N.M. Code R. § 6.29.1.11 - ROGRAM REQUIREMENTS
A.
Curriculum.
(1) Local curricula shall be
aligned with the applicable New Mexico content standards with benchmarks and
performance standards. In accordance with Section
22-13-1.6
NMSA 1978, each school district shall align its curricula to meet the state
standards for each grade level and subject area so that students who transfer
between public schools within the school district receive the same educational
opportunity within the same grade or subject area. Each school district's
aligned grade level and subject area curricula shall be in place for
mathematics by the 2009-2009 school year.
(2) Adopted instructional materials shall
support the aligned local curricula. The state standards revision cycle, the
local curriculum cycle and the instructional materials cycle shall be aligned
and sequenced to provide standards-based curricula that are supported by
aligned instructional materials. At the completion of each standards revision
cycle, the standards-based state assessment program shall be reviewed to
determine the need for realignment.
(3) All courses offered for credit shall have
written, delivered, assessed and sequential curriculum.
(4) Written and delivered curricula shall be
congruent, state what students should know and be able to do, and include an
assessment process.
(5) The
curricula shall be assessed as part of the EPSS process.
(6) The curricula shall support the
EPSS.
B. Subject areas.
The district or charter school shall be in compliance with subject area
requirements as specified in Section
22-13-1
NMSA 1978.
(1) The department shall require
instruction in specific subject areas as provided in Paragraphs (2) through (7)
of Subsection B of 6.29.1.11 NMAC. Any public school or school district failing
to meet these minimum requirements shall not be accredited by the
department.
(2) All kindergarten
through third grade classes shall provide daily instruction in reading and
language arts skills, including phonemic awareness, phonics and comprehension;
and in mathematics. Students in kindergarten and first grades shall be screened
and monitored for progress in reading and language arts skills, and students in
second grade shall take diagnostic tests on reading and language arts
skills.
(3) All first, second and
third grade classes shall provide instruction in art, music and a language
other than English, and instruction that meets content standards, benchmarks
and performance standards shall be provided in science, social studies,
physical education and health education.
(4) In fourth through eighth grades,
instruction that meets academic content and performance standards shall be
provided in the following subject areas:
(a)
reading and language arts skills, with an emphasis on writing and editing for
at least one year and an emphasis on grammar and writing for at least one
year;
(b) mathematics;
(c) a language other than English;
(d) communication skills;
(e) science;
(f) art;
(g) music;
(h) social studies;
(i) New Mexico history;
(j) United States history;
(k) geography;
(l) physical education; and
(m) health education.
(5) In eighth grade, algebra I shall be
offered in regular classroom settings, through online courses or agreements
with high schools.
(6) In fourth
through eighth grades, school districts and charter schools shall offer
electives that contribute to academic growth and skill development, and provide
career and technical education.
(7)
In ninth through twelfth grades, instruction that meets academic content and
performance standards shall be provided in health education, including:
(a) age appropriate sexual abuse and assault
awareness and prevention training that meets department standards developed in
consultation with the federal centers for disease control and prevention that
are based on evidence-based methods that have proved to be effective;
(b) lifesaving skills training that follows
nationally recognized guidelines for hands-on, compression only, psychomotor
skills (skills that use hands-on practice to support cognitive learning)
cardiopulmonary resuscitation training including:
(i) use of a course curriculum, which allows
for demonstration of competency in performing cardiopulmonary resuscitation and
associated skills;
(ii) training
that conforms to the most recent, national, evidence-based guidelines
established by the American heart association, the American red cross, or
another nationally recognized, NM public education department-approved
non-profit organization;
(iii)
training to recognize the signs of a heart attack;
(iv) training on use of an automated external
defibrillator; and
(v) training on
how to perform the Heimlich maneuver for choking victims;
(c) lifesaving skills training that may use
the following instructors if qualified to teach hands-on psychomotor skills
cardiopulmonary resuscitation training:
(i)
school nurses;
(ii) health
teachers;
(iii) athletic department
personnel as instructors; and
(iv)
any qualified volunteers, as defined by
6.50.18.8
NMAC, providing training at no cost to the school district that the school
district determines to be eligible to offer instruction as prescribed in
Subparagraph (b) of Paragraph (7) of Subsection B of 6.29.1.11 NMAC including,
but not limited to, emergency medical technicians, paramedics, police officers,
firefighters, representatives of the American heart association or the American
red cross, or other similarly qualified individuals;
(d) training and instructional materials
related to Subparagraph (b) of Paragraph (7) of Subsection B of 6.29.1.11 NMAC
in both English and Spanish to include:
(i)
materials, equipment and services that are needed as part of the instruction
obtained on loan from state-recognized organizations, such as the New Mexico
heart institute; and
(ii)
materials, equipment and services received by schools as in-kind donations;
and
(e) combined
instruction, whereby school districts and charter schools may work with other
school districts and charter schools to provide the training or with a regional
education cooperative to provide or facilitate the training.
