reglab/statecodes huggingface dataset:
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.7 - DEFINITIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A. "Career and
				technical education" means organized programs offering a sequence of courses
				(including technical education and applied technology education) which are
				directly related to the preparation of individuals in paid or unpaid employment
				in current or emerging occupations requiring an industry-recognized credential,
				certificate or degree. This phrase is also referred to as "vocational
				education" in
				22-14-1
				NMSA 1978.
B. "Career and technical
				education course" means a course with content that provides technical knowledge
				and skills and competency-based applied learning, and that aligns with the
				regulations for educational standards and student expectations for all New
				Mexico students who attend schools as defined in the scope of 6.29.1.2
				NMAC.
C. "Career cluster" means a
				grouping of occupations in industry sectors based on recognized commonalities.
				Career clusters provide an organizing tool for developing instruction within
				the educational system.
D. "Career
				pathways" means a sub-grouping, used as an organizing tool for curriculum
				design and instruction, of occupations/career specialties that share a set of
				common knowledge and skills for career success.
E. "Cooperative education" means a method of
				education for individuals who, through written cooperative arrangements between
				a school and employers, receive instruction, including required rigorous and
				challenging academic courses and related career and technical education
				instruction, by alternation of study in school with a job in any occupational
				field, which alternation:
(1) shall be
				planned and supervised by the school and employer so that each contributes to
				the education and employability of the individual;
(2) may include an arrangement in which work
				periods and school attendance may be on alternate half days, full days, weeks
				or other periods of time in fulfilling the cooperative program.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.8 - CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR CAREER AND TECHNICAL EDUCATION, GRADES 7-12

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A. Strand 1: Academic foundations.
(1) Content standard 1: Students will achieve
				the academic knowledge and skills required to pursue the full range of career
				and postsecondary education opportunities common to all career clusters.
				Students will:
(a) grades 7-12 benchmark 1:
				complete required training, education and certification to prepare for
				employment in a particular career field; grades 7-12 performance standards:
(i) identify training, education and
				certification requirements for one's occupational choice;
(ii) participate in career and
				technical-related training or degree programs;
(iii) prepare for certification tests to
				qualify for licensure or certification in a chosen occupational area;
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.9 - AGRICULTURE, FOOD AND NATURAL RESOURCES CAREER CLUSTER (AG) COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All pathways in the AG career cluster
				should align to business and industry certifications where available and
				appropriate. Student abilities common to pathways in the AG career cluster are
				the ability to:
(1) analyze how issues,
				trends, technologies and public policies impact systems;
(2) evaluate the nature and scope of the
				cluster and the role agriculture, food and natural resources (AFNR) play in
				society and the economy;
(3)
				examine and summarize importance of health, safety and environmental management
				systems in AFNR organizations;
(4)
				demonstrate stewardship of natural resources in AFNR activities;
(5) describe career opportunities and means
				to achieve those opportunities in each of the pathways; and
(6) analyze the interaction among ANFR
				systems in the production, processing and management of food, fiber and fuel
				and sustainable use of natural resources.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.10 - ARCHITECTURE AND CONSTRUCTION CAREER CLUSTER (AC) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

