Annual Report July 1, 2017-June 30, 2018

Northwest Regional Education Cooperative #2

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History of Legal Authority Regional Education Cooperatives

A Regional Education Cooperative (REC) may be authorized by the New Mexico Public Education Department (PED) pursuant to the Regional Cooperative Education Act, NMSA 1978, § 22-2B-1 et. seq. and rules adopted by the Public Education Department (6.23.3 NMAC – Regional Education Cooperatives). Upon authorization, local school boards and other state-supported educational institutions may join an REC for the purpose of providing education-related services. The Act also provides for the creation of a Regional Education Coordinating Council (Council) to serve as the local governing body of a duly authorized REC.

Each REC is an individual state agency that is administratively attached to the Public Education Department. Pursuant to rules of the PED, an REC may own, and have control and management over, buildings and land independent of the facilities management division of the General Services Department (GSD). Unlike most state agencies, an REC does not submit a budget to the Department of Finance and Administration. Instead, each REC must submit a budget to the PED.

The PED is required to adopt rules relating to REC budgets and expenditures. These rules are to be based on the provisions of the Public-School Finance Act, NMSA 1978, § 22-8-1 et. seq. The PED secretary may, after considering the factors specified in NMSA 1978, § 22-8-38, designate a local Council to serve as a board of finance with which all funds appropriated or distributed to it shall be deposited. If such a designation is not made or if such a designation is suspended by the PED secretary, the money appropriated or to be distributed to a cooperative must be deposited with the state treasurer.

With Council approval, an REC may provide revenue-generating education-related services to nonmembers, so long as those services do not detract from the REC's ability to fulfill its responsibilities to its members. An REC is also authorized, subject to Council approval, to apply for and receive public and private grants as well as gifts, donations, bequests and devises and use them to further the purposes and goals of the cooperative. Unexpended or unencumbered balances in the account of an REC shall not revert.

Pursuant to the Act, an REC is exempt from the provisions of the New Mexico State Personnel Act, NMSA 1978, § 10-9-1 et. seq. However, an REC is defined as a “state agency” under NMSA 1978, § 22-10A-2 (C) and is subject to the provisions of the New Mexico School Personnel Act, NMAS 1978, § 22-10A-1 et. seq. History

In 1984, the New Mexico State Board of Education (SBE) established ten Regional Center Cooperatives (RCCs) under SBE Regulation No. 84-6 (Regional Center Cooperatives). The purpose of the RCC’s was to

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provide services for local education agencies and eligible state supported schools under Public Law 94-142, the Education for All Handicapped Children Act (EHA). EHA was enacted by the United State Congress in 1975 and was an amendment to Part B of the Education of the Handicapped Act of 1966. This law is currently enacted as the Individuals with Disabilities Education Act (IDEA), as amended in 1997. SBE Regulation No. 84-6, first filled in August 1984 and then amended in August 1990, permitted districts to submit a consolidated application for certain entitlement and discretionary funds under EHA-B.

In 1993, during the 41st Legislative Session, the Regional Cooperative Education Act was passed and signed into law by then Governor Bruce King. The Act authorized the establishment of Regional Education Cooperatives (RECs) and Coordinating Councils that could be their own board of finance that eliminated the requirement to have a member school district serve as the fiscal agent. Following the adoption of the Act, the State Board of Education adopted SBE Regulation No. 93-23 (Regional Education Cooperatives), which established the minimum criteria for the establishment, operation and oversight of REC’s. SBE Regulation No. 93-23 was renumbered in 2001 to 6.23.3 NMAC by the Commission of Public Records – State Records and Archives.

With the creation of the Public Education Department in 2004, the secretary of public education being duly authorized to promulgate rules to carry out the duties of the department and its divisions, NMSA 1978, § 9-24-8 (D) (2004), repealed SBE Regulation No. 84-6 and amended 6.23.3 NMAC in November 2009.

Since 1984, RCC’s and more recently RECs have established essence cooperative programs of education services with funding sources such as the Drug Free School and Communities Act of 1986, Title II funds for leadership and professional development, the Carl D. Perkins Vocational and Technical Education Act of 1884 and 1998, School- based Medicaid programs and other federal and state funding sources.

