reglab/statecodes huggingface dataset:
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.7 - DEFINITIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A.
"bilingual
				multicultural education program"
means a program using two languages,
				including English and the home or heritage language, as a medium of instruction
				in the teaching and learning process;
B.
"culturally and linguistically
				different"
means students who are of a different cultural background
				than mainstream United States culture and whose home or heritage language,
				inherited from the student's family, tribe, or country of origin, is a language
				other than English;
C.
"district"
means a public school or any combination of public
				schools in a district;
D.
"English language learner"
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.
"home language"
means a
				language other than English that is the primary or heritage language spoken at
				home or in the community;
G.
"school board"
means a local school board; and
H.
"standardized curriculum"
means a district curriculum that is aligned with the state academic content
				standards, benchmarks, and performance standards.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.8 - DEPARTMENT DUTIES

Current through Register Vol. 35, No. 13, July 16, 2024
The department shall be responsible for carrying out the
				  powers and duties as provided in the Bilingual Multicultural Education Act,
				  Sections
				  22-23-1
				  through
				  22-23-6
				  NMSA 1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.9 - PROGRAM GOALS

Current through Register Vol. 35, No. 13, July 16, 2024
The state's bilingual multicultural education program goals
				  are to:
A. become bilingual and
				biliterate in English and a second language, including Spanish, a Native
				American language (with appropriate approval from tribal councils or from other
				appropriate tribal entities with authority to make educational decisions on
				behalf of Native American children), or another language. For Native American
				languages that are oral only, the literacy component shall be measured only in
				the skill areas or domains of listening, speaking, and comprehension;
				and
B. meet state academic content
				standards and benchmarks in all subject areas.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.10 - PROGRAM ELIGIBILITY

Current through Register Vol. 35, No. 13, July 16, 2024
To be eligible for financial support, each program
				  shall:
A. provide for the educational
				needs of linguistically and culturally different students, including Native
				American children and other students who may wish to participate, in grades
				kindergarten through 12, with priority to be given to programs in grades
				kindergarten through three, in any public school or any combination of public
				schools in a district;
B. fund
				programs for culturally and linguistically different students in the state in
				grades kindergarten through three, for which there is an identifiable need to
				improve the language capabilities of both English and the home language of
				these students, before funding programs at higher grade levels;
C. use two languages as mediums of
				instruction for any part or all the curriculum of the grade levels within the
				program;
D. establish a parent
				advisory committee, representative of the languages and cultures of the
				students in the program, to assist and advise in the development,
				implementation, and evaluation of the program;
E. provide procedures to ensure that parental
				notification is given annually prior to program placement; and
F. provide personnel endorsed in bilingual
				education, modern classical and native languages, TESOL, or certified in Native
				American language and culture. The secretary of education may authorize other
				personnel to implement programs if qualified personnel are not available by the
				submission of an approved program design that addresses recruitment,
				professional development, and staffing patterns.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.11 - PROGRAM APPROVAL

Current through Register Vol. 35, No. 13, July 16, 2024
A. A
				public school district shall submit an initial application to the department by
				the date of the preceding school year as specified by the department for each
				school requesting program approval. A proposed bilingual multicultural
				education program shall be eligible pursuant to Section
				22-23-1 NMSA 1978 and 6.32.2
				NMAC.
B. The initial application
				shall include:
(1) projected number of
				students to be served;
(2)
				assurances that district and school personnel are knowledgeable of the
				requirements to comply with Section
				22-23-1 NMSA 1978 and 6.32.2 NMAC;
				signatures of school board president, superintendent, bilingual multicultural
				education director, school principal, and a parent advisory committee
				representative who shall not be employed by the district or school;
(3) a program plan;
(4) a resource allocation plan that supports
				program implementation;
(5)
				evidence of prior tribal consultation in program planning in accordance with
				the Indian Education Act, Sections
				22-23A-1 through
				22-23A-8 NMSA 1978; public schools
				providing a Native American language revitalization program, or other approved
				Native American bilingual multicultural education model, shall obtain approval
				from tribal councils or from other appropriate tribal entities with authority
				to make educational decisions on behalf of Native American children;
				and
(6) districts providing a
				Native American language revitalization program, or other approved Native
				American bilingual multicultural education model, shall provide notification of
				approval and the application approved by the department to tribal councils or
				other appropriate tribal entities with authority to make education decisions on
				behalf of Native American children.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.12 - PROGRAM ELEMENT - INSTRUCTION

