Homeless & Housing Unstable Students
Summary
A guide titled Homeless & Housing Unstable Students, Legal Obligations & Best Practices for School Reentry. It sets out the McKinney-Vento definition of homeless children and youth, including those sharing housing, living in motels, shelters, cars or abandoned buildings, and says districts and schools have legal obligations that extend to students in unstable living situations. It says that given a likely dramatic increase in homeless students since the COVID-19 pandemic, schools must make affirmative efforts to identify them, and lists minimum steps such as naming a homeless liaison, asking each student's housing status at enrollment, waiving certain fees and providing devices and wifi for distance learning. Later text lists priorities such as protective equipment and indoor air quality.
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- Issuer
- Congressional materials
- Document type
- Department Of Education Pdf Www Ed Gov 275Ea9D419
- Case
- Department Of Education Pdf Www Ed Gov 275Ea9D419
Cite this document
“Homeless & Housing Unstable Students.”
Original at www.ed.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/department-of-education-pdf-www-ed-gov-275ea9d419/
, SHA-256 631655e3fd3dcef26c0741b5a76c57626ece192ed82e1c549e5d888935a06289.Full text
Homeless & Housing Unstable Students
LEG A L O BL I G AT IO NS & BE ST PRACTI CES FOR SCHOOL REEN TRY
Definition of Homeless Children & Youth
Districts and schools have Under McKinney-Vento,1 homeless children & youth:
special legal obligations (A) means individuals who lack a fixed, regular, and adequate nighttime
to students experiencing residence (within the meaning of section 11302(a)(1) of this title); and
homelessness as defined by (B) includes—
42 U.S.C. § 11434a(2) in subtitle (i) children and youths who are sharing the housing of other persons
VII-B of the McKinney-Vento due to loss of housing, economic hardship, or a similar reason; are living
in motels, hotels, trailer parks, or camping grounds due to the lack
Homeless Assistance Act.
of alternative adequate accommodations; are living in emergency or
These obligations extend to transitional shelters; or are abandoned in hospitals;
students in unstable living (ii) children and youths who have a primary nighttime residence that
situations (doubled up with is a public or private place not designed for or ordinarily used as a regular
sleeping accommodation for human beings (within the meaning of
other people, couch surfing,
section 11302(a)(2)(C)1 of this title);
in motels, homeless shelters); (iii) children and youths who are living in cars, parks, public spaces,
inadequately housed students abandoned buildings, substandard housing, bus or train stations, or
(those without utilities or in similar settings; and
substandard housing); and (iv) migratory children (as such term is defined in section 6399 of title
20) who qualify as homeless for the purposes of this part because the
unaccompanied youth. children are living in circumstances described in clauses (i) through (iii).
These students’ needs and rights are unique and should not be conflated
with the needs of economically disadvantaged, special education and
ESL students. Given a likely dramatic increase in the number of students
meeting the definition of homeless since the COVID-19 pandemic,
districts and schools must make affirmative and aggressive efforts to
identify newly homeless children.2 Once identified, districts and schools
must ensure equitable access to education for students experiencing
homelessness as they prepare for the new school year.3
This guide serves as a framework for basic legal compliance, as well
as best practices. At a minimum, districts and schools should:
• Identify a Homeless Liaison.4
• Ask each student their housing status during the enrollment process.
• Provide legally required services and waivers for fees related to birth
certificates, class materials, extracurricular activities, field trips and
before-/after-school programming to identified students.7
• Ensure that any distance learning offered is available to identified
students. If learning requires devices and wifi access, both must
be provided.6
42 U.S.C. § 11434a(2)
1
2
42 U.S.C. §§ 11432(g)(6)(A)(i)
3
42 U.S.C. §§ 11432(g)(6)(A)((ii)
4
42 U.S.C. §11432(g)(1)(J)(ii)
5
42 U.S.C. § 11432(g)(1)(I) Reentry Support Guidance
6
42 U.S.C. § 11432(g)(1)(F)(iii)-(J)(i)
FOR MORE INFORMATION CONTACT: Dana Malone ped.state.nm.us
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Designating a Homeless Liaison CASE STUDY:
and Preparing for Success ESPAÑOL A SCHOOL DISTRICT
Per federal law, each LEA must ensure there is a
Homeless Liaison currently in place with adequate
capacity to identify McKinney-Vento students and
ensure their enrollment, full participation, and School Site-Level Liaisons: Helping Students
equitable access to services. Experiencing Homelessness Succeed in Schools
• Use a simple tool to assess liaison capacity, such In Española, NM, Anna Vargas Gutierrez, the District
as the assessment developed by School House HOPE and Children, Youth, and Families Department
Connections. (Copy can be found in Forms and (CYFD) Liaison for the Student Services and Wellness
Resources.) department oversees the McKinney-Vento program.
• Use COVID-19 relief funding (CARES Act funds), Since she took over the program a couple of years ago,
Title I, Part A funding, and any McKinney-Vento identification of students experiencing homelessness
sub-grant funding to increase liaison capacity. This went from about 10 per year to over 100 per year. Prior
money can be used to specifically fund the costs to her taking over the program, “kids were not being
of services outlined in this guidance. identified,” she said.
• Designate school site-level liaisons to increase the
To help support students and families experiencing
districts’ and schools’ overall capacity to respond homelessness and increase identification, Ms. Vargas
to homelessness. Gutierrez applied for and was awarded a McKinney-
Vento sub-grant from PED. She has used these funds
• Many schools and districts are reporting increased to support stipends for five people who were already
staff turnover due to COVID-19 and economic employed in the district.
stressors.
The folks receiving the stipends are social workers or
▶ Please contact the Education of Homeless staff who know the kids and commit to doing extra
Children and Youth (ECHY) State Coordinator, work off school hours.
Dana Malone, dana.malone@state.nm.us for
Between the five staff, they cover all the schools in the
the required online training available to ensure
district. Expectations include checking in with students
new liaisons are adequately prepared to for
their duties.
every week, helping ensure families are accessing
resources, and providing case management.
▶ There are many great on-line resources to
Most of the students in Española experiencing
support training for school staff or community
homelessness are living “doubled-up”. That means
partners. All staff including teachers, coaches,
they have moved in with other families. Currently,
bus drivers, maintenance workers, administrators
there aren’t any homeless shelters in Española. Some
and cafeteria staff can be instrumental in
students experiencing homelessness may be served
identifying students eligible for McKinney-Vento
services. (See Forms and Resources for link to
by organizations in Taos and Santa Fe, but students
School House Connection for training resources.)
prefer to stay in the Española valley and sleep on
couches of friends, neighbors or family members.
With the help of the extra staff, identification of
students experiencing homelessness within the
district has increased and more children experiencing
homelessness are getting the supports they need
to succeed in school. This utilization of funding
also supports long term sustaining of the program
and assurance that training and this service to
students continues.
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Identifying Students Eligible Given the challenges of mobility, deep poverty,
and trauma, keeping in touch with students and
for McKinney-Vento Services families experiencing homelessness can be a
The Homeless Liaison and other school staff must challenge in the best of times. With schools and
reach out to known or suspected McKinney-Vento early childhood programs closed, and students
students now, to help them prepare for reentry and families moving even more frequently due
during the next school year. to COVID-19, maintaining connections is even
Districts and schools should identify as many more difficult.
homeless students as possible by using school The following offers some strategies that liaisons,
registration as an opportunity to ask questions schools, and early childhood programs should use
about housing status. The following question to keep in touch.7
added to online and printed registration materials
• Augment the local educational agency homeless
would not only ensure maximum identification of
liaison’s capacity to do outreach.
homeless students, but help districts and schools
better support the unique needs of those students. ▶ Increase liaisons’ dedicated hours to homeless-
related activities, such as through increasing the
Title I, Part A homeless set-aside.
Where do you sleep at night? ▶ Enlist other school staff, such as counselors,
Please check ALL the boxes for places you principals, paraprofessionals, social workers, and
have slept over the past year. teachers, to reach out to students experiencing
homelessness.
Staying temporarily with friends, relatives
or other people (“couch-surfing”) • Use all available means of communication to
WITH a parent reach families and students: Email, phone, texting,
regular mail, Facebook, Twitter, Instagram,
Staying temporarily with friends, relatives Snapchat, GroupMe, home visits, etc.
or other people (“couch-surfing”)
• When families and students don’t respond, don’t
NOT with a parent
give up. Reach out to emergency contacts and
At a shelter, WITH a parent other students to ask if they have updated contact
information, or if they can find students on social
At a shelter, NOT with a parent
media and urge them to contact the school. Be
In transitional housing or an independent mindful of the Family Educational Rights and
living program, WITH a parent Privacy Act (FERPA). A student’s status as eligible
for McKinney-Vento is confidential.
In transitional housing or an independent
living program, NOT with a parent • Once you connect with a parent or youth, stay in
touch on a regular schedule. Use “check-in” forms
At a motel or in a camper or 5th wheel, to guide weekly conversations with students and
WITH a parent families. Begin by telling students they’re missed,
At a motel or in a camper or 5th wheel, and then inquire about supports they might need
NOT with a parent to stay safe, healthy, and engaged in school.
▶ Use the weekly check-in form (found in Forms
In a car, tent, park, bus or train station,
and Resources) to guide the conversation.
abandoned building, shed, chicken coop,
or other public place, WITH a parent • Set up a phone hotline for assistance with any
needs or connect families with existing hotlines.
In a car, tent, park, bus or train station,
abandoned building, shed, chicken coop,
or other public place, NOT with a parent
At my home, in my bed 7
Keeping in Touch with Students and Families Experiencing Homelessness
During School Closures from the SchoolHouse Connection
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• If delivering food, supplies, or learning packets, ask CASE STUDY:
about other needs and encourage families and D EM I NG PUBLI C SCHOOLS
students to keep in touch. Let them know they
are missed, and that schools and early childhood
programs are ready and able to help them.
• Provide parents and youth with the technology Connecting to Families Where They Are
they need to stay in touch, such as pre-paid
Deming, like other rural communities in New
cell phones.
Mexico, has its own unique challenges when it
• Be sure to inform students and families of their comes to meeting the needs of their students.
rights to: This district located in the U.S./Mexico border
▶ Stay in their school of origin, whether school region has strong ties to their neighbors in the
opens in the fall only online, or a combination of south. The district boasts a culturally diverse
online and in-person.8 population that includes international and migrant
▶ Immediate enrollment if they do seek to enroll in students and their families. After the coronavirus
a new school. pandemic hit, Glenda Sanchez, Homeless Liaison
▶ Access to free school meals, as well as assistance for the Deming School District, and her team
with accessing distance learning, and started to think of ways they could connect and
transportation to their school of origin if schools help families in need. They knew many families
are open full- or part-time. in their community used an online shopping site
to buy and sell various items, so they posted
messages in Spanish about the McKinney-Vento
Useful Phone Numbers and migrant program on the local sites. About
90 people responded to her initial message. Her
CORON AVIRUS
team was able to interview and qualify families
• Coronavirus Health Hotline—call for any health-related for these programs over the phone. Through
questions about the Coronavirus: 1-855-600-3453 this simple yet creative method, they were able
• Coronavirus Information Hotline—call if you have any to qualify an additional 40 students for the
questions about school closures, job issues, eviction McKinney-Vento program.
notices, etc.: 1-833-551-0518 When school is in session, her team goes to every
school in the district to introduce themselves
HOUSING
and present an informational workshop for all
• Mortgage Finance Authority (MFA) Emergency staff. In the workshops, they provided examples/
Housing: 1-800-444-6880 conditions that staff can look and listen for to
FOOD ASSISTANCE HOTLINES make a referral to their department. She also
asks each school to include information about
• Seniors who need groceries should call: the McKinney-Vento (homeless) program in their
1-800-432-2080 school newsletter. They also reach out to parents
• If you need assistance obtaining food for school-age currently in the program to refer families as well.
children call: 1-505-827-6683
• SNAP Benefits: 1-800-283-4465
• Special Supplemental Nutrition Program for Women,
Infants, and Children–questions on food or formula
availability: 1-505-469-0929
• Special Supplemental Nutrition Program for
Women, Infants, and Children—general questions:
1-866-867-3124
42 USC § 11434a(2)
8
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Returning and Newly Eligible • Ask community partners to use an online referral
form, that can be completed and submitted via a
McKinney-Vento Students Google Doc or email, to connect families and youth
Make sure there are systems in place to identify to McKinney-Vento liaisons and early childhood
returning McKinney-Vento students, as well programs for education-related needs (see “Forms
as students who are newly experiencing and Resources” for sample referral form).
homelessness.
• Make sure all school, district, and program
• Current levels of unemployment suggest communications, including websites and
imminent increases in homelessness among social media, regularly share information about
families who have never experienced it before, services for students and families experiencing
and who lack familiarity with available services homelessness. Many new families and youth are
and systems. As always, sensitive, trauma- likely to fall into homelessness due to current
informed outreach will be essential. (See “Forms economic stressors. It is more important than ever
and Resources” to learn more about creating to ensure that all parents and youth know about
trauma informed systems.) McKinney-Vento and related rights.
• Embed questions and information about • Create user-friendly websites and Facebook
homelessness in all school or district outreach pages with clear information about community
efforts, including: enrollment materials (see resources, food distribution, and distance learning,
“Eliminating Barriers to Enrollment” for more including how to obtain devices and internet
recommendations on enrollment) food pick-up connectivity.
or delivery; mailing of learning packets; emails or
• Many families may not self-identify as homeless
other communications to all parents/students;
or understand that living doubled-up may qualify
school/district automated calling systems; and the
them for services. Be creative with the questions
school/district website, Facebook page, and other
that can help identify students and families
social media.
experiencing homelessness in the COVID-19
• Ensure that trained staff are available to connect context. Questions may include:
with McKinney-Vento families and over the
▶ Have you had an eviction deferred, and if so,
summer.
when will the eviction moratorium end?
• Post flyers, brochures, and posters in the ▶ Have you had rent, or utility payments deferred,
community where students and parents might and if so, when will those payments resume?
see them, even if those locations are different due
▶ Do you have a steady income? Has your work
to COVID-19. For example, while campgrounds,
schedule been reduced?
motels, libraries and laundromats may continue to
be important places to post information, grocery ▶ Do you have a working stove and refrigerator?
stores and pharmacies might be even more ▶ Have you had utilities shut-off?
essential locations for such information at this ▶ How long have you been where you are staying
time (see Forms and Resources for sample flyers). currently, and how long do you think you will be
• If your school is doing meals, post flyers in an area able to stay there?
where families picking up meals can see them ▶ Have you recently had to move in with family or
and include a flyer or brochure in to-go meals. friends because of financial circumstances?
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Eliminating Barriers to Enrollment CASE STUDY: M CKI NNEY-VENTO
Make sure the districts or schools and NW NEW M EXI CO
enrollment systems, whether online or in-person, FACEBOOK PAG E
accommodate the needs of families and youth
experiencing homelessness.
Using Facebook to link San Juan County Families
COVID-19 has laid bare the inequities in access
to technology of students of color, low-income
to Services
students, and students experiencing homelessness. If you visit the McKinney-Vento NW New Mexico Facebook
As they attempt to enroll through online systems, page, you will find a large array of resources that include
families and youth experiencing homelessness job listings, what to do if you cannot afford your rent
struggle with limited access to technology and due to COVID-19 reduction in pay, and where to find food
assistance, free wifi, and information on relevant community
connectivity, as well as basic enrollment barriers
events that support families’ success.
such as lack of information about the McKinney-
Vento Act, lack of a pathway to enroll without “Housing is a vaccine. People cannot heal, quarantine
documents, and inaccessible language. Students themselves, comfortably telework, or provide safety
and families for whom English is not their first for their children and loved ones if they do not have a
language, and those unfamiliar with online secure and affordable home. People who are currently
platforms and processes, will be disproportionately experiencing homelessness are at the greatest risk of
impacted by these barriers. infection because they are often exposed to unsanitary
conditions or sleeping in shared spaces. People
Online enrollment must not present barriers to
experiencing homelessness also have extremely limited
immediate enrollment for students experiencing
access to medical care.” (Post from 3/13/20)
homelessness.
• Ensure that students experiencing homelessness
are enrolled immediately, as required by the
McKinney-Vento Act, whether school is online, in-
of the importance of school stability, whether
person, or a hybrid model.
instruction is being provided in-person, online,
• Provide registrars and other enrollment personnel or via take-home packets.
adequate training on the McKinney-Vento Act. • Place McKinney-Vento information prominently
▶ With the anticipated increase in children and on the front page(s) of the enrollment website.
youth experiencing homelessness, training staff Use descriptive terms such as “staying
is more important than ever! temporarily,” “staying in someone else’s home,”
• Ensure online enrollment systems are accessible or “in transition,” rather than labels like “homeless”
and understandable to parents and youth that families and students may not identify with
experiencing homelessness, with information or understand.
about the McKinney-Vento Act. Online systems • Explain that McKinney-Vento students can enroll
must provide a way for parents and students without the usual documents, and provide an
to enroll without typically required documents, easy and immediate avenue for that enrollment.
such as proof of residency, health records, or
guardianship, and an internal mechanism to refer • Display McKinney-Vento enrollment information
potentially homeless students to the liaison. and forms prominently.
• Remember the right to remain in the school • Provide contact information for the Homeless
of origin! Liaison and other school staff trained on enrolling
students experiencing homelessness.
▶ Enrollment in a new school may not be in
the best interest of students experiencing • Make sure the enrollment website provides
homelessness, despite changes in their living an easily accessible pathway for students
situation. It is critical that schools inform youth experiencing homelessness to enroll without
and families of their right to remain in the proof of residency, a parent or legal guardian, and
school origin and receive transportation, and other documents.
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▶ Ask about students’ living situations among • Institute enrollment options by phone if schools
the first questions asked of all students in both are closed due to a pandemic.
online and paper enrollment processes.
• Ensure that online enrollment forms include
▶ Design online enrollment forms and processes simple instructions for accessing in-person or
to accommodate McKinney-Vento situations, telephonic enrollment.
allowing students to enroll without proof of
residency or a parent/guardian’s signature. • Complete the student’s enrollment in one
▶ Set enrollment forms to automatically provide visit, recognizing that finding the time
the Homeless Liaison with contact information and transportation to visit the school can
for students who indicate possible homelessness. be challenging for families and students
experiencing homelessness.
Make sure the enrollment website, including
• Ensure that all posters, brochures, and other
McKinney-Vento information, is written in a
manner understandable to all families and materials that discuss enrollment of students
students and is available in multiple languages. experiencing homelessness include information
about in-person enrollment, in addition to the
Keep enrollment instructions as brief as possible, web site address for online enrollment.
and the process as simple as possible. Once the
student is in school, additional follow-up can occur • Meet with students and families at community
as needed. agencies like shelters, meal sites, and motels,
to help eliminate transportation and other
• Ensure that the reading level of enrollment
enrollment barriers.
systems, and school and district websites overall,
are at a level that allows parents with less than a
high school education, and students themselves, Safety and Health Considerations
to navigate the system easily. Ensure all schools are prepared to address barriers
▶ Use a free online readability checker. to enrollment and retention in school, including
• Offer an option for registrants to proceed without ensuring access to COVID-related supplies such
requesting a PIN or code. as personal protective equipment (PPE), hygiene
supplies, clothing, and laundry.
• Create a secure page for students in homeless
situations to enter information. • Prioritize students experiencing homelessness for
resources that will be provided to all students, or to
• Enlist bilingual school staff to assist with both
low-income students. Deliver or mail resources to
online and in-person enrollment.
students who lack transportation to pick them up.
• Partner with community organizations that serve
• Expand the amount and uses of the Title I, Part
students and families of color and immigrants,
A homeless set-aside as needed, to ensure it is
and train them in online enrollment processes, so
adequate to address new barriers and increases in
they can support families and students.
homelessness created by COVID-19.
• Create simple videos in multiple languages, and
• Target COVID-19 relief funding to students
with subtitles, that explain McKinney-Vento rights
and services, identify the McKinney-Vento liaison, experiencing homelessness. The Coronavirus Aid,
and clarify enrollment instructions. Relief, and Economic Security Act (CARES Act),
H.R. 748 includes several new funding streams to
Make convenient alternatives to online enrollment support early care and education.
available for students and families who cannot ▶ Allowable uses of funds specifically include
access the online format, or who need personal activities authorized under the education
assistance to complete the enrollment process. subtitle of the McKinney-Vento Act, and
• Allow in-person enrollment at school sites as an activities to address the unique needs of
alternative to online enrollment. As needed, in- students experiencing homelessness, including
person enrollment can follow social distancing how outreach and service delivery will meet
and other safety measures that may be in place. their needs. Examples of allowable uses include:
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· Planning for and coordinating how to provide ▶ Traditional, punitive discipline practices include
meals and technology. detention, suspension, and expulsion. These
approaches are based on the assumption that
· Purchasing educational technology ªincluding
punishment will compel students to change their
hardware, software and connectivity) for
behavior. In practice, they contribute to the “school-
students.
to-prison pipeline” and further isolate children who
· Mental health services and supports. often are in dire need of positive relationships and
· Ensuring access to summer learning and support.10 They also have civil rights implications, as
supplemental after-school programs for students of color are disproportionately subjected
students experiencing homelessness. to punitive discipline, particularly African American
and Native American students.11
Ensure McKinney-Vento students have equitable
access to all school activities, whether online or ▶ In contrast, positive school discipline adopts a
in-person. As schools begin to explore options for trauma-informed approach to strengthening
traditional or remote learning, careful consideration the capacity of both school staff and students to
should be made to provide equitable access and reduce and prevent inappropriate and disruptive
support for a variety of student learning needs. Care behavior. It recognizes that seeking to uncover
should be taken not to exacerbate existing gaps in and address the root causes of a student’s
student achievement. Achieving equity in remote behavior is more effective than punishment.
learning requires leaders to be intentional about Positive school discipline is integrated into school
ensuring support for student populations that often policies, programs, and practices and applied
already have reduced opportunities for academic system-wide. It often includes restorative justice
success in our traditional in-person education practices that focus on repairing harm through
model.9 inclusive processes that engage all stakeholders.
(See Forms and Resources for link to School House
Connection’s Tips for Implementing Positive
Mental Health School Discipline for Students Experiencing
Homelessness.)
Have plans in place at each school to respond to
increased trauma caused by extended shelter- Create robust community collaborations so families
in-place orders in unsafe living situations and and students can receive additional services that
increased economic stress. support educational success.
• Screen for trauma when school restarts, either • Connect with community agencies providing
in person or online. Simple, well-researched food, health care, mental health care, shelter, and
instruments include UCLA’s COVID-19 Screen for housing to families or youth, to find out what is
Child/Adolescent PTSD and the Structured Trauma- available and how your students and families can
Related Experiences and Symptoms Screener. access it.
• Invite community mental health providers to • Use referral forms that can be completed and
support students virtually and/or on-site at submitted online, or emailed to the liaison, for
schools. providers to connect families and students
• Implement trauma-informed training and with liaisons.
practices available from the National Child • Utilize current resource guides or create an on-line
Traumatic Stress Network, ACES Aware, or similar resource list that families and youth can access on
resources. A recent review of programs with a mobile device, and that community partners can
proven track records, many of which offer free update directly, such as through a Google Doc.
tools and free online training, can help schools
get started.
10
School House Connections, Positive School Discipline Practices for
• Adopt positive school discipline practices school- Students Experiencing Homelessness, (2018), Source: Thalia González
(2012). Keeping Kids in Schools: Restorative Justice, Punitive Discipline, and
and district-wide. the School to Prison Pipeline. 41 J.L. & Educ. 281.
School House Connections, Positive School Discipline Practices for
11
Students Experiencing Homelessness, (2018), Source: Status and Trends
9
Virginia Department of Education Return to School Plan in the Education of Racial and Ethnic Groups, Indicator 14: Retention,
Suspension, and Expulsion 8
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• In rural areas in particular, connect with faith
Useful Phone Numbers communities, civic organizations, and youth groups
that might be able to share McKinney-Vento
• AGORA NM Crisis Center: 505-277-3013 information with families and offer support or funding
• Alcoholics Anonymous: 505-266-1900 for basic needs and distance learning equipment.
• Child Abuse Hotline: 505-841-6100 or dial #SAFE from a
mobile phone (note: #SAFE cannot receive text messages) Access to Distance Learning
• Domestic Violence Hotline: 1-800-773-3645 If distance learning will be part of reopening, schools
must be prepared to ensure students experiencing
• Gambling Addiction: 1-800-522-4700
homelessness can access the internet, devices, meals,
• National Child Abuse Hotline: 1-800-24-ACHILD academic support, and adult mentorship.
• National Child Abuse Prevention Line: 1-800-CHILDREN • Prioritize students experiencing homelessness for
• National Domestic Violence Hotline: devices and connectivity that will be provided to all
1-800-799-SAFE (7233) students, or to low-income students. Deliver devices
• National Domestic Violence Hotline (Español): with meals or via U.S. mail when families and
1-800-942-6908 students cannot reach pick-up locations.
• National Domestic Violence Hotline—TTY, text telephone • Provide students with unlimited high-speed data,
for deaf, hard of hearing, or speech-impaired): including through hotspots and cellphone data
1-800-787-3224 and minutes, to ensure students can complete
all assignments and stay connected with liaisons,
• National Hopeline Network: 1-800-SUICIDE teachers, mentor Prioritize students experiencing
• National Runaway Switchboard: 1-800-637-0701 homelessness for resources that will be provided to
Ext. 118 all students, or to low-income students. Deliver or
• National Sexual Assault Hotline: 1-800-656-HOPE mail resources to students who lack transportation
to pick them up.
• National Teen Dating Abuse Help: 1-866-331-9474
• Expand the amount and uses of the Title I, Part
• Native American Professional Parent Resources: A homeless set-aside as needed, to ensure it is
505-345-6289 adequate to address new barriers and increases
• New Mexico Crisis and Access Line: 1-855-662-7474 in homelessness created by COVID-19.
or 1-855-227-5485 (TTY) • Target COVID-19 relief funding to students
• New Mexico Healthcare Worker and First Responder experiencing homelessness.
Support Line: 855-507-5509
• Ensure McKinney-Vento students have equitable
• New Mexico Legal Aid: 505-633-6694 access to all school activities, whether online or
• New Mexico Rape Crisis Center: 505-266-7711 in-person.
• New Mexico Substance Abuse Helpline: 1-855-505-4505 • Plan to meet learning challenges beyond basic
connectivity and devices, such as providing portable
• Poison Control: 1-800-222-1222
chargers for students without access to electricity;
• Pull Together: 1-800-691-9067 offering in-person or virtual supplemental academic
• Sexual Assault Nurse Examiners: 505-883-8720 support; and maintaining mentorship relationships
with youth experiencing homelessness without a
• Spanish-Language Suicide Hotline: 1-866-331-9474
parent or guardian, in particular.
• Suicide 24/7 Emergency Line: 575-758-1125
• Provide insurance for devices provided to McKinney-
• Suicide Text Line: 741741 Vento students, recognizing the increased risk of
• University of New Mexico Mental Health: 505-272-2800 theft and breakage due to unstable and unsafe
living situations.
9
NMPE D » REENTRY SUPP O RT G UI DA N C E » H O M E L E S S & HO U S ING U NSTABL E STU D E NTS
Make sure your schools are ensuring that families
and students have access to electronic devices and
internet connectivity.
• Extend the practices that became common
with school closures by providing students with
tablets or laptops, mobile hotspots, prepaid cell
phones, and other devices and connectivity.
Title I, McKinney-Vento, and other funds can help
meet those costs. Many corporate foundations
and philanthropic organizations also are offering
grants for technology assistance.
• Coordinate with community agencies to provide
on-site computer stations and assistance with
both online and in-person enrollment.
• Create mobile enrollment stations by equipping
buses with laptops, internet, and staff at peak
enrollment periods; buses can park in areas where
homeless families and/or unaccompanied youth
are concentrated.
Forms and Resources • Aces Aware: an initiative led by the Office of the
• Schoolhouse Connection: connect to training, California Surgeon General and the Department
documents, and relevant news about students of Health Care Services to give medical providers
experiencing homelessness and their families. training, clinical protocols, and payment for
screening children and adults for Adverse
▶ Back-to-School Training Resources
Childhood Experiences (ACEs).
▶ Positive School Discipline Practices for Students
▶ ACEs Training
Experiencing Homelessness
▶ General Information, Policy Guidance, Materials
• The National Center for Homeless Education
(NCHE): operates the U.S. Department of • International Society for Traumatic Stress Studies
Education’s technical assistance and information (ISTSS): clinicians and researchers from advocating
center for the federal Education for Homeless for the field of traumatic stress.
Children and Youth (EHCY) Program. ▶ UCLA Post-traumatic Stress Disorder (PTSD)
▶ Homeless Liaison Toolkit Assessment Tool, Brief COVID-19 Screen for Child/
Adolescent PTSD (Spanish and English)
▶ Training, Webinars, Materials, and Issue Briefs
▶ For assistance with an issue related to the • New Mexico Human Services Department,
education of a child or youth experiencing Behavioral Health Services Division: mental health
homelessness, contact the NCHE homeless and substance abuse state authority
education helpline toll-free at (800) 308-2145 or ▶ Isolation, Grief, Loss and Trauma During COVID-19
homeless@serve.org. ▶ Network of Care for Behavioral Health
• The National Child Traumatic Stress Network: learn • NMPED Forms
more about trauma and trauma-informed care ▶ McKinney-Vento Liaison Assessment (see pg 11)
▶ Trauma-Informed Care ▶ Education for Homeless Children and Youth
▶ Creating Trauma-Informed Systems (EHCY) Program Weekly/Bi-weekly Check-in Form
▶ Schools Support for Traumatized Children ▶ Referral Form for Community Partners
10
NMPE D » REENTRY SUPP O RT G UI DA N C E » H O M E L E S S & HO U S ING U NSTABL E STU D E NTS
Assessing the Capacity of Districts’/Schools’ McKinney-Vento Liaisons
for Children & Youth Experiencing Homelessness12
Under the McKinney-Vento Act as amended by directs districts and school administrators to review
the Every Student Succeeds Act of 2015, every local the legal requirements for the position.
educational agency must designate a liaison for The chart below outlines the 10 legal requirements
homeless children and youth. Liaisons must be of McKinney-Vento liaisons14.
“able to carry out” 10 specific duties13.
It is intended to serve as a quick self-assessment of
The U.S. Department of Education Non-Regulatory the extent to which of these duties currently are able
Guidance states that districts and schools “should to be carried out, and a plan for building the capacity
allocate sufficient time for… liaisons to do their jobs to carry them out in the future. This chart is not
effectively and should support them in fulfilling intended to substitute for a comprehensive needs
their duties as outlined in the law and in making assessment. Rather, it is a simple tool to help Districts
timely decisions.” To determine the time needed and schools quickly identify and prioritize areas
to carry out the liaison’s duties, the Department where greater capacity is needed to carry out the law.
LEGAL DUTY SELF-ASSESSMENT PLAN FOR LIAISON CAPACITY
0 = Not able to carry out What Needs Who Needs
McKinney-Vento liaisons must ensure that… 5 = Fully able to carry out to Happen? to be Involved?
DK = Don’t Know
1. Homeless children and youth are identified by school
personnel through outreach and coordination with other
entities and agencies.
2. Homeless children and youth are enrolled and have full
and equal opportunity to succeed in school.
3. Homeless families, children and youth receive educational
services for which they are eligible, including Head Start,
early intervention (IDEA Part C), and preschool programs
administered by the district/school.
4. Homeless families, children, and youth receive referrals
to health, dental, mental health, housing, substance abuse,
and other appropriate services.
5. Parents and guardians are in-formed of the educational
and related opportunities available to their children and are
provided with meaningful opportunities to participate.
6. Public notice of homeless students’ rights is disseminated
in locations frequented by parents, guardians and
unaccompanied youth, including schools, shelters, libraries
and soup kitchens, in an understandable manner and form.
7. Enrollment disputes are mediated.
8. Parents, guardians and unaccompanied youth are
informed of and assisted in accessing transportation
services, including transportation to the school of origin.
9. School personnel providing McKinney-Vento services
receive professional development and other support.
10. Unaccompanied youth: a) are enrolled in school; b) have
opportunities to meet the same challenging academic standards
as other children and youth, including through receiving partial
credits; and c) are informed of their status as independent
students for the FAFSA and receive verification of that status.
11
School House Connection
12
42 U.S.C. 11432(g)(1)(J)(ii)
13 14
42 U.S.C. §11432(g)(6)(A)
NMPE D » REENTRY SUPP O RT G UI DA N C E » H O M E L E S S & HO U S ING U NSTABL E STU D E NTS
Sample Flyers
Free copies of the following flyers may be downloaded from the National Center for Homeless Education.
Higher Education: Parent Poster (English)
12
NMPE D » REENTRY SUPP O RT G UI DA N C E » H O M E L E S S & HO U S ING U NSTABL E STU D E NTS
Parent Poster (English)
13
2019 Math and Science Annual Report
December 2019
Ryan Stewart, Ed.L.D.
Secretary Designate of Education
Yanira Vazquez
Math and Science Bureau, Director
Math and Science Advisory Council
1
The State of New Mexico
Math and Science Advisory Council
Public Elementary and Secondary Mathematics and Science Achievement
For School Year 2018–2019
Issued December 2019
Michelle Lujan Grisham
Governor
Ryan Stewart, Ed.L.D.
Secretary Designate of Education
Copyright Notice
This report is copyright free, so no permission is needed to cite or reproduce it for non-profit purposes. If material from
it is included in another non-profit publication, cite as follows:
Some information in this document was adapted from the 2019 Math and Science Annual Report, December 2019,
which is a copyright-free document published by the New Mexico Public Education Department.
Notes
• This report is available at http://webnew.ped.state.nm.us/. Locate it on the Math and Science Bureau
webpage.
• All acronyms in this report are defined in Appendix B: Glossary and Acronyms
Cover photo: Student participating in the Drone Engineering Summer Camp offered by the New Mexico State
University (NMSU) College of Education and STEM Outreach Center.
Photo: Luisa Macias
2
Acknowledgements
The Secretary Designate of Education thanks the following individuals for their contributions to this report:
NEW MEXICO PUBLIC EDUCATION DEPARTMENT MATH AND SCIENCE BUREAU
Yanira Vazquez, Director, Math and Science Bureau, New Mexico Public Education Department
Marcia Barton, STEM Specialist, Math and Science Bureau, New Mexico Public Education Department
Patricia Carden, Math Specialist, Math and Science Bureau, New Mexico Public Education Department
Shafiq Chaudhary, Math & Science Specialist, Math and Science Bureau, New Mexico Public Education Department
THE MATH AND SCIENCE ADVISORY COUNCIL
Co-chairs:
Wanda Bulger-Tamez, PhD, Project Director, New Mexico State University/Mathematically Connected Communities
Christy Krenek, Middle School Science Teacher, Santa Fe Public Schools
Members:
Bernadine Cotton, Elementary School Teacher, Las Cruces Public Schools
Glenda Leonard, Principal, Roswell Elementary School, Roswell Independent School District
Mollie Parsons, Education Director, Santa Fe Botanical Garden
Tanya Rivers, Mathematics Associate Professor, Western New Mexico University
Scott Robbins, Program Manager, Los Alamos National Labs
Anna Suggs, Middle School Science Teacher, Las Cruces Public Schools and President of New Mexico Science
Teachers Association (NMSTA)
Member(s) whose terms expired or who retired from the Council during the 2018–2019 school year:
Kim Allen Scheerer, New Mexico MESA (Mathematics, Engineering, and Science Achievement, Inc.) Regional
Coordinator
Gwen Perea Warniment, PhD, Deputy Secretary, Teaching, Learning, and Assessment, New Mexico Public
Education Department
3
Table of Contents
Acknowledgements .............................................................................................................................................. 3
Executive Summary ............................................................................................................................................. 5
Activities of the Pubic Education Department Math and Science Bureau, SY 18–19 ..................................... 5
Activities of the Math and Science Advisory Council (MSAC) ......................................................................... 5
Statement about Student Data ........................................................................................................................ 5
1. Introduction....................................................................................................................................................... 6
1.1 Critical Issues in STEM Education and Associated Action Recommendations of the Math and Science
Advisory Council for SY 2019−2020 ................................................................................................................ 6
1.2 STEM Strategic Framework for New Mexico ............................................................................................. 9
2. New Mexico Student Demographics ............................................................................................................ 10
3. Student Achievement Data ............................................................................................................................ 11
3.1 Trends in Student Achievement Data ...................................................................................................... 11
3.2. New Mexico Assessments ...................................................................................................................... 11
3.2.1 New Mexico Statewide Math Assessments ......................................................................................... 12
3.2.2 New Mexico Statewide Science Assessments .................................................................................... 16
3.3 National Assessment of Educational Progress (NAEP) .......................................................................... 21
3.3.1 NAEP Mathematics Data ...................................................................................................................... 21
3.3.2 NAEP Science Data .............................................................................................................................. 22
3.4 ACT and SAT ........................................................................................................................................... 23
4. Student Course-Taking Patterns .................................................................................................................. 25
4.1 Algebra 1 in Grade 8 ................................................................................................................................ 25
4.2 High School Science Enrollments for 2018–2019 ................................................................................... 26
4.3 High School Math Enrollments for 2018–2019 ........................................................................................ 27
4.4 High School Computer Science Enrollments for 2018–2019 .................................................................. 28
4.5 Advanced Placement (AP) ....................................................................................................................... 29
4.6 Dual Credit Program ................................................................................................................................ 31
5. Actions Taken in School Year 2018–2019 ................................................................................................... 32
5.1 Activities of the Math and Science Advisory Council ............................................................................... 32
5.2 Activities of the Math and Science Bureau .............................................................................................. 33
5.3 Math and Science Bureau’s K–12 Math and Science Partnerships ........................................................ 48
Appendices ......................................................................................................................................................... 49
Appendix A: Statutory Requirements ............................................................................................................. 49
Appendix B: Glossary and Acronyms ............................................................................................................ 51
4
Executive Summary
Activities of the Pubic Education Department Math and Science Bureau (MSB), SY 18–19
Major accomplishments of the MSB included helping to facilitate the adoption, through rule, of the new computer science
standards; collaborating with other states in the nation to field test high-quality, Next Generation Science Standards (NGSS)-
aligned instructional materials through the OpenSciEd field test; and partnering with Albuquerque Public Schools, Roswell
Independent Schools, and WestEd to offer to receive high-quality professional learning for teachers in the area of science. The
MSB also provided collegial support for teachers in rural areas through a virtual professional learning community. Professional
learning offered by the bureau included:
• Building Capacity. Facilitator training, MESA regional coaching support
• Teacher Support. Mathematics and science instructional materials review, Science DreamTeam, rural professional
learning communities, webinars, NM STEM CONNECT newsletters, making sense of student work, making sense of
science teacher institutes, multiplicative reasoning trainings, science readiness partnership
• Leadership Support. NextGen TIME, making sense of science multidimensional science education for administrators,
science readiness partnership, NM STEM Ready! Science leadership support
Activities of the Math and Science Advisory Council (MSAC)
The MSAC encouraged prioritizing the needs of the state in improving mathematics and science learning for New Mexico
children and working with the Math and Science Bureau to take action on these priorities. The actions of MSAC were in
alignment with the STEM Strategic Framework for New Mexico, which was revised by the council in the Spring of 2019.