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A. All pathways in the AC career cluster
				should align to business and industry certifications where available and
				appropriate. Student abilities common to pathways in the AC career cluster are
				the ability to:
(1) use vocabulary, symbols
				and formulas commonly used in design and construction;
(2) use architecture and construction skills
				to create and manage a project;
(3)
				comply with regulations and applicable codes to establish and manage a legal
				and safe workplace and jobsite;
(4)
				evaluate the nature and scope of the AC cluster and the role architecture and
				construction play in society and the economy;
(5) describe the roles and responsibilities
				among trades and professions, including labor/management
				relationships;
(6) read, interpret
				and use technical drawings, documents and specifications to plan a project;
				and
(7) describe career
				opportunities and means to achieve those opportunities in each of the AC
				pathways.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.11 - ARTS, AUDIO-VISUAL TECH AND COMMUNICATIONS CAREER CLUSTER (AR) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All pathways in
				the AR career cluster should align to business and industry certifications
				where available and appropriate. Student abilities common to pathways in the AR
				career cluster are the ability to:
(1) analyze
				the interdependence of the technical and artistic elements of various careers
				within the AR cluster;
(2) analyze
				the importance of health, safety and environmental management systems, policies
				and procedures common in arts, audio-video technology and communications
				activities and facilities;
(3)
				analyze the lifestyle implications and physical demands required in the arts,
				audio-visual technology and communications workplace;
(4) analyze the legal and ethical
				responsibilities required in the arts, audio/visual technology and
				communications workplace;
(5)
				describe the career opportunities and means to achieve those opportunities in
				each of the AR pathways; and
(6)
				evaluate technological advancements and tools that are essential to occupations
				within the AR cluster.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.12 - BUSINESS MANAGEMENT AND ADMINISTRATION CAREER CLUSTER (BM) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

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A. All pathways in the BM career cluster
				should align to business and industry certifications where available and
				appropriate. Student abilities common to pathways in the BM career cluster are
				the ability to:
(1) use mathematical
				concepts, skills and problem solving to obtain necessary information for
				decision-making in business;
(2)
				describe laws, rules and regulations as they apply to effective business
				operations;
(3) explore, develop
				and apply strategies for ensuring a successful business career;
(4) identify, demonstrate and implement
				solutions in managing effective business customer relationships;
(5) implement systems, strategies and
				techniques used to manage information in a business; and
(6) implement, monitor and evaluate business
				processes to ensure efficiency and quality results.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.13 - EDUCATION AND CAREER TRAINING CAREER CLUSTER (ED) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

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A. All pathways in the ED career cluster
				should align to business and industry certifications where available and
				appropriate. Student abilities common to pathways in the ED career cluster are
				the ability to:
(1) apply communication
				skills with students, parents and other groups to enhance learning and a
				commitment to learning;
(2)
				demonstrate effective oral, written and multimedia communication in multiple
				formats and contexts;
(3) use
				critical thinking to process educational communications, perspectives, policies
				or procedures;
(4) evaluate and
				manage risks to safety, health and the environment in education and training
				settings;
(5) demonstrate group
				collaboration skills to enhance professional education and training
				practice;
(6) analyze ethical and
				legal policies of professional education and training practice;
(7) explain legal rights that apply to
				individuals and practitioners within education and training settings;
(8) demonstrate ethical and legal behavior
				within and outside of education and training settings;
(9) describe state-specific professional
				development requirements to maintain employment and to advance in an education
				and training career;
(10) apply
				organizational skills and logic to enhance professional education and training
				practice; and
(11) demonstrate
				group management skills that enhance professional education and training
				practice.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.14 - FINANCE CAREER CLUSTER (FN) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All
				pathways in the FN career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the FN career cluster are the ability to:
(1) use mathematical concepts, skills and
				problem solving to obtain necessary information for decision making in the
				finance industry;
(2) use tools,
				strategies and systems to plan, monitor, manage and maintain the use of
				financial resources;
(3) plan,
				staff, lead and organize human resources in finance to enhance employee
				productivity and job satisfaction;
(4) determine effective tools, techniques and
				systems to communicate and deliver value to finance customers;
(5) create and maintain positive, ongoing
				relationships with finance customers;
(6) plan, monitor and manage day-to-day
				activities to ensure effective and efficient finance operations;
(7) implement safety, health and
				environmental controls to ensure a safe and productive finance work
				workplace;
(8) describe and follow
				laws, regulations and ethical standards that affect finance operations and
				transactions;
(9) plan, manage and
				maintain the use of financial resources to protect solvency;
(10) plan, organize and manage a finance
				organization or department;
(11)
				plan, monitor and manage day-to-day activities required to sustain continued
				business functioning;
(12) access,
				evaluate and disseminate financial information to enhance financial
				decision-making processes;
(13)
				manage a financial product or service mix in order to respond to market
				opportunities; and
(14) employ
				financial risk-management strategies and techniques used to minimize business
				loss.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.15 - GOVERNMENT AND PUBLIC ADMINISTRATION CAREER CLUSTER (GV) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

