received june 9 2017 lesc - new mexico legislature 061417 item...new teachers and struggling...
TRANSCRIPT
Every Student Succeeds Act, ESSA, Stakeholder Feedback Report Overview
Contact Ian Esquibel with Learning Alliance for more information [email protected] or 505-414-1952
OVERVIEW During late 2016, Learning Alliance New Mexico, New Mexico Coalition for Charter Schools, New Mexico School Superintendents’ Association and UNM Center for Education Policy Research partnered to launch ESSA stakeholder engagement. Below are our findings.
CHALLENGING ACADEMIC CONTENT STANDARDS Stakeholders prioritized knowledge, skills and attitudes needed for college, career, and life success into three broad areas that can be foundational to identify and drive standards.
(1) Awareness (2) Life skills (3) Literacy and STEM
Participants reported a perceived gap between what the schools provide as opposed to what the students need, in the following areas:
• College, career, and life skills; Social/emotional awareness; Supports
HIGH-QUALITY STUDENT ACADEMIC ASSESSMENTS
Stakeholders advocated for three strategies that teachers can use to best
gauge students’ learning.
(1) Limited testing (2) Hands-on work (3) Individualized assessment
Participants suggested alternative ways students can demonstrate mastery of the knowledge, skills, and attitudes that are important for success:
• Projects; Self-assessment; Collaboration; Application to real life;Verbal communication
TEACHER ACCOUNTABILITY Stakeholders prioritized information important in identifying teachers’ strengths and areas of improvement as:
• Student assessment outcomes as a factor; Classroom observations;Parent and student surveys; Teacher self-evaluation
Participants recommended the following supports for teachers: • Professional development, instructional support, and guidance;
Respect and understanding; Leadership and ownership in theclassroom; Better compensation
SCHOOL ACCOUNTABILITY Stakeholders emphasized important aspects of schools to be measured or counted in the school accountability system:
• Student-focused school culture; Teacher and staff work ethic andattitudes; Family and community relations
Participants recommended the following supports for struggling schools: • Assessment reforms; Investment in teacher quality; Adequate school
funding and other resources; Community supports
NUMBERS
4,000 New Mexicans engaged
Including 2,700 APS stakeholders
350+ focus groups convened
Participation from:
7 districts
15 charter schools
17 community organizations
Awareness campaign and
outreach to:
89 districts
97 charter schools
79 community organizations
2,000+ views of ESSA New
Mexico videos on YouTube
3 media appearances
1 presentation to the Legislative
Education Study Committee
RECEIVED JUNE 9 2017 LESC
ESS
A S
take
ho
lder
Rep
ort
– P
ED R
esp
on
ses
Cro
ssw
alk
Lear
nin
g A
llian
ce p
artn
ered
wit
h t
he
New
Mex
ico
Sch
oo
l Su
per
inte
nd
ents
’ Ass
oci
atio
n a
nd
New
Mex
ico
Co
alit
ion
fo
r C
har
ter
Sch
oo
ls t
o
invi
te N
ew M
exic
ans
to s
har
e th
eir
tho
ugh
ts a
bo
ut
op
po
rtu
nit
ies
pre
sen
ted
th
rou
gh t
he
Ever
y St
ud
ent
Succ
eed
s A
ct, E
SSA
. Th
e U
NM
Ce
nte
r fo
r Ed
uca
tio
n P
olic
y an
d R
esea
rch
gen
erat
ed t
he
ESSA
Sta
keh
old
er F
eed
ba
ck R
epo
rt1 b
y co
mp
ilin
g in
pu
t fr
om
mo
re t
han
4,0
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sta
keh
old
ers
wh
o
resp
on
ded
.
The
tab
le b
elo
w c
om
par
es f
ind
ings
fro
m t
he
fee
db
ack
rep
ort
wit
h t
he
New
Mex
ico
Pu
blic
Ed
uca
tio
n D
epar
tmen
t’s,
NM
PED
, pu
blis
hed
d
ocu
men
t N
ew M
exic
o R
isin
g T
og
eth
er –
50
Res
po
nse
s to
Fee
db
ack
fro
m O
ur
Co
mm
un
itie
s2 . Ple
ase
no
te #
50
on
pag
e 6
des
crib
ing
nex
t st
ep
s.
