The The voice that you heard, did it sound female or male? >> The person that called it sounded male. >> I'm going to just kind of go in each classroom call the phone number and see if we can hear it. But I don't want to spook anybody that's got a gun in here. Come over here real quick. >> Who was the person that has the gun? >> I don't know their names. I just seen them in the bathroom. >> When? >> It's hard for me to believe you or you're subject to be placed under arrest. Call 911. When there's nobody need help. >> Tuesday, October 29th, 2024, Hobbs, New Mexico. At 10:40 a.m. the school day is abruptly interrupted when an anonymous 911 call reports a possible threat against local schools. The call is brief but serious enough to trigger a district-wide emergency response. Preliminary investigation aided by phone tracing technology quickly leads officers to Hobbs Alternative School, an institution for students with serious disciplinary or behavioral records. I'm Tyler, and today's daily dose of crime features exclusive, never-before-seen footage from police records and court documents. Every individual involved is presumed to be innocent until proven guilty in a court of law. Viewer discretion is advised for mature content. Upon arriving at Hobbs Alternative School, officers begin by checking a student walking through the hallway. Their top priority, locate whoever made the threatening phone call. >> We have it covered right now. Thank you, ma'am. >> But if you can clearly see it on camera, a Marion White passed it >> Do you want to make >> a boy that was next to this kid. The kid passed it to him, and then Manuel Alcala, who's in the other office over there, is the one who took it in his possession. They then left class, and I tried to catch them before they got to the next class, but they got to this class before I >> Did Faulkner tell you that somebody called 911 saying that there's somebody in the classroom with a gun? >> I don't know. I don't >> I know this is my job. We got any more 49 on our 911 call? >> Once inside, officers are directed to two staff members. One is patted down as a precaution, and the other, an administrative worker, provides the first meaningful clue. She reports that a breathalyzer kept in one of the offices was taken without permission by a student. She adds that after class ended, she saw the student leave with another boy, and both entered another room before she could stop them. Authorities now realize this is no minor incident. They're inside a facility that houses youth with serious behavioral histories, and any oversight could have real consequences. From this point forward, the search intensifies, and every witness statement matters. >> Let me get to some place where I can write down. All right, I'm in the front desk at the old school. If you hear anything, you can send me a post service and give me their 49. We got We got information on the 911 caller. He's going to give me the name, we'll look it up, figure out who it is. That way I don't have to go through class to class to class trying to figure out which one who called 911. And if it's a whole >> Indoor secure. >> Okay. Go ahead, and just if you can bring that note >> Is it a kiddo in the office, or is it a what? >> He's going to come and tell me who >> I'll call them for you. >> School staff cooperate closely with officers, knowing that this is a credible threat, and every minute lost delays the suspect's identification. In a high-risk institution, cooperation becomes critical. >> If you guys want to just walk the halls, just the two of you tell Okay. Just walk the halls for a minute. So I get some more information than the way we're right now. >> While other schools in the district remain on secure protocol, officers focus efforts on Hobbs Alternative. One officer radios dispatch requesting case details, but nothing has reached the station yet. Without official documentation, the officer decides to contact the 911 caller directly. To minimize risk, they secure the admin office and restrict key access points. Staff is warned that the suspect could be armed inside the building, turning what began as a standard call into a critical operation. >> Yeah, what's the name of the kiddo or the person? >> Hold on. The name that comes back to a a Lovardo, Lincoln Edward Ocean. Lovardo So Lincoln Edward I'm sorry. L E O B A R D O Lovardo? >> Okay. >> Hernandez. >> Phone tracing narrows the search and it comes down to two last names, Hernandez and Flores. The search and the investigation will now continue from classroom to classroom. >> No, no, for all schools cuz the 911 saying that it came from here and that someone's whispering in class saying they see a gun. So I need to know what Hernandez we got so I can go to each one of them and talk to them. >> We can pull up who if this is them, we can pull up who that is. >> Yeah, yeah, give me that address. >> I got the paperwork in my hand. I'm on my way to you. >> Okay. >> 97 >> Yeah, but every Hernandez you got we'll go from there and then we'll get an address too so you can search by address. That should narrow it down. >> 82 87 >> So, an 911 