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A. All pathways in the GV career cluster
				should align to business and industry certifications where available and
				appropriate. Student abilities common to pathways in the GV career cluster are
				the ability to:
(1) explain the purpose and
				functions of government and public administration and the application of
				democratic principles in the process of governmental and administrative
				policymaking;
(2) analyze the
				systemic relationships of government and public administration
				agencies;
(3) describe health,
				safety and environmental management systems, as well as policies and procedures
				in government and public administration agencies;
(4) describe the implementation of plans and
				policies to respond to public health, safety and environmental needs in
				government and public administration agencies;
(5) describe career opportunities and the
				means to achieve those opportunities in each of the GV career pathways; and
				explain the administration of human, financial, material and information
				resources in government and public administration agencies.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.16 - HEALTH SCIENCES CAREER CLUSTER (HL) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

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A. All
				pathways in the HL career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the HL career cluster are the ability to:
(1) determine academic subject matter, in
				addition to high school graduation requirements, necessary for pursuing a
				health science career;
(2) explain
				the healthcare worker's role within their department, their organization and
				the overall healthcare system;
(3)
				identify existing and potential hazards to clients, co-workers, visitors and
				self in the healthcare workplace;
(4) evaluate the roles and responsibilities
				of individual members as part of the healthcare team and explain their role in
				promoting the delivery of quality health care;
(5) analyze the legal and ethical
				responsibilities, limitations and implications of actions within the healthcare
				workplace; and
(6) evaluate
				accepted ethical practices with respect to cultural, social and ethnic
				differences within the healthcare workplace.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.17 - HOSPITALITY AND TOURISM CAREER CLUSTER (HT) FOR COMMON CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All
				pathways in the HT career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the HT career cluster are the ability to:
(1) describe the key components of marketing
				and promoting hospitality and tourism products and services;
(2) evaluate the nature and scope of the HT
				cluster and the role of hospitality and tourism in society and the
				economy;
(3) demonstrate
				hospitality and tourism customer service skills that meet customers'
				needs;
(4) describe employee rights
				and responsibilities and employers' obligations concerning occupational health
				and safety in the hospitality and tourism workplace;
(5) identify potential, real and perceived
				hazards and emergency situations and determine the appropriate safety and
				security measures in the hospitality and tourism workplace; and
(6) describe career opportunities and means
				to attain those opportunities in each of the HT pathways.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.18 - HUMAN SERVICES CAREER CLUSTER (HU) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

