolidated School District – ELA Proficiency: 31 percent
  • Deming Public Schools – ELA Proficiency: 5 percent
  • Estancia Municipal School District – ELA Proficiency: 34 percent
  • Hondo Valley Public Schools – ELA Proficiency: 30 percent
  • Jal Public Schools – ELA Proficiency: 26 percent
  • Lordsburg Municipal Schools – ELA Proficiency: 27 percent
  • Magdalena Municipal School District – ELA Proficiency: 31 percent
  • Portales Municipal Schools – ELA Proficiency: 33 percent
  • Questa Independent Schools – ELA Proficiency: 28 percent
  • Socorro Consolidated Schools – ELA Proficiency: 33 percent
  • Springer Municipal Schools – ELA Proficiency: 22 percent
  • Truth or Consequences Municipal Schools – ELA Proficiency: 33 percent
  • Wagon Mound Public Schools – ELA Proficiency: 27 percent

A legal battle has erupted in New

News

Albuquerque Public Schools (APS) is grappling with budgetary constraints ahead of the new budget year, Fiscal Year 2025 (FY25), due to a steady decline in student enrollment, which directly impacts district funding. The district will continue working and take final action on the FY25 budget at the end of May.

Last May, the board of education approved a budget of almost $2.2 billion for the school district, a budget larger than the City of Albuquerque’s. Chief Financial Officer Renette Apodaca told the board their next budget will be “slightly less” than the current budget.

A strain on the budget, enrollment figures have shown a persistent decrease from 85,336 students in FY16 to 66,321 in FY24, with an estimated drop to 64,995 students enrolled in FY25. Apodaca said the decline is part of a nationwide trend but is causing APS to tighten its wallet as it tries to maintain quality education and services amid shrinking budgets.

Budgeting Through Uncertainty

A shrinking student population decreases the amount of funds received through the State Equalization Guarantee (SEG). The district is witnessing a decrease in students that has led to a projected $2.5 million reduction in SEG funds for FY24, posing challenges as they plan for the subsequent fiscal year with fewer financial resources.

Additionally, a key funding source that became available to the district as a result of the COVID-19 pandemic is going away. Known as the Elementary and Secondary School Emergency Relief Fund (ESSER), these funds have been used by APS to pay for student support systems, such as mental health and tutoring services.

In light of these challenges, APS is taking strategic steps to manage the financial shortfall.

Over the last three months, APS has held a series of community engagement events, with two of those specific to gathering community input about the upcoming budget. In these, the community was presented with the issues affecting the budget, and asked what their priorities for students were.

With community input and legally required priorities to fund, the district has outlined a series of potential solutions and adjustments to ensure the sustainability of critical programs and services. “We are currently identifying essential areas that require funding and exploring alternative funding sources for key initiatives,” Apodaca said during the budget presentation.

APS is actively exploring alternative funding sources to sustain essential programs whose initial funding was under ESSER.

  • Panorama Software: This tool used for social-emotional learning assessments and support was initially funded by ESSER funds. With these funds drying up, APS is looking for other grants or possibly reallocating existing resources to continue its implementation.
  • Paper Tutoring: An online tutoring service that was also funded by ESSER is another service APS aims to maintain. The service is especially important as it provides after-hours homework and study help for students, aligning with the district’s goal to enhance educational outcomes.

The district emphasized the need to maintain the continuity of programs essential for student support, which may now face budget cuts.

  • Fine Arts Expansion: The expansion of the Fine Arts program is at risk as the increased funding factor that supported this initiative in the past did not continue into the current fiscal year. APS is considering reallocating funds or finding new funding sources to complete the final phase of this expansion.
  • 21st Century Community Learning Centers (21 CCLC): Despite the funding challenges, APS plans to continue supporting the 21 CCLC with unrestricted funds to ensure that these centers, which provide important after-school programs, remain operational.

Despite the fiscal challenges, APS will give a three percent salary increase to all employees, as  required by law.

Through the rest of May, the APS budget team will review and compile their proposed budget and set the final dollar amounts. At the board meeting on May 29, the board of education will vote on approving the district budget. After their approval, the New Mexico Public Education Department will conduct a technical review and then the APS budget will be finalized.

Full numbers and details of the budget will be presented to the board before approval at their meeting on May 29 at 5 p.m. at 6400 Uptown Blvd NE, Albuquerque.

Albuquerque Public Schools is preparing for a

News

As part of the transition to Student Outcomes Focused Governance (SOFG) , the Albuquerque Public Schools (APS) Board of Education recently began a structured assessment of its meeting dynamics and governance practices.

The APS Board has introduced a systematic approach to assess how board meeting time is used, focusing on the extent to which it addresses student outcomes and results. At the April 3 board meeting, the board evaluated their time and focus on the district’s goal of improving its student outcomes.

“Our board is monitoring and evaluating how we use our time as a board,” Board President Danielle Gonzales said, explaining that this new monitoring system will allow them to focus their work on improving student academic results.

In September, APS launched their new strategic plan: Emerging Stronger. This plan includes goals and guardrails, the goals seek to make improvements in literacy, math, post secondary success and student well being, and includes guardrails to keep the district on track. Guardrail 2 reads, “The board will not spend less than 50 percent of public meeting time monitoring student outcomes.”

How Much Time Does APS Spend Discussing Student outcomes?

Board Secretary Janelle Astorga is spearheading the effort of tracking the board’s time use. Her report showed that in the past few months, only a small fraction of the board’s time had been dedicated to progress monitoring and student outcomes.

