September 29, 2015

County-Wide High School Completion Meeting

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Introduction

The SUCCESS Partnership High School Completion Convening took place on Tuesday,

September 29, 2015 at Centennial High School in Las Cruces, NM from 4:30 pm to 8:00 pm.

Over 60 community members participated, including teachers, students, parents, elected

officials, higher-education representatives, non-profits, school administrators, and more. The

purpose of this meeting was to launch a county-wide network to advance high school

completion, one of the ten community goals identified at the Success Summit 2015

(http://successdac.org/high-school-convening/). The High School Completion network will

explore how the community can work together to increase high school graduation rates in Doña

Ana County.

The following pages are a summary of the progress we made during this initial convening

in September. The convening gave participants the opportunity to consider the broad aspects of

a students’ high school experience. We looked at the assets and resources available to help

students complete their K-12 education successfully so they are capable of either entering an

institution of higher education or of finding rewarding career paths. We also discussed the

challenges we as a community face in promoting high school completion so that we were better

able to explore actions and solutions to support students’ success.

Speakers

NM State Senator Bill Soules opened our meeting by reminding us that the SUCCESS

Partnership is an initiative of multiple organizations coming together for collective impact.

Senator Soules explained that increasing high school completion rates has the potential to create

a ripple effect throughout our community and our economy that would benefit the quality of life

for all residents.

Karen Trujillo, Director of K-12 outreach at NMSU’s Alliance for the Advancement of

Teaching and Learning spoke of the SUCCESS Partnership’s ten community goals. These ten

goals were developed by a community-driven process of dialogue and listening sessions. Dr.

Trujillo also introduced the strategies that were developed by representatives from various

sectors of the community for each of the ten major community goals. The eight strategies

developed specifically for the high school completion goal are listed in detail at the end of this

document in the Appendix.

Tim Hand, the Director for Assessment, Analysis and Research at LCPS gave a

comparative overview of high school graduation rates nationwide, statewide, and across Doña

Ana County (Las Cruces, Gadsden, and Hatch). Mr. Hand named four critical attributes that

employers require or desire of their employees: critical thinking; problem solving,

communication skills (written and oral); and ethics.

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Facilitated Dialogue

Eunice Shankland, of Shankland and Associates, LLC in Denver, CO, facilitated group

discussions by asking each table to explore one of the eight high school completion strategies

according to four different lenses: images of success; community assets and strengths; factors

and conditions preventing success; and actions and solutions. Resulting data, as shown in the

Appendix, are listed by strategy.

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Analysis of Data

For several weeks after the convening, members of the SUCCESS backbone staff team

carefully went through the data collected at the convening. The team noted themes and potential

actions that were repeated across strategies. Overall, there were two major clusters of ideas:

1. Integrate community resources and wrap-around services at the school level to meet the

needs of every student, focusing especially on social-emotional wellbeing

Throughout the event, there was a clear emphasis on integrating our resources as a

community with individual schools. This includes “utilize[ing] school facilities to support far

more than athletics after hours” and “more outreach by student centered non-profits—city

sponsored programs.” The community could also assist in providing childcare and transportation

for school-sponsored parent engagement events. We could also offer parent/community

engagement workshops at schools to help parents become more comfortable coming to campus.

Such community workshops could include health workshops, computer literacy modules, of

financial trainings.

In addition to increased activities for families, we could host “community presentations

of mini-lessons” and help schools align their curriculum to have a focus on the community (it’s

history, it’s current needs, etc.). Community agencies and businesses could establish partnerships

with schools to have regular volunteers and speakers. And we could increase the capacity for

schools to manage the challenges wrought by poverty through “expanding…school based health

centers,” bringing dental and vision screenings to school campuses, connecting students with

resources that meet basic environmental needs like clothing, utilities, food, family counseling,

substance abuse counseling, domestic abuse counseling, etc.

A final strategy that was suggested to boost social-emotional wellbeing and connection at

the school level was assembling a student activities directory that students in each community in

our county could receive on their first day of school each year to see the various after-school

activities that are offered at their school and in their community. This directory could accompany

a student activity fair at each school.

2. Support additional tutoring initiatives at the district or county-level to provide targeted

academic support and career/college preparation

An additional set of actions which emerged from the convening were aimed specifically

at tutoring and mentorship. One idea was to initiate a policy in the NMSU College of Education

in which every COE student, staff member, faculty, and administrator spends at least one hour

per semester tutoring a third grade student in Doña Ana County. Another idea was for the

community to sponsor a “mobile tutoring center” that would move around to different

communities with wi-fi access. Lastly, several people raised the idea of an Alumni Network that

would connect Doña Ana County Alumni with current high school students for the purposes of

career and college consultation.

