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1 | HEAC LEAD: | ADVISEMENT DELIVERED JULY 2023 | NMPED LEAD | COMMENTS FROM SECRETARY ROMERO | UPDATE, MARCH 2024 | HEAC RESPONSE | |||||||||||||||||||||
2 | ADVISEMENT 1: Family Engagement | ||||||||||||||||||||||||||
3 | Adam Garcia Amador | 1.A. Parent micro-credentialing programs may increase the pipeline of families engaged and prepared to partner with schools and districts | Family Engagement Liaison + Hispanic Education Bureau | Yes, move forward with this idea. | Advisement will be delivered directly to Simone Vann, At-Risk Intervention Response Director, and Catalina Neff, Family Engagement Liaison through an invitation to the July meeting? Or could be sooner? | ||||||||||||||||||||||
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5 | 1.B. Pilot/Study engagement programs with schools in order to scale out operationalization | Family Engagement Liaison + Hispanic Education Bureau | Yes, move forward with this idea. | Advisement will be delivered directly to Simone Vann, At-Risk Intervention Response Director, and Catalina Neff, Family Engagement Liaison through an invitation to the July meeting? Or could be sooner? | |||||||||||||||||||||||
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7 | Alisa Cooper de Uribe: How can families be made aware of state-wide family partnership information and opportunities regardless of district? | Family Engagement Liaison + Hispanic Education Bureau + NMPTA | Yes, move forward with this idea. | Advisement will be delivered directly to Simone Vann, At-Risk Intervention Response Director, and Catalina Neff, Family Engagement Liaison through an invitation to the July meeting? Or could be sooner? | |||||||||||||||||||||||
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9 | 1.C. If family engagement sites are updated, public marketing campaigns not dependent on district’s advertising them may help. Example: Spanish television is on all the time at my house, and that’s how we often find out about state programs. | Family Engagement Liaison with Comms Office and Hispanic Education Bureau | Yes, move forward with this idea. | Advisement will be delivered directly to Simone Vann, At-Risk Intervention Response Director, and Catalina Neff, Family Engagement Liaison through an invitation to the July meeting? Or could be sooner? | |||||||||||||||||||||||
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11 | Catherine Martinez Berryhill | 1.D. Baseline data from Equity Councils housed in a centralized and accessible location. | Mayra Valtierrez, Language and Culture Division | Data currently not collected from Equity Councils. | Advisement should be delivered directly to Mayra Valtierrez through an invitation to the July meeting? Or could be sooner? | ||||||||||||||||||||||
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13 | 1.E. Use individual school data to coordinate engagement that is culturally relevant | Need more info from HEAC on whay type of data is being requested. | Need more information on this advisement. | ||||||||||||||||||||||||
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15 | 1.F. Incentivize/Allocate funding to districts making strides in engagement innovations | Family Engagement Liaison + Hispanic Education Bureau + Title I | Yes, move forward with this idea using the https://nmonesource.com/nmos/nmsa/en/item/4368/index.do#!b/a2D. | Need to have a conversation with Simone Vann regarding using At-Risk funding for this advisment. | |||||||||||||||||||||||
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17 | Julia Rivera-Tapia | 1.G. Share EC data- invite parents to join us to work on issues that we are having. | Mayra Valtierrez, Language and Culture Division | Advisement should be delivered directly to Mayra Valtierrez through an invitation to the July meeting? Or could be sooner? | |||||||||||||||||||||||