Vision of the Northwest Regional Education Cooperative # 2

The Northwest Regional Education Cooperative #2 (NWREC #2) aspires to be the premier provider of choice for comprehensive, specialized, and collaborative educational services for its member school districts with cost effective solutions to current and emerging needs.

Mission of the Northwest Regional Education Cooperative #2

The Northwest Regional Education Cooperative #2 exists to provide educational services to students, staff and families of the member districts and communities. Areas of support include:

Technical assistance in implementing federal and state statutes and regulations including but not

limited to the individuals with Disabilities Education Act and accompanying regulations. Professional Development in response to identified needs and state licensure requirements. Support for members in meeting the Public Education Department’s requirements.

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NWREC #2 Governing Council Members 2017-2018

Northwest Regional Education Cooperative #2 is governed by a seven-member and one associate member Governing Council consisting of the Superintendent from each member district. The council meets, in accordance with policy, a minimum of six times per year. Each council meeting follows the guidelines set forth in the Open Meetings Act.

Chama Valley Independent School District Anthony Casados- Chairman Cuba Independent School District Adan Delgado Dulce Independent School District Pamela Montoya Jemez Mountain School District Norma Cavazos - Secretary Mesa Vista Consolidated School District Elaine Romero Peñasco Independent School District Marvin MacAuley – Vice-Chairman Questa Independent School District LeAnne Salazar Taos Municipal School District (Associate Member) Dr. Lillian Torrez

NWREC #2 Administrative and Program Staff

Valerie Trujillo, Executive Director Vicky Abreu, Education Coordinator Tom Savage, Business Manager Jeannene Sparks, Assistant Business Manager Vanessa Martinez, Administrative Assistant Vocational Transition Specialists (VTS) Karen Georgina (Farmington, Aztec, Bloomfield, Dulce) Emily Kaul (Farmington, Central, Cuba, Jemez Mountain) Janene Mondragon (Chama Valley, Mesa Vista, Questa) Miguel Quintana (Espanola, Taos, Peñasco, Los Alamos) Orlinda Skyberg (Gallup, Grants, Zuni)

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2017-2018 – NWREC#2 Organizational Chart

About Us

Northwest Regional Educational Cooperative #2 (NWREC #2), located in Chama, is one of nine regional education cooperatives in New Mexico. NWREC#2 is a state agency, administratively attached to the Public Education Department. NWREC#2 accelerates the missions of the member school districts in Rio Arriba, Taos, and Sandoval counties by providing quality support and services to meet districts’ needs.

Reflection:

As we reach the end of the year, it’s important to take a look at the ideas and trends that shaped our 2018-19 initiatives. Education is experiencing a dynamic time of not only innovation, but also calls for reform. Traditional methods are no longer sufficiently preparing students to meet their goals and develop the skills and knowledge needed in the workplace. Our continued efforts to make these improvements will have an impact on learning, both from the student experience perspective and that of staff and administrators planning new academic programs and support services.

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NWREC#2 Member School Districts

Chama Valley Independent School District

Cuba Independent School District

Dulce Independent School district

Jemez Mountain School District

Mesa Vista Consolidated School District

Peñasco Independent School District

Questa Independent School District

Taos Municipal School District (Associate Member)

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NWREC#2 District Member Demographics

School Districts MRI/CSI/TSI Rating List Chama Valley Schools TSI – Escalante HS Cuba Schools CSI – Cuba HS Jemez Mountain Schools CSI – Coronado MS Mesa Vista Schools CSI – Mesa Vista MS Peñasco Independent Schools None of the schools made any of the lists Questa Independent Schools TSI – Alta Vista Elem. Dulce Independent Schools MRI – Dulce Elem., TSI – Dulce Jr./Sr. High School Taos Municipal Schools TSI – Taos HS

Examples of District Targeted Priorities

1. Increase student achievement/Increase school letter grade

2. Focus on Attendance, Truancy & Dropout Prevention

3. Adequate choices of programming for students

4. Focus on Health & Safety, Bullying

5. Increase social-emotional learning

6. Focus on student, family and community support

7. Balanced Instruction

8. Focus on Workforce Readiness

9. Focus on Budget/Funding

10. Focus on District/School Culture

NWREC#2 Demographics

District Name(s): Chama, Cuba, Jemez Mountain, Mesa Vista, Peñasco, Questa, Dulce, Taos

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Profile of Member Districts and Region Student Enrollment by District and Regions