NM
PED
“W
hat
We
He
ard
” (p
age
of
do
cum
en
t)
Co
nn
ect
ion
to
Sta
keh
old
er
Feed
bac
k R
ep
ort
(p
age
of
rep
ort
)
#1 S
tate
’s t
each
er e
valu
atio
ns
pu
t m
ore
em
ph
asis
on
n
on
-stu
den
t gr
ow
th m
easu
res
such
as
pri
nci
pal
o
bse
rvat
ion
s, w
hile
co
nti
nu
ing
to p
rio
riti
ze o
ur
stu
den
ts’
pro
gres
s (p
.3)
Teac
her
Acc
ou
nta
bili
ty s
yste
ms
focu
s o
n:
-An
nu
al s
tud
ent
asse
ssm
ent
ou
tco
mes
as
a fa
cto
r-C
lass
roo
m o
bse
rvat
ion
s-P
aren
t an
d s
tud
ent
surv
eys
-Te
ach
er s
elf-
eval
uat
ion
(p
p. 1
1 &
12
)
#2 E
nsu
re a
div
erse
gro
up
of
stat
ewid
e te
ach
ers
advi
se
PED
ho
w t
o im
pro
ve N
ew M
exic
o’s
ed
uca
tio
n s
yste
m (
p.
3)
Bes
t w
ay d
istr
icts
an
d o
ther
s ca
n s
up
po
rt s
tru
gglin
g te
ach
ers:
-P
rofe
ssio
nal
dev
elo
pm
ent,
inst
ruct
ion
al s
up
po
rt a
nd
gu
idan
ce-R
esp
ect
and
un
der
stan
din
g, le
ader
ship
an
d o
wn
ersh
ip in
th
e cl
assr
oo
m (
p. 1
3)
#4 D
o a
bet
ter
job
of
en
suri
ng
that
new
tea
cher
s ar
e re
ady
for
the
rigo
rs o
f to
day
’s c
lass
roo
m…
(p.4
)
New
tea
cher
s an
d s
tru
gglin
g te
ach
ers
sho
uld
rec
eiv
e a
road
map
an
d g
uid
ance
in
curr
icu
lum
, les
son
pla
nn
ing
and
ped
ago
gy.
Ad
dre
ss c
hal
len
ges
wit
h c
om
pre
hen
sive
an
d lo
caliz
ed e
du
cato
r p
rep
arat
ion
. (p
. 13
)
#5 C
eleb
rate
ou
r e
du
cato
rs a
nd
ele
vate
an
d c
ham
pio
n
the
teac
hin
g p
rofe
ssio
n (
p. 4
)
Teac
her
s sh
ou
ld b
e re
spec
ted
an
d u
nd
erst
oo
d. T
eac
her
s sh
ou
ld b
e co
nsi
der
ed
lead
ers
of
thei
r cl
assr
oo
ms,
an
d in
-ch
arge
of
asse
ssm
ents
an
d c
urr
icu
la. V
alu
e te
ach
ers
and
list
en
to
th
em. T
eac
her
s sh
ou
ld b
e ab
le t
o v
oic
e co
nce
rns
wit
ho
ut
rep
ercu
ssio
ns.
Tea
cher
s sh
ou
ld r
ece
ive
sup
po
rt t
o c
on
nec
t w
ith
stu
den
ts a
nd
fa
mili
es. (
p. 1
3)
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RIS
ING
-TO
GE
THER
_UP
DA
TED
_FIN
AL_
AE.
pd
f
ESS
A S
take
ho
lder
Rep
ort
– P
ED R
esp
on
ses
Cro
ssw
alk
#6 G
ive
elem
enta
ry t
each
ers
hig
h-q
ual
ity
scie
nce
co
nte
nt
trai
nin
g an
d p
rofe
ssio
nal
dev
elo
pm
ent
to
ensu
re a
ll st
ud
ents
are
exp
ose
d t
o q
ual
ity
scie
nce
in
stru
ctio
n (
p. 4
)
Pro
fess
ion
al d
evel
op
men
t, P
D, s
ho
uld
be
rele
van
t fo
r th
e te
ach
ers
and
fo
cuse
d o
n
thei
r su
bje
ct a
rea.
