February 17, 2021 Board of Education Meeting Agenda Packet

Board of Education Meeting BOARD OF EDUCATION 6400 Uptown Blvd., NE, Suite 100 East Albuquerque, New Mexico 87110 (505) 880-3729 / Fax (505) 880-2575 AGENDA

Please note this meeting will be held as a live virtual meeting.

In light of the public health emergency due to Covid-19, APS is taking extra precautions with necessary meetings. All Board of Education meetings will be virtual meetings for the month of February. The agenda items will be kept to urgent business or those items needing approval to conduct district business.

Virtual public forum will be a part of the Board of Education meetings and, occasionally, Special Board of Education meetings. Please be sure to visit the APS website to check the agenda. Sign up for virtual public forum is the day of the meeting and ends at the start of the meeting. Please visit the APS website and click the Board webpage (www.aps.edu/about-us/board) for information on how to participate at an upcoming meeting.

In addition to speaking at a virtual public forum, you may participate by watching the live stream of all upcoming board meetings by clicking on the "Live Meeting Stream" button on the main board page at www.aps.edu; emailing input, comments and questions to board members at [email protected], or calling board members at 505.880.3729.

Wednesday, February 17, 2021 5:00 PM Virtual Meeting

I. Call to Order A. Pledge of Allegiance and Moment of Silence B. Roll Call II. Adoption of the February 17, 2021, Board of Education Meeting Agenda and Approval of the December 2, 2020, Board of Education Meeting Minutes (Discussion/Action) III. Recognition of Students, Staff and Community A. Celebrating Students 1. Recognition of School and District Spelling Bee Winners: Jillian Brown of Sandia Base Elementary School, Elijah Campbell of Susie R. Marmon Elementary School, Amaya Caraway of Truman Middle School, Osiris Casto of Whittier Elementary School, Antonio DeVargas of Arroyo Del Oso Elementary School, Dat Do of Hayes Middle School, Alexia Garcia of Hodgin Elementary School, Parker Hsu of Ventana Ranch Elementary School, Zoe Jordan of S. Y. Jackson Elementary School, Makayla Lovato of Jefferson Middle School, Nathaniel McDonald of Zuni Elementary School, Layla Perry of Longfellow Elementary School, Garrick Tam of Cleveland Middle School, Marion Tantum of Monte Vista Elementary School, Christabel Thiel-Hadjilambrinos of Desert Ridge Middle School, and Kate Wheeler of Georgia O'Keeffe Elementary School 2. Recognition of Mia Baca of Eldorado High School, Kaeli Benavidez of Early College Academy, Grace Chapman of Volcano Vista High School, Daphne Felt of La Cueva High School, Taylor Fleming of Eldorado High School, Shelton Foust of Eldorado High School, Joel Gates of La Cueva High School, Vivien Jones of Eldorado High School, Casey Pei of La Cueva High School, Tiffany Pei of La Cueva High School, Richard Ross of Early College Academy, Liam Schenk of La Cueva High School, Harley Sigmon of La Cueva High School, Timothy Wang of La Cueva High School, and Luke Xue of La Cueva High School for Being Named Candidates for the U.S. Presidential Scholars Program 1 Peggy Muller-Aragn Barbara Petersen Candelaria Patterson Elizabeth Armijo

Dr. David Peercy Lorenzo Garcia Yolanda Montoya-Cordova President Vice President Secretary Board of Education Meeting BOARD OF EDUCATION 6400 Uptown Blvd., NE, Suite 100 East Albuquerque, New Mexico 87110 (505) 880-3729 / Fax (505) 880-2575

B. Celebrating Staff 1. Recognition of Anthony Montoya, Fred Frazier, Chris Gonzales, Kevin Moeller, Anthony Trujillo, Victor Velarde, Tom Lyon and John Dufay for Their Exceptional Work to Help the District Host the November Elections 2. Recognition of Sandy Kemp for Her Extraordinary Work in Nutrition with the Alliance Director Network IV. Public Forum V. Superintendent's Report VI. Special Issues A. Consideration for Approval of a Districtwide School Reentry Plan (Discussion/Action) Interim Superintendent Scott Elder and Members of Cabinet B. Consideration for Approval of Letter to Semi-Finalist Candidates for the Superintendent Search and Permission to Use Digital Signatures (Discussion/Action) Brenda Yager, Executive Director, Board of Education Services Office C. Consideration for Approval of Location and Logistics of March Board and Special Meetings (Discussion/Action) Brenda Yager, Executive Director, Board of Education Services Office VII. Board Member Comments VIII. President's Report IX. Announcement of Upcoming Board Meetings A. The next Board of Education meeting will be held on March 3, 2021, at 5:00 p.m., location to be determined. B. The next Special Board of Education meeting will be held on February 22, 2021, at 7:30 a.m., via live virtual meeting. This link can be accessed through the www.aps.edu website. X. Adjournment

2 Peggy Muller-Aragn Barbara Petersen Candelaria Patterson Elizabeth Armijo

Dr. David Peercy Lorenzo Garcia Yolanda Montoya-Cordova President Vice President Secretary

Minutes of the Board of Education Meeting Albuquerque Public Schools

A Board of Education meeting of Albuquerque Public Schools was held Wednesday, December 2, 2020, beginning at 5:00 p.m. as a live virtual meeting.

In light of the public health emergency due to Covid-19, APS is taking extra precautions with necessary meetings. All Board of Education meetings will be virtual meetings for the month of December. The agenda items will be kept to urgent business or those items needing approval to conduct district business.

I. Call to Order The meeting was called to order at 5:03 p.m.

A. Pledge of Allegiance and Moment of Silence B. Roll Call Present: Present: Yolanda Montoya-Cordova, Peggy Muller-Aragón, Lorenzo Garcia, Barbara Petersen, Elizabeth Armijo, Candelaria Patterson, and Dr. David Peercy were present through Zoom virtual meeting.

II. Adoption of the December 2, 2020, Board of Education Meeting Agenda and Approval of the September 16, 2020, Board of Education Meeting Minutes and the October 12, 2020, Special Board of Education Meeting Minutes (Discussion/Action)

Board Member Muller-Aragón motioned for approval of the December 2, 2020, Board of Education meeting agenda and approval of the September 16, 2020, Board of Education meeting minutes, and the October 12, 2020 Special Board of Education meeting minutes. Board Member Patterson seconded the motion. Board members Montoya-Cordova, Muller-Aragón, Garcia, Petersen, Patterson, Armijo, and Peercy voted in approval of the agenda and the minutes.