call came in saying that somebody saw a gun in there. They're investigating a vape that was look like that was a gun being transacted. Is there a terror pad on him? Nothing? So, as soon as I find out who called 911 I can talk to them and find out if there's something more I can do. >> With the building partially locked down, officers obtain a key piece of information, the name of the suspect's father. Using this, they begin combing through school records while coordinating with dispatch. Soon, it's confirmed the 911 call came from a phone tied to a student named Hernandez. And meanwhile, the surname Flores is also flagged as a possible match. Investigators are leaving nothing to chance, aware that threats in Hobbs schools have evolved from vague online postings to direct contact with emergency services. This incident marks a troubling escalation. The search is tightening, but the suspect remains unidentified. >> The 911 caller? 9 to dispatch, just verifying based off of audio that the voice that you heard did it sound female or male? And then the other the other thing could be their dad or mom has got a different last name too. But hopefully I get that address, that'll help. 10-4, thank you, male. So, it was a male voice that called in. >> We don't have the address. >> Not yet. So, I'm going to say this about the walk over there. I'm going to have to go over there right now. Okay, so he's going to have the address if you guys can search by the address. That should give us hopefully, right? That I don't know. >> We're advised at 149 we're being advised at the 405 and Neil and Young. >> Okay, we're thinking. What was What's your address, brother? >> So, 1511 North >> 8300 the attorney general >> 15 1511 The number comes back to this dude. The number comes back to him. North Cochran, you said? Oh, yeah, Cochran. I have uh Torres and Miranda as well. Can I call you back? All right, you know what? You're at the old school? Okay. Possible relatives. So, another possible last name is Flores. >> Okay, we do have Flores. We have Gustavo. We have uh >> Mar Margarita Flores >> Eli And Eli. Eli's not here today. >> He is? >> He is in here? Okay. And Gustavo. >> Okay, well, so I guess we'll start by um pulling them out of class and Well, let's verify. >> An investigation moves swiftly inside the school. A new report confirms the suspect is male, further narrowing the pool. An officer asks staff to cross-check both surnames Hernandez and Flores against enrollment records. The school's contacts complicates the process. Students here are used to strict protocols and at times display evasive behavior. As names are reviewed and radio traffic continues, officers remain alert to the possibility the suspect is still on site and every minute matters. >> Okay. Okay. Okay. >> The first student questioned cooperates without resistance, offering his information, but he's visibly tense. In an environment where everyone knows an investigation is underway, nervousness can speak volumes. Aziel Villalobos. He has one at home. It doesn't work. Give us the number of the phone that you have. Basically, ding ding ding ding and then one right down here. 600 wings for sure. What do we got? The phone number is associated with a a Martinez who's also related to a Flores. So, we don't have any Hernandezes here, but we have two Floreses here. I'm going to pull them out and ask him, "Did you call 911?" "You're safe. Tell us what's going on." Cuz the 911 didn't want to give much information. Just was whispering. Don't know if this is a hoax. Don't know if they really did see something. But, um She's going to We're going to escort him out of the classroom. Okay. With Hernandezes as the primary leads, officers continue narrowing down the list of possible suspects. A student is questioned in the hallway, and when asked about his phone, he claims he doesn't have it and says it doesn't work. At the officer's request, he provides his number and address for record keeping. Meanwhile, other officers confirm with school staff that there's no student named Hernandez in the building. And so, that leaves two students with the last name Flores. The list is getting shorter, but there's still no definitive ID. The question remains, who made the call and how did they manage to avoid detection? >> Dispatch speaking? >> Yes. >> Just asking if he called my little one and trying to get some basic information on him. I don't know the last name. Can I get the phone number of the 911 phone number? >> 10-4, public service for this call is 575. Advise if I needed 10-9. >> 10-9 is >> 10-4, 575-602-8638. >> 8638? Okay. Is that his number? Can you ask him if that's it? >> 10-4, he said yes. >> Another student hands over his phone records voluntarily, but there's no match with the number from the 911 call. The suspect list is shrinking, but the answers are not coming fast enough. >> 575-602-8638. We're being advised possibly at the end of the call. 10-4, that's all I can tell you right before you disconnected. >> Somebody made a call. 10-4, same number? >> Confirm it is it from the original 911 call. >> 10-4. I guess the only thing we can do