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

Universal Citation: 6 NM Admin Code 6.35.2.12

Current through Register Vol. 35, No. 18, September 24, 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

(2) conduct a tribal consultation with local Indian nations, tribes, and pueblos on the development and implementation of the systemic framework for improving educational outcomes for American Indian and Alaska Native students.

B. A historically defined Indian impacted school district may request assistance from schools of education at post-secondary institutions in New Mexico to identify best practices in collecting and using student-centered data to inform teaching strategies and school-wide efforts to close the achievement gap between American Indian and Alaska Native students and all other student demographic groups.

C. The Indian education division shall assist a historically defined Indian impacted school district as required during the development and implementation of the systemic framework.

D. The systemic framework for improving educational outcomes for American Indian and Alaska Native students shall include programs, services, culturally relevant activities, and professional development required to improve Indian education in the state.

E. Based on the priorities developed through the American Indian/Alaska Native student needs assessment and the priorities established in the historically defined Indian impacted school district's budget for the school year, the systemic framework may include any of the following elements:

(1) academic and other programs within the context of the Indian education division's development or selection of culturally relevant curricula and instructional materials as provided in Subsection E of Section 22-23A-5 NMSA 1978:
(a) innovative programs designed to meet the educational needs of disadvantaged American Indian and Alaska Native students;

(b) high-quality, culturally relevant professional development for teaching professionals and paraprofessionals;

(c) the identification of early childhood, pre-kindergarten, and family programs in the school district that emphasize school readiness and that are effective in preparing young children to make sufficient academic growth by the end of grade three, including family-based early childhood programs that provide culturally relevant screening and referral and provide services to American Indian and Alaska Native children with developmental delays or disabilities;

(d) educational programs that are not usually available in sufficient quantity or quality, including remedial instruction, to close the achievement gap of American Indian and Alaska Native students in one or more of the subjects of English, mathematics, science, American Indian/Alaska Native tribal languages, foreign language, art, history, and geography;

(e) bilingual and bicultural programs and projects, including appropriate educational support for American Indian/Alaska Native English learner students;

(f) enrichment programs that focus on problem solving and cognitive skills development and directly support the attainment of challenging state academic standards;

(g) programs designed to encourage and assist American Indian and Alaska Native students to work toward, and gain entrance into, post-secondary institutions;

(h) special compensatory and other programs and projects that are designed to assist and encourage American Indian and Alaska Native students to enter, remain in, or reenter school, and to increase the rate of high school graduation for American Indian and Alaska Native students;

(i) career preparation activities that enable, encourage, and support American Indian and Alaska Native students to participate in programs supported by the federal Carl D. Perkins Career and Technical Education Act of 2006, including programs for technology preparatory education, mentoring, and apprenticeship;

(j) partnership projects between public schools and local businesses for career preparation programs designed to provide American Indian and Alaska Native students with the knowledge and skills needed to make an effective transition from school to a high-skill career;

(k) rigorous and meaningful curricula and educational opportunities that will lead to lifelong success for all students; and

(l) any other academic programs identified by the historically defined Indian impacted school district or local Indian nations, tribes, and pueblos;

(2) culturally related activities that:
(a) support the academic program of the public school;

(b) support American Indian language programs and American Indian language restoration programs that may be taught by traditional leaders and that qualify for the state seal of bilingualism-biliteracy on a student's diploma of excellence as provided in Section 22-1-9.1 NMSA 1978;

(c) promote the incorporation of culturally responsive teaching and learning strategies into the public school's educational program;

(d) educate about the prevention of violence, suicide, and substance abuse;

(e) promote the incorporation of land-based learning, student identity development, and holistic wellness; and

(f) any other culturally related activities identified by the historically defined Indian impacted school district or local Indian nations, tribes, and pueblos; and

(3) additional educational services focused on the holistic well-being of the whole child, including:
(a) early interventions to help struggling students, such as:
(i) after-school programs;

(ii) tutoring and mentoring; and

(iii) school and community interventions to prevent truancy and reduce dropout rates;

(b) comprehensive guidance and counseling services;

(c) integrated educational services in combination with other programs that meet the needs of American Indian and Alaska Native students and their families, including programs:
(i) that promote parental involvement in school activities; and

(ii) increase student achievement;

(d) special health- and nutrition-related services and other related activities that address the special health, social, and psychological concerns of American Indian and Alaska Native students and their families; and

(e) family literacy services, including:
(i) New Mexico even start; and

(ii) adult basic education programs; and

(f) any other educational services identified by the historically defined Indian impacted school district or local Indian nations, tribes, and pueblos.

Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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