Data Source: NMPED District Report Cards

District Size in Square Miles and Percent by Region

District Size in Square Miles Percent of Size by Region

Chama Valley 1178 13%

Cuba 1764 19%

Dulce 1294 14%

Jemez Mountain 1655 18%

Mesa Vista 1740 19%

Peñasco 262 3%

Questa 659 7%

Taos 637 7%

Region Total 9189 100% Data Source: PSFA Facility Master Plans

District 2013-14 2014-15 2015-16 2016-17

Chama Valley 389 383 376 395

Cuba 538 572 555 562

Dulce 662 699 675 693

Jemez Mountain 268 271 256 249

Mesa Vista 375 354 313 240

Peñasco 363 365 356 353

Questa 416 386 416 375

Taos 2933 2841 2827 2834

Region Total 5944 5871 5774 5701

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Number of Students by District, Ethnic Category and Gender 2016-2017

District Asian African American

Caucasian Hispanic Native American

Male Female

Chama Valley 1 3 48 336 7 210 185

Cuba 5 0 24 171 362 279 283

Dulce 0 1 5 22 665 374 319

Jemez Mountain 1 0 31 141 76 131 118

Mesa Vista 0 0 23 211 5 121 119

Peñasco 0 2 24 296 31 197 156

Questa 0 6 62 297 9 183 192

Taos 22 13 641 1913 239 1461 1373

Region Total 29 25 858 3387 1394 2956 2745

Data Source: NMPED District Report Cards

Student Graduation Rate by District: 4 Year Cohort

District 2011 2012 2013 2014 2015 2016

Chama Valley 96.3% 75.6% 93.6% 95.7% >98 % 81.0%

Cuba 69.6% 67.6% 78.9% 61.3% 58.6% 74.0%

Dulce 74.3% 77.2% 77.9% 84.9% 72.3% 77.0%

Jemez Mountain 83.7% 69.0% 75.4% 86.6% 92.8% >80 %

Mesa Vista 80.6% 92.6% 72.7% 89.4% 91.8% 74.0%

Peñasco 88.5% 84.9% 75.6% 75.0% 80.3% >90 %

Questa 87.8% 83.9% 86.5% 85.7% 79.1% 88.0%

Taos 74.9% 79.4% 81.0% 75.7% 62.3% 77.0%

Statewide 63.0% 74.0% 71.8% 70.5% 68.6% 71.0%

Data Source: NMPED District Report Cards

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Number/Percent of Students Receiving Free/Reduced Lunch 2016-2017 District % Total Cuba 97.50% Dulce 77.90% Jemez Mountain 78.80% Mesa Vista 85.80% Peñasco 86.70% Questa 78.90% Taos 80.80% Region 83.64% Data Source: New Mexico Public Education Department, "Enrollment 40 days 2016-2017 http://www.ped.state.nm.us/nutrition/index.html

DISTRICTS/SCHOOLS SCHOOL GRADES 2014 2015 2016 2017 2018

CHAMA

Chama Elementary D F D C D

Tierra Amarilla Elementary B C B D D

Chama Middle School B C B C C

Escalante Mid/High School B D C D C

CUBA

Cuba Elementary D F C D F

Cuba Middle School D F C D D

Cuba High School D C B D C

DULCE

Dulce Elementary F F F F F

Dulce Jr./Sr. High School C B D D F/D

JEMEZ MOUNTAIN

Gallina Elementary F A D B D

Lybrook Elementary F D C F F

Coronado Middle School B F D F F

Coronado High School C D B C C

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DISTRICTS/SCHOOLS SCHOOL GRADES 2014 2015 2016 2017 2018

MESA VISTA

El Rito Elementary F B F F C

Ojo Caliente Elementary C D D C B

Mesa Vista Middle School D F F F F

Mesa Vista High School C C B B B

PENASCO

Peñasco Elementary C C F D D

Peñasco Middle school F D B B A

Peñasco High School C C C D B

QUESTA

Alta Vista Elementary F C D F F

Alta Vista Intermediate C D C F F

Rio Costilla SW Learning Academy D A B B B

Questa Jr. High F F F F F

Questa High School B C C B B

TAOS

Arroyos del Norte Elementary D A C D D

Enos Garcia Elementary D C F D F

Ranchos Elementary D C D D F

Taos Middle School D F C D D

Taos High School B A C C C Data Source: NMPED School Grading Report Cards

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Achievement - Proficiency Summaries by Grade

Students are assessed in reading and mathematics in grades 3-11 and in science in grades 4, 7, and 11. Note that proficiencies do not include the assessment for grades KN, 1 and 2.

