>> FUNDING FOR NEW MEXICO IN FOCUS PROVIDED BY VIEWERS LIKE YOU.

>> Lou:   THIS WEEK ON NEW MEXICO IN FOCUS.

THE PATH TOWARD EQUITY IN THE CLASSROOM.

NEW MEXICO'S PUBLIC EDUCATION SECRETARY RESPONDS TO THE ATTORNEY GENERAL'S PUSH TO TAKE OVER THE YAZZIE MARTINEZ CASE AND EXPLAINS THE WORK HIS DEPARTMENT HAS DONE IN RESPONSE TO THE RULING.

>> OVER 75% OF OUR STUDENTS ACTUALLY FALL UNDER THE STUDENT GROUPS THAT THE MARTINEZ YAZZIE LAWSUIT TALKS ABOUT.

TO ME THAT IS EVERYBODY.

>> Lou: AND ARE THE KIDS ALL RIGHT?

WE ASKED TWO SCHOOL COUNSELORS HOW STUDENTS ARE COPING WITH THE UNIQUE STRESSORS THEY ARE FACING IN 2023.

NEW MEXICO IN FOCUS STARTS NOW.

THANKS FOR JOINING US.

I AM SENIOR PRODUCERS LOU DIVIZIO.

AS EDUCATORS ASSESS THE FIRST HALF OF THE NEW SCHOOL SEMESTER DURING PARENT TEACHERS CONFERENCES THIS WEEK, WE ARE TURNING OUR ATTENTION TO THREE EDUCATION ISSUES THAT WE HAVE BEEN FOLLOWING CLOSELY.

CHRONIC ABSENTEEISM HAS LONG BEEN PRESENT ON NEW MEXICO'S ROLL CALL OF SCHOOLS' PROBLEMS.

THE RATE TICKED DOWN IN THE MOST RECENTLY COMPLETED SCHOOL YEAR BUT IT HAS MORE THAN DOUBLED SINCE 2019.

IN ABOUT 20 MINUTES KUNM MEGAN KAMERICK HOSTS A SPECIAL ROUND TABLE TO TALK ABOUT WHAT THE STATE IS DOING TO GET MORE STUDENTS TO SHOW UP TO SCHOOL, AND WHETHER IT IS EFFECTIVE.

COVID, REMOTE LEARNING, RETURNING TO SCHOOL AND CONCERNS ABOUT SAFETY ARE ALL MAJOR CHALLENGES THAT HAVE SNOWBALLED FOR STUDENTS IN THE LAST FEW YEARS.

IN THE SECOND HALF OF TODAY'S SHOW, EXECUTIVE PRODUCER JEFF PROCTOR SPEAKS WITH TWO SCHOOL COUNSELORS ABOUT THE UNIQUE HURDLES STUDENTS ARE CONFRONTING AND HOW THEY HAVE IMPACTED THEIR MENTAL HEALTH AND THEIR COURSE WORK.

BUT WE BEGIN TONIGHT WITH AN INTERVIEW THAT YOU'LL ONLY SEE HERE ON NMPBS, A ONE-ON-ONE DISCUSSION WITH PUBLIC EDUCATION SECRETARY ARSENIO ROMERO.

LAST MONTH ATTORNEY GENERAL RAUL TORREZ CAME ON OUR SHOW TO EXPLAIN HIS INTEREST IN TAKING OVER THE LITIGATION FOR THE STATE IN THE YAZZIE MARTINEZ CASE WHICH MANDATED EDUCATION EQUITY ACROSS NEW MEXICO.

TONIGHT I ASKED SECRETARY ROMERO ABOUT PED'S POSITION ON THE ATTORNEY GENERAL'S DESIRE TO STEP IN AND WHAT PROGRESS THE DEPARTMENT HAS MADE TO CREATE A MORE EQUITABLE LEARNING ENVIRONMENT FOR ALL STUDENTS IN OUR STATE.

NEW MEXICO PUBLIC EDUCATION SECRETARY DR. ARSENIO ROMERO THANK YOU SO MUCH FOR JOINING ME HERE ON NEW MEXICO IN FOCUS.

>> Romero: THANK YOU FOR HAVING ME HERE THIS MORNING.

IT IS A BEAUTIFUL MORNING AND I AM REALLY HAPPY TO BE HERE.

>> Lou: NOW, IN NEW MEXICO IN-DEPTH'S TRIP JENNINGS INTERVIEWED ATTORNEY GENERAL RAUL TORREZ IN THESE SAME CHAIRS TWO WEEKS AGO.

TORREZ TOLD HIM, IN HIS WORDS, IT IS CLEAR THAT NOT ENOUGH PROGRESS HAS BEEN MADE IN THE STATE'S RESPONSE TO THE YAZZIE MARTINEZ RULING.

HE ADDED THAT IT IS, QUOTE, VERY FAR FROM MEETING ITS CONSTITUTIONAL OBLIGATIONS TO EDUCATE ALL STUDENTS.

HOW WOULD RESPOND TO THAT ASSESSMENT?

>> Romero: THAT IS AN INTERESTING STATEMENT, BECAUSE, ONE, WE HAVE MADE TREMENDOUS PROGRESS AND I WANT TO TALK A LITTLE BIT ABOUT SOME OF THE THINGS WE HAVE DONE.

BUT AT THE SAME TIME WE HAVE A LONG WAYS TO GO AND I ACKNOWLEDGE THAT.

THERE IS A LOT OF WORK TO BE DONE BUT WE THINK ABOUT WHAT HAS HAPPENED IN THE NEW MEXICO OVER THE LAST YEAR OR SO, IT IS REALLY UNPRECEDENTED ACROSS THE NATION.

WE ARE DOING THINGS IN NEW MEXICO THAT NO OTHER STATE IS DOING.

WE ARE TAKING THIS CONCEPT OF CRADLE TO CAREER.

THESE ARE THINGS THAT ARE STUDENTS OPPORTUNITIES, CHILDREN ACROSS NEW MEXICO THAT THEY HAVE NEVER HAD BEFORE.

SO, FOR EXAMPLE, WE ARE A STATE WHERE NO MATTER WHERE YOU ARE AT IN THE STATE OF NEW MEXICO, WHETHER YOU ARE RIGHT HERE IN THE METRO AREA OR YOU'RE IN ANIMAS, NEW MEXICO, YOU HAVE THE ABILITY TO BE ABLE TO HAVE ACCESS TO PRESCHOOL EDUCATION.

TO BE ABLE TO GET ACCESS TO EDUCATORS TO BE ABLE TO LEARN THOSE PREREADING SKILLS TO MAKE YOU THAT MUCH MORE SUCCESSFUL ONCE YOU GET INTO K-12.

LET ME GO TO THE OTHER SIDE OF THINGS.

WE ARE THE STATE IN THE NATION THAT ALLOWS FOR EVERY RESIDENT IN NEW MEXICO TO GO TO COLLEGE FOR FREE.

THIS IS HUGE FOR US AS A STATE AND THEN LET'S TALK ABOUT K-12 EDUCATION.

WE HAVE BEEN INVESTING GREATLY IN THE OPPORTUNITIES FOR STUDENTS TO HAVE ACCESS TO HIGHLY-QUALIFIED TEACHERS.

THOSE TEACHES ARE BEING TRAINED RIGHT IN THE SCIENCE OF READING WHICH WE ARE ALREADY SEEING TREMENDOUS RESULTS IN.

>> Lou: WE CAN TALK ABOUT MORE OF THOSE SPECIFICS IN GENERAL, BUT BACK TO THE IMPACT ON THE STATE'S RESPONSE TO YAZZIE MARTINEZ SPECIFICALLY AND THE ATTORNEY GENERAL'S POSTURE ON IT.

THE ATTORNEY GENERAL TOLD US THAT HE WANTS TO TALK OVER LITIGATION IN THE CASE TO SPEED UP PROGRESS, IN HIS WORDS.

WHAT IS THE ADMINISTRATION AND PED'S RESPONSE TO THAT IDEA?

>> Romero: WE THINK ABOUT THE ATTORNEY GENERAL, YOU KNOW, THESE ARE OUR LAWYERS AND WHAT HIS JOB IS TO BE ABLE TO LITIGATE CASES.

I WANT TO BE ABLE TO SUPPORT HIM.

I WANT FOR US TO BE IN A PARTNERSHIP WITH EACH OTHER.

I AM AN EDUCATOR.

I HAVE BEEN DOING THIS FOR CLOSE TO 28 YEARS.

WHEN I THINK ABOUT ALL THE TEACHERS, THE PRINCIPALS, SUPERINTENDENTS ACROSS THE STATE, THAT IS WHAT THEY DO, THEY EDUCATE STUDENTS.

AND SO THERE HAS BEEN THIS NEW TERM THAT I HAVE BEEN USING LATELY, REALLY, EDUCATION IS CALLING.

WHAT THAT MEANS IS THAT WE ALL HAVE A RESPONSIBILITY IN EDUCATING STUDENTS ACROSS NEW MEXICO.

THAT INCLUDES MYSELF AS SECRETARY OF EDUCATION.

BUT IT ALSO INCLUDES PARENTS AND STUDENTS, CITIZENS ACROSS NEW MEXICO.

THERE IS EVEN A PART FOR THE ATTORNEY GENERAL TO BE A PART OF THAT.

I HAVEN'T BEEN ABLE TO TALK TO THE ATTORNEY GENERAL ABOUT THIS YET.

HE HASN'T REACHED OUT TO US YET.

I WOULD LOVE TO BE ABLE TO HAVE THAT CONVERSATION WITH HIM TO SEE HOW WE CAN PARTNER TOGETHER TO MAKE THIS HAPPEN FOR THE STUDENTS ACROSS NEW MEXICO.

>> Lou: IF HE DOESN'T REACH OUT AND STILL TRIES TO TAKE OVER THIS CASE, WOULD YOU SUPPORT THAT DECISION?

WOULD THE ADMINISTRATION FIGHT HIM ON THAT AND TRY TO RETAIN CONTROL?

>> Romero: IT IS NOT SO MUCH, FOR ME, A QUESTION OF WHETHER HE TAKES OVER THE CASE OR NOT.

I BELIEVE THAT THE LAWYERS ARE GOING TO CONTINUE TO LITIGATE THIS.

THIS IS WHAT THEY DO.

WHAT WORRIES ME ABOUT THAT, THOUGH, IS THAT DOLLARS ARE GOING TO LITIGATING THIS CASE.

AND MANY OF THOSE DOLLARS COULD BE GOING INTO THE CLASSROOM.

SO I THINK THAT IS ANOTHER QUESTION WE HAVE TO ASK IS DO WE WANT TO SPEND YEARS LITIGATING THIS CASE SO THAT THESE DOLLARS ARE GOING TOWARDS LAWYERS TO BE ABLE TO PROSECUTE THIS CASE OR DO WE WANT THOSE DOLLARS TO GO INTO NEW MEXICO CLASSROOMS?

MYSELF, I WANT THEM TO GO INTO NEW MEXICO CLASSROOMS.

>> Lou: WE CAN STAY TALKING ABOUT THE LEGAL ASPECTS OF THIS JUST FOR ONE SECOND.

I WANTED TO ASK ABOUT THE STATE AND YOUR DEPARTMENT'S POSTURE TOWARDS THE CASE IN COURT.

IN MARCH OF 2020 THE STATE FILED A MOTION TO DISMISS THE CASE, ARGUING THAT IT REACHED COMPLIANCE BECAUSE IT HAD CREATED, IN ITS MIND, A FUNDAMENTALLY DIFFERENT PUBLIC EDUCATION SYSTEM FOR THOSE AT RISK STUDENTS MENTIONED IN THE YAZZIE MARTINEZ LAWSUIT.

IT ALSO ARGUED THAT ACTUAL STUDENT OUTCOMES WERE RELEVANT TO COMPLIANCE.

IS YOUR DEPARTMENT'S PRIMARY OBJECTIVE TO REACH THE LEGAL DEFINITION OF COMPLIANCE OR IS IT TO FACILITATE SYSTEMIC CHANGES THAT CREATE AN EQUITABLE WORKING ENVIRONMENT FOR ALL STUDENTS?

>> Romero: THROUGHOUT MY CAREER, I HAVE TRIED TO GO INTO THE PLACES THAT NEED ME THE MOST.

