New Mexico Administrative Code
Title 2 - PUBLIC FINANCE
Chapter 110 - LOCAL GOVERNMENT GRANTS
Part 6 - SCHOOL-TO-WORK OPPORTUNITY GRANT PROGRAM APPLICATION PROCEDURES
Section 2.110.6.11 - GENERAL PROGRAM REQUIREMENTS
Universal Citation: 2 NM Admin Code 2.110.6.11
Current through Register Vol. 35, No. 18, September 24, 2024
A. All school-to-work systems must:
(1)
integrate school-based and work-based learning, integrate academic and
occupational learning, and establish effective linkages among elementary,
midschool, secondary and postsecondary education;
(2) provide participating students with the
opportunity to complete career majors;
(3) provide participating students with
experience in and an understanding of all aspects of the industry the students
are preparing to enter; and
(4)
provide all students with equal access to the full range of program components
and related activities, such as recruitment, enrollment and placement
activities.
B. SCHOOL- BASED LEARNING COMPONENT: The school-based learning component of a school-to-work opportunities system shall include:
(1) career awareness and career exploration
and counseling (beginning at the earliest possible age, but not later than 7th
grade) in order to help students who may be interested to identify, and select
or reconsider, their interests, goals, and career majors, including those
options that may not be traditional for their gender, race, or
ethnicity;
(2) initial selection by
interested students of a career major not later than the beginning of the 11th
grade;
(3) a program of study
designed to meet the same academic standards the State has established for all
students, including, where applicable, standards established under the Goals
2000: Educate America Act, and to meet the requirements necessary to prepare a
student for postsecondary education and the requirements necessary for a
student to earn a skill certificate;
(4) a program of instruction and curriculum
that integrates academic and vocational learning (including applied
methodologies and team-teaching strategies), and incorporates instruction, to
the extent practicable, in all aspects of an industry, appropriately tied to
the career major of a participant;
(5) regularly scheduled evaluations involving
ongoing consultation and problem solving with students and school dropouts to
identify their academic strengths and weaknesses, academic progress, workplace
knowledge, goals, and the need for additional learning opportunities to master
core academic and vocational skills; and
(6) procedures to facilitate the entry of
students participating in a school-to-work system into additional training or
postsecondary education programs, as well as to facilitate the transfer of the
students between education and training programs.
C. WORK-BASED LEARNING COMPONENT: Mandatory activities: the work-based learning component of a school-to-work system shall include:
(1) work
experience;
(2) a planned program
of job training and work experiences (including training related to
pre-employment and employment skills to be mastered at progressively higher
levels):
(a) that are coordinated with
learning in the school-based learning component described in section;
(b) are relevant to the career majors of
students and lead to the award of skill certificates.
(3) workplace mentoring;
(4) instruction in general workplace
competencies, including instruction and activities related to developing
positive work attitudes, and employability and participative skills;
(5) broad instruction, to the extent
possible, in all aspects of the industry;
(6) permissible activities: such component
may include such activities as:
(a) paid work
experience;
(b) job
shadowing;
(c) school-sponsored
enterprises;
(d) on-the-job
training.
D. CONNECTING ACTIVITIES COMPONENT: The connecting activities component of a school-to-work system shall include:
(1) matching students with the work-based
learning opportunities of employers;
(2) providing, with respect to each student,
a school site mentor to act as a liaison among the student and the employer,
school, teacher, school administrator, and parent of the student, and if
appropriate, other community partners;
(3) providing technical assistance and
services to employers, including small and medium-sized businesses, and other
parties in:
(a) designing school-based
learning components described in section 102, work-based learning components
described in section 103, and counseling and case management
services;
(b) training teachers,
workplace mentors, school site mentors, and counselors.
(4) providing assistance to schools and
employers to integrate school-based and work-based learning, and integrate
academic and occupational learning into the program;
(5) encouraging the active participation of
employers, in cooperation with local education officials, in the implementation
of local activities described in section 102, section 103 or this
section;
(6) providing assistance
to participants who have completed the program in finding an appropriate job,
continuing their education, or entering into an additional training
program;
(7) linking the
participants with other community services that may be necessary to assure a
successful transition from school-to-work;
(8) collecting and analyzing information
regarding post-program outcomes of participants in the school-to work system,
to the extent practicable, on the basis of socioeconomic status, race, gender,
ethnicity, culture, and disability, and on the basis of whether the
participants are students with limited English proficiency, school dropouts,
disadvantaged students, or academically talented students;
(9) linking youth development activities
under this Act with employer and industry strategies for upgrading the skills
of their workers.
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