Reading Mathematics Science Grade

Proficient

(%)

Not Proficient

(%)

Proficient

(%)

Not Proficient

(%)

Proficient

(%)

Not Proficient

(%)

3 State ` 27 73 30 70 3 Chama 14 86 11 89 3 Cuba 14 86 ≤ 10 ≥ 90 3 Dulce ≤ 5 ≥ 95 6 94 3 Jemez Mountain ≤ 20 ≥ 80 21 79 3 Mesa Vista ≤ 20 ≥ 80 ≤ 20 ≥ 80 3 Peñasco 13 87 13 87 3 Questa 18 82 ≤ 10 ≥ 90 3 Taos 25 75 19 81

4 State 26 74 23 77 40 60 4 Chama 26 74 ≤ 10 ≥ 90 27 73 4 Cuba 19 81 ≤ 10 ≥ 90 37 63 4 Dulce 10 90 ≤ 5 ≥ 95 13 87 4 Jemez Mountain ≤ 20 ≥ 80 ≤ 20 ≥ 80 4 Mesa Vista 22 78 ≤ 20 ≥ 80 63 37 4 Peñasco ≤ 10 ≥ 90 ≤ 10 ≥ 90 24 76 4 Questa 24 76 ≤ 10 ≥ 90 41 59 4 Taos 22 78 20 80 43 57

5 State 30 70 24 76 5 Chama 20 80 23 77 5 Cuba 20 80 ≤ 10 ≥ 90 5 Dulce ≤ 5 ≥ 95 ≤ 5 ≥ 95 5 Jemez Mountain 26 74 13 87 5 Mesa Vista ≤ 20 ≥ 80 ≤ 20 ≥ 80 5 Peñasco 26 74 26 74 5 Questa ≤ 20 ≥ 80 ≤ 20 ≥ 80 5 Taos 28 72 19 81

6 State 26 74 20 80 6 Chama 25 75 35 65 6 Cuba ≤ 10 ≥ 90 ≤ 10 ≥ 90 6 Dulce 6 94 ≤ 5 ≥ 95 6 Jemez Mountain 29 71 14 86 6 Mesa Vista 41 59 ≤ 20 ≥ 80 6 Peñasco ≤ 10 ≥ 90 14 86 6 Questa 11 89 ≤ 10 ≥ 90 6 Taos 31 69 17 83

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7 State 27 73 17 83 45 55 7 Chama 29 71 ≤ 10 ≥ 90 57 43 7 Cuba 28 72 19 81 39 61 7 Dulce 8 92 6 94 16 84 7 Jemez Mountain ≤ 20 ≥ 80 ≤ 20 ≥ 80 14 86 7 Mesa Vista ≤ 10 ≥ 90 ≤ 10 ≥ 90 7 Peñasco 33 67 21 79 67 33 7 Questa 18 82 23 77 50 50 7 Taos 28 72 16 84 42 58

8 State 29 71 21 79 8 Chama 21 79 12 88 8 Cuba 40 60 12 88 8 Dulce ≤ 5 ≥ 95 ≤ 5 ≥ 95 8 Jemez Mountain ≤ 20 ≥ 80 ≤ 20 ≥ 80 8 Mesa Vista ≤ 20 ≥ 80 ≤ 20 ≥ 80 8 Peñasco 21 79 ≤ 10 ≥ 90 8 Questa ≤ 10 ≥ 90 ≤ 10 ≥ 90 8 Taos 39 61 19 81

9 State 26 74 17 83 9 Chama 21 79 ≤ 10 ≥ 90 9 Cuba 8 92 ≤ 10 ≥ 90 9 Dulce ≤ 5 ≥ 95 ≤ 5 ≥ 95 9 Jemez Mountain ≤ 20 ≥ 80 ≤ 20 ≥ 80 9 Mesa Vista 14 86 ≤ 10 ≥ 90 9 Peñasco 21 79 ≤ 10 ≥ 90 9 Questa 28 72 11 89 9 Taos 25 75 20 80