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III. APS Middle School Virtual Choir Performing "I Close My Eyes and Sing," by Deanna Amend, APS Choir Resource Teacher

IV. Recognition of Students, Staff and Community A. Celebrating Students 1. Recognition of the Winners of the Virtual Veterans Day Video Contest

The New Mexico Veterans Memorial Board, in cooperation with the Junior ROTC program at APS, recently hosted a memorial video contest to encourage students to honor a veteran. Titled “What a Veteran Means to Me,” the video contest challenged students to create a one-minute video that tells the story about an important veteran in their life. The winning videos were shown at the virtual Veterans Day ceremony. Video entries were scored on four criteria: content, organization, production quality, and originality. Students competed for cash prizes and a memorial tile dedicated to them and their veteran.

The following students submitted winning video entries from Eldorado High School Marine Corps JROTC, Staff Sergeant Gage Stewart; from West Mesa High School Navy JROTC, Seaman Apprentice Tania Marquez and Lieutenant Aliza Garcia; from the Hoover Middle School Leadership Program, Corporal Moriah Guerra; from the Garfield Magnet Middle School Leadership Program, Commander Lorelei Troncoso; from the LBJ Middle School Leadership Program, Sergeant Jake Bustos, and from the Tony Hillerman Middle School Leadership Program, Cadet Samantha Wright. Congratulations to these cadets for sharing their creativity and passion for veterans.

B. Celebrating Staff 1. Recognition of Susan Arnett, Claudia Hines, Tiffany Mcwhorter, and Billie Salas for Being Named November Employees of the Month

APS employees are recognized each month of the school year through the Employee Recognition Program. A committee made up of people from all the different employee groups, review nominations looking for those employees who go above and beyond to make a difference in their role, excel as a team player, carry out each day with a positive and welcoming attitude, and demonstrate innovation, leadership or passion for their job. Congratulations to Susan Arnett, dean of students at Kennedy Middle School; Claudia Hines, health assistant at Seven Bar Elementary School; Tiffany Mcwhorter, secretary at SY Jackson Elementary School, and Billie Salas, support services manager at Maintenance and Operations.

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C. Celebrating Community Partners 1. Recognition of MaskUp New Mexico for Their Donations of Masks

Stephanie Bartlett and a team of volunteers have been making masks for months. They have shared design patterns in English and Spanish. They even created and donated masks with clear fronts to help deaf students be able to read lips. MaskUp New Mexico raised funds, bought cloth and made masks. Board Member Candelaria Patterson and New Mexico State Auditor Brian Colon found out about their work, and a partnership with APS became part of the mask-making mix. So far, MaskUp New Mexico has made and donated around 3,000 masks and are working on producing even more.

2. Recognition of ABQ Reads for Their Donation to Three Title 1 Schools

ABQ Reads donated and helped distribute books, lap desks, and school supplies to nearly 250 elementary students at Whittier, Atrisco and Bel-Air elementary schools. The ABQ Reads Tutoring Program is a partnership between the Albuquerque Public Schools Title I Department and the Greater Albuquerque Chamber of Commerce. Every kindergarten student at each of the three participating schools receives three 30-minute, one-on-one tutoring sessions by a trained volunteer tutor. Each session is designed by the site coordinator and the classroom teacher. The site coordinator and teacher meet monthly to create a lesson plan that supplements the instruction.

The thirty-minute session is divided into three sections: Guided Reading, Writing and Skills Development. During the 2019-2020 school year, ABQ Reads expanded at Whittier to include first grade students. This program is in its seventeenth year. The Greater Albuquerque Chamber of Commerce supports this program by soliciting monetary support from the business community and providing the tutors. The Greater Albuquerque Chamber of Commerce also provides 20+ books per year for students to add to their home library and holds an end-of-the-year celebration to recognize tutors, teachers and students at each site. The District Title I Department funds the salaries of the ABQ Reads staff, student supplies, coordinator supplies, curriculum development, tutor training, and all necessary materials needed to implement the tutoring sessions.

Due to the pandemic, ABQ Reads looks a bit different this year. Site coordinators are providing virtual tutoring sessions for students and are working closely with the classroom teachers to provide an ABQ Reads tutoring session for a specific group of striving students determined by the teachers. The Greater Albuquerque Chamber of Commerce, Margarita Rodriguez-Corriere, the director of the ABQ Reads program, and all the volunteers were thanked as well as APS site coordinators, Sally Giannini, Minutes of Albuquerque Public Schools Board of Education Meeting, Wednesday, December 2, 2020, 5:00 PM Page 3 of 19

Marcia Huys, Shelley Tarter, Julie Sena, Rebecca Arellano, the APS Title 1 instructional manager supporting ABQ Reads, and Beverly Martinez, the Title 1 resource teacher, who supports the ABQ Reads program.

V. Public Forum  Request that the board continue to authorize the charter for New Mexico International School (NMIS). NMIS is one of only a few International Baccalaureate world schools offering a primary year’s program, and it is a precious gift for students to learn in multiple languages. The school fosters the important need for multilingualism in the community and supports children with unique backgrounds, gifts, and needs  Comment that retaining the alternative calendar in place at Susie Rayos Marmon Elementary School is beneficial, because it dramatically reduces summer learning loss, takes advantage of community resources, and provides strategic breaks during the school year.  Concern shown that the alternative calendar will not be an option for schools this year and frustration at the lack of choice available. A “one size fits all” calendar does not benefit all members of a community and should be a concern for all parties. Both staff and students want to continue with the alternative calendar  Request that the board reject the proposal to put all schools on a traditional calendar. Support for the alternative schedule has been overwhelming and should not be ignored  Praise for Alice King Community School for its approach in serving special needs that provides a unique setting for students. Request that the board continue to renew the school’s charter  Concern that students are still being kept out of in-person classrooms and that online learning is a system set up to fail. Many students are suffering from depression, are unsupervised, and are making poor decisions. Belief that APS and the governor have taken away an important choice  Concern that teachers are not doing enough with students outside of the online classes  Request that the board renew the charter for Alice King Community School, because of its lasting positive impacts, the unique multiple age classrooms, and individualized instruction. Belief that the school is a joyful, supportive, and responsive learning environment  Concern that with a long break and no intersession there will be a peak in student burnout. Request that the alternative calendar be put back into place  Praise for NMIS and the unique bilingual experiences it offers its students  Request that block scheduling be kept and students attend class every day instead of one day off, one day on. Block scheduling allows for increases in teacher contact time, the quality of learning, and will create a good transition when it is time to go back to in-person school  Mention of recent survey, which shows the community support for the alternative calendar. Belief that it would be an abuse of good faith to not offer the calendar as an option and that the choice should not have to be fought for every year Minutes of Albuquerque Public Schools Board of Education Meeting, Wednesday, December 2, 2020, 5:00 PM Page 4 of 19