now is just kind of go in each classroom call the phone number and see if we can hear it. Other than that, I'm running out of ideas. >> Well, we're looking that up to see if it belongs to the parent of any student here. >> We looked that up and the only only Sorry, man. Only two were those the two Floreses that we had cuz there was there was the two last names were Hernandez and Flores were the two last names that we only have. We don't have no students with Hernandez and we have two with Flores and both of those. But none of them are the match for the number we have. Let's do that then. Yeah, go ahead and back to class. >> The list of potential suspects is down to only a few. A new student is brought in for verification and he cooperates and once cleared is allowed to return to class. Though the process feels routine, every false lead eats up valuable time and raises the pressure on officers. When a radio update shifts the momentum, they've pinpointed the exact number used in the call. But next move is simple but critical. Dial the number from each classroom and wait to see where it rings. >> What can you say he was talking something in somewhere? Okay. Yeah, he can go back to class. Okay, what we're going to do is we're going to have a 911 >> Yeah, I think so. >> Do you want to meet me here? >> All right, thanks. I think it's 10-46, all right. It's in the office, right? And you said it's pinging in the freshman school but it comes back It's Yeah, hold on. I'll go with you. He went to the bathroom around that time the call came out. >> Okay. >> Yeah. >> One detail draws attention. One student has remained in the bathroom since the sweep began. His prolonged absence triggered suspicion and officers now begin to keep a close watch. >> Come over here real quick. >> Pick them up right here. We're just going to pat him down for weapons right now. We're Sergeant Toy. We're with the Albuquerque Police Department Criminal Investigations Division. Okay? Do you understand why we're contacting you right now? Are you sure? >> No weapons. >> Okay. How many phones do you got on you? >> Just one. >> Just one? >> Just the one. >> Okay. Okay. >> Just one. >> Is that it? >> Your foot. Uh are you going to >> I'm hurting. >> Yeah, I'm hurting. >> Before the questioning begins, the student insists his mother be present. Officers comply following New Mexico juvenile procedures. >> What's your mom's name? >> Wait, what? >> What's your mom's name? >> Mhm? Okay. >> We'll get to that here in a second. >> They were like, "Her son's in this room right here." >> What is it? Okay. >> And so whenever And she then they were like, "He went to the bathroom." And then next thing you know, this call came in and he walked back to the classroom. And then I got his phone because I was telling him I was like, "The ping I said he might have turned his phone off." So I get him and I see the phone. Well, then right when we're walking in here cuz we were just like, "Ooh." He tries to go for that phone. I was like, "Nah, I'll take that." So we got it, but it's off. So that's why I think the ping went off delayed. So Um I read him his Miranda. Told him he uh I already have parent card here with you, blah blah. He didn't say anything. Um he just wants to know what's up. I told him to get in contact with mom. Right now it's disconnected, so if uh Santos said if they need to go contact mom or something, we And and and uh and I can ask him uh if he wants >> Can I just put it on speaker phone? >> Yeah. Okay, looks like he's in contact. Well, I'll ask him if he wants to talk to me without mom present and then we go from there. >> Okay. >> The prime suspect is located and searched by multiple officers before being taken to an interview room. Before questioning starts, investigators called his mother as required by protocol when dealing with minors. One officer briefs his team. When they tried calling the trace number, the student's phone didn't ring. It had been manually silenced. That small technical move delayed the entire ID process. Though the student still had the phone, it had remained off since officers arrived. Now with the phone in hand and the suspect ready to speak, investigators are close to confirming whether he was behind the call that triggered the district-wide lockdown. >> Yeah, here. Have a seat right here by your son. >> Uh so my name is Detective Sergeant Solomon and this is Detective Sergeant Corner. Uh the reason why we got where we were here right now is that we got a phone call of an an individual calling 911 basically saying that they have a gun or somebody has a gun and it's on Officer Anger Street. The phone plotted here at this school. >> Okay. >> Um I guess during that whole transition, uh your son is observed going to the bathroom the time of the 911 call and then he goes back to this um to his classroom. >> Okay. >> Uh what is your son's phone number? He said he doesn't know it. >> He just bought it out yesterday. >> He said he said he may have called you from that number or something. >> seized the cell phone. We're going to get a search warrant for it. Um just so you're aware. >> It's