10 State 32 68 15 85 10 Chama 38 62 ≤ 10 ≥ 90 10 Cuba 28 72 ≤ 5 ≥ 95 10 Dulce 6 94 6 94 10 Jemez Mountain 41 59 ≤ 20 ≥ 80 10 Mesa Vista 38 63 25 75 10 Peñasco ≤ 10 ≥ 90 ≤ 10 ≥ 90 10 Questa 14 86 ≤ 10 ≥ 90 10 Taos 29 71 9 91

11 State 43 57 9 91 35 65 11 Chama 47 53 ≤ 20 ≥ 80 56 44 11 Cuba 25 75 ≤ 5 ≥ 95 9 91 11 Dulce 11 89 ≤ 10 ≥ 90 11 Jemez Mountain 57 43 ≤ 20 ≥ 80 43 57 11 Mesa Vista 65 35 ≤ 20 ≥ 80 38 62 11 Peñasco ≤ 10 ≥ 90 ≤ 10 ≥ 90 11 Questa 41 59 26 74 48 52 11 Taos 46 54 5 95 29 71

Blanks or missing rows indicate too few students to report (N<10) Data Source: NMPED District Report Cards

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Data Source: NMPED District Report Cards

Achievement - Proficiency Summaries by Subgroup

Reading Mathematics Science

Proficient (%)

Not Proficient

(%)

Proficient

(%)

Not Proficient

(%)

Proficient

(%)

Not Proficient

(%)

All Students State 37 63 20 80 40 60 All Students Chama 36 64 11 89 48 52 All Students Cuba 28 72 7 93 25 75 All Students Dulce 14 86 3 97 12 88 All Students Jemez Mountain 30 70 8 92 21 79 All Students Mesa Vista 31 69 7 93 37 63 All Students Peñasco 30 70 10 90 41 59 All Students Questa 35 65 9 91 46 54 All Students Taos 38 62 16 84 38 62

English Language Learners State 20 80 10 90 16 84 English Language Learners Chama 19 81 10 90 38 63 English Language Learners Cuba 12 88 3 97 12 88 English Language Learners Dulce 20 80 10 90 16 84 English Language Learners Jemez Mountain 18 82 ≤ 10 ≥ 90 ≤ 20 ≥ 80 English Language Learners Mesa Vista 21 79 ≤ 5 ≥ 95 ≤ 20 ≥ 80 English Language Learners Peñasco 20 80 ≤ 10 ≥ 90 English Language Learners Questa ≤ 10 ≥ 90 ≤ 10 ≥ 90 English Language Learners Taos 19 81 5 95 10 90

Students with Disabilities State 19 81 9 91 18 82 Students with Disabilities Chama 13 87 8 92 21 79 Students with Disabilities Cuba 7 93 ≤ 5 ≥ 95 25 75 Students with Disabilities Dulce 7 93 ≤ 5 ≥ 95 ≤ 20 ≥ 80 Students with Disabilities Jemez Mountain ≤ 10 ≥ 90 ≤ 10 ≥ 90 ≤ 20 ≥ 80 Students with Disabilities Mesa Vista ≤ 20 ≥ 80 ≤ 20 ≥ 80 27 73 Students with Disabilities Peñasco 20 80 ≤ 10 ≥ 90 ≤ 20 ≥ 80 Students with Disabilities Questa 14 86 ≤ 10 ≥ 90 Students with Disabilities Taos 21 79 8 92 13 87

Economically Disadvantaged State 31 69 15 85 32 68 Economically Disadvantaged Chama 32 68 11 89 48 52 Economically Disadvantaged Cuba 29 71 7 93 26 74 Economically Disadvantaged Dulce 13 87 3 97 12 88 Economically Disadvantaged Jemez Mountain 28 72 7 93 22 78 Economically Disadvantaged Mesa Vista 31 69 7 93 37 63 Economically Disadvantaged Peñasco 29 71 7 93 45 55 Economically Disadvantaged Questa 35 65 9 91 46 54 Economically Disadvantaged Taos 34 66 13 87 35 65

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Services & Technical Assistance – State Level

Principals Pursuing Excellence (PPE)/Teachers Pursuing Excellence (TPE). The NWREC#2 supports the Priority Schools Bureau in their efforts to address the challenges that today’s administrators face. Through our roles we assist in developing the skills needed to inform school improvement decisions.