PD
sh
ou
ld b
e in
div
idu
aliz
ed a
s n
eed
ed…
on
goin
g su
pp
ort
s in
clu
ded
pee
r m
ento
rsh
ip, h
igh
-qu
alit
y in
stru
ctio
nal
co
ach
es a
nd
ad
min
istr
ativ
e in
volv
emen
t an
d b
acki
ng.
Sc
ho
ols
sh
ou
ld m
ake
res
ou
rces
ava
ilab
le t
o t
eac
her
s b
y h
irin
g m
aste
r te
ach
ers,
co
ach
es o
r re
tire
d h
igh
ly e
ffec
tive
tea
cher
s. (
p. 1
3)
#7 B
ette
r su
pp
ort
tea
cher
s in
imp
lem
enti
ng
the
Co
mm
on
Co
re M
ath
Sta
nd
ard
s (p
. 5)
Bes
t w
ay d
istr
icts
an
d o
ther
s ca
n s
up
po
rt s
tru
gglin
g te
ach
ers:
-P
rofe
ssio
nal
dev
elo
pm
ent,
inst
ruct
ion
al s
up
po
rt a
nd
gu
idan
ce
-Res
pec
t an
d u
nd
erst
and
ing,
lead
ersh
ip a
nd
ow
ner
ship
in t
he
clas
sro
om
-B
ette
r co
mp
ensa
tio
n (
p. 1
3)
#9 B
ette
r su
pp
ort
tea
cher
s an
d le
ader
s b
y p
rovi
din
g al
l LE
As
wit
h m
ore
tra
inin
g fo
r K
-3 li
tera
cy (
p. 5
)
Pro
fess
ion
al d
evel
op
men
t, P
D, s
ho
uld
be
rele
van
t fo
r th
e te
ach
ers
and
fo
cuse
d o
n
thei
r su
bje
ct a
rea.
PD
sh
ou
ld b
e in
div
idu
aliz
ed a
s n
eed
ed…
on
goin
g su
pp
ort
s in
clu
ded
pee
r m
ento
rsh
ip, h
igh
-qu
alit
y in
stru
ctio
nal
co
ach
es a
nd
ad
min
istr
ativ
e in
volv
emen
t an
d b
acki
ng.
Sc
ho
ols
sh
ou
ld m
ake
res
ou
rces
ava
ilab
le t
o t
eac
her
s b
y h
irin
g m
aste
r te
ach
ers,
co
ach
es o
r re
tire
d h
igh
ly e
ffec
tive
tea
cher
s. (
p. 1
3)
#10
Sup
po
rt li
cen
sure
of
teac
her
s w
ho
se n
ativ
e la
ngu
age
is n
ot
Engl
ish
as
we
ll as
th
ose
wh
o t
eac
h
Engl
ish
lan
guag
e le
arn
ers
(p. 5
)
Sch
oo
ls s
ho
uld
mak
e r
eso
urc
es a
vaila
ble
to
te
ach
ers
by
hir
ing
mas
ter
teac
her
s,
coac
hes
, or
reti
red
hig
hly
eff
ecti
ve t
each
ers.
Th
ere
sho
uld
be
follo
w u
p a
nd
on
goin
g fe
ed
bac
k to
mak
e a
dju
stm
ents
an
d a
sses
s p
rogr
ess,
mak
ing
teac
her
s m
ore
ef
fect
ive.
Pee
r-m
ento
rsh
ip w
as a
lso
vie
wed
as
an e
ffec
tive
str
ateg
y.
Exp
lain
to
th
e te
ach
ers
real
itie
s o
f th
e co
mm
un
itie
s th
ey a
re s
ervi
ng.
Ad
dre
ss
chal
len
ges
wit
h c
om
pre
hen
sive
an
d lo
caliz
ed e
du
cato
r p
rep
arat
ion
. Sc
ho
ols
mu
st c
reat
e a
colla
bo
rati
ve e
nvi
ron
men
t th
at is
nu
rtu
rin
g. T
eac
her
su
pp
ort
s m
ay in
clu
de
com
mo
n p
rep
arat
ion
tim
e, t
eam
wo
rk, a
nd
pro
fess
ion
al
lear
nin
g co
mm
un
itie
s. W
eig
ht
the
sco
res
for
teac
her
s w
ho
ser
ve s
tud
ents
wit
h
eco
no
mic
an
d e
du
cati
on
al c
hal
len
ges.