I HAVE GONE INTO SOME VERY NEEDY CLASSROOMS IN DISTRICTS, WHERE STUDENTS WERE REQUIRING MORE OPPORTUNITY, MORE RESOURCES, MORE SUPPORT.

AND IN EVERY ONE OF THOSE PLACES I HAVE BEEN ABLE TO BE SUCCESSFUL.

IT IS NOT JUST ME, IT IS THE TEACHERS AND THE COMMUNITY AROUND ME.

I DON'T SEE THIS AS BEING ANY DIFFERENT.

SO, ABSOLUTELY I AGREE WE HAVE SOME WORK TO DO IN NEW MEXICO TO BE ABLE TO PROVIDE BETTER OUTCOMES FOR STUDENTS ACROSS NEW MEXICO.

THAT WORK WILL REALLY NEVER END.

WITH THAT, I TAKE ON THIS CHALLENGE.

I AM LOOKING FORWARD TO IT.

I DON'T ARGUE THAT THERE IS A NEED FOR THIS BECAUSE I KNOW THERE IS.

WHEN WE THINK ABOUT STUDENTS THAT ARE NATIVE, STUDENTS WITH SPECIAL EDUCATION, COME FROM LOW INCOME HOMES, BILINGUAL STUDENTS, THEY NEED MORE SUPPORT.

I DO WANT TO THANK OUR LEGISLATURE AND OUR GOVERNOR.

THEY HAVE BEEN ABLE TO PROVIDE RECORD-BREAKING INVESTMENTS IN EDUCATION, OVER A BILLION DOLLARS OVER THIS LAST YEAR TO BE ABLE TO DO THAT.

WE ARE ON THE RIGHT PATH.

WHEN WE THINK ABOUT OTHER STATES THAT HAVE DONE SOME OF THIS WORK, SOMETIMES WHAT COMES UP IS MISSISSIPPI.

WE CALL IT THE MISSISSIPPI MIRACLE.

IT WASN'T A MIRACLE THOUGH.

IT WAS VERY STRATEGIC IN WHAT THEY DID AND THEY ALSO KNEW THAT THERE WAS A TIMELINE TO THAT.

IT TOOK THEM OVER 10 YEARS TO GET TO WHERE THEY ARE AT THE NOW.

I WOULD ARGUE THAT WE ARE DOING THE SAME WORK AND MORE AND WE ARE DOING IT ON A FASTER TIMELINE.

I AM REALLY EXCITED WITH THE WORK HAPPENING ACROSS NEW MEXICO AND PROUD OF OUR CLASSROOM TEACHERS, PROUD OF OUR PRINCIPALS ACROSS THE STATE AND, OF COURSE, OR SUPERINTENDENTS AND SCHOOL BOARDS.

WE ARE ALL DOING THIS WORK TOGETHER.

I WOULD LOVE TO HAVE TO BE ABLE TO HAVE THE ATTORNEY GENERAL COME IN WITH US AND BE A PART OF THAT TEAM.

>> Lou: LAST QUESTION ABOUT THAT MOTION TO DISMISS BACK IN 2020.

THAT WAS THREE-AND-A-HALF YEARS AGO BEFORE YOU WERE SECRETARY.

WHAT IS NOW THE ADMINISTRATION'S POSITION IN THE CASE?

DOES IT STILL BELONG IN THE COURTROOM?

>> Romero: IT BELONGS IN A SPACE WHERE WE ARE GOING TO CONTINUE TO MAKE IMPROVEMENTS.

NOW THE QUESTION OF WHETHER IT BELONGS IN THE COURTROOM, I HAVE TO LEAVE THAT UP TO THE JUDGES.

I HAVE TO LEAVE THAT UP TO THE LAWYERS TO BE ABLE TO LITIGATE THIS CASE.

WHAT I KNOW IS WE ARE GOING TO CONTINUE TO MOVE FORWARD TO BE ABLE TO EDUCATE STUDENTS IN THE BEST POSSIBLE WAY, TO PROVIDE BETTER OUTCOMES, TO PROVIDE MORE OPPORTUNITIES.

THAT IS THE JOB I TOOK WHEN I FIRST STARTED TEACHING 28 YEARS AGO.

THAT IS THE SAME RESPONSIBILITY I HAVE TODAY AS SECRETARY OF EDUCATION.

>> Lou: NOW THE COURT IDENTIFIED THREE KEY AREAS THAT WERE LACKING AND THEREFORE CONTRIBUTED, IN THE COURT'S MIND, TO INEQUITIES AMONG STUDENTS.

THE FIRST BASIC TEXTBOOKS, TECHNOLOGY, THINGS LIKE THAT.

THE SECOND CURRICULUM, MEANING PROGRAMS AND SERVICES THAT MEET THE NEEDS OF ALL STUDENTS AND, THIRD, EXPERIENCED AND WELL-TRAINED TEACHERS.

WHERE IS PED, FROM YOUR PERSPECTIVE, IN TERMS OF MEETING THE COURT'S FINDINGS IN THOSE THREE SPECIFIC AREAS?

>> Romero: OKAY, YOU'RE GOING TO HAVE TO HELP ME BECAUSE I WANT TO TALK ABOUT ALL OF THEM.

SO THE FIRST ONE IS AROUND TECHNOLOGY AND -- >> Lou: RESOURCES.

>> Romero: -- RESOURCES.

SO, OVER THE LAST FEW YEARS THERE HAS BEEN A RECORD INVESTMENT IN TECHNOLOGY ACROSS NEW MEXICO.

SO, YOU CAN GO INTO ANY CLASSROOM IN NEW MEXICO AND YOU'RE GOING TO SEE STUDENTS HAVE ACCESS TO LAPTOPS AND TECHNOLOGY.

WE HAVE BEEN ABLE TO REALLY PROVIDE STABLE INTERNET ACCESS IN SO MANY PARTS OF NEW MEXICO.

WE ARE NOT THERE YET BUT WE ARE IN A WHOLE DIFFERENT PLACE THAN WE WERE BEFORE THE PANDEMIC.

WE THINK ABOUT THE PARTNERSHIPS WE HAVE IN BUILDING TECHNOLOGY AND CONNECTING OUR TRADITIONAL CORE CLASSROOMS TO TECHNOLOGY.

IT HAS NEVER HAPPENED BEFORE.

OUR STUDENTS ARE BEING ABLE TO LEAVE US WITH SKILLS THAT I NEVER HAD AS A GRADUATE WHEN I LEFT THE SCHOOLS.

SO, THEY ARE IN A GOOD PLACE FOR THAT.

THE SECOND WAS AROUND CURRICULUM.

SO, WE ARE -- HAVE INVESTED AND RESEARCHED AROUND WHAT IS THE BEST TYPE OF CURRICULUM THAT IS GOING TO BE AVAILABLE FOR OUR STUDENTS.

IT US REALLY THIS RESEARCH-BASED CURRICULUM AND INSURES THAT STUDENTS ARE HAVING THE BEST POSSIBLE TOOLS AND RESOURCES FOR THAT.

FOR EXAMPLE, SCIENCE OF READING.

WE HAVE BEEN ABLE TO REALLY GO IN AND DIVE DEEP IN HOW STUDENTS LEARN HOW TO READ.

WE HAVE LOOKED AT NATIONAL RESEARCH.

WE HAVE BEEN ABLE TO VISIT CAMPUSES ACROSS THE COUNTRY.

AND WE HAVE DEFINITELY SEEN A PROVEN METHOD FOR HOW THIS HAPPENS.

FROM WHEN STUDENTS COME IN AS TWO, THREE, FOUR YEAR OLDS COMING AS KINDERGARTENERS, FIRST, SECOND THIRD GRADERS AND WE ARE IMPLEMENTING THAT NOW.

THE LAST IS -- >> Lou: TEACHERS.

>> Romero: TEACHERS.

WE HAVE MADE SOME TREMENDOUS GAINS IN MAKING SURE THAT EVERY CLASSROOM HAS HIGHLY QUALIFIED TEACHERS IN NEW MEXICO.

I HAVE BEEN ABLE TO TALK TO DOZENS OF HR OFFICES ACROSS NEW MEXICO IN DISTRICTS AND ANECDOTALLY WHAT THEY TELL ME IS THAT THEY HAVE BEEN ABLE TO FILL POSITIONS IN THE LAST YEAR, THAT THEY HAVEN'T BEEN ABLE TO DO FOR THE LAST 10 YEARS.

SO, WE ARE REALLY PROUD OF THAT WORK, BUT WE ARE ALSO REALLY INVESTING IN THE PIPELINES FOR TEACHERS.

>> Lou: SO KEEPING THOSE THINGS IN MIND, IS THE STATE, IN YOUR MIND, IN COMPLIANCE WITH THE YAZZIE MARTINEZ RULING NOW?

>> Romero: IT IS AN INTERESTING QUESTION BECAUSE SOMETIMES WHEN WE TALK ABOUT THIS LIKE CHECK BOXES, BUT IT IS NOT AS SIMPLE AS THAT.

IT IS GOING TO BE WORK THAT WE ALWAYS HAVE TO DO.

WHEN WE HAVE OUR NEW FIVE YEAR OLDS THAT COME IN AS KINDERGARTENERS, WE HAVE TO BE ABLE TO DESIGN PROGRAMS AROUND THEM.

AND AS THEY BECOME, FIRST GRADERS, SECOND GRADERS, THIRD GRADERS INTO MIDDLE SCHOOL, INTO HIGH SCHOOL, WE ARE ALWAYS THINKING ABOUT WHAT ARE KINDERGARTENERS NOW TODAY DOING AND WHAT ARE THEY GOING TO NEED AS THEY ARE IN HIGH SCHOOL OR AS GRADUATES?

THE ANSWER IS NEVER THE SAME.

SO IT IS A LOT MORE COMPLICATED THAN JUST CHECKING BOXES TO SAY WHETHER WE ACCOMPLISHED SOMETHING OR NOT.

WE ALWAYS HAVE TO BE EVOLVING.

WHEN I THINK BACK ABOUT WHAT TEACHING WAS LIKE WHEN I FIRST STARTED, IT IS VERY DIFFERENT NOW.

WHEN I WAS A PRINCIPAL FIRST STARTING OUT, IT IS VERY MUCH DIFFERENT FROM BEING A PRINCIPAL TODAY.

SAME THING WITH BEING A SUPERINTENDENT.

SO, THE ANSWER TO THAT QUESTION IS GOING TO BE DIFFERENT EVERY TIME YOU ASK ME.

>> Lou: HAVE THERE BEEN ENOUGH SYSTEMIC CHANGES -- MAYBE I CAN PHRASE IT A LITTLE DIFFERENTLY -- THAT WILL ALLOW DISTRICTS AND TEACHERS TO ADJUST AND IMPROVISE WITH THOSE STUDENTS NOW AND GIVE THEM THAT EQUITABLE EDUCATION THAT IS MANDATED IN THE COURTROOM?

>> Romero: ABSOLUTELY.

I MEAN, TOGETHER WE HAVE BEEN REALLY INVESTING IN THIS AND REALLY TRYING TO EVOLVE AND ADAPT THROUGH DOLLARS, THROUGH RESOURCES.

SO, JUST A COUPLE OF THOSE IDEAS AROUND -- THIS IS A TIME WHERE THERE IS MORE TIME THAT STUDENTS ARE ABLE TO SPEND WITH TEACHERS THAN EVER BEFORE.

I WANT TO THANK THE LEGISLATURE FOR REALLY INCREASING INSTRUCTIONAL TIME.

WE HAVE DONE THIS THROUGH PROGRAMS WITH K-3 PLUS, K-5 PLUS.

THIS, LAST YEAR WITH HOUSE BILL 130, WE WERE ABLE CONTINUE TO INCREASE THE SCHOOL DAY AN HOUR IN A WEEK, THESE ARE INVESTMENTS THAT ARE GOING PAY OFF.

NOBODY EVER ARGUES THAT MORE TIME WITH A TEACHER IS A BAD THING.

THAT IS A GOOD THING AND WE ARE STARTING TO SO THOSE THINGS REALLY HAVE AN IMPACTFUL OUTCOME.

>> Lou: I WANT TO TALK ABOUT SOMETHING YOU MENTIONED JUST A LITTLE WHILE AGO AND SOMETHING WE HAVE HEARD FROM PEOPLE INTERESTED IN THIS CASE, THE NEED FOR MORE NATIVE AMERICAN TEACHERS SO THAT INDIGENOUS STUDENTS CAN SEE THEM AND LEARN FROM SOMEONE WHO THEY IDENTIFY WITH.