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Next Steps

Sixteen participants volunteered to serve in a leadership capacity to bring together

community efforts to help high school students successfully graduate on time with new horizons

in sight. We are planning to bring these volunteers together to consider the action items that

emerged from the last convening and begin preparing for a second convening focused on action

planning.

Thank you for your time and support to help our community move forward together

Please don’t hesitate to contact david@ngagenm.org with questions, comments, or ideas.

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APPENDIX

STRATEGY DISCUSSION

1. Implement early detection & intervention of kids falling behind focusing on social

and emotional factors

IMAGES OF SUCCESS feel they belong

CYFD/Juvenile Justice Partnership

student engaged

0-3 yr. olds meeting developmental stages

community agencies <-> teacher lines of communication

daycare workers trained to identify developmental delays

student strong relationships

lower student to counselor ratios

ASSESTS/STRENGTHS well organized head start programs

teachers -- all levels

Boys & Girls Club (support system; socio-emotional trained staff

school buildings -- after hours for community agencies to reach out

school based health centers

other community agencies -- F.U.N. (for unity now)

church youth groups

community members concerned

variety of school activities/clubs

athletics/arts/music/FFA/4-H

LCPS parent engagement inst.

ENLACE/UPWARD Bound

Boys & Girls Scouts

CHALLENGES lack of money/funds

politics of getting additional money

cultural views of mental health issues

not having social workers on staff to handle soc/emo needs

lack of infrastructure in schools for soc worker availability

too much focus on testing - not soc/emo

teacher evaluations causing stress

not enough organizations such as Boys & Girls Club

focus on punishment instead of diversion

not enough intervention

not enough training in handling soc/emo for teachers and parents

ACTIONS legislative actions

continued and more funding > early childhood

utilize school facilities to support far more than athletics after hours

more outreach by student centered non-profits - city sponsored programs

expanding service time and services in school based health centers

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expand school based health clinics to mid-schools

soc/emo wellbeing of children should be focus of our schools

more school days/years

more time students and teachers to develop relationships

more pay for teachers

more social workers in schools

utilizing current trained resources to implement programs to address soc/emo

2. Educate, support & train parents (individualize next step planning and conferences

with teachers)

IMAGES OF SUCCESS walk out of school into a job

a lot of agreements with businesses for internships with the goal of job replacements

earning money

connect education content w/ careers/relevancy

expose students to a wide range of careers and professionals

bring professionals physically and digitally into the classroom

ASSESTS/STRENGTHS YES (Youth Employment Success) Program (FYI)

variety of existing programs (TRIO, EXCEL…)

SP Alumni Network (resource - alumni from our area)

invested community > business community

Early College High School

DACC & NMSU and willingness to allow students to take college courses

legal - for IEP support

local media > ask for student voice (model at the Bulletin), KRWG, Sun News

TRIO Program

CHALLENGES money (lack)

shrinking funds for education > political will

lack of understanding on how to work with youth

lack of structure for effective internships

disconnect between educational content/skills taught and employment needs

teach self-esteem/critical thinking skills, problem solving, working w/ peers, ethics

shift the culture to value education

loss of community

brain drain

employment opportunities

lack of full assessment of our "infrastructure"

understanding of that which could be support (pre-natal onward)

ACTIONS vote for education minded politicians w/ well thought out plans/legislation ideas

listen to students/educators/businesses to determine their needs

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push for more dynamic "graduation requirements" and pathways

PR and communication

cohesive plan educating businesses on how to work effectively with students

work to integrate critical thinking, problem solving - creativity in all subjects

computer science - expand/require in schools

scale out Arrowhead model and have more students graduate with college credits

add teacher input/reflect on what works and needs to be fixed

in class advising

build-in resume building/tying a tie/connect to business soft skills

FYI willing to jump in

access to internet

Note: Two tables at our meeting worked on Strategy 2, therefore, the following table also

reflects discussion of Strategy 2, i.e., Educate, support, and train parents.