Current through Register Vol. 35, No. 13, July 16, 2024
A. Public schools providing an approved
				bilingual multicultural education program shall include:
(1) instruction to attain language
				proficiency and literacy skills in two languages, one of which is
				English;
(2) instruction to attain
				academic achievement in two languages, one of which is English;
(3) sheltered content instruction;
(4) standardized curriculum, including
				instructional materials with scope and sequence, that is aligned with the state
				academic content standards, benchmarks, and performance standards;
(5) instruction in the history and cultures
				of New Mexico; and
(6) culturally
				and linguistically responsive instruction designed to develop cross-cultural
				skills.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.13 - PROGRAM ELEMENT - PROFESSIONAL DEVELOPMENT

Current through Register Vol. 35, No. 13, July 16, 2024
Districts shall provide professional development to
				  employees.
A. Public school districts
				shall provide professional development to teachers, Native American language
				and culture teachers, teacher assistants, instructional support personnel,
				principals, bilingual directors or coordinators, associate superintendents,
				superintendents, other instructional personnel, and financial officers in the
				areas of:
(1) research-based bilingual
				multicultural education, language revitalization programs and implications for
				instruction;
(2) best practices of
				English as a second language (ESL); English language development (ELD),
				bilingual multicultural education and language revitalization
				programs;
(3) classroom assessments
				that support academic and language development;
(4) principles of first and second language
				acquisition, including language revitalization, differentiated language
				instruction and sheltered content instruction; and
(5) effective practices of program
				implementation and program evaluation.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.14 - PROGRAM ELEMENT - ASSESSMENT

Current through Register Vol. 35, No. 13, July 16, 2024
A. Trained personnel shall administer
				state-approved language proficiency assessments in English and the home or
				heritage language annually until proficiency in each language is achieved;
				public schools providing a Native American language revitalization program, or
				other approved Native American bilingual multicultural education model, shall
				obtain approval for language proficiency assessments from tribal councils or
				from other appropriate tribal entities with authority to make educational
				decisions on behalf of Native American children; for Native American languages
				that are oral only, the literacy component shall be measured only in the skill
				areas or domains of listening, speaking, and comprehension.
B. Public school districts shall comply with
				federal assessment requirements.
C.
				Students enrolled in this program shall participate in the New Mexico
				standards-based assessment (NMSBA) program.
D. In those grades that students do not
				participate in the New Mexico standards-based assessment program, the public
				school district shall develop and implement an assessment and evaluation
				program.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 2 - GUIDELINES FOR IMPLEMENTING BILINGUAL MULTICULTURAL EDUCATION PROGRAMS › Section 6.32.2.15 - PROGRAM EVALUATION