>> Romero: RIGHT.

>> Lou: DO YOU AGREE THAT IS AN IMPORTANT VARIABLE IN EDUCATION EQUITY?

>> Romero: ABSOLUTELY.

IT IS SO IMPORTANT THAT WHEN A STUDENT COMES INTO A CLASSROOM, THEY SEE PEOPLE THAT LOOK LIKE THEM, TALK LIKE THEM, HAVE A BACKGROUND LIKE THEM, HAVE A HISTORY LIKE THEM.

AND IN THAT PROGRAM LIKE EDUCATOR FELLOWS, ONE OF THE THINGS I NOTICED OVER TIME IS THAT IF I GO BACK, YOU KNOW, 15 YEARS AGO, AND I WAS A SCHOOL PRINCIPAL AND HAD A SECOND GRADE OPEN, I PROBABLY HAD ABOUT 30 APPLICANTS, 50 APPLICANTS FOR THAT JOB.

OVER THE LAST FIVE YEARS IT TURNED OUT TO BE, I WOULD BE LUCKY IF I HAVE ONE.

NOW WE ARE STARTING TO TURN THE TIDE AND I AM GETTING REPORTS BACK FROM HR OFFICES, THAT WE ARE STARTING TO SEE FIVE, SIX, 10 APPLICANTS FOR A JOB.

BUT THE OTHER THING I HAD TO REALLY ADJUST TO IS EVEN WHEN I HIRED A TEACHER, THOSE TEACHERS WERE HOPEFULLY GOING TO STAY WITH US FOR 15, 20, 25 YEARS.

AND THAT KIND OF CHANGED.

THERE WAS A LITTLE BIT OF A MIND SHIFT WHERE I HAD TO REALIZE TEACHERS MAY ONLY STAY WITH ME FOR THREE TO FIVE YEARS.

BUT WE ARE FINDING IN PROGRAMS LIKE EDUCATOR FELLOWS AND SOME OF THE OTHER PILOT PROGRAMS WE ARE GOING INTO THOSE COMMUNITIES AND WE ARE ABLE TO ACTUALLY WORK WITH PEOPLE THAT LIVE THERE.

THEY WANT TO INVEST THEIR WHOLE CAREER IN THE COMMUNITIES THEY LIVE IN.

NOW WE ARE STARTING TO SEE BACK AGAIN THOSE CONVERSATIONS WHERE THESE PEOPLE ARE GOING TO BE WITH US FOR 15, 20, 30 YEARS, WHICH IS AMAZING.

>> Lou: THE PED WEBSITE HAS AN ENTIRE PAGE DEDICATED TO ITS RESPONSE TO THE YAZZIE MARTINEZ LAWSUIT BUT WHEN YOU CLICK ON WHAT IS LABELED AS THE TIMELINE SINCE THE ORDER, THERE IS NOTHING LISTED PAST 2020.

DOES YOUR DEPARTMENT HAVE A CONCRETE RESPONSE TIMELINE WITH SPECIFIC GOALS?

>> Romero: ABSOLUTELY.

SO THE PUBLIC EDUCATION DEPARTMENT DID A LOT OF WORK TO BE ABLE TO CREATE A PLAN AROUND SUPPORTING THE REQUIREMENTS OF MARTINEZ YAZZIE.

WHEN I LOOK AT THAT NOW, WE ARE TALKING ABOUT OVER 75% OF OUR STUDENTS ACTUALLY FALL UNDER THE STUDENT GROUPS THAT THE MARTINEZ YAZZIE LAWSUIT TALKS ABOUT.

TO ME THAT IS EVERYBODY.

SO, AS I MOVE FORWARD, I WANT TO BE ABLE TO IMPROVE OUTCOMES, OPPORTUNITIES, EDUCATIONAL ENVIRONMENTS FOR EVERY STUDENT IN NEW MEXICO.

SO WE ARE CURRENTLY UPDATING OUR STRATEGIC PLAN WHICH FITS RIGHT INTO WHAT THE MARTINEZ YAZZIE LAWSUIT IS REALLY REQUIRING OF US.

BUT, WE ARE LOOKING AT IT FROM A DIFFERENT LENS.

WE ARE NOT DOING THIS BECAUSE THE LAWSUIT SAYS WE HAVE TO DO THIS.

WE ARE DOING THIS BECAUSE IT IS WHAT IS RIGHT FOR ALL STUDENTS ACROSS NEW MEXICO, ALL FAMILIES ACROSS NEW MEXICO.

SO I AM LOOKING FORWARD TO SHARING THAT WITH YOU SOON.

WE ARE AT THE TAIL END OF PUTTING EVERYTHING TOGETHER AND IT IS REALLY GOING TO BE ABLE TO ALLOW US TO BE ABLE TO ALIGN, NOT ONLY AT THE PUBLIC EDUCATION DEPARTMENT, BUT ALL SCHOOLS, ALL CHARGED ACROSS NEW MEXICO, WE SEE THE PATH FORWARD TOGETHER.

>> Lou: WHEN WILL THAT NEW DELINEATED PLAN BE AVAILABLE TO THE PUBLIC.

>> Romero: SOON.

IN THE FALL.

I WOULD LOVE TO GIVE YOU AN EXACT DATE BUT IT'S, YEAH, WITHIN THE NEXT FEW WEEKS OR MONTHS OR SO.

>> Lou: OKAY.

WHEN WAS THE LAST TIME THE STATE'S LEGAL TEAM MET WITH THE YAZZIE MARTINEZ PLAINTIFFS AND WHAT HAPPENED IN THAT MEETING?

>> Romero: I AM -- SO, THAT IS NOT MY END OF THINGS.

THAT IS DEFINITELY SOMETHING FOR THE LAWYERS TO CONTINUE TO LITIGATE AND WORK THROUGH.

MY JOB IS TO MAKE SURE WE CONTINUE TO EDUCATE STUDENTS TO GIVE THEM THE BEST POSSIBLE ENVIRONMENTS POSSIBLE FOR LEARNING.

I GET -- I TRY TO, YOU KNOW, KEEP UP WITH THAT AS MUCH AS I CAN, BUT THAT IS NOT WHERE I WANT TO SPEND MY ENERGY.

THEY ARE GOING TO CONTINUE TO LITIGATE.

I AM GOING TO CONTINUE TO EDUCATE.

>> Lou: RESPECTFULLY, THE LAWYERS DO WORK FOR YOU, THOUGH.

AS SECRETARY OF THE DEPARTMENT, DO YOU HAVE ANY STRATEGIC MEETINGS WITH THEM?

>> Romero: SURE.

WE UPDATE EACH OTHER ON A REGULAR BASIS.

AND SO THROUGH THAT, YOU KNOW, IT IS ME REALLY KEEPING, YOU KNOW, INFORMING THEM OF SOME OF THE WORK WE ARE DOING, SOME OF THE DATA WE HAVE, MAKING SURE WE CONTINUE TO TALK ABOUT OUTCOMES THAT ARE HAPPENING.

THINGS THAT WE ARE STILL STRUGGLING THROUGH TO BE ABLE TO GET INTO PLACE.

SO, IT IS A BACK-AND-FORTH CONVERSATION WE HAVE WITH EACH OTHER, ABSOLUTELY.

>> Lou: OKAY.

HOW DO YOU VIEW YOUR DEPARTMENT'S OBLIGATION TO BE TRANSPARENT WITH THE PUBLIC, NOT JUST WITH THE TIMELINE, NOT JUST WITH ACCOMPLISHMENTS BUT WITH THE RESPONSE PLAN AND WORK THAT IS ACTIVELY BEING DONE.

>> Romero: I WOULD SAY THAT IS PROBABLY ONE OF THE MAIN PILLARS I HAVE AND IT IS ABSOLUTELY THE RESPONSIBILITY.

I WANT TO MAKE SURE WE ARE ABLE TO BE TRANSPARENT WITH EVERY FAMILY ACROSS NEW MEXICO.

AND SO YOU HAVE ALREADY STARTED TO BE ABLE TO SEE SOME OF THAT TRANSPARENCY HAPPENING AS WE ARE REALLY UPDATING ALL OF OUR SOFTWARE, OUR DATA AND OUR REPORTING ACROSS THE AGENCY.

WE WANT TO MAKE SURE IT IS EASY FOR PARENTS TO BE ABLE TO SEE WHAT IS GOING ON IN THEIR CHILD'S SCHOOL, TO BE ABLE TO LOOK AT THE DATA WHEN IT COMES TO THE DISTRICT, THEIR SCHOOL AND THEIR INDIVIDUAL CHILD.

AND TO BE ABLE TO HELP THEM SUPPORT IN ASKING QUESTIONS SO THEY CAN BUILD A RELATIONSHIP WITH THEIR CHILD'S SCHOOL TO BE ABLE TO TALK ABOUT WHAT IS HAPPENING THERE.

WE HAVE BEEN ABLE TO ROLL OUT VISTAS.

THIS IS OUR NEW SOFTWARE SYSTEM AND DATA REPORTING SYSTEM THAT WE HAVE, AND IT IS GOING TO CONTINUALLY EVOLVE.

IT IS A BRAND NEW ENVIRONMENT AND WE ARE MAKING IMPROVEMENTS ON IT EVERY SINGLE DAY.

THIS WEEK IS THE 40TH DAY OF SCHOOL.

IT IS AMAZING.

A FOURTH OF THE SCHOOL YEAR HAS ALREADY GONE BY.

SO, THIS WEEK IS ACTUALLY A BIG REPORTING WEEK WHERE WE ARE ABLE TO LOOK AT SO MANY DIFFERENT POINTS OF DATA THAT WILL ALLOW US TO MAKE DECISIONS ABOUT WHAT WE DO WITH THE NEXT QUARTER AND THE REST OF THE SCHOOL YEAR.

>> Lou: THANK YOU PUBLIC EDUCATION SECRETARY, DR. ARSENIO ROMERO.

THANK YOU VERY MUCH.

>> Romero: THANK YOU FOR HAVING ME HERE TODAY.

I WOULD LOVE TO COME BACK AND WE'LL TALK ABOUT UPDATES IN PUBLIC EDUCATION.

>> Lou: HAPPY TO HAVE YOU.

>> I SEE LITTLE SUCCESSES IN STUDENTS ASKING TO GO TO A CALMING CENTER INSTEAD OF RUNNING OUT OF THE ROOM OR INSTEAD OF RIPPING UP PAPER.

I SEE THAT AS SUCCESS THAT WE CAN BUILD ON, THAT THEY ARE LEARNING TO REGULATE THEIR BEHAVIOR, SO THAT THEY CAN BE PRESENT TO MAKE UP ANY ACADEMIC DEFICITS OR SOCIAL DEFICITS BUT I AM VERY HOPEFUL.

>> Lou: THANKS AGAIN TO STATE EDUCATION SECRETARY DR. ARSENIO ROMERO FOR THAT INTERVIEW.

CLASSROOMS ACROSS NEW MEXICO ARE SEEING MORE AND MORE EMPTY DESKS.

A RECENT DROP IN ENROLLMENT ISN'T THE ONLY REASON.

CHRONIC ABSENTEEISM HAS LONG PERSISTED THROUGHOUT THE STATE AND EDUCATION OFFICIALS HAVE INTRODUCED NEW INITIATIVES TO STAMP OUT THE GROWING CONCERN.

THIS WEEK, KUNM'S MEGAN KAMERICK HOSTS A SPECIAL ROUNDTABLE TO DISCUSS THOSE PLANS AND ASKS IF STATE EDUCATION LEADERS, CAN ADDRESS NEW PROBLEMS THAT HAVE POPPED UP SINCE THE PANDEMIC.

>> Megan: THANK LOU.

JOINING ME AROUND THE TABLE ARE LESLIE KELLY, BEHAVIORAL HEALTH COORDINATOR AT THE STATE PUBLIC EDUCATION DEPARTMENT.

TERI WIMBORNE, FROM UNITED WAY OF NORTH CENTRAL NEW MEXICO AND JUVENILE PROBATION OFFICER ESTEVAN GALLEGOS FOR CYFD.

THANK YOU FOR BEING HERE.

STARTING BROAD ON THIS TOPIC, LESLIE, WHAT IS CHRONIC ABSENTEEISM?