IMAGES OF SUCCESS move internships through the schools

move opportunities through schools

advisors that push career opportunities from club

connection between business and school clubs

move programs that develop soft skills

direct connection to mentors > internships

ASSESTS/STRENGTHS a caring community

lottery scholarships

programs: Excel, CAMP, AP courses, dual-credit, WIA

strong network of alumni

early college high school

language classes through the schools

business that supports internships, vocational topic

CHALLENGES students who are average or below are not a priority

parents can be an obstacle

cultural factors

reduced support from state and federal

disproportionate funding to sports

lack of creative ways to engage students in career focused learning

travel

ACTIONS alumni network (success)

more counselors that activity-engage students (club advisors)

more parent engagement - better communication

parent/teacher partnership - teaching, supporting

one-stop-shop hub for vocation and career opportunities

directory - searchable database > tags: connect to student opportunity

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more student involvement in programs > student voice

students encouraging students to step-up

making it easy logistically for them to connect

websites to connect students to opportunity

social media > supporting positive action

3. Implement targeted academic interventions (Algebra I, tutors, 3rd grade math and

reading)

IMAGES OF SUCCESS increase participation in parent/teacher conference

student lead conference

flexible meeting time/location

academic commitment program

ASSESTS/STRENGTHS institute for parent engagement - use as a model for other districts

NMSU/DACC

parent/teacher conferences

teachers/educators - dedication/caring for each student

existing interactions between parents/teachers

dual credit classes

local nonprofits (Avance, NMSU-SFI, St. Joseph's, Ben Archer, LCDF, Head Stare-ECE)

CAMP (migrant services)

shared knowledge between districts and schools (staff exchanges)

CHALLENGES cultural barriers

lack of resources (technology, transportation)

lack of education of parents

lack of public funds

lack of urgency/priority

teacher salaries/lack of teachers

plans w/ no measureable outcomes

family barriers (poverty, domestic violence, abuse)

ACTIONS using "Parent Engagement Institute" as a model

share best parent engagement practices across districts

expand use of social workers/counselors

educate parents on importance of school attendance

4. Offer additional high quality professional development (cross training for

educators)

IMAGES OF SUCCESS decreased remedial classes

higher graduation rates

reading on grade level without retention

free tutoring available to all students

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parental awareness

real world connections (context)

ASSESTS/STRENGTHS university

community colleges

supportive businesses

FFA/4H

non-profit support

churches

grant availability

school facilities

CHALLENGES access (rural communities)

funding (tax base)

# of volunteers

time

transportation

training for tutors

Materials

mindset of families

ACTIONS DACC offer tutoring training (scholarships for parents)

mobile tutoring center sponsored by businesses -- Wi-Fi access

all NMSU education students tutor 3rd graders

5. Promote a culture of support (counseling, mentorship, freshman seminar, Boys &

Girls Club)

IMAGES OF SUCCESS content specific

Kagan Strategies

teaching through art form

community comes for art

career specialists

partners w/ teachers

PD on student engagement

PBL (project based learning) like ACE

ASSESTS/STRENGTHS NMSU/DACC content pedagogy

local artists

community members

career presentations

highlight how they use English/math

AmeriCorps

public allies

cultural and language training

collaborate w/ other counties (Hatch, Gadsden)

sharing technology in class

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best practices

counselor PD

streamline resources -- community -- Bridget

community outreach (fair, non-profits, FAFSA, DACA, WIC, internships

CHALLENGES Funding

policy constraints

cultural oppression

Time

deficit thinking

parent involvement

fear in schools (DACA, navigating system)

limited PD

Differentiated

fell comfy in own skin

ok to not engage in PD

push back < teachers

evaluation and measure of PD success

satisfaction is NOT success

ACTIONS hands on training

use best pedagogical practices on teachers

build relationships w/ students

student panel for teachers

take leaders (model teachers and professors)

community member presentations or mini-lessons

increase PD for principals

alignment of curriculum content

remediation and HS

6. Increase flexibility (schedules, credit recovery, success measures, course offerings &

selection, minimize standardized testing)

IMAGES OF SUCCESS entering workforce or higher education

Happiness

Successful

making money

Beach

Retirement

increased internships

well rounded person

full-circle support

sharing success

ASSESTS/STRENGTHS Junior Leadership w/ Chamber of Commerce

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Junior w/ Hispano Chamber of Commerce

Rotary Club

Interact (program)

DECA (business oriented for learning how to be successful in business)

work study

Excel

YTY (youth to youth peer mentoring)

peer tutoring

ENLACE

school based counseling

school based health clinics

community health clinics

NMLI -- scholarship & mentorship,

Rebuild NM

TRIO

Upward Bound

safe place

community services & network

workforce development

youth learn about business and networking

CHALLENGES family and parent life

lack of confidence

business attitudes

varying culture of expectations

equitable access

"wallflower"

lack of ambition

invitations never extended to some students by/from teachers

lack of planning and advertising (getting the word out for programs)