Current through Register Vol. 35, No. 13, July 16, 2024
A.
				Bilingual multicultural education programs shall be evaluated by the department
				annually for effectiveness and for the appropriate use of funds generated by
				the bilingual cost differential in the funding formula. For the purposes of
				such evaluation, each district shall maintain academic achievement and language
				proficiency data for each school year of each program, which shall be updated
				annually. This data shall be provided to the department in an annual progress
				report submitted to the department by September 30 of the following school
				year. The annual report shall include the following, by school and by model(s):
(1) verification that the program has
				identified and served students most in need (with priority given to K-3) based
				on language proficiency (English and home or heritage language) and academic
				achievement;
(2) a current analysis
				of language and academic assessment results demonstrating that participating
				students have made measurably significant growth toward meeting the state
				targets for language and academic proficiency;
(3) specific and measureable goals for the
				following school year, based on Paragraph (2) of Subsection A of 6.32.2.15
				NMAC;
(4) verification that
				teachers, Native American language and culture teachers, teacher assistants,
				instructional support personnel, principals, bilingual directors or
				coordinators, associate superintendents, superintendents, other instructional
				personnel, and financial officers have participated in the districts
				professional development plan for the program;
(5) an expenditure report from the general
				ledger on the use of funds generated by the bilingual cost differential in the
				funding formula for the program; and
(6) districts providing a Native American
				language revitalization program, or other approved Native American bilingual
				multicultural education model, shall provide the annual progress report
				submitted to the department to tribal councils or other appropriate tribal
				entities with authority to make education decisions on behalf of Native
				American children.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 3 › Section 6.32.3.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
This regulation is adopted pursuant to Sections
				  22-1-9.1,
				  22-2-1
				  and 9-24-8(D) NMSA 1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 3 › Section 6.32.3.5 - EFFECTIVE DATE

Current through Register Vol. 35, No. 13, July 16, 2024
September 15, 2015, unless a later date is cited at the end
				  of a section.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 3 › Section 6.32.3.6 - OBJECTIVE

Current through Register Vol. 35, No. 13, July 16, 2024
This rule establishes the criteria for students to earn a
				  state seal of bilingualism-biliteracy on a New Mexico diploma of excellence.
				  The state seal of bilingualism-biliteracy certifies that the recipient is
				  proficient for meaningful use in college, a career or to meet a local community
				  language need in a world language other than English.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 3 › Section 6.32.3.7 - DEFINITIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A. "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.
B. "English
				language learner" 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.
C. "Expressive language"
				means using language to express information, ideas or concepts in either oral,
				signed or written communication.
D.
				"Language other than English" is any language other than English, including
				world languages.
E. "Proficiency"
				means able to express oneself in a language with sufficient structural accuracy
				and vocabulary to participate effectively in most social and academic
				situations.
F. "Receptive language"
				means processing language to comprehend information, ideas or concepts in
				either oral, signed or written communication.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 3 › Section 6.32.3.8 - PROFICIENCY REQUIREMENTS

Current through Register Vol. 35, No. 13, July 16, 2024
A. To earn
				the bilingualism-biliteracy seal on the diploma of excellence, students must
				meet the graduation requirements as specified in Subsection J of
				6.29.1.9
				NMAC and demonstrate proficiency in a language other than English, through one
				of the following methods:
(1) certification by
				an individual tribe;
(2) units of
				credit and an assessment;
(3) units
				of credit and an alternative process portfolio; or
(4) an assessment and an alternative process
				portfolio.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 32 - EDUCATIONAL STANDARDS - BILINGUAL MULTICULTURAL EDUCATION › Part 3 › Section 6.32.3.9 - TRANSCRIPT

Current through Register Vol. 35, No. 13, July 16, 2024
The graduate's high school transcript must also indicate that
				  the graduate received the state seal on the graduate's New Mexico diploma of
				  excellence.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 2 - ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS › Section 6.33.2.2 - SCOPE

Current through Register Vol. 35, No. 13, July 16, 2024
Career and technical education in all public schools,
				  including charter schools, eligible state educational institutions, and
				  eligible state postsecondary institutions.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 2 - ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS › Section 6.33.2.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
Article 12, Section 6. New Mexico State Constitution; Section
				  21-13-2
				  NMSA 1978; Section
				  21-14-2
				  NMSA 1978; Section
				  21-16-7 NMSA
				  1978; Section 22-2-2(B) NMSA 1978; Section
				  22-13-1.1
				  NMSA 1978; Section
				  22-14-2
				  NMSA; 1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 2 - ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS › Section 6.33.2.5 - EFFECTIVE DATE

Current through Register Vol. 35, No. 13, July 16, 2024
December 31, 2009, unless a later date is cited at the end of
				  a section.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 2 - ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS › Section 6.33.2.6 - OBJECTIVE