(p
. 13
)
ESS
A S
take
ho
lder
Rep
ort
– P
ED R
esp
on
ses
Cro
ssw
alk
#13
Re
du
ce t
he
amo
un
t o
f ti
me
spen
t o
n r
equ
ired
st
ud
ent
asse
ssm
ent
#1
4 El
imin
ate
End
-of-
Co
urs
e ex
ams
that
are
red
un
dan
t
#16
Rev
iew
ass
essm
ent
pra
ctic
es a
t th
e sc
ho
ol a
nd
te
ach
er le
vel t
o id
enti
fy h
ow
man
y as
sess
men
ts a
re
bei
ng
give
n a
nd
ho
w m
any
ho
urs
are
sp
ent
on
as
sess
men
t ac
ross
New
Mex
ico
(p
. 7)
Ther
e sh
ou
ld b
e le
ss t
est
ing
and
mo
re t
ime
for
teac
hin
g (p
. 16
)
#15
Imp
rove
an
d s
trea
mlin
e th
e p
roce
ss f
or
End
-of-
Co
urs
e ex
ams
thro
ugh
a b
ette
r p
latf
orm
an
d p
rovi
de
ano
ther
ro
un
d o
f o
pp
ort
un
itie
s fo
r ed
uca
tors
to
be
a p
art
of
the
des
ign
an
d im
ple
men
tati
on
; Str
engt
hen
th
e ri
gor
of
End
-of-
Co
urs
e ex
ams
and
en
sure
th
at t
hey
alig
n
wit
h t
he
skill
s n
eces
sary
fo
r co
llege
an
d c
aree
r re
adin
ess
(p. 7
)
Teac
her
s sh
ou
ld b
e co
nsi
der
ed le
ader
s o
f th
eir
clas
sro
om
s an
d in
ch
arge
of
asse
ssm
ents
an
d c
urr
icu
la. (
p. 1
3)
Stu
den
ts n
eed
th
e fo
llow
ing
skill
s fo
r co
llege
, car
eer
and
life
su
cces
s:
-Aw
aren
ess
(so
cial
/em
oti
on
al, s
elf
and
cu
ltu
ral)
-L
ife
skill
s (c
riti
cal t
hin
kin
g, c
olla
bo
rati
on
, co
mm
un
icat
ion
, pro
ble
m s
olv
ing,
ac
cou
nta
bili
ty)
-Lit
erac
y an
d S
TEM
(p
. 5)
#18
Pro
vid
e ki
nd
erga
rten
tea
cher
s a
dia
gno
stic
to
ol t
hat
su
pp
ort
s th
em in
str
on
ger
pla
nn
ing,
mo
re e
ffec
tive
d
iffe
ren
tiat
ed in
stru
ctio
n a
nd
reg
ula
r co
mm
un
icat
ion
w
ith
fam
ilies
(p
. 8)
Ind
ivid
ual
ized
an
d d
iffe
ren
tiat
ed
inst
ruct
ion
; Par
ent
and
Stu
den
t su
rvey
s (p
. 12
) P
aren
t/co
mm
un
ity
invo
lvem
ent
(p. 1
4)
#19
Imp
rove
alt
ern
ativ
e d
emo
nst
rati
on
s o
f co
mp
eten
cy
for
grad
uat
ion
in o
rder
to
pro
vid
e a
con
sist
ent,
all-
enco
mp
assi
ng,
str
uct
ure
d a
pp
roac
h t
hat
en
sure
s al
l st
ud
ents
hav
e th
e o
pp
ort
un
ity
to d
emo
nst
rate
th
at t
hey
ar
e co
llege
an
d c
aree
r re
ady
(p. 8
)
Ind
ivid
ual
ized
ass
essm
ent
Alt
ern
ate
way
s st
ud
ents
can
dem
on
stra
te m
aste
ry o
f th
e kn
ow
led
ge, s
kills
an
d
atti
tud
es n
ece
ssar
y fo
r lif
e su
cces
s: 1
) P
roje
cts,
2)
Self
-ass
essm
ent,
3)
Co
llab
ora
tio
n,
4)
Ap
plic
atio
n t
o r
eal l
ife,
5)
Ver
bal
co
