Public Square; 403; Connecting Communities and Schools

>> FUNDS FOR THE PRODUCTION OF PUBLIC SQUARE PROVIDED BY THE W.K. KELLOGG FOUNDATION WORKING TO IMPROVE THE LIVES OF VULNERABLE CHILDREN. >> THIS PROGRAM IS PART OF AMERICAN GRADUATE, LET'S MAKE IT HAPPEN. A PUBLIC MEDIA INITIATIVE MADE POSSIBLE BY THE CORPORATION FOR PUBLIC BROADCASTING. >> IT IS NOT THE SAME ANYMORE. IT IS NOT THE WAY IT WAS 25 YEARS AGO. >> OUR STUDENTS COME TO THE TABLE WITH A LOT OF DIFFERENT THINGS BEYOND NOT BEING ABLE TO ADD AND SUBTRACT. >> I CAN'T IGNORE THE STUDENT. I CAN'T IGNORE THE MISSION OF THE SCHOOL. I AM NOT GOING TO. >> YOU HAVE TO WRAP YOURSELF AROUND THE WHOLE CHILD AND THAT IS WHAT PART OF COMMUNITY SCHOOLS DOES. >> IF WE CAN TAKE THE DROPOUT RATE TO UNDER 10%, WE ARE GOING TO EXPERIENCE A 700 MILLION-DOLLAR A YEAR SAVINGS TO EVERY TAXPAYER IN THE STATE OF NEW MEXICO. >> THE VERY FIRST SCHOOL THAT ABC WAS INVOLVED WITH WAS PAJARITO ELEMENTARY IN THE SOUTH VALLEY AND IN TWO YEARS IT INCREASED THEIR MATH SCORES

22% AND THEIR READING SCORES 13%. >> IF WE FIND OUT IT IS AN EFFECTIVE MODEL, MAYBE IT SHOULD BE MORE INSTITUTIONALIZED. >> WELCOME TO PUBLIC SQUARE, WHERE CIVIC DIALOGUE TAKES CENTER STAGE. >> THERE IS A MASS MOVEMENT TO SAY WE CAN'T LET YOU STRUGGLE, WE WILL NOT LET YOU DROWN, AND I THINK THAT IS WHAT THE COMMUNITY SCHOOL MODEL REALLY SUPPORTS. >> ACROSS THE COUNTRY IT IS INCREASINGLY CLEAR THAT TRADITIONAL EDUCATION MODELS STUDENTS. SO MANY SCHOOLS ARE SHIFTING HOW THEY OPERATE IN ORDER TO MEET THE CHANGING NEEDS OF STUDENTS AND COMMUNITIES. >> THERE ARE SOME TEACHERS THEY ARE LIKE, I AM NOT DOING THIS. I NEED TO GO TO A TRADITIONAL SCHOOL WHERE I JUST HAVE TO WORRY ABOUT MY STUDENTS AND THEIR ACADEMICS. AND I AM NOT A SOCIAL WORKER, I AM NOT A NURSE, I AM NOT A PSYCHOLOGIST. BUT THOSE ARE OUR KIDS, THOSE ARE PEOPLE WE ARE SERVICING AND WE ALL WENT INTO THIS WORK NOT FOR THE MONEY OBVIOUSLY BECAUSE WE WANTED TO GIVE BACK AND WE WANTED TO MAKE A DIFFERENCE. >> THE MOST WIDESPREAD EXAMPLE OF THIS IDEA IS THE COMMUNITY SCHOOL.

SUCH SCHOOLS CONNECT FAMILIES WITH RESOURCES AND GIVE PARENTS THE TOOLS TO SUPPORT THEIR CHILDREN IN THEIR EDUCATION. THAT MEANS LINKING FAMILIES TO HEALTH SERVICE, FOSTERING FAMILY ENGAGEMENT AND OFFERING EXTENDED LEARNING PROGRAMS OUTSIDE OF NORMAL SCHOOL HOURS FOR BOTH STUDENTS AND ADULTS. DATA COLLECTED FROM THESE KIND OF SCHOOLS NATIONWIDE SHOW REDUCED TRUANCY RATES, MORE PARENTAL ENGAGEMENT AND HIGHER READING AND MATH SCORES. NEW MEXICO PASSED A COMMUNITY SCHOOLS ACT IN 2013 BUT IT REMAINS UNFUNDED. SO, COULD WE IMPROVE NEW MEXICO'S CONSISTENTLY LOW RANKINGS IN EDUCATION AND CHILD WELL-BEING THROUGH THESE KIND OF MODELS? TONIGHT WE TALK WITH EDUCATORS, COMMUNITY LEADERS, AND COMMUNITY COORDINATORS, THEN BRING IN SENATOR MICHAEL PADILLA, BERNALILLO COUNTY COMMISSIONER WAYNE JOHNSON AND ALBUQUERQUE PUBLIC SCHOOLS ADMINISTRATOR KRISTINE MEURER TO TALK ABOUT LINKING COMMUNITIES AND SCHOOLS. >> BEFORE WE START, WE'LL VISIT A COMMUNITY SCHOOL WHERE CHILDREN AND THEIR PARENTS MEET

WITH EDUCATORS AFTER-HOURS TO GET HOMEWORK HELP AND ALSO SHARE A MEAL. IT IS CALLED THE HOMEWORK DINER. >> IT IS LIKE OUR DATE NIGHT. WHEN WE COME TO HOMEWORK DINER THE TEACHERS ARE AT THE TABLE TO HELP WITH THE HOMEWORK AND WE GET TO SEE HOW THEY TEACH OUR KIDS, SO WE CAN TAKE THAT HOME AND EXPAND ON IT. >> SHE IS EXTREMELY HAPPY HERE AND SHE IS LEARNING REALLY >> I HAVE TWO BOYS, GABRIEL AND ALEXANDER. GABRIEL IS 6 YEARS OLD AND HE IS IN FIRST GRADE. ALEXANDER IS THREE YEARS OLD AND HE IS IN THE PRESCHOOL ALSO. WE COME HERE TO HOMEWORK VERY OFTEN, ABOUT THREE TIMES A MONTH, SO THAT IS THREE MONDAYS AND I LOVE IT BECAUSE HE GETS THE TUTORING FROM HIS TEACHERS ESPECIALLY AND WE GET TO TALK WITH OTHER PARENTS HERE AND HAVE

DINNER WITH THEM AS WELL. >> GABRIEL HAS IMPROVED A LOT IN READING AND MATH ESPECIALLY. >> WE BELIEVE AND THERE IS A LOT OF RESEARCH THAT SHOWS THAT FAMILIES WHO ARE ENGAGED IN THEIR CHILD'S EDUCATION, PARENTS ESPECIALLY, THOSE CHILDREN WILL DO BETTER IN SCHOOL THAT ENGAGING A FAMILY OVER THE LONG-TERM IN FEELING COMFORTABLE COMING TO THE SCHOOL AND TALKING TO TEACHERS WILL REALLY HELP THOSE STUDENTS TO BE MORE SUCCESSFUL IN THE LONG RUN. >> I ROTATE AROUND AND I HELP STUDENTS WITH THEIR MATH OR THEIR LITERACY, CHECK IN WITH THEM. I ASK THE PARENTS IF THERE IS SOMETHING I CAN HELP THEM WITH SPECIFICALLY. WITH COMMON CORE AND WITH OUR NEW MATH SYSTEM IT IS DIFFERENT THAN THE WAY WE LEARNED IT SO A LOT OF PARENTS ARE INTIMIDATED BY IT BECAUSE STUDENTS GET FRUSTRATED AND SAY, THAT IS NOT HOW MY TEACHER IS DOING IT, I DON'T KNOW WHAT YOU'RE DOING. SO, TRY AND ALLEVIATE SOME OF THAT STRESS.

>> THE PEER TUTORING IS A WAY FOR STUDENTS TO KIND OF GIVE BACK. WE HAVE STUDENTS THAT ARE ADVANCED AND OR JUST A HIGHER GRADE LEVEL AND THEY HAVE ALREADY FINISHED THEIR HOMEWORK AND THIS IS THEIR WAY OF BEING ABLE TO COME TO HOMEWORK DINER AND INTERACT WITH OTHER KIDS. IT IS NICE TO SEE THE STUDENTS TEACH ONE ANOTHER BECAUSE IT SHOWS A DEEPER LEVEL IN THEIR UNDERSTANDING THE PEER WITH SOMEBODY THEY CAN LOOK UP TO AT THE SCHOOL AND RELATE TO WHEN THEY ARE RECESS TOGETHER. LOT OF VIETNAMESE FAMILY HERE AND PARENTS REALLY WANT TO JOIN THIS HOMEWORK DINER BUT SOMETIMES THEY CANNOT BECAUSE OF THE LANGUAGE BARRIER. THEY WOULD LOVE TO KNOW HOW TO HELP THEIR CHILDREN DO HOMEWORK AND LEARN FROM THE TEACHER. WE ALSO WORK WITH MANZANO MESA ELEMENTARY SCHOOL TO HAVE A FEW PARENTING WORKSHOPS. THEY ALSO OFFER SUPPORT, FOR

EXAMPLE, IF THEY ARE LOW INCOME FAMILY, THERE IS A LOT OF BENEFITS THEY CAN GET. WITH OUR HELP, THEY FEEL MORE COMFORTABLE BECAUSE SOMETIMES THEY DON'T WANT TO ASK FOR HELP. THEY FEEL EMBARRASSED. THEY THINK THAT HER SUPPOSED TO KNOW EVERYTHING. BUT ACTUALLY THEY DON'T HAVE TO. SO, I THINK WITH THE SUPPORT OF EVERYONE IN THE COMMUNITY SCHOOL, THEY DO MUCH BETTER. >> WE WERE COGNIZANT ABOUT CREATING A FAMILY DINNER ATMOSPHERE. THAT IS WHY WE HAVE THE REAL PLATES AND TABLE CLOTHS AND FORKS. WE WANT IT TO FEEL LIKE DINER WITH YOUR FAMILY. IT IS IMPORTANT TO US, IF FAMILY HAVE TODDLERS, PRESCHOOLERS OR HIGH SCHOOL OR MIDDLE SCHOOLERS, THEY ARE ALL WELCOME. THEY ARE ALL ABLE TO REACH HELP HERE. AND TEACHERS HAVE SAID THAT THE CHANCE TO GET TOGETHER WITH THEIR FAMILIES OUTSIDE THE CLASSROOM IS WHAT REALLY PAY DIVIDENDS INSIDE THE CLASSROOM. BEFORE WE STARTED THIS, REALLY