Current through Register Vol. 35, No. 13, July 16, 2024
A. To establish
				challenging academic and technical standards with benchmarks and performance
				standards for students and to assist students in meeting such standards,
				including preparation for high skill, high wage or high demand occupations in
				current or emerging professions as defined in the scope of this
				regulation.
B. To establish the
				program requirements for career and technical education courses and programs at
				the elementary, secondary, and postsecondary levels.
C. To establish administrative requirements
				relating to career and technical education, instruction, programs, and services
				at the elementary, secondary, and postsecondary levels.
D. To establish a process for career and
				technical education program evaluation.
E. To assure accountability in the use of
				federal and state funds allocated for career and technical education
				programs.
F. To promote,
				strengthen, and assure the operation of quality career and technical education
				programs.
G. To promote provision
				of guidance and career counseling services.
H. To promote and strengthen partnerships
				with local schools, businesses, industry, and the entire community.
I. To establish follow-up and technical
				assistance procedures which provide for continuous assessment and improvement
				of career and technical education programs and services.
J. To establish career and technical
				education programs that offer a progressive, planned program of study which
				prepares students for: entry into an associate degree or two-year certificate
				program at a postsecondary institution; entry into a baccalaureate program at a
				four-year postsecondary institution; or entry into full-time employment in a
				chosen field, with the option to continue education.
K. To establish career and technical
				education programs that include, but are not limited to, school-based learning,
				work-based learning, and connecting activities which may include apprenticeship
				programs, academies, school-based enterprises, entrepreneurship, school-to-work
				programs, in-plant training programs, cooperative education programs, as well
				as other models which provide a planned program of study to develop
				employability skills and prepare students for further employment
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 2 - ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS › Section 6.33.2.7 - 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 for paid or unpaid
				employment in current or emerging occupations requiring an industry-recognized
				credential, certificate, or degree. This term is also referred to as vocational
				education in state statute
				22-14-1
				NMSA 1978. Such term also includes applied technology education.
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 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
				education system.
D. "Career
				pathways" means a sub-grouping of occupations/career specialties used as an
				organizing tool for curriculum design and instruction of occupational career
				specialities 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; and
(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 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 2 - ESTABLISHMENT OF ACADEMIC AND TECHNICAL STANDARDS › Section 6.33.2.8 - IMPLEMENTATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. Career and
				technical education program criteria - elementary and secondary levels. Career
				and technical education programs must:
(1) be
				in accordance with Section
				22-14-1
				through 30, NMSA 1978, and the Carl Perkins Act;
(2) provide exploratory and skill development
				program offerings linked to career pathways;
(3) provide school facilities and grounds
				which are:
(a) safe, healthy, orderly, clean,
				and in good repair;
(b) in
				compliance with the Americans with Disabilities Act, Part III and state fire
				marshal regulations, Sections 59A-52-1 through 59A-52-25 NMSA 1978;
(c) safe for conducting experiments and
				school projects in all school laboratories and shops, as established in written
				school safety procedures which are reviewed annually; these procedures must
				include, but are not limited to:
(i) personal
				protective equipment;
(ii) adequate
				ventilation and electrical circuitry;
(iii) material safety data sheets;
(iv) body and eye washes; and
(v) training appropriate for each teaching
				situation;
(d) the
				maximum number of occupants in a laboratory or shop teaching space shall be
				based on the following:
(i) the building and
				fire safety codes;
(ii) the design
				of the laboratory or shop teaching facility;
(iii) appropriate supervision and the special
				needs of students; and
(iv) all
				applicable OSHA regulations;
(4) be embedded in the district EPSS and
				school EPSS and aligned with school improvement initiatives and programs and
				the appropriate career cluster;
(5)
				ensure student mastery of New Mexico's career and technical education content
				standards, including consideration of any results from a workplace readiness
				assessment, an interest inventory, a portfolio of standards-based indicators,
				and the student's Next Step Plan; and
(6) include competency-based applied learning
				which contributes to an individual's academic knowledge, high-order reasoning,
				and problem-solving skills, work attitudes, general employability skills,
				technical skills, and the occupational-specific skills necessary for economic
				independence as a productive and contributing member of society.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.2 - SCOPE