mm
un
icat
ion
(p
. 10
)
#22
Ho
ld s
cho
ols
acc
ou
nta
ble
an
d r
epo
rt h
ow
we
ll th
ey
recr
uit
an
d r
etai
n h
igh
-per
form
ing
teac
her
s. S
cho
ol
grad
es s
ho
uld
incl
ud
e m
ore
info
rmat
ion
on
th
e te
ach
er
wo
rkfo
rce
and
stu
den
t p
lace
men
t (p
. 9)
Teac
her
an
d s
taff
wo
rk e
thic
an
d a
ttit
ud
es (
p. 1
6)
Inve
st in
te
ach
er q
ual
ity
(pp
. 16
– 1
7)
ESS
A S
take
ho
lder
Rep
ort
– P
ED R
esp
on
ses
Cro
ssw
alk
#24
Ensu
re t
hat
all
New
Mex
ico
sch
oo
ls a
re h
eld
ac
cou
nta
ble
th
rou
gh S
cho
ol G
rad
es, r
egar
dle
ss o
f th
e st
ud
ents
th
ey s
erve
(p
. 9)
Wh
at d
o y
ou
wis
h w
as m
easu
red
/co
un
ted
in y
ou
r sc
ho
ol t
hat
is c
urr
entl
y n
ot
mea
sure
d/c
ou
nte
d?
-S
tud
ent-
focu
sed
sch
oo
l cu
ltu
re; T
eac
her
an
d s
taff
wo
rk e
thic
an
d a
ttit
ud
es; F
amily
an
d c
om
mu
nit
y re
lati
on
s (p
p. 1
5 –
16
)
#26
Rai
se t
he
bar
fo
r w
hat
a h
igh
sch
oo
l dip
lom
a m
ean
s so
ou
r st
ud
ents
can
be
com
pet
itiv
e in
th
e jo
b m
arke
t.
Take
th
e ti
me
to a
llow
dis
tric
ts/s
cho
ols
to
en
gage
wit
h
par
ents
, fam
ilies
an
d s
tud
ents
th
rou
gho
ut
the
pro
cess
(p
. 10)
Stu
den
ts n
eed
th
e fo
llow
ing
skill
s fo
r co
llege
, car
eer
and
life
su
cces
s:
-Aw
aren
ess
(so
cial
/em
oti
on
al, s
elf
and
cu
ltu
ral)
; Lif
e sk
ills
(cri
tica
l th
inki
ng,
co
llab
ora
tio
n, c
om
mu
nic
atio
n, p
rob
lem
so
lvin
g, a
cco
un
tab
ility
); L
iter
acy
and
STE
M
(p. 5
)
Par
ent/
com
mu
nit
y in
volv
emen
t (p
. 15
)
#29
Giv
e o
ur
hig
h s
cho
ol s
tud
ents
ro
un
d-t
he-
clo
ck
acce
ss t
o p
erso
nal
ized
lear
nin
g o
pp
ort
un
itie
s (p
. 11
)
Inst
ruct
ion
al P
rogr
ams,
Inte
rven
tio
ns
and
Po
siti
ve S
cho
ol C
limat
e
Focu
sed
str
ateg
ies
such
as
per
son
al le
arn
ing
pla
ns;
op
po
rtu
nit
ies
to e
xplo
re
inte
rest
s, b
e cr
eati
ve a
nd
bec
om
e lif
e-l
on
g le
arn
ers.
Th
ere
is s
up
po
rt f
or
tech
no
logy
an
d n
on
-co
re c
lass
es. S
om
e sc
ho
ols
pro
vid
e p
rob
lem
-bas
ed le
arn
ing
(p. 1
4)
#33
Hel
p b
rid
ge t
he
con
nec
tio
n b
etw
een
stu
den
t le
arn
ing
and
car
eers
fo
r o
ur
hig
h s
cho
ol s
tud
ents
. St
ud
ents
th
at a
re r
ead
y w
ith
an
em
plo
yab
le s
kill
set
mig
ht
mis
s o
ut
on
th
e m
ult
itu
de
of
op
po
rtu
nit
ies
in t
hei
r co
mm
un
itie
s w
ith
ou
t o
pp
ort
un
itie
s to
exp
lore
th
em.