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A. All
				pathways in the HU career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the HU career cluster are the ability to:
(1) evaluate principles of planning,
				development, implementation and evaluation to accomplish long-range goals in
				the human services;
(2) evaluate
				the role of the family, community and human services in society and the
				economy;
(3) use effective
				communication with human services clients and their families;
(4) demonstrate ethical and legal conduct in
				human services settings;
(5)
				evaluate career opportunities in each of the HU pathways; and
(6) explain how human development principles
				enhance the wellbeing of individuals and families.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.19 - INFORMATION TECHNOLOGY CAREER CLUSTER (IT) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A.
				All pathways in the IT career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the IT (information technology) career cluster are the ability to:
(1) demonstrate effective professional
				communication skills and practices that enable positive customer
				relationships;
(2) use product or
				service design processes and guidelines to produce a IT product or
				service;
(3) demonstrate the use of
				cross-functional teams in achieving IT project goals;
(4) demonstrate positive cyber citizenry by
				applying industry accepted ethical practices and behaviors;
(5) explain the implications of IT on
				business development;
(6) describe
				trends in emerging and evolving computer technologies and their influence on IT
				practices;
(7) perform standard
				computer backup and restore procedures to protect IT information;
(8) recognize and analyze potential IT
				security threats to develop and maintain security requirements;
(9) describe quality assurance practices and
				methods employed in producing and providing quality IT products and
				services;
(10) describe the use of
				computer forensics to prevent and solve IT crimes and security
				breaches;
(11) demonstrate
				knowledge of the hardware components associated with information systems;
				and
(12) compare key functions and
				applications of software and determine maintenance strategies for computer
				systems.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.20 - LAW, PUBLIC SAFETY, CORRECTIONS AND SECURITY CAREER CLUSTER (LW) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All pathways in
				the LW career cluster should align to business and industry certifications
				where available and appropriate. Student abilities common to pathways in the LW
				career cluster are the ability to:
(1)
				analyze the nature and scope of the LW and the role law, public safety,
				corrections and security play in society and the economy;
(2) formulate ideas, proposals and solutions
				to ensure effective and efficient delivery of law, public safety, corrections
				or security services;
(3) assess
				and implement measures to maintain safe and healthy working conditions in a
				law, public safety, corrections or security environment;
(4) conduct law, public safety, corrections
				and security work tasks in accordance with employee and employer rights,
				obligations and responsibilities, including occupational safety and health
				requirements;
(5) analyze the
				various laws, ordinances, regulations and organizational rules that apply to
				careers in law, public safety, corrections and security; and
(6) describe various career opportunities and
				means to those opportunities in each of the LW pathway.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.21 - MANUFACTURING CAREER CLUSTER (MN) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All
				pathways in the MN career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the MN career cluster are the ability to:
(1) evaluate the nature and scope of the MN
				cluster and the role of manufacturing in society and in the economy;
(2) analyze and summarize how manufacturing
				businesses improve performance;
(3)
				comply with federal, state and local regulations to ensure worker safety and
				health and environmental work practices;
(4) describe career opportunities and means
				to achieve those opportunities in each of the MN pathways;
(5) describe government policies and industry
				standards that apply to manufacturing; and
(6) demonstrate workplace knowledge and
				skills common to manufacturing.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.22 - MARKETING CAREER CLUSTER (MK) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All
				pathways in the MK career cluster should align to business and industry
				certifications where available and appropriate. Student abilities common to
				pathways in the MK career cluster are the ability to:
(1) describe the impact of economics,
				economics systems and entrepreneurship on marketing;
(2) implement marketing research to obtain
				and evaluate information for the creation of a marketing plan;
(3) plan, monitor, manage and maintain the
				use of financial resources for marketing activities;
(4) plan, monitor and manage the day-to-day
				activities required for continued marketing business operations;
(5) describe career opportunities and the
				means to achieve those opportunities in each of the MK pathways;
(6) select, monitor and manage sales and
				distribution channels;
(7)
				determine and adjust prices to maximize return while maintaining customer
				perception of value;
(8) obtain,
				develop, maintain and improve a product or service mix in response to market
				opportunities;
(9) communicate
				information about products, services, images or ideas to achieve a desired
				outcome; and
(10) use marketing
				strategies and processes to determine and meet client needs and
				wants.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.23 - SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER CLUSTER (ST) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All pathways in
				the ST career cluster should align to business and industry certifications
				where available and appropriate. Student abilities common to pathways in the ST
				career cluster are the ability to:
(1) apply
				engineering skills in a project that requires project management, process
				control and quality assurance;
(2)
				use technology to acquire, manipulate, analyze and report data;
(3) describe and follow safety, health and
				environmental standards related to science, technology, engineering and
				mathematics (STEM) workplaces;
(4)
				understand the nature and scope of the ST career cluster and the role of STEM
				in society and the economy;
(5)
				demonstrate an understanding of the breadth of career opportunities and means
				to those opportunities in each of the ST career pathways; and
(6) demonstrate technical skills needed in a
				chosen STEM field.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 3 - CAREER AND TECHNICAL EDUCATION › Section 6.29.3.24 - TRANSPORTATION, DISTRIBUTION AND LOGISTICS CAREER CLUSTER (TD) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. All pathways in the TD career cluster
				should align to business and industry certifications where available and
				appropriate. Student abilities common to pathways in the TD career cluster are
				the ability to:
(1) describe the nature and
				scope of the TD cluster and the role of transportation, distribution and
				logistics in society and the economy;
(2) describe the application and use of new
				and emerging advanced techniques to provide solutions for transportation,
				distribution and logistics problems;
(3) describe the key operational activities
				required of successful transportation, distribution and logistics
				facilities;
(4) identify
				governmental policies and procedures for TD facilities;
(5) describe transportation, distribution and
				logistics employee rights and responsibilities and employers' obligations
				concerning occupational safety and health; and
(6) describe career opportunities and means
				to achieve those opportunities in each of the TD career pathways.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.2 - SCOPE