Current through Register Vol. 35, No. 13, July 16, 2024
This rule applies to public school districts (high schools,
				  charter schools and state supported schools) that provide for industry-taught
				  or guided pre-apprenticeship programs for qualified high school
				  students.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
This rule is adopted pursuant to sections
				  9-24-8,
				  22-2-1,
				  22-2-2,
				  22-14-31
				  NMSA 1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.5 - EFFECTIVE DATE

Current through Register Vol. 35, No. 13, July 16, 2024
May 14, 2010, unless a later date is cited at the end of a
				  section.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.6 - OBJECTIVE

Current through Register Vol. 35, No. 13, July 16, 2024
To provide a framework for pre-apprenticeship program
				  development at the local level for public school districts.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.7 - DEFINITIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A. "Apprentice"
				means a person at least 16 years old who is covered by a written agreement with
				an employer, or with an association of employers or employees acting as agent
				for an employer, and approved by the apprenticeship council, which apprentice
				agreement provides for not less than 2,000 hours required for any given trade
				by reasonably continuous employment for such person, for his or her
				participation in an approved schedule of work experience through employment and
				for at least 144 hours per year of related supplemental instruction.
B. "Apprenticeable trade or profession" means
				those on the United States department of labor (USDOL) list of officially
				recognized apprenticeable occupations that meet the standards of
				apprenticeship. A skilled trade that possesses the following characteristics:
(1) customarily learned in a practical way
				through a structured, systematic program of on-the-job supervised
				training;
(2) clearly identified
				and commonly recognized throughout an industry;
(3) involves manual, mechanical or technical
				skills and knowledge that require a minimum of two thousand hours of on-the-job
				work experience; and
(4) requires
				related instruction to supplement on-the-job training.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.9 - PRE-APPRENTICESHIP PROGRAM IMPLEMENTATION

Current through Register Vol. 35, No. 13, July 16, 2024
A. A pre-apprenticeship program must have an
				existing MOU as outlined in 6.33.3.8 NMAC.
B. A pre-apprenticeship course of instruction
				must:
(1) be provided at no cost to students,
				with the exception of course-specific fees that may apply;
(2) meet department content and performance
				standards;
(3) make available high
				school graduation credit that may be offered as elective; and
(4) allow for instruction to be conducted at
				existing training locations such as:
(a)
				industry training locations;
(b)
				union halls; and
(c) existing
				school facilities.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 33 - EDUCATIONAL STANDARDS - VOCATIONAL EDUCATION › Part 3 - PRE-APPRENTICESHIP PROGRAM › Section 6.33.3.10 - PRE-APPRENTICESHIP PROGRAM FORMS

Current through Register Vol. 35, No. 13, July 16, 2024
To expedite the transmission of necessary information between
				  the district and the provider, specific forms are required and are as
				  follows:
A. The CTWEB/Pre-app: P-1
				memorandum of agreement. The P-1form provides the terms of the agreement by and
				between the industry provider and the local school district and becomes the
				master agreement. The agreement shall include, but not be limited to the
				following information:
(1) legal names of the
				parties;
(2) eligibility and
				approval requirements;
(3) duties
				and responsibilities of the industry provider;
(4) duties and responsibilities of the
				district; and
(5) full name,
				signature and date of responsible parties approved to implement.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 34 - RURAL EDUCATION › Part 2 - FLEXIBILITY FOR RURAL SCHOOL DISTRICTS › Section 6.34.2.3 - STATUTORY AUTHORITY

Current through Register Vol. 35, No. 13, July 16, 2024
This regulation is promulgated pursuant to Section
				  22-2-1
				  and
				  9-24-8
				  NMSA 1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 34 - RURAL EDUCATION › Part 2 - FLEXIBILITY FOR RURAL SCHOOL DISTRICTS › Section 6.34.2.5 - EFFECTIVE DATE