The NWREC#2 considers themselves as learning leaders. We conduct and facilitate successful professional development programs that support the learning and professional growth of our Member Districts. This collaboration addresses issues of curriculum, instruction, and assessment.

The NWREC#2 is also the Fiscal Agent for the PPE and TPE programs.

NWREC#2 2017-2018 Services & Technical Assistance – Member Districts

NWREC#2 Provides Professional Development and Technical Assistance ensuring continuous support throughout our Member Districts. Each District is given individualized assistance based on each districts’ goal(s) and/or needs. We work closely with our Member Districts’ Educational Staff to expose educators to new delivery methods, evaluation styles and record-keeping strategies.

• Fall SDAA Meetings at each District • Fall Special Education Academy • Network & Learn Event • Spring Special Education Academy • Crisis Prevention Intervention (CPI) Trainings • SDAA Monitoring/Support/Technical Assistance • NM TEACH Calibration and Assessment • Walsh Gallegos Monthly Round Table Discussions • Walsh Gallegos Handbook of Special Education Procedures Technical Assistance • Discipline SPED Guidance • Substitute Trainings - Fall and Spring • Mentor/ Protégé Training • Principals Pursuing Excellence (PPE)/Teachers Pursuing Excellence Trainings • Division Vocational Rehabilitation/Vocational Transition Specialists Trainings • Customized Purchasing Trainings/School Ability Trainings • Envision Your Future Training • Parent Improvement Training • Drug/Alcohol Prevention Presentations • SAT/RTI Training • MRI Plan (Dulce), CEIS Plan (Peñasco), CSI Plan (Mesa Vista) • Corrective Plans Assistance • IDEA B Application Assistance • Exit IEP's modeling and assistance/IEP Reviews • Superintendent/District Administrators Mentorship • SPED Leadership/Business Officials Academy

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• Common Core State Standards • State Performance Plan Indicators • Transition/Indicator 13 • Functional Behavior Assessments/Behavior Intervention Plans

Key Focus Areas for 2018-2019

Teacher Effectiveness/Teacher Evaluation: NWREC#2 supports teachers with the NMTEACH Educator Effectiveness system that is designed to establish a framework for continuous improvement and professional growth for teachers and principals, which, in turn, will promote student success.

Blended Learning and Explicit Instruction: Domain 1: Planning and Preparation NMTEACH 1B: Designing coherent instruction the rapidly evolving education landscape increasingly requires teachers to incorporate technology to customize student learning. Blended learning, with its mix of technology and traditional face-to-face instruction, is the approach we are using.

Safe and Civil Schools (CHAMP’s PBIS Strategies) NMTEACH 2A: Creating an environment of respect and rapport. Our Education Coordinator attended the CHAMP’s National Conference train the trainer in preparation for continuous effective Professional Development for our Member Districts.

Data Driven Instruction: Domain 3. NMTEACH 3D: Assessment in Instruction We focus on the PARCC Data (School Evidence Statement Analysis), specific to each standard at each individual school. We use essential elements to Analyze Data and set student achievement goals.

NWREC#2 consortia SSAE -Title IV grant: The NWREC#2 collaborated with District Members and successfully applied for and received the Student Support and Academic Enrichment Grant . The purpose of the SSAE funds is intended to help meet the goals by increasing the capacity of participating Member Districts to:

1. Provide all students with access to a well-rounded education, 2. Improve school conditions for student learning, and 3. Improve the use of technology in order to improve the academic achievement and digital

literacy of all students.

Crisis Prevention Intervention Training: Staff from the NWREC#2 was trained to facilitate CPI trainings. CPI trainings have been administered at various school Districts necessary to meet State Requirements. Each member District has been scheduled and to receive training on safe holds for their entire staff.

Common Core State Standards: NWREC#2 supports its member districts in the continued implementation of the Common Core State Standards through systematic regional and site-based training. In collaboration with the Priority School Bureau we have initiated professional

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development unpacking standards and identifying objectives that can be addressed by both the student and the teacher. In this professional development we target both the student and teacher and teach them how to unpack the standard and use Blended Learning Strategies to address the objective.

Special Education Support: NWREC#2 provides special education technical assistance addressing State Performance Plan Indicators, developing effective and legally compliant practices and reviewing special education files and assistance with Correction Action Plans. In addition, NWREC#2 provides professional development on post-secondary outcomes, writing effective IEPs, and other identified areas.