HOW IS THAT DIFFERENT THAN WHEN A STUDENT MISSES A FEW DAYS OF SCHOOL?

>> Kelly: THANKS FOR THE QUESTION, MEGAN.

SO, CHRONIC ABSENTEEISM IS WHEN STUDENTS MISS FIVE OR MORE DAYS OF SCHOOL.

AND IT IS DIFFERENT BECAUSE ALL THE RESEARCH BACKS UP THAT WHEN STUDENTS MISS MORE THAN FIVE DAYS OF SCHOOL, THEY ARE LESS LIKELY TO GRADUATE FROM HIGH SCHOOL WHETHER IT IS EXCUSED ABSENCE OR UNEXCUSED ABSENCE.

>> Megan: ESTEVAN, WHAT HAPPENS TO KIDS WHO REPEATEDLY DON'T SHOW UP TO SCHOOL AND HOW DO THE IMPACTS STRETCH BEYOND JUST THEM AND THEIR FAMILIES INTO COMMUNITIES?

>> Gallegos: WELL, ULTIMATELY, I THINK IF KIDS AREN'T IN SCHOOL, WHAT ARE THEY GETTING INVOLVED IN?

A LOT OF TIMES THAT IS DELINQUENT ACTIVITY, SUBSTANCE ABUSE.

ULTIMATELY, WHEN THE SCHOOLS SEND THE CASE TO JUVENILE PROBATION, WE HAVE A ROLE TO TRY AND SUPPORT AND INTERVENE AND IDENTIFY WHAT THOSE BARRIERS ARE.

>> Megan: TERI, ARE THERE COMMUNITIES OR PORTIONS OF THE STUDENT POPULATION THAT HAVE STRUGGLED MORE THAN OTHERS WITH THIS?

>> Wimborne: ABSOLUTELY.

PED ACTUALLY HAS A DASHBOARD THAT TALKS ABOUT THE DATA AND WHAT WE ARE SEEING IS THAT STUDENTS WHO ARE HOUSING INSECURE, UNHOUSED, STUDENTS WITH DISABILITIES, STUDENTS EXPERIENCING POVERTY AND SOME STUDENTS OF COLOR ARE SUFFERING MORE AND HAVING MORE ABSENCES THAN OTHER STUDENTS.

>> Laura: LET'S STAY WITH YOU.

WHAT IS NEW MEXICO'S HISTORY WITH CHRONIC ABSENTEEISM AND HOW HAS THE STATE PREVIOUSLY TRIED TO ADDRESS THE ISSUE?

>> Wimborne: SO INITIALLY THE STATE WAS USING THE COMPULSORY SCHOOL ACT WHICH PRETTY MUCH SAID, YOU HAVE TO HAVE YOUR CHILD IN SCHOOL, BUT ONLY FOCUSED ON TRUANCY.

TRUANCY IS UNEXCUSED ABSENCES.

WITH THE ADVENT OF THE ATTENDANCE FOR SUCCESS ACT PASSED IN 2019, THE STATE MOVED OVER TO LOOKING AT CHRONIC ABSENTEEISM.

BASICALLY THAT IS SAYING, EXCUSED, UNEXCUSED AND SUSPENSIONS, THE CHILD IS OUT OF SCHOOL.

THE CHILD IS GOING TO MISS AND THE CHILD WILL EVENTUALLY FALL BEHIND.

NOW WE ARE FOCUSING ON HOW CAN WE PARTNER WITH FAMILIES AND DO MORE TO ADDRESS THE ISSUES AND BARRIERS THAT KEEP CHILDREN FROM COMING TO SCHOOL.

>> Megan: SO, LESS PUNITIVE AND FINDING OUT MORE WHAT IS GOING ON.

>> Wimborne: WE ARE NOT LOOKING AT PUNISHING PARENTS AND I'LL TELL YOU THIS, I DON'T BELIEVE THERE IS A PARENT IN THE STATE THAT DOESN'T CARE ABOUT THEIR CHILD'S EDUCATION.

BUT I DO BELIEVE THERE ARE PARENTS WHO ARE OVERWHELMED.

I THINK THERE ARE PARENTS WHO, YOU KNOW, THEY ARE LIVING IN POVERTY OR HAVE THREE JOBS OR THERE ARE SO MANY OTHER THINGS GOING ON IN THEIR LIVES THAT ARE FIRST THAT ATTENDANCE DOES NOT REACH THE TOP OF THE LIST.

AND THOSE ARE THE PARENTS THAT THE SCHOOL WANTS TO PARTNER WITH, TALK WITH, HOW CAN WE SOLVE THOSE BARRIERS.

>> Megan: AND, LESLIE, PED IS DOING THINGS DIFFERENTLY NOW WHAT WASN'T WORKING BEFORE?

WHAT IS AN EXAMPLE OF THE DEPARTMENT'S NEW APPROACH.

>> Kelly: WELL, WITH THE ATTENDANCE FOR SUCCESS ACT, IT IS REALLY TAKING A COMPLETELY DIFFERENT VIEW OF -- IT IS NOT PUNITIVE.

I MEAN, TO SUSPEND A KID FOR NOT BEING IN SCHOOL MAKES ZERO SENSE, AND THOSE KINDS OF THINGS HAPPENED.

WE ARE PARTNERING WITH NATIONAL PARTNERS.

WE FOR THE '24 LEGISLATIVE SESSION, WE ASKED FOR 17 MILLION DOLLARS TO SUPPORT THIS SO THAT WE COULD HAVE STAFF IN SCHOOLS SUPPORTING ATTENDANCE.

WE ENDED UP WITH FIVE MILLION AND SO WITH THOSE FUNDS, WE ARE DOING -- WE ARE TAKING OFF A STATE-WIDE MEDIA CAMPAIGN BUT ALSO WE ARE LOOKING AT THE SEVEN LARGEST DISTRICTS AND PROVIDING FUNDS FOR THEM SO THEY CAN PARTNER WITH PED, UNITED WAY OR NATIONAL PARTNERS AND LOOK AT BEST PRACTICES AND EVIDENCE-BASED INTERVENTIONS TO GET KIDS BACK IN SCHOOL.

THAT IS LIKE TERI SAID, IT IS NOT JUST FOCUSING ON THE STUDENT BUT LOOKING AT THE COMMUNITY, IT IS BRINGING IN PARENTS.

IF THE SCHOOL IS UNABLE TO DO IT A PARTNER -- ONE OF THE PARTNERS CAN COME IN IF THE FAMILY IS MORE COMFORTABLE WITH THAT.

WE ARE LOOKING AT ROOT CAUSES AND BARRIERS RATHER THAN JUST BLAMING FAMILIES OR IT IS ASSUMING KIDS DON'T WANT TO BE THERE.

>> MEGAN: WHAT PROMPTED THAT SHIFT?

>> SHELTON: WELL, I THINK THE PANDEMIC WAS HUGE ON A LOT OF PROMPTS.

>> MEGAN: THIS WAS BEFORE THE PANDEMIC, RIGHT?

>> Kelly: RIGHT, AND SO IT PASSED RIGHT BEFORE THE PANDEMIC.

THERE WASN'T LOT TO BE DONE BECAUSE THERE WASN'T A LOT OF FUNDING, TO BE HONEST WITH YOU, BUT SEEING WHAT HAPPENED IN LOSING SO MANY STUDENTS DURING THAT PANDEMIC, WE DID PARTNER WITH ENGAGE NEW MEXICO AND THEY HELPED US RECOVER SOME OF THOSE STUDENTS BUT THAT ENGAGEMENT PIECE IS SO IMPORTANT.

LOOKING AT THE OTHER -- LIKE ESTEVAN STARTED TO TALK ABOUT LIKE DROPOUT PREVENTION.

ATTENDANCE IS COMPLETELY CONNECTED WITH DROPOUT PREVENTION FOCUSING ON 8TH AND 9TH GRADE TRANSITIONS BECAUSE THAT IS WHEN WE LOSE A LOT OF STUDENTS.

SO I THINK THAT SEEING WHAT DISENGAGEMENT FROM SCHOOL DID, IT JUST SUPPORTED OUR GOALS OF REALLY REENGAGING AND THE IMPORTANCE OF ENGAGEMENT.

>> MEGAN: WHAT DO THE NUMBERS LOOK LIKE NOW?

I MEAN, HAVE THE CHANGES WORKED.

>> KELLY: THERE HAS BEEN AN IMPROVEMENT.

IT IS INCREMENTAL.

IT IS NOT GOING TO HAPPEN OVERNIGHT BUT WE HAVE SEEN THERE IS IMPROVEMENT FROM THE PANDEMIC TO NOW.

AND WE HAVE GOALS TO IMPROVE EVERY SINGLE YEAR AND WE'RE PRETTY CERTAIN THAT CAN HAPPEN.

SOME OF THE WORK THAT IS BEING DONE IN INDIVIDUAL DISTRICTS THEY HAVE ALREADY SEEN GREAT GAINS IN ATTENDANCE, REDUCTION IN SUSPENSIONS AND EXPULSIONS.

AND SO RETAINING OUR NINTH GRADERS IS WHAT WE REALLY WANT TO DO.

>> MEGAN: ARE PRIVATE SCHOOLS ALSO WORRIED ABOUT ABSENTEEISM?

ARE THEY DOING ANYTHING DIFFERENT IN TERMS OF ENGAGEMENT AND DISCIPLINE?

>> SHELTON: I AM NOT AWARE OF THAT, MAYBE TERI CAN SPEAK TO THAT.

I AM NOT AWARE IF PRIVATE SCHOOLS NEED TO PARTNER WITH US IN THIS WAY.

>> Wimborne: SO THE ATTENDANCE STATISTICS, THAT DOES COVER PRIVATE SCHOOLS.

IT DOES REQUIRE PRIVATE SCHOOLS, CHARTER SCHOOLS, PUBLIC SCHOOLS ALL TO ADHERE TO THE LAW.

I WILL TELL YOU, SO, UNITED WAY HAS BEEN WORKING ON ATTENDANCE SINCE 2015.

AND WE HAVE BEEN OFFERING CONFERENCES FOR SCHOOL-BASED ATTENDANCE TEAMS SINCE 2017.

IN 2020 WE STARTED PARTNERING WITH THE PUBLIC EDUCATION DEPARTMENT ON THESE CONFERENCES.

AND WENT STATE-WIDE.

WHAT WE DO IS WE OFFER TO SCHOOL-BASED ATTENDANCE TEAMS THE OPPORTUNITY TO LEARN MORE, TO GET PROFESSIONAL DEVELOPMENT, TO FIGURE OUT WHAT NEEDS TO HAPPEN AND WE HAVE PRIVATE SCHOOLS, PUBLIC SCHOOLS AND CHARTER SCHOOLS ALL ATTEND THESE CONFERENCES.

THIS PAST SEPTEMBER, OUR CONFERENCE HAD 400 ATTENDEES FROM AROUND THE STATE.

WE KNOW THAT THIS WORKS IS EXTREMELY IMPORTANT AND OUR GROUP, UNITED WAY, FACILITATES A GROUP MADE UP OF INTERESTED COMMUNITY MEMBERS, SOME WHO WANT TO MAKE SURE THAT ATTENDANCE SUCCEEDS IN THIS STATE.

>> MEGAN: I IMAGINE THAT IS HELPFUL FOR PEOPLE TO JUST SHARE BEST PRACTICES.

>> Wimborne: OH DEFINITELY.

THAT IS WHAT SCHOOLS ASKED US EARLY ON.

PLEASE, I DON'T CARE WHAT HAPPENS IN BALTIMORE OR WHAT WORKS IN BALTIMORE, WHAT WORKS IN NEW MEXICO?

SO WE HAVE BEEN REALLY LUCKY, I HAVE SEEN WONDERFUL THINGS HAPPENING IN THIS STATE.

SCHOOLS ARE DOING FABULOUS THINGS.

WE ASKED THEM, COME AND PRESENT TO OTHER SCHOOLS AND THEY DO.

AND IT IS JUST PHENOMENAL.

>> Megan: CAN I JUST ASK YOU REAL QUICK, TERI, YOU MENTIONED JUST BEFORE WE STARTED YOU HAD A GREAT EXAMPLE OF HOW SCHOOLS WORK WITH PARENTS WHOSE KIDS ARE PERPETUALLY LATE.

