Las Cruces Public Schools officials presented a year‑long, externally led review of the district’s special‑education services on Oct. 14, reporting strengths in reading gains for some students and identifying several areas needing sustained action, including math instruction, exclusionary discipline and attendance.

TACE (Technical Assistance for Excellence in Special Education) led the audit. Kristen Perez Rickles of TACE and district special‑education leaders described a process of data collection, campus visits to 16 schools, staff and parent surveys and classroom observations. TACE identified four headline findings: rising reading proficiency for students with disabilities in several grades; relatively stagnant math proficiency; higher rates of disciplinary removals among students in more restrictive placements; and chronic absenteeism concerns.

TACE’s analysis showed increased reading proficiency at multiple grade bands and increased SAT participation by students with disabilities (from 43 students in spring 2022 to 194 in 2024), which the reviewers said improved the reliability of high‑school proficiency comparisons. Conversely, math proficiency did not show the same gains. TACE also reported that students with emotional‑disturbance labels experienced disciplinary removals at higher rates than other disability categories.

Parents who responded to the district’s family survey expressed generally positive views about inclusion and supports, but some focus‑group respondents raised implementation concerns. Staff surveys and site visits indicated demand for more professional learning on special‑education law, specially designed instruction, and behavior‑support strategies; district leaders also cited recruitment and retention pressures for special‑education staff.

The TACE team recommended a two‑track response: systemic and organizational actions at the district level (clearer communications and role structure, recruitment and retention strategies, research‑based rollout of new programs) and programmatic/instructional actions at school level (structured multi‑tiered support processes, clarified service‑delivery models, professional learning for specially designed instruction, and early secondary‑transition planning). District leaders said they will work with TACE, the LCPS research and development team, and stakeholders to build a 3–5 year action plan.

Carrie Flores, LCPS director of special education, and assistant superintendent Michael Montoya said the district will use the TACE recommendations to shape technical assistance, training and recruitment priorities. Board members praised the depth of the audit and emphasized the need for measurable milestones and stakeholder engagement as LCPS moves to implementation.

No formal board vote was required for the audit presentation; staff said follow‑up will include developing a formal action plan and a stakeholder advisory group.