[{"_1":2,"_99":-5,"_100":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6164929,"mediaKeyId","5426600-8b46421f97cfa2b78e6f6d681ac8ceed","parentId",5426600,"title","APS board accepts math progress report as administration highlights coaching and targeted tutoring","audioSeconds",4721,"startMs",1477000,"endMs",6198000,"viewUrl","/Search/View?dp=1&key=5426600-8b46421f97cfa2b78e6f6d681ac8ceed&start=1477&end=6198","thumbnailUrl","https://assets.pipeline.soar.com/5426600-8b46421f97cfa2b78e6f6d681ac8ceed/thumbnail_1477000.jpg","articleUrl","/articles/6164929/New-Mexico/APS-board-accepts-math-progress-report-as-administration-highlights-coaching-and-targeted-tutoring","mediaUrl","https://secure.pipeline.soar.com/6164929-edc6ef973cbbb02b8159f0827d7dafd1/orig.mp4?Expires=1770808031&Signature=iWf8MovephtudilfbDi6qNB-gbdGYZNpjhWeMnO9kdWrrFzpwqWYAOFkuwcQldZN5ms3EQWLUYAUyDgRrxY7497OhSXAcNGocSZILJJf5P1if8AL2X8Z516820LSbohdHa1eY7MN2G5He~3ZYzTZ8z2pe2CUAHz8Fnq26kDOqUAKrdHyNDuvtdVwHj3SGB3~0fHhgMkudeoGAcKpmgx-i-j~8rqeQzM~o5wIkR8CmnTwg0MefNw20BwNAen8lTc-v0ONLJFMa2huaR6aKnx~l9FHQHzgXz01BeDx4PlDfQ4Kj40-5DFsJkNpgFwIew21xculzL0atpG7fzCetfzBfg__&Key-Pair-Id=KUT5TJCACFTXG","author","Albuquerque Public Schools","date","2025-07-18T20:05:56.87Z","article","APS board accepts math progress report as administration highlights coaching and targeted tutoring
On Wednesday, July 16, 2025, the Albuquerque Public Schools Board of Education voted to accept the district’s progress monitoring reports for interim goals 2.1 and 2.2, which measure middle‑grade math proficiency. The motion to accept the reports was made by Board Member Courtney Jackson and seconded by Board Member Crystal Tapia Romero; the roll call showed all voting members present voted to accept the reports.
The monitoring documents measure progress on math proficiency for targeted cohorts, and the administration told the board the district is focusing on coaching, site‑level instructional systems and expanding high‑dosage tutoring to accelerate learning where students are behind. The work, presenters said, ties directly to the board’s strategic goals and the district’s equity‑focused targets under the Martinez Yazzie framework.
Administrators framed the report as a systems effort involving school‑level coaches and district supports. “We have a year’s worth of data now to look at, and we have a year’s worth of stories behind that data,” Superintendent Gabriela Duran Blakey said, explaining the district is identifying the specific teaching practices that produced gains and investing in those. The district introduced Chris Sanchez as the lead assistant superintendent for middle schools; Sanchez and other leaders described coaching visits, principal support and monthly coaching cycles at priority schools.
Board members pressed the administration on several technical and equity questions during the monitoring conversation. Board Member Josefina Dominguez asked whether changes in enrollment between the beginning and end of the year affected interpretation of test results for sixth‑ and seventh‑grade subgroups. Dr. West, an assessment staff member, said the district aims for 95 percent participation in interim assessments and tracks attempts to test every student during the testing windows so the results reflect the full student population rather than a sample. “We treat assessment very seriously in this district…we go for that 95% as our baseline,” Dr. West said.
Members also asked about supports for English learners and students with disabilities. Board Member Heather Benavides asked what professional development and long‑term strategies are in place for teachers working with those students. Antonio Gonzalez, deputy superintendent for leadership and learning, emphasized scheduling adults’ time to allow collaboration and professional learning and said the district is aiming to target resources where they produce the highest return on learning. “One thing we have to be fundamental about is being very intentional with time — adult time, teacher time — and being creative with the way we schedule students,” Gonzalez said.
High‑dosage tutoring was repeatedly raised as the intervention most likely to produce rapid gains. Blakey and other officials described high‑dosage tutoring as promising but resource‑intensive and logistically difficult to scale during the school day. “If you want to move faster, high‑dosage tutoring is…speedy,” Blakey said, adding the district is trying to identify ways to expand that support equitably so students without family resources can access it.