Current through Register Vol. 35, No. 13, July 16, 2024
All public schools, state educational institutions and
				  educational programs conducted in state institutions other than New Mexico
				  military institute.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
This rule is being promulgated pursuant to Sections
				  9-24-8,
				  22-2-1,
				  22-2-2, and
				  22-2C-3 NMSA
				  1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.6 - OBJECTIVE

Current through Register Vol. 35, No. 13, July 16, 2024
The department-approved English language development
				  standards provide a companion piece to the New Mexico content standards for
				  English language arts. The approved standards shall guide second-language
				  instruction for PreK-12 English language learner students. The English language
				  learner population falls into three basic categories: students whose primary or
				  home language (L1) is other than English including recent immigrants; students
				  from heritage language groups needing enrichment and further development of
				  academic English, some of whom maintain degrees of fluency in their heritage
				  language; and any other students needing enrichment and further development of
				  academic English. Because instruction must address the appropriate proficiency
				  level of the individual student, which may vary greatly for any age, some
				  consideration shall be made for the student's maturity level.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.7 - DEFINITIONS

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A. "Academic
				content standards" means statements that define the knowledge and skills
				students need to know and be able to demonstrate as proof of competency in the
				core content areas associated with schooling.
B. "Academic language" means the language
				used in academic content in formal schooling contexts, including specialized or
				technical language and discourse related to each content area.
C. "Discourse" means extended, connected
				language that may include explanations, descriptions and
				propositions.
D. "English language
				learners" (ELL) means a student whose first or heritage language is not English
				and who is unable to read, write, speak, or understand English at a level
				comparable to grade-level English proficient peers and native English
				speakers.
E. "Heritage language"
				means a language other than English that is inherited from a family, tribe,
				community or country of origin.
F.
				"Language domains" means the four main subdivisions of language: listening,
				speaking, reading and writing.
G.
				"Levels of English language proficiency" means the arbitrary division of the
				second language acquisition continuum into stages of language
				development.
H. "Listening" means
				the ability to process, understand, interpret and evaluate spoken language in a
				variety of situations.
I. "Reading"
				means the ability to process, understand, interpret and evaluate written
				language, symbols and text with understanding and fluency.
J. "Speaking" means oral communication used
				in a variety of situations for a variety of purposes and audiences.
K. "Writing" means written communication used
				in a variety of forms for a variety of purposes and audiences.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.8 - ENGLISH LANGUAGE DEVELOPMENT STANDARDS GRADE SPANS

Current through Register Vol. 35, No. 13, July 16, 2024
The English language development standards established by the
				  department are organized in grade levels as follows: PreK-K, 1, 2, 3, 4, 5, 6,
				  7, 8, 9 - 10 and 11 - 12.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.9 - ENGLISH LANGUAGE DEVELOPMENT STANDARDS PROFICIENCY LEVELS AND LANGUAGE DOMAINS