 Belief that the project-based curriculum models at Alice King Community School exceed expectations and consider how each students learns and grow. Students and teachers are thriving in the full inclusion model even during this time of remote learning and everyone looks forward to joining class  Comment that teachers and families plan vacations and out-of-country visits around the alternative school calendar, and it would be a detriment to the community to not maintain such a positive asset. Comment that the community has voted to keep it for decades and it seems now that the community voice is going unheard  Comment that there are many benefits to the alternative calendar in that it allows for time off during the peak of the cold and flu season, reduces the loss of learning during the summer slide, and brings focus to health and self-care

VI. Superintendent's Report  This year's Thanksgiving Dinner distribution took a huge pandemic pivot and went off without a hitch. With the close partnership of Feed New Mexico Kids, APS Food and Nutrition Services, the Student, Family and Community Supports Division, Title 1-McKinney-Vento Project, and exceptionally organized school points of contact, 1,345 Thanksgiving dinners were distributed to families in 31 APS schools  Beginning today, teachers will take attendance every day for each class and/or period. Elementary school students will need to participate in at least 51 percent of their daily virtual class to be considered “present.” Middle and high school students will need to participate in at least 51 percent of each virtual class period to be considered “present.” If a child is not able to attend any online classes for any reason, APS is asking parents to contact their child’s school and teacher to discuss options to keep their child on track with their learning. In addition, if a child will be absent from class, APS asks parents to please let the school know by entering excuses through ParentVue or by calling their child’s school  Families Connected has designed a tool to slow down and have more planned conversations. The tool is outlined through a video offered in English and Spanish on www.aps.edu. A second video is available and is role play, walking through each step of the restorative conversation tool. The tool is specifically designed to help adults and children communicate in a healthy way about disagreements or arguments, but it works for adults talking with adults too  Each year, the APS Education Foundation awards nearly half a million dollars in grant money to help educators bring curriculum to life and engage students in Science, Technology, and Math (STEM), Literacy, Fine Arts, student organizations, and other co-curricular activities. After carefully reviewing 63 applications from APS teachers, principals, school staff and district employees, 35 classroom projects and academic enrichment programs were selected to receive an award. In all, the Foundation distributed $142,940 in grants. You can find out more about the grants on the APS Education Foundation webpage at www.aps.edu

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 Mention that Superintendent Elder recently met with CNM and UNM leadership to discuss the transition from high school to college and the development of a task force to help seniors as they move on to the next stage of their education

VII. Special Issues A. Update on the Districtwide School Reentry Plan (Discussion) Interim Superintendent Scott Elder, Members of Cabinet and Teachers from eCademy K-8, Hayes Middle School, Madison Middle School, and Volcano Vista High School

The update was designed to bring the classroom to the board room with a panel of teachers who are using Edgenuity. The panelists included Ginelle Pompeo, Jamie Shelton, Rachel Perea, Jamie McCracken, Virginia Elhalder, and Billy Thiebault. They were asked a series of questions by moderator Dr. Deborah Elder, executive director of APS Office of Innovation.

How has the role of teacher changed in the digital world and how has Edgenuity helped you to adapt to changes?  Comment that Edgenuity provided teachers with opportunities to reach out to students during this time of remote learning and provided an important tool during asynchronous and synchronous learning time  Remark that Edgenuity gave teachers the amazing opportunity to scaffold the curriculum to meet new challenges as well as free up time for small group or one-on-one instruction  Comment that the program is like any other curriculum, but it frees up time for teachers by providing data to differentiate instruction instead of trying to digitize content manually  Mention that Edgenuity provides learning power through technology and flexibility for all students including English language learners (ELL). It is a very powerful academic tool  Comment that Edgenuity provides a rigorous platform and gives students a strong instructional experience  Remark that teaching online all day is a challenge, and that Edgenuity gives teachers a map or guideline. No curriculum is without faults, and it is important to remember that it can be supplemented and augmented to meet student needs. The program does allow more time for real time instruction

How do you develop relationships and address social emotional learning?  Remark that it is very important still to meet social emotional needs during remote learning. In one class, that is done by having meetings every morning that are a familiar greeting and a time for checking in with all the students. With younger children, break out rooms can be used for small groups, story time, and lunch dates. Seesaw is also being used as a place for students to comment and upload videos for fellow classmates to see

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 Comment that in middle school, teachers create classroom cafes, discussion circles, and tutoring groups in separate chat rooms. Students work to feel confident in the curriculum and develop strategies  Mention that there is concern for how relationships will be built. One aspect that has been beneficial for all participants is being in one another’s homes and sharing family, pets, and spaces. That experience is not something that would have been possible in regular school  Comment that some aspects of remote learning have changed the way some educators will teach. Frequent email and communication with parents and family have been an integral part of the school year  Mention that one fourth grade class has an end-of-day celebration in which all the students log in to listen to music and dance for a few moments. This has been a great help in making them feel closer as a class  Comment that one-on-one sessions with students who are struggling have gone well and teachers have been able to supply the resources they have needed  Remark that parents and students have a great respect for teachers and administrators and that no one is willing to go back to in-person class until there is no chance of catching the virus

How are teachers serving students with individual education plans (IEPs) or using Edgenuity to serve ELL students?  Comment that communication is more important than ever this year  Mention of a weekly newsletter sent to students that provides a schedule of the week at a glance so students can plan for what they will need on any given day. The newsletter also includes topics for independent learning and family engagement  Belief that family relationships are much closer to the classroom than ever before  Comment that the block schedule has been a big help in making student success attainable no matter the challenges. Students are able to work while still having time to build confidence and show growth  Remark that being able to pull programs for special education students including interactive videos that help to reinforce content  Comment that Edgenuity has content in more than 60 languages and has been a wonderful tool in getting students engaged and help them feel less isolated when they do not speak English. It is extremely beneficial for the students to feel they are part of the group and have everyone on the same page learning at the same time  Mention that the assessment piece of Edgenuity has been a valuable asset and has provided immediate feedback on several quizzes and assignments. Formative assessments are integral to identifying students who may need special education services and the data from those assessments can be used when considering small groups or content changes