>> Wimborne: I DID.

SO, THERE WAS A SCHOOL, APS ELEMENTARY SCHOOL, AND THE PARENTS WERE VERY YOUNG AND THE BOYS WERE GOING TO BED VERY, VERY LATE BECAUSE THE PARENTS REALLY DIDN'T UNDERSTAND ABOUT SLEEP NEEDS FOR CHILDREN.

AND THE SCHOOL BROUGHT THEM IN AND HAD A CONVERSATION WITH THEM.

THEY WEREN'T JUDGMENTAL.

THEY SIMPLY SAID TO THEM, HEY, YOU MIGHT NOT KNOW THIS BUT CHILDREN THAT AGE ACTUALLY NEED ABOUT NINE HOURS OF SLEEP AT NIGHT.

THAT MIGHT BE WHY YOU CAN'T GET THEM UP IN THE MORNING.

THEY TALKED OUT WITH THE PARENTS, WHAT ARE SOME OPTIONS?

WHAT CAN WE DO?

THE PARENTS WERE GRATEFUL AND CAME UP WITH INTERVENTIONS AND SOME INCENTIVES FOR THE BOYS AND THE BOYS WERE GETTING TO SCHOOL ON TIME AND EVERYDAY.

ALL IT TOOK WAS THAT CONVERSATION WITH PARENTS AND THAT IS WHAT THE ATTENDANCE FOR SUCCESS ACT IS ABOUT.

WE WANT TO PARTNER WITH YOU AS PARENTS.

WE WANT TO TALK WITH YOU AND REMOVE THOSE BARRIERS TOGETHER.

>> Megan: AS YOU MENTIONED, IN 2019, THE GOVERNOR SIGNED THE ATTENDANCE FOR SUCCESS ACT,  BILL 236.

IT CREATED NEW DATA COLLECTION METHODS.

IT'S MEANT TO PREVENT ABSENCES AND PROVIDE EARLY INTERVENTION AND SPECIALIZED SUPPORT SYSTEM.

ESTEVAN, WHAT CHANGES DID THAT NEW LAW MANDATE, PARTICULARLY FROM THE JUVENILE PROBATION PERSPECTIVE?

>> Gallegos: SO, ONE OF THE SIGNIFICANT CHANGES THAT IT REQUIRED WAS THAT THE INTERVENTIONS THAT ARE ATTEMPTED BY THE SCHOOLS NOW NEED TO BE DOCUMENTED AND SENT AS PART OF THE PACKET THAT GOES TO JUVENILE PROBATION.

ONCE WE GET THE REFERRAL, THAT GIVES US A LITTLE BIT MORE UNDERSTANDING WHAT HAS BEEN TRIED ALREADY?

WHAT MAYBE HASN'T BEEN CONSIDERED.

ULTIMATELY JUVENILE PROBATIONS ROLE WHEN IT COMES TO THESE TYPES OF REFERRALS FOR US, TO QUOTE THE STATUTE, TO DO AN INVESTIGATION TO DETERMINE WHETHER THE CHILD IS CONSIDERED TO BE A NEGLECTED CHILD OR A CHILD IN A FAMILY THAT IS IN NEED OF SERVICES.

AND AGAIN THAT IS THE ROLE THAT WE TAKE AND THAT IS WHY WE NEED ALL OF THAT INFORMATION, NOT JUST SIMPLY HOW MANY DAYS THEY HAVE MISSED.

WE NEED WHAT HAS BEEN TRIED.

WHAT HAS THE FAMILY'S RESPONSES BEEN TO THE PHONE CALLS, TO THE MEETINGS SET UP.

HAVE THERE BEEN REFERRALS TO COMMUNITY BASED SERVICES.

DIFFERENT AGENCIES THAT HAVE HELPED, WHAT HAS THEIR RESPONSE BEEN, SO THAT GIVES US A BETTER UNDERSTANDING HOW TO PROCEED WITH THAT KID.

>> Megan: GIVES YOU SOME CONTEXT OF WHAT IS GOING ON.

>> Gallegos: ABSOLUTELY.

>> Megan: AND THE COVID PANDEMIC HIT LESS THAN A YEAR AFTER THE LAW WENT INTO EFFECT.

HOW DID THAT ALTER THE TRAJECTORY OF WHAT THE STATE AND PRIVATE ENTITIES WERE TRYING TO DO WITH ATTENDANCE?

>> Wimborne: WELL, THE LAW PASSED AND IT WAS SUPPOSED TO TAKE EFFECT THAT NEXT JULY AND THEN WE WERE IN THE MIDDLE OF A PANDEMIC.

AND THE PUBLIC EDUCATION DEPARTMENT WAS RELATIVELY OPEN WITH SCHOOL DISTRICTS AND SAID, YOU ALL DETERMINE WHAT CONSTITUTES AN ABSENCE, WHETHER THEY ARE DOING IT ONLINE OR WHAT WE CALL ASYNCHRONOUSLY DOING IT ON THEIR OWN.

SO THAT MEANT THAT EVERY DISTRICT WAS DETERMINING ON THEIR OWN WHAT ABSENCE WAS.

SO THAT DATA COMING TO US AND WE CAN'T DO COMPARISONS THEN.

NOW THAT WE ARE ALL BACK TO SCHOOL, WE ARE SEEING -- THIS IS TERI'S SOAPBOX, SORRY.

THERE ARE FOUR BIG REASONS WHY STUDENTS DON'T COME TO SCHOOL.

FIRST IS BARRIERS, SO ILLNESS, HOMELESSNESS, TRANSPORTATION.

SECOND ONE IS AVERSION.

THEY DON'T WANT TO COME TO SCHOOL.

THEY HAVE HAD A BAD EXPERIENCE.

THEY HAVE FALLEN SO FAR BEHIND, THEY DON'T UNDERSTAND, THEY ARE BEING BULLIED.

THE THIRD ONE IS, THEY DON'T WANT TO COME TO SCHOOL.

DISINTEREST, YOU KNOW, AND WE FIND AFTER COVID THAT THAT ACTUALLY IS A BIG REASON.

KIDS WOULD BE LIKE, I WAS ONLINE FOR THREE HOURS A DAY, WHY DO I HAVE TO BE IN SCHOOL FOR SEVEN NOW.

ALSO A BIG PART OF NOT BEING INTERESTED IS STUDENTS NEED PROJECT-BASED LEARNING.

THEY NEED HANDS-ON LEARNING.

THEY NEED A REASON TO BE THERE OR THEY NEED AN ADULT AT THE SCHOOL WHO SHOWS THEY CARE ABOUT THEM AND IF THEY ARE NOT SEEING THAT, THAT IS NOT HAPPENING.

THE LAST REASON IS MISCONCEPTIONS.

THAT IS WHAT THIS WHOLE STATE-WIDE ATTENDANCE CAMPAIGN IS ABOUT.

>> Megan: LESLIE, ACCORDING TO A STATE-WIDE ANALYSIS THAT WAS PUBLISHED IN AUGUST, MANY STATES AROUND THE NATION HAVE STRUGGLED WITH SCHOOL ATTENDANCE IN RECENT YEARS.

NEW MEXICO WAS AMONG THE WORST WITH A RATE OF ABOUT 40% FOR 2021, 2022.

ARE THERE WARNING SIGNS OR INDICATORS THAT A STUDENT IS AT MORE RISK TO REGULARLY MISS SCHOOL?

>> Kelly: DEFINITELY.

THAT IS ONE OF THE OUTREACH EFFORTS WE ARE WORKING IN COORDINATION WITH UNITED WAY AND OUR NATIONAL PARTNERS, IS LOOKING AT HOW DO WE HELP SCHOOLS AND DISTRICTS SET UP EARLY WARNING SYSTEMS SO THAT THESE KNOWN INDICATORS WILL TRIGGER SOMETHING AND WE CAN INTERVENE BEFORE ALL THE ABSENCES START TO HAPPEN.

THERE ARE A LOT OF THINGS TERI TALKED ABOUT.

TRANSPORTATION IS A HUGE ONE.

FOOD INSECURITY, HOUSING INSECURITY ARE HUGE.

PARENTS HAVING DIFFERENT WORK HOURS THAN WHAT WE CONSIDER TRADITIONAL WORK TIME.

AND THEN THE OTHER THING IS THAT, WHICH IS A HUGE PART OF OUR WORK IN OUR BUREAU, IS REALLY SUPPORTING AND HELPING SCHOOLS CREATE A SAFE AND INVITING, ENGAGING ENVIRONMENT VIA SOCIAL EMOTIONAL LEARNING AND INTERVENTIONS THAT LOOK LIKE THAT, SO IT GOES HAND IN HAND WITH OUR ATTENDANCE EFFORTS.

IF A STUDENT FEELS SAFE, HAS A CONNECTION WITH PEOPLE, WHETHER THAT BE ADULTS AND KIDS AT SCHOOL, THEY ARE MORE LIKELY TO GO.

SO, THOSE THINGS WORK IN CONCERT.

>> Megan: ALSO ACCORDING TO THE ASSOCIATED PRESS STORY NEW MEXICO HAD 18% OF STUDENTS WITH CHRONIC ABSENTEEISM BEFORE THE PANDEMIC, AND WAS IN THE MIDDLE OF THE PACK ACROSS THE U.S. AFTER THE PANDEMIC, NEW MEXICO MORE THAN DOUBLED ITS ABSENTEE NUMBERS AS THE STATE BECAME THE THIRD HIGHEST IN THE NATION WITH 40% OF STUDENTS WITH CHRONIC ABSENTEEISM.

WE HAVEN'T QUITE BOUNCED BACK TO WHERE WE WERE.

YOU KNOW WHAT I MEAN.

>> Kelly: WE ARE GETTING BETTER AND TERI MENTIONED THE DISCIPLINE DASHBOARD WHICH IS OUR EFFORTS TO BE TRANSPARENT FOR PEOPLE TO SEE, YOU KNOW, WHERE THEY ARE AS A DISTRICT, WHERE THEY ARE AS A SCHOOL IN COMPARISON TO OTHER PLACES IN NEW MEXICO.

BUT I THINK ONE THING THAT WE SAW THAT REALLY HELPED US LAUNCH SOME OF THESE EFFORTS WAS WE LOST SO MANY KIDS DURING THE PANDEMIC.

AND WE PARTNERED WITH FOLKS THAT HELPED THE DISTRICTS -- HELPED THE SCHOOL DISTRICT AND HELPED THE STATE GO FIND THESE KIDS.

AND WE BROUGHT A LOT OF KIDS BACK INTO SCHOOL AND REENGAGED THEM.

NOW, THE FOCUS IS HOW DO WE KEEP THEM HERE.

HOW DO WE HAVE REGULAR ATTENDANCE?

AND REALLY STRESSING THAT IT DOESN'T MATTER IF IT IS EXCUSED OR WHATEVER REASON, IT IS AN ABSENCE IS AN ABSENCE AND THE RESEARCH SHOWS ONCE YOU START MISSING MORE THAN FIVE DAYS OF SCHOOL, THE LIKELIHOOD OF YOU GRADUATING DECREASES SIGNIFICANTLY.

>> Gallegos: I RECALL THAT.

I RECALL THAT CYFD WAS ACTUALLY PART OF THAT PARTNERSHIP IN TRYING THE REACH TO MANY OF THESE KIDS.

SO WE HAD PROBATION OFFICERS MAKING PHONE CALLS TO KIDS AND FAMILIES EVEN GOING OUT TO THE HOUSE TO, I THINK, IT WAS TO REFER THEM TO ENGAGE NEW MEXICO AT THE TIME TO ULTIMATELY TRACK THEM DOWN.

WHERE ARE THEY AT?

I DO RECALL THAT INITIATIVE AND OUR DEPARTMENT BEING PART OF IT.

>> Megan: WAS THAT PROBLEMATIC WITH THE FAMILIES?

YOU HAVE A PROBATION OFFICER COMING -- >> Gallegos: WE PREPARED THEM AS MUCH AS WE COULD AHEAD OF TIME.

WE WEREN'T THERE FOR PUNITIVE MEASURES.

WE WERE PARTNERING WITH THE PUBLIC EDUCATION DEPARTMENT TO ULTIMATELY PROVIDE THEM INFORMATION WITH WHERE THE KID WAS AT, WHAT THEIR GOALS WERE IN TERMS OF TRYING TO GET BACK INTO SCHOOL OR SOME OF THEM WERE ACTUALLY EVEN OVER 18, I BELIEVE.