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19 | 1.F. Asking the State to fund all legal documents to have them translated. For example IEP’s, 504’s, EDT. This will help parents show up to meetings if they know they will be able to hear, but also understand the documents that they are taking home. | In process, Communications Team / Office of the managing Director. | In process to get the agency to contract with a translation firm. | ||||||||||||||||||||||||
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21 | 1.G. Invite parents to facilitate at family night. Our communities are a wealth of skills and knowledge. What do the parents do? Hone in on the strengths of the community and turn that into interdisciplinary lessons. (Not just white collar, but blue collar as well. For example, mechanics, small business owners, restaurants, barber shops- value all that our families do) | Is this an advisement for principals? | |||||||||||||||||||||||||
22 | Gloria Ruiz | ||||||||||||||||||||||||||
23 | At the state level, what can we do to incentivize family engagement, especially with the diversity of culture among districts? | 1.F. An update of the New Mexico Engaged and NMPED Family Guide website is needed. | Website is currently being updated in partnership with CESDP. Julia Rosa Emslie is NMPED Lead | Half of the website is complete. We ran out of funding and will have to wait for the 2026 FY. | |||||||||||||||||||||||
24 | Utilize NM Engaged resources (In the pilot programs, too?) | ||||||||||||||||||||||||||
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26 | 1.G. Given the changes in leadership at PED, it may be worth including an advisement to the Secretary on ensuring that the delivery chain to families is consistent and ongoing. | Family Engagement Liaison + Hispanic Education Bureau | Please use the advisement packages from the family cabinet. | ||||||||||||||||||||||||
27 | Matt Montaño | ||||||||||||||||||||||||||
28 | How do we break down barriers to families district-wide? | 1.H. Reframe engagement as Partnership with families | Family Engagement Liaison + Hispanic Education Bureau | In process. | Advisement will be delivered directly to Simone Vann, At-Risk Intervention Response Director, and Catalina Neff, Family Engagement Liaison through an invitation to the July meeting? Or could be sooner? | ||||||||||||||||||||||
29 | How do we get access/information to families efficiently and broadly? | ||||||||||||||||||||||||||
30 | 1.I. Thematic community learning events | Family Engagement Liaison + Hispanic Education Bureau | Need more information on this advisement. | ||||||||||||||||||||||||
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32 | 1.J.Site-based activities | Family Engagement Liaison + Hispanic Education Bureau | Need more information on this advisement. | ||||||||||||||||||||||||
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34 | 1.K. Analyze delivery chain for finding creative ways to get the word out, focusing first on the most hard-to-reach families | Family Engagement Liaison + Hispanic Education Bureau | Yes, please move forward with this idea. | ||||||||||||||||||||||||
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36 | ADVISEMENT 2: Student Achievement | ||||||||||||||||||||||||||
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38 | LEAD: Marlene Melendez | 2.A. Restorative Justice Practices - ex: Las Cruces NM | Safe and Healthy Schools | Check with SAHS Director Rebecca Reyes | Advisement will be delivered directly Rebecca Reyes, Safe and Healthy Schools Director through an invitation to the July meeting? Or could be sooner? | ||||||||||||||||||||||
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40 | Advisements - Student Engagement | 2.B. Support the introduction of the bill availability of a financial literacy course be added, prior to high school graduation | Shafiq Chaudhary | Check with Director of Math and Science Chaudhary. | |||||||||||||||||||||||
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42 | 2.C. Transportation issues- but after some conversations puts the transportation issue on a large platform. With the 10M recently infused into the NM transportation budget. The return of investment (ROI) should be shared with public and district leadership to | Transportation and Capitol Outlay. | Ask Transportation and Director of Finance? | ||||||||||||||||||||||||