okay. Um I didn't put it his grandma put it yesterday for him. >> His grandma? >> Yes. Um I think it's my >> 56 Okay, that's the phone number that called 911. Okay? So, obviously that's why we're here. >> The student's mother confirms what investigators suspected. Her son's number matches the 911 call from the night before and now from this morning. And there's no doubt who it was that made the call. >> Um so, this we're just trying to get to the truth of what happened. So, that's what I'm doing right now. >> Okay, huh? >> And and it's the the best opportunity for you to to give your side instead of other people filling in holes. I think that's your right as an individual to do that. Instead of somebody else speaking for you, it's an opportunity for you to to do that. >> Why did you call? Huh? You think it's funny? It's a joke or what? So, you weren't lying about okay, well, do you know who has the gun, tell him. Because we possibly I don't know if y'all did a search warrant yesterday on someone here, too. He said that somebody had a gun. That's what he said. >> So, does if you weren't lying about the information, then explain that. >> It don't matter if it makes you snitch. >> Well, it's it's all you have to understand right now it looks like you're trying to scare people. Okay, so that's what I'm saying. Are you crying wolf or is there an actually gun here, brother? >> Because that changes things drastically. >> changes everything. >> Tell them. >> Does somebody have a gun on this campus? Yes or no? >> Inside the interview room, the detective asked the suspect's mother to confirm her son's phone number. She does so without hesitation, and the match is immediate. It's the same number that dialed 911. With that confirmation, the officer asks the student to explain exactly what he said during the call. But instead of clarity, his answer raises more red flags. He claims vaguely that someone at the high school had a gun, though he can't name who it is. Then he changes his story and now says that more than one person had a gun. The inconsistency only deepens the suspicion. >> I really don't know about here, but I know at the high school. >> Okay, high school. What's his name? Or her name? >> I don't know their names, but I I just know I just like I see them in the bathroom sometimes. >> Trying to be against the city ordinance, please? >> and stuff like that. >> So, whenever you made that phone call, you were here though. >> Yeah. >> And then that was where you went to the restroom and made that call? >> Yeah. >> Okay. And so at that time it was said that somebody has the gun, and they didn't indicate here or whatever. >> positioning, I also got thing at the It was It was at some game over there at by the by the high school. >> The basketball game? >> Yeah. >> Tasker Arena? >> Yeah. >> Okay. And when did that happen? >> Last night, I think. >> Okay. And what happened? >> I got pressed by two black dudes. They were They were They had They both had dreads. They were They were tall. And they came up to me. They wanted They wanted to take my phone, and they They wanted to see what else I had on me. Which I didn't tell no one because Like they could give me more problems if they see me again or something, cuz I can get shot or killed. >> The student's answers spiral further. He now says two people tried to rob him the day before using the same gun. Officers quickly realize this isn't only a lie, it's a shifting narrative built on fiction. >> It was by like in the backside. Like on the side of the arena, like in the side on the corner right there. >> Like near the tennis courts? >> Yeah. >> Okay. And >> into the office, please. >> Did they Did you know who this individual was? Or these individuals? >> No, they just told me They were just like, "Give us your stuff." He's like, I said I just told him no and then they just left. >> But you thought if you didn't cooperate you were going to get shot? >> I really didn't know. >> Okay. It And I'm just I'm not trying to be disrespectful to you, okay? But it's hard for me to believe you because you're you're as you're telling the story, you're trying not to smile. >> During the interview, the student tries to contain his laughter while claiming he's serious, and to investigators, it's not only dishonesty, it's a clear sign he's downplaying the severity of what he's done. >> But what you're stating when you called 911 yesterday is not what happened. Okay? I have that 911 call as well. Okay? So you need to be truthful, man. This is serious. You think I don't >> Did Did Were you aware of the call last night? >> Uh-uh. >> Okay. >> Well, a call came in yesterday or last night. And all it said came from the same number that you're it's associated to your cell number. >> During the interview, the suspect's story becomes increasingly inconsistent. He claims two individuals tried to take his phone, but keeps changing the location of the incident. First saying it happened outside the testing room, then somewhere else in the building, and finally near the tennis courts. His carefree attitude and attempts to hold back laughter raise serious concerns. The