Monthly Round Table Discussions: NWREC#2 purchases legal services with the Walsh, Gallegos, Treviño, Russo & Kyle, P.C Law Firm, which includes Monthly Round Table Discussions and ongoing technical assistance to the region, as well as guidance on special education policy and procedures.

Every Student Succeeds Act (ESSA): ESSA is the primary K-12 education law in the U.S. It was enacted in 2015, replacing its predecessor the No Child Left Behind Act (NCLB). It covers every public school in the country with the goal of providing “all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.” This includes students with disabilities. NWREC#2 provides technical assistance addressing the New Mexico ESSA Plan as requested.

Envision Your Future/Parent Involvement Program: The NWREC#2 partnered with Envision Your Future staff implementing ongoing professional development at each of our member Districts. Each District must dig into the demographics, prior assessment data, cultural aspects, and any other prior events that may affect learning (I.e., trauma, anxiety, or behavior problems). In addition, the teacher must study the students who have a customized learning plan (if they are using a tiered support system), health care plans, individual education plans, and any section 504 plans. The Professional Development teaches teachers to use this information to tailor the curriculum offerings, as well as addressing the social and emotional needs of the students.

Division of Vocational Rehabilitation/ Vocational Transition Services: The launch of the DVR/VTS Initiative was a huge success the 17-18 school year. 2,965 students in rural and underserved areas across NM received a variety of Pre-Employment Transition Services (Pre-ETS) including Self-Advocacy Training, Job Exploration Counseling, Work Readiness Training, and Higher Learning Counseling. Vocational Transition Specialists (VTSs) also attended 1,768 IEPs.

Child Find: Child Find is part of the Individuals with Disabilities Education Act (IDEA) that requires states to identify, locate, and evaluate all children with disabilities ages 3-21 who need special education services. The NWREC#2 assist our Member Districts in setting up Initial screening of preschool-aged children whose parents/guardians have concerns about the child’s speaking, understanding of language, learning eye-hand coordination, movement, socialization, behavior, or other concerns. This service may lead to further evaluation(s) or referrals to other services.

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Additional NWREC#2 2018-2019 Professional Developments and Technical Assistance

• Network & Learn-In collaboration with 8 other REC’s

• Monthly Round Table Discussions

• Assist in Child Find Services

• Handbook of Special Ed. Procedures

• Fall/Spring SPED Academies

• Spring SPED Leadership/Business Officials Academy

• Assist with IDEA B Applications

• Assist with MRI Plans – CEIS Plans CSI Plans & Corrective Action Plans

• SDAA Support Fiscal/Business Management Support

• Title III Consortia

• Blended Learning • STEM • Unpack Standards • Data for Effective

Instruction • SEL • CPI • PBIS

(classroom management)

• Drug/Alcohol Prevention • Common Core

Support • Substitute Training • EYF/Parent Improvement Training • Superintendent

Mentorship • Mentor/Mentee Training • PPE/TPE Trainings • NM Teach Calibration • Assessment • SAT/RTI Training

Personalized Professional

Development Area Topics

Special Education Technical Assistance

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Business Operations of the NWREC#2

The NWREC#2 Business Operations department provides service and technical assistance to the Member Districts: Chama Valley, Cuba, Dulce, Jemez Mountain, Mesa Vista, Peñasco, Questa, and Associate Member District Taos. The NWREC#2 also serves as liaison and fiscal administrator for programs associated with the Priority School Bureau of the New Mexico Public Education Department.

NWREC#2 Fiscal Department Provides the Following Supports to Member Districts:

• Training and support of school –based Business Managers • Preparation and facilitation of SDAA budgets • Title III Consortia Administrator - English Language Learners • Title IV Consortia Administrator – Student Support and Academic Enrichment • Administration of budget compliance and accountability • Responsible for submissions of timely reporting

Services: • Procurement, budget development, budget preparation and approval, budget

maintenance, audit, submission of required budget reports, preparation of and presentation to Governing Council regarding expenditures and revenues.

• Manage budgets and fiscal operations for all programs, district identified grants/contracts, and statewide initiatives.

• Serve as a link between management and employees by handling questions, interpreting and administering contracts and helping resolve work-related concerns.

• Analyze and modify compensation and benefits policies to establish competitive programs and ensure compliance with legal requirements.