Bet
ter
def
ine
ou
r ca
reer
-ori
ente
d p
ath
way
s ac
ross
th
e st
ate
– w
ith
co
nsi
sten
t te
rms,
del
inea
ted
pat
hw
ays
and
ri
ch r
eso
urc
es d
eliv
ered
to
th
e fi
eld
(p
. 12
)
Stu
den
ts n
eed
th
e fo
llow
ing
skill
s fo
r co
llege
, car
eer
and
life
su
cces
s:
-Aw
aren
ess
(so
cial
/em
oti
on
al, s
elf
and
cu
ltu
ral)
; Lif
e sk
ills
(cri
tica
l th
inki
ng,
co
llab
ora
tio
n, c
om
mu
nic
atio
n, p
rob
lem
so
lvin
g, a
cco
un
tab
ility
); L
iter
acy
and
STE
M
(p. 5
)
#37
Ge
t m
ore
res
ou
rces
to
ou
r st
rugg
ling
sch
oo
ls a
nd
p
op
ula
tio
ns
in n
eed
, an
d le
t’s
use
ESS
A a
s an
o
pp
ort
un
ity
to a
chie
ve t
his
wit
h f
ed
eral
do
llars
wh
ile
also
co
nti
nu
ing
pro
gram
s th
at a
re g
etti
ng
resu
lts
like
Pri
nci
pal
s P
urs
uin
g Ex
celle
nce
(p
. 13
)
The
stat
e a
nd
sch
oo
l dis
tric
ts s
ho
uld
en
han
ce s
cho
ol f
un
din
g an
d o
ther
mu
ch
nee
ded
su
pp
ort
s an
d r
eso
urc
es. P
rovi
de
adeq
uat
e r
eso
urc
es a
nd
mat
eri
als
for
clas
sro
om
s. P
rovi
de
mo
re r
eso
urc
es f
or
sch
oo
l wit
h lo
w-i
nco
me
min
ori
ty
com
mu
nit
ies.
(p
. 17
)
ESS
A S
take
ho
lder
Rep
ort
– P
ED R
esp
on
ses
Cro
ssw
alk
#38
Enco
ura
ge s
cho
ols
to
bec
om
e b
ilin
gual
, te
ach
ing
stu
den
ts w
ho
kn
ow
En
glis
h o
ther
lan
guag
es w
hile
su
pp
ort
ing
tho
se w
ho
are
lear
nin
g En
glis
h. (
p. 1
3)
#4
1 In
clu
de
mo
re r
igo
rou
s go
als
for
ou
r En
glis
h L
earn
ers
to e
mp
ow
er t
hem
wit
h t
he
lingu
isti
c to
ols
nee
ded
to
ad
van
ce t
hem
in a
ll co
nte
nt
area
s to
en
sure
aca
dem
ic
succ
ess
(p. 1
4)
#4
2 O
ffer
mo
re s
up
po
rt t
o E
ngl
ish
Lea
rner
s b
y p
artn
erin
g w
ith
co
mm
un
ity
org
aniz
atio
ns
that
can
p
rovi
de
volu
nte
ers,
men
tors
an
d t
uto
rs (
p. 1
4)
Wo
rld
view
ref
ers
to
re
spec
t fo
r la
ngu
age,
cu
ltu
re, h
isto
ry, a
nd
glo
bal
per
spec
tive
. St
ud
ents
sh
ou
ld le
arn
to
be
resp
ectf
ul t
ow
ard
s o
ther
cu
ltu
res.
Stu
den
ts a
lso
nee
d
to le
arn
ab
ou
t th
eir
ow
n c
ult
ure
. It
is im
po
rtan
t fo
r th
em t
o h
ave
a se
nse
of
con
nec
ted
nes
s to
th
e w
orl
d. T
hey
nee
d t
o a
pp
reci
ate
div
ers
ity
and
oth
er la
ngu
ages
. It
will
be
ben
efic
ial f
or
the
stu
den
ts t
o b
e kn
ow
led
geab
le o
f th
e h
isto
ry o
f th
e w
orl
d
and
of
thei
r o
wn
sta
te (
p. 6
)
Inst
ruct
ion
al P
rogr
ams,
Inte
rven
tio
ns
and
Po
siti
ve S
cho
ol C
limat
e
Man
y sc
ho
ols
cel
eb
rate
mu
ltic
ult
ura
lism
in t
hei
r b
uild
ings
an
d t
he
com
mu
nit
ies.