Current through Register Vol. 35, No. 13, July 16, 2024
A. The
				English language development standards have five general levels of English
				language proficiency: "entering" (level 1)," "emerging" (level 2),"
				"developing" (level 3)," "expanding" (level 4), "bridging" (level
				5)."
B. Reading, writing, listening
				and speaking skills are addressed at each proficiency level.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.10 - CONTENT STANDARDS FOR ENGLISH LANGUAGE DEVELOPMENT, GRADES PREK-12

Current through Register Vol. 35, No. 13, July 16, 2024
The New Mexico English language development content standards
				  distinguish five general standards: "Social and instructional language," "The
				  language of language arts," "the language of mathematics," "the language of
				  science," and "the language of social studies." Reading, writing, listening and
				  speaking skills are addressed in each standard.
A. English language proficiency standard 1:
				PreK- 12. Social and instructional language: English language learners
				communicate for social and instructional purposes within the school setting.
(1) Listening: Process, understand, interpret
				and evaluate spoken language in a variety of situations.
(2) Speaking: Engage in oral communication in
				a variety of situations for a variety of purposes and audiences.
(3) Reading: Process, understand, interpret
				and evaluate written language, symbols, and text with understanding and
				fluency.
(4) Writing: Engage in
				written communication in a variety of situations for a variety of purposes and
				audiences.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.11 - IDENTIFICATION OF ENGLISH LANGUAGE LEARNERS

Current through Register Vol. 35, No. 13, July 16, 2024
The department-approved New Mexico language usage survey
				  shall be completed for all new students initially enrolling in a public
				  school.
A. Students for whom the
				department-approved New Mexico language usage survey indicates a language other
				than English shall be screened with the department-approved English language
				proficiency screening assessment.
B. Students receiving scores below the
				composite score established by the department to be used to determine English
				language proficiency will be classified as English language learners and are
				eligible to receive English language development services.
C. The department-approved New Mexico
				language usage survey and the English language proficiency screening assessment
				results shall be kept in each student's cumulative file.
D. Initial identification of a student as an
				English language learner and parent notification shall occur not later than 30
				days after the beginning of the school year, or within two weeks of initial
				enrollment if not enrolled at the beginning of the school year.
E. Students classified as English language
				learners shall be assessed annually with the department-approved English
				language proficiency assessment and the results shall be kept in each student's
				cumulative file.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.12 - EXIT CRITERIA FOR ENGLISH LANGUAGE LEARNER STATUS

Current through Register Vol. 35, No. 13, July 16, 2024
A. English language learners attaining a
				composite score as determined by the department on the department-approved
				English language proficiency assessment will exit English language learner
				status and shall be reclassified as fluent English proficient.
B. Students attaining the composite score
				identified in Subsection A shall be monitored for academic progress for two
				subsequent school years by the school district.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 5 - ENGLISH LANGUAGE DEVELOPMENT › Section 6.29.5.13 - REQUIRED INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

Current through Register Vol. 35, No. 13, July 16, 2024
A. Designated English language development -
				instruction to develop the English language proficiency of ELLs based on the
				student's English language proficiency level and grade level; instruction shall
				be distinct from content area instruction.
B. Integrated English language development -
				Integrated instruction to attain English language proficiency and to meet
				content standards and benchmarks; shall occur in all content area
				instruction.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 6 - HEALTH EDUCATION › Section 6.29.6.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
A. Section
				22-2-2
				NMSA 1978 grants the authority and responsibility for the assessment and
				evaluation of public schools, state-supported educational institutions and
				educational programs conducted in state institutions other than New Mexico
				military institute.
B. Section
				22-2-2
				NMSA 1978 directs the department to set graduation expectations and hold
				schools accountable. Section
				22-2C-3
				NMSA 1978 requires the department to adopt academic content and performance
				standards and to measure the performance of public schools in New
				Mexico.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 6 - HEALTH EDUCATION › Section 6.29.6.6 - OBJECTIVE