PARENTS WERE ALMOST INVISIBLE AT THIS SCHOOL. SO WE HAVE DEFINITELY SEEN IMPROVEMENT IN FAMILY ENGAGEMENT. WE HAVE SEEN OUR SCHOOL'S GRADE IMPROVED AND TEST SCORES GO UP. I THINK THIS IS ONE PROGRAM THAT MAY BE HELPED WITH THAT. AND WE HAVE SEEN A LOT OF ACTUAL COLLABORATION AND ALIGNMENT, EVEN ACROSS OUR GRADE LEVELS, WHERE TEACHERS WORK TOGETHER MORE BECAUSE OF THIS PROGRAM. SAVED MY LIFE. INSPIRED ME TO CONTINUE GOING BACK TO SCHOOL WHERE I WAS ABLE TO GRADUATE WITH MY BACHELOR'S AND MY MASTERS, BEING INVOLVED IF MY OWN COMMUNITY. WORKING IN THE COMMUNITY SCHOOL, LEADING A COMMUNITY SCHOOL HAS BEEN THE BEST MODEL THAT I HAVE WORKED WITH TO ACTUALLY

FINALLY GET TO THE END PRODUCT WHICH IS ACADEMICS BECAUSE YOU TAKE CARE OF ALL OF THE UNDERLYING FACTORS THAT MAY BE IMPEDING THAT. >> CHILDREN CAN'T POSSIBLY LEARN WHEN THEY ARE WORRIED ABOUT WHAT AM I GOING TO EAT? HOW WILL I STAY WARM? AM I SAFE IN MY ENVIRONMENT? SO, RESPONSE TO THE COMMUNITY, INSTEAD OF COMING FROM ON HIGH OR FROM WASHINGTON, IT IS DRIVEN LOCALLY FROM WITHIN THE COMMUNITY. WHAT IS A COMMUNITY? A COMMUNITY IS FAMILIES AND IT IS INSTITUTIONS WITHIN THAT COMMUNITY SO WE START WORKING WITH INSTITUTIONS AND YOU START WORKING WITH FAMILIES, THEN THE COMMUNITY REALLY DOES OWN THAT SCHOOL. >> I JUST THINK THAT PEOPLE SHOULD BE INVOLVED AND ENGAGED BECAUSE ULTIMATELY, THE BETTER OUR SCHOOLS ARE, THE BETTER OUR COMMUNITY IS GOING TO BE. >> THANK YOU ALL FOR JOINING US TODAY ON PUBLIC SQUARE. MONICA, I WOULD LIKE TO START WITH YOU. TELL US ABOUT YOUR STORY. YOU STRUGGLED A BIT IN HIGH SCHOOL, AND DROPPED OUT FOR A TIME.

WHAT WERE THE FACTORS THAT MADE >> MY SOPHOMORE YEAR, I DROPPED OUT OF HIGH SCHOOL. I WAS ATTENDING ALBUQUERQUE HIGH AND HAD A LOT OF DYNAMICS GOING ON IN MY PERSONAL LIFE AND WHEN I WAS IN MY COMMUNITY, WHICH IS SOUTH BROADWAY, IT IS CONSIDERED ONE OF THE FEDERAL DESIGNATED POCKET OF POVERTY COMMUNITIES BUT IT HAD TREMENDOUS ACCESS. SO THERE WAS MANY INDIVIDUALS IN THE COMMUNITY THAT REALLY SAW THE STRENGTH THAT I HAVE AND ASSETS THAT I HAD AND ENCOURAGED ME TO VOLUNTEER IN MY COMMUNITY AND GAVE ME OPPORTUNITIES AND CONTINUED TO ENCOURAGE ME TO GO BACK TO SCHOOL. AND I DID AND THE FOLLOWING SUMMER, GAVE ME AN OPPORTUNITY TO WORK AND TUTOR AND MENTOR AND DEVELOP LESSON PLANS TO ENGAGE ELEMENTARY SCHOOL STUDENTS IN LEARNING. AND SO I WAS ABLE TO BE SURROUNDED BY MANY ADULTS IN THE COMMUNITY THAT CARED FOR ME AND THEY WERE -- THEY DIDN'T WORK AT THE SCHOOL BUT THEY WERE CONNECTED IN THE SCHOOL SO THEY VOLUNTEERED A LOT OF THEIR TIME. >> NOW, YOU ARE DIRECTOR OF COMMUNITY ENGAGEMENT AT ALBUQUERQUE HEALTH LEADERSHIP

HIGH SCHOOL. SO, HOW DO YOU CONNECT STUDENTS TO THE LARGER COMMUNITY AND THE COMMUNITY TO THE SCHOOL? >> AT OUR SCHOOL, IT IS A HANDS-ON LEARNING SCHOOL AND WE CONNECT STUDENTS TO HEALTH CAREERS. SO, THE DIFFERENT TOPICS THAT THE STUDENTS ARE LEARNING ABOUT, I GET TO BRING IN COMMUNITY PARTNERS. FOR EXAMPLE, OUR STUDENTS ARE LEARNING ABOUT WHAT CREATES POOR VISION, HOW TO IMPROVE VISION, IMPORTANCE OF VISION TESTING AND WE ARE CONNECTING TO COMMUNITY PARTNERS THAT HAVE EXPERTISE IN VISION AND ALSO CONNECTING TO COMMUNITY PARTNERS, FOR EXAMPLE, THE YOUNG CHILDREN'S CENTER WHERE OUR STUDENTS WILL BE TRAINED HOW TO GET WELL-CHILD CHECKUPS AND THEN OUR STUDENTS WILL BE THEN LINKED INTO THE COMMUNITY IN THE SOUTH VALLEY AND THEY WILL BE ABLE TO GIVE EARLY CHILDHOOD CHECKUPS. IT IS A REALLY UNIQUE APPROACH OF HOW WE ENGAGE THE COMMUNITY IN BUILDING THE CURRICULUM AND THEY ALSO CREATE OPPORTUNITIES FOR OUR STUDENTS TO PROVIDE A SERVICE IN THE COMMUNITY BASED ON A VARIETY OF TOPICS. >> WHAT EFFECT DO YOU SEE ON THE STUDENTS HAVING THOSE KIND OF CONNECTIONS? >> IT IS LIKE A CARROT THAT

CONNECTS THEM TO WANT TO BE INVOLVED IN THEIR EDUCATION. AND SEE THAT, YOU KNOW, THEY CAN GO THE COLLEGE AND THEY ARE ALSO ABLE TO SEE PEOPLE THAT LOOK LIKE THEM, PEOPLE THAT COME FROM SOME OTHER COMMUNITIES THAT THEY GROW UP IN, SO IT HELPS TO BUILD RELATIONSHIPS. AND AGAIN JUST REALLY THINK ABOUT THOSE CAREER ASPIRATIONS AND HOW HIGH SCHOOL IS FIRST STEP AND COLLEGE IS SECOND STEP. >> I WANT TO TURN TO YOU. YOU'RE GETTING YOUR DIPLOMA AT RFK IN THE SOUTH VALLEY. YOU'RE A SLIGHTLY OLDER STUDENT, SO, TALK ABOUT HOW YOU CAME TO THIS POINT WHERE YOU ARE GOING TO THE NIGHT CLASSES? >> WELL, I WAS AT A JOB THAT I WAS NOT LIKING THAT WAS TAKING ME NO WHERE. I SAID, WELL, I CAN'T MOVE FORWARD IF I DON'T HAVE A HIGH SCHOOL DIPLOMA SO I WENT TO THE FLEX PROGRAM THAT THEY HAVE -- >> AFTER SCHOOL PROGRAM OR NIGHT CLASSES THEY HAVE? >> YES. WHICH I DIDN'T GET INTO. I DIDN'T PASS THE PLACEMENT TEST. THAT IS WHEN I STARTED RFK EVENING SCHOOL CLASSES.

>> SO, YOU DROPPED OUT OF HIGH SCHOOL? >> YES. >> WHAT PROMPTED YOU TO DO THAT? I DON'T KNOW, THEY NEEDED HELP AT THAT TIME FOR ME TO WORK. WE WERE HAVING SOME FAMILY ISSUES AND I JUST LEFT SCHOOL. >> WOULD YOU HAVE BEEN ABLE TO GO BACK, IF YOU'RE 24, TO A REGULAR HIGH SCHOOL? WOULD YOU HAVE DONE THAT TO GET YOUR DIPLOMA? >> NO, I AM TOO OLD TO BE IN HIGH SCHOOL WITH YOUNGER STUDENTS. >> WHAT IS IT LIKE AT RFK? YOU GO AT NIGHT? >> I REALLY LIKE IT. THEY GIVE YOU A LOT OF OPPORTUNITIES. THEY HAVE A CHILD CARE. THERE IS REALLY NO EXCUSES NOT TO GO. >> WHAT ARE YOUR PLANS NOW? >> MY PLANS ARE TO FINISH HIGH SCHOOL AND START A CHILD CARE BUSINESS. >> THAT IS EXCELLENT. WELL, ROBERT, I WANT TO TURN TO YOU, BECAUSE YOU ARE THE DIRECTOR OF RFK. YOU CALL YOURSELF A COMMUNITY SCHOOL ON STEROIDS. >> YES, WELL, THAT IS A FAIR DESCRIPTION. YEAR BY YEAR, THE COMMUNITY INVOLVEMENT JUST HAS DRIVEN WHAT

GOES ON. SO IN 2008 WHEN THE ECONOMY ALL FELL APART, OUR PARENTS HAD LOST JOBS AND, SO, ALL OF A SUDDEN, THERE WAS A NEED TO WORK WITH OUR PARENTS TO HELP THEM GET BACK INTO THE WORKFORCE. SO WE CREATED THIS NON-PROFIT SOUTHWEST EDUCATION DEPARTMENT FOR TRAINING TO HELP GET THEM BACK INTO JOBS. WELL, IT TURNED OUT THAT OF ALL THOSE STUDENTS, MOST OF THEM DIDN'T HAVE GED'S, SO IT CAUSED US TO CREATE THE GED PROGRAM. AND, NOW, WE HAVE GOT THAT GED WELL. THOSE PARENTS OF STUDENTS OR PEOPLE FROM THE COMMUNITY THAT ARE NOW TAKING ADVANTAGE OF IT. THE NEXT THINGS THEY WANTED WAS ESL CLASSES BECAUSE THEY WANTED THEIR CHILDREN TO GO TO KINDERGARTEN ABLE TO LEARN BOTH LANGUAGES, SO THE PARENTS FELT THAT THEY NEEDED TO LEARN ENGLISH SO THAT THEY COULD WORK WITH THEIR STUDENTS. SO THAT IS A PRETTY GOOD REASON TO CREATE AN ESL PROGRAM. >> SO, WHAT ARE THE NEEDS OF YOUR COMMUNITY IN THE SOUTH VALLEY AND ITS STUDENTS THAT A TRADITIONAL SCHOOL MODEL ISN'T