Current through Register Vol. 35, No. 13, July 16, 2024
August 31, 2006, unless a later date is cited at the end of a
				  section.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 34 - RURAL EDUCATION › Part 2 - FLEXIBILITY FOR RURAL SCHOOL DISTRICTS › Section 6.34.2.7 - DEFINITIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A. "Rural local
				educational agency ("rural LEA")" means a local school district meeting the
				following criteria:
(1) the total number of
				students in average daily attendance at all schools served by the school
				district is fewer than 600, OR all schools in the district are located in
				counties with a population density of fewer than 10 persons per square mile;
				AND
(2) all schools served by the
				school district have a school locale code of 7 or 8 as determined by the
				secretary of the United States department of education in its small, rural
				school achievement eligibility spreadsheet for a given year.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 34 - RURAL EDUCATION › Part 2 - FLEXIBILITY FOR RURAL SCHOOL DISTRICTS › Section 6.34.2.8 - FLEXIBILITY FOR RURAL SCHOOLS

Current through Register Vol. 35, No. 13, July 16, 2024
A.
				Unless otherwise prohibited by federal law or regulation, school districts
				meeting the definition of rural LEA and currently employing teachers who teach
				multiple subjects but do not meet all the criteria for a highly qualified
				teacher in each of the core academic subjects they teach may have until the end
				of the 2006-2007 school year for these teachers to be highly qualified in each
				subject that they teach.
B. Newly
				hired teachers in school districts meeting the definition of rural LEA will
				have three years from the date of hire to become highly qualified in each core
				academic subject that they teach.
C. School districts using the flexibility
				described in subsections A and B of the section must:
(1) ensure that all teachers in core academic
				areas are highly qualified in at least one core academic subject they
				teach;
(2) provide high-quality
				professional development that increases the teachers' content knowledge in the
				additional subjects they teach; and
(3) provide mentoring or a program of
				intensive supervision that consists of structured guidance and regular, ongoing
				support so that they become highly qualified in the additional core academic
				subject(s) they teach.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 34 - RURAL EDUCATION › Part 2 - FLEXIBILITY FOR RURAL SCHOOL DISTRICTS › Section 6.34.2.9 - TECHNICAL ASSISTANCE

Current through Register Vol. 35, No. 13, July 16, 2024
A. School
				districts not included in the annual SRSA listing may also be assisted through
				an application process to the rural education division of the public education
				department. Examples of assistance include:
(1) school/community revitalization
				program;
(2) filling teacher
				vacancies;
(3) interpretation of
				test results;
(4) advice on
				continuous improvement programs; and
(5) integrating distance education
				programs.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.2 - SCOPE

Current through Register Vol. 35, No. 13, July 16, 2024
This rule applies to school districts, state-chartered
				  charter schools, locally chartered charter schools, Indian nations, tribes,
				  pueblos, state post-secondary institutions, the New Mexico higher education
				  department, and the department.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.3 - 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,
				  and
				  22-23A-1
				  et seq. NMSA 1978.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.5 - EFFECTIVE DATE

Current through Register Vol. 35, No. 13, July 16, 2024
July 1, 2020, unless a later date is cited at the end of a
				  section.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.7 - DEFINITIONS

Current through Register Vol. 35, No. 13, July 16, 2024
A.
"Advisory
				council"
means the Indian education advisory council established
				pursuant to Section
				22-23A-6
				NMSA 1978.
B.
"Assistant
				secretary"
means the assistant secretary for Indian education of the
				department.
C.
"Culturally
				relevant"
means learning environments, instructional materials,
				curriculum, support services, activities, and professional development that
				inform culturally and linguistically responsive pedagogy; reflect the cultures,
				languages, and lived experiences of tribal society; address tribal
				descriptions, tribal interpretations, or tribal perspectives of events and
				experiences; and encourage critical pedagogy.
D.
"Division"
means the Indian
				education division of the department.
E.
"Fund"
means the Indian
				education fund created in the state treasury.
F.
"Historically defined Indian
				impacted school district"
means a school district, a state-chartered
				charter school, or locally chartered charter school that meets at least one of
				the following criteria:
(1) serves at least
				175 American Indian or Alaska Native students and is located wholly or
				partially on tribal land; or
(2)
				identifies at least ten percent of its overall student population as American
				Indian or Alaska Native and is located wholly or partially on tribal land;
				or
(3) identifies at least
				forty-five percent of its overall student population as American Indian or
				Alaska Native.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.8 - INDIAN EDUCATION ACT PURPOSES