The actions of the council include the following:
• The MSAC members met with newly appointed secretaries of Public Education and Higher Education departments in
February 2019 to garner support for establishing an endorsement for elementary mathematics and science.
• Current and past MSAC members began regular meetings in May 2019 with representatives from the University of
New Mexico (UNM), New Mexico State University (NMSU), Western New Mexico University (WNMU), and NM
Highlands to draft competencies for an elementary mathematics endorsement.
• The MSAC encouraged NMPED to seek a waiver year for the NM Assessment of Science Readiness to give districts
an opportunity to implement NM STEM Ready! Science Standards.
• The MSAC released an updated Math and Science Advisory Council STEM Strategic Framework for New Mexico in
May 2019.
• MSAC members presented on STEM related topics at the NM Inspire Conference to educate teachers on NM STEM
Ready! Science Standards and effective mathematics instruction that supports learning for all students at the
elementary level.
Statement about Student Data
• Student achievement data for math and science from the New Mexico Statewide Assessments indicate that the
majority of New Mexico students are not proficient in math and science.
• The data listed in this annual report reveal a clear disparity in achievement between ethnic groups in both mathematics
and science. For example:
o The data on math performance indicates a significant disparity between the achievement of the majority of the
student population (Hispanic and Native American) in relation to the performance of the highest-performing
(minority) demographic groups (Caucasian and Asian students).
o The achievement gap between Hispanic & Native American and Caucasian & Asian students in high school
math ranges from 25 to 50 percentage points. In science, close to 60 percent of Caucasian and Asian
students are assessed as proficient, while only about 40 percent of Hispanic, and 25 percent of Native
American students, are assessed at that same level of proficiency.
5
1. Introduction
The MSAC is representative of New Mexico’s diverse demographics, including geographic distribution, gender, and ethnic
diversity. The members come from public schools; public, post-secondary educational institutions; the private sector, including
the national laboratories, museums, and science- and engineering-based businesses; and one member represents the New
Mexico Partnership for Mathematics and Science Education. The MSAC was created to support and advise the MSB of the New
Mexico Public Education Department (NMPED), as we seek to implement smart policy and programs, pursuant to the Mathematics
and Science Education Act. As part of its charge, MSAC produces an annual report on public elementary and secondary
mathematics and science student achievement.
This school year’s 2018−19 report serves as a document to provide guidance for STEM education in New Mexico. It highlights
the following components: (1) providing priority recommendations for improving math and science education in New Mexico,
based on the STEM strategic framework, (2) describing the activities of the MSB, (3) sharing MSAC’s annual activities, and (4)
summarizing student math and science achievement data. The NMPED's MSB and the MSAC strive to work collaboratively and
cohesively keeping student equity at the forefront.
1.1 Critical Issues in STEM Education and Associated Action Recommendations of the Math
and Science Advisory Council for SY 2019−2020
Priority recommendations for the 2020 fiscal year focus on six critical issues that, when addressed, will support the next generation
of learners. The MSAC believes that these critical issues require immediate action to ensure continued progress in closing the
achievement gaps between genders and students of varying ethnic and linguistic backgrounds.
Critical Issue—Create and communicate a unified, statewide vision for STEM education that aligns with the Common Core State
Standards (CCSS) for Mathematics and the New Mexico STEM Ready! Science Standards, providing direction and collaboration
opportunities for New Mexico STEM stakeholders.
Action Recommendations:
a) Formulate and publish the statewide vision for STEM education in NM.
b) Increase funding to offer an annual statewide STEM symposium and partner with other annual meetings to communicate
the unified, statewide vision for STEM education.
c) Widely communicate the vision with all relevant educational networks and partners to create a sense of coherence and
shared commitment and action.
d) Use diverse platforms for communication, including social media, webinars, and email networks to increase awareness
and promote meaningful commitment to the statewide STEM education vision.
Critical Issue—Achieve high educational performance in math and science subjects for all New Mexico students, using culturally
relevant, evidence-based practices to increase student proficiency and close the achievement gaps for economic, ethnic, race,
and language sub-groups.
Action Recommendations:
a) Implement evidence-based, culturally relevant practices, such as those outlined by the National Research Council of the
National Academy of Sciences and National Council of Teachers of Mathematics, to ensure NM’s under-represented,
minority population of students receive relevant and effective science and mathematics learning opportunities.
b) Assess resource needs in underserved communities and formulate a Strategic Gap-Closure Plan to address/remediate
the critical issues that are identified.
c) Establish goals for 3-year and 5-year STEM performance improvements for prioritized student populations of heightened
concern. Track the implementation of the Strategic Gap-Closure Plan and report results to relevant stakeholders.
d) Effectively partner with the Language and Culture Bureau of the NMPED to articulate a unified vision and allocate the
resources needed to implement the strategies aimed at providing a culturally relevant STEM education and reduce STEM
performance gaps, with an emphasis on English Language Learners (ELLs).
6
Critical Issue—Align state-required assessments with the CCSS for Mathematics, the New Mexico STEM Ready! Science
Standards, and New Mexico Computer Science Standards, with a focus on problem solving and critical thinking. Ensure teacher
professional learning provides both adult-level content knowledge and the specialized content knowledge for teaching to align
classroom instruction to the expectations of the standards.
Action Recommendations:
a) Provide teacher professional learning opportunities that increase teachers’ content knowledge in math and science and
that develops specialized content knowledge for teaching at their grade band, while providing monetary support during
non-contracted time.
b) Encourage and support school district leadership to provide teachers the collaborative time, structure, and resources
necessary to implement effective instruction for the NM STEM Ready! Science Standards, NM Computer Science
Standards, and Common Core State Standards for Mathematics.
c) Support districts with in-depth review and adoption of high-quality instructional materials that align with the rigor and
conceptual development of mathematics, science, and computer science topics and ensure that the resources promote
the habits of mind outlined in the Standards for Mathematical Practice, the Science and Engineering Practices, and State
Computer Science Practices.
Critical Issue—Improve the learning continuum from teacher preparation programs to in-service teacher professional learning,
in order to ensure highly effective STEM teachers for all students in New Mexico classrooms. Innovative and robust teacher
preparation, induction/mentorship, and continuous professional learning are needed to increase teacher knowledge, retention,
and morale throughout the state.
Action Recommendations:
a) Support the Higher Education Department (HED) in redesigning teacher preparation course work to encourage early
exposure to teaching experiences.
b) Promote the creation of partnerships to build meaningful mentor/mentee relationships to support teachers early in their
careers. For example, fund three-year teacher mentorships that promote STEM relevant content grades K–12.
c) Establish elementary math specialist and elementary science specialist certificates focused on the learning needs of
elementary children.
d) Encourage HED-PED partnerships to apply for multi-year, professional learning (PL), statewide, research grants
to strengthen the learning continuum from teacher preparation through continued professional development.
Critical Issue—STEM learning opportunities for students at all grade levels are provided in order to support the college and
career readiness of our children and contribute to the long-term economic well-being of the state.
Action Recommendations:
a) Support implementation of effective practices in the classroom through professional development (PD) and
mentorship/coaching, leading to adoption of high-quality, standards-based, math and science resources.
b) Educate families and community members about the meaning and relevance of the standards and practices and how to
support children’s interest in STEM outside of school through STEM literacy nights and other similar activities.
c) Connect STEM learning experiences—both out of school and through dual-enrollment course work and high school
internships—to careers and programs of study available within the state. Provide teacher learning opportunities to foster
STEM career awareness and provide opportunity in NM.
Critical Issue—Provide equitable access to out-of-school STEM learning opportunities. These are provided: during after-school
and summer programs; at schools, science centers, museums, and natural environments; and through media, competitions, and
informal experiences at home, regardless of geographic area and economic barriers.
Action Recommendations:
a) Identify obstacles interfering with students’ access to out-of-school STEM learning opportunities. Encourage schools and
communities to develop plans to overcome these obstacles.
7
b) Fund sustainable programs with opportunities for all students to participate equitably. Programs must address relevant
factors such as socioeconomic status (SES) and the geographic nature of the communities.
c) Identity and promote district/school adoption of after-school programs that are aligned with CCSS for Mathematics, NM
Computer Science Standards, and NM STEM Ready! Science Standards. Promote the adoption of these programs in
the communities where they are most needed.
8
1.2 STEM Strategic Framework for New Mexico
The STEM strategic framework that the MSAC works within was developed in 2015 and updated in 2019, and that
framework provides a conceptual identity for the state. It was built to be adaptive and flexible in representing the on-going
needs of the state.
Figure 1.
MSAC STEM Strategic Framework for New Mexico
9
2. New Mexico Student Demographics
New Mexico has a large percentage of underrepresented minority student groups—specifically Hispanic students, comprising
61.3 percent, and American Indian/Alaska Native students, comprising 10.2 percent of the state’s students. These numbers are
in contrast to the US student ethnic demographics, where 26.4 percent of students are Hispanic and 1.0 percent of students are
of American Indian/Alaska Native descent.
The MSAC recommends that policy and fiscal decision makers use a lens of student equity when considering math and science
needs in New Mexico.
Figure 2. NM Student Demographics
10
3. Student Achievement Data
3.1 Trends in Student Achievement Data
This report includes student achievement data, as measured by the New Mexico Standards-Based Transition Assessment in Math
and English , the science SBA, the National Assessment of Educational Progress (NAEP), the American College Testing (ACT),
and the Scholastic Aptitude Test (SAT).
3.2. New Mexico Assessments
New Mexico public schools measure student achievement using several assessments.
NEW MEXICO ASSESSMENTS
English Language Arts 3–11
Transition Math 3–8
Assessment of Algebra I (may be given in grade 8*)
Algebra II
Mathematics
Geometry (may be given in grade 8*)
and English Integrated Math I (may be given in grade 8*)
Language Arts Integrated Math II
Integrated Math III
Math K–2
I Station
Language Arts K–2
NMSBA Science (grades 4, 7, and 11)
(aligned to 2003 NM
State Science Standards) Spanish Language Arts
Reading for students with disabilities
NMAPA Math for students with disabilities
Science for students with disabilities
* If student is taking the course
During school year 2018–2019, students in grades K–11 were tested as indicated in the table above. Students with learning
disabilities were assessed using the New Mexico Alternate Performance Assessment (NMAPA), based on alternate achievement
standards. The graphs in this report show the statewide percentage of students who are at or above proficiency as measured by
the New Mexico assessments.
The transition assessment shares linking items with the same item bank as the previously used PARCC (Partnership for
Assessment of Readiness for College and Career) in order to have comparability of test results. It was administered only in
Spring 2019. In June 2019 the PED issued a Request for Proposals for a new summative assessment of math and ELA. The
new math and ELA assessments, which will be administered beginning in Spring 2020, are: the New Mexico Measures of
Student Success and Achievement (NM-MSSA) (grades 3-8), the PSAT (grades 9–10), and the SAT (grade 11).
11
3.2.1 New Mexico Statewide Math Assessments
All NM Student Math Proficiency
by Grade Level
100%
90%
80%
70%
60%
50%
40% 26%
30% 26%
30% 19% 24%
32% 23% 28% 17%
30% 32% 23% 24% 19% 16% 20% 16%
20%
Students who Met or Exceeded Expectations
26% 20% 18% 20% 18%
27% 21% 17% 22% 17% 12%
17% 21% 20% 19% 13%
20% 16% 19% 17% 14%
15% 10%
14% 9%
9%
10%
8%
10%
0%
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11
SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–18 SY 2018-19
Figure 3. All New Mexico students who met or exceeded expectations on the mathematics statewide summative assessment from SY2014–15 to SY2018–19.
12
All NM Students Math Procficieny
by High School Course
100%
90%
80%
70%
60%
50%
40%
30%
Students who Met or Exceeded Expectations
18% 19% 19% 20% 18% 18% 19%
15% 16% 17% 15% 16% 15% 15% 15% 17% 16%
20% 13% 12% 12%
11%
8% 9% 7% 9% 8% 7% 8%
10% 4% 3%
0%
Algebra I Geometry Algebra II Integrated Math 1 Integrated Math 2 Integrated Math 3
SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–18 SY 2018–19
Figure 4. All New Mexico students who met or exceeded expectations on the statewide mathematics summative assessment by high school course from SY2014–15 to
SY2018–19.
Figure 3 and Figure 4 illustrates that in elementary grades there is little change in scores from year to year, with most scores ranging from the mid-
20 to low 30 percentages, meeting/exceeding expectations. If the same group of students is followed across grade years (red bar in grade 3 to green bar
in grade 4, and so on), scores remain relatively flat until middle school. In alignment with national trends, there is a dip seen in math scores as students
transition to middle school and again as they move into and through high school.
13
NM Students Math Proficiency
SY2018–19 by Group in Elementary Math Courses
100%
Percentage Met or Exceeded Expectations
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Grade 3 Grade 4 Grade 5
Figure 5. All New Mexico students in Grade 3–5 who met or exceed expectations on the statewide mathematics assessment
by subgroup for SY2018–19.
NM Students Math Proficiency
SY2018–19 by Group in Middle School Math Courses
100%
Percentage Met or Exceeded Expectations
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Grade 6 Grade 7 Grade 8
Figure 6. All New Mexico students in Grade 6–8 who met or exceeded expectations on the statewide mathematics
assessment by subgroup for SY2018–19.
14
NM Students Math Proficiency
SY2018–19 by Group in High School Math Courses
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Percentage Met or Exceeded Expectations
0%
All Students Female Male African Asian Caucasian Hispanic Native English LLs Free & Students w/
American American Reduced Disabilities
Lunch
Algebra 1 Geometry Algebra II Integrated Math 1 Integrated Math 2 Integrated Math 3
Figure 7. All New Mexico students taking high school courses who met or exceeded expectations on the mathematics statewide assessment by subgroup for SY2018–19.
Figures 5, 6, and 7 show a data snapshot of one year of testing, this should not be read as trends over time. There is a clear disparity between ethnic groups and across
grade levels and courses, and this needs to remain a critical issue. Students who have been identified as English language learners and those students with special needs lag
even farther behind. As a bright spot, the New Mexico gender gap is being closed across grade levels and courses.
15
3.2.2 New Mexico Statewide Science Assessments
All NM Students Science Proficiency
By Grade Level
100%
90%
Percentage Met or Exceeded Expectations
80%
70%
60%
46% 45% 45%
50% 43% 43% 43% 42%
40% 40% 40% 39%
36% 35% 35%
40% 33%
30%
20%
10%
0%
Grade 4 Grade 7 Grade 11
SY 2014‒15 SY 2015‒16 SY 2016‒17 SY 2017–18 SY 2018–19
Figure 8. All NM students who met or exceeded expectations on the statewide science summative assessment from
SY 2014–15 to SY 2018–19.
Figure 8 shows the percentage of NM students who met or exceeded expectations on the statewide science assessment.
Scores remain fairly consistent between elementary and middle school, but there is a dip in those scores in 11th grade.
Note: The statewide science assessment in NM was administered every year but only to students in grades 4, 7, and 11.
16
NM Students Science Proficiency from SY 2014–15 to SY 2018–19
By Subgroup in Grade 4
100%
90%
80% 72%
66.9%
67% 63%
69% 63.9%
70% 68% 60%
67%
63%
60%
43% 42% 43%
43% 42.1% 43.9% 40%
50% 40% 39% 41% 40.5% 37%
46% 37.7% 35%
47% 47% 38% 35%
43% 43% 42% 35% 39%
43% 40% 42%
40% 40%
38% 36%
23%
22.4% 19%
30% 21% 20%
28% 19%
21% 24%
24% 21%
14% 18%
20% 14%
Percentage Met or Exceeded Expectations
13%
10%
0%
All Students Female Male African Asian Caucasian Hispanic Native English LLs Free & Students w/
American American Reduced Disabilities
Lunch
SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–18 SY 2918–19
Figure 9. All NM students in Grade 4 who met or exceeded expectations on the science statewide assessment from SY 2014–15 to SY 2018–19, by group
17
NM Students Science Proficieny from SY 2014–15 to SY 2018–19
By Subgroup in Grade 7
100%
90%
80% 74%
70% 62%
70% 66.3%
68% 66%
70% 64%
61%
60%
40% 40% 39%
40% 44.9% 44.8%
45% 44% 45% 43.8% 34%
50% 45% 44% 39.7%
43% 43% 43% 31%
40% 40% 40% 39% 39.3% 39% 37%
40% 37% 37% 39%
34% 21% 35%
23.4% 32%
30% 28%
25%
22% 13%
8% 15%
20% 10% 17%
9% 16%
Percentage Met or Exceeded Expectations
10%
17% 8%
10%
0%
All Students Female Male African Asian Caucasian Hispanic Native English LLs Free & Students w/
American American Reduced Disabilities
Lunch
SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–18 SY 2918–19
Figure 10. All NM students in Grade 7 who met or exceeded expectations on the science statewide assessment from SY 2014–15 to SY 2018–19, by group
18
NM Students Science Proficieny from SY 2014–15 to SY 2018–19
By Subgroup in Grade 11
100%
90%
80%
58%
70% 54% 63.0%
58.6% 58%
57%
60% 57% 50%
41% 48% 57%
50% 43.8%
36% 32%
39% 39% 29%
40% 34.8% 32%
35% 31%
30% 32.5%
30.4% 25%
27% 37% 29%
25% 28% 17%
30% 33% 22% 18%
29% 21% 20.4% 30%
24% 27% 17% 19%
22% 12%
15% 15%
20% 14% 14%
5% 9%
Percentage Met or Exceeded Expectations
6%
7% 8%
10% 4%
4%
0%
All Students Female Male African Asian Caucasian Hispanic Native English LLs Free & Students w/
American American Reduced Disabilities
Lunch
SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–18 SY 2918–19
Figure 11. All NM students in Grade 11 who met or exceeded expectations on the statewide science assessment from SY 2014–15 to SY 2018–19, by group
Figures 9, 10, and 11 show that achievement within categories is relatively consistent over time. As with math, there is a clear disparity between ethnic groups, English
language learners, and students with special needs, and this must be addressed as a state. English learners in Grade 4 have seen increasing proficiency in science over the
past four years. In elementary and middle school, the gender gap is closing, but this doesn’t hold true in high school, where we see an eight percent gender gap in SY 2018–
2019.
19
SUMMARY OF ALL STUDENT DATA
Mathematics scores show approximately 30 percent of Grade 3 students are assessed as “meeting or
exceeding expectations” in math proficiency, this measure drops to closer to 10 percent for Grade 11 students.
The year-over-year decline is steady and especially concerning, as we work towards increasing numbers of
students who are career and college readiness.
Science assessment data show an increase in some student groups that meet or exceed expectations in
Grade 11. However, the trend continues to show a decrease overall in science proficiency from SY2017–2018
to SY2018–2019. In the last five years, males and females have scored similarly in Grades 4 and 7, showing
the achievement gap between those groups are closing.
In summary, this data clearly calls for action in systematically working to achieve high educational
performance in math and science subjects for all New Mexico students. The critical issues and recommended
actions outlined in the report are intended to serve as a guide for addressing the inequities in achievement and
creating a more effective, statewide, systemic plan by examining and improving teacher preparation and the
delivery of instruction for K–12 students.
20
3.3 National Assessment of Educational Progress (NAEP)
NAEP data shows how NM students compare with other students across the nation in various subjects.
The schools and students participating in NAEP assessments are selected to be representative of all schools nationally and of
public schools at the state level. Samples of schools and students are drawn from participating states and from the District of
Columbia and Department of Defense schools.
Since the late 1960s, NAEP exams have been administered periodically to a random sample of US students in grades 4, 8, and
12 in mathematics, reading, science, writing, the arts, civics, economics, geography, and US history. The results are not reported
at the individual student level. In fact, given the matrix sampling used to cover a wide variety of content, all students do not receive
the same exams. Like the New Mexico statewide assessments, the NAEP exams include both multiple-choice and extended-
response items.
3.3.1 NAEP Mathematics Data
Table 1. NAEP Math Data—4th
Comparison of Grade 4 Math Students in NM and the US
Percentage Proficient or Advanced
Six Assessment Cycles
NEW MEXICO THE NATION
YEAR
GRADE 4 GRADE 4
2009 26 39
2011 30 39
2013 31 41
2015 27 39
2017 27 40
2019 28 41
Table 2. NAEP Math Data—8th
Comparison of Grade 8 Math Students in NM and the US
Percentage Proficient or Advanced
Six Assessment Cycles
NEW MEXICO THE NATION
YEAR
GRADE 8 GRADE 8
2009 20 34
2011 24 34
2013 23 34
2015 21 33
2017 21 34
2019 21 33
Note. Tables 1 and 2 reveal that New Mexico students' NAEP math scores are lower than the national average.
21
3.3.2 NAEP Science Data
Table 3. NAEP Science Data—4th
Comparison of Grade 4 NM and US Students
Percentage Proficient or Advanced
Five Assessment Cycles.
YEAR NEW MEXICO THE NATION
2009 24 32
2011 Not tested Not tested
2015 25 37
2017 Not tested Not tested
2019 N/A N/A
NAEP only released science test results for the nation, not states.
Table 4. NAEP Science Data—8th
Comparison of Grade 8 NM and US Students
Percentage Proficient or Advanced
Five Assessment Cycles.
YEAR NEW MEXICO THE NATION
2009 21 27
2011 22 31
2015 21 31
2017 Not tested Not tested
2019 N/A N/A
NAEP only released science test results for the nation, not states.
NAEP results can be accessed at: http://nces.ed.gov/nationsreportcard/states/
22
3.4 ACT and SAT
ACT and SAT scores are another measure of student achievement. The tables below indicate average scores and participation
rates. These tests are not mandatory and are generally taken by college-bound students. The reported scores do not reflect
percent correct on test items. The scores are normalized to reflect a comparison of the student’s performance to a national
population. Many colleges’ entrance requirements are based on ACT and SAT scores.
Table 5. SAT Math Scores. Comparison of SAT math scores from 2014 to 2019 for New Mexico and the nation’s
participating high school seniors
SAT
NEW MEXICO NATION
MATH
SY % of % of
Average SAT Average SAT
# of Seniors Participating Participating
Score # of Seniors Score
Seniors Seniors
2014–15 1,684 9.5 528 1,332,096 Not available 498
2015–16 1,842 9.2 545 1,637,589 NA 508
2016–17 2,342 11 561 1,715,481 NA 527
2017–18 3,225 16 *551 2,136,539 NA *531
2018–19 3,653 19 *524 2,220,087 NA *528
Note. The new SAT Suite benchmark outcomes should not be compared against results from the old SAT or PSAT/NMSQT, as
the scaled scores and benchmark definitions have changed.
Table 6. Comparison of ACT math scores from 2013 to 2019 for New Mexico and the nation’s participating high
school seniors 1
ACT
NEW MEXICO NATION
MATH
% of Seniors Average ACT % of Seniors Average ACT
SY # of Seniors # of Seniors
Participating Score Participating Score
2012–13 13,423 70 19.7 1,799,243 54 20.9
2013–14 12,945 69 19.7 1,845,787 57 20.9
2014–15 13,393 71 19.8 1,924,436 59 20.8
2015–16 13,435 70 19.5 2,090,342 64 20.6
2016–17 13,523 66 19.4 2,030,038 60 20.7
2017–18 13,749 70 19.1 1,914,817 58 20.5
2018–19 13,196 63 18.9 1,782,820 52 20.4
1 College and Career Readiness Mathematics benchmark score is 22
23
Table 7. Comparison of ACT science scores from 2013 to 2019 for New Mexico and the nation’s participating
high school seniors2
ACT
NEW MEXICO NATION
SCIENCE
% of Seniors Average ACT % of Seniors Average ACT
SY # of Seniors # of Seniors
Participating Score Participating Score
2012–13 13,423 70 20.1 1,799,243 54 20.7
2013–14 12,945 69 20.1 1,845,787 57 20.8
2014–15 13,393 71 20.3 1,924,436 59 20.9
2015–16 13,435 70 20.1 2,090,342 64 20.8
2016–17 13,523 66 20.0 2,030,038 60 21.0
2017–18 13,749 70 19.7 1,914,817 58 20.7
2018–19 13,196 63 19.6 1,782,820 52 20.6
Participation rates in New Mexico for the ACT are much larger than those for the SAT. In 2018–2019, 27 percent of New Mexico
students who took the ACT met the math benchmark and 26 percent met the science benchmark for college and career readiness.
In 2018–2019, 56 percent of students who took the ACT indicated having an interest in STEM majors and/or careers.
2 College and Career Readiness Science benchmark score is 23
24
4. Student Course-Taking Patterns
4.1 Algebra 1 in Grade 8
The 2007 Legislature amended state law to include the provision, “Beginning with the 2008–2009 school year, in eighth grade,
Algebra 1 shall be offered in regular classroom settings or through on-line courses or agreements with high schools.” [22-13-1E
NMSA 1978]
Table 8. Algebra 1.Percentage and number of New Mexico Students in Grade 8 taking Algebra 1 (STARS
course 2031), for high school credit, from years 2014–15 to 2018–19
% of Grade 8
Total Number of Students Grade 8 Students Taking
Year Students in
In Grade 8 Algebra 1 for HS credit
HS credit Algebra 1
SY 2014–15 25,116 1,997 8
SY 2015–16 24,623 2,172 9
SY 2016–17 27,722 2,978 12
SY 2017–18 24,757 2,601 11
SY 2018–19 23,806 2,302 9
Note: Students who took Algebra 1 in grade 7 are not counted in the above table.
By offering Algebra in 8th grade, the state is providing the opportunity for students who have demonstrated mastery in middle
school math standards to participate in an accelerated course sequence and receive high school credit. Approximately 10 percent
of our eighth grade students are in the position to take advantage of this opportunity.
Note: STARS course 2031 requires that a secondary math endorsed teacher is the course instructor.
25
4.2 High School Science Enrollments for 2018–2019
Table 9. NM HS Science Enrollment. Percentage of students enrolled in high school science classes,
from SY 2014–15 to SY 2018–19.
COURSES SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–2018 SY 2018–19
INTEGRATED SCIENCES
IB Science Courses <1 <1 <1 <1 <1
Integrated/Unified Science 8 9 7 6 6
General Science 2 2 3 3 2
Other 1 1 1 2 1
Total Other/Integrated
10,383 9,783 8,500 10,851 7,805
Science Students
LIFE SCIENCES
AP Biology 1 1 1 1 1
Anatomy and Physiology 4 3 4 4 3
Biology 1 30 30 30 27 32
Biology 2 3 2 2 2 2
Biology Other <1 1 1 1 1
Total Life Science Students 31,982 32,622 30,120 35,326 31,198
PHYSICAL SCIENCES
AP Chemistry 1 1 1 1 1
AP Physics 1 1 1 1 1
Chemistry 1 17 18 18 17 18
Chemistry 2 1 1 1 1 1
Chemistry Other 1 1 1 1 1
Forensic Science 2 2 2 2 2
Physical Science 9 9 10 11 8
Physics 1 5 7 5 7 7
Physics 2 <1 <1 <1 <1 <1
Physics Other <1 <1 <1 <1 <1
Total Physical Science
31,720 32,581 32,143 41,745 30,844
Students
EARTH AND SPACE SCIENCES
AP Environmental Science 1 1 1 1 1
Astronomy 2 2 2 2 2
Earth and Space Sciences 6 5 6 6 7
Environmental Science 2 3 2 3 2
Geology 1 1 1 1 1
Total Earth Systems and
9,269 9,184 9,364 12,913 10,688
Space Science Students
Table 9. NM HS Science Enrollment. New Mexico school districts offer a wide variety of high school science courses.
In SY 2018−19, the focus of student enrollment is primarily in life and physical science. Biology 1 and Chemistry 1 have the
highest enrollment rates. Students are required to have three years of science to graduate, and two years must be a lab
science.
26
4.3 High School Math Enrollments for 2018–2019
Table 10. NM HS Math Enrollment. Percentage of students enrolled in high school math classes
from SY 2014–15 to SY 2018–19.
COURSES SY 2014–15 SY 2015–16 SY 2016–17 SY 2017–2018 SY 2018–19
INTEGRATED MATH COURSES
Integrated Pathway: Mathematics I 1 1 1 1 1
Integrated Pathway: Mathematics II 1 1 1 1 1
Integrated Pathway: Mathematics III 1 1 1 1 <1
Integrated Pathway: Mathematics IV 1 1 1 1 1
Total Integrated Mathematics
4,150 3,763 3,966 3,308 2,335
Students
IB MATH COURSES
IB Mathematical Studies <1 <1 <1 <1 <1
IB Mathematics <1 <1 <1 <1 <1
Total IB Mathematics Students 147 164 155 249 203
TRADITIONAL MATH COURSES
Algebra I 25 25 24 24 29
Geometry 26 25 24 25 24
Algebra II 23 23 23 22 22
Algebra II/Trigonometry 1 <1 1 2 2
Trigonometry 2 1 1 1 1
Trigonometry/Analytic Geometry 1 1 <1 <1 <1
Trigonometry/Math Analysis 1 <1 <1 <1 <1
Math Analysis <1 <1 <1 <1 <1
Analytic Geometry/Math Analysis <1 <1 <1 1 1
Pre-Calculus 4 4 4 5 4
Calculus 1 <1 <1 <1 <1
Differential Calculus <1 <1 <1 <1 <1
Applied Math 1 2 2 2 2
Probability and Statistics 2 2 2 2 2
Elementary Functions 1 1 1 1 1
Discrete Mathematics <1 <1 <1 <1 <1
Fractal Mathematics n/a n/a <1 <1 n/a
Financial Literacy 7 7 8 8 7
Total Traditional Mathematics
102,492 101,948 105,030 103,555 86,716
Students
AP MATH COURSES
AP Calculus AB 2 2 2 1 1
AP Calculus BC <1 <1 <1 <1 <1
AP Statistics 1 1 1 1 1
Total AP Mathematics Students 3,460 3,527 3,501 3,105 2,689
27
4.4 High School Computer Science Enrollments for 2018–2019
The NM PED is committed to making computer science accessible to students in New Mexico districts and charter schools
and took the first step through the release of a memo, stating at the beginning in the 2018–2019 school year that students who
demonstrate proficiency on the statewide mathematics assessment for Geometry or Algebra II and meet the Algebra II graduation
requirement may utilize a qualifying computer science course to earn a mathematics graduation credit. Students who demonstrate
proficiency on the science SBA in grade 11 may utilize a qualifying computer science course to earn a science credit.
Qualifying computer science courses available in the 2018–2019 school year include: Scientific Technologies, Mathematical
Modeling, Fractal Mathematics, AP Computer Science A, and AP Computer Science Principles.
Table 11. NM HS Computer Science Course Trends. The
number of Grade 11 & 12 students enrolled in high school computer
science classes from SY 2017–18 to SY 2018–19.
COURSES SY 2017–2018 SY 2018–19
COMPUTER SCIENCE COURSES
AP Computer Science A 133 109
AP Computer Science
99 115
Principles
Scientific Technologies 45 117
Mathematical Modeling 0 0
Fractal Mathematics 1 0
While there is a small increase in students enrolling in Computer Science courses, this chart points to a need for providing more
opportunities in New Mexico for providing that coursework.
28
4.5 Advanced Placement (AP)
Since success on the Advanced Placement (AP) examinations taken in high school can result in college credit at many institutions
of higher education, AP is often considered an indication of superior achievement in high school. AP grades are reported on a 5-
point scale as follows: 5 Extremely well qualified, 4 Well qualified, 3 Qualified, 2 Possibly qualified, 1 No recommendation. AP
scores of 3, 4, and 5 may qualify to receive college credit or advanced placement.
Traditionally, the measure used to determine AP success at the state level has been the percentage of students taking the exams
who scored 3 or higher. Tables 12, 13, and 14 provide the AP results for the math, computer science, and science exams.
Table 12. NM AP Math and Computer Science Exams. Number of students taking and percent passing math and
computer science Advanced Placement exams, from SY 2015–2016 to SY 2018–2019
ASSESSMENT RESULTS FOR AP MATH AND COMPUTER SCIENCE COURSES
Computer
Computer
Calculus AB Calculus BC Statistics Science
Science A
Principles
Year
# %
# % # % # % # %
Taking Passing
Taking Passing Taking Passing Taking Passing Taking Passing
Test Test
2016 879 33 356 53 465 26 60 60 n/a n/a
2017 1073 34 447 61 524 28 74 74 14 71
2018 1218 38 391 55 592 25 113 113 40 80
2019 836 35 258 61 485 25 78 78 116 69
Table 13. NM AP Science Exams. Number of students taking and percent passing science Advanced
Placement exams, from SY 2015–2016 to SY 2018–2019
ASSESSMENT RESULTS FOR AP SCIENCE COURSES
Environmental Physics C: Physics C:
Biology Chemistry
Science Elec. and Mag. Mechanics
Year # %
# % # % # % # %
Taking Passing
Taking Passing Taking Passing Taking Passing Taking Passing
Test Test
2016 677 40 422 22 217 38 21 81 82 74
2017 853 48 588 26 277 38 51 67 100 70
2018 894 47 591 26 342 28 37 68 79 73
2019 653 48 398 25 301 26 35 49 70 76
2Physics B was discontinued after the 2013–2014 school year and replaced by Physics 1 and Physics 2 exams (see Table 14).
29
Table 14. Replacement Assessments for Physics B. Number of students
taking and percent passing Physics 1 and Physics 2 exams from SY 2015–2016 to
SY 2018–2019
ASSESSMENT RESULTS FOR PHYSICS 1 AND 2 COURSES
Physics 1 Physics 2
% Passing % Passing
Year # Taking Test # Taking Test
Test Test
2016 334 27 45 49
2017 512 24 35 71
2018 667 26 36 53
2019 450 28 13 62
Advanced Placement Math and Science
Percentages of Passing Scores
2016–2019
100%
90%
80%
70%
60%
50%
40% 2016
30%
20% 2017
10%
0% 2018
2019
Figure 12. New Mexico students passing the Advanced Placement tests from SY2015–16 to SY2018–19.
30
4.6 Dual Credit Program
Information on Dual Credit was not available at the time of publishing the report.
31
5. Actions Taken in School Year 2018–2019
This section includes a brief summary of actions taken by the Math and Science Advisory Council (MSAC), the Math and Science
Bureau, and NMPED partners to improve student achievement in math and science.
5.1 Activities of the Math and Science Advisory Council
The MSAC duties are defined by New Mexico State Statute, see Appendix A. From July 1, 2018 to June 30, 2019, members
from public schools, public post-secondary educational institutions, museums, and national laboratories served on the MSAC.
Kim Allen Scheerer and Christy Krenek served as co-chairs.
MSAC Activities
• Participation in the STEM NM collaborative ecosystem in December 2018
• Co-Chair attendance at the NM Informal Science Educators (NM ISE) network meeting presentation of Martínez v. State of
New Mexico by Diane Torres-Velásquez, Ph.D. of the Latino Education Task Force in December 2018
• Participation in the evaluation and review of material using the NextGen TIME process on January 10–13, 2019
• Support of Los Alamos National Laboratory’s STEAM Day at the Legislature on January 17, 2019
• Meeting with newly appointed secretaries of Public Education and Higher Education departments and with College of
Education Deans in February 2019 to garner support for establishing an endorsement for Elementary Mathematics and
Science
• Regular meetings of past and present members beginning in May 2019 with representatives from UNM, NMSU, WNMU,
and NM Highlands to draft competencies for an elementary mathematics endorsement
• Participation in the NM PED INSPIRE 2019 Conference—support and facilitation of professional learning events on May 30
and May 31, 2019 at the Albuquerque Convention Center
• Participation in the state selection committees for the Presidential Award for Excellence in Mathematics and Science
Teaching (PAEMST)—select state finalists for the PAEMST award in 7–12 Mathematics and Science on June 14, 2019.
MSAC Meeting Dates and Locations
• August 25, 2018—Explora Museum (Albuquerque)
• October 22, 2018—Sevilleta National Wildlife Refuge (north of
Socorro)
• February 7, 2019 — Milagro Middle School (Santa Fe)
• May 17, 2019—New Mexico State University (Las Cruces)
MSAC Accomplishments
• The 2018 Math and Science Annual Report was posted and made
available on the NMPED Math and Science Bureau website.