M
any
sch
oo
ls r
epo
rte
dly
hav
e st
ron
g d
ual
-lan
guag
e b
ilin
gual
pro
gram
s. (
p. 1
4)
#47
Enga
ge p
aren
ts a
nd
fam
ily m
emb
ers
mo
re
freq
uen
tly
and
wit
h g
reat
er d
epth
. We
nee
d t
o g
et o
ur
par
ents
an
d f
amili
es m
ore
invo
lved
in o
ur
stu
den
ts’
succ
ess
(p
. 16
)
Par
ent
and
Stu
den
t Su
rvey
s (p
. 12
) P
aren
t an
d C
om
mu
nit
y In
volv
emen
t (p
. 15
) Fa
mily
an
d C
om
mu
nit
y R
ela
tio
ns
(p. 1
6)
#48
Leve
rage
fed
eral
fu
nd
s to
dev
elo
p w
rap
-aro
un
d
serv
ices
an
d p
artn
ersh
ips
wit
h o
rgan
izat
ion
s th
at h
elp
su
pp
ort
co
mm
un
ity
sch
oo
ls, n
ota
bly
per
enn
ially
st
rugg
ling
sch
oo
ls u
nd
er E
SSA
(p
. 16)
Sch
oo
ls M
eeti
ng
the
Nee
ds
of
Stu
den
ts a
nd
Fam
ilies
an
d S
tud
ent-
Focu
sed
Su
pp
ort
s (p
. 15
) A
cco
un
tab
ility
re
po
rts
sho
uld
incl
ud
e sc
ho
ol-
fam
ily-c
om
mu
nit
y co
mm
un
icat
ion
an
d
enga
gem
ent,
ser
vice
s an
d s
up
po
rts
off
ered
, an
d b
efo
re-a
fter
sch
oo
l pro
gram
s co
nd
uct
ed
fo
r th
e st
ud
ents
an
d s
cho
ol c
om
mu
nit
y. A
cco
un
tab
ility
sh
ou
ld in
clu
de
serv
ices
to
th
e co
mm
un
ity,
saf
e e
nvi
ron
men
t, in
clu
sive
nes
s, a
nd
fri
end
lines
s o
f th
e st
aff.
Th
e sc
ho
ols
sh
ou
ld g
et m
arks
fo
r b
ilin
gual
pro
gram
s, e
qu
ity,
an
d c
ult
ura
l se
nsi
tivi
ty. I
t is
imp
ort
ant
to m
easu
re h
ow
th
e sc
ho
ol i
s co
ntr
ibu
tin
g to
th
e co
mm
un
ity,
an
d h
ow
it is
ad
dre
ssin
g th
e n
eed
s o
f sp
ecif
ic p
op
ula
tio
ns.
Th
e co
mm
un
ity
sho
uld
be
able
to
pro
vid
e fe
edb
ack
abo
ut
the
pri
nci
pal
, ad
min
istr
atio
n,
and
tea
cher
s. (
p. 1
6)
ESS
A S
take
ho
lder
Rep
ort
– P
ED R
esp
on
ses
Cro
ssw
alk
#50
Ensu
re t
he
PED
is v
isit
ing
the
stat
e’s
co
mm
un
itie
s d
uri
ng
the
ESSA
sta
keh
old
er e
nga
gem
ent
per
iod
an
d
con
nec
ts o
ur
ESSA
pla
n t
o t
he
pri
ori
ties
of
ou
r co
mm
un
itie
s. F
ollo
win
g th
e su
bm
issi
on
of
the
stat
e’s
pla
n, t
he
PED
sh
ou
ld r
etu
rn t
o t
he
stat
e’s
com
mu
nit
ies
and
exp
lain
ho
w s
take
ho
lder
inp
ut
was
inco
rpo
rate
d
and
wh
at t
he
pla
n (
and
th
e n
ew f
eder
al la
w)
no
w m
ean
s fo
r N
ew M
exic
o’s
stu
den
ts. (
p. 1
6)
The
enti
re r
epo
rt s
um
ma
rize
s p
rio
riti
es o
f m
ore
th
an
4,0
00
New
Mex
ica
ns
in
com
mu
nit
ies
acr
oss
ou
r st
ate
. Lea
rnin
g A
llia
nce
is c
om
mit
ted
to
su
pp
ort
ing
th
e p
rio
riti
es o
f o
ur
com
mu
nit
ies
an
d p
art
ner
ing
wit
h P
ED t
o r
ealiz
e lo
cal v
isio
ns
for
ho
w t
o b
ette
r su
pp
ort
New
Mex
ica
n s
tud
ents
.