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 Comment that Edgenuity has a system to enroll parents to keep an eye on their students and be involved in the classroom  Gratitude for the Edgenuity platform as a robust and powerful educational tool

Issues discussed regarding this agenda item:  Appreciation shown for the capability and creativity shown by the panelist educators and that they have set a powerful example for others  Comment that incorporating leadership in the family engagement piece is a wonderful way to include an important soft skill  Appreciation shown for the conversation around various languages  Question regarding how things would work in a hybrid model; response that there is a lot of trepidation surrounding the move to hybrid. However, Edgenuity will allow teachers to be in two places at once so that direct instruction and asynchronous learning can occur. Teachers will be able to relay strategies through email and use Google classroom too  Gratitude shown for educators great level of flexibility and their ability to pivot  Question if there are students or parents who have issues working with Edgenuity; response that there had been some difficulty surrounding pacing and the number of standards to be completed in an altered schedule. Superintendent Elder listened to the teachers when they said they did not have the ability to adjust right away, and he helped to alleviate some hard problems and the pacing slowed down  Question if engagement and participation has gotten better; response that engagement and participation has definitely risen, the students are saying “I can do it” and they deserve applause and a pat on the back for their own ability to adjust and pivot  Question if participation rates are climbing; response that there has been a marked learning increase for those students who do come to class, and that engagement has been high in both synchronous and asynchronous learning  Comment that participation rates have gone up more than 80 percent since implementing Edgenuity and that it makes the students feel safe and successful. They can print worksheets and put paper to pencil if they do not want to do it onscreen  Mention that something that increased engagement was scaffolding students and parents with tutorials and walking them through tricky processes like submitting work and making sure that everyone is on the same page  Question if taking attendance everyday will make an impact; response that many were confused about the previous process and taking attendance should make a discernable difference  Question if all the students have devices; response that all the students have devices; however, issues like unstable internet connections continue to be an issue  Remark that teachers, students, families, and communities have been amazingly adaptable and resilient Minutes of Albuquerque Public Schools Board of Education Meeting, Wednesday, December 2, 2020, 5:00 PM Page 8 of 19

 Question regarding what have been some challenges with the Edgenuity platform; response that internet connectivity has been a challenge, there have been some issues with moving pieces of the curriculum around, and using Edgenuity with younger students does not always work. However, it is possible to supplement Edgenuity with Seesaw and other resources to make it more engaging and relatable  Remark that with any new technology there will be hiccups, complaints, and challenges; this whole pandemic situation is a challenge  Question if the material is culturally and linguistically relevant; response that the new texts are more culturally responsive and understandable. The district has purchased supplemental materials for schools including eBooks and other resources that act as cultural and linguistic resources  Question if Edgenuity allows for hands-on activities away from the screen; response that Edgenuity integrates authentic literature and book reports, which in one case had students decorating cereal boxes. There have been many ways for students to get creative, and art and music have been consistently integrated  Comment that music teachers are getting students up and moving and making instruments out of household items, and art teachers are taking every opportunity to turn projects into relaxing and creative projects  Remark that collaboration and support between teachers has been at an all- time high  Appreciation shown for all the innovation and creativity accomplished by tonight’s panelists  Question of how educational assistants have been incorporated into digital learning; mention of an educational assistant who comes in for a special education student during Google meet sessions and during asynchronous learning time where they work in a separate break room every day

B. Update on the Culturally and Linguistically Responsive Initiatives at Albuquerque Public Schools (APS) (Discussion) Dr. Madelyn Serna Mármol, Associate Superintendent, Office of Equity, Instruction, Innovation and Support; Jessica Villalobos, Senior Director, Language and Cultural Equity, and Rachel Altobelli, Director, Library Services and Instructional Materials

The presentation gave updates on three Culturally and Linguistically Responsive (CLR) Initiatives at APS: Books on Buses (CLR Book Distributions, a collaboration between Language and Cultural Equity (LCE), Library Services, and Transportation); CLR eBooks (a collaboration between LCE and Library Services), and Culturally and Linguistically Responsive Instruction. Creative solutions are needed to carry out the work necessary to keep the CLR book momentum going. The district wants CLR books to be in homes, classrooms, libraries and buses and to continue making print books available for students.

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The Books on Buses program is designed to keep book distribution as safe and simple as possible. Even though great strides have been made in increasing access to digital resources, students still need access to paper and real supplies. APS bus drivers stepped up to help students and distribute books and supplies. Distributions have been made at 36 schools so far, and the plan is to reach every school this year. Each week six buses go from school to school, and students and families can pick up books and supplies between 2:00 and 3:00 p.m. More than 20,000 books will be distributed, and approximately 5,000 books have been distributed so far. The books being distributed for elementary school age students are in English and Spanish, and in Spanish for middle and high school students. All the books are reviewed and selected for engagement and high interest.

The CLR eBook initiative is meant to encourage reading at home and at school by offering books about characters and themes that represent our students, their families, peers, and communities. The selected eBooks have a focus on social emotional learning and are valuable for instruction. Physical books are still loved, but the eBooks give even more options that translates into more reading time with no shipping time or costs. All the books were chosen by librarians, teachers, or the public. The eBooks have great features even after current conditions resolve. They are easily accessible and can be downloaded and then read even while offline. Students are reading, and the reading statistics for eBooks are looking very similar to the patterns seen with physical books. Teachers are also taking advantage of eBooks and have formed study groups and committees for relevant professional development involving eBooks that support CLR.

Culturally and Linguistically Responsible Instruction (CLRI) means to incorporate the diverse cultural backgrounds of students in the classroom, teaching cultural competence, and uncovering biases in curriculum, assessment, and teaching. District staff and six pilot schools have gone through the first CLR Institute of training. Teachers focused on deep dives into CLR practices, strategies and support to be used in the classroom and within instructional practices. Educators will have opportunities for deep reflective discussions among themselves, which will be guided by the instructional coaches from the Center of Culturally Responsive Teaching and Learning. Professional development will also be focused on instructional practices, lesson planning and classrooms viewed through a CLR lens. In December 2020, 50 teachers were invited from all four zones to continue with the institute. The pilot schools will continue with institute two (CLRI II) in the spring, and hopefully, the program will be expanded to accommodate even more participants.