• The MSAC encouraged the NMPED to seek a waiver year for the
NM Assessment of Science Readiness to give districts an Members of MSAC, NMPED Math and Science
Bureau and staff at NMSU while touring the STEM
opportunity to implement the NM STEM Ready! Science Standards. Outreach Center in May 2019.
32
5.2 Activities of the Math and Science Bureau
Note. Number of students is estimated based on percentage of teachers impacted (75 percent elementary; 25 percent secondary) and estimated class size loads (elementary=24 students; secondary=150 students).
Table 15. M A T H A N D S C I E N C E P R O F E S S I O N A L L E A R N I N G
Supported by 2019 Legislative appropriations of $3.5 million to provide support for educators in STEM areas
# of Students
# of Teachers Impacted Partners/Collaborators
Impacted**
BUILDING CAPACITY FY 18 FY 19 FY 19
Facilitator Trainings
62 108 n/a WestEd
Making Sense of Science & Making Sense of Student Work
MESA Regional Coaching Support 135 N/A N/A NM MESA
TEACHER SUPPORT FY 18 FY 19 FY 19 Partners/Collaborators
Math Content Instructional Materials Review 45 75 n/a Instructional Materials Bureau, MC2
Making Sense of Science Teacher Institutes Albuquerque, Grant County Schools,
360 783 43,488
Matter, Dynamic Earth, Energy, Genes & Traits, Systems, Waves, MultiDimensional Science Ed. Roswell Independent School District
Virtual Professional Learning Community n/a 20 2,500 NM school districts and charters
OpenSciEd Field Test n/a 32 5,250 NM school districts and charters
NM STEM Symposium/INSPIRE 2019 356 457 25,675 NM school districts and charters
NM school districts, charter schools,
Making Sense of Student Work
327 210 13,125 and Mathematically Connected
Formative assessment teacher courses Communities (MC2)
PARCC Webinars 290 n/a n/a NM school districts and charters
Science Webinars 221 140 7,875 NM school districts and charters
NM school districts, charter schools,
NM DreamTeam n/a 27 4,050
and LearnZillion
NM school districts and charter
NextGen TIME n/a 66 n/a
schools, BSCS, and WestEd
NM school districts, charter schools,
Multiplicative Reasoning Training n/a 109 2,725
and MC2
LEADERSHIP SUPPORT
NM STEM Ready! Science Standards Leadership Training 192 166 n/a NM school districts and charters
Supporting Science Standards Implementation n/a 64 n/a NM school districts and charters
Approximate Total # of Students Impacted, FY 19 99,963
33
High STEM
Unified High High
Quality Learning Out-of-
Table 16. Accomplishments Achieved Statewide Educational Academic
STEM Opportunities School
Vision for Performance Standards &
with State Funding—Highlights* Teachers for Students STEM
STEM for all NM Aligned
for All at All Grade Learning
Education students Assessment
Students Levels
NM STEM Ready! Science Standards Leadership Training
NM leaders attended a one-day professional learning session addressing the
implementation of the NM STEM Ready! Science Standards. Participants experienced
a science and engineering design challenge, developed an understanding of the
structure of the standards, and created a vision for the shifts in instruction that support
active student learning.
Making Sense of SCIENCE Supporting Science Standards Implementation
WestEd worked with the Math and Science Bureau to adapt the MultiDimensional
Science Education course to support administrators and partners with the
implementation of the NM STEM Ready! Science Standards; 64 administrators from 19
school districts and 3 state charter schools attended this course along with
representatives from six state partner organizations.
Science Readiness Partnership
MSB provided intensive support in implementing the NM STEM Ready! Science
Standards to 13 school teams.
Math Content Instructional Materials Review
The MSB and MC2, in partnership with the NMPED Instructional Material Bureau,
created a learning experience based on the Standards for Mathematical Practices and
Common Core State Standards for Math. It was a one-day professional learning
session, attended by 81 NM teachers.
STEM Partner Support
The MSB partnered with other organizations to expand support for teachers and
students in STEM programs. In SY 2018−2019, the MSB collaborated extensively with
the Informal Science Education Network (NM ISE Net) and MC2.
*Aligned with the STEM Strategic Framework of New Mexico, page 9
34
High STEM
Unified High High
Quality Learning Out-of-
Statewide Educational Academic
Accomplishments Achieved with STEM Opportunities School
Vision for Performance Standards &
Teachers for Students STEM
State Funding—Highlights* (continued) STEM for all NM Aligned
for All at All Grade Learning
Education students Assessment
Students Levels
Making Sense of Science (MSS): Facilitation Academy, School Year, and
Summer Institutes
In March, WestEd trained 24 New Mexico educators as facilitators for the MSS
MultiDimensional Science Education and summer institutes and trained 46 New Mexico
educators in course updates, bringing them into alignment with the NM STEM Ready!
Science Standards. In the 2018–2019 school year, 783 teachers from 55 school
districts and 12 state charter schools attended the MSS school year and summer
institutes in MultiDimensional Science Education, Genes & Traits, Matter, Energy,
Dynamic Earth, Systems, and Waves. MSS institutes provide teachers with deep
content knowledge, pedagogical strategies, and ways to incorporate literacy into
science.
Virtual Professional Learning Community
The MSB and the Title 1 Bureau collaborated to provide support to 20 K–12 science
teachers virtually. These teachers met twice a month after school for hour-long
sessions to discuss problems of practice they face in the classroom and to receive
collegial support to enhance their practice.
NM Science DreamTeam
MSB and Instructional Materials Bureau provided support to 24 high school teachers
and 3 science coaches to develop high school cornerstone units.
INSPIRE 2019 Teacher Summit
MSB, MC2, and teacher leaders facilitated 11 mathematics and science sessions over
the two-day teachers’ summit, providing professional learning to 457 teachers.
Making Sense of Student Work (MSSW)
The NMPED provided MSSW for math formative assessment training to 210 teachers
during the 2018–2019 school year.
35
High STEM
Unified High High
Quality Learning Out-of-
Statewide Educational Academic
Accomplishments Achieved with STEM Opportunities School
Vision for Performance Standards &
Teachers for Students STEM
State Funding—Highlights* (continued) STEM for all NM Aligned
for All at All Grade Learning
Education students Assessment
Students Levels
Webinars
The MSB provided ongoing supported for science teachers virtually, through several
webinars. To support teachers with the implementation of the NM STEM Ready! Science
Standards, a webinar series on Implementing the NM STEM Ready! Science Standards
was produced, showing how to plan and support a sense-making learning environment.
OpenSciEd Field Test
New Mexico, in collaboration with nine other state education agencies, developers and
funders, took part in a field test of open source science curriculum called OpenSciEd.
The long term vision of OpenSciEd includes ensuring that every science teacher in the
country can access and download freely available, high-quality, NGSS aligned
instructional materials. Additionally, OpenSciEd envisions supporting districts and
schools by providing high-quality instructional materials training to science teachers
and trainers. Teachers in New Mexico from 10 districts and 2 state charter schools field
tested two units of science instructional materials for grades 6, 7, and 8 that are aligned
to the NM STEM Ready! Science Standards. These units will be released in Fall 2019.
Teach To One Math Pilot
The NMPED partnered with Bloomfield Public Schools, McCurdy Charter School, and
Taos Municipal Schools in the last year of a three-year pilot to improve students’
mathematics achievement in grades 6–8. Teach to One provides learning experiences
that are personalized, adaptive, and self-improving to optimize the delivery of math
instruction to learners with a variety of learning needs.
NextGen TIME
As a result of the calls for support in assessing instructional materials, the NMPED
provided a two and one-half day training in January 2019 on a tool that supports
districts in critically analyzing instructional materials for adoption. 19 district teams
participated in the training.
36
High STEM
Unified High High
Quality Learning Out-of-
Statewide Educational Academic
Accomplishments Achieved STEM Opportunities School
Vision for Performance Standards &
Teachers for Students STEM
with Federal Funding—Highlights* STEM for all NM Aligned
for All at All Grade Learning
Education students Assessment
Students Levels
NASA GLOBE Grant—MISSION EARTH:
Beginning in 2016 for five years, and in partnership with WestEd and several
universities, NASA is funding professional learning for teachers, equipment, and a part-
time NM state coordinator, Christy Wall, PhD. Dr. Wall, an atmospheric scientist, is
providing training and field support in several pilot schools in New Mexico.
37
Making Sense of SCIENCE Teacher & Administrator Courses
2019 Summary
What is Making Sense of SCIENCE?
The New Mexico Public Education Department has contracted with WestEd’s Making Sense of SCIENCE (MSS) project since
2015 to train accomplished New Mexico teacher leaders and staff developers to facilitate five-day MSS teacher courses on
Energy, Matter, Dynamic Earth, and Genes and Traits. In 2019, a new two-day course was added and adapted for both teachers
and administrators: MultiDimensional Science Education. This year also saw the Math and Science Bureau offer the two-day
Systems and Waves courses during the school year and offer seven different courses during the summer in three locations across
the state. The project’s approach emphasizes teachers experiencing the same inquiry-based science that they are teaching their
students and focuses on science content understanding, classroom practice, literacy proficiency, and pedagogical reasoning.
The project’s effectiveness has previously been
demonstrated through federally funded, multi-
state, randomized, controlled trials studying
the achievement results of students of
comparable teachers who did and did not
receive MSS professional learning (Heller,
Daehler & Shinohara, 2003; Heller, Daehler,
Wong, Shinohara & Miratrix, 2012).
Teachers’ science content knowledge
gains were substantial.
Eighty-one percent of teachers believed that
the MSS courses strengthened their
understanding of science content. The table
below summarizes gains teachers made in
content knowledge in each course during the
2019 institutes.
Pre-Test Post-Test Pre-Test Post-Test
Mean Gain Mean Gain
Course (Mean % (Mean % Course (Mean % (Mean %
(%) (%)
Correct) Correct) Correct) Correct)
Dynamic Earth 47 59 12 Systems (3-day) 58 67 9
Matter 75 83 8 Waves (3-day) 52 64 12
Genes & Traits 42 56 14 MDSE 54 62 8
Energy 52 65 13
Systems (2-day) 57 67 10
Waves (2-day) 50 72 22
38
“This training gave me the confidence that I can
give the best learning that my students deserve.”
[MSS Participant, Feb. 2019]
I would tell them that this experience is important for all
teachers who teach science, because it helps put us in
the position of students, and it's reflective of how they
feel in the science classroom. It's also a good reminder
that the shift to NGSS means that teachers are
facilitators and don't need to give students answers.”
[MSS Participant, Summer 2019]
Participants in the SYSTEMS course
making sense of systems.
Who attended?
Making Sense of SCIENCE courses were attended by 847 educators from 55 school districts and 12 state charter schools.
Educators attending the Systems and Waves course received a corresponding curriculum unit.
Number of educators who attended 847
Number of workshops 39
Albuquerque, Las Vegas,
Locations “Thank you for
Roswell, Silver City inspiring me to do
Districts 55 better
implementing
State charter schools 12 NGSS!” [MSS
Elementary teachers 494 participant, Feb.
2019]
Middle school teachers 105
High school teachers 177
Administrators 71
Number of
Course
Educators Attended
“This professional
training should be given
yearly for beginners and Systems 2- & 3-day institutes 295
for refreshers.”
[MSS participant,
Waves 2- & 3-day institutes 93
MultiDimensional Science Education
205
Summer 2019]
2-day institute
Matter 5-day institute 50
Dynamic Earth 5-day institute 48
Energy 5-day institute 22
Genes & Traits 5-day institute 24
Total in Attendance* 847
* Some educators attended one or more sessions.
39
BUILDING CAPACITY IN NEW MEXICO TO DELIVER HIGH-QUALITY, PROFESSIONAL LEARNING
MAKING SENSE OF SCIENCE FACILITATOR TRAINING
In March 2019, the NMPED contracted with WestEd’s Making Sense of SCIENCE (MSS)
program; they trained 24 New Mexico teachers and other educators to facilitate
MultiDimensional Science Education (MDSE) a new 2-day MSS course. MDSE
addresses the multidimensional nature of the NM STEM Ready! Science Standards,
examining eight dimensions of science learning, and how they can be integrated into
classroom practice. In April 2019, WestEd trained 46 current New Mexico facilitators in
updates to the three-day Grade K–5 System and middle school Waves courses and
updates to the five-day Energy, Dynamic Earth, and Genes & Traits courses.
MSS uses a model that supports New Mexico in building capacity with high-quality,
professional learning opportunities for teachers. WestEd focuses on training NM
teacher leaders, informal science providers, and university faculty, who will then train
other NM educators.
MAKING SENSE OF STUDENT WORK (MSSW)
The NMPED contracted with WestEd to train 22 educators in 2017 to facilitate MSSW
for math. MSSW is an analytical way of looking at students’ work to identify what they
know, categorize misconceptions, and determine what learning is needed to
strengthen students' understanding. MSSW has strong ties to literacy and is ideal for
collaborative groups of teachers to use during professional learning communities
(PLCs).
The NMPED held MSSW sessions in February, March, and May for 210 math
educators.
Teachers attending Making Sense of
Student Work Math training
40
SCIENCE READINESS PARTNERSHIP (SRP)
The Math and Science Bureau worked with a cohort of school teams with an intense The SRP training is very essential
focus on the implementation of the NM STEM Ready! Science Standards. Teachers and to us educators. Thank you so
much for having the initiative to
administrators from 13 school teams participated in face-to-face and virtual learning introduce this to us educators.
opportunities. The learning opportunities included two days focused on the structure Kudos to all of you, you have done
and implementation of the standards, two days of Making Sense of Science, and two a great job in improving our
virtual meetings focused on topics selected by the school teams. Science Curriculum.
—SRP Teacher
Gallup McKinley County Central Consolidated T or C Municipal Bernalillo Public School
School District School District School District District
John F. Kennedy Middle School
Roosevelt Elementary School Newcomb Middle School
Arrey Elementary School
Thoreau Elementary School Nizhoni Elementary School Algodones Elementary School
T or C Elementary School
Thoreau Middle School Mesa Elementary
Tobe Turpen Elementary School
GREAT TRAINING! Very informative!
I am currently implementing STEM into my
second grade classroom. I have a sense
of confidence while delivering the lessons.
—SRP Teacher
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TEACH TO ONE MATH PILOT PROGRAM
The NMPED partnered with Bloomfield Public Schools and Taos Municipal Schools in a three-year math pilot to improve
students’ mathematics achievement in grades 6–8. To optimize the delivery of math instruction to learners with a variety of
learning needs, learning experiences are personalized, adaptive, and self-improving. Delivery of instruction is through
multiple, technology-enabled (e.g., coached virtual instruction, virtual live tutoring) and live instruction (e.g., live teacher-led
investigations, small group collaboration, peer-to-peer investigation, independent practice) modalities, provided
simultaneously in the classroom, supporting students by providing them the opportunity to learn the same skill in different
ways.
During the 2018–2019 school year, Taos Municipal Schools expanded the math pilot to Ranchos de Taos, Taos High
School, and to the whole middle school. The schools utilized the innovative and personalized learning modalities for middle
school math students and showed a year’s growth for all students, as measured by the NWEA MAP spring assessment.
Middle School Students' Fall to Spring Growth
As a Ratio of National Average Growth
(2015 norms)
Growth in Growth in
District School Grade(s) Years for SY Years for SY
2017–18 2018–19
Bloomfield Public Mesa Alta Jr.
7 and 8 1.4 1.1
School High
Ranchos de
Taos Municipal School Taos 5 N/A 1.2
Elementary
Taos Middle
Taos Municipal School 6, 7, and 8 1.4 (6th only) 1.6
School
Taos High
Taos Municipal School 9 N/A 2.4
School
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OPENSCIED FIELD TEST
New Mexico, in collaboration with nine other state education agencies, developers, and funders, took part in a field test of
open source science curriculum called OpenSciEd. The long term vision of OpenSciEd includes 1) ensuring any science
teacher in the country can access and download freely
available, high-quality NGSS aligned instructional materials
and 2) supporting districts and schools by providing
professional learning for science teachers and leaders in
high-quality instructional materials. During the 2018–2019
school year, teachers from 10 districts and 2 state charter
schools field tested two units of science instructional
materials for grades 6, 7, and 8 that were aligned to the
NM STEM Ready! Science Standards.
Field-test teachers were provided six days of face-to-face
professional learning and six hours of virtual professional
learning throughout the school year. The NMPED provided
instructional kits, student/teacher books, and science
notebooks to all field test classrooms.
The units that were field tested during the 2018–2019 OpenSciEd field test teachers, facilitators, and Director
Vazquez celebrating the completion of Winter Curriculum
school year will be released to the general public during
Support Convening.
the 2019–2020 school year.
NEW MEXICO SCIENCE DREAMTEAM
The NMPED partnered with LearnZillion to provide support and
training for 24 science teachers and 3 science coaches in a
series of face-to-face and virtual meetings. These science
teachers and science coaches created several high school
cornerstone units aligned to the NM STEM Ready! Science
Standards utilizing the 5E instructional model.
NM DreamTeam teachers and science coaches
collaborate to create science units of study.
43
MULTIPLICATIVE REASONING/ ADDITIVE REASONING WORKSHOPS
The MSB collaborated with NMSU/MC2 to provide a series of workshops focused on multiplicative reasoning for 3–5 grade
teachers. On two Saturdays, 109 teachers attended workshops in Farmington, Rio Rancho, and Deming from September to
November 2018. A third day, offered in Spring 2019, allowed teachers to experience the Making Sense of Student Work
protocol for analyzing student work.
An additional session on additive reasoning provided instructional coaches strategies to support teachers who attended the
Multiplicative Reasoning Series workshops. This two-day learning focused on exploring
• how children in the primary grades progress from early ideas about counting to the use of additive reasoning to add
and subtract within 20;
• models, activities, and instructional strategies that support numeracy development;
• interview tasks that can help identify a student’s current understanding; and
• instruction that supports development of more sophisticated understanding.
VIRTUAL PROFESSIONAL LEARNING COMMUNITY
The Math and Science and the Title 1 Bureaus at the New Mexico Public Education Department collaborated to provide
support to K–12 science teachers virtually. This virtual PLC supported 20 science teachers from 12 districts and 2 state
charter schools in identifying and brainstorming solutions to problems of practice. These teachers met twice a month after
school for hour-long sessions to discuss problems of practice they face in their classrooms and received collegial support to
enhance their practice.
State-Chartered Charter
Districts
Schools
Capitan Municipal Schools “As a rural teacher, one often feels
Cimarron Municipal Schools simply an outlier to the middle
corridor. The outreach provided by
Clayton Municipal Schools the Math and Science Bureau’s
Dora Consolidated Schools collaboration has been able to
Farmington Municipal Schools engage conversation that removes
McCurdy Charter School
Lordsburg Public Schools the feeling of isolation.”
Six Directions Indigenous —Virtual PLC participant
Raton Public Schools
Charter School
Roswell Independent Schools
Socorro Consolidated Schools
Springer Municipal Schools
Tularosa Municipal Schools
West Las Vegas Public Schools
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MATH AND SCIENCE STEM LEARNING FOR TEACHERS AND STUDENTS
Supported by Federal Funding
What is NASA GLOBE Mission EARTH?
The GLOBE Mission EARTH program aims to strengthen student preparation for STEM careers, especially for underserved youth,
through teaching field-based science and rigorous research protocols. Students collect environmental data, interact with scientists,
carry out projects to investigate the communities where they live, and connect with students throughout the world. Embedding
this work into schools that specialize in career academies facilitates curriculum integration and coherence.
NASA GLOBE Mission EARTH Funding
In partnership with WestEd/University of California Berkeley, University of Toledo, Boston University, Tennessee State
University, NASA Langley Researcher Center, and the GLOBE Implementation Office and beginning in 2016, funding for five
years was awarded to provide professional learning for teachers, equipment, and a part-time NM state coordinator, Christy Wall,
PhD. Dr. Wall, an atmospheric scientist, is providing training and field support in several pilot schools in New Mexico.
During the 2018–2019 school year, five schools participated in the GLOBE Mission EARTH Program. From these schools, 12
teachers received individualized professional development courses on how to use GLOBE and scientific data collection, as well
as other NASA resources, to meet New Mexico’s STEM Ready Science! Standards and to teach students technical skills needed
for a career in STEM fields. During the school year, teachers had follow-up support as they began to implement these tools in
their classrooms.
Of the five participating schools, two were new to the program: Taos High School and Jefferson Montessori Academy. Teachers
from Taos High School worked with Dr. Wall to access an aerosol instrument from NASA. Students collected aerosol and cloud
data nearly every day and discussed their data with NASA scientist, Dr. Margaret Pippin. Teachers from Jefferson Montessori
Academy worked with a group of students to complete rigorous scientific projects, which they presented at the GLOBE Student
Research Symposium (SRS), held in Mescalero, NM. Scientists from New Mexico Tech and local industry judged the posters.
Two student groups won awards for their work, and one of these groups was invited to present their research at the International
GLOBE Annual Meeting, held in Detroit, MI.
Left: Students from
Carlsbad Early
College High School
collect water from
the Pecos River for
testing
Right: Students and
teachers from
Jefferson Montessori
Academy proudly
display their
certificates from the
SRS.
45
PRESIDENTIAL AWARDS FOR EXCELLENCE IN MATHEMATICS & SCIENCE TEACHING
Congratulations to the Recent National Awardees!
Krystal Irby Cindy Lee Erin Mayer Eric Schultz
7–12 Science 7–12 Science K–6 Mathematics K–6 Mathematics
Albuquerque Cobre Consolidated Albuquerque Public Pojoaque Valley
Public Schools Schools District Schools Public Schools
Krystal Irby has been an Cindy Lee has been a Erin Mayer has been an Eric Schultz has been an
educator for over a decade, science educator for over educator for 13 years. For educator for seven years.
most recently teaching two decades at Snell the past seven years, she Currently he teaches sixth
11th-grade physics through Middle School. She has has taught at Janet Kahn grade mathematics at
project-based learning served on committees to School of Integrated Arts Pojoaque Valley's Sixth
(PBL) at Nex+Gen evaluate state standards, and currently teaches all Grade Academy. Eric was
Academy. In addition to review instructional subjects to her fourth/fifth eager to better himself as a
teaching, Krystal works with materials, and assist with grade class. Erin is a lead teacher due to his
several teacher networks, the implementation of new developer for Achievement experiences working with
including the New Mexico standards for science Inspired Mathematics for MC2 at NMSU. During his
Public Education education. During her Scaffolding Student three years as a teacher
Department, Discovery career, Cindy has been Success (AIM4S3), a leader, Eric worked
Educators’ Network, and selected as teacher of the mathematics framework. collaboratively to learn
the New Tech Network, to year for Snell Middle AIM4S3 was developed to about best practices for
deliver professional School, Outstanding MESA provide equitable access to teaching mathematics. He
development and share Advisor for New Mexico, mathematics for English also participates in the
best practices in both and has received the language learners and teacher leader network of
science and technology. Golden Apple Award. students who struggle with the Los Alamos National
mathematics. Labs Math and Science
Academy where he works
to improve math instruction
for students.
46
Congratulations to the 2019
State Finalists!
Jessica Esquibel: 7–12 Mathematics
Albuquerque Public Schools
Melody Hagaman: 7–12 Science
Las Cruces Public Schools
Brian Smith: 7–12 Science
Santa Fe Public Schools
The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) are the highest honors
bestowed by the United States government specifically for K–12 mathematics and science teaching. State finalists are forwarded
to the national PAEMST review committee for possible selection as a national awardee. Recipients of the national award receive
a certificate signed by the President of the United States; a paid trip for two to Washington, DC; and a $10,000 award. For more
information, please visit www.paemst.org.
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5.3 Math and Science Bureau’s K–12 Math and Science Partnerships
New Mexico is home to several STEM initiatives whose staff have partnered with the Math and Science Bureau to support STEM
education statewide. Some examples are highlighted below.
New Mexico EPSCoR (Experimental Program to Stimulate Competitive Research)
The NM EPSCoR program is funded through the National Science Foundation and includes a broad range of learning and
research experiences, both formal and informal, across educational levels and age groups. NM EPSCoR manages the NM
SMART Grid Center that is pursuing research and workforce training for next-generation electric power production and delivery.
New Mexico MESA
New Mexico Mathematics, Engineering, Science Achievement, Inc. (NM MESA) empowers and motivates middle and high school
students to explore college majors and careers in mathematics, engineering, science, and related fields. MESA supports New
Mexico’s culturally diverse STEM teachers and students on school campuses throughout the state by helping students reach their
full potential as leaders through STEM achievement. Teachers and students work collaboratively, participating in innovative
programming via field trips, speaker presentations, workshops, graduating senior Loyalty Awards, academic competitions,
community service, and leadership development. NM MESA is a part of the national MESA USA program that works to serve
underrepresented minority students with dynamic STEM education across the US.
Computer Science Alliance
Computer Science Alliance is an educational non-profit. The Alliance provides computer science education experts and
educational solutions for students, teachers, schools, and districts. These experts strive to increase access to high-quality
computer science education through a lens of equity, rigor, and local solutions by providing guidance and advocacy to
educational decision makers, professional development events for teachers, and activities for students.
48
Appendices
Appendix A: Statutory Requirements
This section describes the laws and rules that apply to the Mathematics and Science Education Act in relevant part as follows:
22-15E-1. Short title.
This act [Chapter 22, Article 15E NMSA 1978] may be cited as the "Mathematics and Science Education Act".
History: Laws 2007, ch. 44, § 1; 2007, ch. 239, § 1.
22-15E-2. Definitions.
As used in the Mathematics and Science Education Act:
A. "bureau" means the mathematics and science bureau;
B. "chief" means the chief of the bureau; and
C. "council" means the mathematics and science advisory council.
22-15E-3. Bureau created; duties.
History: Laws 2007, ch. 44, § 2; 2007, ch. 239, § 2.
A. The "mathematics and science bureau" is created in the department. The secretary shall appoint the chief as provided in
the Public Education Department Act [9-24-1 NMSA 1978].
B. The bureau shall:
(1) administer the provisions of the Mathematics and Science Education Act;
(2) provide staff support for and coordinate the activities of the council;
(3) work with the council to develop a statewide strategic plan for mathematics and science education in the public
schools and coordinate education activities with other state agencies, the federal government, business
consortia and public or private organizations or other persons;
(4) ensure that school districts' plans include goals for improving mathematics and science education aligned to the
department's strategic plan;
(5) recommend funding mechanisms that support the improvement of mathematics and science education in the state,
including web-based mathematics and science curricula, mentoring and web-based homework assistance;
(6) promote partnerships among public schools, higher education institutions, government,
business and educational and community organizations to improve the mathematics and science education in the
state;
(7) develop and evaluate curricula, instructional programs and professional development programs in
mathematics and science aligned with state academic content and performance standards; and
(8) assess the outcomes of efforts to improve mathematics and science education using existing data.
History: Laws 2007, ch. 44, § 3; 2007, ch. 239, § 3.
22-15E-4. Mathematics and science advisory council; created; members; terms; vacancies.
A. The "mathematics and science advisory council" is created, composed of twelve members. Members of the council shall
be appointed by the secretary for staggered terms of four years; provided that for the initial appointments, four members
shall be appointed for two years, four members shall be appointed for three years and four members shall be appointed
for four years. Members shall serve until their successors have been appointed and qualified. A vacancy shall be filled by
appointment by the secretary for the unexpired term.
B. Using a statewide application process, the secretary shall appoint members from throughout the state so as to ensure
representation of the state's demographics, including geographic distribution, gender and ethnic diversity and as follows:
(1) four members from public schools, including at least two mathematics and science teachers and a school district
administrator with experience in mathematics and science curricula;
(2) three members from public post-secondary educational institutions with expertise in mathematics
or science education;
(3) four members from the private sector, including the national laboratories, museums and science- and engineering-
based businesses; and
49
(4) one member who represents the New Mexico partnership for mathematics and science education.
C. Members of the council shall elect a chair from among the membership. The council shall meet at the call of the chair not
less than quarterly. D. Members of the council are entitled to receive per diem and mileage pursuant to the provisions of the
Per Diem and Mileage Act [10-8-1 NMSA 1978] but shall receive no other compensation, perquisite or allowance.
History: Laws 2007, ch. 44, § 4; 2007, ch. 239, § 4
22-15E-5. Council duties.
The council shall:
A. advise the bureau on implementation of the bureau's duties pursuant to the Mathematics and Science Education Act;
B. make recommendations to the bureau and the department regarding the statewide strategic plan for improving
mathematics and science education and advise on its implementation and incorporation into the department's five-year strategic
plan for public elementary and secondary education in the state;
C. advise the bureau, the department and the legislature regarding appropriations for mathematics and science education,
administration, resources and services, including programs for public school students and staff;
D. work with the bureau to determine the need for improvement in mathematics and science achievement of public school
students and make recommendations to the department on how to meet these needs; and
E. produce an annual report on public elementary and secondary mathematics and science student achievement to be
submitted to the department, the governor and the legislature no later than November 30 of each year.
History: Laws 2007, ch. 44, § 5; 2007, ch. 239, § 5.
22-15E-6. Mathematics and science proficiency fund; created; purpose; annual reports.
A. The "mathematics and science proficiency fund" is created as a non-reverting fund in the state treasury. The fund consists
of appropriations, gifts, grants, donations and income from investment of the fund. Disbursements from the fund shall be made
by warrant of the secretary of finance and administration pursuant to vouchers signed by the secretary of public education or the
secretary's authorized representative.
B. The fund shall be administered by the department, and money in the fund is appropriated to the department to provide
awards to public schools, school districts, public post-secondary educational institutions and persons that implement innovative,
research-based mathematics and science curricula and professional development programs. The department shall promulgate
rules for the application and award of money from the fund, including criteria to evaluate innovative, research-based
mathematics and science programs and professional development programs.
C. Each award recipient shall provide an annual report to the bureau that includes a detailed budget report, a description of
the services provided and documented evidence of the stated outcomes of the program funded by the
mathematics and science proficiency fund and that provides other information requested by the bureau
History: Laws 2007, ch. 44, § 6; 2007, ch. 239, § 6.
50
Appendix B: Glossary and Acronyms
AAUW American Association of University Women
ACT American College Testing
AIM4S3 Achievement Inspired Mathematics for Scaffolding Student Success
AP Advanced Placement
BSCS Biological Sciences Curriculum Study
CCSS Common Core State Standards
CNM Central New Mexico Community College
ELA English language arts
ELL English language learner
EPSCoR Experimental Program to Stimulate Competitive Research, a National Science Foundation funded grant
HED New Mexico Higher Education Department
ISEC Inquiry Science Education Consortium
LANL Los Alamos National Laboratory
LANLF Los Alamos National Laboratory Foundation
MC2 Mathematically Connected Communities
MDSE MultiDimensional Science Education
MESA Mathematics, Engineering, and Science Achievement, Inc.
MSAC Math and Science Advisory Council
MSB Math and Science Bureau of the Public Education Department
MSS Making Sense of Science
MSSW Making Sense of Student Work
NAEP National Assessment of Educational Progress
NGSS Next Generation Science Standards
NM New Mexico
NM ISE Net New Mexico Informal Science Education Network, a program of NM EPSCoR
NM-MSSA New Mexico Measures of Student Success and Achievement
NMPED New Mexico Public Education Department
NMAPA New Mexico Alternate Performance Assessment
NMPMSE New Mexico Partnership for Math and Science Education
NMSTA New Mexico Science Teachers Association
NMSU New Mexico State University
NSF National Science Foundation
NWEA Northwest Evaluation Association
PAEMST Presidential Award for Excellence in Mathematics and Science Teaching
PARCC Partnership for Assessment of Readiness for College and Career
PBL Project-based learning
PD Professional development
PL Professional learning
PLC Professional learning community
PSAT is the Preliminary SAT/National Merit Scholarship Qualifying Test. The PSAT is a great
PSAT primer for the SAT, and even the ACT. PSAT scores are used to identify National Merit Scholars
and award merit scholarships.
SAT Scholastics Aptitude Test
51
New Mexico Standards Based Assessments are provided for a number of content areas not
SBA assessed by the Transitional Assessment for Mathematics and English Language Arts This
report refers to SBA science assessments only.
SRP Science Readiness Partnership
SRS Student Research Symposium
Student Teacher Accountability Reporting System (STARS) catalogs all approved courses and
STARS
standard data set.
STEM Science, technology, engineering, and mathematics
SY School year
WNMU Western New Mexico University
UNM University of New Mexico
52
Volume 2.0
Updated as of June 1, 2021
NMPE D » REENTRY SUPP O RT G UI DA N C E » H O M E L E S S & HO U S ING U NSTABL E STU D E NTS
Youth Poster (English)
14
NMPE D » REENTRY SUPP O RT G UI DA N C E » H O M E L E S S & HO U S ING U NSTABL E STU D E NTS
Parent Poster (Spanish)
15
Rich InNew Mexico’s Social and Emotional Learning Framework for Schools
1. Positive Developmental Relationships: a learning environment that is supportive, culturally
responsive and focused on meaningful connection, relationships and building community.
a. Teacher-student relationships are a priority for all adults in the building
b. Culture and identity are valued and explored
c. Classroom routines and procedures exist
d. Community building is intentional and encouraged
2. Intentional Development of Skills, Mindsets and Habits - students have consistent opportunities to
cultivate, practice and reflect on social and emotional competencies in a way that is
developmentally appropriate and culturally responsive.
a. The 5 SEL competencies are taught, modeled and practiced
b. Explicit SEL instruction is provided consistently
c. All students are exposed to an age appropriate, evidence based SEL curriculum
d. Student voice is present and encouraged
3. Rich Instructional Experiences - SEL content and objectives are integrated into rigorous instruction
through interactive and collaborative pedagogies.
a. Academic and growth mindsets are fostered
b. SEL and academic objectives are aligned
c. SEL competencies are integrated into instruction, e.g.; grade level benchmarks,
evident in all subject matter
d. Grading policies should reflect a competency based approach to education that
is grounded in empowering students to make important decisions about their
learning, how they will create and apply knowledge and how they will
demonstrate learning.
4. Environments Filled with Safety and Belonging - conditions for belonging and emotional safety are
created by being responsive to students’ perspectives and needs, affirming all students’ full
identities, and establishing structures that create predictability and consistency.
a. Environments are filled with safety and belonging
b. School wide discipline policies and practices are instructive, restorative,
developmentally appropriate and equitably reinforced
c. Staff and student relationships are evident and valued.
d. Staff relationships are supportive, respectful and collaboration exists
e. Student relationships are respectful, friendly and inclusive
5. Integrated Systems and Supports - SEL is seamlessly integrated into a continuum of academic and
behavioral supports which are available to all students and ensure that all student needs are met.
a. Identify and communicate how SEL align with existing systems; MLSS, SAT,
and/or PBIS-positive behavior interventions and supports
b. Align SEL to universal strategies, such as, school mental health, restorative
practices and/or trauma informed practices
c. SEL is evident in out of school time programming
d. SEL is integrated into family and community communications, activities and
programming
6. Use of Data to Assess Need and Impact - Implementation and outcome data are collected and used
to monitor progress toward goals and continuously improve all SEL related systems, practices, and
policies with a focus on equity.
a. Identify, Collect and Review data: Consider your purpose for collecting data
b. Use of Framework rubric to assess implementation
c. Use of individual reflection tools (student, staff, families) for practice
development and continuous improvement.
New Mexico Social and Emotional Learning Framework
School Self-Assessment
1. Positive Developmental Relationships: a learning environment that is supportive, culturally responsive and focused on meaningful connection, relationships
and building community.
Fully Implemented Partially Implemented Not Implemented Resources
a. Teacher-student Teachers use inclusive, Teachers have prioritized and Teachers have not yet prioritized Supportive environment –
relationships are a relationship centered, and planned to build inclusive, the use of inclusive, relationship- belonging and emotional
priority for all adults culturally responsive practices to relationship-centered, and centered, and culturally safety
b. Culture and identity create supportive classroom culturally responsive practices to responsive practices to create creating opportunities
are valued and environments. Strategies are create supportive classroom supportive classroom through relationships
explored developmentally appropriate and environments. Classroom shared environments.
c. Classroom routines focus on creating a community of agreements have been learner-autobiography-
and procedures learners that supports, honors, collaboratively developed in lesson-plan/
exist and acknowledges the cultural some classrooms.
d. Community building assets, contributions, and needs Identity safe classrooms
is intentional and of all students. Shared Teaching tolerance
encouraged agreements are collaboratively questions for reflective
developed, consistently modeled practices
by adults and students, and
woven into daily routines and Classroom shared
practices agreements lesson plan
classroom community
building
Partner clocks
Creating shared class goals
Turn to you partner
Three signature SEL
classroom practices
2. Intentional Development of Skills, Mindsets and Habits- students have consistent opportunities to cultivate, practice and reflect on social and emotional
competencies in a way that is developmentally appropriate and culturally responsive.