(8) The requirements as prescribed
in Subparagraph (b) of Paragraph (7) of Subsection B of 6.29.1.11 NMAC for
health education shall not be required for students in grades nine through 12
who are enrolled in a virtual charter school.
(9) A school district or charter school may
submit a waiver request to the department for the requirement as prescribed in
Subparagraph (b) of Paragraph (7) of Subsection B of 6.29.1.11 NMAC for health
education for a student receiving special education supports and services
pursuant to the IDEA or Section 504 of the federal Rehabilitation Act in grades
nine through 12 with a disability as documented through an individualized
education program (IEP) if the requirement as prescribed in Subparagraph (b) of
Paragraph (7) of Subsection B of 6.29.1.11 NMAC cannot be reasonably met with
accommodations for a given student.
(10) In every grade, inquiry-based laboratory
components are at the core of the science program, and shall be woven into
every lesson and concept strand. For required science units in grades nine
through twelve, "laboratory component" means an experience in the laboratory,
classroom or the field that provides students with opportunities to interact
directly with natural phenomena or with data collected by others using tools,
materials, data collection techniques and models. Throughout the process,
students shall have opportunities to design investigations, engage in
scientific reasoning, manipulate equipment, record data, analyze results and
discuss their findings. The laboratory component comprises at least 40 per cent
of the unit's instructional time. All science classes that include dissection
activities as part of the curriculum shall provide virtual dissection
techniques as alternative activities for any student who is opposed to real
dissections for ethical, moral, cultural or religious reasons. Alternative
techniques shall approximate the experience of real dissection activities as
closely and appropriately as possible. A virtual dissection technique means
carrying out dissection activities using computer two-dimensional or
three-dimensional simulations, videotape or videodisk simulations, take-apart
anatomical models, photographs or anatomical atlases.
C. Bilingual multicultural education.
Bilingual multicultural education programs shall be provided to meet the
identified educational and linguistic needs of linguistically and culturally
different students, including Native American children, and other students who
may wish to participate, in grades K-12, with priority to be given to programs
in grades K-3. These programs shall:
(1)
provide services in accordance with the Bilingual Multicultural Education Act
(Sections
22-23-1
through 6 NMSA 1978) and the Bilingual Multicultural Education Program
Regulation (Sections
6.32.2.7 through
6.32.2.11
NMAC);
(2) be implemented in
accordance with the identified needs of qualifying culturally and
linguistically different students and ensure equal educational
opportunities;
(3) be assessed as
part of the EPSS process; and
(4)
support the local curriculum and EPSS.
D. Career and technical education (CTE).
Career and technical education programs for both elementary and secondary
levels shall:
(1) be in accordance with
Section
22-14-1
through
22-14-30
NMSA 1978 and the Carl Perkins Act;
(2) provide exploratory and skill development
program offerings;
(3) ensure
students' mastery of the New Mexico career and technical education content
standards with benchmarks and performance standards;
(4) include competency-based applied
learning;
(5) be assessed as part
of the EPSS process; and
(6)
support the local curriculum and the EPSS.