GOING TO MEET? >> SO, A LOT OF THE STUDENTS THAT GO TO RFK AREN'T GOING DIRECTLY INTO COLLEGE. SO THERE HAS TO BE A CAREER OPPORTUNITY AND WORKING FAST FOOD IS NOT REALLY A CAREER OPPORTUNITY. IT IS SORT OF A DEAD END. SO, THE COMMUNITY CALLED FOR CULINARY ARTS CLASSES AND WE NOW HAVE CULINARY ARTS CLASSES AND WE'RE WORKING WITH RESTAURANTS AND THEY ARE HIRING PEOPLE. WE HAVE GOT A WELDING PROGRAM COMING ON BECAUSE IF YOU GO TO SOUTHEASTERN NEW MEXICO AND YOU'RE A CERTIFIED WELDER, YOU HAVE GOT A JOB. SO IT IS REALLY ABOUT RESPONDING TO THE COMMUNITY AND CREATING ECONOMIC OPPORTUNITIES. SHE TALKED ABOUT THE CHILD DEVELOPMENT CENTER. CNM HAS A WHOLE PROGRAM WHERE THEY ARE TRYING TO CREATE BILINGUAL EARLY CHILDHOOD DEVELOPMENT PROGRAMS IN THE SOUTH VALLEY. WE ARE GOING TO FEED STUDENTS INTO THAT PROGRAM. SO, THAT IS REALLY CREATING OPPORTUNITIES FOR OUR STUDENTS TO GET TO THE MIDDLE CLASS BY OWNING THEIR OWN BUSINESS AND TAKING OWNERSHIP OF THEIR

FUTURE. >> WHAT ARE THE CHALLENGES IN IMPLEMENTING SOMETHING LIKE THAT? >> YOU'RE ALWAYS CHASING MONEY. AND CHILD SUPERVISION. A STUDENT IN THE DAYCARE LAST NIGHT, HIS MOTHER AND HIS GRANDMOTHER ARE BOTH IN THE ESL CLASS. SO I WOULD SAY THAT SUPPORTS FOR THOSE FAMILY MEMBERS AS THEY MOVE FORWARD IS ONE OF THE BIGGEST OBSTACLES FOR THEM. >> JOSE, I WANT TO TURN TO YOU. YOU'RE WITH ABC COMMUNITY SCHOOL PARTNERSHIP. HOW MANY COMMUNITY SCHOOLS DO HAVE IN BERNALILLO? >> OUR BOARD -- WE ARE WORKING CLOSELY WITH 16 SCHOOLS. WE WOULD LIKE TO SEE THAT GROW. >> WHAT MAKES A COMMUNITY SCHOOL A COMMUNITY SCHOOL? IS IT ONE PARTICULAR MODEL? >> NO. THERE IS MANY MODELS. AROUND THE COUNTRY THERE IS ABOUT 20 DIFFERENT MODELS. A COMMUNITY SCHOOL BRINGS PEOPLE TOGETHER. WHO DOES THAT, THAT ROLE, WHATEVER THE TITLE MAY BE, BUT THERE IS A SINGLE PERSON, MAY BE ASSOCIATED WITH THE SCHOOL, MAY BE ASSOCIATED WITH THE COMMUNITY-BASED ORGANIZATION AND BE AN INDIVIDUAL. BUT, THEIR MAIN JOB IS

TO BRING THE MANY DIVERSE VOICES TOGETHER AND SAY, OKAY, WHAT IS NOT GOOD ENOUGH ABOUT WHAT? AND HOW DO WE SOLVE IT? WHAT CAN WE DO ABOUT IT? IT TAKES A PRINCIPAL WHO HAS A SHARED LEADERSHIP STYLE AND IT TAKES A WELL DETERMINED, EDUCATED PERSON IN A COORDINATED ROLE TO ASSIST THAT PRINCIPAL IN CONNECTING WITH THEIR OUTSIDE COMMUNITY. >> WE HAVE A STATE ACT THAT CREATED COMMUNITY SCHOOLS THAT WAS SIGNED IN 2013. TO BE UNDER THAT ACT, YOU HAVE TO HAVE PARENTAL ENGAGEMENT. >> SUPPORTS. EXTENDED LEARNING, WHICH COULD BE YOUTH AND ADULT AND SCHOOL BASED OR SCHOOL LINKED HEALTH. >> OKAY. >> ALSO COORDINATION IN THERE IN A LEAD PARTNER ORGANIZATION WHO COULD BE A SCHOOL, DISTRICT, COMMUNITY-BASED ORGANIZATION OR GOVERNMENT ENTITY. >> RIGHT NOW THAT ACT SITS IN THE PUBLIC EDUCATION DEPARTMENT, THERE I IS NO APPROPRIATION ATTACHED TO IT? >> CORRECT; RIGHT. >> I WANTED TO ASK MCCAIN, YOUR ORGANIZATION OVERSEES SCHOOL BASED HEALTH CENTERS

IN A NUMBER OF SCHOOLS IN BERNALILLO COUNTY. I THINK WHEN A LOT OF US WERE GROWING UP, WE HAD LIKE A SCHOOL NURSE BUT THIS IS SOMETHING QUITE DIFFERENT. WHY IS THAT NOW MORE COMMON? >> I THINK SCHOOL BASED HEALTH REALLY EMBODIES BRINGING SCHOOLS AND COMMUNITY TOGETHER BECAUSE THEY ARE LOCATED IN A SCHOOL OR ON THE SCHOOL GROUND, BUT THEY ARE RUN AND SPONSORED BY A COMMUNITY ORGANIZATION. IT IS LIKE A CLINIC IN THE SCHOOL. SO THERE IS A PRIMARY CARE PROVIDER, THERE'S A NURSE PRACTITIONER, A DOCTOR, A PA. THERE IS A QUALIFIED BEHAVIORAL HEALTH PROVIDER. SOMETIMES THERE IS DENTAL SERVICES. IF YOU'RE LUCKY, THERE IS HEALTH EDUCATORS, OR CARE COORDINATORS OR COMMUNITY HEALTH WORKERS AND THEY ARE SO IMPORTANT IN LINKING THOSE STUDENTS WITH COMMUNITY RESOURCES THAT SUPPORT THEIR HEALTH. >> ARE THE FAMILIES ALSO ACCESSING? >> SO, IT REALLY DEPENDS ON THE SCHOOL-BASED HEALTH CENTER. SCHOOL-BASED HEALTH CENTER AT ATRISCO HERITAGE HIGH SCHOOL AND UNM IS RUNNING THAT. AND IN THE MORNING THEY SEE

THE STUDENTS AT THE SCHOOL AND THEN IN THE AFTERNOON IT IS OPENED UP TO THE COMMUNITY, WHICH IS REALLY IMPORTANT FOR THAT COMMUNITY BECAUSE THERE AREN'T SERVICES, HEALTH SERVICES AVAILABLE IN THAT COMMUNITY. SOME OF THE APS SCHOOLS, THEY ONLY SERVE STUDENTS. >> MARCO, I WANT TO TURN TO YOU BECAUSE YOU HELPED CREATE A COMMUNITY SCHOOL AND YOU'RE WILSON MIDDLE SCHOOL OR SAW THE TRANSITION THERE. NOW YOU'RE AT HIGHLAND HIGH SCHOOL KIND OF DOING THE SAME THING. WHAT KIND OF CHANGES DID YOU SEE AS YOU WENT THROUGH THIS TRANSITION? >> I THINK WHAT A COMMUNITY SCHOOL CAN DO OR DOES IS CREATES ENGAGEMENT AND AWARENESS. THAT IS PROBABLY THE THEME THAT WE ALL BRING TO THE TABLE. IT PROVIDES THAT PARTICULAR STUDENT, WHOMEVER THEY MAY BE TO WALK THROUGH OUR DOORS AND KNOW IT IS NOT ONLY THE SAFEST INSTITUTION THAT WE CAN OFFER, BUT WE ARE GOING TO OFFER WHATEVER SUPPORTS WILL HELP YOU STAY ENGAGED. IT IS THAT SORT OF CLICHE, AGE OLD ADAGE, IT TAKES A COMMUNITY TO RAISE A CHILD, WELL, I JUST LOOK AT IT AS IT TAKES A SCHOOL TO RAISE A CHILD AT THIS PARTICULAR POINT IN TIME.

IF WE CAN IDENTIFY THAT JOHNNY HAS A SORE TOOTH AND THAT IS ENGAGEMENT DURING THAT TIME FRAME, WE CAN TAKE CARE OF THAT ON THE SPOT. FOR US AT WILSON, WHAT IT HELPED US DO IS INCREASE ATTENDANCE. DECREASE THE MOBILITY. IT REALLY STABILIZED MANY OF OUR FAMILIES. >> IT STABILIZED THE FAMILIES SO THEY ARE NOT PULLING THE KIDS OUT AND MOVING ALL THE TIME? >> CORRECT. >> WHY? >> IF FAMILIES ARE FEELING SUPPORTED BY THE SCHOOL, A, THEY STAY. AND, B, THEY WILL ACCESS THE RESOURCES THAT THEY NEED TO MAINTAIN STABILITY WITHIN THEIR COMMUNITY AND EVEN BE WILLING -- I THINK MANY OF US WHO WORK IN HIGH POVERTY SCHOOLS, IT IS AMAZING WHAT STUDENTS DO IN HIGH POVERTY SCHOOLS NOT ONLY ACADEMICALLY AND SOCIALLY, BUT SERVICE ORIENTED. WHEN THEY SEE SOMEONE STRUGGLING, MAN, THERE IS A MASS MOVEMENT TO SAY, WE CAN'T LET YOU STRUGGLE. WE WILL NOT LET YOU DROWN. AND THAT IS WHAT THE COMMUNITY