Fully Implemented Partially Implemented Not implemented Resources
a. The 5 SEL All students have dedicated time All students have dedicated time The school has not yet dedicated SEL in the classroom self-
competencies during the school day to learn during the school day to learn time for students to learn about, assessment
are taught, about, reflect on, and discuss SEL about, reflect on, and discuss reflect on, and discuss SEL
modeled and competencies through SEL competencies through competencies through SEL integrated lesson or
practiced developmentally appropriate and developmentally appropriate developmentally appropriate and activity planning checklist
b. Explicit SEL culturally responsive instruction. and culturally responsive culturally responsive instruction.
instruction is SEL instruction is provided by instruction. SEL instruction is SEL integrated sample
provided teachers; is sequenced with provided by teachers; is lesson plans
consistently connected and coordinated sequenced with connected and
activities; uses active forms of coordinated activities; uses Modeling SEL for students
learning; focuses on developing active forms of learning; focuses
social and emotional skills; and on developing social and Modeling SEL for young
explicitly targets specific SEL emotional skills; and explicitly people
goals. SEL instruction is targets specific SEL goals
connected to other opportunities Explicit SEL instruction
for practicing and reflecting on
SEL competencies throughout the
day.
c. All students are The school is implementing with The school is beginning to The SEL team is in the process of Selecting an Evidenced-
exposed to an fidelity an evidence-based SEL provide professional learning collaboratively selecting an based program
age appropriate, program and practices across all around evidence-based SEL evidence-based program aligned
evidence based grade levels, and providing program and practices aligned to the school’s vision and goals, Adopting an evidenced
SEL curriculum ongoing implementation support to the school’s SEL vision and and cultural and linguistic based program for SEL
to staff. Program and practices goals, and cultural and linguistic strength
are aligned to the school’s SEL strengths.
vision and goals, and are
culturally- and linguistically-
responsive to students. The SEL
team regularly uses data on
fidelity of implementation to
inform planning
d. Student voice is Staff honor and elevate a broad Students are offered many Students do not yet have Elevate Student Voice
present and range of student perspectives opportunities to take on opportunities to take on
encouraged and experiences by engaging leadership and decision-making leadership and decision-making
them as leaders, problem solvers roles that inform SEL initiatives, roles.
and decision-makers, offering instructional practices, and
ways for students to shape SEL school climate. Students have
initiatives, instructional practices, opportunities to lead activities,
and school climate. Students solutions, and projects to
regularly initiate and lead improve their classrooms,
activities, solutions, and projects school and the broader
to improve their classrooms, community.
school and the broader
community
3. Rich Instructional experiences- SEL content and objectives are integrated into rigorous instruction through interactive and collaborative pedagogies.
Fully Implemented Partially Implemented Not Implemented Resources
a. Academic and SEL standards/goals are clearly SEL standards/goals are Teachers have not yet prioritized Using interactive pedagogy
growth embedded in academic learning, embedded in academic learning the integration of SEL into
mindsets are and students regularly share their in some classrooms. Some instruction Fostering academic
fostered perspectives on how social and teachers use classroom mindsets
b. SEL and emotional competencies connect discussion and collaborative
academic to what they are learning. structures to engage students, Aligning SEL and academic
objectives are Teachers actively engage and encourage students to objectives
aligned students in co-constructing connect their perspectives and
c. SEL knowledge and making meaning experiences to instruction. Integration of SEL and
competencies of content through classroom instruction
are integrated discussions and collaborative
into instruction, structures. Teachers use
e.g.; grade level intentional strategies to foster
benchmarks, student ownership over their
evident in all learning, including connecting
subject matter their perspectives and
experiences to instruction.
SEL
d. Grading policies The school or district uses Some of the school’s or district The school/district is using aurora-institute.org
should reflect a rigorous, common expectations uses and/or are exploring the traditional grading policies not
competency for learning (knowledge, skills, use of rigorous, common reflected in competency based
based approach and dispositions) that are explicit, expectations for learning grading.
to education transparent, measurable, and (knowledge, skills, and
that is grounded transferable. Students’ are met dispositions) that are explicit,
in empowering where they are at and their transparent, measurable, and
students to progress is based on evidence of transferable. Students’ are met
make important mastery. Assessment is where they are and their
decisions about meaningful, positive and an progress is based on evidence of
their learning, empowering learning experience mastery. Assessment is
how they will that yields timely, relevant and meaningful, positive and an
create and apply actionable evidence. Students empowering learning
knowledge and are actively learning using experience that yields timely,
how they will different pathways and varied relevant and actionable
demonstrate pacing. evidence. Students are actively
learning. learning using different
pathways and varied pacing.
4. Environments filled with safety and belonging- conditions for belonging and emotional safety are created by being responsive to students’ perspectives
and needs, affirming all students’ full identities, and establishing structures that create predictability and consistency.
Fully Implemented Partially Implemented Not Implemented Resources
a. Environments Leadership and staff are deeply Leadership and staff are familiar Leadership and staff are not yet Anti-Defamation League
are filled with knowledgeable about students’ with most students’ cultural familiar with their students’ (ADL) Anti-Bias tools and
safety and lived experiences, cultural backgrounds, life circumstances, cultural backgrounds, life strategies
belonging backgrounds, and the local and the local community circumstances, or the local
community context. context. Instructional materials community context. National Center on Safe
Instructional materials offer offer diverse representations of Supportive Learning
diverse representations of culture, race, gender, and other Environments: Creating safe
culture, race, gender, and other identities. SEL practices provide and Respectful
identities. SEL practices provide opportunities for some students environments in our nations
opportunities for students to to learn about cultural classrooms
learn about cultural differences, difference
explore and celebrate their own A supportive classroom
social and cultural identities, and environment
collaboratively develop inclusive
and equitable learning Belonging and Emotional
environments Safety
b. School wide Discipline policies and practices The school is reviewing or has Discipline policies and practices Trauma Learning Policy
discipline promote SEL, including providing identified discipline policies and have not yet been reviewed to Initiative
policies and opportunities for students to practices that support SEL and determine how well they align
practices are reflect, problem solve, and build are restorative, instructive, and with SEL Establish Discipline Polices
instructive, positive relationships. These developmentally appropriate. that Promote SEL
restorative, policies and practices take into Data are reviewed frequently to
developmentally account students’ developmental determine if policies and Student-centered discipline
appropriate and stages, cultural backgrounds, and practices have been applied
equitably individual differences. Data equitably SEL alignment to schoolwide
enforced demonstrates that these systems, polices, programs
practices are used consistently and practice
and equitably in the classroom
and throughout the school.
c. Staff and All staff and students examine Some staff and students Staff and students do not Creating Opportunities
student their own social and emotional examine their own social and examine their own social and through relationships adult
relationships are competence, collaborate with emotional competence, emotional competence, are not PD modules
evident and peers to practice new SEL collaborate with peers to engaged in ongoing SEL
valued strategies, and develop skills for practice new SEL strategies, and professional development and Foster a supportive school
d. Staff cultivating supportive, equitable develop skills for cultivating have not integrated SEL into climate
relationships are learning environments. All staff supportive, equitable learning staff meetings and PLC’s
supportive, engage in ongoing, high quality environments. Some staff
respectful and professional development and engage in ongoing , high quality Self-Care and Re-Energizing
collaboration integrate SEL into staff meetings professional development and
exits and PLC’s. are planning to integrate SEL
e. Student into staff meetings and PLC’s
relationships are
respectful,
friendly and
inclusive
5. Integrated Systems of Supports- SEL is seamlessly integrated into a continuum of academic and behavioral supports, which are available to ensure that all
student needs are met.
Fully Implemented Partially Implemented Not implemented Resources
a. Identify and The school provides a continuum The school provides a partial A continuum of supports is Integrate Student Supports
communicate of supports that meet the continuum of supports to meet partially in place. The SEL team is with School wide SEL
how SEL aligns academic, social, emotional, and the academic, social, emotional, considering ways to create
with existing behavioral needs of all students. and behavioral needs of all common language and align SEL and PBIS Integration
systems; i.e., The SEL team has created students. The SEL team is taking student supports with
MLSS, SAT, PBIS common language and aligned all steps to create common schoolwide SEL goals and
student supports and related language and align all student priorities
b. Align SEL to programs and initiatives with supports and related programs
universal schoolwide SEL goals and and initiatives with schoolwide
strategies, such priorities. Each year, the SEL SEL goals and priorities.
as school team takes stock of all supports
mental health, and is strategic about how to
restorative improve integration in the
practices and/or coming year.
trauma
informed
practices
c. SEL is evident in School staff and community School staff and community School staff and community Strategies for Establishing
Out of School partners in out of school time partners in out of school time partners in out of school time School-OST-Family
programming programming are aligned around programming are in the process programming have not aligned Partnerships in support of
SEL common language, of aligning around SEL common around SEL common language, SEL
strategies, and communication language, strategies, and strategies, and communication
communication Collaboration Tools for
Building SEL Across the
School Day and Out of
School Time
https://schoolguide.casel.o
rg/resource/collaboration-
tools-for-building-sel-
across-the-school-day-and-
out-of-school-time/
d. SEL is School leaders and school staff School leaders and staff School leaders and staff do not Community Partnerships
integrated into have multiple avenues for regularly communicates with yet communicate with families
family and ongoing two-way communication families and community and and community about SEL. https://schoolguide.casel.o
community with families and community invite feedback from both about School rg/focus-area-3/family-
communication inviting both to understand, the school’s efforts to promote partnerships/
s, activities and experience, inform, and support students’ SEL.
programming the social and emotional
development of their students in
partnership with the school. This
partnership includes family and
community participation on the
SEL team and meaningful
opportunities to learn more
about and contribute to SEL in
the school.
6. Use of Data to Assess Need and Impact- Implementation and outcome data are collected and used to monitor progress toward goals and continuously
improve all SEL-related systems, practices, and policies with a focus on equity.
Fully Implemented Partially Implemented Not Implemented Resources
a. Identify, collect The school uses a structured, The school is in the early stages The school has not yet identified Indicators of schoolwide
and review data, ongoing process to collect, reflect of identifying a structured and a structured and ongoing process SEL
considering your on, and use implementation and ongoing process to collect, to collect, reflect on, and use
purpose for outcome data to inform school reflect on, and use data to data to inform school-level Continuously improve
collecting data level decisions during each inform school-level decisions decisions schoolwide SEL
meeting. The team is empowered implementation
to lead staff in this process by
regularly (at least quarterly) SEL Data Reflection
communicating their findings and Protocal
creating opportunities to use
data to drive continuous
improvement at the school,
classroom, family, and
community level.
b. Use of NM SEL A team of school staff, including A team of school staff, including The school has not planned to New Mexico's SEL Framework
Framework wo an administrator have used the an administrator are planning to use the NM SEL Framework to and Assessment Rubric
assess NM SEL Framework to assess use the NM SEL Framework to assess comprehensive SEL
implementation comprehensive SEL assess comprehensive SEL implementation
implementation implementation
c. Use of individual School leaders and staff use Some staff use reflection tools School leaders and staff do not Indicators of Schoolwide
reflection tools reflection tools with students, with students, use reflection tools. SEL: Strengths and Needs
for all, families/community, staff and families/community, staff and Reflection
(students, staff, administration to practice administration to practice
administration, continuous improvement continuous improvement SEL Data Reflection
families) for Protocal
practice
development
and continuous
improvement
UPDATED APRIL 20, 2021
COVID-19 Response Toolkit for
New Mexico’s Public Schools
The release of this updated toolkit replaces and supersedes the previously released Toolkit
RE P O RT ING PREVEN TI ON
Notify New Mexico Public Education • Maintain physical distance (6 feet). This is very
Department (NMPED) as soon as a important in preventing the spread of COVID-19.
confirmed case of COVID-19 is detected
• Wear a face mask at all times except when
eating or drinking or resting (sleeping).
If the case is a staff member, also report
• Wash your hands often with soap and water.
to the New Mexico Environment Department
If soap and water are not available, use a hand
(NMENV) within 4 hours of notification
sanitizer that contains at least 60% alcohol.
by one of these methods:
» E M A I L NMENV-OSHA@state.nm.us • Clean and sanitize daily. Focus on high-touch
surfaces and areas where multiple cohorts of
» C A L L 505-476-8700
students gather.
» FA X 505-476-8734
T RAN SM I SSI ON
The virus spreads from person-to-person primarily:
• Between people who are in close contact with one another (within 6 feet for 15 minutes or more
in a 24 hour period).
• Through respiratory droplets produced when an infected person coughs, sneezes, or talks.
• When droplets land in the mouths or noses, or are inhaled into the lungs, of people who are nearby.
• By symptomatic and asymptomatic individuals.
• By people touching a contaminated surface or object and then touching their mouths, noses, or eyes.
I NCUBATI ON
Individuals generally become ill
between 2 and 14 days after exposure.
Please note that while Bureau of Indian Education schools
may use NMPED’s Rapid Response protocols, this Toolkit
does not apply to them.
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Table of Contents
Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Preparation and Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Rapid Response to a COVID-19 Case in a School Facility. . . . . . . . . . . . . . . 6
What to Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Guidance for School Closures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
School Staff & Student Decision Tree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Acute vs. Chronic COVID Symptoms in Schools . . . . . . . . . . . . . . . . . . . . . . 11
Face Coverings and Other Personal Protective Equipment . . . . . . . . . . 12
Surveillance Testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Air Filtration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Guidance for In-Person School Reentry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Procedural Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
COVID-Safe Practices for Youth Sports & Programs. . . . . . . . . . . . . . . . . . . 2 3
SU PPL E ME NTARY RESOURCES
School Safety Plan Checklist
for COVID-19 Preparation and Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
School Health Advocates Contact List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Template for Notification of Positive Case
to School Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Updates to this Toolkit from the previously published version on March 25, 2021 include:
• Change to the close contact definition to align with current Department of Health guidance
• Guidance on reporting positive cases at interscholastic events
• Guidance on managing individuals with COVID-19 like symptoms on campus
• Removal of the 90-day limitation on close contact exemption for those fully vaccinated
• Addition of vaccination information on the reporting form
• Guidance for student testing programs
• Addition of school-based BinaxNOW testing options for surveillance programs
• Update to singing and playing wind instruments to allow for groups to play indoors
• Update to the School Health Advocate contact information 2
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Definitions • For a confirmed asymptomatic COVID-19 case, the infectious
period starts two days prior to the specimen collection date and
Asymptomatic Confirmed Case: A person who has continues for 10 days after.
tested positive for COVID-19 by laboratory testing but did not • If a confirmed asymptomatic COVID-19 case has severe
experience any symptoms of illness within 10 days of the test. immunosuppression, the infectious period starts two days prior
Close Contact: Someone who: to the specimen collection date and continues 20 days after.
• Over a 24-hour period, has a cumulative exposure of fifteen Isolation: The act of keeping someone who is sick or who
minutes or longer within six feet of a confirmed COVID-19 case tested positive for COVID-19 away from others by staying home
with or without a face covering, or from school, work, and other activities while infectious.
• Was in the same class or cohort as a confirmed COVID-19 case • Isolation should last at least 10 days after the onset of symptoms,
in a school, or and until fever-free for 24 hours without the use
• Was on the same bus as a confirmed COVID-19 case. of fever-reducing medications, and experiencing improvement
Confirmed Case: A person who has tested positive for of symptoms.
COVID-19 by laboratory testing.* • For people who never had symptoms, the isolation period is
*Confirmatory laboratory tests include Polymerase Chain Reaction (PCR) 10 days after the date their first positive test was collected.
or antigen tests from respiratory or oral specimens.
• If someone has a severe illness or severe immunosuppression,
Cohorting: The practice of keeping groups of students, and the isolation period should be extended to 20 days.
staff together over the course of the school day with the goal • A negative test is not required to determine when to end the
of limiting exposures to only those within the same cohort. isolation period. Nor does a negative test end the isolation
This practice may help reduce the spread of COVID-19 by: period. When in doubt, the New Mexico Department of Health
• Limiting exposure to an individual with COVID-19 to one should be consulted.
particular cohort and not posing a broad risk to the rest of Quarantine: Keeping individuals who were in close contact
the school. with someone who has COVID-19 away from others. Close
• Reducing contact with shared surfaces. contacts with a confirmed case of COVID-19, should stay home
• Facilitating more efficient contact tracing in the event of a from school, work, and other activities for 10 days following
positive case. their last exposure. Exposed contacts should be tested for the
• Allowing for targeted quarantine, testing, and/or isolation of novel coronavirus (SARS- CoV-2) no sooner than three days,
a single cohort, instead of school-wide measures in the event ideally between seven and 10 days, following the last exposure
of a positive case or cluster. to a confirmed case. If the close contact has a positive result,
Contact Tracing Process: Contact tracing is the process isolation should be implemented as described above.
of reaching out to individuals who have been exposed to a For the first 90 days after a positive PCR or school-based BinaxNOW
confirmed case of the virus in order to ensure they take the test, individuals who have had COVID-19 infections and who have
necessary precautions and receive any needed testing. completed their self-isolation periods, do not need to quarantine if
COVID-like Symptoms: Fever, chills, cough, shortness they are a close contact of a COVID-19 infectious person.
of breath or difficulty breathing, fatigue, muscle or body aches, Individuals who are fully vaccinated against COVID-19 and who
headache, new loss of smell or taste, sore throat, congestion have had close contact with a COVID-19 infectious individual are
or runny nose, nausea or vomiting, and diarrhea. See additional not required to quarantine if they meet the following criteria:
information from the Centers for Disease Control (CDC). • Are fully vaccinated (i.e., ≥ 2 weeks following receipt of the second
Infectious Period: Time during which an infected person dose in a 2-dose series, or ≥ 2 weeks following receipt of one dose
is contagious and most likely to spread disease to others. If of a single-dose vaccine)
students, staff, contractors or volunteers were at school during • Have remained asymptomatic since the current COVID-19 exposure
their infectious period, all of their close contacts must be Severe Illness: Indicated by hospitalization in an intensive
identified and quarantined. care unit with or without mechanical ventilation.
• For a confirmed symptomatic COVID-19 case, the infectious
Severe Immunosuppression: Severe suppression of
period starts two days prior to the illness onset date and
immune response of an individual includes being on chemotherapy
continues 10 days after illness onset AND until patient is fever-
free for 24 hours without the use of fever-reducing medications for cancer, untreated HIV infection with CD4 T lymphocyte count
AND symptoms have improved. <200, combined primary immunodeficiency disorder, and receipt of
prednisone >20 mg/day for more than 14 days.
• For a confirmed symptomatic COVID-19 case with severe illness
or severe immunosuppression, the infectious period starts two • Other factors such as advanced age, diabetes mellitus, or
days prior to illness onset date and extends to 20 days after end-stage renal disease, may pose a much lower degree of
illness onset date AND until patient is fever-free for 24 hours immunocompromise and not clearly affect decisions about
without the use of fever-reducing medications AND symptoms duration of isolation.
have improved.
3
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
COVID-19 Preparation and Response for Schools
Responsibilities of the School
District Planning COVID-19 Point of Contact
and Response Team
Collect and maintain all information
about who is in each building:
At Each School. 1. Staff rosters including cell phone numbers
Prepare & Plan 2. On-site contractor rosters
Assemble a COVID-19 District 3. Classroom and cohort rosters
Prepare a duty list and
Planning & Response Team designate a backup for 4. Class schedules
each team member. 5. After school program rosters
1. Team Lead/Point Person 6. Real-time sign-in sheets/visitor rosters
Identify an isolation area 7. Real-time student attendance data
2. Leader & Deputies for ill students or staff. from school administrators
3. Head Nurse 8. Bus route rosters
Plan for student pick up
4. HR Director 9. Each student’s emergency contacts
when one large area or
the entire building needs authorized to pick up, authorized
5. Head of Operations & Facilities medical care, and household member
to be evacuated at once:
6. Head of Security information, etc.
1. Pick up of students
7. Principals 10. Up-to-date student addresses
2. Sending staff home
8. An Educator (designated by the 3. Who stays last?
Union if educators are represented)
4. Will buses be used? Have key contact information on hand for
9. A Staff/Facilities Employee state agencies who can answer questions:
(designated by the Union » NMPED hotline for reporting all cases
if educators are represented) Plan for when a student
cannot be picked up » NMENV/OSHA for recording staff cases:
immediately. 505-476-8700
» NMDOH COVID hotline for general
questions: 1-855-600-3453
» School Health Advocates contact
information
4
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Communication for Schools
COVID-19 Point Person
Each school must identify a COVID-19 Point Person and staff that a positive case has been identified at
to liaise with the New Mexico Public Education the school site. Please use the language contained
Department (NMPED) Rapid Response Team. For in the Notification Letter Template for school
many schools, the school nurse may be well-suited communications regarding positive cases. Notification
to serve in this role. In the event of a confirmed of the school community is only required if the
positive case in the school, the point person must
positive case was on campus while infectious.
be prepared to:
• Effectively communicate with NMPED and other Please see the Staff & Student Individual Decision
state officials conducting case investigations; Tree and the Quarantine Decision Tree for
additional information.
• Provide classroom rosters and bus rosters that
list all riding students and the buses they ride,
and after school program lists for all participating Confidentiality Considerations
students that include location and program An individual’s right to privacy should always be
sponsor; considered. In sharing information with students,
• Provide up-to-date contact information for each families, and staff members, report the fact that an
student at the school; individual in the school has been determined to
• Identify close contacts of confirmed cases; and have COVID-19, rather than specifically identifying
the student or staff member who is infected.
• Ensure close contacts do not return to school
until the appropriate isolation or quarantine However, in relation to the sharing of information
period has passed. with NMPED Rapid Response members or NMDOH
School Health Advocates, the Federal Education
Please provide the name and contact information
Rights and Privacy Act (FERPA) permits non-
of the designated Point Person to NMPED in this
consensual disclosures of Personally Identifiable
online spreadsheet. You may appoint one point
Information (PII) from students’ education records
person for all of your schools. However, please
under the health or safety emergency exception to
assign a back-up Point Person in the event that
“appropriate parties” (such as public health officials)
your Point Person is absent or ill.
whose knowledge of the information is necessary
to protect the health or safety of students or other
Communication with Families individuals. Additional information regarding FERPA
and COVID-19 may be found in the U.S. Department
Communication regarding positive cases
of Education’s FERPA & Coronavirus Disease 2019
should be handled in a timely and thoughtful
manner. Every effort should be made to maintain (COVID-19) Frequently Asked Questions (FAQs).
confidentiality of the infected individual. Within
four hours of the school being notified of a
positive case, the close contacts (see page 3 for
the definition) should be notified by the school
of the requirement to quarantine for 10 days from
the last exposure. Students and staff identified as
close contacts are highly encouraged to be tested.
Within four hours of the initial notification of the
positive case, schools must also notify families
5
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Rapid Response to a COVID-19 Case
in an School Facility
R E SO UR CE S:
• NMPED Hotline: 505-476-5825 (7am–10pm M–F;
7am–8pm weekends and holidays)
• New Mexico Testing Sites
• COVID-19 Test Results website indicates
which NMDOH results tested negative
• CDC Cleaning and Disinfecting Guidance
Reporting of a Positive COVID-19 Case is Required
ACTION STEP RESPONSIBLE TIMELINE
1. Ensure the positive individual has been isolated and sent home. Inform the School Administrator or
positive individual and his/her parents/guardians (if a student), that the Within 4 hours
District/School COVID-19
positive individual will need to self-isolate for 10 days from the specimen of notification
Point Person
collection leading to the positive test result AND until fever-free for 24 hours
without fever reducing medication AND until symptoms are improving.
School Administrator or
2 . Report the positive case to NMPED within 4 hours of the school being Within 4 hours
District/School COVID-19
notified. Be ready to provide information about the positive case. of notification
Point Person
School Administrator or
3. If a staff member, also report the positive case within 4 hours to Within 4 hours
District/School COVID-19
NMENV at 505-476-8700. of notification
Point Person
4 . Shut down impacted facilities/classrooms for 24 hours and perform School Administrator or
Within 6 hours
enhanced cleaning, sanitizing, and disinfecting of facilities in District/School COVID-19
of notification
accordance with CDC guidance. Point Person
5. Provide COVID-19 Positive Case Letter to all staff and families in
appropriate languages and on district/school letterhead. If the positive
individual was not at school from two days prior to symptom onset (or if Within 6 hours
School Administrator
asymptomatic, two days before the specimen leading to the positive test of notification
result was collected) through the isolation period, there is not a school
exposure and there is no need to notify the school community.
6 . Call your regional School Health Advocate for any guidance needed School Administrator or
regarding testing, cleaning, closure, etc. See the School Health Advocate District/School COVID-19 No time requirement
Contact List on page 25 and Guidance for Closures on page 9. Point Person
6
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
What to Report for Schools
Each district or school’s COVID-19 Point Person
must report positive cases of COVID-19 to NMPED
for any student, staff, or contractor and NMENV
Report all positive cases of COVID-19 (only if a staff member).
to NMPED within 4 hours of notification.
When your district or school’s COVID-19 Point
• Any laboratory-confirmed case of COVID-19, Person goes to the Rapid Response Submission
staff or student, should be reported to website or calls NMPED, the Point Person will
NMPED between 7am and 10pm. Be ready provide information about the positive case,
to answer the questions about the positive such as name, date of birth as well as contact
information for the point person. The Point Person
case and close contacts.
will also be required to call NMENV if the positive
• If the case is a staff member, also report case is an employee.
to NMENV within 4 hours of notification Your district or school’s COVID-19 Point Person
by one of these methods: needs the information below to complete the
» E M A I L NMENV-OSHA@state.nm.us NMPED report.
» C A L L 505-476-8700
Incident Report Information:
» FA X 505-476-8734 1. Name and address of the school or district site
that the infected person physically occupied
2 . Date employer was notified of the positive
test(s)
3. Last date each positive employee or student
was at the school or district site
4 . Date each positive employee/student began
self-isolation
5. Name, email, and cell phone number of
Principal or Director
6 . Number of staff/contractors and all other
persons who were in the building on the date of
positive case notification
7. Number of students who were in the building
on the date of positive case notification
8 . Type of School: Public, Charter, State-supported,
Bureau of Indian Education (BIE), or Private.
9. Role of the positive individual (for example:
student, teacher, school administrator, food
service, custodial, bus driver, counselor,
librarian, school nurse, educational assistant,
administrator, secretary)
10. If a student, the grade the positive student is in
11. If a student, was the student on campus for
athletics
12 . STARS ID#, if positive individual is a student
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
13. If a staff member, why was staff member
on campus?
A “close contact” in a school is defined as:
14 . Home mailing address of the positive individual • All students and staff who were in the same classroom
15. Email address of the positive individual as the infected individual;
(or parent) • All students and staff who were on the same bus as
the infected individual;
16 . Phone number of the positive individual (
or parent) • All students and staff who came within six feet of the
infected individual (even while wearing a mask) for a
17. Have you notified NMENV for employee cases? cumulative total of 15 minutes over a 24-hour period.
18 . What date were families notified of the positive
case? If they have not been notified yet, what
date will they be notified? Please feel free to use Important Final Step: Check to see if the confirmed
the Positive Case Letter template provided on positive individual resides with any other district
page 23 of this Toolkit, printed on your school/ students or employees—for example, siblings
district letterhead (also available in Spanish). or household members of a confirmed positive
student who attend other schools, or students who
19. On what date were staff notified of the positive are the children of employees or contractors at the
case? If they have not been notified yet, what district/school. If so, share confirmed positive case
date will they be notified? Please feel free to information among the appropriate schools through
use the Positive Case Letter template provided their COVID-19 Points of Contact so that impacted
in this Toolkit, printed on your school/district students and staff are quarantined.
letterhead (also available in Spanish).
20. What type of reentry model was the district or Important Note: If you are notified that a household
school in when notified of the positive case? member of a student or staff member is infected with
(For example: Full Reentry; Hybrid (ES), (ES, MS), COVID-19, the students or staff members who reside
(ES, MS, HS) or Small Groups of PreK–3, and/or in the same household of this confirmed case must
Students with Disabilities only) quarantine.
21. Which parts of the school site or building have They should quarantine for 10 days from the last
you closed or will you close? (classroom, wing, date of contact with the infected individual or, if
school, cafeteria) continuously exposed, 10 days from the last date
22. Is the case related to an earlier case at your on which the infected case is likely to have been
school that you know of? infectious (10 days after symptom onset, or 10 days
from specimen collection leading to positive test
23. If the case is related to an earlier case, on what result) and the household members, are encouraged
date was the school notified of the earlier case? to get tested for COVID-19.
24. How many individuals are in the cohort of the
positive case?
25. How many student close contacts were
identified?
26. How many staff close contacts were identified?
27. On what date did the school or impacted
area reopen?
28. How long was the school (fully or partially)
closed?
29: Has the case received one or more vaccine
shots? If so, when and which one?
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Guidance for School Closures
Consult with the NMPED Rapid Response Team and your
School Health Advocate to determine which areas, if any, to close.
COVID SITUATION DUR ING INVESTIGATION POST INVESTIGATION
One or more confirmed cases within • Close off areas used by the COVID-19 • Once area has been appropriately
the same classroom. infectious individual. disinfected, it can be opened for use.
• Wait 24 hours before cleaning/disinfecting. • Students and staff in close contact
• Clean and disinfect all areas used by with positive case quarantine for 10
the COVID-19 infectious individual, such days; testing is highly recommended.
as classrooms, offices, bathrooms, and • School/district sends out Positive
common areas. Case Letter on appropriate letterhead
• Open outside doors and windows to to staff and students using the
increase air circulation in the area as provided template in this Toolkit.
safe to do.
At least 2 cases within 14 days of • Close affected rooms/wing. Follow same procedures
each other. • Follow same procedures as above. as above.
• Close the room of the positive individual.
Considerations for siblings and • Follow same procedures as above.
household members: • If siblings or household members test
If an individual (student or staff) positive, their classrooms will need to be
tests positive, all of their household closed and their close contacts will need Follow same procedures
members should quarantine during to be quarantined. as above.
the positive individuals isolation • If siblings or household members test
period and for an additional 10 days negative, there is no need to close their
afterwards. It is also recommended classrooms or quarantine. However, the
they are tested for COVID-19. siblings and household members still
need to quarantine.
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
School Staff and Student Decision Tree
The following decision tree was created for families, students, and staff to better understand the steps
that should be taken if an individual develops symptoms. Testing of close contacts (strongly encouraged)
should happen 7–10 days into quarantine, or at onset of symptoms. A negative test for a close contact of a
COVID-19 positive individual does not end the quarantine period.
INDIVI D UAL PERSON
Are you experiencing any symptoms of COVID-19?
Fever, chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache,
loss of smell or taste, sore throat, congestion or runny nose, nausea or vomiting, diarrhea?
Yes AND Yes AND No BUT
No NOT Tested POSITIVE test POSITIVE test
Continue going If at home, If at school:
Stay home until released from
to school, unless stay at home 1. Tell your teacher isolation (10 days after symptom
classroom/ and get tested or supervisor onset, 24 hours fever-free, and
cohort has been for COVID-19 immediately with improved symptoms)
quarantined
2 . Go to isolation
unit until you can
leave school or
get picked up as
soon as possible CLOSE CON TACTS
Have you been in CLOSE CONTACT*
with a confirmed case during
GET TESTED their infectious period,
(strongly encouraged) in school or out of school?
Call your doctor. If you do not have a
doctor, call the NMDOH hotline for help
ew at 1-855-600-3453
No Yes
Test result is POSITIVE
Test result is NEGATIVE Continue going Stay home for
(or no test result)
to school, unless 10 days after
classroom/ last exposure to
cohort has been confirmed case
Stay home until 24 hours fever- quarantined
free and with improved symptoms
*See definition of Close Contact on page 3.
Symptoms in a Recovered Individual: If a person is positive for COVID-19, completes their self-isolation, recovers, and then develops
new COVID-like symptoms within 90 days of their first infection, they should stay home until fever-free for at least 24 hours without fever-
reducing medication and with improvement in symptoms. They may consider consulting their healthcare provider for additional guidance.
If a person who was positive for COVID-19 more than 90 days ago develops new COVID-like symptoms, they should follow the same
guidance as for someone who was never previously a case.
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Acute vs. Chronic COVID Symptoms in Schools
Acute Symptoms the student does not get tested, the student must
self-isolate for 10 days and be fever-free without
Students or school staff with no known exposure
fever reducing medication for 24 hours and have
to COVID-19 and with new onset (acute) COVID-19
improving symptoms before returning to school.
symptoms, such as headache, runny nose, diarrhea,
etc., should be sent home to self- isolate. Staff with allergies, asthma, or other non-infectious
chronic disease which may present with mild non-
Staff and students are encouraged to get tested
specific COVID-19 symptoms should contact their
and should remain in isolation until the results are
primary care provider. The primary care provider
available. A negative test result will discontinue
may furnish the staff member with medical
the isolation and the student or staff member may
documentation stating that present, non-specific
be allowed to return to school provided that the
mild symptoms do not differ from the patient’s
symptoms do not interfere with the ability to work at baseline, indicating the individual may return to
school. If a symptomatic person has had a known school without being tested for COVID-19.
exposure to COVID-19, they must quarantine for
the full 10 days regardless of a negative test. Students or staff who have tested negative for
COVID-19 in the past two weeks and who have no
Chronic Symptoms: known exposure to COVID-19, should not be tested
Students with chronic, mild non-specific COVID-19 again in the presence of chronic symptoms that have
symptoms should have their symptoms assessed not changed in a meaningful way during that interval.
either by a school nurse or primary care provider. If If those symptoms were to change from their baseline,
there are no changes in symptoms from the baseline then the student or staff should begin home isolation.
state, students would not need to be tested and Students and staff with mild, chronic conditions,
may participate in school. If students have a change such as asthma or allergies, and who receive a
in symptoms from their baseline as assessed either negative BinaxNOW COVID-19 antigen test, are
by a school nurse or a primary care provider, then not required to self-isolate and may participate in
the students should be tested for COVID-19 and be school and extra-curricular activities until such time
placed in isolation until the results are available. as the individual has a positive COVID-19 test or has
A negative result will discontinue the isolation. If a change in symptoms. A note from a primary care
a student has a change in their baseline state and provider is not required for reentry in such cases.
If I develop symptoms after vaccination, should I isolate myself and get tested for COVID-19?
Individuals who develop symptoms after vaccination may be unsure if their symptoms are related to the vaccination or
if they are infected with the SARS-CoV-2 virus. The following approach should be utilized to determine next steps when
post-vaccination symptoms occur and get better within three days of vaccination.
PRESENCE OF ANY SYMPTOMS SUGGESTED APPROACH
AFTER VACCINATION
Injection site pain, swelling, and/or redness These symptoms are consistent with the COVID-19 vaccination.
Self-isolation is not recommended.
Cough, shortness of breath, runny nose, sore These symptoms are unlikely to be from the COVID-19 vaccination.
throat, and/or loss of taste or smell Self-isolate immediately and get tested for COVID-19.
These symptoms are consistent with post-vaccination, SARS-CoV-2 infection, or
another infectious pathogen.
Self-isolate until all of the following conditions have been met:
• Feel well enough to perform normal activities, AND
Fever (100.0°F or higher), fatigue, headache,
chills, myalgia, and/or arthralgia • Fever has resolved, AND
• No additional symptoms are experienced (i.e. do not have other signs of COVID-19,
including cough, shortness of breath, sore throat, and/or change in smell or taste)
Self-isolate and get tested for COVID-19* if symptoms are not improving or persist
for more than three days.
•Positive viral (nucleic acid or antigen) tests for SARS-CoV-2, if performed, should not be attributed to the COVID-19 vaccine, as vaccination does not influence the results of these test.
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Face Coverings and Other Personal
Protective Equipment for Schools
The following face coverings are NOT substitutes
for face masks:
In accordance with the New Mexico Department
• Masks that have exhalation valves or vents
of Health Public Health Order, all people
• Bandanas
must wear a face mask while at school,
• Scarves
during school-sponsored activities, and on
school transportation. Limited exceptions • Neck gaiters (also known as a neck fleece)
are described below. • Face shields (see further discussion below)
According to the CDC, masks that have exhalation
valves or vents cannot be used because they allow
Face Masks respiratory droplets to be expelled. Therefore,
masks with exhalation valves or vents do not
Reasons for Wearing Face Masks
prevent the person wearing the mask from
Centers for Disease Control (CDC) calls on transmitting COVID-19 to others.
Americans to wear face masks to slow and stop
the spread of COVID-19. Wearing face masks slows In addition, based on research that has emerged
the spread of COVID-19 by reducing the distribution regarding the relative effectiveness of different
of respiratory droplets by the wearer. The Public types of materials and designs, bandanas, scarves,
Health order requires mask-wearing for all people, and neck gaiters are not permitted as substitutes
including asymptomatic or pre-symptomatic for face masks because they are significantly
people who are around other people, because they less effective at containing the droplets that are
don’t know they have the virus. The most important expelled when a person speaks, sings, coughs,
function of masks is source control. When there is sneezes, etc.
universal mask-wearing, people protect each other Finally, the CDC states that “it is not known what
from getting the virus. Universal mask-wearing, level of protection a face shield provides to people
coupled with social distancing, hygiene practices, nearby from the spray of respiratory droplets
and other transmission-reducing practices, are from the wearer. There is currently not enough
critical for reducing the contagion rate of COVID-19 evidence to support the effectiveness of face
shields for source control. Therefore, the CDC does
Face Mask Criteria
not currently recommend use of face shields as a
Face masks must cover the mouth and nose and substitute for masks.”
fit snugly against the sides of the face in order to
contain respiratory droplets. The types of allowable Any district or school that has purchased these
face masks include: materials should contact NMPED as soon as
possible to pursue alternative options.
1. Face masks made of two or more layers of cloth.
2 . Face masks with a clear plastic window.
3. Surgical, procedural, N95 or KN95 face masks
that are approved by the federal Food and Drug
Administration (FDA) for use by staff performing
medical duties or similar close contact
assignments.
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Using Face Masks Limited Exceptions to Wearing Face Masks
Wearing the Face Mask Correctly There are very limited circumstances under which
• Wash your hands before a face mask cannot be worn. According to
putting on your mask. CDC guidance, the following individuals should not
wear a face covering: children under age two, or
• Put it over your nose and
anyone who has trouble breathing, is unconscious,
mouth and secure it under
incapacitated or otherwise unable to remove
your chin.
the mask without assistance. In these cases, fully
• Try to fit it snugly against remote learning is the best option to keep the
the sides of your face. student safe, as well as other students, staff, and
• Make sure you can breathe easily. the greater school community.