SO, ARE YOU PURSUING A GED, DO YOU NEED ASSISTANCE GETTING THAT?

THAT WAS THE WHOLE INITIATIVE BEHIND REFERRING THEM TO ENGAGE NEW MEXICO.

>> Megan: LET'S GO AROUND THE TABLE REAL QUICK, START WITH YOU TERI.

IS THERE A BIG IDEA OR SOLUTION TO THIS PROBLEM THAT NEW MEXICO HASN'T TRIED YET THAT WE COULD LOOK AT?

>> Wimborne: I THINK WE ARE THERE.

I THINK THAT WITH THE PASSAGE OF THE LAW AND IMPLEMENTATION OF THE LAW, WE ARE THERE.

IT IS JUST THAT IT IS A CHANGE IN MINDSET.

WE ARE NOT PUNISHING PARENTS ANYMORE.

WE ARE NOT OF THE BELIEF THAT THEY NEED TO GO BEFORE A JUDGE.

WE ARE SWITCHING THE WAY WE THINK TO RELATIONSHIP BUILDING.

I LIKE THE COMMUNITY SCHOOL MODEL WHERE WE TALK ABOUT THE SCHOOL BEING THE HUB OF THE NEIGHBORHOOD, WHERE PARENTS FEEL COMFORTABLE COMING, TALKING TO PEOPLE.

AND IT IS THAT RELATIONSHIP BUILDING, I THINK THAT IS GOING TO MAKE A HUGE DIFFERENCE AS WE MOVE FORWARD.

>> Megan: LESLIE, WHAT DO YOU THINK?

>> Kelly: WELL, I THINK THAT WE ARE REALLY USING -- I KNOW WE ARE USING EVIDENCE-BASED PRACTICES AND INTERVENTIONS THAT HAVE WORKED OTHER PLACES, MODELS OUT OF JOHNS HOPKINS AND WITH OUR PARTNERS, STATE-WIDE AND LOCAL PARTNERS, WE ARE ABLE TO NOT JUST PUT ALL THE ONUS ON THE SCHOOL AND EXPECT THEIR, LIKE, IF YOUR PARENTS OR FAMILY DOES NOT HAVE A GOOD RELATIONSHIP WITH THE SCHOOL, FOR WHATEVER REASON, IT ALLOWS THEM TO HAVE THE ACCESS TO THE SUPPORTS VIA ANOTHER COMMUNITY PROVIDER.

SO, I THINK WE ARE GOING -- I KNOW WE ARE GOING TO SEE SOME BIG CHANGES AND ALSO, YOU KNOW, WHEN YOU ASK FOR 17 MILLION-DOLLARS AND YOU GET FIVE, IT -- WE ARE ONLY ABLE TO REALLY FOCUS -- DO FOCUS WORK WITH THE SEVEN LARGEST DISTRICTS IN THE STATE RIGHT NOW.

AND OUR HOPE IS THAT WE GET MORE FUNDING SO WE CAN WORK WITH EVERY DISTRICT AROUND THE STATE.

>> Megan: I HAVE HEARD THE STATE MAY HAVE SOME EXTRA CASH IN THE COUCH CUSHIONS.

WITH THE SESSION COMING UP, YOU'RE GETTING TO SEEK MORE.

>> Kelly: I THINK THAT IS THE PLAN.

I AM NOT 100% SURE.

I HOPE WE DO, SO, YEAH, BECAUSE IT WILL MAKE A DIFFERENCE.

>> Megan: AND ESTEVAN?

>> Gallegos: BEING ABLE TO NETWORK.

THAT IS ULTIMATELY ONE OF THE THINGS WE HAVE BEEN STRONG PROPONENTS OF.

I AM LUCKY ENOUGH TO BE SUBCHAIR ON A COMMITTEE IN VALENCIA COUNTY, ONE OF THE COUNTIES THAT I SUPERVISE, AND I WANT TO SAY BACK IN 2015, 2016, THIS SUBCOMMITTEE BACK THEN WAS STRICTLY -- WE WERE BASED OFF THE COMPULSORY SCHOOL ATTENDANCE RULE.

WE TALKED ABOUT WHAT WERE OUR ROLES.

IN MY OPINION IT WAS A LOT MORE BLACK AND WHITE BACK THEN.

ADAPTING TO THE ATTENDANCE FOR SUCCESS ACT THAT WE ACTUALLY RENAMED OUR SUBCOMMITTEE, THE ATTENDANCE FOR SUCCESS SUBCOMMITTEE, AND THAT IS ACTUALLY A DRAWBACK FROM OUR JUVENILE JUSTICE BOARD.

TERI, IN FACT, IS ONE OF OUR RECURRING MEMBERS AND GREATLY APPRECIATE HER, BUT GATHERING TOGETHER WE TALK ABOUT BEST PRACTICES AND SHARING THAT.

SO WE HAVE REPRESENTATIVES FROM EACH OF THE SCHOOL DISTRICTS THAT ARE IN OUR COUNTY, IF YOU WILL.

WE HAVE HELD ATTENDANCE CONFERENCES AS WELL.

I KNOW TERI TALKED ABOUT THE STATE.

WE HAVE LOCAL ONES FOR VALENCIA COUNTY FOR PROFESSIONALS TO ADVISE THEM WHAT THE LAW INDICATES, WHAT JUVENILE PROBATION'S ROLE CAN BE, WHAT RESOURCES ARE AVAILABLE.

JUST ABOUT A MONTH AGO WE HAD ONE AT BELEN CONSOLIDATED SCHOOL DISTRICT AT BELEN HIGH SCHOOL FOR KIDS AND FAMILY, SPECIFICALLY TO PROVIDE THEM THOSE RESOURCES, KIND OF LIKE A HEALTH FAIR, IF YOU WILL.

LASTLY, ONE OF THE THINGS I HAVE ALWAYS BEEN A STRONG COMPONENT OF AND EVERYBODY WOULD AGREE THAT, UNFORTUNATELY, IN SOME SITUATIONS, PEERS HAVE MORE INFLUENCE ON KIDS THAN PARENTS, THAN LAW ENFORCEMENT, THAN PROBATION OFFICERS, THAN WHOEVER.

WHY DOES THAT ALWAYS HAVE TO BE A BAD THING?

IS THERE EVER A SITUATION WHERE WE CAN USE THOSE PEERS THAT WANT TO PURSUE, POTENTIALLY, A CAREER IN EDUCATION OR SOCIAL WORK OR SOMETHING LIKE, THAT TO HAVE THAT TYPE OF INFLUENCE WITH THE YOUTH.

THIS IS WHY SCHOOL ATTENDANCE, THIS IS WHY EDUCATION IS IMPORTANT.

I HAVE ALWAYS WANTED TO TAP INTO THAT TO SEE IF WE CAN USE THOSE PEER INFLUENCES BECAUSE, AGAIN, IN MY OPINION, I HAVE BEEN DOING THIS FOR A LONG TIME, PEERS HAVE STRONGER INFLUENCES ON YOUTH THAN USUALLY ADULTS DO.

CAN WE TAP INTO THAT IN A POSITIVE WAY?

>> Megan: TERI WIMBORNE, ESTEVAN GALLEGOS, LESLIE KELLY, THANK YOU FOR HAVING THIS CONVERSATION WITH ME.

>> Gallegos: MY PLEASURE.

>> Kelly: ABSOLUTELY.

>> Lou: THANKS TO MEGAN KAMERICK AND OUR PANELISTS.

WHILE THINKING ABOUT AN EPISODE CENTERED AROUND EDUCATION, WE KNEW THE STUDENT EXPERIENCE HAD TO BE ADDRESSED.

FROM THE ANXIETY OF COMING BACK FROM THE COVID PANDEMIC TO THE STRESS THAT COMES WITH THE GROWING THREAT OF SCHOOL VIOLENCE, KIDS ARE DEALING WITH A LOT IN 2023.

WE DECIDED TO TALK TO SCHOOL COUNSELORS WHO LISTEN TO CONCERNS LIKE THOSE FROM STUDENTS EVERYDAY.

EXECUTIVE PRODUCER JEFF PROCTOR ASKS BOTH OF THEM WHAT THEY ARE SEEING IN THE STUDENTS THEY WORK WITH AND HOW ADULTS CAN BETTER HELP YOUNG PEOPLE ADJUST, MENTALLY AND I EMOTIONALLY.

>> Shelton: BRYAN, DEVON, THANK YOU FOR JOINING ME ON NEW MEXICO IN FOCUS THIS WEEK.

>> Shelton: THANK YOU.

>> Jeff: AS WE JUST HEARD, YOU BOTH WORK AS COUNSELORS IN ALBUQUERQUE PUBLIC SCHOOLS WHICH GIVES YOU BOTH UNIQUE INSIGHT INTO HOW STUDENTS ARE DOING.

IN A DIFFERENT WAY EVEN THAN TEACHERS INTERACT WITH STUDENTS IN THE CLASSROOM.

I AM NOT A PARENT BUT I AM CLOSE WITH A LOT OF MIDDLE AND HIGH SCHOOL AGE KIDS AND THEY HAVE DESCRIBED, OVER THE COURSE OF THE PAST FEW YEARS SOME REAL DIFFICULTIES THAT THEY HAVE FACED.

SO, BRYAN, I WOULD LIKE TO START WITH YOU, WITH THE BIG QUESTION, ARE THE KIDS ALL RIGHT?

>> Gabaldon: ARE THE KIDS ALL RIGHT?

THAT IS A BIG QUESTION, LIKE YOU SAID.

FOR THE MOST PART, WE ARE TRYING TO GET THEM TO THAT SPACE, BUT IN ALL HONESTY, MANY OF THEM ARE NOT.

THEY ARE STRUGGLING, MANY OF THEM.

A LARGE MAJORITY OF THEM ARE.

>> Jeff: CAN YOU DESCRIBE THE PATTERNS OR THEMES THAT YOU'RE SEEING IN THAT STRUGGLE?

WHAT HAS SORT OF UNDERPINNED THE STRUGGLE THAT YOU'RE SEEING.

>> Gabaldon: I THINK SINCE THE PANDEMIC, WE HAVE SEEN AN INCREASE WITH PROBLEMS IN ABSENTEEISM.

AND A LOT MORE SUBSTANCE ABUSE IN THE SCHOOL.

STUDENTS JUST HAVE A ROUGH TIME GETTING TO SCHOOL IN GENERAL, A LOT OF THE TIME.

AND IF THEY HAD STRUGGLES BEFORE THE PANDEMIC WE HAVE SEEN THE STRUGGLES INCREASE, SO WE ARE ALSO SEEING ACADEMIC DEFICIENCIES AS A RESULT.

SO, COMBINED WE ARE JUST SEEING A HODGE-PODGE OF LARGE STUFF THEY HAVE TO DEAL WITH.

ISSUES.

BIG ISSUES.

>> JEFF: DEVON, I KNOW YOU WORK AT A SMALLER SCHOOL AS A COUNSELOR.

WHAT ARE SOME OF THE THINGS, THE UNIQUE, CHALLENGES THAT YOU HAVE SEEN WITH SOME OF THE STUDENTS WHO COME TO YOU FOR HELP?

>> Shelton: WELL, I WORK AT AN ELEMENTARY SCHOOL, SO SOMETIMES WITH THE YOUNGER STUDENTS, THERE IS AN UNDERCURRENT OF HOPE, EVEN, BECAUSE THEY ARE YOUNGER AND THEY HAVE A LOT OF TIME TO MAKE THINGS UP AND PERSEVERE.

BUT SINCE THE PANDEMIC, I HAVE NOTICED A LOT OF SOCIAL CHALLENGES, INTERACTING WITH PEERS IN A WAY THAT IS HEALTHY.

ACADEMIC CHALLENGES FOR SURE, WHICH IMPACT HOW THEY INTERACT WITH THEIR PEERS AND HOW THEY ARE AT SCHOOL.

SO, YES, I THINK THE BUG QUESTION, THE KIDS CAN BE ALL RIGHT BUT WE NEED TO ALL WORK TOGETHER AND WE ARE.

EDUCATORS, COMMUNITY, FAMILIES WE ALL NEED TO COME TOGETHER TO KIND OF PUSH THEM UP TOWARDS ALL RIGHT.