The board asked for more disaggregated explanations of what worked at the schools that made gains. Several administrators said the schools that improved used regular collaborative teacher time to analyze data by student group and design tailored interventions, and that the district will surface those school‑level stories so other sites can replicate them.
The board accepted the monitoring report after the Q&A. The vote to accept the reports served as the board’s formal acknowledgement that it had a satisfactory monitoring conversation with the superintendent about the math goals. The administration said it will continue monthly monitoring, increase school‑level coaching in priority schools and plan further reports tying strategies to outcomes.","mediaType","Video","parentTitle","Board of Education Meeting 7-16-2025 -1","oneSentenceSummary","On Wednesday, July 16, 2025, the Albuquerque Public Schools Board of Education voted to accept the district’s progress monitoring reports for interim goals 2.1 and 2.2, which measure middle‑grade math proficiency.","taxTitle","ALBUQUERQUE PUBLIC SCHOOLS, School Districts, New Mexico","taxId",13253,"location","New Mexico","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6164917,"Board approves two small governance‑manual amendments after debate over public review process",2140,6364000,8504000,"/Search/View?dp=1&key=5426600-8b46421f97cfa2b78e6f6d681ac8ceed&start=6364&end=8504","https://assets.pipeline.soar.com/5426600-8b46421f97cfa2b78e6f6d681ac8ceed/thumbnail_6364000.jpg","/articles/6164917/New-Mexico/Board-approves-two-small-governancemanual-amendments-after-debate-over-public-review-process","https://secure.pipeline.soar.com/6164917-0455d412fef2b5f3d2c5dca4fab10405/orig.mp4?Expires=1770808031&Signature=gr4LW11HojZjtthvb3P1oct-64hgiO8SVGxhRdjpd8CL3LXZhAb5lvnmQj9SDQan9hmNSitXn6E2uWLJqeqOpiPv6ZMV~4j3Gx~w94aMDp9GmP64g5ZreF4Ujs4cyNjsI34TPq1B1TSsp-YuU8osBRuSBAJk95Kph~6tyeHsagn3rL5tr-NFxzu4MLdK0y2dVcfmaOWiXQOQL5-ZqouWPicsv8u4-pFbHCPebvILqHLhrdrByznap5~r1wnagBNNpzPMFKyYYeUqUSKMsxaoTaCrASs-v-zwre3w-g8qLcjoyBXjTcjh~D1LNnHvgTQ4PdUKqPG1jOp-A5JorUZDQQ__&Key-Pair-Id=KUT5TJCACFTXG","Board approves two small governance‑manual amendments after debate over public review process
On July 16, 2025, the Albuquerque Public Schools Board of Education approved two amendments to sections of the district governance manual: revisions to section 4.d.4 and to section 4.m.8. Board members discussed whether the edits required the policy committee’s first reading and a formal 30‑day public comment period.
Board Member Josefina Dominguez urged adherence to the manual’s sequence for policy changes, telling colleagues the manual requires a first‑meeting review, a 30‑day public comment window and a subsequent meeting before final action for proposed new policies and certain revisions. “If that majority vote was taken… the board tonight then must discuss the merits of the revisions first, then perhaps suggest further amendments and vote whether or not to send the suggested amendments to the policy committee for a first meeting,” Dominguez said.
Supporters of the amendments described the edits as limited, technical clarifications and invoked the manual’s provision that not all amendments require an additional reading. Board Member Courtney Jackson said the language at issue was a single‑sentence strike that counsel recommended to clarify meaning; she said the amendment did not create new policy and thus did not trigger a separate public‑comment calendar. The board proceeded to vote on each amendment after discussion.
Votes on the two items were split along similar lines. On the 4.d.4 revision the roll call showed Board Member Dominguez and Board Member Reynaldo Tomorito voted against the change; the other members voted in favor and the amendment passed. On the 4.m.8 revision the motion also passed with similar voting: a majority approved while Dominguez and Tomorito voted no.
The board did not direct additional public review for these specific edits. Members who opposed the expedited approvals argued for fuller committee review and public comment in future cases where policy language affects public‑facing procedural processes. Supporters said the board must balance careful public process against the need to fix unclear internal language so governance work can proceed without unnecessary procedural delay.