SCHOOL MODEL WOULD REALLY SUPPORT AND HELP ACROSS THE BOARD. >> JANICE WHAT DO YOU DO AT WILSON AS THE COORDINATOR, BECAUSE THAT SEEMS TO BE THE REALLY KEY THING IN ALL OF THESE SORT OF MODELS. >> WELL, WHAT I WOULD DO, I WOULD BE THAT POINT PERSON, THE ONE-STOP SHOP FOR A FAMILY. WHEN THEY DO COME IN AND KNOCK AT MARCO'S DOOR, I AM IN CRISIS, I CAN'T GET MY KID TO SCHOOL FOR A COUPLE DAYS, MARCO OR ANYBODY AT THE SCHOOL CAN WALK THE FAMILY OVER TO THE FAMILY RESOURCE CENTER AT WILSON MIDDLE SCHOOL AND HERE WE HAVE A FAMILY ENGAGEMENT COORDINATOR, AS MYSELF, COMMUNITY ENGAGEMENT COORDINATOR WHO ARE THERE TO LISTEN AND PROVIDE A WELCOMING SPACE FOR FAMILIES AND ESSENTIALLY ENGAGE THEM BY PROVIDING THE RESOURCES THEY NEED, SUPPORT THEY NEED. >> JUST PARENTS FEEL LIKE THEY CAN COME TO THE SCHOOL AND SCHOOL IS NOT SORT OF CLOSED OFF TO THEM? RESOURCE CENTER IS THERE FOR THEM. WE TRY TO CREATE A WELCOMING ENVIRONMENT IN THE FRONT OFFICE SO THAT PARENTS CAN WALK IN OR COMMUNITY MEMBERS CAN WALK IN. SO AN EXAMPLE IS THERE IS

A MAN THAT WALKS OUR NEIGHBORHOOD TO PICK UP TRASH AROUND THE COMMUNITY. WE APPROACHED HIM AND SAID, HEY, I SEE YOU WALKING AROUND, WHAT IS IT THAT YOU DO? >> I AM A RETIRED VET I HAVE TIME ON MY HANDS AND I LIKE TO CLEAN UP AROUND HERE. >> WHY DON'T YOU COME IN? GET YOU BACKGROUND CHECKED AND BECOME PART OF OUR SCHOOL. >> YOU KNOW YOU HAVE BECOME A COMMUNITY SCHOOL WHEN FAMILIES CATASTROPHIC HAPPENS AND THEY WAIT TO REPORT IT UNTIL MONDAY TO YOU AS THE LEADER OF THE SCHOOL, SO THAT YOU CAN CONNECT TO THOSE RESOURCES OR THOSE ENTITIES IN WHICH YOU HAVE HELPED IDENTIFY THROUGHOUT. >> YOU MEAN LIKE THEY GOT EVICTED. >> THEY EVICTED OR, YOU KNOW, IN MANY OF OUR COMMUNITIES, THERE IS SHOOTINGS AND HIGH CRIME, THEY WILL COME TO SCHOOL AND SAY WHAT DO I DO NEXT? AND WE GUIDE THEM IN A DIRECTION TO GO TO THE SUBSTATION AND AT TIMES WALK THEM TO THE SUBSTATION AND SAY, THIS IS HOW WE CAN ACCESS THOSE NEEDS AND WANTS. >> TURN TO PEGGY ON THAT. PEGGY, THAT IS A LOT TO PUT ON A

SCHOOL. PART OF ME WANTS TO PLAY DEVIL'S ADVOCATE AND SAY, ARE WE ASKING TOO MUCH OF SCHOOLS TO BE ALL THOSE THINGS? >> I THINK WE MAY BE ASKING SCHOOLS BUT THE REALITY IS THAT IS WHERE WE FIND OURSELVES. OUR SCHOOLS ARE THE HUB OF THE COMMUNITY. THEY ARE THE HEART OF THE COMMUNITY AND PEOPLE SEE IT AS A REFUGE. THEY SEE IT AS A PLACE TO GO TO GET HELP. I HAVE BEEN IN SCHOOLS WHERE IT IS NOT A WELCOMING ENVIRONMENT. YOU HAVE TO HAVE THE INKLING AND HEART TO DO THIS WORK AND IT IS EXHAUSTING WORK AND THERE ARE TEACHERS THAT ARE LIKE, I AM NOT DOING THIS, I NEED TO GO TO A TRADITIONAL SCHOOL WHERE I HAVE TO WORRY ABOUT MY STUDENTS AND ACADEMICS AND I AM NOT A SOCIAL WORKER, I'M NOT A NURSE, I'M NOT PSYCHOLOGIST, BUT THOSE ARE OUR KIDS. THOSE ARE THE PEOPLE WE ARE SERVICING. WE ALL WENT INTO THIS WORK, NOT FOR THE MONEY OBVIOUSLY, BECAUSE WE WANTED TO GIVE BACK AND WE WANTED TO MAKE A DIFFERENCE. WE HAVE AN ALUMNI OF MIDDLE STRUGGLED ALL THROUGH ELEMENTARY SCHOOL, VERY DIFFICULT HOME LIFE, CAME TO SCHOOL A COUPLE WEEKS AGO

AND RAN IN AND FOUND AND OLD TEACHER AND SAID, CAN I STAY HERE? I REALLY DON'T FEEL SAFE RIGHT NOW. HE DIDN'T TELL US EXACTLY WHAT THE DETAILS WERE, BUT HE KNEW TO COME TO MANZANO MESA AND KNEW HE WAS GOING TO BE SAFE THERE AND WE WOULD TAKE CARE OF HIM. THAT IS A COMMUNITY SCHOOL. >> I AM CURIOUS WHAT YOUR EXPERIENCE IS AS A TEACHER IN A COMMUNITY SCHOOL. >> I AM RELATIVELY NEW TO THE COMMUNITY SCHOOL. THERE IS NO DOUBT WORKING A COMMUNITY SCHOOL TAKES ADDITIONAL WORK, WHETHER YOU WANT TO DEFINE THAT AS TIME OR ENERGY, BUT ONE OF THE GREAT THINGS ABOUT A COMMUNITY SCHOOL, THERE IS A VARIETY OF WAYS TO GET INVOLVED AND I THINK IF TEACHERS CAN FIND A WAY TO GET INVOLVED THAT SPEAKS TO THEM, IT BECOMES EASY TO DO. >> WHEN YOU CAME TO MANZANO, I DON'T KNOW IF IT WAS ALREADY A COMMUNITY SCHOOL OR IF YOU WALKED IN AND THE MODEL WAS SET UP, WERE YOU SORT OF LIKE, WHAT DOES THAT MEAN? DO I HAVE TO DO MORE STUFF, BECAUSE I AM ALREADY DOING ENOUGH. >> THAT WAS MY INITIAL REACTION. WHEN I CAME TO MANZANO MESA IT WAS ALREADY SET UP AS A COMMUNITY SCHOOL AND IT TOOK

TIME TO KIND OF GET INVOLVED AND FIGURE OUT WHICH DIFFERENT ACTIVITIES AND WHICH DIFFERENT WAYS OF INVOLVEMENT KIND OF SPOKE TO ME. BUT, YOU KNOW, WITH HOMEWORK DINER, I THINK I FOUND THAT. IT IS A REALLY UNIQUE PROGRAM. WE SPEND SIX HOURS A DAY WITH KIDS BUT IT IS PRETTY RARE TO SPEND TIME IN A LESS FORMAL ENVIRONMENT AND HOMEWORK DINER DOES THAT. THE CLASSROOM IS A DIFFERENT SETTING. >> TALK ABOUT THE PARENTS COME WITH THE KIDS TO THE HOMEWORK DINER. WHAT IS THAT LIKE? >> IT HAS BEEN HELPFUL PARTICULARLY WITH MATH. AS YOU MIGHT KNOW WE ARE TEACHING MATH IN DIFFERENT WAYS THAN MANY OF US MIGHT HAVE LEARNED IN SCHOOL. AND THE PARENTS ARE OFTEN FAIRLY CONFUSED ABOUT WHAT WE ARE DOING, SO IT IS A GREAT OPPORTUNITY TO SIT DOWN AND WORK WITH THE PARENTS AND THE STUDENTS SO THAT THERE IS A BETTER UNDERSTANDING THAT COMES OUT. >> HAVE YOU SEEN AN IMPACT ON YOUR STUDENTS, JOHN? >> THE PARENTS EXPRESSED THAT HER DAUGHTER WAS HAVING A DIFFICULT TIME WITH THE MATH HOMEWORK AT HOME AND IT HAD BECOME A NEGATIVE THING FOR HER,

WHERE SHE WAS REALLY UPSET. BUT IT WAS VERY SURPRISING TO ME BECAUSE IN THE CLASSROOM, I HADN'T NECESSARILY SEEN THE EVIDENCE OF THAT. SO, I SUGGESTED THAT THEY COME TO HOMEWORK DINER. THEY HAVE BEEN COMING REGULARLY AND IT HAS TURNED FROM A NEGATIVE EXPERIENCE INTO SOMETHING VERY POSITIVE. >> WE DON'T WANT TO SET UP OUR PARENTS FOR FAILURE, ASKING THEM TO DO PRE-ALGEBRA AND KIND OF, CONTENT, AND, SO, WHAT WE HAVE DONE EVERY SINGLE HOMEWORK DINER IS WHEN THE KIDDOS COME IN, THEY ARE GREETED BY FIDELITY VOLUNTEERS WHO ARE TUTORING IN ADDITION TO THREE OF OUR TEACHERS. WE PULL PARENTS ASIDE TO DO A FAMILY ENGAGEMENT PIECE. THAT IS VERY INTENTIONAL ABOUT PROVIDING -- ALSO ADDITIONAL FAMILY LITERACY. I WOULD SAY ABOUT HALF OF THE FAMILIES HAVE NEVER REALLY TOUCHED A COMPUTER AND THERE WAS A LANGUAGE BARRIER. SO, WE'RE NOW IN THE BABY STEPS OF HAVING A COMPUTER CLASS OFFERED AT HOMEWORK DINER. SO THAT IS ONE EXAMPLE OF HOW WE PROVIDE KIND OF PROGRAMMING FOR OUR FAMILIES AND THEN WE SEE WHAT THE ADDITIONAL NEEDS ARE AND WE CREATE PROGRAMMING AROUND

THAT. >> MAYOR RICHARD BERRY, WE ARE THANKFUL FOR HIM CONTRIBUTING $100,000 TO IMPLEMENT SEVEN HOMEWORK DINERS. WE ARE IN THE PROCESS OF DOING THAT. WE ARE VERY GRATEFUL FOR THE COUNTY WHO ALLOCATES THE STAFFING TO HELP FACILITATE THAT. >> YOU HAVE GOT KIND OF A PATCHWORK OF FUNDING HERE AND HERE AND HERE, BUT OVERALL, THERE IS NOT A SYSTEMIC FUNDING. >> THERE IS NOT ONE SYSTEMIC FUNDING STREAM. >> IS THAT A PROBLEM? IT SEEMS LIKE TO KEEP YOUR EFFORTS GOING, THIS HAS TO BE INSTITUTIONALIZES. >> WHEN I SAY THE FRAMEWORK, INFRASTRUCTURE, YOU NEED A ABILITY TO GO OUT AND BRING PEOPLE TOGETHER TO THINK. YOU NEED THAT. NOW, PROGRAMMATIC PIECES, I SAY THIS TO EVERYONE, YES, WE NEED SOME CONSISTENT FUNDING FOR THOSE PROGRAMMATIC PIECES. HOWEVER WITHIN A COMMUNITY SCHOOL, AS THEY CONTINUE TO CHANGE AND EVOLVE, THEY NEED THE FLEXIBILITY WITH THAT FUNDING TO CHANGE THEIR PROGRAM TO FIT WHATEVER THAT COMMUNITY