BUT RIGHT NOW WE HAVE MANY STRUGGLING KIDS.

>> Jeff: ISOLATION IS OBVIOUSLY A PART OF THIS.

STUDENTS WHO WERE REQUIRED TO LEARN THROUGH A SCREEN INSTEAD OF THE FACE-TO-FACE INTERACTION THAT HAPPENS IN THE CLASSROOM.

WHAT HAS THE TRANSITION BACK TO IN-PERSON LEARNING BEEN LIKE AND HAS THAT PRESENTED ITS OWN SORT OF UNIQUE CHALLENGES?

>> Shelton: I THINK FOR THE ELEMENTARY LEVEL, IN PARTICULAR, WE ARE SEEING KIND OF POCKETS OF STRUGGLE, ESPECIALLY IF THEY MISSED EARLIER YEARS, PRE K, KINDER, FIRST, SECOND BECAUSE THAT IS WHERE A LOT OF LEARNING HOW TO BE IN SCHOOL TAKES PLACE ON TOP OF ACADEMIC LEARNING.

SO THAT HAS BEEN A STRUGGLE AND THERE IS SOME NERVOUSNESS, ANXIETY FEELING FROM STUDENTS, NOT ALL, BUT WE SEE IT IN HOW THEY INTERACT WITH THEIR PEERS BUT ALSO MAYBE WANT TO ESCAPE THE ACADEMIC LEARNING, BECAUSE THEY ARE FEELING OVERWHELMED.

BUT, THAT IS WHERE WE COME IN, THAT IS WHERE COUNSELORS COME IN, GREAT EDUCATORS COME IN AND WE RETEACH THOSE SKILLS AND BUILD THEM BACK UP.

BUT I DO SEE IT WITH THE YOUNGER KIDS AS THEY MOVE UP, THAT THERE WAS A DEFICIT WHEN THEY WERE BEHIND THE SCREEN OR NOT ABLE TO INTERACT ON PLAYGROUND OR PRESCHOOL OR ANYPLACE LIKE THAT.

>> Jeff: THAT IS SORT OF THE IDEA OF SOCIAL EMOTIONAL LEARNING, RIGHT, WHICH IS DIFFERENT FROM WHAT WE ARE LEARNING IN CLASSROOMS, RIGHT?

SCHOOL IS SUPPOSED TO BE SOMETHING THAT IS MORE THAN ABC'S AND ONE PLUS ONE EQUALS TWO.

HOW DO YOU HELP A STUDENT WITH THAT SOCIAL EMOTIONAL LEARNING THAT THEY HAVE MAYBE LOST A LITTLE BIT OF THAT SKILL, WHEN THEY ARE TRYING TO COME BACK?

>> Gabaldon: DEFINITELY.

WE ARE NOTICING THAT STUDENTS HAVE LOST SOME OF THOSE SOCIAL EMOTIONAL SKILLS JUST IN RELATING WITH ONE ANOTHER, HOW TO ENGAGE WITH TEACHERS AND OTHER ADULTS ON CAMPUS.

WE ARE SEEING IT JUST IN ALL DIFFERENT AREAS IN THE SCHOOL SO WHAT WE TRY TO DO IS WE TRY TO ENGAGE CLASSROOMS AND SMALL GROUPS AND EVEN LARGE GROUPS IN TERMS OF, LIKE, TARGETING HOW TO TREAT ONE ANOTHER.

HOW TO BE SAFE ONLINE.

HOW TO FUNCTION IN SCHOOL BECAUSE THE PANDEMIC HAS DEFINITELY AFFECTED KIDS IN TERMS OF JUST GENERAL SCHOOL PROCESSES.

YOU KNOW, JUST HAVING -- JUST COMING TO SCHOOL EVERYDAY, TEACHING THE IMPORTANCE OF BEING PRESENT EVERYDAY.

SO IT IS AN ONGOING PROCESS AND AT MY PARTICULAR SCHOOL, I WORK AT HIGHLANDS HIGH SCHOOL, WE HAVE A THEME EVERY MONTH AND WE TRY TO ALWAYS INCLUDE A SOCIAL EMOTIONAL THEME.

THIS MONTH IS SUICIDE PREVENTION MONTH, SO WE ARE DOING THAT WORK THIS MONTH, BUT, WE ALSO TRY TO TALK ABOUT HEALTHY RELATIONSHIPS WITH STUDENTS AND HOW TO BE A PARTNER TO A FRIEND OR A ROMANTIC PARTNER OR JUST BE A POSITIVE FAMILY MEMBER AND STUDENT.

WE ARE RETEACHING THOSE BASIC BEHAVIORS THAT STUDENTS USED TO HAVE BY THE TIME THEY REACH NINTH GRADE.

WE ARE HAVING TO DO SOME MORE TEAMING AND DEFINITELY REVIEW WITH THE WHOLE STUDENT POPULATION, REALLY.

>> Jeff: HOW DO THE STUDENTS RESPOND TO THOSE THEMES?

I WAS A BIT OF A PROBLEM CHILD IN SCHOOL.

THAT MIGHT HAVE BEEN SOMETHING, LIKE, OH, GOODNESS, I DON'T WANT TO DEAL WITH THAT.

HOW DO THEY RESPOND GENERALLY?

>> Gabaldon: YOU KNOW, IT IS SURPRISING, BUT TEENAGERS ARE TALKING MORE NOW ABOUT MENTAL HEALTH AND I THINK SOCIAL MEDIA -- THAT MIGHT BE A POSITIVE THING ABOUT SOCIAL MEDIA.

IT IS MORE APPARENT AND OUT IN THE PUBLIC NOW, ALL OVER SOCIAL MEDIA AND I THINK STUDENTS ARE AWARE OF WHAT IT IS TO NOT FEEL WELL.

WE ARE TRYING TO GET THE MESSAGE ACROSS TO STUDENTS THAT IT IS OKAY TO NOT BE OKAY.

AND THEY ARE TAKING THAT IN KIND OF NICELY AND IN A RELAXED FASHION AND I HAVE NOTICED THAT SINCE THE PANDEMIC STUDENTS ARE LEARNING -- ARE LISTENING MORE INTENTLY REGARDING MENTAL HEALTH ISSUES.

>> Shelton: AND THERE IS SOME ACCEPTABILITY AROUND IT TO SAY I AM NOT OKAY, TO HAVE THOSE CONVERSATIONS.

I THINK THAT IS REALLY STARTING TO BE MORE APPARENT.

>> Gabaldon: THERE IS A LOT LESS STIGMA AND WE USED TO HAVE TO ALMOST BEG STUDENTS AT THE HIGH SCHOOL LEVEL TO GET INTO THERAPY BECAUSE WE DO WORK WITH THERAPISTS ON OUR CAMPUS.

MANY OF OUR SCHOOLS HAVE COMMUNITY MENTAL HEALTH PROFESSIONALS WHO ARE COUNSELORS AND THERAPISTS WHO STUDENTS CAN SEE.

AND NOW STUDENTS ARE ACTUALLY ASKING FOR HELP.

WHICH IS NICE.

AND, THEY ARE RECEIVING IT A LOT OF THE TIME, SO IT IS POSITIVE.

>> Jeff: I FEEL LIKE WE THINK VULNERABILITY SOMETIMES IN THIS CONTEXT AS AN INVITATION FOR KIDS TO GET HURT, BUT THE IDEA OF VULNERABILITY AS BEING ABLE TO CONCEDE OR ADMIT OR SAY WITHOUT SHAME OR STIGMA THAT I AM NOT OKAY.

HOW DO YOU SEE THAT WITH YOUNGER KIDS AND HOW DO YOU DEAL WITH THAT KIND OF VULNERABILITY.

>> Shelton: MUCH IN THE SAME WAY YOU DO.

I DO CLASSROOM LESSONS.

I DO SMALL GROUPS.

I WORK WITH STUDENTS INDIVIDUALLY BUT I DO HEAR IT THAT THE VULNERABILITY ISN'T NECESSARILY A BAD THING, BUT I KNOW THAT WHEN STUDENTS FEEL VULNERABLE IN THE MOMENT, IN THE CLASSROOM, IN FRONT OF THEIR PEERS, THAT IS WHEN WE SEE BEHAVIORS.

I THINK MAKING SURE WE USE THE LANGUAGE, CONTINUE TO MAKE IT ACCEPTABLE AND SO THAT THEY HAVE THE TOOLS TO SPEAK UP AND SAY, I AM NOT DOING OKAY OR I NEED HELP TODAY, THAT THAT IS OKAY FOR THEM TO SAY AND THEY DON'T FEEL SHAMED OR BOTHERED BY IT.

>> Jeff: YOU MENTIONED THE THEME FOR HIGHLAND THIS MONTH IS SUICIDE PREVENTION MONTH.

WE CAN'T HAVE THIS CONVERSATION WITHOUT TALKING ABOUT VIOLENCE IN SCHOOLS.

WHEN I WAS A STUDENT IN ELEMENTARY SCHOOL AND HIGH SCHOOL, IT WOULD HAVE BEEN INCREDIBLY RARE, ALMOST UNIMAGINABLE, TO THINK ABOUT A STUDENT BRINGING GUN TO SCHOOL LET ALONE USING IT ON HIS CLASSMATES OR TEACHERS.

THAT IS A REALITY, UNFORTUNATELY, THAT WE ARE FACED WITH ALL THE TIME WHEN WE HAVE SEEN IN OUR SCHOOLS HERE.

HOW, AS A SCHOOL COUNSELOR, DO YOU WORK THROUGH THAT KIND OF REALITY WITH SOMEBODY WHO COMES TO YOU AND WANTS TO TALK TO YOU ABOUT IT?

>> Gabaldon: FIRST WE ALWAYS LISTEN TO EACH STUDENT ABOUT THEIR CONCERNS AND WE KNOW THEY ARE DEALING WITH THAT FEAR.

IT IS JUST LIKE THIS GENERALIZED FEAR THAT STUDENTS ARE CARRYING WITH THEM AND IT IS EVEN EVIDENT BY, LIKE, LITTLE TWITCHES THEY HAVE.

SOME STUDENTS HAVE A HARD TIME JUST SITTING STILL.

AND THEIR LEG IS ALWAYS SHAKING OR THEY ARE NEEDING TO HAVE SOME KIND OF STIMULATION.

AND THEN WE JUST SORT OF LIKE MAYBE DIG A LITTLE DEEPER WITH STUDENTS AND TRY TO GET TO THE BOTTOM OF THAT FEAR AND OFTENTIMES THEY ARE AFRAID OF THE VIOLENCE THAT IS HAPPENING IN THE COMMUNITY.

AND AT SCHOOL.

BECAUSE, WE NEVER KNOW WHAT IS GOING TO HAPPEN, RIGHT, AND WE HEAR ABOUT SCHOOL SHOOTINGS ALL THE TIME.

THERE ARE MORE GUNS OUT THERE THAT ARE READILY AVAILABLE.

STUDENTS KNOW WHAT IS GOING ON, THEY REALLY SO, ESPECIALLY AT THE HIGH SCHOOL LEVEL.

SO THERE IS THAT LOW LEVEL OF FEAR THAT IS CONSTANTLY PRESENT.

BUT WE TRY TO PROCESS IT WITH EACH STUDENT THAT NEEDS TO TALK ABOUT IT AND REALLY THEY ALL NEED TO TALK ABOUT IT.

BECAUSE THEY ARE ALL DEALING WITH IT ON SOME LEVEL.

>> Jeff: IT IS A HORRIBLE THING TO HAVE TO ADAPT TO.

I CAN'T IMAGINE WHAT THAT MUST BE LIKE.

I WOULD IMAGINE YOU DON'T DEAL WITH THAT QUITE AS MUCH WITH YOUNGER KIDS, BUT I'M SURE THEY ARE AWARE OF SOME OF WHAT IS GOING ON TOO.

>> Shelton: AND DIFFERENT STUDENTS HAVE DIFFERENT LEVELS OF ACCESS TO THE NEWS AND WHAT THEIR FAMILIES TALK ABOUT.

I THINK I NOTICED THAT MORE WHEN WE DO DRILLS OR FIRE DRILLS OR IF SOMETHING UNEXPECTED HAPPENS, YOU DO.

YOU FEEL AN UPTICK OF THE NERVOUS ENERGY IN THE ROOM.

IS THIS SOMETHING SERIOUS OR IS EVERYTHING OKAY?