• Don’t put the mask around your neck or up on When wearing a face mask would obstruct
your forehead. breathing or exacerbate another medical condition
• Don’t touch the mask while it’s on your face unless for a student, then the student should be seen by a
removing it to eat or drink, and, if you do, wash healthcare provider to discuss whether it is safe for
your hands or use hand sanitizer to disinfect before the student to be in school during the public health
touching your mask. emergency. American Lung Association Chief
Medical Officer Dr. Albert Rizzo states that “cases
Washing Cloth Face Masks
of exemption are very few and far between,” and
• Ideally, a cloth face mask should be washed and “people with supplemental oxygen or compromised
dried after each use (after a day at school). respiratory status which become short of breath
• Masks may be washed in a washing machine or by even when walking might meet [CDC] criteria,
hand. Optimally, the face mask is dried in a dryer at which in that case, going out in public is a health
the hottest setting or is dried outside with sunlight. risk to the person.” For these students, fully remote
Keeping Face Masks on During the Day learning is the safest option.
Face masks must be worn all day while on school For students who cannot wear a face mask and
campuses, at school-sponsored events and on have an Individualized Education Plan (IEP) or a
school transportation. The only time the face mask 504 Plan, the IEP team or 504 committee should
may be off is while eating and drinking during meet to make a determination about possible
allowed times. Schools may provide supervised accommodations based on the totality of needs,
mask breaks for small groups of students outdoors, including the student’s needs and the community’s
while maintaining more than 6 feet social public health needs. In most cases, the IEP team
distancing between individuals. or 504 committee should consider fully remote
learning as the appropriate accommodation. In other
If a student removes the face mask and refuses
cases, such as when the student has a breathing
to wear the mask during other times, then the
obstruction or other severe medical condition that
student will have to be picked up from school and
would be exacerbated by mask-wearing, the IEP
taken home. While waiting for pick up, the student
team or 504 committee may determine whether
should be supervised and quarantined from other
a face shield could be substituted for a face mask
students. Local school district and charter school
after receiving medical documentation that would
policies should set forth the number of times a
support such a determination. In the event the
student may remove a face mask and receive a
IEP team or 504 committee allows a face shield
warning prior to being sent home.
to be substituted for a face mask, the face shield
13
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
must be hooded, or start at the forehead, and Staff who work with students not wearing a face
wrap around the face from ear to ear and extend mask due to the circumstances described above
to the chin. In extreme cases when a face mask or should wear a medical mask or face shield in addition
a face shield cannot safely be worn, the IEP team to a cloth face mask. For these situations, schools
or 504 committee shall convene to review medical should provide staff with a medical mask (surgical,
documentation and consider whether individualized procedural, N95, or KN95) and/or other PPE.
accommodations would allow the student to receive
Staff who work with students who need to lip read or
in-person instruction in such a way that staff and
face read in order to learn should wear a face mask
other students are kept safe. Additional personal
that has a clear plastic window or is made of clear
protective equipment (PPE) for the student, other
material. Discussion of clear plastic mask features
students in proximity to the student, and the staff
and where to buy clear plastic masks may be found
serving the student should be considered.
online. (NMPED does not endorse any particular
When a student with an IEP or 504 Plan cannot wear face mask vendor.)
a face mask due to a behavioral issue, then the IEP
team or 504 committee should convene to develop a Mask-Wearing and the
fully remote learning option and a plan for teaching Americans with Disabilities Act
the student to wear a face covering so the student The need for public health and safety must be
may return to in-person learning as soon as possible. balanced with requirements under the Americans
When convening the IEP team or 504 committee with Disabilities Act (ADA) to make reasonable
to consider remote learning, face shields or other accommodations for people with disabilities. Under
individualized accommodations, please meet with the ADA, a public accommodation may not be
your legal counsel and Special Education Director or required when it would pose a “direct threat” to the
504 coordinator to ensure that all state and federal school community. § 36.208 [Direct threat] of the
laws are followed, including the Individuals with ADA states as follows:
Disabilities Education Act (IDEA), the Rehabilitation a. This part does not require a public accommodation
Act of 1973, the Americans with Disabilities Act (ADA), to permit an individual to participate in or benefit
and the New Mexico Human Rights Act, Section from the goods, services, facilities, privileges,
28-1-1 NMSA 1978 et seq. In addition, please convene advantages and accommodations of that public
appropriate school staff to explore all options to accommodation when that individual poses a
include the student in whatever activities are direct threat to the health or safety of others.
feasible, including outdoor learning, in a safe manner b. In determining whether an individual poses
to the greatest extent possible while minimizing a direct threat to the health or safety of
and mitigating risks and making other possible others, a public establishment must make an
accommodations. individualized assessment, based on reasonable
Students who do not have and are not eligible for judgment that relies on current medical
an IEP or 504 Plan must wear a face mask in order knowledge or on the best available objective
to attend school in-person. The alternative is fully evidence, to ascertain: The nature, duration,
remote learning. and severity of the risk; the probability that the
potential injury will actually occur; and whether
Face Masks and Staff reasonable modifications of policies, practices,
According to the Equal Employment Opportunity or procedures or the provision of auxiliary aids
Commission of the U.S. Department of Labor, or services will mitigate the risk.
wearing a face mask is considered a lawful Moreover, a reasonable accommodation also may
condition of employment. When wearing a face not be required when it presents an “undue burden”.
mask would exacerbate a breathing obstruction § 36.104 [Definitions] of the ADA regulations defines
or another severe medical condition for the staff “undue burden” as involving “significant difficulty
member, the staff member may provide medical or expense. In determining whether an action
documentation to support a request for alternate would result in an undue burden, factors to be
work as a reasonable accommodation if feasible. considered include:
14
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
1. The nature and cost of the action needed under 3. Staff for whom wearing a face mask would
this part; exacerbate a breathing obstruction or another
2 . The overall financial resources of the site or sites severe medical condition may provide medical
involved in the action; the number of persons documentation in support of a request for
employed at the site; the effect on expenses and alternate work as a reasonable accommodation.
resources; legitimate safety requirements that Please note that the above discussions of legal
are necessary for safe operation, including crime considerations do not constitute legal advice and
prevention measures; or the impact otherwise should not be relied upon in any individual case.
of the action upon the operation of the site; It is critical that school districts and charter schools
3. The geographic separateness, and the seek the advice of human resources staff and legal
administrative or fiscal relationship of the site counsel about specific cases.
or sites in question to any parent corporation or
entity; and Mask and PPE Supplies Required
4 . If applicable, the overall financial resources of at Each School
any parent corporation or entity; the overall size
Schools may require families to provide masks for
of the parent corporation or entity with respect
their students. Schools also must have on hand,
to the number of its employees; the number,
prior to the start of in-person learning in the hybrid
type, and location of its facilities.
or full reentry operating category, a sufficient
During the COVID-19 public health emergency, all quantity of masks for students who have left their
people’s health and safety must be considered. To masks at home, as well as masks for staff and
keep people safe by reducing community spread of PPE for staff whose duties include close contact
COVID-19, wearing a face mask is a state mandate assignments.1
and must be enforced in schools. The following
reasonable accommodations for students and staff Schools need to have in stock the levels of face
who have a disability that precludes mask-wearing masks and PPE itemized in the Safety Plan
are permitted: Checklist.
1. Students with an IEP or 504 Plan will have Each district and charter school needs to identify
access to fully remote learning as the a single PPE Point Person who will conduct and
accommodation that keeps the maximum report weekly inventory of masks and other PPE
number of people safe; to the NMPED. The NMPED will provide ongoing
2 . For students who have a breathing obstruction training and support for these PPE Point Persons.
or other severe medical condition that would
be exacerbated by mask-wearing, the IEP or
504 Plan team may consider whether to allow
the student to wear a face shield after taking
into account whether PPE and other additional
precautionary measures could be used to keep
everyone in the school community safe. In
extreme cases when a face mask or a face shield 1
A close contact assignment includes any staffing assignment in
which a staff member must be within six feet of distance from a
cannot safely be worn by a student with an IEP student in order to fulfill their duties (such as staff who change
or 504 Plan, the IEP team or 504 committee student diapers, who change feeding tubes, or who provide services
to students with behavioral needs necessitating closer contact).
shall convene to review medical documentation
If a school does not have medical masks and/or face shields on hand
and consider whether individualized
for staff with a close contact assignment, the school may still have
accommodations would allow the student to elementary students return in the hybrid model, but must not require
receive in-person instruction in such a way that a staff member to perform close contact duties until a medical mask
and/or face shield is provided. (Staff must wear the face shield with
staff and other students are kept safe; the face mask.)
15
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
COVID-19 Surveillance Testing in Public Schools
Staff members selected for testing should provide
evidence to the school that their results were received
during the assigned week. Districts and charter
schools are required to report the number of staff and
students tested for COVID-19 each week through the
NMDOH Provider Portal for COVID-19.
Access to COVID-19 testing is provided at no cost
to the individual. Insurance information will be
requested, but deductibles, copayments, or other
out-of-pocket charges will not be incurred. Testing
COVID-19 surveillance testing is required for all also will be provided to people without insurance. If
schools providing in-person student services, payment is requested for COVID-19 testing, please
including small-group special education services notify Ashley Garcia (ashley.garcia@state.nm.us).
and athletics. The purpose of surveillance testing is Surveillance testing of school employees and
to detect COVID-19 outbreaks as early as possible by students is to be provided using PCR testing through
screening asymptomatic individuals. . VAULT, Curative, the Department of Health’s Public
NMPED has implemented a weekly surveillance Health Office testing sites, or though school-based
testing requirement for faculty and staff who work BinaxNOW rapid antigen testing programs.
at schools. All on-site staff are to participate in the Testing sites/companies will bill insurance for insured
following surveillance testing requirements: individuals who take the test. Please note that the goal
1. Districts and charter schools located within a of surveillance testing is to reduce the transmission of
turquoise county must ensure that 5% of their cases and that the cost of testing is less than the cost of
faculty and staff who work on site get tested treatment. Also, please note that Vault testing requires
every week. access to UPS shipping.
2 . Districts and charter schools located within a The testing companies are subject to all HIPAA
green or yellow county must ensure that 12.5% regulations and must comply with patient privacy laws.
of their faculty and staff who work on site get To receive registration links for your school or district,
tested every week. please email Ashley Garcia and Gregory Frostad
3. Districts and charter schools located within a red (gregory.frostad2@state.nm.us) with the number of
county must ensure that 25% of their faculty and registration links required.
staff who work on site get tested every week. Asymptomatic individuals who have not been
NMPED has a voluntary student testing program exposed to COVID-19 and who participate in
goal of testing 1% of in-person students in each surveillance testing are not required to self-isolate/
school district or charter school on a weekly basis. quarantine from specimen collection until their
And, based on emerging national data about results arrive. However, asymptomatic individuals
COVID-19 transmission in youth activities, the who test positive for COVID-19 must self-isolate for 10
state has a 10% testing weekly goal for individuals days from the date of specimen collection. Individuals
participating in extra-curricular activities. who have tested positive for COVID-19 are exempt
from surveillance testing for 90 days from when they
COVID-19 Point Persons will be designated at each last tested positive. Individuals who provide evidence
public school to identify individuals to be tested, to of full COVID-19 vaccination are not required to
track testing numbers and to report on a weekly basis. participate in surveillance testing.
Private schools and Bureau of Indian Education
schools are encouraged, but not obligated
to participate in surveillance testing.
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Air Filtration in Schools
High-quality air filtration is one aspect of a multi- Additionally, districts and schools unable to
pronged strategy for ensuring healthy school immediately install MERV 13 or its equivalent must
environments. To address issues and concerns work with their operations staff to take the following
surrounding air quality, NMPED will work with each actions in accordance with the guidelines from
district and school to ensure installation of high- the CDC:
quality air filters. In addition, each district shall have
1. Run the central air fan continuously;
an established and written protocol on inspecting,
2. Open dampers to increase air flow;
repairing and providing maintenance on ventilation
systems within all school facilities. 3. Open windows and doors (be mindful
of possible safety considerations); and
Ventilation system upgrades and improvements
4 . Deploy box fans or other portable fans and air
will increase the delivery of clean air and dilute
purifiers with high air circulation capacity in
potential contaminants within each classroom
addition to prioritizing the use of these items
and school facility. The NMPED will be deploying
in classrooms with higher ventilation needs.
the American Society of Heating, Refrigerating
and Air-Conditioning Engineers (ASHRAE) Please note, in order for any school to begin classes
recommendation, which states the target level for in the hybrid model, they must meet NMPED
filtration in schools is minimum efficiency reporting requirements for indoor air quality.
value (MERV) 13 or higher. On average, this will
remove 75 percent of particle size of 0.3 to 1.0 μm. Reopening Facilities
This higher standard of filtration is more effective at When buildings that have experienced reduced
removing viral particles from the air. The ASHRAE water usage are re-opened, there is a danger of
document linked above provides additional exposure to toxins such as mold, lead and copper.
guidance on determining compatibility of various Schools are to follow CDC guidance on facility re-
types of HVAC systems with a MERV 13 filter. opening, which is available at:
NMPED will work with those districts and schools Guidance for Reopening Buildings After Prolonged
to identify the highest quality compatible filters. Shutdown or Reduced Operation | CDC
17
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Guidance for In-Person School Reentry
Seating Charts Student Rest Breaks
For all in-person services, teachers will develop Students, including preschool students, who rest or
and maintain seating charts that ensure social nap at school are not to wear masks during their rest
distancing requirements are maintained and that breaks and must maintain social distance. Student
limit the number of student interactions. mats must be spaced six feet apart and placed head-
to-toe. Students must be supervised by adults during
Large Space Guidance rest breaks.
For common areas and large school spaces, such
as hallways, libraries, cafeterias and gymnasia,
School Transportation Guidance
local decisions will need to be made as to when NMPED’s Transportation Guidance for the 2020–21
individuals that share the space are to be considered School Year provides requirements, considerations,
close contacts of infectious cases. For instance, if recommendations, and best practices to encourage
students took lunch in the cafeteria and there was a safe and successful school year.
an infectious student in the cafeteria, it would not be The following are important minimum requirements:
required that everyone in the cafeteria be considered 1. All school districts and charter schools shall
a close contact by virtue of being in the cafeteria at comply with COVID-19 safe procedures and the
the same time as the infectious individual. However, NMPED Reentry Guidance.
everyone that shared the same table would likely 2 . All staff and students must wear face masks.
be considered a close contact. Because school
3. To the greatest extent possible, a maximum of
situations vary greatly, providing a single set of
two students may sit together on a bus seat.
guidelines for common and large spaces and the
4 . Schools in hybrid category must take all
variety activities that take place in them, is unlikely
reasonable steps to limit bus seats to one
to be both reasonable and to keep students and
student to the best of their ability.
staff safe. Local judgement will continue to be
required in such instances. Also, six feet for fifteen The following are recommendations, suggestions,
minutes or more may not always be the best and other options:
means to determine close contacts in these cases. 1. NMPED has updated the School Bus Inspection
If Johnny was within 10 feet of an infectious Sally for Guide to allow for the installation of aftermarket
25 minutes in a poorly ventilated cafeteria, it is likely equipment on all school buses that enhance
prudent to consider that Johnny was a close contact. the safety of the driver and passengers due
to COVID-19 as long as they meet all federal
Papers and Shared Texts guidelines and regulations. Examples include:
Surface transmission of COVID-19 is not thought a. Hand sanitizer dispensers
to be a main driver of transmission, but it can still b. Driver shields
occur. Previous studies have found that the virus
c . Passenger curtains.
was detectable on paper for 3 hours. As a precaution
against transmitting the COVID-19 virus through 2 . Buses may be equipped with extra masks for
shared texts, students should wash and/or sanitize those students who forget their masks.
their hands before and after using shared texts. A 3. Bus drivers and school bus assistants must
s a precaution against transmitting the COVID-19 implement social distancing rules, to the
virus through shared papers, schools may consider greatest extent possible, and require students
having students submit papers directly into a to be six feet apart at the bus stops.
receptacle, where the papers would sit for 3 hours 4 . Bus drivers and school bus assistants must
before being touched. implement loading and unloading procedures
on a school bus, which may include assigned
seating. If possible, those students who board
18
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
first should sit all the way to the back, and those 2. Q: If contracts are not renegotiated do the
who board last should sit in the front. When contractors still have the obligation to pay their
unloading, the front of the bus should unload employees for the days the buses are not
first to prevent students from crossing the paths in service?
of one another. A : If bus companies are receiving compensation
5. Student temperature checks are not required. from LEAs, then the companies must pay their
Temperature checking students may be done bus drivers. In the event that buses are not
at school bus stops (or at school). This can be operating and bus drivers are not performing
done by the bus driver or a school bus assistant. alternate work; then LEAs should review
Policies will need to be developed on what to do contracts with legal counsel to determine
with students who have COVID-19 symptoms. whether a reduction in payments for bus
6 . Schools and districts should encourage families companies is appropriate.
to have a parent or guardian present until the
3. Q: To ensure that bus contractors are not
students are picked up to ensure no student is
collecting payments from the LEA and then
left unattended at a school bus stop. Implement
sending their drivers to collect unemployment,
clear policies and procedures for isolating
or any other government funding related to
students with symptoms and transporting them
this crisis can the district and/or charter school
to their homes.
require their school bus contractors to sign an
7. Sanitization of a school bus before and after affidavit requiring that all of the contractor’s
students are transported may be required. employees must still be paid while receiving
Implement procedures for the sanitization compensation from the LEA?
of a school bus and determine what staff will
A : Yes – this is a local decision. Also, please report
complete this type of work.
possible abuses of unemployment compensation
8 . Schools and districts must train all bus drivers insurance claims to the Workforce Solutions
and school bus assistants on updated policies Department (WSD), NMPED’s Transportation
and procedures related to COVID-19. and Capital Outlay Bureau and the Attorney
The following are FAQ’s regarding School General’s Office.
Transportation: 4 . Q: Do school districts have to revise their
1. Q: Bus contracts have already been signed contracts for transportation employees based
with bus contractors and were negotiated on on the actual number of days students are
the assumption all buses would be running transported?
in August whether the districts were back to A : For bus drivers and other transportation
normal or on a hybrid model. For the schools staff who are employed as LEAs’ FTE employees,
that are doing remote learning, do school the language in the employment contract and
districts and charter schools have to renegotiate any applicable collective bargaining agreement
their contracts based on the number of days apply to contract revisions. Please consult with
students will be transported? your legal counsel about the particulars of
A: Under Paragraph 4 of Paragraph B (“Scope of your situation.
Services”) in the model contract provided in rule,
5. Q: If school transportation employee contracts
“[t]ransportation services shall be provided for
are not renegotiated, do districts still have the
X#_school days in accordance with bus routes
obligation to pay their employees for the days
and schedules agreed to under the terms of this
the buses are not in service?
contract. For each day that a bus is not operated,
the compensation paid the CONTRACTOR shall be A : NMPED recommends that LEAs assign
decreased by 1/Xth of the total compensation for alternate duties to bus drivers so they may
services provided in Subsection C, Paragraph (1) of continue to be employed and remain available to
this contract.” See NMAC 6.43.2. Using this clause, LEAs upon the resumption of in-person learning.
the contract need not be renegotiated in order to If employees refuse to perform alternate work,
reduce payments when routes are not driven. then they may be subject to employee discipline.
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COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
6 . Q: In regulation, school districts are not 9. Q: Can tribal leaders require school district bus
allowed to cross district boundaries without an drivers to be tested for COVID-19 before they
approved boundary agreement signed by the deliver meals on tribal lands?
Secretary of NMPED. Can the district cross over A : Bus drivers are subject to surveillance testing
district boundaries to deliver food? under NMPED requirements. If tribal leaders
A : Yes – 6.42.2.2 [SCOPE] provides that the “[p] require more stringent testing, then bus drivers
rovisions of this rule apply to public school are subject to tribal policies when traveling to tribal
districts where temporary transportation lands under the doctrine of tribal sovereignty.
boundaries are established to transport students
10. Q: Does the same transportation guidance
from an adjoining district within a specified
apply to athletic trips?
geographic area where it is impractical to
transport such students to school within the A : Yes.
district where they live.” (Emphasis added.) This 11. Q: What is the guidance regarding
rule pertains to the transportation of students, transportation of students in SUVs?
not meals or other goods.
A : Smaller vehicles pose more risk, therefore
7. Q: In regulation school districts are allowed to NMPED recommends the use of a school bus. If
pay families a per capita reimbursement for there is no other alternative, then SUVs should
transporting their children to school when it is be used with as few passengers as possible and
impractical to send a school bus to transport to the extent possible, keep one per bench and
the students. Can LEAs still pay families a per staggered, so the kids are not directly in front or
capita feeder reimbursement for transporting behind each other. The windows should be open,
their children to pick up meals? and masks must be worn by all. Hand sanitization
A : No – 6.43.2.15 [PER CAPITA FEEDER or handwashing upon entry and departure from
REQUIREMENTS] provide that “[t]he local board the vehicle must also occur.
may provide per capita or per mile reimbursement
to a parent or guardian in cases where regular
school bus transportation services are not
available or impractical because of distance, road
conditions or sparseness of population or in cases
where the local board has authorized a parent to
receive reimbursement for travel costs incurred
by having a child attend a school outside the
child's attendance zone.” (Emphasis added.) In this
instance, reimbursement is not available for travel
costs incurred for picking up meals, since the rule
addresses travel costs for students only.
8 . Q: In regulation, school districts are required
to conduct bus evacuations once per semester.
Will districts be required to conduct these
evacuations due to COVID-19 or can NMPED
give a waiver?
A : Bus evacuations under NMAC 6.41.4.9(11)
are required only during the semester in which
hybrid or full reentry learning occurs. Otherwise,
waivers will be considered on a case by case basis.
20
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Procedural Considerations
Before-school Procedures Schools with any in-person student learning must:
• Provide adequate supervision during transitions to
A common time for students to socialize in groups
ensure students are wearing masks and maintaining
is upon arrival at school and before the start of
social distancing requirements;
classes. This time period represents a high-risk time
for transmitting COVID-19. Recommendations to • Provide training to students and staff with
reduce the risk of virus transmission before school opportunities to practice safe transitions.
include: Schools should also consider:
• Staggering arrival times such that there are • Staggering transition times to limit hallway traffic;
fewer students entering the school at one time; • Limiting hallway traffic to one-way, or if allowing
• Requiring students to enter classrooms two-way traffic, erecting dividers to separate lanes
immediately upon arrival at school; of traffic;
• Requiring teachers to arrive prior to the arrival • Using visual cues, such as tape on the floor, to
of buses; encourage social distancing.
• Providing space and supervision for students
who arrive prior to the opening of classes; After-school Procedures
• Providing adequate direction and procedural Another common time for students to socialize
training to students and their families; in groups is upon dismissal. This time period
• Increasing the number of staff on morning duty represents a high-risk time for transmitting COVID-19.
(and during transitions) to ensure students Recommendations to reduce the risk of virus
maintain social distancing requirements, wear transmission after school include:
masks, and report directly to class. • Staggering dismissal times such that there are
fewer students exiting the school at one time;
Breakfast and Lunch Procedures • Requiring students to embark buses directly
To maintain social distancing and reduce the risk upon dismissal;
of virus transmission, breakfast and lunch for all • Providing a space and supervision for students
students may be served in classrooms, outside (as who are awaiting pickup;
safe and appropriate), and in other large spaces • Providing adequate direction and procedural
in which students can maintain safe distances. If training to students and their families;
this is impractical and food must be served in the • Increasing the number of staff on afternoon duty
cafeteria, then breakfasts and lunches should be to ensure students maintain social distancing
staggered by classrooms/grade levels to reduce requirements, wear masks, and exit campus
the number of cohorts in the cafeteria at any one expeditiously.
time. To the greatest extent possible, students
should sit on only one side of a table and maintain Managing Individuals with COVID-19
greater than six feet of distance from others. Duty Like Symptoms on Campus
schedules may need to be amended to ensure
An individual who begins exhibiting COVID-19 like
that students maintain social distance while in
symptoms, and who cannot immediately leave school
the cafeteria. Please note that districts and charter
grounds, should proceed (at the earliest possible time)
schools that serve breakfast and lunch to students
to an isolation room and should not interact with others
in classrooms will still be fully funded for all
students or staff other than the isolation room monitor,
appropriate federal and state food programs.
until such time as an appropriate family member,
school administrator with appropriate PPE, or health
Classroom Transitions (passing periods) care provider with appropriate PPE, is able to transport
Cohorting practices will limit classroom transitions; the individual safely away from the facility. If the student
however, it will remain important for schools to or staff member with COVID-19 like symptoms were to
develop procedures and to train students and staff receive an antigen test that provides a negative result,
on how to move through campus safely. the student or staff member could return home on a bus
but should still maintain social distance while on the bus.
21
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
Singing & Playing Wind Instruments School-related Events
Music education is an School-related events, including assemblies, dances,
important aspect of a well- award ceremonies, academic competitions and
rounded education; however, extra-curricular events should be limited to only the
components of music most essential events; however, school-related events
education, such as singing are permissible. The degree to which spectators are
and playing wind instruments, allowed at a school-related event is dependent on the
present a higher probability of DOH COVID-19 heat map color of the county as follows:
COVID-19 transmission than
other school subjects do.
Red Counties: no spectators
The following COVID-safe practices (CSPs) are
required for singing and playing wind instruments
Yellow counties: spectators allowed at up to
as part of an instructional class, and as part of extra-
25% capacity of an outdoor venue, no spectators
curricular activities such as marching band, concert
for indoor venues
band and choir.
The overall number of singers and musicians Green counties: spectators allowed at up to
allowed to participate in any single activity is 25% capacity of an indoor venue and 50% capacity
dictated by the size of the venue and the ability of an outdoor venue
of school leaders to ensure that social distancing
requirements and other CSPs can be maintained Turquoise counties: spectators allowed at up to
during the activity. 33% capacity of an indoor venue and 75% capacity
Key safety requirements (CSPs) to allow for students of an outdoor venue
singing and playing wind instruments include:
• Prohibiting sharing of instruments COVID-safe practices such as social distancing, mask
• Ensuring students each have their own wearing, and a prohibition on selling or serving food
instrument-specific multi-layered cloth mask and drinks are required at all school events. Spectators
for singing or playing a wind instrument, and are allowed at school-related events; however, singing
instrument-specific multi-layered cloth bell cover at or playing wind instruments at an indoor event
for playing wind instruments. Students are to be is prohibited.
solely responsible for cleaning and maintenance
of masks and bell covers. COVID-19 Reporting for
• Implementing and training students on protocols
to ensure that students maintain enhanced social
Interscholastic Events
distancing (9 feet) while playing and singing inside, Each school at an interscholastic event manages
and maintain social distancing (6 feet) at all other its own positive case reporting and rapid responses
times, especially when removing instruments from for students who were at the event and later tested
cases and returning instruments to their cases. positive, regardless of which school was hosting
the event. All positive cases would be reported to
• Having sanitation spray available for students to
the NMPED and to the hosting facility such that
clean and disinfect instruments
relevant areas of the facility can be closed and
To safely sing and play wind instruments together, cleaned as appropriate.
students must also make use of the following
mitigation strategies:
• Wearing of instrument specific multi-layered cloth
masks while playing and singing
• Enhanced social distancing (9 feet) while playing or
singing indoors
• Using instrument specific multi-layered bell covers
for wind instruments
22
COVID -19 RESP ONSE TO O L K I T FO R N EW MEXI CO’ S PU BL IC S C HO O LS
COVID-Safe Practices for Youth Sports & Programs
• Conduct trainings for students regarding hygiene
See comprehensive guidance for NMAA activities and safety protocols including proper hand washing,
covering eligibility to participate, COVID-Safe touching of face, covering mouth and nose when
coughing/sneezing and social distancing.
Practices, resources, and FAQs.
• Stagger arrival and drop-off times and locations.
Students waiting to be picked up should maintain
• Establish and continue communication with local 6 feet social distancing.
and state authorities to determine current mitigation • Establish protocols to limit direct contact with parents.
levels in your community. Check state and local health
department notices daily about transmission in the • Take the temperatures of staff daily with a touchless
area and adjust operations accordingly. thermometer. Individuals with elevated temperatures
(above 100.4 F) or with COVID-19 related symptoms
• Follow New Mexico Public Education Department should stay home. Implement screenings safely,
COVID-19 Safe Practices as outlined in the School respectfully, and in accordance with any applicable
Reentry Guidance during all activities on and off privacy laws or regulations. Confidentiality should
school campus. be maintained.
• Prohibit congregation of players during warm-up, • Plan for when a staff, child, or visitor becomes sick.
while at rest or hydration breaks, or when entering Advise sick staff members not to return until they
or leaving the practice site. have met DOH criteria to discontinue home isolation.
• Prohibit food concessions. • Students who become sick should be picked up
• Require masks for adults and students at all times immediately. For emergency situations, staff should
(when not eating or drinking). call 911.
• Prohibit overnight travel.
• Do not schedule or participate in consecutive-day As per guidance from NMAA’s Sports Medicine Advisory
competitions Committee, any student who has had a COVID-19 infection must
complete the self-isolation period and then receive medical
• Limit competitions geographically (teams only clearance from a medical professional using the COVID-19
compete with those in the same NMAA district). Medical Clearance Form before returning to participation in an
• Limit group transportation including carpooling. NMAA sanctioned-activity. Students who have had COVID-19
• Close communal use locker rooms, or ensure that locker infections and have received clearance for participation must
continue to follow the protocols given for return to activity.
rooms meet sufficient air filtration requirements and
are only open when there is sufficient adult supervision
to maintain social distancing requirements.
ADDITIONAL RESOURCES
• Conduct practices and competitive play outdoors
when possible. • All Together New Mexico – COVID-19 Safe Practices Guidance
• New Mexico Department of Health COVID Hotline: 1-855-600-
• Have adequate supplies to support healthy hygiene
3453 (Available 24/7 in English and Spanish)
behaviors, including soap, hand sanitizer with at
least 60 percent alcohol (for staff and older children • State of New Mexico COVID-19 website
who can safely use hand sanitizer), tissues, and • New Mexico Department of Health
no-touch trash cans. • Centers for Disease Control and Prevention (CDC)
• Post signs on how to stop the spread of COVID-19, COVID-19 website
properly wash hands, promote everyday protective • Occupational Safety and Health Administration (OSHA):
measures, and properly wear a face covering. Guidance on Preparing Workplaces for COVID-19
• Intensify cleaning, disinfection, and ventilation. • CDC Guidelines for Cleaning and Disinfection Community
Facilities
• Ensure ventilation systems operate properly and increase
circulation of outdoor air as much as possible by opening • Environmental Protection Agency (EPA): List N: Disinfectants
windows and doors, using fans, or other methods. Do not for Use Against SARS-CoV-2
open windows and doors if they pose a safety or health • CDC Print Resources in multiple languages
risk (e.g., allowing in pollens that may exacerbate asthma • CDC Frequently Asked Questions
symptoms) to children using the facility. • List of Suppliers: COVID-19 Emergency Supply Collaborative
• Include all coaches and staff in COVID-19 surveillance • Frequently Asked Questions: Children and COVID-19
testing programs. • Frequently Asked Questions: Summer Youth Programs
23
S U PPLEMENTARY RESO URCES
School Safety Plan Checklist
for COVID-19 Preparation and Response
You have and will maintain an inventory of You have identified a COVID-19 Point Person for
masks and PPE for students and staff: each school in your district/charter and entered
▶ Additional disposable masks for students their contact information in the appropriate
and staff NMPED Google document.
▶ 20 medical masks (surgical, procedural, KN95 You have and will maintain an inventory of
or N95) and a face shield for each staff member CDC-approved cleaning supplies.
with a close contact assignment (for optimal You have sufficient custodial resources so
protection KN95 and N95 masks may be fit that the areas of the schools are cleaned in
tested for better seal and filtration) accordance with CDC standards for cleaning
▶ At the request of the employee, a reusable or and disinfecting schools.
disposable full-length gown for any employee You have an established and written protocol
whose duties subject them to conditions in on inspecting, repairing, and providing
which social distancing and PPE standards maintenance on ventilation systems within your
cannot be guaranteed buildings. Filtration levels (MERV ratings) shall
▶ Bottled hand sanitizer (with at least 60% alcohol) be maximized for equipment capabilities. MERV
or soap and water hand-washing stations 13 filters shall be used in HVAC systems that
available for use by employees and students are compatible with that type of filter. Systems
▶ Employees who work with staff or students that are not compatible with a MERV 13 filter
with COVID-like symptoms (school nurses, staff shall use the filter with the highest MERV rating
compatible with the system.
in isolation rooms, etc.) shall have N95/KN95
masks, or surgical masks when performing high You have read and reviewed NMPED’s COVID-19
risk, non-aerosol generating procedures. Such Response Toolkit for New Mexico’s Public
employees shall also have gowns, gloves and Schools and will abide by its guidelines.
face shields.
You have identified a PPE Point Person for
your district/school and entered their contact
information in the appropriate NMPED Google
document. Your district PPE Point Person is
responsible for maintaining and reporting
weekly inventory of masks and PPE, as well as
surveillance testing numbers, to NMPED through
a web-based portal.
I certify that my district/school has completed the above actions.
D ISTRICT/CHARTE R SC H O O L N A ME S U PE R INT E ND E NT/C HART E R D IR ECTOR NA M E
SU PERINTENDENT/CH A RTER DI RECTO R SI G N ATU R E DAT E
24
S U PPLEMENTARY RESO URCES
NM Department of Health
School Health Advocate Contact List
Districts and schools may contact their local School Health Advocate (SHA) according
to their region for guidance in terms of testing and quarantine procedures.
SCHOOL HEALTH REGION EMAIL OFFICE PROFESSIONAL
ADVOCATE PHONE CELL
Leslie Berry RN Northwest leslie.berry@state.nm.us 505-836-4561 505-490-7948
Susan Acosta RN Northeast susan.acosta@state.nm.us Teleworking 505-490-2763
Northwest–
Barbara Lynn Wheeler RN barbaral.wheeler@state.nm.us Teleworking 505-467-9292
Metro Area
Maricelda Pisana RN Southeast maricelda.pisana@state.nm.us Teleworking 575-528-8863
Crista Pierce RN Southwest crista.pierce@state.nm.us Teleworking 575-339-4380
Northeast
SAN JUAN RIO ARRIBA TAOS COLFAX UNION
Northwest
LOS ALAMOS
MORA
HARDING
MCKINLEY SANTA FE SAN MIGUEL
SANDOVAL
CIBOLA Metro
BERNALILLO
GUADALUPE
QUAY
VALENCIA TORRANCE
CURRY
DE BACA
ROOSEVELT
CATRON SOCORRO
LINCOL N
Southwest CHAVES
Southeast
SIERRA
GRANT
LEA
OTERO
EDDY
DOÑA ANA
LUNA
HIDALGO
25
S U PPLEMENTARY RESO URCES
Template for Notification of Positive Case
to School Community
This letter template may be used to notify the school community of a COVID-19 positive case.
Download an editable MS Word version this document to customize.
[PRINT ON LETTERHEAD OF FACILITY]
[INSERT DATE]
To: Parents or Guardians of children who attend [INSERT NAME OF SCHOOL]
[INSERT NAME OF SCHOOL CHILD ATTENDS] is working with the New Mexico Public
Education Department (NMPED) and New Mexico’s Department of Health (NMDOH) because
a staff member at our facility or a child who attends our school has tested positive for COVID-19.
This letter is to inform you about the next steps necessary to protect your child and our
community from COVID-19. Per guidance from both NMPED and NMDOH, we are required
to investigate to see who had “close contact” with the staff member or student who tested
positive for COVID-19. A “close contact” is defined as being closer than six feet for a cumulative
total of fifteen minutes or more over a 24-hour period to a person who is positive for COVID-19
and all staff and students who were in the same classroom or on the same bus as the infected
individual. All students and staff who were in “close contact” with the infected individual are
encouraged to be tested seven to 10 days after close contact exposure to the positive COVID-19
individual. Close contacts must self-quarantine at home for 10 days, regardless of the test result.
In the meantime, if you or your child begin to develop symptoms of COVID-19, which are
fever, chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches,
headache, new loss of smell or taste, sore throat, congestion or runny nose, nausea or vomiting,
diarrhea [https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html],
please call your healthcare provider or the COVID-19 Hotline at 1-855-600-3453.
It is important that you call ahead to your healthcare provider before presenting to the
physician’s office, clinic, urgent care or emergency room so that they can be prepared for your
arrival. They may also refer you to a testing clinic.
Areas of the school (including buses) in which the COVID-19 positive individual spent time
will be cleaned and disinfected and those who were close contacts of the positive case will
be notified.
Please continue to send your child to school unless you are notified that your child was a close
contact of a positive COVID-19 individual, your child develops COVID-19 symptoms, or your child
has a positive COVID-19 test. Likewise, your household members do not need to quarantine
unless your child tests positive for COVID-19 or your household members are identified as a
close contact of a positive COVID-19 individual.
You may call [INSERT NAME OF SCHOOL-BASED COVID POINT PERSON AT PHONE NUMBER]
or NMDOH at (505) 827-0006, if you have questions.
Thank you for your support in these efforts.
Sincerely,
[SIGNED BY SCHOOL ADMINISTRATOR]
26
From: Robinson, Judy, PED
To: Robinson, Judy, PED; Graham, Carolyn, PED; Avery, Katherine, PED
Subject: RELEASE: Full school reentry is here; all school staff prioritized for vaccine
Date: Monday, March 8, 2021 3:38:29 PM
Attachments: Monday NR -FINAL.pdf
FAQ_full reentry 03072021 - clean (1).pdf
CONTACT: Judy Robinson
judy.robinson@state.nm.us
505-469-5496
March 8, 2021
All educators to be offered vaccine by end of March;
schools to move rapidly to expand in-person learning
Goal: All schools in full reentry no later than April 5
SANTA FE -- All New Mexico school staff members will be offered a COVID-19 vaccine
before the end of March as a gateway to further expanding safe in-person learning with a
goal of reaching full reentry by April 5, the Public Education Department and Department of
Health announced today.