DECIDES IT NEEDS TO GO TOWARD AND HOW IT NEEDS TO BE USED. >> I KNOW ONE OF THE LEGISLATORS WHO GOT THE STATE LAW PASSED, RICK MIERA HAD SAID THERE WAS NO APPROPRIATION WITH IT AND HE FELT LIKE HE HAD TO AT LEAST PROVE OUT THE CONCEPT. >> THE VERY FIRST SCHOOL THAT ABC WAS INVOLVED WITH WAS PAJARITO ELEMENTARY IN THE SOUTH VALLEY. AND IN TWO YEARS THEY INCREASED THEIR MATH STORES 22% AND THEIR SCORES READING 13% IN TWO YEARS. LA MESA AND PAJARITO, AGAIN, MANZANO MESA AND LA MESA INCREASED THEIR LOWEST PERFORMING STUDENTS, LOWEST 25% WENT FROM F GRADE TO A B GRADE AND EMERSON AND PAJARITO WENT FROM F TO A GRADES IN THEIR LOWEST TIER STUDENTS. >> ARE THERE CONFLICTS WITH THE ONGOING REFORM EFFORTS? >> OUR STUDENTS COME TO THE TABLE WITH A LOT OF DIFFERENT THINGS BEYOND NOT BEING ABLE TO ADD AND SUBTRACT, SO THAT IS THE CONFLICT. IF THERE IS A CONFLICT. KIDS HAVE TO FEEL SAFE. PEOPLE HAVE TO FEEL SAFE BEFORE

THEY EVEN WANT TO ENGAGE OR BE PART OF ANOTHER GROUP OR INSTITUTION OR WHATEVER IT MAY BE. >> THAT IS THE CONFLICT, I BELIEVE, EVERY ONE AROUND THIS ROOM IS REALLY STUDENT CENTERED. FOR US TO CREATE THE HOLISTIC LEARNING ENGAGING ENVIRONMENT AND EVERYONE TALKED ABOUT CONNECTING THEM TO OTHER THINGS. AND SO THAT IS THAT CONFLICT, SO, WHEN MANDATES COME DOWN FROM THE HIGH UP, THE CONFLICT IS WE ARE STILL TRYING TO MEET SOME BASIC NEEDS. AND, I BELIEVE, YOU KNOW, MANY PEOPLE IN THOSE HIGH POSITIONS NEED TO COME TO OUR SCHOOLS. >> WHEN SHE GRADUATES WILL GENERATE NO POINTS TOWARD RFK'S SCHOOL GRADE. BECAUSE, SHE'S A COUPLE OF YEARS TOO OLD TO GENERATE ANY POINTS IN THE GRADE SYSTEM. >> YOU DON'T GET CREDIT FOR THAT WHEN THEY ARE RANKING THE SCHOOL? >> HER GRADUATING WILL GENERATE NO POINTS IN THE SCHOOL GRADE AND THAT SCHOOL GRADE GOES INTO TEACH SCAPE AND EFFECTS TEACHER EVALUATION.

SO I CAN'T IGNORE THE STUDENT, I CAN'T IGNORE THE MISSION OF THE SCHOOL, I AM NOT GOING TO. ALL RIGHT. AND LAST YEAR WHEN 85 PARENTS FROM THE SOUTH VALLEY CAME AND MIDDLE SCHOOL, WE HAVE GOT A MIDDLE SCHOOL, BUT IT TAKES THE EXPELLED AND SUSPENDED STUDENTS FROM TWO OF THE MIDDLE SCHOOLS ON THE VALLEY FLOOR. THAT IS THE MISSION OF THAT MIDDLE SCHOOL. I AM NOT SURE HOW THAT IS GOING TO AFFECT OUR TEST DATA, BUT THAT IS THE MISSION OF THE MIDDLE SCHOOL. WHEN A COMMUNITY SCHOOL DEVELOPS A MISSION IN RESPONSE TO THE COMMUNITY NEED, THEN THAT BECOMES WHAT IS IMPORTANT. RFK IS NOT A FAILING SCHOOL. WE HAVE A WAITING LIST. SOMETIMES THE MISSION REALLY IS UP AGAINST WHAT THAT MANDATE IS ABOUT RAISING STUDENT TEST SCORES. >> WE'RE GOING TO CONTINUE THIS, BECAUSE THIS IS AN INTERESTING LINE OF DISCUSSION. WE'RE GOING TO ADD IN OUR LEADERSHIP AND CONTINUE ON IN THE NEXT SEGMENT. [CONVERSATION CHATTER]

>> THANK YOU ALL FOR COMING BACK FOR THE SECOND PART OF PUBLIC SQUARE, WE HAVE ADDED THE LEADERSHIP TO TALK ABOUT THESE ISSUES. WHEN WE LEFT OFF WE WERE TALKING ABOUT SOME OF THE CONFLICTS BETWEEN ONGOING REFORM EFFORTS AND SOME OF THE GOALS OF SCHOOLS THAT HAVE MORE OF A COMMUNITY DRIVEN MISSION. SENATOR PADILLA, WHAT DID YOU THINK ABOUT THAT? >> WELL, IT IS SOMETHING THAT HAS ACTUALLY DEVASTATED THE AREA THAT I REPRESENT AND WE HAVE BEEN FORTUNATE ENOUGH TO HAVE SOME NEW SCHOOLS BUILT IN THE AREA, THE COMMUNITY HASN'T NECESSARILY BEEN THERE LONG ENOUGH ESPECIALLY ON THE SOUTHWEST MESA TO FORM AROUND THOSE SCHOOLS YET. SO WE ARE DOING THINGS LIKE BRINGING IN SCHOOL BASED HEALTH CENTERS, YOU KNOW, PARENT ENGAGEMENT CENTERS AND THINGS OF THAT NATURE. WE HAVE DONE A GREAT JOB AT ATRISCO HERITAGE ACADEMY HIGH SCHOOL AND RIO GRANDE HIGH SCHOOL AS WELL AS ROBERT F. KENNEDY CHARTER SCHOOL, TO REALLY GET THE COMMUNITY ON THE SCHOOL GROUNDS. SO THAT, YOU KNOW, THEY START OWNING THE SCHOOL AND BECOMING A PART OF DECISIONS THAT ARE MADE THERE. >> AND, DO YOU SEE THAT ANY OF THAT

OUR STATE PUBLIC EDUCATION DEPARTMENT WOULD LIKE TO SEE BEING IN CONFLICT WITH SOME OF THESE GOALS? >> THE REFORMS THAT THE PED DEPARTMENT IS GOING ABOUT, UNFORTUNATELY THEY HAVEN'T EXACTLY WHAT IS THE COMMUNITY NEEDING. IF YOU TRY TO FORCE FEED SOMETHING TO ANYBODY IN ANY ENVIRONMENT OR ANY SITUATION, A, YOU'RE GOING TO HAVE TO RETOOL IT FOR, IN THIS CASE, MULTIPLE YEARS AND THEN YOU LOSE A WHOLE GENERATION OF KIDDOS TRYING TO FIGURE OUT WHEN, IN FACT, WE SHOULD JUST BACK THE BUS UP A COUPLE OF BLOCKS AND TALK TO PEOPLE, LAND IN THE COMMUNITY, HOLD COMMUNITY MEETINGS, BRING THE COMMUNITY ON TO THE SCHOOL GROUNDS, AS I WAS MENTIONING, SO THEY ARE A PART OF THE SOLUTION RATHER THAN, JUST, YOU KNOW, OKAY WHAT IS NEXT? >> CHRIS, I WANT TO TURN TO YOU. I ASKED PED TO COME AND JOIN US TODAY. THEY WEREN'T ABLE TO SEND ANYONE. I WANTED TO GET A SENSE FROM YOU, YOU SEE THESE REALITIES IN THESE SCHOOLS THAT COMMUNITY SCHOOLS CAN ADDRESS. YOU ALSO HAVE MANDATES THAT YOU HAVE TO MEET. EITHER PHYSICALLY AND OR MENTALLY AND

EMOTIONALLY THEY MAY HAVE THEIR BODIES THERE BUT THEY ARE NOT THERE, THE PROGRAM IS IRRELEVANT. AND, SO, YOU HAVE TO WRAP YOURSELF AROUND THE WHOLE CHILD AND THAT IS WHAT PART OF WHAT COMMUNITY SCHOOLS DOES. WE HAVE A MODEL THAT WE USE AND THAT IS HEALTHY KIDS MAKE BETTER LEARNERS. >> DO YOU THINK THAT MESSAGE IS REACHING OFFICIALS WHO ARE IMPLEMENTING THESE REFORM EFFORTS? >> SOME. I THINK WE HAVE PEOPLE LIKE SENATOR PADILLA WHO DEFINITELY KNOWS THAT MESSAGE. HIS EFFORTS TO GET MORE SOCIAL WORKERS IN SCHOOLS IS ONE WAY TO ADDRESS THAT. OTHERS SEE IT AS JUST SORT OF AN ASIDE THAT, OH, YEAH, THOSE ARE NICE THINGS TO HAVE. THESE ARE NOT JUST NICE THINGS TO HAVE, WE HAVE TO HAVE THEM. THEY HAVE TO BE THERE. THOSE SOCIAL ISSUES THAT KIDS ARE DEALING WITH TODAY ARE SO DIFFERENT THAN EVEN 10, 15 YEARS AGO, THAT STUDENTS WERE DEALING WITH. >> YOU'RE ABSOLUTELY RIGHT AND I WANT TO ADD THAT THE SOCIAL WORKERS IN HIGH POVERTY SCHOOLS