Money

misinformation/misleading information

poor time management in some organizations (student feel their time is wasted)

upscaling programs

poor advising

time for teachers

standardized teaching

unwelcoming counselors (overworked)

lack of initiative

ACTIONS convene all assets together (including students of all types)

identify ways to scale up

campaign for student awareness

support organization fair

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interest matching tests (e.g. Myers/Briggs)

student survey

activities that create and build social connections between & among students

reverse coaching for peer to peer mentorship

Facilitate online mentoring, tutoring; allow students to check-out laptops, iPads

reduce counselor - student ratio

mentors (more)

Big Brothers Big Sisters back in schools

lobby for better public transportation (so students can attend different schools)

increase membership in support groups

following w/ continued support beyond freshman year

7. Increase flexibility (schedules, credit recovery, success measures, course offerings &

selection, minimize standardized testing)

IMAGES OF SUCCESS minimize testing

eliminate testing

keep ADC

credit recovery

more options at each school site

take kids where they are and move forward

linking online/blended

course offerings (day/night)

staggered scheduling

expand online opportunities

expand dual credit for all students not just ECH

any age > another chance

New Americas School 18-24 yr. olds

expanded work/school options

credit for work experience

year round options

opportunities to graduate early

reducing credits and graduation requirements (24.5 not 29)

ASSESTS/STRENGTHS MC2 -- good models of assessment do exist

expertise in community

MVTools

Gadsden Charter

private schools

Rio Grande Prep -- scheduling options

Arrowhead – internships

Las Montanas

Las Americas

Alma d' Arte

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Gadsden ECH

J. Paul Taylor

dual credit

Next Step Plan

flexible scheduling

STEM, CAMPS, etc. @ NMSU for kids

fun > other youth engagement

flexibility at DACC & NMSU

online school > IDEAL NM

opportunities for advancement based on needs not tied to "schedule" or "age"

more electives

CAREER Pathways do exist in all comp. high schools

EXCEL Program -- job internships

Rio Grande Prep -- job/internship placement

MVAMS > 1 to 1 attention needed (action or asset?)

CHALLENGES possible closing of MVAMC

state testing requirements increasing not decreasing

threat to eliminate ADC

29 credit requirement w/ LCPS

lack of funding/infrastructure for dual credit online

lack of information on charter or alternative settings

communication between comprehensive and charter/alternative settings

high counselor/student ratio

slow intervention

school schedules are 8.30 to 4pm (rigid scheduling)

left to students/parents to find options about activities

miscommunication/misinformation w/ districts about alternative, home school...

lack of continuity HE ? <-> K12

current administration initiatives

ACTIONS communicating all alternatives to students (especially in 8th grade)

AVIP program expansion

extra/co-curricular expanded to more students -- access

lower counselor to student ratio

expand career pathways in schools -- both academic and trades

flexible course times at comprehensive schools not just alternative

minimize standardized testing requirements or have options

Compass as requirement instead of PARCC

increase course options at DACC, Hatch, Gadsden branches

assessment aligns w/ learning

have students lobby for reasonable assessments

increase options for credit recovery

credit for working/employment

training for students -- success in online classes

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8. Offer material incentives (community celebrates academic success)

IMAGES OF SUCCESS early college scholarships for students who are doing well

Chambers

Rotary… Kiwanis

financial awards/stipends at points of achievements

recognition events

sponsored trips (college-career exploration)

leadership positions/opportunities for students)

leveled gifts -- lunches

shift model of what constitutes success

business sponsored internships

ASSESTS/STRENGTHS chambers: connectivity; greater business: Hispano; green

Churches

quality of life

parent support

Leagues

NMSU/DACC/LCHS; Gadsden & Hatch

Community commitment to support education (Bridge/SUCCESS (Ngage)

medical school

Burrell

business; industry

Agencies

extension outreach (A&S; Ag; Engineering; NMSU/DACC

H&H Services

100k kids/yr.

10-15k teachers

students, teachers

ENLACE

CHALLENGES Money

organizational top-down structure

connecting various groups

time

tradition – bus./regs/legis.

ACTIONS engage community

public awareness

leverage resources in collective effort

ID resources

present a coordinated process that includes a definition of student success (not teachers) e.g. Rio Grande