officer and detective confront him directly while his mother listens. They go over the facts. The first false 911 call was placed the night before and the second was made the next morning during school hours. The conclusion becomes unavoidable. The student made the entire story up. The case is now moving toward his arrest. >> And it says that somebody at the the task arena has a gun. >> And is going to shoot kids. >> And is going to shoot kids and hangs up. And then now we're dealing with the same thing >> And so this wasn't uh that's a changes a little bit from I'm being uh approached by someone to somebody's in this arena going to shoot kids. >> Mhm. So, I'm not I'm not trying to disrespect your son but I just don't believe him. Just based off we have the recordings. That's what I'm telling you. We have the recordings from the 911. Everything's recorded. When you call 911 everything >> time did he call us tonight? >> It was a about uh if I'm not mistaken 7:53 p.m. >> That's the time that I told you that I was in the bathroom. I >> You ma'am you have your license on you? >> Yes I did call because it was true what I told what I what I said. >> So you said somebody here. So who has the gun here right now? >> Not here. >> Because we locked everything down. Whenever that call was made everything got locked down. So who has it? >> I didn't mean it like that. Like I meant somebody over there has a >> I'll get you >> And then and then the so then the call last night where these people are going to shoot kids. Explain that. >> Sergio you work at the city office, please. Sergio. >> As investigators press him with the facts, the student runs out of excuses. His version of the events just don't add up, and now it switches from asking questions to collecting evidence for prosecution. The interview grows increasingly frustrating for investigators, and they point out the contradictions. His stories don't align, the locations don't match, and his details fall apart under scrutiny. The student, now visibly uneasy, struggles to answer clearly, claiming he doesn't know who had the gun and can't remember any names. His body language is evasive, and his statements are vague. Officers are convinced that he's lying and attempt to make him understand the seriousness of the situation, but he continues to dodge responsibility. What began as an anonymous threat has now revealed a deliberate, unjustified act that disrupted an entire school district. >> Who's the person that has the gun? Three men. Three people. And you're not going to say who they were? >> I don't know their names. I just seen them in the bathroom. >> When? >> Huh? >> When? When did you see them in the bathroom? >> I'm going to tell you to tell me the truth. >> If you're telling the truth, tell them where it is. >> So, uh what's going to happen right now? Just kind of what you So you're aware your son's going to be placed under arrest. >> During questioning, the suspect's mother reveals that her son had been living with his father for the past month due to behavioral issues. The night before the incident was the first time he had slept at her house in weeks, and that same night the first fake 911 call was made. The timing, combined with the student's conflicting accounts and confirmation of his phone number leads the detectives to make one final decision. The teen is formally placed under arrest. The case is turned over to juvenile probation services and now includes two separate incidents under investigation. After nearly an hour of questioning, investigators determine that the entire story is a fabrication. None of the suspects claims hold up and his narrative falls completely apart. >> Stand up. Stand up. Jailer, you got him? When you're nobody, need help. And then, slide in, sit down, slide in backwards. Well, I'll do the complaint. It's all right. >> Once his identity and prior record are confirmed, officers finalize the arrest. The teen is escorted to a patrol car and transported to the station where the case will continue under New Mexico's juvenile justice system. Though he's a minor, his mother had previously disclosed a prior history of theft and now he must face the consequences of triggering a district-wide emergency with a false report. Authorities confirm that he had a prior record for theft and that his behavior during the investigation was evasive and inconsistent. Because the offender is a juvenile, his identity is protected by law, but law enforcement confirmed his direct connection to the anonymous 911 call. The case is being handled under New Mexico's juvenile justice system. The primary charge falls under MSA 1978 section 30-22-4 for false reporting to law enforcement. Additional charges may include disorderly conduct, interference with educational institutions, and misuse of emergency services. As for sentencing, the specific rehab program has not been disclosed. However, typical dispositions in such cases include probation with strict conditions, mandatory counseling or therapy, community service, restitution for emergency response costs, and educational programs addressing the consequences of false reporting.