BILL THAT I HAVE ISN'T NECESSARILY TO PROVIDE HARD COUNSELING SERVICES IN THE SCHOOL. IT IS TO MARSHAL THE RESOURCES AROUND THAT FAMILY THAT MIGHT BE IN CRISIS. ANOTHER PIECE OF LEGISLATION THAT I FAILED TO MENTION A LITTLE WHILE AGO WHICH IS SENATE BILL 20 HERE IN THE 2015 SESSION, WHICH IS GOING TO BE PAID LEAVE FOR PARENTS TO ATTEND PARENT TEACHER CONFERENCES. THIS IS ANOTHER WAY TO GET THE PARENTS ON THE SCHOOL GROUNDS TO SOLIDIFY THAT RELATIONSHIP BETWEEN THE TEACHER AND THE PARENT SO THAT WOULD BE FOUR HOURS A YEAR, I AM SORRY, LET'S SAY YOU ARE A FULL-TIME WORKER, THAT IS LESS THAN 2/10 OF 1% OF THE TIME. AND I AM A BUSINESS OWNER AND I KNOW WE HAVE A COUPLE OF BUSINESS OWNERS HERE TODAY. AT THE END OF THE DAY, A BUSINESS OWNER WANTS A BETTER QUALIFIED WORKFORCE AND I AM HAPPY TO MAKE THAT INVESTMENT IN MY EMPLOYEES SO THEY CAN PARTICIPATE IN THEIR CHILD'S EDUCATION. >> SO, THE BILL IS REALLY IMPORTANT. AS WELL AS THE SOCIAL WORK SOCIAL WORKERS AT RFK MAKE AN INCREDIBLE DIFFERENCE, BUT THE

PARENT-TEACHER CONFERENCES WE DO TEACHERS REALLY HAVE TO GO OUT OF THEIR WAY. THEY NEED TO DO IT IN THE EVENING OR WEEKEND, IT NEEDS TO GET DONE. WE HAVE 85 TO 90% PARTICIPATION. THAT IS HOW THE PARENTS BUY IN AND HOW THE COMMUNITY OWNS THE SCHOOL. >> AT MANZANO MESA, WE ARE A TITLE I SCHOOL, 67% OF THE STUDENTS ARE ELIGIBLE FOR FREE EIGHT YEARS THAT I HAVE BEEN THERE, WE RUN ABOUT 90, 95% ATTENDANCE AT PARENT-TEACHER CONFERENCES AND THAT IS BECAUSE THEY ARE ENGAGED. AND THEY GET THERE, HOWEVER THEY GET THERE. NOW, IF THIS BILL IS GOING TO HELP THEM, THAT IS GREAT. BUT, MY POINT IS, IT IS THE RELATIONSHIP. IT IS THE RELATIONSHIP BETWEEN THE SCHOOL AND THAT FAMILY, AND THAT COMMUNITY. >> COMMISSIONER JOHNSON, I WANTED TO ASK YOU, THERE IS NO CONSISTENT FUNDING STREAM AND SO WE GET SOME COMMISSIONERS OR CITY COUNCIL THAT AREN'T SO SUPPORTIVE, A FEW YEARS DOWN THE ROAD. >> THAT IS THE CASE WITH EVERY FUNDING STREAM IN EVERY GOVERNMENT ENTITY.

I MEAN, THE PERSON WHO REPLACES ME MAY BE MORE WILLING TO RAISE TAXES THAN I AM. ONE OF THE THINGS I LIKE AND ONE OF THE CORES OF COMMUNITY SCHOOLS IS RESOURCE ALIGNMENT. AND THAT IS SOMETHING THAT WE DON'T DO ENOUGH IN GOVERNMENT ANYWHERE IN GOVERNMENT, FRANKLY. BUT WHAT ARE THOSE RESOURCES HOW CAN WE BRING THEM TO BEAR ON THE NEEDS OF A SPECIFIC COMMUNITY SCHOOL. EVERY SCHOOL IS -- A COMMUNITY SCHOOL IS THE GOAL OF ABC COMMUNITY SCHOOLS. IT IS A GREAT MOTTO BUT IT ALSO KIND OF MAKES YOU THINK THAT EVERY COMMUNITY SCHOOL IS GOING TO BE THE SAME COMMUNITY SCHOOL AND THE TRUTH IS NOT EVERY COMMUNITY IS THE SAME. >> RIGHT. >> SO, THEREFORE THE NEED AND RESOURCES FOR THAT SCHOOL ARE DIFFERENT THAN FOR ANOTHER SCHOOL. >> I AM WONDERING IF WE SHOULD FIND OUT IF IT IS AN EFFECTIVE MODEL, MAYBE IT SHOULD BE MORE INSTITUTIONALIZED. >> THE FACT OF THE MATTER IS, I THINK SOMETIMES THE STRUGGLE IS IMPORTANT. THE FUNDING STRUGGLE IS IMPORTANT. I HAVE SEEN PROGRAMMING THAT GETS A QUOTE, UNQUOTE SUSTAINABLE FUNDING SOURCE, AND, BY THE WAY, THERE IS NO SUCH THING AS SUSTAINABLE FUNDING SOURCE, BUT I HAVE SEEN THEM KIND OF LAY BACK AND SAY, HEY

WE GOT THIS, WE GOT OUR MONEY COMING IN, HOW CAN WE SPEND IT? AS OPPOSED TO, LOOK, THESE ARE THE THINGS WE NEED TO DO AND WE HAVE TO GO OUT AND CONVINCE THE COMMUNITY, WE HAVE GOT TO CONVINCE BERNALILLO COUNTY OR THE CITY OF ALBUQUERQUE, OR THE LEGISLATURE, THAT THESE ARE GOOD PROGRAMS AND THIS IS WHY WE NEED IT AND WE ARE CONTINUALLY REINVENTING OURSELVES THROUGH THAT STRUGGLE. AND I THINK IT IS NOT NECESSARILY AN UNHEALTHY THING TO NOT HAVE A MILL FOR EXAMPLE THAT MAKES IT EASY FOR EVERYBODY. >> I AM ALL ABOUT SOMETHING CALLED COMPETITION AS WELL. SO IF YOU TAKE A LOOK AT COMMUNITY SCHOOLS VERSUS NONCOMMUNITY SCHOOLS, WHERE THAT BASE, THAT CORE, HASN'T BEEN DEVELOPED, I AM NOT SURE THEY SHOULD BE GETTING THE FUNDING THAT MAYBE THAT IS AVAILABLE ON A LIMITED BASIS RIGHT NOW. ALL OF THOSE SCHOOLS TEND TO DO SO MUCH BETTER, SO, IF THAT IS WHAT HELPS KIDS GRADUATE, WE NEED TO DO IT. >> STATE LAW IS NOT FUNDED RIGHT NOW. >> WELL, IT ISN'T AND THAT IS WHY WE ARE GOING TO DEFINITELY KEEP PUSHING THIS, BUT IF YOU LOOK AT THE REPORTS THAT THE LFC HAS COME OUT WITH OF LATE, IF WE CAN TAKE AND DROP THE DROPOUT

RATE TO UNDER 10%, WE ARE GOING TO EXPERIENCE A $700 MILLION DOLLAR A YEAR SAVINGS TO EVERY TAXPAYER IN THE STATE OF NEW MEXICO. I MEAN, I'LL TAKE THAT INVESTMENT ANY DAY OF THE WEEK. REALLY PART OF WHAT MAKES COMMUNITY SCHOOLS WORK, AT LEAST IN MY EXPERIENCE WITH ABC IS THE FACT THAT YOU HAVE THE CITY OF ALBUQUERQUE WORKING WITH BERNALILLO COUNTY, WORKING WITH APS, WORKING WITH UNITED WAY TO MAKE THIS HAPPEN. BUT IF WE GET TOO RELIANT ON THE SINGLE FUNDING STREAM YOU END UP WITH A FRAGILE -- THAT IS EVEN LESS SUSTAINABLE AT THAT POINT AND THE OTHER PARTNERS, YOU'RE TALKING ABOUT COMMUNITY ENGAGEMENT WITH PARENTS, YOU HAVE TO GET THE GOVERNMENTS AND ENTITIES, NONPROFITS, GOVERNMENTS, ALL OF THEM ENGAGED AS WELL IF YOU'RE GOING TO BE SUCCESSFUL WITH COMMUNITY SCHOOLS. >> WHAT DO YOU ALL THINK ABOUT IT? >> I FIND IT HARD THAT I AM AGREEING WITH YOU. I AM HAVING THAT STRUGGLE BUT THAT STRUGGLE REALLY IS WHAT WE HAVE BEEN GOING THROUGH, THAT STRUGGLE, WE HAVE DEVELOPED

STRONG COMMUNITY PARTNERS, SO, CENTRO DELIVERS SERVICES IN BERNALILLO COUNTY. WE'RE PARTNERED WITH THEM. CASA DE SALUD RUNS OUR CHILD DEVELOPMENT CENTER AND OUR PARENTS CAN GO TO THAT CLINIC, RIGHT? THEY CAN BRING THEIR OTHER CHILDREN THERE. SO, OUR SCHOOL-BASED HEALTH CENTER, THE NEW PROPOSAL INCLUDES SOUTH VALLEY ACADEMY. SO, WE'RE BEING A PARTNER WITH ANOTHER SCHOOL SO THAT STRUGGLE IS REALLY VALUABLE BUT I HAVE GOT TO TELL YOU, SOMETIMES WHEN THAT FUNDING DISAPPEARS THAT CRITICAL PIECE GOES AWAY. AND, SO, THERE HAS GOT TO BE A WAY TO SUPPORT IT, WHEN IT IS PROVEN TO WORK. >> WE DO HAVE TO PULL FROM EVERY WHERE WE CAN. WE RECENTLY WERE RUNNING OUT OF BUS MONEY FOR BUS TO SUSTAIN THROUGHOUT THE YEAR TO PROVIDE AFTER SCHOOL TRANSPORTATION HOME, AND NOW AT THIS POINT WE ARE LOOKING AT THREE DIFFERENT FUNDING STREAMS. AND THIS IS HOW WE HAVE TO WORK TOGETHER. >> I AM ON THE EDGE BECAUSE I THINK THAT THE CORNERSTONE, AT LEAST IN MY MIND, OF COMMUNITY SCHOOLS IS THE COORDINATOR. AND WHAT I WOULD LOVE TO SEE

IS A SUSTAINABLE FUNDING SOURCE FOR THE COORDINATOR. THEN, WHEN YOU HAVE THE PROGRAMS AND YOU HAVE THOSE KIND OF THINGS WHERE FUNDING ISN'T MAYBE PERSON THAT CAN HELP WORK ON BRINGING THOSE PARTNERSHIPS TO THE TABLE, HOW DO WE FIGURE THIS OUT? I MEAN, AT EMERSON, WE HAVE NOW THE HEALTH SERVICE COMPONENT OF COMMUNITY SCHOOLS WITHOUT PAYING A PENNY FOR IT. WE BROUGHT IN A PARTNER THAT IS PROVIDING THAT. BUT WITHOUT THE COORDINATOR, WE WOULDN'T BE ABLE TO DO THAT PIECE. >> WHAT IS A GOOD SOURCE FOR THAT MONEY? >> WE HAVE A COMMUNITY SCHOOLS ACT. FAMILY ENGAGEMENT, FAMILY SUPPORTS, SCHOOL BASED SCHOOLING, HEALTH SERVICES, EXTENDED LEARNING. >> THAT IS NOT FUNDED. >> DOESN'T NECESSARILY HAVE TO BE NEW MONEY. AT EACH OF THE DEPARTMENTS THAT SUPPORTS THOSE STRANDS, AND TO GET THE THING THROUGH, HOW DO YOU REALLOCATE FUNDING TO SUPPORT THIS. IF WE THINK THIS IS IMPORTANT

