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APS board accepts monitoring report on skills, habits and mindsets and adopts revised monitoring calendar
Summary
The Albuquerque Public Schools Board of Education accepted progress monitoring reports for interim goals 4.1 and 4.2 (skills, habits and mindsets) after a technical presentation and questions. The board also approved a revised progress-monitoring calendar to ensure each goal is monitored at least four times a year.
The Albuquerque Public Schools Board of Education accepted the district's progress monitoring reports for interim goals 4.1 and 4.2, which measure students' skills, habits and mindsets, and approved a revised monitoring calendar that schedules at least four reviews per goal through Feb. 2028.
Superintendent Blakey opened the monitoring discussion and said the district was "excited tonight to talk about goal 4," framing the presentation as an update on social-emotional and related measures that the board has made central to its strategy. Deputies and chiefs presented results showing growth on self-efficacy, perseverance and social awareness but shortfalls in self-regulation among secondary students.
Board members pressed for details on root causes and targeted interventions. Dr. Antonio Gonzalez, deputy superintendent of leadership and learning, and Chief Academic Officer Sherry Jett described layered strategies for secondary schools: restorative-approaches training already underway for cohorts of schools, a reimagined advisory model with grade-level choices, and expanded counseling programs aligned to the ASCA (American School Counselor Association) model. Dr. Kenneth Salazar, associate superintendent for school climate and support, highlighted school-level bright spots and one-to-one adult-student relationship work at schools such as Roosevelt Middle School.
Members also asked how the district will include students with the highest support needs. Jett said the district had piloted alternate accommodations and vendor work-arounds to collect responses for students with intensive special-education needs and will work with the vendor to incorporate permanent accommodations into the platform before broader rollout.
After the monitoring conversation, Board Member Courtney Jackson moved to accept the monitoring reports and Board Member Josefina Dominguez seconded. The board voted by roll call (Heather Benavides; Courtney Jackson; Josefina Dominguez; Reynaldo Tomarito; Nela Storga; Daniel Gonzales) with all voting yes; the motion carried. Later in the meeting the board approved a revised progress-monitoring calendar (motion by Josefina Dominguez; second Courtney Jackson) by roll-call vote.
The actions are procedural acknowledgments that the board had a satisfactory monitoring conversation and that the administration's reporting and plans met the board's expectation for continued work toward the district's goal 4 outcomes. The board did not adopt new policy in this item; it accepted the presented evidence and asked administration to continue implementing and refining the strategies discussed.
Board members and administrators said next steps will include expansion of restorative-approaches cohorts, more frequent school-level "check-ins" via the district skills/habits platform, intentional use of principal advisory councils to gather student voice, and an effort to scale counseling programs to ASCA RAMP recognition.