E. School health. School health programs
provide opportunities for all students to develop healthy behaviors. Districts
and charter schools shall provide or make provisions for school health programs
that address the health needs of students and staff. Districts and charter
schools shall provide the following programs: health education, physical
education, health services and school counseling. Additional programs may
include: nutrition, staff wellness, family-school-community partnerships,
healthy environment and psychological services. These programs shall:
(1) be in accordance with Section
22-10A-34
and Section
24-5-1
through
24-5-6 NMSA
1978;
(2) provide education and
skill development program offerings;
(3) provide community partnerships which help
to achieve the goal of healthy students and staff;
(4) be assessed as part of the EPSS process;
and
(5) support the local
curriculum and EPSS.
F.
Special education. Special education is specially-designed instruction that is
provided at no cost to parents to meet the unique needs of a student with a
disability, as defined in the IDEA regulations ( 34 CFR Part 300 and state
special education regulations (6.31.2 NMAC). Special education programs shall:
(1) provide specially-designed instruction in
career and technical education and travel training for students whose IEPs
require such services;
(2) provide
instruction to students placed on homebound services as per their IEP;
and
(3) provide instruction in
state-supported educational programs, hospitals, institutions and other
settings. As set forth in the state special education regulations at Paragraph
(15) of Subsection C of
6.31.2.7 NMAC,
special education may include speech-language pathology services consisting of
specially-designed instruction that is provided to enable a student with a
disability, as recognized under IDEA, to have access to the general curriculum
and to meet the educational standards of the public agency that apply to all
children;
(4) provide instruction,
in accordance with Subsection D of Section
22-13-1
NMSA 1978, for the unique needs of gifted and talented students;
(5) be assessed as part of the EPSS process;
and
(6) support the local
curriculum and EPSS.
G.
Supplemental programs. Programs which supplement, but do not replace, state
operational programs may include, but are not limited to: Title I - Improving
the Academic Achievement of the Disadvantaged; Title II - Preparing, Training
and Recruiting High Quality Teachers and Principals; Title III - Language
Instruction for Limited English Proficient and Immigrant Students; Title IV,
Part A - Safe and Drug Free Schools and Communities; Title V - Promoting
Informed Parental Choice and Innovative Programs; Title VI - Flexibility and
Accountability; Title VII - Indian, Native Hawaiian and Alaska Native
Education, Title VIII - Impact Aid Program, the Johnson-O'Malley Act and
Individuals with Disabilities Education Improvement Act (IDEA, 2004).
Supplemental programs shall:
(1) provide
services as required by federal laws and assurances, including Title VI of the
Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA) of
1974;
(2) be assessed as part of
the EPSS process; and
(3) support
the local curriculum and EPSS.
H. Support services. Districts and charter
schools shall provide support service programs which strengthen the
instructional program. Required support service programs are: library media,
school counseling and health services. Support services shall:
(1) have a written, delivered and assessed
program, K-12;
(2) provide licensed
staff to develop and supervise the program;
(3) be assessed as part of the EPSS process;
and
(4) support the local
curriculum and EPSS.
I.
Technology in education. The Technology for Education Act establishes a fund
and a system for equal distribution of funds based upon final funded student
membership within each school district and charter school. The Technology for
Education Act requires annual review and approval of each school district and
charter school's educational technology plan, through which every school
district and charter school reports to the department the fiscal distributions
received, expenditures made and educational technology obtained by the district
or charter school, and other related information. As districts and charter
schools develop, refine and implement strategic long-range plans for utilizing
educational technology, each plan shall:
(1)
be in accordance with Section
22-15A-10 NMSA
1978;
(2) be assessed as part of
the EPSS process; and
(3) support
the local curriculum and EPSS.
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