Ad
dit
ion
ally
, Lea
rnin
g A
llian
ce p
artn
ered
wit
h t
he
New
Mex
ico
Ass
oci
atio
n f
or
the
Edu
cati
on
of
You
ng
Ch
ildre
n, N
MA
EYC
, to
cra
ft a
lett
er3 t
o t
he
NM
PED
th
at a
dvo
cate
d f
or
Earl
y C
hild
ho
od
Ed
uca
tio
n is
sues
to
be
incl
ud
ed in
th
e st
ate
pla
n. S
ixte
en
oth
er c
om
mu
nit
y
org
aniz
atio
ns
and
30
+ in
div
idu
al e
arly
ch
ildh
oo
d le
ader
s si
gned
th
e le
tter
. Th
e ta
ble
bel
ow
ref
eren
ces
alig
nm
ent.
NM
PED
“W
hat
We
He
ard
” (p
age
of
do
cum
en
t)
Co
nn
ect
ion
to
Ear
ly C
hild
ho
od
Ed
uca
tio
n le
tte
r (p
age
of
lett
er)
#3
0 Ex
pan
d a
cce
ss t
o E
arly
Ch
ildh
oo
d E
du
cati
on
bas
ed
on
incr
easi
ng
dem
and
(p
. 11
)
Exp
and
ing
Acc
ess
to
Hig
h Q
ual
ity
Earl
y Le
arn
ing
Op
po
rtu
nit
ies
(pp
. 1 &
2)
#31
Co
nti
nu
e to
pro
vid
e ev
en m
ore
fle
xib
ility
th
rou
gh
ESSA
fo
r P
re-K
an
d E
arly
Ch
ildh
oo
d p
rogr
amm
ing,
in
clu
din
g th
e le
vera
gin
g o
f fe
der
al r
eso
urc
es a
nd
ad
dit
ion
al c
ross
-dep
artm
enta
l co
llab
ora
tio
n w
ith
th
e D
epar
tmen
t o
f C
hild
ren
, Yo
uth
an
d F
amili
es a
nd
th
e D
epar
tmen
t o
f H
ealt
h (
p. 1
1)
Enco
ura
gin
g an
d B
uild
ing
on
Co
llab
ora
tio
n B
etw
een
Mu
ltip
le S
yste
ms
(pp
. 2 &
3)
Th
rou
gh N
ew M
exic
o R
isin
g T
og
eth
er –
50
Res
po
nses
to
Fee
db
ack
fro
m O
ur
Co
mm
un
itie
s, N
MP
ED d
ocu
men
ts w
hat
its
lead
ers
hea
rd a
nd
ho
w t
hey
res
po
nd
ed. A
s th
e fe
der
al g
ove
rnm
ent
con
tin
ue
s to
wel
com
e m
ore
loca
l co
ntr
ol o
f p
ub
lic e
du
cati
on
, Lea
rnin
g A
llian
ce a
nd
its
par
tner
s
are
com
mit
ted
to
co
llab
ora
tin
g w
ith
PED
an
d o
ther
s to
su
pp
ort
on
-go
ing
stak
eh
old
er e
nga
gem
ent
and
to
imp
lem
ent
loca
l pri
ori
ties
.
3 h
ttp
s://
ww
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mae
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ites
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ault
/file
s/fi
les/
ESSA
_EC
E_N
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ette
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