The district is working hard to assist schools with including CLR strategies and supports into everyday lessons as well as building a sustainable system that is inclusive of all cultures and languages. The focus is to promote asset-based thinking and continuing to build strong students, family and school partnerships and relationships. All of the CLR initiatives have a deep commitment to serving the underserved.

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Issues discussed regarding this agenda item:  Appreciation shown for the informative presentation and for all the books chosen thus far  Question of how the CLR initiatives will be evaluated; response that part of the APS Equity and Diversity Procedural Directive 2020 is an equity snapshot that may be used to determine how schools are advancing and what supports they may need to move the work forward  Comment that the snapshot provides a good rubric and will help determine what the needs are for all schools in the district to ensure that no one is excluded  Question if there will be enough books for all who want them and where leftovers will go if they exist; response that it is difficult to determine how quickly and how many books will go, but there should be a book for everyone who wants one. If there are remaining books, they will go back to in-person distribution or will be divvied up among the schools depending on need. The goal is to get books to as many students as possible  Question of how books are distributed to families who cannot make it to the schools at pick-up time; response that families should contact their school, and the school will in turn contact Library Services and arrangements can be made  Question of how it is known what eBooks are being checked out; response that all schools have an online library and students can browse paper books and eBooks. If students are logged in to the school website, they can check out eBooks, and they get loaded to the students account. Every time a book is checked out, it is logged in the system. Circulation statistics are checked frequently, and eBooks are the at the top of the check-out charts  Comment that many other districts are not able to provide these resources and the APS Board of Education’s support of these initiatives has been instrumental  Question of how the 50 teachers were chosen for the CLR Institute; response that 10 teachers from each zone were selected along with an additional 10 district-wide resource teachers. Middle school teachers were focused on this time around, and the goal is to expand and if possible, to have as many as 1,000 teachers trained in the first institute this spring. The program is open on a volunteer basis, and more funding is being negotiated. Schools can use their own funding if they so wish. The principal at Albuquerque High School decided to have his entire team trained and used his own funding to do so  Question if teachers get any incentive or endorsement for participating; response that there is no formal endorsement with the Public Education Department (PED), but the Equity Department is looking at developing a certificate or badge to show they have gone through the training  Comment that it would be valuable for the state to have such an endorsement, because it would demonstrate efforts to uphold the requirements of the Yazzie/ Martinez lawsuit

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 Question of what can be done to ensure continuing development and practice for teachers; response that it is hoped that there will continue to be funding for the initiatives and accompanying professional development  Appreciation shown for all the CLR initiatives and the APS Equity and Diversity Procedural Directive

C. Consideration for Approval of Renewal of the Indian Policies and Procedures (IPP) (Discussion/Action) Dr. Madelyn Serna Mármol, Associate Superintendent, Office of Equity, Instruction, Innovation and Support, and Dr. Daisy Thompson, Senior Director, Indian Education

Each year, APS submits the Impact Aid Application to the U.S. Department of Education. The annual application requires updated Indian Policies and Procedures (IPP) to be submitted each year in January. The IPP is revised and renewed after consultation with impacted tribal leaders and parents of impacted communities from within a 50-mile radius of the district as well others. Approval on this document is requested from the board to continue the application.

Issues discussed regarding this agenda item:  Question regarding the nature of the “source checks” mentioned in the document; response that lists of students are sent out and reviewed by community leaders to approve and verify that those students are on the correct list and live in the area noted  Suggestion to differentiate between academic counseling and mental health counseling  Comment that several grammatical edits were sent to Dr. Thompson via email  Comment that the language has been changed to read Native American instead of Indian and question if that change will be made for the parent committee documents as well; response that the change is only for this document, and while Native American is better received by the majority of indigenous people, the federal terminology remains American Indian and that is the name under which the committee is funded  Question if it is acceptable to make changes to the document while signatures are still being received; response that the changes will be revisited by those who sign the document and that the changes are small and do not affect the content of the document  Mention that many signatories are waiting for the document to be approved by the board tonight before adding their signatures  Mention that it is important to recognize how many tribes make up the student population enrolled in APS schools as it is one of the largest Native American student bodies on the country; response that there are 118 tribes enrolled in APS schools

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Board Member Petersen motioned for approval of the renewal of the Indian Policies and Procedures (IPP). Board Member Patterson seconded the motion. Board members Montoya-Cordova, Muller-Aragón, Garcia, Petersen, Patterson, Armijo, and Peercy voted in approval.

D. Consideration for Review and Approval of the 2021-2022 Traditional, Extended Learning Time Program (ELTP), College and Career High School Instructional Calendars and the 2021-2022 Traditional, Extended Learning Time Program (ELTP), College and Career High School Work Calendars (Discussion/Action) Todd Torgerson, Chief of Human Resources and Legal Support Services 1. Traditional: Instructional and 12 Work Day Calendars 2. ELTP: Instructional and four Work Day Calendars 3. College and Career High School: Instructional and three Work Day Calendars

Representatives from the Albuquerque Teachers Federation (ATF), Albuquerque Education Assistants Association (AEAA) bargaining unions, district staff, and the Board of Education met and developed an option for the traditional, ELTP, and College and Career Instructional Calendars. All school calendars meet the New Mexico PED required 1,080 hours of instruction. Representatives from Human Resources and Finance departments met and developed the work calendars for all employee groups for the 2021-2022 school year. All committees included vigorous conversations, and the calendars were thoroughly discussed and evaluated by the council. Approval is recommended for the three proposed calendars.

Issues discussed regarding this agenda item:  Comment that the issue of continuing with the alternative calendar was brought up last year. It was decided to continue for one additional year to give schools time to prepare for a new calendar. The pandemic then hit and everyone had to change. There is too much added cost and complexity involved in keeping the calendar  Mention that the district is facing a dire fiscal year, and supplying the approximate cost of $400,000 would have to come from further budget cuts that the district cannot afford  Question if it is possible for those schools on an alternative calendar to move to the Extended Learning Time Program (ELTP) calendar; response that was the intent and it is an available option  Mention that there are a number of schools in line that would like to participate in the ELTP programs if there is funding  Comment that legislation may look for more funding and possible flexibility with ELTP  Remark that there is very strong anecdotal data on the side of keeping the alternative calendars and that many teachers and students believe that it is beneficial; response that their voices were heard. It is possible to look at the Minutes of Albuquerque Public Schools Board of Education Meeting, Wednesday, December 2, 2020, 5:00 PM Page 13 of 19