“I bring you good news today -- news you’ve been waiting to hear for a year: We’re going
back to school,” Public Education Secretary Ryan Stewart said. “The time has come to get
back to the gold-standard in education, which is students and teachers together in
classrooms. Our message to New Mexico public schools is that you can and should move as
quickly as possible to get everyone who wants it back for in-person learning.”
Additionally, all schools may immediately begin offering New Mexico Activities Association-
sponsored activities, including sports, and may resume other curricular and extracurricular
activities such as band, choir and drama.
The announcement moves New Mexico public schools to the third and final stage of the
Public Education Department’s COVID-19 Safe Operating Categories. All schools were in the
remote category until Sept. 8; most elementary schools were eligible for the hybrid category
in the fall; all schools became eligible for the hybrid category Feb. 8; and all schools are now
eligible for full reentry, which means all students can return to their school buildings for in-
person each school day.
COVID-Safe Practices will remain in place, including mask-wearing, frequent hand-washing,
enhanced indoor air quality and social distancing to the greatest extent possible. Schools will
be encouraged to use large communal spaces and outdoor spaces to maximize social
distancing, especially during meal times.
Vaccinations for school staff members
Based on an increase in supply of vaccines, the state’s substantial progress in vaccinating
priority groups and recent federal guidelines on vaccine priority, New Mexico is offering
vaccines to every school staff member in the next three weeks. This week, vaccines will be
offered to all school staff members who are registered for the vaccine and are outside the
Albuquerque metro area. Next week, vaccines will be offered to all registered school staff
members in the Albuquerque metro; school staff members not currently registered and who
register in the interim will be offered vaccines in the week ending March 26.
“As part of New Mexico’s nation-leading vaccine distribution effort, DOH is focusing on
vaccinating K-12 educators, early childhood professionals and staff. We are eager to support
the safe return of educators and students to the classroom,” Department of Health Secretary
Dr. Tracie Collins said.
“Our goal has always been to welcome students back to school as quickly and safely as
possible. The statewide mobilization to vaccinate all school staff is a game-changer in
creating increasingly safe working conditions and school environments for all,” Stewart said.
More than 45,000 New Mexicans have registered as educators to receive the vaccine, which
includes those in early childhood and higher education. Of the registered educators, almost
15,000 have already received the vaccine as members of previously eligible groups -- health
care workers; those 75 and older, and those with certain health conditions that place them at
high risk for serious outcomes should they become infected.
New Mexico currently has 50,864 K-12 school staff members -- including classroom
teachers, administrators, bus drivers and food handlers.
Once school staff members provide evidence of full vaccination, they will no longer be
required to participate in asymptomatic surveillance testing, which is used to prevent
outbreaks. Since school reentry began Sept. 8, the overall positivity rate of school staff
surveillance testing is 1%, well below the state’s 5% target. The positivity rate since the
expansion of in-person learning on Feb. 8 is 0.3%.
Moving quickly to full reentry
The PED and schools have been working since summer to make this return possible, with
longstanding requirements for surveillance testing, case monitoring, improved air quality
and evidence-based COVID Safe Practices like mask-wearing, hand-washing and social
distancing. Before moving into hybrid, districts had to sign assurances that those practices
would continue, and site visits by either PED officials or fire marshals were conducted to
assure readiness.
With those protections in place, 52,200 of New Mexico’s 330,000 public school students are
already attending in-person learning, most in the hybrid mode, which means they attend
school in person two days a week and study remotely the other three days. Of the 50,000-
plus people who staff public schools, 17,000 have already returned to in-person work.
PED is urging districts and schools to move quickly to get many more educators and students
through school doors in the coming weeks, with an expectation that all schools will be in full
reentry no later than April 5.
“While we know our communities need time to plan, we expect them to move quickly. As a
state, our expectation is for all schools to be offering in-person learning for every family that
wants it. You tell us your start date, but that start date should be soon,” Stewart said.
Families still may choose for their students to study remotely, and if any district has a
significant portion of students making that choice, the Public Education Department will
provide whatever flexibility is needed.
“We are phasing out what we’ve been calling ‘hybrid’ learning, although there will continue
to be a fully remote option for those families who choose it,” Stewart said.
In no case will a student be required to return to in-person learning if doing so would violate
the requirements of a sovereign tribe or nation, some of which are still in a “lockdown”
environment.
Extracurricular activities and sports
Sports and other extracurricular activities may resume immediately at all schools, with
explicit safety precautions in place.
For sports, precautions include no congregating during warm-ups or breaks in play; no
overnight travel, and masks required for all except when eating or drinking. A complete list
of sports guidelines is available on P. 23 of this document.
Choir and band will be allowed outdoors. Students may not share instruments and must
follow COVID-safe practices such as the use of cloth bell covers on wind instruments. Both
singers and musicians must be appropriately masked and must maintain enhanced social
distancing of 9 feet when playing or singing in groups. A complete list of music guidelines is
available on P. 22 of this document.
###
Judy Gibbs Robinson
Deputy Communications Director
Public Education Department
judy.robinson@state.nm.us
505-469-5496 (c)
CONTACT: Judy Robinson
judy.robinson@state.nm.us
505-469-5496
March 8, 2021
All educators to be offered vaccine by end of March;
schools to move rapidly to expand in-person learning
Goal: All schools in full reentry no later than April 5
SANTA FE -- All New Mexico school staff members will be offered a COVID-19 vaccine before
the end of March as a gateway to further expanding safe in-person learning with a goal of
reaching full reentry by April 5, the Public Education Department and Department of Health
announced today.
“I bring you good news today -- news you’ve been waiting to hear for a year: We’re going back to
school,” Public Education Secretary Ryan Stewart said. “The time has come to get back to the
gold-standard in education, which is students and teachers together in classrooms. Our message
to New Mexico public schools is that you can and should move as quickly as possible to get
everyone who wants it back for in-person learning.”
Additionally, all schools may immediately begin offering New Mexico Activities
Association-sponsored activities, including sports, and may resume other curricular and
extracurricular activities such as band, choir and drama.
The announcement moves New Mexico public schools to the third and final stage of the Public
Education Department’s COVID-19 Safe Operating Categories. All schools were in the remote
category until Sept. 8; most elementary schools were eligible for the hybrid category in the fall;
all schools became eligible for the hybrid category Feb. 8; and all schools are now eligible for full
reentry, which means all students can return to their school buildings for in-person each school
day.
COVID-Safe Practices will remain in place, including mask-wearing, frequent hand-washing,
enhanced indoor air quality and social distancing to the greatest extent possible. Schools will be
encouraged to use large communal spaces and outdoor spaces to maximize social distancing,
especially during meal times.
Vaccinations for school staff members
Based on an increase in supply of vaccines, the state’s substantial progress in vaccinating
priority groups and recent federal guidelines on vaccine priority, New Mexico is offering
vaccines to every school staff member in the next three weeks. This week, vaccines will be
offered to all school staff members who are registered for the vaccine and are outside the
Albuquerque metro area. Next week, vaccines will be offered to all registered school staff
members in the Albuquerque metro; school staff members not currently registered and who
register in the interim will be offered vaccines in the week ending March 26.
“As part of New Mexico’s nation-leading vaccine distribution effort, DOH is focusing on
vaccinating K-12 educators, early childhood professionals and staff. We are eager to support the
safe return of educators and students to the classroom,” Department of Health Secretary Dr.
Tracie Collins said.
“Our goal has always been to welcome students back to school as quickly and safely as possible.
The statewide mobilization to vaccinate all school staff is a game-changer in creating
increasingly safe working conditions and school environments for all,” Stewart said.
More than 45,000 New Mexicans have registered as educators to receive the vaccine, which
includes those in early childhood and higher education. Of the registered educators, almost
15,000 have already received the vaccine as members of previously eligible groups -- health care
workers; those 75 and older, and those with certain health conditions that place them at high
risk for serious outcomes should they become infected.
New Mexico currently has 50,864 K-12 school staff members -- including classroom teachers,
administrators, bus drivers and food handlers.
Once school staff members provide evidence of full vaccination, they will no longer be required
to participate in asymptomatic surveillance testing, which is used to prevent outbreaks. Since
school reentry began Sept. 8, the overall positivity rate of school staff surveillance testing is 1%,
well below the state’s 5% target. The positivity rate since the expansion of in-person learning on
Feb. 8 is 0.3%.
Moving quickly to full reentry
The PED and schools have been working since summer to make this return possible, with
longstanding requirements for surveillance testing, case monitoring, improved air quality and
evidence-based COVID Safe Practices like mask-wearing, hand-washing and social distancing.
Before moving into hybrid, districts had to sign assurances that those practices would continue,
and site visits by either PED officials or fire marshals were conducted to assure readiness.
With those protections in place, 52,200 of New Mexico’s 330,000 public school students are
already attending in-person learning, most in the hybrid mode, which means they attend school
in person two days a week and study remotely the other three days. Of the 50,000-plus people
who staff public schools, 17,000 have already returned to in-person work.
PED is urging districts and schools to move quickly to get many more educators and students
through school doors in the coming weeks, with an expectation that all schools will be in full
reentry no later than April 5.
“While we know our communities need time to plan, we expect them to move quickly. As a state,
our expectation is for all schools to be offering in-person learning for every family that wants it.
You tell us your start date, but that start date should be soon,” Stewart said.
Families still may choose for their students to study remotely, and if any district has a significant
portion of students making that choice, the Public Education Department will provide whatever
flexibility is needed.
“We are phasing out what we’ve been calling ‘hybrid’ learning, although there will continue to be
a fully remote option for those families who choose it,” Stewart said.
In no case will a student be required to return to in-person learning if doing so would violate the
requirements of a sovereign tribe or nation, some of which are still in a “lockdown”
environment.
Extracurricular activities and sports
Sports and other extracurricular activities may resume immediately at all schools, with explicit
safety precautions in place.
For sports, precautions include no congregating during warm-ups or breaks in play; no
overnight travel, and masks required for all except when eating or drinking. A complete list of
sports guidelines is available on P. 23 of this document.
Choir and band will be allowed outdoors. Students may not share instruments and must follow
COVID-safe practices such as the use of cloth bell covers on wind instruments. Both singers and
musicians must be appropriately masked and must maintain enhanced social distancing of 9
feet when playing or singing in groups. A complete list of music guidelines is available on P. 22
of this document.
###
Full Reentry for Public Schools
Frequently Asked Questions
Updated March 8, 2021
GENERAL QUESTIONS
Why is this happening now?
New Mexico is ready! We’ve spent months developing and implementing the protocols to make
our schools safe. Viral transmission and case numbers are down. About 15,000 New Mexico
educators — approximately a third of our public school workforce — have already received at
least one shot of the vaccine. We’re offering all educators a first shot by the end of March. And
the federal government is doing all it can to help us reopen quickly and safely. It’s time to go
back to school!
Do schools that are currently in hybrid mode have to transition to full reentry?
Yes. We are phasing out the hybrid model of instruction and returning to full reentry. However,
districts and schools will maintain a remote learning option for families who are not ready to
send their children back.
How is this being operationalized? Do districts need to submit a plan for full reentry to the PED? If so,
by when?
Districts and charter schools will determine their start date and inform the PED. Before that
date, they will submit a document assuring that all COVID-safe protocols are in place and will be
enforced, triggering a site visit by a PED official or fire marshal to confirm readiness.
How will janitorial staff keep up with sanitizing demands with students and staff being on campus full-
time?
All schools are required to maintain adequate supplies and implement daily cleaning protocols. While
we now know that surface transmission is rare and that airborne respiratory droplets drive the spread of
COVID-19, students and staff will continue washing hands frequently, and facilities will be thoroughly
and regularly cleaned.
How will cafeteria procedures be affected?
Eating and drinking are high-risk activities for spreading the virus. For that reason, students must be
physically separated to the extent possible while eating meals. Districts and schools will decide how best
to achieve that, considering options like eating in well-ventilated, socially-distanced classroom settings;
eating outdoors; spreading students out to eat in hallways, libraries, gyms, and other larger, well-
ventilated areas.
What if staff or students get sick?
Ensuring strict adherence to the COVID-safe practices outlined in the PED’s Reentry Guidance and
COVID-19 Response Toolkit is the best defense in mitigating community spread within schools. In
addition, each school has established an isolation room. A student or staff member who begins
exhibiting COVID-19–like symptoms will go there without interacting with anyone except the isolation
room monitor. The symptomatic individual should remain in the isolation room until a parent or
guardian or a school administrator or health care provider with appropriate PPE can transport the
individual safely away from the facility.
Will the Rapid Response program remain in effect? Will schools have to close again if COVID cases
emerge?
The Rapid Response program will remain in effect in order to identify cases and quickly contain spread.
Schools will have to return to remote-only/small group instruction if they reach the threshold of four
rapid responses in a 14-day period. A rapid response consists of all of the cases that a school is notified
of on a date and any that are identified from testing up to one day after that school notification date.
What safety precautions will be required when students return for in-person learning?
Schools must strictly enforce the COVID-safe practices (CSPs) outlined in the PED Reentry Guidance and
COVID-19 Response Toolkit. CSPs include, but are not limited to mask-wearing, handwashing and social
distancing to the greatest extent possible. A full list of CSPs for schools is available on page 9 of this
document.
Do schools have to offer a full day of instruction every day?
We are returning to full reentry, which means all students may return to their school buildings for in-
person learning up to five days a week.
Will schools have adequate PPE to protect everyone?
Every school is required to maintain a PPE supply that includes, among other things, two multi-layer
cloth masks per staff member, additional disposable masks, bottled hand sanitizer, and soap and water
hand-washing stations. A full list of required PPE is available on page 12 of this document.
Many tribal communities remain closed. Will children living in those communities be required to come
to school?
In no case will a student be required to return to in-person learning if doing so would violate the
requirements of a sovereign tribe or nation. In addition, public schools operating within tribal
communities or on sovereign lands must engage in consultation with tribal leadership regarding local
public health orders and the re-opening of school facilities.
FAMILY QUESTIONS
When will my school open?
The governing board of your district or charter school will make that decision after working through
many complex considerations like bus routes, space assignments and lunch schedules, to name just a
few. Nevertheless, the Public Education Department expects all schools to reach full reentry by April 5.
Will my child be safe?
Schools have in place protocols like mask-wearing, social distancing, and appropriate air filtration
upgrades to greatly reduce the likelihood of viral spread. Additionally, while children can and do
contract COVID-19, with very few exceptions their cases are mild compared to adult cases.
Will my school provide an appropriate face mask for my child?
Schools may require families to provide masks for their students. Schools also must have on hand a
sufficient quantity of masks for students who have left their masks at home.
What options do I have if I’m not ready to send my child back for in-person learning?
Your child may continue learning remotely through the current school year if that is your choice.
What about sports and other activities?
Sports, New Mexico Activities Association–sponsored activities, and other extra-curricular activities may
resume with strictly enforced precautions in place including mask-wearing by all and social distancing to
the extent practical. Locker rooms can be used as long as they have sufficient air filtration systems and
supervision to ensure social distancing. Spectators are allowed within capacity limits linked to a county’s
color on the Department of Health’s COVID-19 heat map.
What about music and choir?
Music education may resume with strictly enforced precautions in place. Students may not share
instruments and must use cloth bell covers on wind instruments. Both singers and musicians must be
appropriately masked and must maintain enhanced social distancing of 9 feet when playing or singing in
groups — which is limited to outdoor venues.
What about transportation?
Bus routes will resume. Bus drivers and school bus assistants will implement social distancing rules to
the greatest extent possible,require students to remain 6 feet apart at bus stops, and limit riders to two
students per bus seat, to the greatest extent possible. Smaller vehicles pose more risk, but if there is no
alternative, SUVs should be used with as few passengers as possible. The windows should be open, and
masks must be worn by all.
TEACHER QUESTIONS
How will you know that someone who signs up as an educator for the vaccine really is an educator?
We are grateful that educators and school staff vaccines are a top priority in New Mexico. At the
vaccination site, school staff members may be asked to show a current school ID or other proof of
employment. Additionally, anyone who forges their employment or other personally identifying
information when signing up through the Department of Health portal to receive a vaccine could be
fined up to $5,000. The Department of Health takes the vaccine protocol and distribution schedule
seriously and is committed to prioritizing New Mexicans according to the phased timeline available here.
Is it safe for teachers and school staff to return to in-person learning if we’ve only received one of the
two required doses of the vaccine?
New Mexico schools are not reopening because of the vaccine; we’re reopening because it’s safe to do
so and it’s the right thing to do for our children. Although vaccinating teachers is important, it’s not a
requirement for safely conducting in-person learning during the pandemic, according to guidance last
month from the Centers for Disease Control and Prevention. In-person learning can take place safely if
mitigation protocols are enforced, which New Mexico is doing. Meanwhile, New Mexico teachers are
getting the vaccine as quickly as possible: We are distributing the vaccine more efficiently than any state
in the country, and many of the highest-risk teachers have already received at least one dose of the
vaccine. As New Mexico receives more vaccine doses, every educator who wants one will be fully
vaccinated.
If I’m a teacher and I don’t want to be vaccinated, may I continue working remotely?
You have a right to decline the vaccine, but that will not excuse you from coming back to work if your
job requires it. We feel confident about the safety of these vaccines and encourage all New Mexicans,
especially educators, to get their shots as quickly as they are available.
Will districts continue exemptions for staff with high-risk medical conditions?
Staff with high-risk medical conditions are exempt from in-person learning until reaching full protection
from the vaccine. The two-shot vaccines reach full efficacy two weeks after the second shot; the one-
shot Johnson & Johnson vaccine reaches full efficacy two weeks after the single shot.
Will my district or school need to continue with the surveillance testing program if my teachers and
staff are vaccinated?
Individuals who provide evidence of full COVID-19 vaccination are not required to participate in
surveillance testing. Until all staff members have been vaccinated, surveillance testing will continue for
staff who have declined the vaccine and anyone who has not been fully vaccinated. Options include PCR
testing through VAULT, Curative, the Department of Health's Public Health Office testing sites, and
antigen testing, if available, through a School-Based Health Center.
Will there be hazard pay for educators?
The PED neither requires nor forbids hazard pay for educators. That is a local decision.
Do vaccinated people still have to quarantine if they are a close contact?
Individuals who are fully vaccinated against COVID-19 and who have had close contact with a COVID-19
infectious individual are not required to quarantine if they meet the following criteria:
• Are fully vaccinated (i.e., ≥ 2 weeks following receipt of the second dose in a 2-dose series, or ≥ 2
weeks following receipt of one dose of a single-dose vaccine)
• Are within 3 months following the receipt of the last dose in the series
• Have remained asymptomatic since the current COVID-19 exposure
Do those recovered from COVID-19 infections have to quarantine if they are a close contact?
For the first 90 days after a positive PCR test, individuals who have had COVID-19 infections and who
have completed their self-isolation periods, do not need to quarantine if they are a close contact of a
COVID-19 infectious person.
Do those recovered from COVID-19 infections have to self-isolate and get tested if they develop
symptoms?
If a person is positive for COVID-19, completes their self-isolation, recovers, and then develops new
COVID-like symptoms within 90 days of their first infection, they should stay home until fever-free for at
least 24 hours without fever-reducing medication and with improvement in symptoms. They may
consider consulting their healthcare provider for additional guidance. If a person who was positive for
COVID-19 more than 90 days ago develops new COVID-like symptoms, they should follow the same
guidance as for someone who was never previously a case.
Will childcare be available for staff whose own children are remaining in remote?
Check with your district/school to see what accommodations may be available. You can also visit this
childcare search at newmexicokids.org or this informational page about childcare assistance through
ECECD.
How will schools manage simultaneously teaching children in class and children in remote?
Each district or charter school will determine how best to deploy available staff and resources to
accomplish this. Many are doing it already in the hybrid mode.
Additional expanded in-person learning information and guidance is available at
bit.ly/BackToSchoolNM.
Ledger Group Fund Dept Account PC Bus Unit Project Activity Budget
PRJ_CH 67302 S0500 300 92400 PED24303GY191 FT $ 3,118,900.65
PRJ_CH 67302 S0500 400 92400 PED24301GY191 FT $ 97,717,307.00
PRJ_CH 67302 S0500 400 92400 PED24303GY191 FT $ 4,045,582.35
PRJ_CH 67302 S0500 400 92400 PED24306GY191 FT $ 3,150,121.00
PRJ_CH 84402 S20000 200 92400 PEDA1999GY19 ADMIN $ 210,000.00
PRJ_CH 84402 S20000 300 92400 PEDA1999GY19 ADMIN $ 250,000.00
PRJ_CH 84402 S20000 400 92400 PEDA1999GY19 ADMIN $ 82,875.00
$ 108,574,786.00
Expense Encumbrance Pre-Encumbrance Available Budget* Percent Available
$ 2,416,281.90 $ 702,618.75 $ - $ - 0
$ 63,824,545.03 $ 33,892,761.97 $ - $ - 0
$ 3,528,810.53 $ 516,771.82 $ - $ - 0
$ 1,172,809.11 $ 1,977,311.89 $ - $ - 0
$ 65,494.46 $ - $ - $ 144,505.54 68.81
$ 70,393.76 $ 134,925.68 $ - $ 44,680.56 17.87
$ 7,919.55 $ 13,427.58 $ - $ 61,527.87 74.24
$ 71,086,254.34 $ 37,237,817.69 $ - $ 250,713.97
Ledger Group Fund Dept Account PC Bus Unit Project Activity Budget
PRJ_CH 67302 S0500 200 92400 PED24308GY201 FT $ -
PRJ_CH 67302 S0500 300 92400 PED24310GY201 FT $ 20,157.00
PRJ_CH 67302 S0500 300 92400 PED24311GY201 FT $ 2,161,514.00
PRJ_CH 67302 S0500 300 92400 PED24315GY201 FT $ 1,600,263.00
PRJ_CH 67302 S0500 300 92400 PED24317GY201 FT $ 2,000,000.00
PRJ_CH 67302 S0500 300 92400 PED24318GY201 FT $ 2,565,000.00
PRJ_CH 67302 S0500 300 92400 PED24319GY201 FT $ 2,161,514.00
PRJ_CH 67302 S0500 300 92400 PED24321GY201 FT $ 1,000,000.00
PRJ_CH 67302 S0500 300 92400 PED24322GY201 FT $ 1,600,000.00
PRJ_CH 67302 S0500 300 92400 PED24323GY201 FT $ 1,750,000.00
PRJ_CH 67302 S0500 300 92400 PED24324GY201 FT $ 1,534,000.00
PRJ_CH 67302 S0500 300 92400 PED24325GY201 FT $ 125,000.00
PRJ_CH 67302 S0500 300 92400 PED24326GY201 FT $ 2,000,000.00
PRJ_CH 67302 S0500 300 92400 PED24327GY201 FT $ 4,840,723.00
PRJ_CH 67302 S0500 400 92400 PED24308GY201 FT $ 392,344,774.00
PRJ_CH 67302 S0500 400 92400 PED24310GY201 FT $ 506,000.00
PRJ_CH 67302 S0500 400 92400 PED24312GY201 FT $ 2,338,758.00
PRJ_CH 67302 S0500 400 92400 PED24313GY201 FT $ 1,000,000.00
PRJ_CH 67302 S0500 400 92400 PED24314GY201 FT $ 9,211,242.00
PRJ_CH 67302 S0500 400 92400 PED24316GY201 FT $ 3,000,000.00
PRJ_CH 67302 S0500 400 92400 PED24326GY201 FT $ 2,000,000.00
PRJ_CH 84402 S21000 200 92400 PEDA2000GY20 ADMIN $ 1,183,000.00
PRJ_CH 84402 S21000 300 92400 PEDA2000GY20 ADMIN $ 899,693.00
PRJ_CH 84402 S21000 400 92400 PEDA2000GY20 ADMIN $ 97,000.00
$ 435,938,638.00
Expense Encumbrance Pre-Encumbrance Available Budget* Percent Available
$ - $ - $ - $ - 0
$ - $ 20,157.00 $ - $ - 0
$ - $ 300,000.00 $ - $ 1,861,514.00 86.12
$ - $ - $ - $ 1,600,263.00 100
$ - $ - $ - $ 2,000,000.00 100
$ - $ 311,251.20 $ 336,570.00 $ 1,917,178.80 74.74
$ - $ - $ - $ 2,161,514.00 100
$ - $ - $ - $ 1,000,000.00 100
$ - $ - $ - $ 1,600,000.00 100
$ - $ - $ - $ 1,750,000.00 100
$ - $ - $ - $ 1,534,000.00 100
$ - $ - $ - $ 125,000.00 100
$ - $ - $ - $ 2,000,000.00 100
$ - $ - $ - $ 4,840,723.00 100
$ 3,059,853.24 $ 387,382,938.27 $ - $ 1,901,982.49 0.48
$ - $ 286,000.00 $ - $ 220,000.00 43.48
$ - $ - $ - $ 2,338,758.00 100
$ - $ - $ - $ 1,000,000.00 100
$ - $ - $ - $ 9,211,242.00 100
$ - $ - $ - $ 3,000,000.00 100
$ 23,760.00 $ - $ - $ 1,976,240.00 98.81
$ 43,495.02 $ - $ - $ 1,139,504.98 96.32
$ 44,880.07 $ 442,114.93 $ - $ 412,698.00 45.87
$ - $ 78,064.00 $ - $ 18,936.00 19.52
$ 3,171,988.33 $ 388,820,525.40 $ 336,570.00 $ 43,609,554.27
Updated: Wednesday, June 2, 2021
The New Mexico Public Education Department created a community feedback survey regarding
the agency’s plans to support school communities through federal funding. Survey respondents
watched a recording of Secretary Stewart, in which he presented the agency’s priority areas and
goals.
The following data reflect the identity/associations of survey respondents, their level of
agreement in response to question prompts, as well as a summary of qualitative feedback.
Respondent Affiliation
Quantitative Feedback*
*rating scale 1: strongly disagree ... 5: strongly agree
Updated: Wednesday, June 2, 2021
Qualitative Feedback
Of the respondents who reported that the state’s plan did meet their communities’ needs, some
common themes included:
● Specific academic and curricular supports (e.g. math, literacy, STEM, SEL);
● Financial incentives for educators, classroom and support staff;
● Professional development; and
● Capacity building at the school and systems levels.
Of the respondents who reported that the state’s plan did not meet their communities’ needs,
some common themes included:
*rating scale 1: strongly disagree ... 5: strongly agree
Updated: Wednesday, June 2, 2021
● Support for Native American communities;
● A need for more direct-to-school funding;
● Opportunities for outdoor education;
● Support for special education;
● A desire for more specificity in the plan, especially regarding social and emotional
learning (SEL); and
● Regional differentiation.
The NMPED believes the agency’s strategic plan will address these concerns through recurring
and sustainable funding sources, policy, and programming. However, we are committed to
listening to, learning from, and engaging with communities most deeply impacted by COVID-19
and long-standing education inequities in order to continually co-create innovative solutions,
policies, and programming that will ultimately shift practice and improve the educational
experiences of and outcomes for all New Mexican students.
*rating scale 1: strongly disagree ... 5: strongly agree
Teaching Learning and Assessment
Curriculum & Instruction
Academic
Acceleration
Supports
Prong 1 Goals:
Provide a suite of customized professional learning opportunities aligned to Acceleration and
MLSS in three focused areas:
1. Provides professional development to Districts/Charters which supports equitable
access to grade level standards through a learning acceleration lens at the Universal
Instruction level (core instruction).
2. Provides a suite of tutoring supports which guides schools in utilizing targeted and
intensive interventions with a focus on high dosage tutoring.
3. Provides infrastructure such as a dashboard and associated tools for tracking high
dosage tutoring efforts and supporting a continuous review cycle regarding tutoring
efforts.
1
Process for LEA Selections: Districts will apply to
participate in a level of support which meets their needs.
RFP Development:
▪ RFP(s) to procure the following suite of leveled supports in two focus areas: acceleration
and MLSS, including high dosage tutoring
▪ Each level of support could be awarded to separate vendors so vendors would apply
based on their expertise
▪ Multi-year contract until September 2023 (Earmark: Round 2 ESSR, 18 mil for
acceleration and tutoring supports)
▪ Allows for tiered starts
RFP(s) will outline considerations for professional learning to assure equity in instruction
through Acceleration and High Dosage Tutoring:
▪ Goal 1: The primary focus for all projects is Acceleration with NMIS for language arts and
math, content standards for other academic areas, and MLSS.
▪ Goal 2: RFP will outline considerations for supporting schools to design and develop a
high dosage tutoring model which provides access to grade level standards at the
universal level and during targeted and intensive instruction.
Project Tenets for RFP(s):
▪ The project identifies which stakeholders are in Included: executive leaders, school
leaders, teacher leaders or combined role group teams.
▪ Varied projects will provide participants opportunities to focus on vertical and/or
horizontal alignment and varied supports to impact classroom instruction.
▪ Projects will range in who should be included from a vertical perspective
▪ classroom-to-district member team
▪ school based teams with admin and teacher leaders and
representatives from across the school
▪ small site based teams of like-content or like-grade level
colleagues.
▪ All projects will include a classroom-centric focus (creating a dialogue on how the whole
systems supports the classroom) on enhancing instruction by assuring access to grade
level standards, the use of formative data, CLR and HQIM.
▪ All projects are expected to include/promote a collaborative approach to planning
(classroom-centric focus).
▪ Each project should include a learning-planning-implementing-reflecting cycle.
▪ Professional development opportunities should promote independent educator and
collaborative reflection and should assure that reflection is based on applying learnings
2
on a continuous basis throughout the participation in the project in such a way that it
promotes ongoing individual and collegial reflection after the project concludes
(sustainability of collective practice).
All project submissions must include collaboration with an evaluator to monitor the design,
recommend updates to the design, provide metrics for completion of deliverables and impact (teachers,
schools, districts, students, etc.).
Summary of Projects in Suite of
Supports:
Professional Learning: Community of
Practice and Reflection Cohort for Teachers
An identified committed team from a district to support growth at a school or cluster of schools in the use of
aligned curriculum practices k-12 including, the use of: the NMIS to determine pacing in the district, and
acceleration strategy assuring
Participants necessary:
1. District Leadership for each represented district
▪ Executive Leader
▪ C&I Leader
2. School Leadership
▪ Principal for each represented school with
3. Teacher Leaders for each represented school
4. Cohorts would meet a minimum of twice a month, virtually and model would include the vendor
providing onsite coaching, technical assistance and professional learning opportunities at the
district level
5. Intent would be to coach the school team in planning for and supporting Accelerated Learning
with MLSS on their campus.
Project will be ongoing for a minimum of a semester (could go up to a year depending on vendor proposal).
3
e Professional Learning: Community of
Practice and Reflection Cohort for Teachers
1. Statewide-virtual consistent cohorts by grade bands across districts (this is not a drop-in model)
2. School level team (of at least 3 teachers) participates with facilitation guidance for on campus
dialogue
3. Learn-Implement-Collaborative Reflection-Ongoing practice
4. Cohorts would meet a minimum of twice a month for a minimum of two hour professional learning
sessions including interactivity and practical application planning.
5. Concluding activity includes each participant sharing the impact on their work though a
touchstone project.
Project will be ongoing for a minimum of a semester (could go up to a year depending on vendor proposal).
Professional Learning: Community of
Practice and Reflection Cohort for Administrative Leaders
1. Statewide-virtual consistent cohorts (this is not a drop-in model)
2. District C&I Leaders, Principals, Assistant Principals
3. School district team (of at least 3 Administrative Leaders) participates with facilitation guidance
for back at district conversations
4. Learn-Implement-Collaborative Reflection-Ongoing practice
5. Cohorts would meet a minimum of twice a month for a minimum of two hour professional learning
sessions including interactivity and practical application planning.
6. Concluding activity includes each participant sharing the impact on their work though a
touchstone project.
4
Project will be ongoing for a minimum of a semester (could go up to a year depending on vendor proposal).
Professional Learning: Community of Practice and Reflection Cohort for
o Professional Learning:
Self-Guided Project: Tools for School-Based Teams
Contractor will provide professional development mechanisms to support teachers and leaders in
the implementation accelerated learning.
▪ Curate resources and tools and build a suite of Canvas courses to support accelerated learning.
▪ Courses should be self-guiding with built in opportunities for collaborative reflection and planning
in PLCS and at school level professional development sessions.
▪ Virtually convene participants regionally on a quarterly basis to engage in cross district think-
tank settings and including professional development sessions including case based learning.
▪ Develop a communication resource (newsletter, electronic, etc.) to provide ongoing information,
data, and academic research related to acceleration principles and processes.
▪ Provide ongoing office hours (Ex. bi-weekly) with guest speakers who present a relevant topic and
provide time for discussion and Q&A.
▪ Provide scheduled and individualized coaching and facilitation to school sites to support the
development of a school plan including feedback and technical assistance.
Project will be ongoing for a minimum of a year.
Professional Learning: Acceleration Project
5
Planning for Acceleration
A school based team would include a district curriculum expert, the principal, and teacher leaders who
would serve as the Acceleration Focus team.
▪ Team would be provided a coach/facilitator who would support the team in developing an
Acceleration Plan aligned to the NM Roadmap for Acceleration, the NMIS and MLSS.
▪ Monthly consultations would occur to assure that the team has developed a plan, implemented
the plan, evaluated the plan, and planned for process improvements.
▪ This would take a classroom centric approach including supports for teacher professional learning
to meet the identified needs of the student body as the school works to assure that the grade level
standard is the floor for all students not the ceiling for some.
▪ Ongoing professional development in acceleration and the "all students means all students"
approach would be provided to classroom teachers through on-site and virtual synchronous and
asynchronous models, including recommendations for PLC collaborative processes.
▪ A focus on high dosage tutoring would be a central focus and would support the school in the
implementation of 90-day planning.
▪ A plan for year 2 will be developed through the learnings of year 1.
their work though a touchstone proj
Professional Learning: School-Based
MLSS Project
MLSS to assure strong universal instruction for all students and systems with targeted and intensive
instruction.
Project would include ongoing site based coaching to support a school in the implementation of MLSS with a
focus on the use of NM MLSS Guidance, Structuring Guide, and facilitate planning for sustainability plan.
Team would include a district curriculum expert, the principal, and teacher leaders who would serve as the
MLSS focus team.
The school would be guided through addressing the expectations in the district MLSS sustainability plan.
Site visits with specific feedback on MLSS implementation would be part of the process as well as ongoing
coaching from an MLSS expert.
The use of data to drive programmatic and instructional pedagogical expectations for all three layers of
MLSS (Universal, Targeted, and Intensive) would be the primary focus of this option.
(Note: In addition to providing an option in the Suite of Supports, continued/ongoing state-wide work will be facilitated by SWREC.)
6
Tutoring: Program Development with Coaching
This options will support schools in high dosage tutoring model development, implementation
supports, and process improvement feedback. The following is integrated in the support:
▪ Coaching Support for schools in developing an MLSS aligned tutoring program based on the
following:
▪ Defining a quality tutoring program, producing a site plan to signal the use of tutoring
aligned to MLSS
The plan will include:
▪ processes for identifying students for high dosage tutoring within the instructional day
▪ clarify what each tutoring opportunity is designed to achieve (universal interventions,
targeted interventions, intensive interventions) as well as identify the evidence based
practices and materials to be utilized
▪ base the school tutoring system on what students need
▪ Alignment to Structured Literacy
▪ considerations for diversifying the adults and schedules in the school to provide tutoring
▪ identify the data the school will use to know what students know and don't know…
▪ support students in skill development targeted at grade level standards
▪ identify parent engagement strategies to support high dosage tutoring
Tutoring: Model Development which includes
the adoption of identified evidence based curriculum and pedagogy
▪ Tutoring Models designed by vendors which include curriculum and pedagogical models to
support schools at the targeted and intensive MLSS levels
▪ Provider will include a coaching model to support the school in implementing a high dosage
tutoring model including the use of formative data, strong curriculum implementation, and
pedagogical shift
▪ Coaching Support for schools in developing an MLSS aligned tutoring program based on the
following:
▪ Defining a quality tutoring program, producing a site plan to signal the use of tutoring
aligned to MLSS
The plan will include:
▪ processes for identifying students for high dosage tutoring within the instructional day
7
▪ clarify what each tutoring opportunity is designed to achieve (universal interventions,
targeted interventions, intensive interventions) as well as identify the evidence based
practices and materials to be utilized
▪ Base the school tutoring system on what students need
▪ alignment to Structured Literacy
▪ considerations for diversifying the adults and schedules in the school to provide tutoring
▪ identify the data the school will use to know what students know and don't know
▪ support students in skill development targeted at grade level standards
▪ identify parent engagement strategies to support high dosage tutoring
Tutoring: Students Tutoring Students
This option would support student development in two ways:
1. Students in need of additional skill development (so that they can have access to grade level
content during universal core instruction) would receive tutoring and mentoring.
2. College students in associate degree educational prep programs &/or high school students
interested in the field of education would receive training and coaching to support students in
pre-k-12 settings.
Partners would provide training, professional learning, mentoring of tutors, coordination for tutoring
development program partnerships, and support with sustainability planning.
This work will be facilitated by an IGA with Northern NM University.
Professional Learning Implementation Facilitation
for Acceleration &/or Tutoring: Potential-Partner Recommended
Model (Contractor, nonprofits, etc.)
Based on the content provided in the RFP, the NMPED is also calling for recommendations from potential
partners.