Current through Register Vol. 35, No. 13, July 16, 2024
The department shall support and advance the purposes of the
				  Indian Education Act to:
A. ensure
				equitable and culturally relevant learning environments, educational
				opportunities, and culturally relevant instructional materials for American
				Indian and Alaska Native students enrolled in public schools;
B. ensure maintenance of native
				languages;
C. provide for the
				study, development, and implementation of educational systems that positively
				affect the educational success of American Indian and Alaska Native
				students;
D. ensure that the
				department partners with Indian nations, tribes, and pueblos to increase tribal
				involvement and control over schools and the education of students located in
				tribal communities;
E. encourage
				cooperation among the educational leadership of Arizona, Utah, New Mexico, and
				the Navajo Nation to address the unique issues of educating students in Navajo
				communities that arise due to the location of the Navajo Nation in those
				states;
F. provide the means for a
				formal government-to-government relationship between the state and Indian
				nations, tribes, and pueblos in New Mexico and the development of relationships
				with the education division of the bureau of Indian education and other
				entities that serve American Indian and Alaska Native students;
G. provide the means for a relationship
				between the state and urban American Indian and Alaska Native community members
				in New Mexico to participate in initiatives and educational decisions related
				to American Indian and Alaska Native students residing in urban
				areas;
H. ensure that parents,
				tribal departments of education, community-based organizations, the department,
				universities, and tribal, state, and local policymakers work together to find
				ways to improve educational opportunities for American Indian and Alaska Native
				students;
I. ensure that Indian
				nations, tribes, and pueblos are notified of all curricula development for
				their approval and support;
J.
				encourage an agreement regarding the alignment of the bureau of Indian
				education and state assessment programs so that comparable information is
				provided to parents and Indian nations, tribes, and pueblos; and
K. encourage and foster parental involvement
				in the education of American Indian and Alaska Native students.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.9 - POST-SECONDARY EDUCATION

Current through Register Vol. 35, No. 13, July 16, 2024
The department shall collaborate with the higher education
				  department and New Mexico post-secondary institutions, including teacher
				  education programs, tribal colleges, and tribal education departments, to
				  coordinate transition efforts and support for American Indian and Alaska Native
				  students in public schools pursuing post-secondary education and training,
				  including sharing aggregate data on:
A. placement test scores; and
B. drop-out rates.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.10 - IMPLEMENTATION OF THE INDIAN EDUCATION ACT

Current through Register Vol. 35, No. 13, July 16, 2024
A. The secretary and the assistant secretary
				shall:
(1) collaborate, in cooperation with
				the Indian education advisory council, state and federal departments and
				agencies, and tribal governments to identify ways such entities can assist the
				department in the implementation of the Indian Education Act; and
(2) convene semiannual
				government-to-government meetings for the purpose of receiving input on
				education of American Indian and Alaska Native students.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.11 - AMERICAN INDIAN/ALASKA NATIVE STUDENT NEEDS ASSESSMENT