• Identify staff vacancies and recruit, interview and assist with selection of applicants. • Plan, organize, direct, control or coordinate the personnel, training, or evaluation

procedures.

Outcomes: • Beneficial programs that positively impact student achievement • Efficient fiscal operations • Accurate and timely budget submission and maintenance • Liaison support between NM Public Education Department and Member Districts • Effective/legal policies and procedures in place • Accurate and timely staff and professional services recruitment and contracting • Increased support for policies, procedures, and staff training

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2017 - 2018 Revenue Governmental Funds

Federal $ 672,416 14%

State $4,172,679 86%

Local and Misc. $ 13,187 <1%

Total Revenue $4,858,282 100.00%

Net Increase $ 416,224 9%

2017 - 2018 Revenue General Fund 27101

Federal $ 13,319 4%

State $ 274,115 92%

Local and Misc. $13,187 4 %

Total Revenue $ 300,621 100.00%

Net Decrease $ 343,946 53%

2017 -2018 Operational Fund 27101 Expenditures

Expenditures Amount Percentage

Support Services: General Administration $ 260,892 44%

Support Services: Central Services $ 310,776 52%

Operation & Maintenance of Plant $ 25,556 4%

Total Expenditures $ 597,224 100.00%

Net Decrease $ 69,403

Revenue Source Amount Percentage

Revenue Source Amount Percentage

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6 Year Cash Balance History of the NWREC#2: The chart below represents the NWREC#2’s cash balance on June 30 of each fiscal year since 2013.

Fiscal Year Ending Operational Fund 27101

6/30/2013 $575,435

6/30/2014 $539,180

6/30/2015 $306,045

6/30/2016 $453,676

6/30/2017 $431,616

6/30/2018 $308,592

6 Year Average $435,753

NWREC#2 Six-Year Cash Balance History

700000 600000 500000 400000 300000 200000 100000

0 2013 2014 2015 2016 2017 2018

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Value-Added Report for Regional Schools

Northwest Regional Education Cooperative provided the following support and services in accordance with, and pursuant to each REC/District Agreement and to support each district in achieving their goals. The following table delineates an estimate of Value-Added Services that were available to Member Districts for 2017-2018.

Amount Associated Paid by NWREC

Services Description Timeline Costs Districts Value Added Program Support and Technical Support Activities

Fall SDAA Meetings at Each Member District

August, 2017

$1,878 $0 $1,878

SDAA Monitoring/Support and Technical Assistance

July 2017 – June 2018

$13,196 $0 $13,196

NM TEACH Calibration and Assessment

July 2017 – June 2018

$2,186 $0 $2,186

Handbook of Special Education Procedures and ongoing technical support

September 2017 – June 2018

$6,919 $0 $6,919

Title III Consortia Technical Assistance and Administration

July 2017 – June 2018

$1,156 $0 $1,156

Corrective Plans Assistance

January 2018 – August 2018

$4,633 $0 $4,633

Grant Writing July 2017 – June 2018

$1,441 $0 $1,441

IDEA B Application Assistance

Spring 2018 $3,603 $0 $3,603

Professional Development Activities

Monthly Round-Table Discussions with Elena Gallegos of the Walsh Gallegos Law Firm

Monthly $1,330 $0 $1,330

Mentor/Mentee Training September, 2017

$917 $0 $917

Fall Special Education Academy

November 17 and 18, 2017

$39,689 $0 $39,689

Network and Learn Event February, 2018

$4,250 $0 $4,250

Spring Special Education Academy

April 9, 2018

$9,095 $0 $9,095

Special Education Leadership/Business Officials Academy

June 1, 2018 $22,339 $0 $22,339

Substitute Trainings Fall 2017 and Spring 2018

$1,081 $0 $1,081

Envision Your Future Training

Spring 2018 $41,006 $0 $41,006

Drug/Alcohol Prevention Prom Presentations

Spring 2018 $3,450 $0 $3,450

TPE Support for Member Districts

Spring 2018 $1,544 $0 $1,544

Actual Cost $159,712.00 Amount Paid by Districts (Combined) $0.00

Total Value Added $159,712.00

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Northwest Regional Education Cooperative #2

Valerie Trujillo, Executive Director 182 North Pine Street

Chama, NM 87520 575.756.1274

Visit: www.nwrec2.org