BUT, I THINK THAT IS WHY WE PRACTICE IT.

THAT IS WHY WE UNFORTUNATELY HAVE TO SO THAT WE CAN DO THOSE THINGS SMOOTHLY.

BUT THEY DEFINITELY HEAR IT, THEY DEAL WITH IT AND THERE ARE TIMES WHEN IT IS OVERWHELMING FOR THEM.

AND THAT IS WHEN WE LISTEN, PROCESS IT WITH THEM AND TRY TO MAKE THEM REALIZE, HELP THEM REALIZE, THEY ARE SAFE, THAT THEY HAVE LOTS OF ADULTS AROUND THEM THAT CARE AND WILL DO THEIR BEST TO KEEP THEM SAFE.

>> Jeff: SO, UNFORTUNATELY NOT THE VERY MANY KIDS WATCH OUR SHOW, BUT A LOT OF THEIR PARENTS AND IN SOME CASES GRANDPARENTS DO WATCH OUR SHOW.

SO, WHAT ABOUT THE KID WHO IS DOING THE BEST THEY CAN IN SCHOOL BUT HAS SOME OF THOSE OUTSIDE STRESSORS AT HOME, WHETHER IT IS A FAMILY MEMBER DEALING WITH BEHAVIORAL HEALTH ISSUES, A SUBSTANCE ABUSE DISORDER, HOPELESSNESS.

I READ A STORY IN THE JOURNAL ABOUT THE LARGE NUMBER OF HOMELESS STUDENTS IN APS.

HOW CAN ALL ADULTS, NOT JUST PARENTS, BUT ALL OF US LISTEN BETTER TO KIDS AND FIND WAYS TO MEET THEM WHERE THEY ARE?

>> Shelton: I THINK THE KEY IS BEING OPEN TO LISTENING.

HEARING THEM WHERE THEY ARE AT.

DEPENDING ON HOW OLD THEY ARE, THE LANGUAGE MIGHT BE DIFFERENT WITH YOU MAKING THOSE TIMES TO SIT WITH THEM, TO LISTEN TO THEM, TO ASK QUESTIONS, AND BE PREPARED TO HEAR WHAT THEY HAVE TO SAY.

IT REALLY DOES TAKE EVERYONE BEING ONBOARD AND BEING WILLING, GRANDPARENTS, PARENTS, REACHING OUT TO THE PEOPLE IN THEIR STUDENT'S LIFE, THE COUNSELORS, THE TEACHER, TO SAY, HEY, THIS IS HAPPENING, CAN WE GET SOME SUPPORT FROM THE SCHOOL?

CAN WE GET SOME SUPPORT FROM THE SCHOOL COUNSELOR.

WE HEAR WHAT WE CAN HEAR BUT WE RELY ON THE ADULTS IN THEIR LIVES REACHING OUT SO THAT WE CAN BRIDGE THROUGH HOME AND SCHOOL AND BE THE BEST SUPPORT WE CAN.

>> Jeff: BRYAN ARE THERE OTHER STRATEGIES FOR THOSE OF US WHO ARE NOT SCHOOL AGE KIDS ANYMORE TO BE THERE FOR KIDS AND TO HELP THEM KIND OF GET THROUGH THESE REALLY CHALLENGING TIMES?

>> Gabaldon: I THINK I AM GOING TO PIGGYBACK OFF DEVON ON AND WHAT SHE SAID WAS RIGHT ON.

BE AVAILABLE TO HEAR WHAT STUDENTS ARE SAYING.

IT IS OKAY TO ASK THE ROUGH QUESTIONS.

IT IS OKAY TO ASK THE DEEP, DEEP QUESTIONS, TOO, LIKE, ARE YOU DOING OKAY, MENTALLY?

ARE YOU DOING OKAY EMOTIONALLY?

ARE YOU HAVING THOUGHTS OF HURTING YOURSELF OR OTHERS?

THOSE ARE DIFFICULT QUESTIONS TO ASK BUT STUDIES HAVE SHOWN THAT JUST BY ASKING THOSE QUESTIONS CAN PREVENT MANY TRAGEDIES.

I WOULD ENCOURAGE PEOPLE JUST TO ASK THE DEEP QUESTIONS IF YOU'RE CONCERNED OR WORRIED AND EVEN IF YOU'RE NOT CONCERNED ABOUT A STUDENT, KIDS AND TEENS CAN REALLY COVER UP THEIR MENTAL HEALTH ISSUES.

SO, IT IS GOOD TO DIG A LITTLE DEEPER AND ASK THE QUESTION A COUPLE OF TIMES, NOT JUST ONCE, BECAUSE OFTENTIMES THEIR COMMON RESPONSE IS, I AM DOING GOOD, I AM FINE.

ARE YOU REALLY FINE?

BECAUSE I AM NOT FEELING THAT YOU'RE FINE.

SO IT IS OKAY TO DIG A LITTLE DEEPER.

AND TRY NOT TO BE TOO JUDGMENTAL LIKE DEVON SAID, BE READY TO BE OPEN AND AFFIRMING TO WHAT STUDENTS ARE BRINGING TO YOU.

BECAUSE IT IS A DIFFERENT AGE AND WE ARE ALL PROGRESSING AND GROWING BUT THEY ARE DEALING WITH MANY ISSUES.

>> Shelton: AND PERHAPS PIGGYBACKING OFF OF WHAT THEY ARE WATCHING, WHAT THEY ARE SEEING AND USE THAT AS AN OPPORTUNITY, LIKE, OH, THAT CHARACTER IS GOING THROUGH THAT, HAVE YOU EVER DEALT WITH THAT?

DO YOU HAVE FRIENDS GOING THROUGH THIS?

JUST TO USE IT AS AN OPENER FOR THE BIGGER CONVERSATION AND LET THEM BE COMFORTABLE TO ANSWER.

>> Jeff: I FEEL LIKE THIS HAS BEEN A CONVERSATION FILLED WITH DIFFICULT QUESTIONS.

I WOULD LOVE TO END ON A NOTE OF HOPE AND OPTIMISM.

WITHOUT OBVIOUSLY REVEALING ANY PERSONAL IDENTIFIERS OR A SPECIFIC KID, DEVON, CAN YOU THINK OF SOME STORIES OR THEMES AND RESILIENCE YOU HAVE SEEN FROM THE STUDENTS THAT YOU HAVE WORKED WITH OVER THE COURSE OF THESE REALLY CHALLENGING PAST COUPLE OF YEARS?

>> Shelton: AS YOU ASK THAT QUESTION, I FIND MYSELF SMILING BECAUSE I DO HAVE HOPE.

I CARE SO DEEPLY FOR MY STUDENTS AND I SEE LITTLE SUCCESSES EVERYDAY.

I DON'T THINK I COULD SAY ONE SPECIFIC ONE JUST BECAUSE I AM AT A SMALL SCHOOL.

BUT I SEE LITTLE SUCCESSES IN STUDENTS ASKING TO GO TO A CALMING CENTER INSTEAD OF RUNNING OUT OF THE ROOM OR INSTEAD OF RIPPING UP PAPER.

I SEE THAT AS SUCCESS THAT WE CAN BUILD ON, THAT THEY ARE LEARNING TO REGULATE THEIR BEHAVIOR, SO THAT THEY CAN BE PRESENT TO MAKE UP ANY ACADEMIC DEFICITS OR SOCIAL DEFICITS, BUT, I AM VERY HOPEFUL.

I THINK OUR EDUCATORS, OUR TEACHERS ARE WORKING TIRELESSLY AND IN OUR SCHOOL WE SEE ACADEMIC GAINS JUST THIS LAST YEAR, WHICH IS POSITIVE AND WONDERFUL.

AND I SEE SOCIAL AND EMOTIONAL GROWTH.

SO, I THINK, LIKE I SAID IN THE BEGINNING, THEY WILL BE OKAY, IF WE ALL WORK TOGETHER AND PUT THIS TIME AND EFFORT INTO IT AS WE HAVE BEEN.

WE JUST NEED TO CONTINUE DOING IT.

>> Jeff: WHAT ARE THE KIDS AT HIGHLANDS DOING TO BE OKAY?

WHAT ARE SOME OF THE COOL THINGS YOU HAVE SEEN IN THE FACE OF ALL OF THIS?

>> Gabaldon: WELL, AT HIGHLANDS WE ARE REALLY PROUD BECAUSE OUR GRADUATION RATE HAS BEEN INCREASING OVER THE PAST FIVE TO SEVEN YEARS, WHICH IS REALLY GOOD, AND WE ARE JUST SEEING A LOT OF RESILIENCE IN OUR AREA.

BEING THAT WE ARE IN THE INTERNATIONAL DISTRICT, THERE IS A LOT THAT HAPPENS IN THE INTERNATIONAL DISTRICT AND NOT ALL OF IT IS NEGATIVE BUT SOME IS AND KIDS SHOW JUST A TREMENDOUS AMOUNT OF RESILIENCE BY MAKING IT TO SCHOOL AND GRADUATING IN FOUR YEARS.

NOT ALL GRADUATE IN FOUR YEARS BUT WE ENCOURAGE STUDENTS, JUST, IT IS IMPORTANT TO GRADUATE.

IF IT TAKES FIVE, THAT IS FINE.

WE WORK WITH STUDENTS WHO ARE NOT ON TRACK BUT MANY OF OUR STUDENTS ARE GETTING BACK ON TRACK, AND THEY ARE DOING THE HARD WORK OF TAKING EXTRA CLASSES IN THE EVENING AND SUMMER AND MAKING IT TO GRADUATION.

SO, IT IS NOT ALL OF THEM BUT A LARGE MAJORITY OF THEM ARE AND WE ARE HAPPY ABOUT THAT.

>> Jeff: BRYAN, DEVON, THANKS FOR COMING AND THANKS FOR ENDING WITH THE HOPE.

>> Gabaldon: THANKS FOR HAVING US.

>> Shelton: THANK YOU.

>> Lou: THANKS TO JEFF AND TO ALL OUR GUESTS FOR MAKING TIME TO COME IN AND SPEAK WITH US.

WE END TONIGHT WITH PROBLEMS WE DISCUSSED BEFORE ON THIS SHOW, INSIDE THE STATE'S DEVELOPMENTAL DISABILITIES WAIVER PROGRAM.

A NEW REPORT SHOWS A SURGE IN CASES OF ABUSE, NEGLECT AND EXPLOITATION DURING THE 2023 FISCAL YEAR.

THE REPORT CITES 777 INCIDENTS MARKING A THREE-FOLD INCREASE COMPARED TO THE PREVIOUS YEAR.

THE SPIKE WAS REVEALED THROUGH IN-PERSON WELLNESS CHECKS FOLLOWING A FATAL INCIDENT INVOLVING THE ALLEGED TORTURE AND SUBSEQUENT DEATH OF A DEVELOPMENTALLY DISABLED WOMAN, MARY MELERO AT THE U.S./MEXICO BORDER.

ACCORDING TO STATE REPRESENTATIVE LIZ THOMPSON OF ALBUQUERQUE, OFFICIALS HAD RECEIVED MULTIPLE COMPLAINTS INVOLVING MELERO'S CARE BETWEEN 2016 AND 2023.

AS FOR THE REST OF THOSE CASES, THE 777 CASES, THE MAJORITY WERE LINKED TO NEGLECT WITH 90 INVOLVING EXPLOITATION AND 63 REPORTED CASES OF ABUSE.

THE DIRECTOR OF THE DEVELOPMENTAL DISABILITIES SUPPORT DIVISION SAYS THE STATE IS COMMITTED TO CONDUCTING TWO WELLNESS CHECKS PER YEAR FOR ALL PROGRAM PARTICIPANTS.

THAT IS AFTER PREVIOUSLY PROMISING JUST ONE.

WE'LL CONTINUE TO FOLLOW THIS ISSUE HEADING INTO THIS YEAR'S LEGISLATIVE SESSION.

IF YOU'RE INTERESTED IN LEARNING MORE, CHECK OUT OUR ROUNDTABLE DISCUSSION FROM APRIL ON PREVIOUSLY DOCUMENTED ISSUES AMONG DEVELOPMENTAL DISABILITY PROVIDERS.

YOU CAN FIND THAT ON NEW MEXICO IN FOCUS' YOUTUBE PAGE.

THANKS FOR WATCHING.

SEE YOU NEXT WEEK.