Current through Register Vol. 35, No. 13, July 16, 2024
The New Mexico content standards with benchmarks and
				  performance standards for health education are mandated for students in grades
				  K-12. (The New Mexico content standards with benchmarks for health education
				  were adopted in March 1997 as part of 6 NMAC 3.2; the benchmarks and
				  performance standards were revised in June 2007.)
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 6 - HEALTH EDUCATION › Section 6.29.6.8 - CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR HEALTH EDUCATION, GRADES K-4

Current through Register Vol. 35, No. 13, July 16, 2024
A. Content
				standard 1: Students will comprehend concepts related to health promotion and
				disease prevention. Students will:
(1) grades
				K-4 benchmark 1: identify/describe/understand the relationships between
				personal health behaviors and individual well-being;
(a) grade K performance standards:
(i) describe how personal choices relate to
				health and how the consequences of those choices affect self and others (i.e.,
				smoking, lack of physical activity, nutrition, personal hygiene, personal
				safety, etc.);
(ii) describe
				characteristics of healthy and unhealthy relationships (i.e., describe the
				unique differences of self and others, etc.);
(iii) describe what is meant by good personal
				hygiene (i.e., describe the importance of hand washing in disease prevention,
				etc.);
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 6 - HEALTH EDUCATION › Section 6.29.6.9 - CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR HEALTH EDUCATION, GRADES 5-8

Current through Register Vol. 35, No. 13, July 16, 2024
A. Content
				standard 1: Students will comprehend concepts related to health promotion and
				disease prevention. Students will:
(1) grades
				5-8 benchmark 1: explain the relationship between positive health behaviors and
				the prevention of injury, illness, disease and premature death;
(a) grades 5-6 performance standards:
(i) describe risk factors and their
				association with health consequences in the areas related to sexuality;
				nutrition; alcohol, tobacco and other drug use; physical activity; personal
				safety; mental, social and emotional well-being;
(ii) identify healthy alternatives to
				unhealthy behaviors in the areas related to sexuality; nutrition; alcohol,
				tobacco and other drug use; physical activity; personal safety; mental, social
				and emotional well-being (i.e., abstinence, selection of healthy food choices,
				"natural highs," etc.);
(iii)
				explain how personal daily choices can affect future health status;
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 6 - HEALTH EDUCATION › Section 6.29.6.10 - CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR HEALTH EDUCATION, GRADES 9-12

Current through Register Vol. 35, No. 13, July 16, 2024
A. Content
				standard 1: Students will comprehend concepts related to health promotion and
				disease prevention. Students will:
(1) grades
				9-12 benchmark 1: analyze how behavior can impact health maintenance and
				disease prevention; grades 9-12 performance standards:
(a) differentiate between risks and benefits
				regarding choices in the areas related to sexuality; nutrition; alcohol,
				tobacco and other drug use; physical activity; personal safety; mental, social
				and emotional well-being;
(b)
				identify alternatives to health risk behaviors in the areas related to
				sexuality; nutrition; alcohol, tobacco and other drug use; physical activity;
				personal safety; mental, social and emotional well-being (i.e., abstinence,
				condom use, other pregnancy prevention methods, selection of healthy food
				choices, "natural highs," etc.);
(c) identify ways to avoid health risk
				behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and
				other drug use; physical activity; personal safety; mental, social and
				emotional well-being; discuss and analyze the difference(s) between healthy and
				unhealthy relationships;
(d)
				explain how attitude(s) and behavior(s) affect health of self and
				others;
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 6 - HEALTH EDUCATION › Section 6.29.6.11 - SEXUALITY PERFORMANCE STANDARDS EXEMPTION

Current through Register Vol. 35, No. 13, July 16, 2024
Each school district or charter school shall implement a
				  policy that will insure that parents have the ability to request that their
				  child be exempted from the parts of the health education curriculum that
				  address sexuality performance standards.
A. The policy shall include, but is not
				limited to:
(1) the process for parents to
				request an exemption from the parts of the health education curriculum that
				address the sexuality performance standards;
(2) how alternative lessons are established
				for the exempted parts of the curriculum.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.2 - SCOPE