Potential Partner Applicant should propose full service models (such as others called for in the RFP) for
either acceleration support, high dosage tutoring support or a combination of both.
8
Dashboard Development to Support Tutoring
This would be a separate RFP.
The target here would be to work with a partner to develop a dashboard for state wide usage to help SEA,
districts and schools create, maintain, and display their tutoring data such as:
▪ meta data, who is getting tutoring, what is the methodology, how many, how often,, results,
etc., essentially rebranding what school is in the state and on a continuum of MLSS services
▪ Possible focus areas would entail:
▪ Looking at the whole child, not just the tutoring, including student and parent
surveys
▪ Determining and tracking tutoring expectations: Data access will help schools
determine goals for instructional progress and goals they would need to set for
providers, continuous improvement, how much growth is enough,
▪ The system would help track critical tutoring components that are working and create a
continuous review of critical attributes to tutoring practices that should be replicated
within an MLSS framework.
Prong 1-Timeline, Year 1
May 10-28 Prepare and Route IGA
May 10-28 Finalize RFP parameters for delivery to REC
May 10-28 Marketing Round 1: Awareness-notify districts of upcoming ops
June 1-25 Post RFP
June 1-25 Marketing Round 2: Finalize marketing plan and collateral for district
applications
June 28-July 7 RFA reviews and selections
July 8-23 Release district applications
July 26-30 Review and match districts applications to offerings
August 2 Notifications to districts and determine project start dates
PED, RECs, Vendors and districts begin planning based on matches
9
Prong 1: Multi-Year Budget
ESSER II Fund: 67302
Dept: S0500
Bud Ref: 92136
Class : E0000
Amount: 2,161,514.00
ESSER III Fund: 67302
Dept: S0500
Bud Ref: 92136
Class : E0000
Amount: 22,000,000.00
10
Prong 2 Goals:
New Mexico will continue its focus on providing on grade-level universal core instruction including
a strong foundation in literacy development.
1. The New Mexico Instructional Scope will continue to be developed and refined with New
Mexico educators, for New Mexico educators, to include all four core-content academic
areas (Language Arts, Math, Science and Social Studies) as well as aligned guidance for
other content areas to assure equitable instructional practices across all academic
standards
2. Professional development will be provided to assure that the grade level standard is the
floor for all students, not the ceiling for some students.
3. Supports will focus on the use of identified tenets for strong instruction including culturally
responsive practices such as the development of student discourse and the
implementation of MLSS to assure a strong universal layer for core instruction as well as
infrastructure for strong targeted and intensive supports. Go up to a year depending on
vendor proposal).
Summary of Projects in Suite of
Supports:
NMIS Acceleration Supports
Projects will include resource development and professional learning opportunities in the use of
standards and the NMIS to provide equitable access to grade level standards and culturally
relevant pedagogy for all students.
11
Structured Literacy Coaching and Professional
Development
NMPED will continue to invest in literacy development across the state to assure strong
foundational supports for all students. This will allow us to accelerate our training plan so that by
2023 all kindergarten through 2nd grade teachers will be trained in LETRS. This ultimately will
allow for recurring below the line state funding to support 3rd grade and beyond literacy
development on an accelerated timeline as well.
Prong 2-Timeline, Year 1
May Prepare and Route IGAs
June Solicit LETRS orders from Districts
July Solidify LETRS phases 4-6
Prepare RFA for development of NMIS Social Studies
August Review RFA applications and determine vendor
Fall 2021 LETRS phases IV and V begin training
Sept-Dec Convene Social Studies educator committees to develop NMIS
January 2022 LETRS phase VI begins training
Fall 2021 Prepare RFA for development of NMIS Non-Core Content Subjects and
determine vendor
Spring 2022 Social Studies NMIS released with new standards and PD supports
Convene Non-Core Content Subjects educator committees to develop
NMIS
July 2022 Release NMIS section 5 for Non-Core Subject areas
12
Prong 2: Multi-Year Budget
Funding Source: ESSR III Project: PED24333GY201
Structured Fund: 67302
Literacy Dept: S0500
Training
(LETRS) Bud Ref: 92136
Class : E0000
Amount: 4,775,000.00
Acceleration Fund: 67302
Support through Dept: S0500
NMIS
Development Bud Ref: 92136
and PD Class : E0000
Development Amount: 1,076,000.00
Total Budget Summary for Prong 1 & 2:
Line in
Agency
Activity in Agency Spreadshee
Spreadsheet t ESSER Expiration
PD on Accelerated 9/30/202
2,161,514 learning 19 II 3
High Dosage tutoring
0nly (not: Teaching
22,000,00 Fellows) 5% Learning 9/30/202
0 Loss 21 III 4
24,161,51
4
https://docs.google.com/spreadsheets/d/1_L-98ALJ77ShpoidTbwynvAeExB1yeTNvCl_EuHKcwU/edit#gid=495638636
13,563,63 ESSR II
4 IGA at SWREC for RFP of services and District Applications and III
913,361 IGA at SWREC for RFP to contract ESSR III
1,075,000 IGA at REC9 for contracting and PD supports ESSR III
1,834,519 IGA at SWREC for state-wide coaching supports ESSR III
4,775,000 IGA at REC 9 ESSR III
2,000,000 IGA Northern NM-Mentoring Kids Work ESSR III
24,161,51
4
13
ESSER II Project: PED24319GY201
Funding Source: $2,161,514.00
Fund: 67302
Dept: S0500
Project PED24319GY201
Bud Ref: 92136
Class Code: E0000
ESSER III Project: PED24333GY201
Funding Source: $14,150,000.00
Fund: 67302
Dept: S0500
Project PED24333GY201
Bud Ref: 92136
Class Code: E0000
14
Educator Fellows
Building an Educator Ecosystem for New Mexico
Overview
The New Mexico Public Education Department would like to leverage a one-time influx of federal relief dollars to
address issues in teaching and learning that have resulted as of the COVID-19 pandemic. This project would aim to
bolster recruitment and retention of educators as well as provide strong infrastructure for classroom supports that
are required for schools to move into accelerated learning.
Accelerated Learning is an instructional framework that assumes all students engage with grade-level academic
standards. Accelerated learning enables educators to connect unfinished learning with new ideas and new
information, all while engaging students with grade-level content and celebrating student cultural wealth.
Problems to solve
Educator recruitment and retention issues Young adults and others who are curious
1 3
are exacerbating as a result of the about the education field often do not have
pandemic. Pipeline issues are already experience in classrooms that offer solid
significant in New Mexico. support into the profession.
Educators will need significant resources to Accelerated Learning for students will
2 4
provide intentional interventions for require agile instruction that effectively
students as they move back to in-person uses small group instruction and targeted,
instruction for school year 2021-22. high-dosage tutoring. This will require
additional adults.
Project Objective
The objective for this project is to create a temporary workforce, or job corps, of
Educator Fellows that support teachers in their classrooms. This is based on the
recognition that educational assistants are vital to student success; collectively, more
adults are able to better serve students with just-in-time remediation or targeted
small-group instruction. The project will also provide an experiential entree into the
education profession with funding and established, clear pathways for advancement.
Process
Phase 2: School Year Implementation
0 and Course Work
0
Partnerships with Institutions of Higher
1 Education
3
0
Phase 3: Functioning Job Corps and
Phase 1: Recruit a Job Corp Defined Pathways into the Profession
Outreach, Collaboration with LEAs, Grants, Ensure Aligned Course Work, Sustained
and Initial Training during the Summer
2 Professional Development, and Review
Process Improvement
Phase 1
Summer implementation includes:
● issuing grants for participating LEAs to provide for a
salary of $26,000 + benefits for each proposed
fellow;
● organizing recruitment for the job corp via strategic
outreach at $20,000;
● initial induction-- establishing of a summer bootcamp
for the fellows with a partner organization that
focuses on foundational elements of pedagogy,
educator support systems, and the basic tenets of
accelerated learning at $500 per fellow;
● initializing ongoing professional development for
collaborating teachers that will be partnering with the
educator fellows at $300,000 for the first year;
● hiring a project manager at $90,000 with benefits.
Phase 2
Fall implementation includes:
● establishing partnerships with institutions of higher
education to provide course work and corresponding
programs of study that align with one of the three
following tracks for the fellows:
○ Associates in Education
○ Bachelors in Education
○ Alternative Licensure in Education
● hiring 10, part-time coaches to support the cohort;
● ensuring all fellows have secured licensure and
background checks;
● establishing a partnership with a third-party vendor
for program evaluation and research;
● maintaining and tracking on-going professional
development via Project ECHO at $500 per fellow;
● possibly beginning a fall cohort induction.
Phase 3
On-going Program Coordination:
As the 2021-2022 school year progresses, project
coordination and management will address:
➔ Continuing course work
➔ Sustaining in-school support structures and
professional learning at $500 per fellow
➔ Reviewing program evaluation
➔ Ensuring fellows and teachers are well-suited to
facilitate accelerated instructional strategies including
how to partner to implement high-dosage tutoring.
Summer 2022 could include a second or third cohort,
depending on interest and available funds.
Total Program Costs: $38,896,750
Teacher Fellow Investments Teacher Fellow Infrastructure Costs
Salary towards each Fellows* Training for Teachers who Support Fellows
$25,000 $600,000
Benefit at .3 per Fellow Induction and Support**
$7,500 $1,644,000
Years, salary funded Licensure and Testing
2 $339,750
Initial Training Marketing / Recruitment/ Communications
$500 $20,000
Coursework/Degree per Fellow Research and Evaluation
$4,000 $100,000
Number of Fellows Ed Prep Partnerships / Coordination
500 $143,000
Total Total
$36,050,000 $2,846,750
*LEA would supplement the salary
** FTE for Project Manager, Coaches, and Sustained Professional Development
NMPED would prioritize elementary schools and place Educator Fellows in
second and third grade classrooms, recognizing that most kindergarten and
first grade classrooms have educational assistants. Critical interventions and
Deliverables: tiered supports will be needed at grades 2-3 so that students achieve reading
proficiency by third grade.
In 2 Years
Number of Educator Fellows Minimum Number of Students Served Total State Investment
500 10K 39M
Lorem ipsum dolor sit amet ut Tempor incididunt ut labore et Do eiusmod tempor incididunt
labore et dolore magna dolore magna aliqua ut labore et dolore magna
Deputy Secretary
Perea Warniment
Team
TBD ~ Project Manager Katie Avery ~ Outreach
10 Support Coaches Partner
CEO
Institutions Mandi Torrez
CFO
Carolyn Graham
Sales Director
Berry Books Vinny Viewer Wendy Writer
Contact Info:
Gwen Perea Warniment
gwen.warniment@state.nm.us
STATE OF NEW MEXICO
PUBLIC EDUCATION DEPARTMENT
FEDERAL PROGRAMS AND ADMINISTRATIVE SERVICE DIVISION
POLICY AND PROCEDURE
INTERNAL CONTROLS
INTERNAL CONTROL FRAMEWORK
Internal Control Environment
The internal control environment includes the tone of an organization, influencing the risk
consciousness of its people, and is the basis for all other components of an enterprise’s risk
management. The tone of the Public Education Department’s internal environment is established by
statutes and rules. A summary of those statutes and rules, which have been copied in their entirety.
In summary, the Public Education Department (PED) has a low risk tolerance. This is reflected in its
adoption of generally accepted accounting principles as its budgetary basis, its adoption by rule of
operating standards, its recognition in statute of model accounting practices, and its implementation
of an enterprise resource planning tool based on “best practices.” PED will utilize current staff and
PED also plans to add additional sponsored term Full Time Equivalent employees to provide
technical assistance and sub-recipient monitoring as outlined is the Internal control framework to
address potential acts of waste, fraud and abuse.
Rules 2.20.5 and 6 NMAC
Please see the following pages (page 2) for a reproduction of the rules pertaining to the roles and
responsibilities of the Department and Chief Financial Officer(s) within the Statewide Accounting
System Network.
NMSA 1978, §6-5
Please see the following pages (page 7) for a reproduction of the Statutes governing the Statewide
Accounting System Network.
Rule 6.20.2 NMAC
Please see the following pages (page 10) for a reproduction of the rules pertaining to standards in
budget and uniform financial accounting for all New Mexico public schools and school districts.
TITLE 2 PUBLIC FINANCE
CHAPTER 20 ACCOUNTING BY GOVERNMENTAL ENTITIES
PART 5 RESPONSIBILITY FOR ACCOUNTING FUNCTION
2.20.5.1 ISSUING AGENCY: Department of Finance and Administration
[2.20.5.1 NMAC – N, 08-29-03]
2.20.5.2 SCOPE: Establishes accountability for accounting function in all state agencies as defined by
section 6-5-1 NMSA 1978, as amended, without exception.
[2.20.5.2 NMAC – N, 08-29-03]
1
2.20.5.3 STATUTORY AUTHORITY: Section 6-5-2, NMSA 1978, as amended, requires the division to
maintain a central system of state accounts and to devise, formulate, approve and control and set
standards for the accounting methods and procedures of all state agencies. Section 6-5-2 NMSA1978, as
amended, requires the division prescribe procedures, policies and processing documents for use by state
agencies in connection with fiscal matters and may require reports from state agencies as may be
necessary to carry out its duties and functions. Section 9-6-5 (E) NMSA 1978, as amended, authorizes
the secretary of the department to make and adopt such reasonable and procedural rules and
regulations as may be necessary to carry out the duties of the department and its divisions.
[2.20.5.3 NMAC – N, 08-29-03]
2.20.5.4 DURATION: Permanent
[2.20.5.4 NMAC – N, 08-29-03]
2.20.5.5 EFFECTIVE DATE: August 29, 2003
[2.20.5.5 NMAC – N, 08-29-03]
2.20.5.6 OBJECTIVE: To establish accountability for the accounting function by establishing, at the
state agency level, standards for the proper recording, summarizing, and reporting of financial
transactions and designating one state employee at each state agency to be responsible for maintaining
those standards.
[2.20.5.6 NMAC – N, 08-29-03]
2.20.5.7 DEFINITIONS:
A. “Accounting function” means the methods and procedures, be they manual or automated, used
by a state agency to record, summarize, and report its financial transactions.
B. “Accounting system” means the total structure of records and procedures used to record, to
classify, to summarize, and to report on the financial position of a governmental entity or any
of its funds, fund types, or organizational components.
C. “Chief financial officer” is the working title of the state employee assigned the responsibilities
set forth in section 2.20.5.8(C) NMAC of this rule.
D. “Department” means the department of finance and administration.
E. “Division” means the financial control division of the department of finance and administration.
F. “State agency” means any department, institution, board, bureau, commission, district or
committee of the government of the state and means every office or officer of any of the above.
G. “Timely” means in substantial compliance with the due dates established by the division.
[2.20.5.7 NMAC – N, 08-29-03]
2.20.5.8 CHIEF FINANCIAL OFFICER AND ASSIGNMENT OF RESPONSIBILITIES:
A. Statute requires that the administrative head of each agency ensure that the model accounting
practices, established by the division, are followed. In order to ensure that model accounting
practices are followed, it is incumbent upon the agency head to carry out the responsibilities of
the Chief Financial Officer, outlined in Subsection C of 2.20.5.8 NMAC.
B. An agency head may assign the responsibilities outlined in Subsection C of 2.20.5.8 NMAC to any
employee within the agency that has the educational background, knowledge, and experience
necessary to supervise, monitor, and control the state agency’s accounting function. The
delegation must be in writing, must be for a specific fiscal year, and must be approved by the
division.
C. It is the responsibility of the Chief Financial Officer to ensure that:
2
(1) an internal control structure exists at the state agency and is functioning
properly.
(2) all transactions are recorded daily in the agency’s accounting records.
(3) all transactions are properly classified in the agency’s records.
(4) cash account records are reconciled timely each month to the division’s reports
and to the state treasurer’s reports.
(5) all transactions comply with federal and state law.
(6) all expenditures have a public benefit or purpose, are necessary, and are
consistent with the appropriation, the expenditure authority from the
legislature and comply with Section 6-5-3 NMSA 1978, as amended.
(7) all accounting systems, including subsidiary systems, are recording transactions
timely, completely, and accurately.
(8) all payments to vendors are accurate, timely and the state agency has certified
they are for services rendered or goods received in accordance with Section 13-
1-158 NMSA 1978, as amended.
(9) all information requested by the division from the state agency is provided
timely and accurately.
(10) all reporting of financial information must be timely, complete and accurate,
to the state agency’s management and to oversight agencies and entities.
(11) the state agency’s annual financial statement audit is completed by the
deadline established by the state auditor and the audit report includes an
unqualified opinion.
(12) a budgetary control system, approved by the State Budget Division of
the Department of Finance and Administration, is in place and functioning.
[2.20.5.8 NMAC-N, 08-29-03]
HISTORY OF 2.20.5 NMAC: [RESERVED]
TITLE 2 PUBLIC FINANCE
CHAPTER 20 ACCOUNTING BY GOVERNMENTAL ENTITIES
PART 6 AUTHORITY TO ISSUE WARRANTS
2.20.6.1 ISSUING AGENCY: Department of Finance and Administration.
[2.20.6.1 NMAC - N, 08-29-03]
2.20.6.2 SCOPE: Applies to all state agencies, as defined by section 6-5-1 NMSA 1978, as amended,
seeking authorization to issue warrants or exception from the requirement of prior submission of
proposed vouchers, purchase orders or contracts to the division as provided in section 6-5-3 NMSA 1978,
as amended.
3
[2.20.6.2 NMAC - N, 08-29-03]
2.20.6.3 STATUTORY AUTHORITY: Section 6-5-9 NMSA 1978, as amended, requires the secretary of
the department to annually issue a written order granting authorization to a particular state agency to
issue warrants or exception from the requirement of prior submission of proposed vouchers, purchase
documents, purchase orders or contracts to the division as provided in section 6-5-3 NMSA 1978, as
amended when efficiency or economy so requires. Section 9-6-5 (E) NMSA 1978, as amended, authorizes
the secretary of the department to make and adopt such reasonable and procedural rules and
regulations as may be necessary to carry out the duties of the department and its divisions.
[2.20.6.3 NMAC - N, 08-29-03]
2.20.6.4 DURATION: Permanent
[2.20.6.4 NMAC - N, 08-29-03]
2.20.6.5 EFFECTIVE DATE: August 29, 2003
[2.20.6.5 NMAC - N, 08-29-03]
2.20.6.6 OBJECTIVE: The object of this rule is to provide the conditions state agencies shall fulfill prior
to applying to obtain an authorization to issue warrants or exception from the requirement of prior
submission of proposed vouchers, purchase documents, purchase orders, or contracts to the division.
Also, the object of this rule is to ensure that a state agency that is applying to obtain such authorization
or exception is recording and reporting its financial transactions timely, completely, and accurately and
that its accounting system follows all the division’s current policies and procedures. Reporting includes,
but is not limited to: the reporting in audited financial statements; managerial reporting; reporting to
oversight agencies including commissions, committees, and the legislature; and detailed transaction
reporting to the division.
[2.20.6.6 NMAC - N, 08-29-03]
2.20.6.7 DEFINITIONS:
A. “Accounting system” means the total structure of records and procedures used to record, to
classify, to summarize, and to report on the financial position of a governmental entity or any
of its funds, fund types, or organizational components.
B. “Department” means the department of finance and administration.
C. “Division” means the financial control division of the department of finance and administration.
D. “State agency” means any department, institution, board, bureau, commission, district or
committee of the government of the state and means every office or officer of any of the above.
E. “Warrant” means a written instrument issued by the division authorizing payment of a specified
amount to a designated payee out of the state treasurer’s funds.
F. “Timely” means in substantial compliance with the due dates established by the division.
[2.20.6.7 NMAC - N, 08-29-03]
2.20.6.8 APPLICATION PROCEDURES AND CONDITIONS OF APPROVAL OF AUTHORIZATION OR
EXCEPTION:
A. Each and every December 31, a state agency that wishes to issue warrants or exception from
the requirement of prior submission of proposed vouchers, purchase orders, or contracts to the
division for the following fiscal year (July 1 through June 30) shall apply for authorization or
exception by submitting a written request to the secretary of the department explaining in detail
the reasons why efficiency or economy will be better achieved by the state agency issuing
warrants or waiving the prior submission requirements. As part of this annual request, the state
4
agency shall include a detailed report outlining how it has complied during the past calendar
year (January through December) with the following conditions and standards:
(1) A well-documented internal control structure shall exist within the state agency and
functioning properly.
(2) All transactions shall be recorded daily in the state agency’s accounting records.
(3) All transactions shall be properly classified in the state agency’s records.
(4) The state agency’s cash account records shall be reconciled timely each month to the
division’s reports and to the state treasurer’s reports. If the agency maintains an
account directly with a financial institution instead of with the state treasurer, the
agency’s cash account shall be reconciled timely to the financial institution’s statement
of account.
(5) All transactions shall comply with federal and state law.
(6) All expenditures shall be for a public benefit or purpose, be necessary, and be consistent
with the related appropriation (expenditure authority from the legislature).
(7) All accounting systems, including subsidiary systems, shall record transactions timely,
completely, and accurately.
(8) All payments to vendors shall be accurate and timely and be for services already
rendered or goods received and accepted by the state agency as complying with the
contract or purchase order.
(9) All information requested by the division must be provided to the division timely and
accurately, and in compliance with the division’s current policies and procedures,
including, but not limited to, transaction data.
(10) All reporting of financial information to the state agency’s management and to
oversight agencies and entities must be timely, complete, and accurate.
(11) The audit of the state agency’s financial statements shall be completed by the
deadline established by the state auditor and the audit report shall include an
unqualified opinion.
B. Failure to meet any of the standards and conditions above is grounds for the secretary to deny
approval to the agency to issue warrants or deny an exception to the prior submission
requirements.
C. The secretary may request the division’s office of the state controller to verify the maintenance
of the above standards and conditions during the annual period for which the authorization is
granted. The state agency shall cooperate in providing the division’s office of the state controller
with the information it requests.
D. If the secretary does grant approval to the state agency for the authorization to issue warrants
or exception to the prior submission requirements, that approval is only for the fiscal year
beginning July 1 following the request.
E. If the state agency is issuing warrants or is waived from the prior submission requirements at
the time it makes the application and the secretary denies the request for the subsequent fiscal
year, the agency shall not issue warrants after the June 30th following the denied request.
F. By March 1 following the denied request, the state agency shall make arrangements with the
division for the division to issue the warrants for the state agency beginning the July 1 following
the denied request. As allowed by law, this shall include the transfer of financial resources to the
division to cover the cost of issuing the warrants and administering the prior submission of
proposed vouchers, purchase orders, and contracts.
[2.20.6.8 NMAC - N, 08-29-03]
HISTORY OF 2.20.6 NMAC: [RESERVED]
5
NEW MEXICO STATUTES ANNOTATED 1978
CHAPTER 6 PUBLIC FINANCES
ARTICLE 5 FINANCIAL CONTROL DIVISION
6-5-1. Definitions. (2003)
As used in Chapter 6, Article 5 NMSA 1978:
A. "division" means the financial control division of the department of finance and administration;
B. "central accounting system" means the accounting system used by the division to process and record
payments, deposits and other financial transactions for state agencies and departments;
C. "electronic" means electric, digital, magnetic, optical, electronic or similar media;
6
D. "local public body" means any political subdivision of the state that expends public money from
whatever source derived, including counties, county institutions, boards, bureaus or commissions;
incorporated cities, towns or villages; drainage, conservancy, irrigation or other districts; charitable
institutions for which appropriations are made by the legislature; and every office or officer of any
of the above;
E. "model accounting practices" means the accounting methods and procedures used by the state;
F. "processing document" means a form, including supporting documents, submitted by a state agency
to the division that will be used by the division to record a financial transaction or make payment;
G. "state agency" means any department, institution, board, bureau, commission, district or committee
of the government of the state and means every office or officer of any of the above; and
H. "statewide accounting system network" means the central accounting system, the central payroll
system, the central treasury system and all other financial accounting systems operated by state
agencies as one system through manual or automated interfaces.
6-5-2. Financial control division; central system of state accounts; accounting systems;
processing documents; model accounting practices; internal accounting controls. (2003)
A. The division shall maintain a central system of state accounts and shall devise, formulate, approve,
control and set standards for the accounting methods and procedures of all state agencies. The
division shall prescribe procedures, policies and processing documents for use by state agencies in
connection with fiscal matters and may require reports from state agencies as may be necessary to
carry out its duties and functions. Procedures and policies issued by the division are exempt from the
uniform standards of style and format promulgated by the state commission of public records.
B. The division shall issue a manual of model accounting practices containing the procedures and
policies prescribed pursuant to Subsection A of this section and shall annually review and, if necessary,
revise and reissue the manual. State agencies shall comply with the model accounting practices
established by the division, and the administrative head of each state agency shall ensure that the
model accounting practices are followed.
C. State agencies shall implement internal accounting controls designed to prevent accounting errors
and violations of state and federal law and rules related to financial matters. In addition, state
agencies shall implement controls to prevent the submission of processing documents to the division
that contain errors or that are for a purpose not authorized by law.
6-5-2.1. Division; additional duties. (2003)
The division shall:
A. coordinate all procedures for financial administration and financial control and integrate them into
an adequate and unified system, including the devising, prescribing and installing of processing
documents, records and procedures for state agencies;
B. collect and maintain the necessary information to produce ledgers, journals, registers and other
supporting records and analyses;
C. maintain information that adequately supports all entries in the state general ledger;
D. verify and control state agency compliance with allotments;
E. conduct all central accounting and fiscal reporting for the state as a whole and produce interim
statewide financial reports and the state's comprehensive annual financial statements;
F. prescribe, develop, operate and maintain a uniform statewide accounting system network;
G. prescribe and approve the installation of any changes in the statewide accounting system network as
necessary to secure and maintain internal control and facilitate the recording of accounting data in
order to prepare reliable and meaningful statements and reports;
H. prescribe the uniform classification of accounts to be used by state agencies;
I. operate a central payroll system;
7
J. perform monthly reconciliations with the balances and accounts kept by the state treasurer and adopt
and promulgate rules regarding reconciliation for state agencies;
K. prescribe and revise procedures, techniques and formats for electronic data transmission to improve
the flow of data among state agencies;
L. monitor reversion of unexpended general fund balances by September 30 of each year;
M. promulgate rules relating to the acceptance of credit, charge and debit cards for the payment of fees,
taxes and other charges assessed by state agencies;
N. store and maintain records electronically;
O. establish, with the attorney general's approval, a procedure for electronic signatures;
P. maintain accounts and information as necessary to show the sources of state revenues and the
purposes for which expenditures are made and provide proper accounting controls to protect state
finances;
Q. make improvements in the state's model accounting practices, systems and procedures;
R. assist state agencies in resolving financial questions or problems;
S. have access to and authority to examine books, accounts, reports, vouchers, correspondence files and
other records, bank accounts, money and other property of a state agency; and
T. consult with the state auditor to promote better financial statement reporting.
6-5-3. Legality and authority for proposed expenditures determined by division and state
agency; encumbering funds. (2003)
Before any vouchers or purchase orders are issued or contracts are entered into involving the
expenditure of public funds by a state agency, the authority for the proposed expenditure shall be
determined by the division and the state agency. After the authority for the expenditure is determined,
the appropriate fund shall be shown by the division to be encumbered to the extent of the proposed
expenditure. The division may request, and the state agency shall provide, such documentation and
other information as the division deems necessary to justify the state agency's determination of
authority. The division may disapprove the proposed expenditure if it determines that the justification
is inadequate or is not substantiated by law. The division may perform, on a statistical or stratified basis,
internal pre-audit and post-audit procedures to monitor and enforce compliance with the provisions of
this section.
6-5-4.1. Annual financial report. (2003)
The division shall compile a comprehensive annual financial report. To assist in the compilation of the
report, each state agency shall compile, in accordance with generally accepted accounting principles,
its financial statements on a schedule established by the division.
6-5-5. Warrants issued by secretary; powers and duties of state auditor regarding warrants and
transfer of funds imposed upon secretary. (1977)
All warrants upon the state treasury shall be issued by the secretary. All the powers and duties of the
state auditor relating to the issuance of warrants or the transfer of funds are imposed upon the
secretary.
6-5-6. Determinations to be made prior to issuance of warrants. (2003)
A. No warrant upon the state treasury for the disbursement of funds shall be issued except upon the
determination of the division and the state agency that the amount of the expenditure:
(1) does not exceed the appropriation made to the state agency; and
8
(2) does not exceed the periodic allotment made to the state agency or the unencumbered balance of
funds at its disposal unless the warrant includes federal funds that will be receipted based upon
established warrant-clearing patterns.
B. The division may implement and perform internal pre-audit and post-audit procedures to monitor
and enforce compliance with the provisions of this section. The pre-audit and post-audit procedures may
be applied on a stratified or statistical basis.
C. A state agency shall determine that a proposed expenditure is for a public benefit and purpose
consistent with the related appropriation and is necessary to carry out the statutory mission of the state
agency prior to committing the state to the transaction.
6-5-7. Warrant or documentation to show fund from which payment is made; settlement of
claims against state; account between state and treasury. (2006)
Every warrant issued or its supporting documentation shall contain the particular fund appropriated
by law out of which it is to be paid. The division shall settle all claims against the state payable by law
out of the treasury and keep an account between the state and the treasurer.
6-5-8. Vouchers. (2003)
All claims for payment of public money shall be made upon a public voucher. All public vouchers shall
be in the form and contain the information required by the division. All purchase vouchers for goods and
services, other than personnel, shall be accompanied by supporting invoices and documentation
required by the division. Vouchers for the reimbursement of public officers and employees shall have
receipts attached for all money claimed, except that travel advance or reimbursement vouchers for
claims of mileage and per diem at standard rates need not be accompanied by receipts. All vouchers
shall be certified as true and correct by the officer or employee designated to approve payments of
claims against state agencies and local public bodies, including public schools. The division may require
that payroll, travel advance, reimbursement, refund or other vouchers be sworn to by the certifying
officer or payee. Certification may be in writing or by electronic media.
6-5-9. Secretary may authorize state agencies to issue warrants; secretary may exempt state
agencies from submission of proposed vouchers, purchase orders or contracts. (2003)
The secretary of finance and administration may, when he determines that efficiency or economy so
requires, authorize state agencies to issue warrants and except state agencies from the requirement of
prior submission of proposed vouchers, purchase orders or contracts to the financial control division as
provided in Section 6-5-3 NMSA 1978. The authorization or exception shall be made annually by the
order of the secretary in writing. The order shall state the extent of the authorization or exception and
the reasons therefore [therefor]. The department of finance and administration shall promulgate rules
providing conditions for agencies to meet before obtaining an authorization or exception pursuant to
this section. The department shall annually report to the legislative finance committee on the
authorizations and exceptions granted.
6-5-9.1. Procurement card project. (2003)
The division shall design and implement a procurement card project that allows state agencies to pay
for purchases by using procurement cards. To implement the project, the division may enter into an
agreement with a procurement card issuer. The division shall determine the limits of the project,
including the number of state agencies that participate and limitations on types of goods and services
that may be eligible for purchase through procurement cards.
6-5-10. State agency reversions; director powers; compliance with federal rules. (2003)
9
A. Except as provided in Subsections B and C of this section, all unreserved undesignated fund balances
in reverting funds and accounts as reflected in the central financial reporting and accounting system as
of June 30 shall revert by September 30 to the general fund. The division may adjust the reversion within
forty-five days of release of the audit report for that fiscal year.
B. The director of the division may modify a reversion required pursuant to Subsection A of this section
if the reversion would violate federal law or rules pertaining to supplanting of state funds with federal
funds or other applicable federal provisions.
22-8-4. Department; duties.
In addition to other duties provided by law, the department shall:
A. prescribe the forms for and supervise and control the preparation of all budgets of all public
schools and school districts; and
B. compile accurate information concerning public school finance and administration.
TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 20 PUBLIC SCHOOL FINANCE - BUDGETING AND ACCOUNTING
PART 2 GOVERNING BUDGETING AND ACCOUNTING FOR NEW MEXICO PUBLIC
SCHOOLS AND SCHOOL DISTRICTS
6.20.2.1 ISSUING AGENCY: Public Education Department
[11-01-97, 01-15-99, 09-15-99; 6.20.2.1 NMAC - Rn, 6 NMAC 2.2.1.1, 05-31-01; A, 11-30-06]
6.20.2.2 SCOPE: This regulation applies to public school districts, charter schools, and regional
education cooperatives in the state of New Mexico.
[11-01-97, 01-15-99; 6.20.2.2 NMAC - Rn, 6 NMAC 2.2.1.2, 05-31-01; A, 10-15-03]
6.20.2.3 STATUTORY AUTHORITY: This rule is adopted pursuant to Sections 9-24-8, 22-2-1, 22-2-2,
and 22-8-5, NMSA 1978.
[11-01-97, 01-15-99; 6.20.2.3 NMAC - Rn, 6 NMAC 2.2.1.3, 05-31-01; A, 11-30-06]
6.20.2.4 DURATION: Permanent
[11-01-97, 01-15-99; 6.20.2.4 NMAC - Rn, 6 NMAC 2.2.1.4, 05-31-01]
6.20.2.5 EFFECTIVE DATE: November 1, 1997, unless a later date is cited at the end of a section.
[11-01-97, 01-15-99; 6.20.2.5 NMAC - Rn, 6 NMAC 2.2.1.5, 05-31-01; A, 11-30-06]
6.20.2.6 OBJECTIVE: To establish standards in budgets and uniform financial accounting for all New
Mexico public schools and school districts. All budgets and financial accounting of public schools and
school districts of the state of New Mexico are to be maintained in accordance with the Public School
Code, Chapter 22, NMSA, 1978 Compilation, and Generally Accepted Accounting Principles (GAAP),
and federal laws and regulations.
[11-01-97, 01-15-99; 6.20.2.6 NMAC - Rn, 6 NMAC 2.2.1.6, 05-31-01]
6.20.2.7 DEFINITIONS:
A. "Budget" - A written plan of financial operation for one fiscal year to include an
estimate of revenues and proposed expenditures.
B. "Department” means the public education department.
C. "Operating budget" - The budget submitted and approved by the local board by June
20 and certified by the department on or before July 1.
10
D. "Fiscal year" - A twelve-month period, beginning July 1 and ending June 30, to which
the annual operating budget applies.
E. "Fixed assets" - Land, buildings, improvements other than buildings, equipment,
machinery, construction work in progress, and capital leased assets with a cost of $500 or more. The
definition of fixed assets applies to all assets purchased regardless of funding source.
F. "GAAP" - generally accepted accounting principles.
G. "Local school board" or “board” means the governing body of a school district or
charter school.
H. “School districts” means public school districts, charter schools and regional education
cooperatives (RECs).
[02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.7 NMAC - Rn, 6 NMAC 2.2.1.7, 05-31-01; A, 10-15-03;
A, 11-30-06]
6.20.2.8 PROCEDURAL REQUIREMENTS:
A. All school districts shall account for financial transactions and develop and maintain
their budgets in accordance with the Public School Code, GAAP and department procedures for public
school accounting and budgeting, which are referenced where applicable.
B. The deadlines identified in this regulation pertaining to the submittal of required
reports and documents may be extended by the secretary of education or his designee after a request
has been submitted by the school district, provided the extension is not in violation of state or federal
law.
C. If reporting requirements and deadlines are not met, the department may withhold
funds, suspend payments or both, pursuant to 6.21.2.10 NMAC and 6.21.2.11 NMAC.
D. Business officials, serving in the capacity of a supervisor or director or manager of
accounting and/or bookkeeping as mentioned in 6.63.12.8 NMAC, responsible for the preparation and
presentation of all financial documentation and budget maintenance will meet the competency
requirements enumerated in 6.63.12.9 NMAC.
[02-03-93, 11-01-97, 01-15-99; 6.20.2.8 NMAC - Rn, 6 NMAC 2.2.1.8, 05-31-01; A, 10-15-03; A, 11-30-
06]
6.20.2.9 BUDGET PREPARATION STANDARDS:
A. Every school district shall follow budget requirements stated in Sections 22-8-5
through 22-8-12.2, NMSA 1978, and procedures of the department in preparing, submitting,
maintaining and reporting budgetary information. Budgetary control shall be at the function level.
Over-expenditure of a function shall not be allowed.
B. The proposed budget for the ensuing fiscal year shall be submitted to the department
by April 15 of each year unless extended to a later date by the secretary of education.
C. The department shall review the school district’s projected revenues, including
estimated tax production based on the most current assessed valuation from the local taxing authority
and estimated cash carryover for all funds. The department shall confer with the school district before
determining where additions or reductions to the budget will be incorporated.
D. Approval of the proposed budget by the local board shall be in a public hearing held
prior to June 20. The notice of public hearing for the adoption of the budget shall be published in
accordance with the Open Meetings Act, Section 10-15-1 et seq. 1978, Public School Code, and local
board policy. Certification of the proposed budget by the department shall be on or before July 1. The
approved and certified budget then constitutes the operating budget.
E. On or before July 31, school districts shall determine their actual cash balances in all
funds and report them on the most current form prescribed by the department. The operational
subfund cash balance shall be adjusted by the amount of June credits for revenues received in that
month from local school tax levy federal impact aid, and federal forest reserve, if any. The June credits
11
shall be categorized as restricted cash balance and are unavailable for budgeting in the ensuing fiscal
year. Cash balance carried forward from the previous fiscal year in the operational subfund shall not
be used for salaries and benefits.
F. The operating budget and any authorized adjustments, shall be integrated into the
school district’s accounting system after required approvals. Encumbrances shall be used as an
element of control and integrated into the budget system.
