Current through Register Vol. 35, No. 13, July 16, 2024
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.
(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 support the Education
Plan and NM School DASH.
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 12th 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 Education Plan
process; and
(4) support the local
curriculum and Education Plan and NM School DASH.
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; and
(5) support the local curriculum and the NM
School DASH.
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; and
(4) Education Plan, and
NM School DASH.
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) be assessed as part
of the Education Plan process; and
(5) support the local curriculum, Education
Plan, and NM School DASH.
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). 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 Education Plan
process; and
(3) support the local
curriculum, Education Plan, and NM School DASH.
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; and
(3) support the local curriculum, Education
Plan, and NM School DASH.
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; and
(2) support the local curriculum, Education
Plan, and NM School DASH.
J. Gifted education. Gifted education is
specially designed instruction to meet the individual needs of gifted students
pursuant to 6.31.3 NMAC. Gifted education programs shall:
(1) provide gifted students appropriate
instruction in required subject areas, in accordance with Article 13 of Chapter
22 NMSA 1978;
(2) be assessed as
part of the Education Plan process; and
(3) support the local curriculum, Education
Plan, and NM School DASH.