ENOUGH TO SIGN IT AND WE THINK IT IS IMPORTANT ENOUGH TO FUND IT SEPARATELY, HOW DO WE DO IT ALIGNED. >> HOW EASY IS THAT SENATOR PADILLA? >> ONE OF THE THINGS WE LIKE TO SEE IN THE LEGISLATURE, AND I LIKE TO SEE THIS AS A BUSINESS GUY COMING AT THIS ISSUE, IS DOCUMENTED PROCESSES. AND IN A LOT OF WAYS, WHEN I WAS ON THE YDI BOARD FOR 22 YEARS, ONE OF THE THINGS GREAT ABOUT YDI, AS THEY FOUND SUCCESS IN A PROGRAM, THEY DOCUMENTED IT. STANDPOINT IT IS GOING TO COME FROM ALL ANGLES, BUT, YOU KNOW, THE YEARS THAT WE ARE WELL FUNDED, AND WE ARE ABLE TO DO THINGS, WE HAVE TO LIVE BY OUR MEANS, WHAT WE HAVE AVAILABLE TO US. IF WE HAVE SUCCESSFULLY DOCUMENTED PROGRAMS THE WAY YOU ALL ARE WORKING ON, I THINK IT IS GOING TO LEND ITSELF TO OTHER LEGISLATORS AND OTHER COMMUNITY LEADERS WANTING TO HELP IN THIS WAY. BUT IF YOU'RE REINVENTING THE WHEEL AND CHANGING THE COURSE EVERY LITTLE WHILE, IT IS GOING TO BE TOUGH TO GET LEGISLATORS -- >> ONE THING THAT STRIKES ME, COMMISSIONER JOHNSON, I HEAR WHAT YOU'RE SAYING AND I THINK ECHOED IN THE STRUGGLE, YOU FOUND PEOPLE WILLING TO JOIN YOU, BUT WE STILL HAVE THOUSANDS OF HOMELESS KIDS IN APS.

WE'RE 49TH IN CHILD WELL-BEING AND WE HAVE GOT A LOT OF WORK TO DO AND THIS SEEMS LIKE >> WE ARE SPENDING NORTH OF 50% OF THE STATE BUDGET SIX BILLION A YEAR ON EDUCATION. WHAT THAT TELLS ME IS, THERE IS SOME THINGS THAT WE ARE DOING THAT AREN'T REALLY ADDRESSING THE PROBLEMS THAT WE HAVE IDENTIFIED. EASY THING IS TO GO AFTER NEW MONEY. THE HARD THING IS TO GO BACK AND LOOK AND SEE WHAT IS WORKING AND SAY, LET'S MOVE THIS OVER. THE COUNTY DID THIS. WE SAW SOME OF OUR FULL-TIME EQUIVALENT POSITIONS THOSE FTE'S WEREN'T BEING EFFECTIVE. SO WHAT DID WE DO? WE MOVED THEM TO COMMUNITY SCHOOLS AND THAT IS WHERE WE ARE CREATING FUNDING STREAMS FOR ABC. >> I AM SURE SOME NONCOMMUNITY SCHOOLS WERE PUT OUT ABOUT THAT. >> IT ACTUALLY HELPED SUPPORT ALL SCHOOLS. RIGHT NOW WE ARE SUPPORTING 71 SCHOOLS AND ONLY 10 OF THEM ARE IDENTIFIED COMMUNITY SCHOOLS. >> SO WE'RE HELPING OTHER SCHOOLS BEGIN TO FORM THEIR INFRASTRUCTURE TO THINK LIKE THIS, TO THINK DIFFERENTLY, HOW DO YOU MAKE PARTNERSHIPS. >> AS THE SCHOOL

ADMINISTRATOR, THE PRINCIPAL, GOING TO THAT SCHOOL EVERYDAY IN THE TRENCHES, I WOULD ABSOLUTELY NOT BE ABLE TO DO MY JOB IF I DIDN'T HAVE THE DEANNA AS MIGHT RIGHT HAND. >> YOUR COORDINATOR. >> MY COORDINATOR. IT IS NOT THE SAME ANYMORE. IT IS NOT THE WAY IT WAS 25 YEARS AGO. AND WE NEED THAT TO JUST BE THE GOVERNING WAY THAT WE RUN SCHOOLS. >> I WANT TO SAY, COUPLED WITH THAT, YOU ALSO NEED A PRINCIPAL IN A COMMUNITY SCHOOL THAT CAN SHARE THAT KIND OF LEADERSHIP WITH A COORDINATOR, SO WORKING ALONG SIDE MARCO WAS AMAZING I THINK WHY OUR COMMUNITY SCHOOL REALLY BEGAN TO THRIVE AND THEN WE GET ANNE PIPER, WHO ALSO BUYS IN AND REALLY IS COMMUNITY SCHOOL MINDED. SO, BECAUSE SHE WAS OKAY WITH IT, WE CONTINUED TO THRIVE USING OUR STRATEGY. >> YOU HAVE A COORDINATOR? >> I AM LUCKY ENOUGH TO BE A TITLE I SCHOOL, 100% FREE AND REDUCED LUNCH, ACTUALLY FREE LUNCH, AND I PAY FOR MY COORDINATOR OUT OF MY TITLE I DOLLARS. >> HEALTH LEADERSHIP HIGH SCHOOL, THE COMMUNITY

ENGAGEMENT IS A PILLAR AT OUR SCHOOL SO IT IS IMPORTANT THAT SCHOOLS INSTITUTIONALIZE IT, BUT LIKE SENATOR PADILLA TALKED ABOUT, IT NOT BE FORCED, IT BE A VALUE. IT BE A CONVERSATION WITH THE PRINCIPAL, WITH THE COMMUNITY, WITH THE TEACHERS. AND WHEN YOU HAVE A PRINCIPAL LIKE, YOU KNOW, MARCO, THAT IS AT A REALLY HIGH SCHOOL, RIGHT, THEY HAVE OVER 1400 STUDENTS, HE VALUES THAT THE STUDENTS PIECE AND COMMUNITY PIECE AND ABLE TO ALLOCATE DOLLARS. THINK, ACROSS SCHOOLS, WHERE ALL THOSE ALLOCATIONS AND HOW CAN WE TRANSITION DOLLARS TO REALLY CREATE THAT COMMUNITY SPACE FOR OUR STUDENTS. >> PIGGY BACK ON THE COORDINATOR PIECE, SENATOR PADILLA BROUGHT IT FORWARD. IT IS IMPORTANT THAT YOU CAPTURE THOSE STORIES AND, YOU KNOW, LOOK AT OPPORTUNITY I HAVE HAD TO NOT ONLY MAKE THOSE KEY DECISIONS LIKE HIRING ON A COORDINATOR, STUDENT ENGAGEMENT/PARENT COORDINATOR,

YOU NEED THE BODY TO MAKE THAT DECISION. YOU KNOW, I WAS FORTUNATE ENOUGH TO POP OR DROP INTO HIGHLAND WITH SOME OF THE PHILOSOPHICAL PRESENCE OF THE COMMUNITY SCHOOL. SO THAT IS NICE. BUT IT IS VERY HARD TO SELL TO YOUR COMMUNITY GOING BACK WITHOUT THOSE STORIES, I AM GOING TO TAKE TITLE I DOLLARS AWAY FROM MAYBE ADDING A TEACHER TO THE CLASSROOM WHICH HELPS DEVELOP LITERACY AND ALL THOSE OTHER GREAT THINGS THAT WE ATTRIBUTE TO STUDENT ACHIEVEMENT BUT PHILOSOPHICALLY, YOU HAVE TO BELIEVE THAT YOU KNOW WHAT, COORDINATING OUR RESOURCES AND HOW THEY ARE IDENTIFIED TO SUPPORT OUR CHILDREN, I THINK, IS A LARGER CONVERSATION AND A LARGER DECISION TO BE MADE. >> I'LL JUST ADD QUICKLY WE TALKED ABOUT 1400 STUDENT SCHOOL. I HAVE THE LARGEST HIGH SCHOOL IN THE STATE OF NEW MEXICO, ATRISCO HERITAGE HIGH SCHOOL, 2600 KIDS IN THAT SCHOOL. >> I AM CONVINCED IF IT WASN'T A COMMUNITY SCHOOL HAVING THE PARENT ENGAGEMENT, HAVING THE SOCIAL WORKERS THAT ARE ON THE PROPERTY, AS WELL, THAT THERE

IS NO WAY TO MANAGE A SCHOOL THAT LARGE. >> HERE IS THE REFORM QUESTION THAT WAS ASKED I THINK EARLIER, WHETHER THERE IS A CONFLICT. I MEAN, THE REALITY IS, AND I WOULD DARE PEOPLE TO CHALLENGE THIS, MEANING THERE IS GOING TO BE 40% OF THE KIDS THAT ARE GOING TO BE SUCCESSFUL WHETHER IN OUR HIGH SCHOOLS, MIDDLE SCHOOLS OR AT UNM. SO, HOW DO WE CHANGE THAT STRUCTURE. HOW DOES THE FOCUS BECOME THE 70% AND NOT 30, COMMUNITY SCHOOLS I THINK IS ONE OPTION. >> NOT SHRINKING THE SIZE OF THE SCHOOLS. >> I UNDERSTAND THE TEMPTATION HERE IS TO FOCUS ON THE SCHOOL TO SAY THIS, BUT IT IS NOT JUST ABOUT THE SCHOOL. THE SCHOOL IS THERE TO EDUCATE THESE KIDS, GET THEM IN THE CLASSROOM. WHEN THEY ARE THERE, MAKE SURE THAT THEY LEARN WHAT THEY NEED TO LEARN TO BE SUCCESSFUL IN LIFE AND THEY HAVE A POSITIVE OUTCOME. COMMUNITY SCHOOLS YOU WRAP AROUND THAT SCHOOL AND LEVERAGE ALL OF THE RESOURCES THAT ARE OUTSIDE. SO WE HAVE TO BE VERY CAREFUL NOT TO FOCUS SO MUCH ON THE