Current through Register Vol. 35, No. 13, July 16, 2024
A. Beginning in the 2020-2021 school year, a
				historically defined Indian impacted school district shall:
(1) by October 15, and every three years
				thereafter, conduct an American Indian/Alaska Native student needs assessment
				to determine what supports are needed in school, at home, and in the community
				to help American Indian and Alaska Native students succeed in school, graduate
				with a diploma of excellence, and be prepared to enter post-secondary education
				or the workplace;
(2) seek best
				practices for conducting an American Indian/Alaska Native student needs
				assessment that is appropriate for localized needs, to include school, home,
				and the community;
(3) conduct a
				tribal consultation with local Indian nations, tribes, and pueblos to
				prioritize and address, the needs identified in the American Indian/Alaska
				Native student needs assessment;
(4) prioritize in its school district budget
				the needs of American Indian and Alaska Native students and closing the
				achievement gap between American Indian and Alaska Native students and all
				other student groups through the use of state and federal funding for American
				Indian and Alaska Native students, at-risk students, or economically
				disadvantaged students;
(5) apply
				for appropriate financial assistance, which may include state, federal, or
				private grants, to assist with meeting the requirements of 6.35.2.11
				NMAC;
(6) develop an accountability
				tool, which shall be reevaluated annually, that measures the success or failure
				of a public school's efforts pursuant to the systemic framework provided for in
				6.35.2.12 NMAC;
(7) hold a public meeting with members of the
				district's American Indian and Alaska Native students' tribal leadership,
				parents, and the Indian education division at least twice during each school
				year, once by November 30 and once by April 30, to report on the American
				Indian/Alaska Native student needs assessment and the historically defined
				Indian impacted school district's evaluation of progress; and
(8) conduct, submit to the department, and
				publish on its website an annual review on the evaluation of progress to
				determine if amendments are needed to the systemic framework or accountability
				tool.
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.12 - SYSTEMIC FRAMEWORK FOR IMPROVING EDUCATIONAL OUTCOMES FOR AMERICAN INDIAN AND ALASKA NATIVE STUDENTS

Current through Register Vol. 35, No. 13, July 16, 2024
A.
				Beginning in the 2020-2021 school year, a historically defined Indian impacted
				school district shall:
(1) develop and
				publish on its website by January 15, a systemic framework for improving
				educational outcomes for American Indian and Alaska Native students, in
				collaboration with:
(a) school
				employees;
(b) American Indian and
				Alaska Native students and families;
(c) social service providers;
(d) community and civic
				organizations;
(e) the school
				district's or charter school's equity council; and
(f) any other entities, including a
				consultant, identified by the historically defined Indian impacted school
				district; and
New Mexico Administrative Code › Title 6 - PRIMARY AND SECONDARY EDUCATION › Chapter 35 - INDIAN EDUCATION › Part 2 - IMPLEMENTING THE INDIAN EDUCATION ACT › Section 6.35.2.13 - TRIBAL EDUCATION STATUS REPORT (TESR)

Current through Register Vol. 35, No. 13, July 16, 2024
A. Beginning in school year 2020-2021, by
				September 30, each school district with tribal lands located within its
				boundaries shall provide an annual districtwide tribal education status report
				to all Indian nations, tribes, and pueblos located within the school district
				boundaries and to the assistant secretary.
B. Beginningin school year 2020-2021, by
				September 30, each school district adjacent to tribal lands may provide an
				annual districtwide tribal education status report to all Indian nations,
				tribes and pueblos with tribal lands adjacent to the school district's
				boundaries and to the assistant secretary.
C. A report provided in accordance with
				Subsections A or B of this section shall include the following information
				based upon data from the immediately preceding school year:
(1) student achievement as measured by a
				statewide test approved by the department, with results disaggregated by
				ethnicity; any cell with an n-size of 9 or fewer shall be masked;
(2) school safety;
(3) the graduation rate;
(4) attendance;
(5) parent and community
				involvement;
(6) educational
				programs targeting American Indian or Alaska Native students;
(7) financial reports;
(8) current status of federal Indian
				education policies and procedures;
(9) school district initiatives to decrease
				the number of student dropouts and increase attendance;
(10) public school use of variable school
				calendars;
(11) school district
				consultations with district Indian education committees, school-site parent
				advisory councils, and tribal, municipal, and Indian organizations;
(12) indigenous research and evaluation
				measures and results for effective curricula for American Indian and Alaska
				Native students; and
(13) access to
				native language programs.