academic outcomes and see if there is a dramatic difference from other schedules. However, this is likely to be one of many hard decisions before the board when dealing with a reduced budget  Concern that not supporting the calendar will send a negative message to the community and that schools should be allowed to make the best choice for their constituents  Comment that support for this proposal should not be given until there is more data available on academic outcomes  Question regarding the average number of calendars that members of the Council of the Great City Schools (CGCS) maintain; response that most large urban districts maintain only one calendar and that APS is fairly unique in running multiple calendars  Remark that it may be time to consider making the traditional calendar more closely resemble the alternative calendar and that the concept of a year-round calendar is not a new one  Comment that the issue now is that if the alternative calendar is kept than something else must be cut  Mention that the district must make this transition, and there is a reason. The board is not interested in adding administrative costs that should be in the classroom. However, if the academic outcomes prove to be different then that type of calendar should be adopted. Reminder that this decision was made a year ago, and the alternative calendar was not promised past this year. It is unfortunately an issue of money and manpower  Comment that some schools have been on the alternative calendar since 1989, because it works well for the students and the school community  Remark that a motion should be made to accept the three presented calendars with an ask to staff that the cost and additional data be brought to the board to further discuss adding the alternative calendar  Comment that a larger conversation should be had at another time about creating a year-round calendar

Board Member Petersen motioned to approve the three proposed calendars and for administration to come back to the board with a separate proposal for a year- round calendar that includes a cost analysis as well as performance data. This new proposal would be voted upon at an upcoming board meeting. Board Member Patterson seconded the motion. Board members Montoya-Cordova, Muller-Aragón, Garcia, Petersen, Patterson, Armijo, and Peercy voted in approval.

E. Consideration for Approval of the Charter School Renewal Application, Contract, and Performance Framework for Alice King Community School (Discussion/Action) Dr. Deborah Elder, Executive Director, Office of Innovation and School Choice; Dr. Joseph Escobedo, Senior Director, Office of Innovation and School Choice, and Kristi Collins, Principal Minutes of Albuquerque Public Schools Board of Education Meeting, Wednesday, December 2, 2020, 5:00 PM Page 14 of 19

The APS Charter School review team brought three renewal applications before the board. The team recommended approval for all three charters. The first school for consideration was the Alice King Community School (AKCS). After review and a virtual site visit, the team recommended a term of five years beginning July 1, 2021 and expiring June 30, 2026. AKCS is a kindergarten through eighth grade multi-age, full inclusion, and project-based program. The school’s goal is to educate the whole child with a focus on social emotional learning (SEL). The school continues to grow and support an increasingly diverse school population.

Issues discussed regarding this agenda item:  Question regarding academic specific goals of AKCS; response that academic goals specifically are aligned to the mission goals of the school. Through project-based learning and SEL teachers are able to look at different aspects of the mission over time and change academic goals to match  Question if parents can opt out of staying with the same teacher; response that the intent is for students to stay with the same teacher for at least two years, but parent and teacher requests are heeded  Question if AKCS building and facilities meet APS standards; response that there was a real estate review done on the school and that it is better than average on meeting APS standards  Question if AKCS plans to purchase the building they are currently in; response that AKCS is currently in a lease to rent agreement, but they have been approved to enter a lease to purchase agreement through the school’s foundation and have already been making payments  Question regarding the school’s commitment to equity; response that AKCS’s student body has become increasingly diverse and the school has established an equity council that meets on a regular basis. The school takes an individualized approach to education and helps students to work at their individual level and make gains academically, socially emotionally, and culturally  Comment that although the student population’s diversity is increasing, the school’s enrollment is still not reflective of the rest of the APS community

Board Member Muller-Aragón motioned for approval of the Charter School renewal application, contract, and performance framework for Alice King Community School. Board Member Armijo seconded the motion. Board members Montoya-Cordova, Muller-Aragón, Garcia, Petersen, Patterson, Armijo, and Peercy voted in approval.

F. Consideration for Approval of the Charter School Renewal Application, Contract, and Performance Framework for Native American Community Academy (Discussion/Action)

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Dr. Deborah Elder, Executive Director, Office of Innovation and School Choice; Dr. Joseph Escobedo, Senior Director, Office of Innovation and School Choice, and Anpao Duta Flying Earth, Executive Director

The next school for consideration was the Native American Community Academy (NACA). The review team recommended a term of five years beginning July 1, 2021 and expiring June 30, 2026. The team also recommended that the school complete a financial remediation and turn in a financial compliance plan by March 31, 2021. NACA is one of the first public collaborative charter schools, and the school’s focus is on culturally and linguistically responsive education. The school began with only 87 students and now boasts 499 in grades kindergarten through twelve. Many of the students are multi-racial or multi-tribal. NACA agrees with the financial remediation and planning is underway. The school receives funding from multiple sources that has provided challenges in the past, and improvement is needed in the processes for managing them.

Issues discussed regarding this agenda item:  Question regarding the recent low graduation rate; response that the same question came up during the site visit, and the initial findings are that it was in part due to issues in that particular cohort of graduates and a transition in leadership and staffing. More investigation is upcoming  Comment that at NACA, scores are tracked for trends over six years instead of three so they can be cross referenced with state data  Appreciation shown for the school’s unique and specific mission  Question of how NACA has been affected by the pandemic and distance learning; response that the Native American community was disproportionately affected by the pandemic, and while online learning did happen in March 2020, many were affected directly by Covid-19 and loss was experienced. Even today, Laguna Pueblo has 11 new Covid-19 cases. There is an advisory structure that works to stay in constant contact with families in case there was a disconnect. When that happens, emergency services are contacted. NACA also serves as a hub for communities by providing assistance with distribution of supplies, food and donations for those affected by Covid-19 or the economy and the loss of a job  Question regarding the process of the financial remediation plan; response that the school choice team will meet with the school regularly and get monthly updates on the plan. Work is already being done at the school and is an important focus  Question regarding student enrollment and what happens if more students apply than can be admitted; response that NACA aligns with the state statute on lottery admission, there is no preference given to Native American students, and the school has always been open to everyone  Question on the mission specific goal of raising wellness scores; response that NACA uses a “wellness wheel,” which is a four-quadrant medicine wheel broken down into different categories in which students give themselves Minutes of Albuquerque Public Schools Board of Education Meeting, Wednesday, December 2, 2020, 5:00 PM Page 16 of 19

scores. It is quantifiable, and the school is working on a more aggregated school-wide picture so growth can be measured. It is a new process, and the school is working on how to present that NACA is a healthy place for students  Question regarding the school’s operation expenditure and why only 68 percent of the budget goes to direct instruction; response that part of the budget story is what other sources the school uses the budget to cover. There is an office of substance abuse that requires funding, and much of the rest of it goes to cover the schools unique staffing pattern

Board Member Garcia motioned for approval of the Charter School renewal application, contract, and performance framework for Native American Community Academy. Board Member Patterson seconded the motion. Board members Montoya- Cordova, Muller-Aragón, Garcia, Petersen, Patterson, Armijo, and Peercy voted in approval.

