Current through Register Vol. 35, No. 18, September 24, 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.
B.
Certification by an individual tribe. A tribe may certify that a student is
proficient in the tribal language. Tribes will develop the methods and
processes for determining proficiency in their respective tribal
languages.
C. Units of credit and
assessments option. A student may demonstrate proficiency by meeting both the
units of credit and assessment requirements.
(1) The student must receive a grade of C or
higher in four units of credit in a language other than English. All four units
of credit must be in the same language other than English and shall consist of
language courses, language arts courses, content area courses or any
combination thereof. For the purposes of meeting the requirements of this
option, a student may not use units of credit in English language arts or
English as a second language for English language learners.
(2) The student must meet the assessment of
proficiency requirement as follows:
(a) the
student must attain a score of three or higher on an advanced placement
examination for a language other than English; or
(b) the student must attain a score of four
or higher on an international baccalaureate examination for a higher-level
language other than English course; or
(c) the student must score proficient on a
national assessment of language proficiency in a language other than English;
or
(d) the student may demonstrate
proficiency by passing a New Mexico assessment in a world language other than
English.
D.
Units of credit and alternative process portfolio option. A student may
demonstrate proficiency by meeting both the units of credit and alternative
process portfolio option requirements.
(1)
The student must receive a grade of C or higher in four units of credit in a
language other than English. All four units of credit must be in the same
language other than English and shall consist of language courses, language
arts courses, content area courses or any combination thereof. For the purposes
of meeting the requirements of this option, units of credit in English language
arts or English as a second language for English language learners cannot be
used.
(2) The student must create a
portfolio comprised of the following: a presentation, an interview with a panel
composed of three or more members of the district's education staff and
community who are profcient in the target language other than English, and a
student-produced work sample, written when appropriate. Districts shall ensure
that the alternative portfolio option includes both the receptive and
expressive aspects of the language other than English.
E. Assessment and alternative process
portfolio option. A student may demonstrate proficiency by meeting both the
assessment and alternative process portfolio option requirements.
(1) The student must meet the assessment of
proficiency requirement as follows:
(a) the
student must attain a score of three or higher on an advanced placement
examination for a language other than English; or
(b) the student must attain a score of four
or higher on an international baccalaureate examination for a higher-level
language other than English course; or
(c) the student must score profcient on a
national assessment of language proficiency in a language other than English;
or
(d) the student may demonstrate
proficiency by passing a New Mexico assessment in a world language other than
English.
(2) The student
must create a portfolio comprised of the following: a presentation, an
interview with a panel composed of three or more members of the district's
education staff and community who are proficient in the target language other
than English, and a student-produced work sample, written when appropriate.
Districts shall ensure that the alternative portfolio option includes both the
receptive and expressive aspects of the language other than English.