The meeting record shows the full text of the governance manual and the exact strike language will be available in the board’s administrative materials and meeting minutes, and the board services office said it will ensure members of the public can access the revised language and the committee’s materials.","The APS Board of Education voted July 16 to approve revisions to two sections of its governance manual (4.d.4 and 4.m.8). Member Josefina Dominguez argued the changes required a first‑reading and 30‑day public comment because the manual’s process applies to reviews and revisions; other members and counsel characterized the edits as",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6164924,"Board narrows criteria for new student‑outcomes governance vendor; seeks experience with SOFG and large urban districts",0,9364000,"/Search/View?dp=1&key=5426600-8b46421f97cfa2b78e6f6d681ac8ceed&start=9364&end=9364","https://assets.pipeline.soar.com/5426600-8b46421f97cfa2b78e6f6d681ac8ceed/thumbnail_9364000.jpg","/articles/6164924/New-Mexico/Board-narrows-criteria-for-new-studentoutcomes-governance-vendor-seeks-experience-with-SOFG-and-large-urban-districts","https://secure.pipeline.soar.com/6164924-5b4c9fff180887a1348a4d10d2172f26/orig.mp4?Expires=1770808031&Signature=aVS1gt2zsqqOrpbsZNhts25XZOxKzyrL6cJ5RcPCYTaeQLAj-AqFYtu0YsySx4hOUe3ia0xBnhBsntzpvok~Fa5E~uzN0A~jXKR33i9uvsdAj1wM1u4JTvJTtrAPNiGa~77d9jzO0aoCQoeFBrAFXOZyjU77rWTUWoe074HENCHYG9vDGtoATwYYmvYQBshRudEFeoOd2j5c0DHDpQv9Hy2BESDOUa4lUfUL~9S3pHiC1FHYGTOBhXUQJmAXrVhngCqnrgjYhKrl3B-1~pMcM-J0OHWhqPcAG~-2gWx4eBDMLccbnpb2cMqM1kyNsVPAgsS5YNOxEY-p32N9891MCQ__&Key-Pair-Id=KUT5TJCACFTXG","Board narrows criteria for new student‑outcomes governance vendor; seeks experience with SOFG and large urban districts
On July 16, 2025, the Albuquerque Public Schools Board of Education used a nominal‑group facilitation method to develop a shortlist of criteria for an upcoming request for proposals to hire a vendor to support implementation of student‑outcomes focused governance (SOFG).
Board members and staff ran three rounds of idea collection, then each member had four votes to prioritize attributes they want vendors to meet. The items with the broadest support were: demonstrated experience with SOFG; prior work in large or urban school districts similar to APS; documented, positive results from prior SOFG implementations; a transparent, public procurement process; and vendor availability and scheduling flexibility to match the board’s needs.
Board Member Janelle Astorga urged an emphasis on local, culturally grounded providers and said constituents worry that out‑of‑state, corporate vendors do not always understand Albuquerque’s tribal and multilingual community. “My three recommendations are: hire a local organization; find a vendor with an intentional framework to improve outcomes for students of color; and hire a vendor that has a clear strategy on what it means for board members to be active advocates,” Astorga said.
Other members reinforced different priorities. Board Member Josefina Dominguez called for a fully transparent procurement process and for the entire governance team to participate in developing the scoring rubric. “The process from beginning to end has got to be transparent and public,” Dominguez said. Board Member Crystal Tapia Romero emphasized systems thinking and the ability to identify how board decisions ripple across departments; Board Member Heather Benavides prioritized a vendor that fosters a culture of teamwork.
The group also asked vendors to demonstrate cultural responsiveness to Martinez Yazzie‑listed students and to show experience with community and family engagement targeted at vulnerable populations. Members added expectations around ethical coaching practices, political and emotional intelligence for navigating board tensions, and ready‑to‑use tools and templates the board could adapt.
Board members discussed next steps for the procurement timeline. Staff noted earlier planning that the district intended to issue the RFP on July 18 and said proposals would be evaluated against the criteria the board had just generated. The board did not award a contract at the meeting; the session produced the prioritized criteria the administration will use to draft or finalize the RFP and scoring rubric for a formal procurement process.
The conversation closed with members noting the need to balance vendor experience against community trust and to require evidence of prior results. Several members asked that the procurement include evaluation measures so the board can test whether coaching translates to measurable changes in governance behavior and, ultimately, student outcomes.","At the July 16 meeting the APS board used a structured consensus process to identify criteria for a new vendor to provide student‑outcomes focused governance (SOFG) coaching. Top priorities included prior SOFG experience, documented results with similar districts, and availability/flexibility; the board also emphasized transparency, cultural/DEI","actionData","errors"]

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APS board accepts math progress report as administration highlights coaching and targeted tutoring

Board approves two small governance‑manual amendments after debate over public review process

Board narrows criteria for new student‑outcomes governance vendor; seeks experience with SOFG and large urban districts