G. Consideration for Approval of the Charter School Renewal Application, Contract, and Performance Framework for New Mexico International School (Discussion/Action) Dr. Deborah Elder, Executive Director, Office of Innovation and School Choice; Dr. Joseph Escobedo, Senior Director, Office of Innovation and School Choice, and Todd Knouse, Head of School

After review and a virtual site visit, the team recommended a term of five years beginning July 1, 2021 and expiring June 30, 2026 for New Mexico International School (NMIS). NMIS uses inquiry-based teaching and learning and languages from Spanish to Arabic to support students socially and emotionally. NMIS received baccalaureate authorization in February 2017 and has been deploying the program ever since as of only three such programs in the state of New Mexico. The school has been recognized several times by PED for the work of the bilingual department, and NMIS is the home school of this year’s New Mexico “Teacher of the Year.”, Alisa Cooper de Uribe. NMIS recently moved to a new campus that is more centralized in Albuquerque and has broadened enrollment as well as grades served.

Issues discussed regarding this agenda item:  Comment that NMIS appreciates the phenomenal high level of support provided by the APS charter school team  Appreciation shown for NMIS’s missions specific goal that concentrates on the acquisition of language  Question regarding a dip in academic performance specifically science; response that the reason is multifaceted, but one of the main contributing factors was the large shift in science standards and materials. Also , it is difficult to find next generation science materials in Spanish

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 Question regarding interest rate on new campus; response that it is a variable rate that will adjust. As rates come down, it will be reflected in the lease payments  Question if NMIS offers a bilingual seal program; response that NMIS has its own seal for younger elementary age students for acquisition and proficiency in Spanish and Arabic. Next year will see the school’s first eighth grade class  Question if the students have a chance to present for the seal; response that the way to get the bilingual seal includes a demonstration of all three languages that is designed by an instructional coach. Certain assessment scores can also be used to measure proficiency  Comment that once the school has a full cohort of middle school students the goal is to feed the bilingual program at Sandia High School  Concern that NMIS’s student body is misaligned with APS communities in general  Comment that small school funding does not always benefit NMIS. Anyone is welcome to apply, and the school is always seeking to promote diversity of students  Question of where the school looks for new students; response that most recently NMIS has been connecting with principals of elementary schools with bilingual programs that do not feed into a middle school because NMIS can provide that link

Board Member Muller-Aragón motioned for approval of the Charter School renewal application, contract, and performance framework for New Mexico International School. Board Member Montoya-Cordova seconded the motion. Board members Montoya-Cordova, Muller-Aragón, Garcia, Petersen, Patterson, Armijo, and Peercy voted in approval.

VIII. Board Member Comments  Remark that the board must take care to listen to parents and teachers advocating for the alternative calendar and come up with something reasonable and responsible  Mention of recent personal loss and the toll that pandemic situations are taking on families  Appreciation shown for Superintendent Elder and his informative report  Appreciation shown for Penelope Buschardt and the resource teachers for their hard work and commitment to homeless students  Appreciation shown to Sacred Wind in Tohajiilee for providing students in the area with much needed internet service and hot spots  Gratitude shown for all the public speakers and those that also shared their voice via email  Mention of the recent passing of Thomas Scharmen who did important work for the New Mexico Community Data Collaborative and the Department of Health

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 Comment that one benefit of remote learning is that students have the opportunity to share and speak about their own spaces, families and activities. Being at home helps make them be more comfortable with sharing freely

IX. President's Report  Mention of recent opportunity to sit in on classes at John Baker Elementary School. Appreciation shown for Tracy Nichols and her inspiring and innovative work with students  Appreciation and compliments for Superintendent Elder and his collaboration with secondary education institutions  Appreciation shown for all speakers at public comment this evening

X. Announcement of Upcoming Board Meetings A. The next Board of Education meeting will be held on Wednesday, December 16, 2020, at 5:00 p.m., via live virtual meeting. This link can be accessed through the www.aps.edu website. B. The next Special Board of Education meeting will be held on December 7, 2020, at 7:30 a.m., via live virtual meeting. This link can be accessed through the www.aps.edu website. XI. Adjournment The meeting was adjourned at 10:38 p.m.

APPROVED: ______Dr. David E. Peercy, President

ATTEST: ______Yolanda Montoya-Cordova, Secretary

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Agenda item VI.A Albuquerque Public Schools ACTION MEMO Board of Education Meeting on February 17, 2021

TO: Albuquerque Public Schools Board of Education

REQUESTED ACTION: Consideration for Approval of a Districtwide School Reentry Plan (Discussion/Action)

BACKGROUND: On January 26, 2021, the Governor and Secretary Stewart announced an expansion of in-person hybrid learning eligibility beginning February 8, 2021, to include all middle and high school students in addition to elementary schools that were eligible for hybrid learning previously. Based on subsequent and continuing guidance documents from the New Mexico Public Education Department, adjustments will need to be made to the previously board-approved reentry plan for Albuquerque Public Schools.

The superintendent and staff presented an update and a plan regarding districtwide school reentry for the Board of Education’s consideration at the February 3 board meeting. The board deferred action and asked administration to come back with more information and a revised plan at the February 17 board meeting.