Current through Register Vol. 35, No. 13, July 16, 2024
All public schools, state educational institutions and
				  educational programs conducted in state institutions other than New Mexico
				  military institute.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
A. Section
				22-2-2
				NMSA 1978 grants the authority and responsibility for the assessment and
				evaluation of public schools, state-supported educational institutions and
				educational programs conducted in state institutions other than New Mexico
				military institute.
B. Section
				22-2-2
				NMSA 1978 directs the department to set graduation expectations and hold
				schools accountable. Section
				22-2C-3
				NMSA 1978 requires the department to adopt academic content and performance
				standards and to measure the performance of public schools in New
				Mexico.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.5 - EFFECTIVE DATE

Current through Register Vol. 35, No. 13, July 16, 2024
July 1, 2018, unless a later date is cited at the end of a
				  section.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.6 - OBJECTIVE

Current through Register Vol. 35, No. 13, July 16, 2024
The purpose of the American council on the teaching of
				  foreign languages (ACTFL)'s world readiness standards for learning languages,
				  as reflected herein, is to ensure all K-12 students are prepared with
				  21st century skills that will enable success in
				  college, careers, and within local and global multilingual
				  communities.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.8 - GRADES K-12, WORLD READINESS STANDARDS FOR LEARNING LANGUAGES, COMMUNICATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. Interpersonal
				communication: learners interact and negotiate meaning in spoken, signed, or
				written conversations to share information, reactions, feelings, and
				opinions.
B. Interpretative
				communication: learners understand, interpret, and analyze what is heard, read,
				or viewed on a variety of topics.
C. Presentational communication: learners
				present information, concepts, and ideas to inform, explain, persuade, and
				narrate on a variety of topics using appropriate media and adapting to various
				audiences of listeners, readers, or viewers.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.9 - GRADES K-12, WORLD READINESS STANDARDS FOR LEARNING LANGUAGES, CULTURES

Current through Register Vol. 35, No. 13, July 16, 2024
A. Relating
				cultural practices to perspectives: learners use the language to investigate,
				explain, and reflect on the relationship between practices and perspectives of
				the cultures studied.
B. Relating
				cultural products to perspectives: learners use the language to investigate,
				explain, and reflect on the relationship between the products and perspectives
				of the culture studied.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.10 - GRADES K-12, WORLD READINESS STANDARDS FOR LEARNING LANGUAGES, CONNECTIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A. Making
				connections: learners build, reinforce, and expand their knowledge of other
				disciplines while using the language to develop critical thinking to solve
				problems creatively.
B. Acquiring
				information and diverse perspectives: learners access and evaluate information
				and diverse perspectives that are available through the language and its
				cultures.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.11 - GRADES K-12, WORLD READINESS STANDARDS FOR LEARNING LANGUAGES, COMPARISONS

Current through Register Vol. 35, No. 13, July 16, 2024
A. Language
				comparisons: learners use the language to investigate, explain, and reflect on
				the nature of language through comparisons of the language studied and their
				own.
B. Cultural comparisons:
				learners use the language to investigate, explain, and reflect on the concept
				of culture through comparisons of the cultures studied and their own.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 29 - STANDARDS FOR EXCELLENCE › Part 8 - WORLD READINESS STANDARDS FOR LEARNING LANGUAGES › Section 6.29.8.12 - GRADES K-12, WORLD READINESS STANDARDS FOR LEARNING LANGUAGES, COMMUNITIES

Current through Register Vol. 35, No. 13, July 16, 2024
A. School and
				global communities: learners use the language both within and beyond the
				classroom to interact and collaborate in their community and the globalized
				world.
B. Lifelong learning:
				learners set goals and reflect on their progress in using languages for
				enjoyment, enrichment, and advancement.