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44 | Other Members: | ||||||||||||||||||||||||||
45 | |||||||||||||||||||||||||||
46 | Jennifer Gomez-Chavez | ||||||||||||||||||||||||||
47 | |||||||||||||||||||||||||||
48 | Fred Montalvo | ||||||||||||||||||||||||||
49 | |||||||||||||||||||||||||||
50 | Gigette Nieto | ||||||||||||||||||||||||||
51 | |||||||||||||||||||||||||||
52 | Tasia Martinez | ||||||||||||||||||||||||||
53 | |||||||||||||||||||||||||||
54 | Abenicio Baldonado | ||||||||||||||||||||||||||
55 | Collaboration/ Research Component to Support Advisements 1 & 2: Student Achievement and Family Engagement | ||||||||||||||||||||||||||
56 | LEAD: Miguel “RJ” Baca | ||||||||||||||||||||||||||
57 | Pedro "Pete" Vallejo | ||||||||||||||||||||||||||
58 | Rose Marie A. Lopez | ||||||||||||||||||||||||||
59 | Veronica M. Vigil | ||||||||||||||||||||||||||
60 | Thomasina Ortiz-Gallegos | ||||||||||||||||||||||||||
61 | Vanessa de Leon | ||||||||||||||||||||||||||
62 | Research | ||||||||||||||||||||||||||
63 | Which institution or agency to gather and report? | ||||||||||||||||||||||||||
64 | Type | Work with REA to research how to include a voice over that tells the NM Vistas story in both English and Spanish using Tembo | |||||||||||||||||||||||||
65 | Needs assessment | ||||||||||||||||||||||||||
66 | Quantitative vs. qualitative | ||||||||||||||||||||||||||
67 | Community based research | ||||||||||||||||||||||||||
68 | Topic specific | ||||||||||||||||||||||||||
69 | Indicator identification | ||||||||||||||||||||||||||
70 | Other? | ||||||||||||||||||||||||||
71 | Data needed (Foundational): | ||||||||||||||||||||||||||
72 | General statewide demographics for students, Teachers, Admin | ||||||||||||||||||||||||||
73 | EL #’s, Teachers AND Admin trained/licensed in ELA, SLA, Math, Soc Sci, Sci | ||||||||||||||||||||||||||
74 | Dual ID- EL and SpEd | ||||||||||||||||||||||||||
75 | Scores: ACCESS, SAT, etc. | ||||||||||||||||||||||||||
76 | Plateau students and targeted interventions | ||||||||||||||||||||||||||
77 | Inclusion approach vs. targeted, ELD vs. ELA vs. SLA, GLAAD, SIOP/Sheltered | ||||||||||||||||||||||||||
78 | Funding: Urban vs. rural | ||||||||||||||||||||||||||
79 | Resources: including transportation, Dual credit, Electives (CTE vs. academic electives), access, ACES | ||||||||||||||||||||||||||
80 | Site, district, community needs | ||||||||||||||||||||||||||
81 | District, Charter, Private, Parochial, GED/HES settings | ||||||||||||||||||||||||||
82 | Attendance, discipline, drop out, GED/HES, Charter, District Continuation Ed programs- Urban vs. rural, road blocks to remaining in school | ||||||||||||||||||||||||||
83 | Translation needs, funding support, personnel support, instructional material needs, stipend amounts | ||||||||||||||||||||||||||
84 | Bilingual staff are being utilized beyond their job descriptions | ||||||||||||||||||||||||||
85 | Heritage, maintenance, linguistic/cultural preservation, | ||||||||||||||||||||||||||
86 | Bilingual Education for ALL students viability or by enforcement from bilingual state status? | ||||||||||||||||||||||||||
87 | Collaborating with border Ethnic Studies, Chicano Studies, PD for Admin, teachers and then curriculum development | ||||||||||||||||||||||||||
88 | License/Training | ||||||||||||||||||||||||||
89 | University/College preparation/licensing programs, Admin Prep- ALAS de NM, NAASP, UNM, NMHU, NMSU, WNMU, ENMU, CES | ||||||||||||||||||||||||||
90 | Training programs- GLAAD, etc.DLeNM | ||||||||||||||||||||||||||
91 | TESOL/Bilingual, etc. | ||||||||||||||||||||||||||
92 | Exam prep- La Prueba, etc. | ||||||||||||||||||||||||||
93 | Admin Prep- ALAS de NM, NAASP, UNM, NMHU, NMSU, WNMU, ENMU, CES, etc. | ||||||||||||||||||||||||||
94 | Ongoing post-license training | ||||||||||||||||||||||||||
95 | Other? | ||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||
97 | Existing Research: | ||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||
99 | What are our focus topics? | ||||||||||||||||||||||||||
100 | NM |