Action Name Title Department Signature Prepared by: Brenda Yager Executive Director Board of Education Services Office Recommended and Yvonne Garcia Chief of Schools Albuquerque Public Approved by: Schools Approved by: Scott Elder Interim Albuquerque Public Superintendent Schools Approved by the APS Dr. David E. Peercy President APS Board of Education Board of Education February 17, 2021: Yolanda Montoya- Secretary APS Board of Education Cordova Reopening School

Feb 11, 2021 Guiding Principles

The guiding principles for teaching and learning in school year 20-21 are: ● Ensuring equity and access are embodied in district and school plans (see graphic below) ● Supporting high-quality, equity-driven instruction for every student ● Supporting social and emotional learning and established teacher/student relationships by minimizing disruption to elementary class lists and secondary master schedules ● Following New Mexico Department of Health and CDC guidelines

- PED Prerequisites to Opening

● Zone Associate walkthroughs with principal checklist

● Fire Marshall walkthrough

● Surveillance testing - 25 percent

● Air filtration upgrades and certification - NMPED ○ MERV 9 to 13 filters ○ Damper removal to increase fresh air intake

● Mask requirement, social distancing, hand washing Building Readiness Status

● Fire Marshall visits school to ensure Covid-safe protocols are in place

● Every school will be approved by central office administrators and Fire Marshall prior to opening

● All schools to be completed by February 19 ● Our buildings meet the CDC guidelines for reentry Voluntary Return

● Teachers may choose to work on-site or remotely

● Students may choose to remain in remote instruction or can be considered for in-person learning What we know

● Principals ○ Nearly all of our principals and assistant principals are already working on-site or ready to begin working on site ● Teachers ○ A supermajority of teachers are not ready to work on-site right now ■ Nearly half are planning to stay remote the rest of the year. ● Parents ○ Our parents are split: half are ready to return in person right now, and half are not ■ Over one-third are planning to finish the year remotely ● Other ○ Remote learning: Both parents and staff have reported that remote learning has gotten better since the beginning of the school year ○ Diversity among schools: Some schools have a greater proportion of students ready to return than teachers, and some schools have a greater proportion of teachers ready to return than students Return process

● Families and staff have been asked their intention for returning

● Principals use the results to be able to determine the number of students who will be able to attend

● Wait lists will need to be created for schools that do not have enough staff volunteering

● The school needs essential staff in order to open Returning to School

To address the substantial impacts of educational and family disruptions caused by the current national health crisis, Albuquerque Public Schools was especially strategic and intentional in responding to students’ learning needs in the 2020-2021 school year. In this instructional plan, five strategies were identified to address this challenge.

1. Acknowledging the impact of educational disruption and addressing the “COVID-19 slide.” 2. Defining essential standards in order to define grade-level prerequisites that may need to be re-taught and focused essential grade-level standards to target for mastery. 3. Embedding SEL and relationship building into classroom routines and core content. 4. Providing an interim assessment schedule and strategy to monitor student academic progress and adjust instruction. 5. Outlining focused academic interventions and data collection systems for students who are not making adequate academic progress.

C&I created a comprehensive plan with sample instructional schedules and lessons for elementary and secondary.

● Schedules are an OPTIONAL model for how elementary and secondary school classroom teachers might structure, organize instruction and engage students in the hybrid classroom. Considerations for Limited Hybrid Voluntary Return small limited hybrid groups created within the Planning alpha groups While in Red (Now) Monday, Thursday, Tuesday Wednesday Friday (Prek-12) (Remote Learning) (Prek-12)

- Buildings Week 1: Week 1: Week 1: preparedness Teachers return to the Teachers return to the building Teachers return to the building while students while students remain remote, building while students remain remote schedule like in red remain remote -Building Walkthroughs Week 2 All Classes Remote Week 2 and Fire In-person begins for Some SpEd cohorts will be In-person begins for Marshall small group in-person small group approval designated students A- designated students L M-Z -Teaching Remotely and Special Education Small Groups

Flexibility based on current health orders, regulation, and guidance

Primary mode of instruction remains red/remote throughout for instructional continuity Limited Hybrid Groups

● Remote/digital instruction will remain the primary mode of instruction for students in the building and at home ● On-campus supplement digital learning in groups of students ● Schools create group of students in most need of returning to in- person learning ● Students assigned to Limited Hybrid Groups will come to school on the assigned day by last name ○ Monday and Tuesday A-L ○ Thursday and Friday M-R ● Student schedule will remain the same as the school’s current schedule until hybrid 50% ● Students who choose to remain online for the remainder of the school year may do so ● Special Ed in the Red will continue Advantages to Voluntary Return

● Allows some in-person instruction

● Builds confidence with staff and community

● Student continue to have the option of remaining in remote

● Reassures staff about their choice Concerns about Voluntary Staff Return

● Lack of available staff

● May cause disruption to student schedules

● Students needing interventions may not receive them face-to-face Proposed Dates

2/22 Teachers return to buildings - students remain in remote learning

3/01 Limited hybrid with considerations

Continue with gating criteria, if Bernalillo County is green, then APS begins The Hybrid 50%. Hybrid 50% - When Bernalillo County is Green

●Remote/digital instruction will remain the primary mode of instruction for students in the building and at home ●Students who choose to remain online for the remainder of the school year may do so ● Students will be in-person learning 2 days per week ● Monday/Tuesday Cohort = last names A-L ●Thursday/Friday Cohort = last names M-Z Thank you Agenda item VI.B Albuquerque Public Schools ACTION MEMO Board of Education Meeting on February 17, 2021

TO: Albuquerque Public Schools Board of Education

REQUESTED ACTION: Consideration for Approval of Letter to Semi-Finalist Candidates for the Superintendent Search and Permission to Use Digital Signatures (Discussion/Action)

BACKGROUND: Board Services Office staff would like permission to send a letter to the semi finalists who were not selected as finalists in the search for the next superintendent and to use board members’ digital signatures.

Action Name Title Department Signature Prepared, Recommended Brenda Yager Executive Director Board of Education and Approved by: Services Office Approved by: Scott Elder Interim Albuquerque Public Superintendent Schools Approved by the APS Dr. David E. Peercy President APS Board of Education Board of Education on February 17, 2021: Yolanda Montoya- Secretary APS Board of Education Cordova Agenda item VI.C Albuquerque Public Schools ACTION MEMO Board of Education Meeting on February 17, 2021

TO: Albuquerque Public Schools Board of Education

REQUESTED ACTION: Consideration for Approval of Location and Logistics of March Board and Special Meetings (Discussion/Action)

BACKGROUND: The Board of Education will discuss the location and logistics of the four scheduled March board and special meetings and will provide direction to staff as to how to proceed with setting up the meetings in March.

Action Name Title Department Signature Prepared by: Jennifer Neumann Board Services Board of Education Specialist Services Office Recommended and Brenda Yager Executive Director Board of Education Approved by: Services Office Approved by: Scott Elder Interim Albuquerque Public Superintendent Schools Approved by the APS Dr. David E. Peercy President APS Board of Education Board of Education February 17, 2021: Yolanda Montoya- Secretary APS Board of Education Cordova