SCHOOL THAT WE FORGET THE COMMUNITY AGAIN. IT IS EASY TO DO THAT. >> I THINK WHAT I AM HEARING IS THAT EVERYONE AGREES WITH THAT CONNECTOR PERSON. >> I ABSOLUTELY AGREE THAT THE COORDINATOR IS DOING THAT. >> I HAVE THE OPPORTUNITY THE MANAGER OF A NATIONALLY FUNDED DEMONSTRATION GRANT FOR SCHOOL BASED HEALTH IN NEW MEXICO IN PARTNERSHIP WITH COLORADO AND IT WAS THROUGH THAT THAT WE WERE ABLE TO COLLECT SOME DATA AND TO SAY, HEY, THOSE SCHOOL BASED HEALTH CENTERS THAT HAVE THESE ROLES THAT ARE A COORDINATOR ROLE, SOMEONE THAT IS REALLY KIND OF ON TOP OF EVERYTHING, KNOWS WHAT IS GOING ON, MAKES SURE THAT WE ARE REACHING OUT TO THE SCHOOL, THAT WE'RE ENGAGING KIDS, THOSE ARE THE SCHOOL BASED HEALTH CENTERS THAT SUCCEED. BUT WE DON'T HAVE FUNDING FOR THAT. LIKE MEDICAID DOES NOT PAY FOR A COORDINATOR. SO WE GET FUNDING FROM THE STATE THROUGH DEPARTMENT OF HEALTH. WE SAY, YEAH, THAT SHOULD INCLUDE A COORDINATOR AND WE NEED SOMEONE AND WE NEED THE FUNDING BECAUSE WE ARE NOT GETTING IT FROM ANYWHERE ELSE. >> SO I THINK MOST

OF YOU AGREE THIS IS REALLY AN EFFECTIVE MODEL SO GOING FORWARD, HOW DO WE PROPAGATE IT? GO FORTH AND PROPAGATE. >> SELLING IT TO MY PEERS IS ONE. >> IS THAT ONE WAY. >> HELPING PEOPLE FEEL THAT IT IS NOT ANOTHER ENTREE ON THE PLATE, THIS IS THE PLATE. IT IS THE PLATE THAT WILL SUPPORT ALL ENTREES THAT YOU CHOOSE TO ADD, BUT THE REALITY IS WE NEED SOMETHING TO HOLD AND A PLACE MARKER. >> MAKING IT PART OF A CONVERSATION AS THE CONVERSATION IS BEING HAD ABOUT WHO THE NEW SUPERINTENDENT IS GOING TO BE. >> YOU KNOW, THE OTHER QUESTION YOU HAD, HOW DO WE GET THIS OUT THERE? I WOULD JUST SAY WHEN YOU COME TO THE LEGISLATURE, YOU KNOW, COME UP WITH YOUR PITCH FORKS AND YOUR TIRE IRONS AND STRAIGHTEN US OUT. >> IT SOUNDS LIKE YOU NEED STORIES. >> YOU NEED TO HAVE THE PERSONAL STORIES, WE ARE VERY SIMPLE PEOPLE AND I WOULD JUST SAY THAT. >> ARE YOU SAYING LEGISLATORS. >> I HAD AN INTERN FOLLOW ME FOR

A VERY BUSY DAY LAST YEAR, AND I ASKED THE INTERN, I SAID, PUT A TICK MARK ON A SHEET OF PAPER, I DON'T WANT TO SEE IT UNTIL THE END OF THE DAY, ON HOW MANY TIMES I CHANGE SUBJECTS THROUGHOUT THE DAY. 934 TIMES THAT DAY. SO WHEN YOU COME TO TALK TO THE LEGISLATORS, TELL ME SPECIFICALLY WHAT YOU WANT ME TO DO, YOU KNOW. AND A ONE-PAGER. IT SHOULD HAVE AN OUTLINE WHAT IS IT YOU'RE TALKING ABOUT, SOME DATA, FACTS, FIGURES, EXAMPLE, REAL STORIES AND THEN THREE THINGS, SPECIFIC, I WANT YOU TO VOTE YES ON AND THE REASON I WANT YOU TO VOTE NO ON AND BY THE WAY HERE IS BILLY. BILLY IS GOING TO TELL YOU HIS PERSONAL STORY AND PUT BILLY IN FRONT OF THE LEGISLATOR AND HAVE HIM TELL HIS STORY. >> THE LEADERSHIP CRITICAL AND THAT COMES FROM THE SUPERINTENDENT AND IT ALSO COMES WHEN WE HAVE AN OPENING IN A SCHOOL FOR A PRINCIPALSHIP, IT IS BECOMING ONE OF THE QUESTIONS THAT WE ARE ASKING OF THOSE PEOPLE. DO YOU UNDERSTAND COMMUNITY SCHOOL CONCEPT AND DO YOU SUPPORT IT? JOSE MENTIONED WE HAVE 70 SOME SCHOOLS NOW THAT ARE INTERESTED.

AND SO IT IS NOW OUR RESPONSIBILITY TO WORK WITH THOSE ADMINISTRATORS SO THAT THEY UNDERSTAND WHAT DOES THAT MEAN? WHAT DOES IT MEAN TO BE A COMMUNITY SCHOOL? WE HAVE TO WORK ON THE LEADERSHIP ROLES AT ALL LEVELS AND IT IS ABOUT HOW CAN A COMMUNITY SCHOOL HELP YOU TO DO YOUR JOB BETTER? >> THAT SEEMS KEY. >> I WANT TO ALSO SPEAK TO TEACHERS WHEN WE TALK ABOUT THE REFORM, AS COORDINATOR, THE CONSTANT CHALLENGE IS MESSAGING, MESSAGING, MESSAGING THAT WE ARE HERE AND YOU CAN UTILIZE US TO REMOVE SCHOOL TIME BARRIERS TO KIDDOS LEARNING AND THAT IS WHAT WE'RE HERE FOR. WHEN THEY ARE SUPER STRESSED ABOUT EVALUATIONS AND HOW THAT IMPACTS THE SCHOOL GRADE, JUST THE TESTING, THAT MAKES IT REALLY HARD, I THINK, FOR TEACHERS TO WANT TO DO THIS EXTRA WORK, JUST CONSIDER ME BEING A PARTNER TO THEM AT THE TABLE. >> SO, YOU WANT TO PROPAGATE THIS MODEL. LET'S END ON THAT. WHAT DO YOU NEED? >> WE HEARD TODAY FROM FOUR

SCHOOLS. THE STORY BEHIND WHAT THEY ARE DOING AND IF THEY PASSED THE BILL, I THINK OUR ROLE AND LEADERSHIP ROLE IS TO REALLY PROMOTE THE -- LISTEN TO WHAT THEY NEED, FULL-TIME COORDINATOR, AND FUNDING FOR THE PROGRAMMATIC PIECES WITH COORDINATOR BEING THE STAPLE OF THAT. SOMETHING THAT WILL LAST BEYOND US. >> IS THAT WHAT YOU GUYS NEED? >> LOOKING AT ROBERT AND MARCO. >> I THINK THAT WOULD BE BEAUTIFUL. >> FUNDING FOR FULL-TIME COORDINATOR. >> BIG TIME. >> SANTA FE HAS 10 SITES OF COMMUNITY SCHOOLS, TEN SCHOOLS IN SANTA FE, SO -- >> THEY WERE SUPPOSED TO BE WITH US HERE TODAY BUT JULIA COULDN'T COME BECAUSE OF THE WEATHER. >> A VERY GOOD NATIONAL MODEL ALSO BUT IS THAT DISTRICT ALSO READY TO SAY, HERE IS THE WAY WE ARE GOING TO DO BUSINESS. HOW MANY SCHOOLS ARE WAITING TO DO BUSINESS. >> DOES THAT TAKE APS SAYING THAT. >> IT WOULD TAKE OUR BOARD SAYING THAT, MAKING THAT A PRIORITY IN SEARCH OF THE NEW SUPERINTENDENT.

>> OKAY. >> AND FOR SCHOOL BOARD CANDIDATES THAT ARE RUNNING FOR ELECTION. >> I WAS JUST GOING TO SAY THAT WOULD BE A GREAT QUESTION TO ASK SCHOOL BOARD CANDIDATES. >> THANK YOU ALL FOR COMING AND TALKING ABOUT THIS. IT IS A VERY INTERESTING MODEL AND I DON'T THINK A LOT OF PEOPLE KNOW ABOUT IT, SO, THANK YOU VERY MUCH. >> I THINK WE ALL NEED TO LOOK AT OUR BUDGET, BERNALILLO COUNTY, CITY OF ALBUQUERQUE, WE NEED TO FIND A WAY TO FUND COORDINATORS, A SPREAD FUNDING SOURCE IS A BETTER, MORE SUSTAINABLE FUNDING SOURCE, BUT IT WILL TAKE COMMITMENT FROM EVERYBODY FROM NONPROFITS AND PEOPLE LIKE UNITED WAY AND ABEC, TO THE CITY OF ALBUQUERQUE, TO APS, TO THE STATE OF NEW MEXICO, TO PUT THOSE FUNDS TOGETHER, THAT TRULY IS SUSTAINABLE. >> PERSONALLY, I WOULD REALLY LOVE TO SEE MORE APS SCHOOLS BEING COMMUNITY SCHOOLS. MAYBE THE GOAL IS TO BE A COMMUNITY SCHOOL DISTRICT AND THAT THAT WILL HAPPEN SOME

DAY, BECAUSE THIS IS A FRAMEWORK THAT WORKS. >> WE BROUGHT PARENTS ON TO THE SCHOOL GROUNDS AND HAVE MADE A HUGE DIFFERENCE AND STUDENTS KNOW AND KIDS KNOW IF THEY ARE NOT FOCUSED, PARENTS ARE GOING TO KNOW ABOUT IT. AND SO IF WE CAN FOCUS ON TRULY BUILDING REAL COMMUNITY SCHOOLS, WE GET REAL RESULTS. >> THE SOCIAL, EMOTIONAL, PHYSICAL NEEDS OF KIDS, BESIDES JUST TEACHING THEM WHAT THE CURRICULUM SAYS TO TEACH, WHICH IS WHAT OUR ROLE IS, I THINK WE'RE GOING TO LOSE KIDS AND WE ALREADY ARE. I MEAN, KIDS FALL THROUGH THE CRACKS EVERYDAY. THERE HAS TO BE SAFETY NETS OUT THERE AND PARTNERSHIPS IN SCHOOLS AND COMMUNITIES WORKING TOGETHER IS A WAY TO PROVIDE THAT. >> JOIN US FOR PUBLIC SQUARE ON THE LAST THURSDAY OF EACH MONTH TO NEWMEXICOPBS.ORG AND CLICKING ON LOCAL PRODUCTIONS.

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