The APS Board agreed that through all of November’s 150 minutes of board meetings, and the same in their 380 minutes of meetings in December, no time was spent focused on student outcomes.

In January, when new board leadership was elected the board spent time handling procedural votes required by New Mexico state law and parliamentary procedure; this legally required meeting took up 23 minutes where the board was unable to speak about student results, the time of this meeting was still recorded in their report. In total, Astorga reported 360 minutes of meetings and community engagements in January where 78 minutes were spent discussing student results. The APS board spent 22 percent of their time focusing on student results during this month. Astorga noted the significant increase from zero to 22 percent of their time.

In February, Astorga reported 501 minutes of APS meetings and community engagements where 118 minutes of their time was spent discussing student outcomes. During February, the board spent 24 percent of their time focusing on student results, Astorga noted that much of the board’s time was spent in executive session working to hire Gabriella Duran Blakey as the incoming superintendent.

“We’re moving along, our [percentage of time spent on student outcomes] keeps increasing,” she said.

In March, the board had 263 minutes of meetings and engagements, During the month, 88 minutes were spent focusing on student outcomes. Astorga said the APS board has received compliments about this month having one of the “best” and productive board meetings this year.

Evaluating Board Effectiveness

Alongside the time use analysis, the Board also engaged in a self-evaluation of its governance practices, employing a detailed rubric to assess their effectiveness in steering APS to improve student outcomes. The board’s work to improve outcomes is evaluated using four SOFG designations: 

  • Not Student Outcomes Focused
  • Approaching Student Outcomes Focus
  • Meeting Student Outcomes Focus
  • Mastering Student Outcomes Focus.

Gonzales explained that the board’s goal is to keep their meetings and their work focused on the outcomes of students, and that the board needs to strive to master student outcomes focused on each of the six pillars.

1. Vision & Goals: Approaching Student Outcomes Focus
Board Evaluation Score: 10/30 points

The board discussed how they met the mark of 10 points because they adopted goals in collaboration with the superintendent that are SMART—specific, measurable, achievable, relevant, and time-bound. Each goal has a clear measure and timeline, ensuring focus and accountability. However, the Board has not yet fully integrated community members in the goal-setting process, which is necessary for achieving a “Meeting Student Outcomes Focus” score.

To advance to the next level, the Board plans to involve students, parents, staff, and community members more comprehensively in developing future goals.

2. Values & Guardrails: Meeting Student Outcomes Focus
Board Evaluation Score: 10/15 points

Scoring themselves at a 10, the board explained that they have established clear guardrails reflecting the community’s values, which set guardrails to keep the superintendent’s work aligned with SOFG goals. These guardrails are SMART and updated multiple times a year, according to Gonzales.

To progress to “Mastering Student Outcomes Focus,” the Board intends to deepen community involvement in the development process of guardrails and enhance the predictive quality of interim guardrails.

3. Monitoring & Accountability: Approaching Student Outcomes Focus
Board Evaluation Score: 10/30 points

The Board found that it devotes much of its time to monitoring district goals, investing over 10 percent of its meeting time in this activity. Because the board established a monitoring calendar and based the Superintendent’s performance evaluation on the progress towards these goals, the board scored themselves a 10.

Gonzales said the board is working to increase the time spent on monitoring to 25 percent to meet student outcomes more effectively and ensure that each goal and guardrail is monitored with the required frequency.

4. Communication & Collaboration: Approaching Student Outcomes Focus
Board Evaluation Score: 1/10 points

Because the board uses a consent agenda to streamline meeting processes and has made strides in categorizing the use of time in public meetings, they scored a one. However, the frequency of meetings and the duration often exceed the set standards, which impacts the focus and effectiveness of the discussions.

To improve, the Board will reduce the number of topics discussed in meetings and ensure that all meeting materials are finalized and shared several days before the meeting. Astorga had suggested time limitations on individuals and groups who present to the board without focusing on student results.

5. Unity & Trust: Meeting Student Outcomes Focus
 Board Evaluation Score: 3/5 points

The Board operates with high attendance and adherence to ethical standards, with all members upholding the Board’s Ethics & Conflicts of Interest Statement. However, board members agreed there is room to enhance unity further by ensuring all members refrain from giving operational advice and fully recuse themselves from matters where there might be a conflict of interest.

To master this competency, the board agreed to review all policies at least once per board member’s term and align them more closely with the Board’s operational procedures.

6. Continuous Improvement: Approaching Student Outcomes Focus
Board Evaluation Score: 1/5 points  

The Board is committed to continuous improvement, tracking the time spent on governance and the costs associated with it. However, the Board has yet to participate in a governance team training session which Gonzales said will be crucial for enhancing their focus on the goals.

The board agreed to organize and participate in governance training sessions and to conduct more frequent self-evaluations to better monitor and enhance their practices.

What comes next?

In response to the evaluative findings, the Board unanimously agreed to implement several strategic changes. The Board resolved to reformat the meeting agenda to prioritize items that have a direct impact on student outcomes. This new format will feature student-related discussions prominently at the beginning of each meeting, ensuring they receive the necessary attention and deliberation.

The board discussed enhancing their monitoring practices by adopting more rigorous methods to track the implementation and effectiveness of educational strategies. This includes setting clear targets for student achievement and regularly reviewing progress against these targets.

A large part of the meeting was dedicated to discussing how board members could improve their questioning techniques during presentations and reports. Gonzales said the goal is to encourage more strategic and outcome-focused questions that prompt detailed discussions on student progress and program effectiveness. The board plans to receive training on effective questioning to better scrutinize and support administrative actions and proposals.

The Albuquerque Public Schools Board of Education