[12-08-89, 02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.9 NMAC - Rn, 6 NMAC 2.2.1.9, 05-31-01; A,
11-30-06]
6.20.2.10 BUDGET MAINTENANCE STANDARDS:
A. Budget adjustment requests shall be submitted on the most current form prescribed by
the department. The school district shall maintain a log of all budget adjustment requests to account
for status, numerical sequence, and timely approval at each level. The log is to be retained for audit
purposes.
B. School districts shall submit budget adjustment requests for the operating budget to
the department for budget increases, budget decreases, transfers between functional categories, and
transfers from the emergency reserve account. The department must take action on budget
adjustment requests within 30 calendar days from the date of receipt by the department or such
requests will otherwise be considered approved. Expenditures shall not be made by the school district
until budget authority has been established and approval received from the department.
Budget adjustments shall not be incorporated into the school district's accounting system until
approval is received by the department.
C. School districts shall submit periodic financial reports to the department using the
department approved format. Reporting shall be either monthly or quarterly at the discretion of the
department. The school district shall be notified of its required reporting frequency in writing by the
department. Required reporting frequency may be changed by the department at any time during the
year. Reports are due at the department by the last working day of the month following the end of the
required reporting period, unless extended to a later date by the secretary of education.
[12-08-89, 02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.10 NMAC - Rn, 6 NMAC 2.2.1.10, 05-31-01;
A, 10-15-03; A, 11-30-06]
6.20.2.11 INTERNAL CONTROL STRUCTURE STANDARDS:
A. Every school district shall establish and maintain an internal control structure to
provide management with reasonable assurance that assets are safe-guarded against loss from
unauthorized use or disposition, that transactions are executed in accordance with management's
authorization and recorded properly to permit the preparation of general purpose financial
statements in accordance with GAAP, and that state and federal programs are managed in compliance
with applicable laws and regulations. The internal control structure shall
include written administrative controls (rules, procedures and practices, and policies that affect the
organization) and accounting controls (activity cycles, financial statement captions, accounting
applications including computer systems) that are in accordance with GAAP.
B. Each school district shall develop, establish and maintain a structure of internal
accounting controls and written procedures to provide for segregation of duties, a system of
authorization and recording procedures, and sound accounting practices in performance of duties and
functions. The duties to be segregated are the authorization to execute a transaction, recording the
transaction, and custody of assets involved in the transaction.
(1) School district management must ensure that protection of the public trust is a
major focus when granting the authorization to execute business of the school district.
(2) Employees handling significant amounts of cash must be adequately bonded.
Access to assets is permitted only in accordance with school district authorization.
12
(3) Receipts, checks or warrants, purchase orders, and vouchers shall be
sequentially pre-numbered.
(4) School districts shall have proper safeguards to protect unused checks and
other pre-numbered forms, undeposited cash and other receipts, and facsimile signature
plates.
(5) Transactions are to be recorded as necessary to permit preparation of
financial statements in conformity with GAAP. In addition, school districts shall establish any
other criteria applicable to such statements to maintain accountability for assets.
(6) School districts shall conduct independent checks on performance and proper
valuation of recorded amounts, such as clerical checks, reconciliations, comparison of assets
with recorded accountability, computer-programmed controls, management review of reports
that summarize the detail of account balances, and user review of computer generated
reports.
C. An internal control structure is required to demonstrate the school district's ability to
record, process, summarize and report financial data consistent with the following financial statement
assertions:
(1) rights and ownership;
(2) existence and occurrence;
(3) valuation and allocations;
(4) completeness; and,
(5) presentation and disclosure.
D. The internal control structure shall demonstrate that the school district identifies
applicable laws and regulations, and that procedures are designed to provide reasonable assurance
that the school district complies with those laws and regulations. Internal control procedures shall be
established, implemented and documented through school district correspondence, manuals, training,
and other additional methods. Appropriate internal control procedures shall be adopted by the local
board within a school district to safeguard its assets, check the accuracy and reliability of its
accounting data, promote operational efficiency, and encourage adherence to prescribed managerial
policies. The internal control structure shall address all school district transactions.
[02-03-93, 11-01-97, 01-15-99; 6.20.2.11 NMAC - Rn, 6 NMAC 2.2.1.11, 05-31-01]
6.20.2.12 ORGANIZATIONAL STRUCTURE: School districts shall develop, establish and maintain an
effective organizational structure that includes the following:
A. Devise a system for the measurement of and accountability for employee performance.
B. Establish a policy in which the delegation of responsibility for employee actions is
combined with sufficient authority to perform the assigned activities.
C. Create and maintain budgets and financial reports which facilitate the discharge of
assigned responsibilities and monitors activities at each level of the organizational structure.
D. Develop a system of checks and balances which separates incompatible activities to
preclude absolute control by any individual or unit and provides for supervision by higher levels of
management and for the monitoring of overall school district activities.
[11-01-97, 01-15-99; 6.20.2.12 NMAC - Rn, 6 NMAC 2.2.1.12, 05-31-01]
6.20.2.13 FINANCIAL STANDARDS:
A. General ledger: All school districts shall establish and maintain a general ledger in
accordance with GAAP. The general ledger will be comprised of individual funds and account groups
using the department’s uniform chart of accounts and shall be reconciled every fiscal year with
department records.
13
B. Funds and account groups: School districts shall use funds and account groups to
report their financial position and operating results. Funds are classified into three broad categories:
a) governmental funds, b) proprietary funds and c) fiduciary funds. There are two account groups: a)
general fixed assets and b) general long-term debt.
C. Chart of accounts: All school districts shall prepare, maintain, and report budget and
financial information utilizing a standard and uniform chart of accounts.
D. Basis of accounting: In accordance with GASB 34, school districts shall use a full
accrual basis of accounting in preparation of annual financial statements and cash basis of accounting
for budgeting and reporting.
E. Financial statements: Financial statements are the responsibility of the school district.
The school district shall maintain adequate accounting records, prepare financial statements in
accordance with GAAP (specifically, GASB 34), and provide complete, accurate, and timely information
to the independent public accountant (IPA) as requested. If there are differences between the financial
statements, school district records and department records, the IPA should provide the adjusting
entries to the school district to reconcile the report to the school district records. If the IPA prepared
the financial statements, this fact must be disclosed in the notes to the
financial statements. If the IPA prepared the financial statements, this fact must be disclosed in the
notes to the financial statements. All efforts should be made by the school district to assist the IPA with
financial statement preparation.
F. Financial and compliance audit: All school districts shall have a yearly audit
performed on its financial records as required by Section 12-6-3, NMSA 1978.
G. Financial reporting: All school districts shall provide periodic financial information to
the local board as prescribed by local board action. Information shall be presented at a regularly
scheduled board meeting.
[12-08-89, 02-03-93, 11-01-97, 01-15-99; 6.20.2.13 NMAC - Rn, 6 NMAC 2.2.1.13, 05-31-01; A, 10-15-
03; A, 11-30-06]
6.20.2.14 CASH CONTROL STANDARDS:
A. School districts shall establish and maintain a cash management program to
safeguard cash and provide prompt and accurate reporting that adheres to cash management
requirements of the office of management and budget (OMB) Circular A-102, and applicable state and
federal laws and regulations.
B. The school district shall issue a factory pre-numbered receipt for all money received.
Prenumbered receipts are to be controlled and secured. If a receipt is voided, all copies shall be
marked "VOID" and retained in the receipt book.
C. Money received and receipted shall be deposited in the bank within twenty-four (24)
hours or one banking day. If the distance to the bank is considerable, or the cash collection is limited to
small amounts and/or low volume and it is impractical to meet the twenty-four hour/one banking day
requirement, the local board may request approval from the department for an alternative plan. The
bank deposit slip shall have the numbers from applicable receipts entered on it or attached as a
reference.
D. A cash receipts journal is to be used for each fiscal year beginning July 1 and ending
June 30, and is to be presented to the school district's auditor during the annual audit.
E. The school district shall verify that there is sufficient cash and budget prior to the
disbursement of cash. A revenue ledger is required for each revenue code as approved in the finalized
budget, and additional revenue ledgers may be added as necessary.
F. The school district shall establish a cash control ledger for each fund/subfund. Inter-
fund transfers of cash among separate and distinct funds are not receipts or expenditures. Permanent
transfers of previously receipted cash require local board and SIDE approval prior to the transfer. All
other types of cash transfers require only local board approval.
14
(1) Temporary transfers of cash are to be posted as "due from" and "due to" to
indicate inter-fund receivables and payables.
(2) Posting errors are not to be erased, crossed out, or in any other manner
eliminated from the ledger. A separate entry is required to incorporate necessary corrections.
Cross-referencing of a correcting entry to the original error should be inserted under the
"description" column of the ledger.
G. Clearing accounts or pooled accounts may be used to combine more than one fund in
one bank account. Clearing accounts shall reconcile to a zero balance at the end of each month. Bank
reconciliations for clearing accounts shall be completed on a monthly basis.
H. A local board, through the issuance of a formal board resolution, may authorize the
superintendent of schools or his/her designee to approve vouchers for payment prior to a board
meeting. A summary listing of the vouchers and any additional information prescribed by the local
board shall be presented at the next regular board meeting for formal approval and entry in the
minutes.
I. Vouchers shall be numbered in such a manner as to provide a cross-reference between
the voucher, the check, and the check register. All blank checks shall be properly safeguarded and an
inventory of unused checks shall be taken periodically. Completed vouchers and supporting
documentation is to be placed in numerical sequence, by the month in which they were paid, and filed
for future reference and annual audit.
(1) Each warrant or check issued shall have printed on its face the words, "void
after one year from date". Whenever any warrant or check is unpaid for one year, the fiscal
officer shall cancel it in accordance with Section 6-10-57(A), NMSA 1978.
(2) The fiscal officer shall keep a register of all canceled warrants/checks. The
register shall show the number, date and amount, name of payee, fund out of which it was
payable, and date of cancellation. The face amount shall revert and be credited to the fund
against which the warrant/check was drawn.
J. The school district shall maintain a cash control ledger for each fund/subfund where
all transactions affecting cash are recorded. Cash balances reported to the department shall be the
same as the district's cash control ledger and annual audit.
K. All bank accounts shall be reconciled on a monthly basis. Reconciled bank statements
are to be reviewed by the business manager and/or assistant superintendent for business
administration. The bank statement, deposit slips, and canceled checks shall be made available to the
district's auditor during the annual audit.
L. The school district shall submit cash reports to the department by the last working day
of the month following the end of the reporting period, unless extended to a later date by the secretary
of education.
M. Petty cash funds shall be utilized only in rare instances to facilitate small payments.
Petty cash funds are established by drawing a check made payable to the employee charged with
responsibility for the fund. The petty cash fund shall contain cash and/or invoices totaling the full
amount of the petty cash fund and is to remain at the amount originally established.
(1) Petty cash funds are to be reflected on the school district's balance sheet as
cash on hand.
(2) Petty cash and change funds shall not be used to make loans to employees or
for cashing checks.
(3) Petty cash may not contain more than $100 unless more is authorized through
local board action.
(4) Change funds shall be established pursuant to school district procedure.
N. School districts shall obtain a surety bond for persons who handle or manage cash or funds.
[12-08-89, 02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.14 NMAC - Rn, 6 NMAC 2.2.1.14, 05-31-01;
A, 11-30- 06]
15
6.20.2.15 INVESTMENTS:
A. The school district shall account for public money placed in interest-bearing deposits
in accordance with Sections 22-8-40(C) through (G), NMSA 1978; Section 6-10-17, NMSA 1978;
Section 6-10-31, NMSA 1978, and other federal and state laws applicable to the investment of public
school money.
B. Pledged collateral: School districts shall require pledged collateral for all cash and
investments in accordance with Section 22-8-40, NMSA 1978.
[12-08-89, 02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.15 NMAC - Rn, 6 NMAC 2.2.1.15, 05-31-01]
6.20.2.16 WAREHOUSE/SUPPLY INVENTORY: This section pertains to districts that maintain a
warehouse. At fiscal year end, each school district shall take a physical inventory of remaining goods
and materials of an expendable nature (items that are consumed in the normal course of operating the
district). School districts shall establish adequate internal accounting control procedures over supplies
inventory in accordance with GAAP.
[12-08-89, 02-03-93, 11-01-97, 01-15-99; 6.20.2.16 NMAC - Rn, 6 NMAC 2.2.1.16, 05-31-01]
6.20.2.17 PURCHASING:
A. Each school district shall establish and implement written policies and procedures for
purchasing which shall be in compliance with the Procurement Code, Section 13-1-21 et seq., NMSA
1978. Purchasing policies and procedures for grant funding shall comply with requirements
established within the grant and the Procurement Code. An internal control structure over purchasing
shall be established and maintained to assure compliance with
school district policy, and state and federal regulations.
B. A school district may contract with a business which has a current price agreement
with the state purchasing agent or a central purchasing office of another district, for services,
construction, or items of tangible personal property without the use of competitive sealed bids or
competitive sealed proposals provided that the following conditions are met:
(1) the services or construction meet the same standards and specifications as the
items to be procured;
(2) the total quantity to be purchased would not exceed the quantity which may be
purchased under the existing applicable price agreement;
(3) the purchase order clearly identifies the price agreement relied upon;
(4) the price agreement relied upon is available for public inspection and for
inspection by auditors; and
(5) in the case of an agreement with the central purchasing office for another
district, the district with the agreement being relied upon has consented in writing to such
reliance.
[12-08-89, 02-03-93, 11-01-97, 01-15-99; 6.20.2.17 NMAC - Rn, 6 NMAC 2.2.1.17, 05-31-01; A, 11-30-
06]
6.20.2.18 PAYROLL: The local board shall establish written payroll policies and procedures which
comply with state and federal regulations on payroll as well as maintaining strict internal controls,
close supervision and financial accounting in accordance with GAAP. School districts shall maintain
and have available for inspection the following employee record documentation: employment
contracts (including increments), personnel/payroll action forms, certification records, employment
eligibility verification (federal form I-9 for citizenship certification), federal and state withholding
allowance certificates, pay deduction authorizations, pay or position change notices,
Educational Retirement Act plan application, and direct deposit authorizations.
[02-03-93, 11-01-97, 01-15-99; 6.20.2.18 NMAC - Rn, 6 NMAC 2.2.1.18, 05-31-01]
16
6.20.2.19 TRAVEL AND TRAINING: Each school district shall establish and implement written
policies and procedures for travel and training. Travel policies and procedures shall be in compliance
with the Per Diem and Mileage Act, Sections 10-8-1 through 10-8-8, NMSA 1978, and department of
finance and administration (DFA) regulations.
[02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.19 NMAC - Rn, 6 NMAC 2.2.1.19, 05-31-01]
6.20.2.20 INSURANCE:
A. Each school district shall maintain adequate insurance coverage addressed in the Tort
Claims Act, Section 41-4-1 et seq., NMSA 1978; the Workers' Compensation Act, Section 52-1-1 et seq.,
NMSA 1978; Insurance of Public Buildings, Section 13-5-1 et seq., NMSA 1978; Officers and Surety
Bonds, Section 22-5-7, NMSA 1978; and the Public School Insurance Authority Act, Sections 22-2-6.1
through 22-2-6.10, NMSA 1978.
B. Surety bonds paid from the operational subfund shall be approved by the department
and filed with the secretary of the department of finance and administration pursuant to Subsection D
of Section 22-5-7, NMSA, 1978 Compilation.
[12-08-89, 02-03-93, 11-01-97, 01-15-99; 6.20.2.20 NMAC - Rn, 6 NMAC 2.2.1.20, 05-31-01; A, 11-30-
06]
6.20.2.21 DEBT SERVICE AND BONDS:
A. A debt service fund shall be created to account for resources that will be used to
service general long-term debt that is recorded in the general long-term debt account group. General
long-term debt includes noncurrent bonds, as well as other noncurrent liabilities that might arise from
compensated absences.
B. Debt service funds shall be established only if legally required or when resources are
being accumulated to meet principal and interest payments that will be made in future periods. A
single debt service fund shall be used to account for a restricted portion of a general property tax that
is used to finance principal and interest payments on all general obligation bonds. Debt service funds
shall be used only for the retirement of general longterm debt and for payment of county collection
costs. Any funds remaining after all debts have been paid may be transferred after request for transfer
has been approved by the department and DFA pursuant to Section 6-10-43,
NMSA 1978.
C. All general obligation bonds, except refunding bonds, issued under lawful authority by
any school district shall be issued in accordance with Sections 6-15-3 through 6-15-8, NMSA 1978.
Refunding bonds are encompassed in Sections 6-15-11 through 6-15-13, NMSA 1978.
D. In accordance with Section 6-15-9, NMSA, 1978, no bonds shall be issued or sold by any
school district after the expiration of three (3) years from the date of initiation of proceedings for the
election authorizing the issue, except as provided in Sections 6-15-9 supra, and 6-15-10, NMSA, 1978.
E. Arbitrage: The school district shall not earn any income on invested bond proceeds
which is in excess of the amount which would have been earned if the bond proceeds had been invested
at a yield equal to the yield on bonds. The school district shall prevent the issuance of tax exempt bonds
for the purpose of investing the proceeds to make a profit. A long-term investment can be made only at
an interest rate equal to or less than the interest paid on the tax exempt bonds.
[02-03-93, 11-01-97, 01-15-99; 6.20.2.21 NMAC - Rn, 6 NMAC 2.2.1.21, 05-31-01; A, 11-30-06]
6.20.2.22 FIXED ASSETS:
A. Cost is the generally accepted basis of accounting for governmental fixed assets.
Donated assets are to be recorded at their estimated fair market value at the time of the donation.
B. Fixed assets related to specific proprietary or trust funds shall be accounted for in
those funds. All other fixed assets shall be accounted for in the general fixed asset account group.
17
C. Property control system: Assets of a long-term character which are intended to
continue to be held or used, such as land (including acquisition and improvements to grounds),
buildings (including initial, acquisition, improvements, remodeling, additions, and replacement),
furniture, machinery and equipment shall be acquired and accounted for through the development
and implementation of a complete property control system which shall be adopted by the local board
and in accordance with GAAP. General services department (GSD) rules(s), the state
Procurement Code, and any other applicable state and federal requirements.
D. Capital projects: The acquisition, accountability and disposition of fixed assets for
capital projects shall be in accordance with GAAP. Funds used to erect, remodel, make additions to
school buildings, or to purchase and improve public school grounds shall be classified under capital
projects.
[02-03-93, 11-01-97, 01-15-99, 09-15-99; 6.20.2.22 NMAC - Rn, 6 NMAC 2.2.1.22, 05-31-01]
6.20.2.23 OTHER SERVICES:
A. Food services: Food service funds are to be accounted for in the special revenue fund or
the enterprise fund. All monies collected from the sale of food for the food service operation are to be
accounted for in accordance with GAAP, U.S. department of agriculture (USDA) requirements, and
Section 22-13-13, NMSA 1978.
B. Legal fees: No district funds shall be used for payment of personal legal fees, including
attorney’s fees and costs, of any school district or charter school employee or local school board
member. Any payment of legal fees must serve a clearly identifiable public interest. Personal legal fees
include, but are not limited to:
(1) legal fees expended in obtaining or retaining any elected position;
(2) legal fees incurred by any employee or board member in any civil action filed
by or against the employee or board member in his or her personal capacity, unless, in the case
of an action against the employee or board member, the allegations are based upon acts taken
by that individual in the course and scope of his or her employment or service; and
(3) legal fees incurred by any employee or board member in the defense of any
criminal case, unless the charges are based upon acts taken in the course and scope of his or
her employment or service.
C. Federal/state grants:
(1) Flowthrough funds: For grant money that flows through the department,
school districts shall utilize the funding for the purpose in which it was awarded. School
districts shall submit complete and accurate reports required by the grant and the department
within the prescribed time. This funding shall be accounted for in accordance with GAAP,
applicable federal regulations, and procedures set forth in the grant award.
(2) Direct funds: For grant money that is sent direct, school districts shall utilize
the funding for the purpose in which it was awarded. School districts shall submit complete
and accurate reports required by the grant within the prescribed time. This funding shall be
accounted for in accordance with GAAP, applicable federal regulations, and procedures set
forth in the grant award. These direct funds shall be incorporated into the school district
operating budget without prior approval provided that a budget adjustment request is
submitted to the department.
D. Student activity funds (non-instructional activities): Funds set aside for non-
instructional activities shall be accounted for the same as any other funding budgeted in the
operational subfund. Other assets held by the school district in a trustee capacity or as an agent for
school organizations are considered agency funds, shall be accounted for in accordance with GAAP,
and are not required to be budgeted. The school district is responsible for the accountability of agency
funds. These funds are not considered public money for purposes of the state Procurement Code. School
districts shall follow all applicable laws, rules and regulations in the disbursement of
18
activity funds.
E. Joint powers agreements: Accounting for joint powers agreements, entered into
pursuant to the Joint Powers Agreement Act, Sections 11-1-1 though 11-1-7, NMSA 1978, shall be in
accordance with the agreement.
[02-03-93, 11-01-97, 01-15-99; 6.20.2.23 NMAC - Rn, 6 NMAC 2.2.1.23, 05-31-01; A, 10-15-03; A, 11-30-
06]
6.20.2.24 OTHER ADMINISTRATIVE STANDARDS:
A. Instructional materials: School districts shall be allowed credit for textbooks and
supplementary instructional materials adopted by the department pursuant to the Instructional
Materials Act, Section 22-15-9, NMSA 1978. Districts shall report in accordance with the Instructional
Materials Act and account for instructional materials in accordance with GAAP. Audited instructional
material records are the official accounting of these funds.
B. Transportation: Student transportation is provided for in Section 22-16-1 et seq.,
NMSA 1978. Monies allocated by the transportation unit of the department shall be utilized for
transportation expenditures only and accounted for in accordance with department transportation
regulations and GAAP.
C. Records retention/disposition: The management of school district records shall be in
accordance with the Public Records Act, Section 14-3-1 et seq., NMSA 1978.
D. Open Meetings Act: School districts shall comply with the provisions of the Open
Meetings Act, Section 10-15-1 supra, NMSA 1978.
[02-03-93, 11-01-97, 01-15-99; 6.20.2.24 NMAC - Rn, 6 NMAC 2.2.1.24, 05-31-01; A, 10-15-03; A, 11-30-
06]
HISTORY OF 6.20.2 NMAC:
PRE-NMAC HISTORY: The material in this regulation derived from that previously with the State
Records Center & Archives under: SBE Rule 89-7, Manual of Procedure for Uniform Financial
Accounting and Budgeting for New Mexico School Districts, filed 12-8-89; SBE Rule 93-1, Governing
Budgeting and Accounting for New Mexico Public Schools and Schools Districts, filed 2-3-93.
19
Risk Assessment
Figure 1 represents a risk assessment associated with the Public Education Department. This risk
assessment is compliant with MAPS 0.9.2 Risk Assessment-Entity and Activity Level.
Figure 1-Agency Objectives
Risk is Non-compliance
Objective with the Following Responsibility
Statutes, Laws, Rules and Strategy for Achieving
(Risk is Not Achieving Goal) Regulations. Objective
Implement SHARE
(Statewide, Human
Resources, Accounting,
OPERATIONAL: and Financial Management
Implement internal controls designed to Reporting System) system
prevent accounting errors and violation with appropriate system
of state and federal law and rules configuration to assure an
related to financial matters. In addition, §6-5-2(C) Accounting adequate segregation of
implement controls to prevent the The Uniform Grant Budget duties and to require
submission of processing documents to Guidance at 2 C.F.R. Part
Fiscal Grants appropriate levels of
the financial control division that 200.303
contain errors or that are for a purpose Rule 6.20.2.23(C) Management approvals. Comply with
not authorized by law. Procurement Model Accounting
Practices Manual (MAPs).
§6-5-2-1.Q & Periodic, no less than
Rule 2.20.5.8.C(1) NMAC Accounting annually, review of
OPERATIONAL: Budget processes to identify
Implement continuous process The Uniform Grant opportunities for
Guidance at 2 C.F.R. Part Fiscal Grants
improvement. improvement.
200.303 Management
Procurement
Fiscal Grants
Design, Implementation,
Management
and Maintenance of
OPERATIONAL: Program
Maintain subsidiary systems and Operating Budget
School Management System
interface with SHARE. Rule 2.20.5.8.C(7) NMAC
Budget & (OBMS).
Finance
Comply with MAPs.
OPERATIONAL: §6-5-2-1.C & Accounting Require by Rule and Policy
Maintain information that adequately Rule 2.20.5.8.C(7) NMAC
Budget that all subrecipients
supports all entries in OBMS and The Uniform Grant
processed through the state general Guidance at 2 C.F.R. Part Fiscal Grants maintain documentation
ledger. 200.303 Management supporting transactions.
20
Procurement See Fiscal Grants
Management Procedures
Manual and Manual of
Procedures for Public
School Accounting and
Budget (PSAB).
§6-5-2-1(S) Audit
Rules 2.20.5 and 6, NMAC Fiscal Grants
Management
OPERATIONAL: NMSA 1978, §22-8-5(B)
Have access to and authority to examine Program
books, accounts, reports, vouchers, The Uniform Grant School
correspondence files and other records, Guidance at 2 C.F.R. Part Budget & Issue rules for required
bank accounts, money and other 200.328 & 2 C.F.F Part Finance access to appropriate LEA
property of a state agency. 200.331 personnel.
Rule 6.20.2.23
OPERATIONAL: Rule 2.20.5.8.C(2) NMAC Fiscal Grants Requisitions will be
All transactions shall be recorded daily Management entered by Program upon
in SHARE (Statewide, Human Resources, Accounting determination of their
Accounting, and Financial Management
Program need.
Reporting System), and approved by the
agencies management. Req. approvals within 24
hours.
PO approval within 48
hours of Req creation
unless related to a
contract. PO approval will
be upon contract approval.
Vouchers processed and
submitted to DFA within
24 hours of approval from
Management.
Deposits within 24 hours
of receipt of funds.
Federal draws performed
no less than weekly.
General ledger
reconciliation performed
monthly.
21
OPERATIONAL: Rule 2.20.5.8.C(7) NMAC Fiscal Grants Request for
OBMS shall record transaction timely, Rule 6.20.2.23(C) Management Reimbursement (RfR) will
completely, and accurately, and the Accounting be reviewed and approved
agency shall reconcile the subsidiary
Program within 2 weeks.
systems’ transactions to the
corresponding SHARE general ledger RfR will be vouchered in
accounts.
SHARE within 24 hours of
approval.
General ledger
reconciliation performed
monthly
Vouchers processed and
submitted to DFA within
24 hours of approval from
Management.
OPERATIONAL: Rule 2.20.5.8.C(8) NMAC Fiscal Grants Request for
All payments to vendors/subrecipients Rule 6.20.2.23(C) Management Reimbursement (RfR) will
shall be accurate and timely and be for Accounting be reviewed and approved
services already rendered or goods
Program within 2 weeks.
received and accepted by the state
agency as complying with the contract RfR will be vouchered in
or purchase order.
SHARE within 24 hours of
approval.
General ledger
reconciliation performed
monthly
Vouchers processed and
submitted to DFA within
24 hours of approval from
Management.
OPERATIONAL: Rule 2.20.5.8.C(4) Accounting Deposits within 24 hours
The state agency’s general ledger cash NMAC of receipt of funds.
account in SHARE and all other accounts
shall be verified. Federal Draws performed
no less than weekly.
General ledger
reconciliation performed
monthly.
22
OPERATIONAL: §6-5-3 Accounting Requisitions will be
Determine the authority for all proposed Rule 6.20.2.23(C) Program entered by Program upon
expenditures and encumber the determination of their
appropriate funds.
need.
Req. approvals within 24
hours.
PO approval within 48
hours of Req creation
unless related to a
contract. PO approval will
be upon contract approval.
Vouchers processed and
submitted to DFA within
24 hours of approval from
Management.
Deposits within 24 hours
of receipt of funds.
Federal draws performed
no less than weekly.
General ledger
reconciliation performed
monthly.
OPERATIONAL: §6-5-6 Accounting Requisitions will be
Determine that any disbursement of Rule 6.20.2.23(C) Rule Program entered by Program upon
funds does not exceed the appropriation 6.20.2.23(C) determination of their
made to an agency, periodic allotment
need.
made to the agency, or the
unencumbered funds at the agency’s Req. approvals within 24
disposal.
hours.
PO approval within 48
hours of Req creation
unless related to a
contract. PO approval will
be upon contract approval.
Vouchers processed and
submitted to DFA within
23
24 hours of approval from
Management.
Deposits within 24 hours
of receipt of funds.
Federal draws performed
no less than weekly.
General ledger
reconciliation performed
monthly.
REPORTING: §6-5-2-1(E) Accounting Comply with MAPs.
Conduct all central accounting and fiscal The Uniform Grant
reporting for the Department and Guidance at 2 C.F.R. Part General ledger
produce interim financial reports. 200.300 – 200.309 reconciliation performed
Rule 6.20.2.13 monthly.
Submit reports to
Management for review
monthly.
REPORTING: Rule 2.20.5.8.C(3) NMAC Accounting Comply with MAPs.
All transactions shall be properly The Uniform Grant
classified in SHARE. Guidance at 2 C.F.R. Part General ledger
200.300 – 200.309 reconciliation performed
monthly.
REPORTING: §6-5-2-1(P) Accounting Comply with MAPs.
Maintain accounts and information as The Uniform Grant Budget
necessary to show the sources of state Guidance at 2 C.F.R. Part General ledger
revenues and the purpose for which 200.300 – 200.309 reconciliation performed
expenditures are made and provide Rule 6.20.2.8 monthly.
proper accounting control to protect
state finances. Interim financial reports
prepared monthly.
REPORTING:
All information requested by the Accounting Comply with MAPs.
Division must be provided to the Rule 2.20.5.8.C(9) NMAC Budget
Division timely and accurately, and in Supply
compliance with the Division’s current response/data/reporting
24
policies and procedures, including, but to requestors within 24
not limited to transaction data. hours.
REPORTING: Rule 2.20.5.8.C(10) Accounting Adhere to formal closing
All reporting of financial information to NMAC schedules to assure timely
the state agency’s management and to reporting as outlined in
oversight agencies and entities must be MAPs.
timely, complete, and accurate.
REPORTING: Rule 2.20.5.8.C(11) Accounting
Audit & Accounting
The audit of the state agency’s financial NMAC
statements shall be completed by the Bureau Chief’s PARF
deadline established by the State requires timely
Auditor and the audit report shall submission of audit report
include an unqualified opinion. annually.
COMPLIANCE: Rule 2.20.5.8.C(5) Program Pre- and Post-Audit of
All transaction shall comply with federal NMAC Fiscal Grants transactions by agency
and state law. Rule 6.20.2.23(C) Management staff
Accounting
COMPLIANCE: Rule 2.20.5.8.C(6) NMAC Program
All expenditures shall be for a public Rule 6.20.2.23(C) Accounting
benefit or purpose, be necessary, and be Pre- and Post-Audit of
consistent with the related transactions by agency
appropriation (expenditure authority staff
from the legislature).
COMPLIANCE: The Uniform Grant Program
All federal expenditures shall be for Guidance at 2 C.F.R. Part Fiscal Grants Pre- and Post-Audit of
allowable expenditures, be necessary, 200 Subpart E-Cost Management transactions by agency
and be consistent with the related Principles staff
Federal Grant Award. Rule 6.20.2.23(C) Accounting
Control Activities
The work breakdown structure consists of processes and related control points. These control
points are “control activities” that ensure that processes are completed successful and achieve
procedural, reporting and compliance objectives. The following pages provide process diagrams
that illustrate each activity. The activities are as follows.
A. To Authorize
B. To Record
C. To Report
D. To Verify (initial)
E. To Verify (supervisory)
F. To Reconcile
25
CONTROL ACTIVITY A: TO AUTHORIZE
Authority for Commitment Made Economic Event has
Exchange Proposed
Exchange Determined Occurred
Commitment to
Authorize Exchange Accept/Deliver Physical Approve Data Entry
Compliance with: Exchange
(Level 1) Consideration (Level 3) (Level 4)
State and Federal (Level 2)
Laws, Rules, and
Budget Authority,
and Internal and
Commitment Made Establish Authorized Data
External Policies and
Determine Authority Custody/Accept Recorded
Procedures.
Services
Determine the
Availability of Cash or
Cash Equivalents.
Authority for Exchange Safeguard Assets
Determined
Note: The Performance of any two or more of
the above processes by the same person may
compromise internal control.
26
CONTROL ACTIVITY B: TO RECORD
Economic Event has
Occurred
Gather Source Data Prepare Processing
Classify Data Key Enter Data Activity Level D: Verify To A
and Documentation Document
Review Authorization Verify Classification
Complies with GAAP
Pre-audit Verify Classification
Documentation Complies with
Budget Authorization
Verify Completeness Control Activity A: Control Activity E: Recorded Event
From Post Data
A of Documentation Authorize Verify
Allocate, Calculate,
Summarize, Format
27
CONTROL ACTIVITY C: TO REPORT
Need for
Information
Define Report
Required
Compare to
Compare Report to Perform Analytical
Gather Data Process Data Generate Report Independent Approve
Data Review
Source
Benchmark Data
Define Parameters Calculate, Classify, Verified Report
Allocate,
Summarize, Format
Compare to Trends
Access Database
Compare to
Expected Results
Review for
Reasonableness
Review Population
of Data for
Completeness
Review
Relationships
28
CONTROL ACTIVITY D: TO VERIFY (INITIAL)
Economic Event
Compare Source
Compare Processing
Review Authority Document to Perform Analytical
Check Accuracy Document to Data Verified Data
Processing Review
Entered
Document
Benchmark Data Verify Calculations
Verify Approval
Compare to Trends
Verify Numerical
Sequences
Verify Legal
Compliance Compare to
Expected Results
Verify Cost
Allocations
Verify Compliance Review for
with Internal and Reasonableness
External Rules and
Policies Verify Chartfield
Coding
Review Population
of Data for
Completeness
Review
Relationships
29
CONTROL ACTIVITY E: TO VERIFY (SUPERVISORY)
Initial Verification
Completed
Compare
Supporting Control Activity F: Perform Analytical Compare to
Review Authority Monitor Approve
Documentation Reconcile Reviews Independent Source
with Data Entered
Determine Verify Classification,
Compliance with Allocation and Verify Custody Benchmark Data Verify with Bank
Rules & Policies Coding Verified Data
Compare to Trends Verify with Vendors
Verify Assets are
Being Safeguarded
Determine Legal
Compliance
Compare to Verify with Federal
Verify Data
Expected Results Agency
Population Controls
(Completeness)
Determine that Review for Verify with DFA
Necessary Approval Reasonableness
was Obtained
Review Population
of Data for
Completeness
Determine
Compliance with
GAAP
Review
Relationships
30
CONTROL ACTIVITY F: TO RECONCILE
Date Processed
Control Activities:
Obtain Internal and Document
Perform Analytical Control Activity A: B-Record
External Data Reconcile Reconciling Items
Reviews to Authorize C-Report
and Errors
E-Verify
Benchmark Data
Obtain Reports Reconcile to Asset
Data verified
against assets &
liabilities
Compare to Trends
Obtain Fiscal Agent Reconcile to Debt
Statements Instrument
Compare to
Expected Results
Review for
Reasonableness
Review Population
of Data for
Completeness
Review
Relationships
31
Information and Communication
The PED website and this policy are important communication tools. Outside expectations are
communicated primarily by enactment of statutes (through a citizen legislature). Issuance of
rules by PED is also a primary communication tool.
The Chief Financial Officer organizational structure, which promotes continuous, direct contact
between the state agencies, Federal Department, and the Department of Finance and
Administration, is a third important tool for insuring that outside expectations are known.
Monitoring
Monitoring consists of the following activities:
Control Activities A through F,
Department Pre-audit activities,
Budget analysis and monitoring by program and bureau’s,
Management oversight.
Figure 1 illustrated the monitoring activities required by statute, regulation, and rule.
32
DocuSign Envelope ID: 1FA53B09-336C-4ABC-AAFF-017C5F9F8BB2
STATE OF NEW MEXICO
PUBLIC EDUCATION DEPARTMENT
300 DON GASPAR
SANTA FE, NEW MEXICO 87501-2786
Telephone (505) 827-5800
www.ped.state.nm.us
RYAN STEWART, ED.L.D. MICHELLE LUJAN GRISHAM
SECRETARY OF EDUCATION GOVERNOR
May 24, 2021
MEMORANDUM
TO: Superintendents and State Charter Leaders
FROM: Katarina Sandoval, Deputy Secretary, Academic Engagement and Student Success
RE: Elementary and Secondary School Emergency Relief (ESSER) Fund Federal
Sub-award ARP Act, ESSER III (24330)
The New Mexico Public Education Department (PED) has granted its preliminary FY20-21
subawards for funding through the American Rescue Plan (ARP) Act; Elementary and Secondary
School Emergency Relief Fund (24330) to help schools to return safely to in-person instruction,
maximize in-person instructional time, sustain the safe operation of schools, and address the
academic, social, emotional, and mental health impacts of the COVID-19 pandemic on New
Mexico’s students. In accordance with federal regulations at 2 C.F.R. § 200.332(a), please note
the following federal award identification information specific to this subaward. All local
educational agencies (LEAs) receiving this sub-award through PED, as listed on Exhibit A, are
subrecipients of the following federal funding:
Subrecipient’s name See Exhibit A
Subrecipient’s DUNS number See Exhibit A
Federal Award Identification S425U210023
Number (FAIN)
Federal award date 03/24/2021
Subaward period of 03/24/2021–09/30/2024
performance start and end
dates
Subaward budget period start 07/01/2021–09/30/2024
and end date
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ESSER III 2/3 Planning Subawards
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Page 2 of 6
Amount of federal funds See Exhibit A
obligated by this subaward to
subrecipient
Total amount of federal funds See Exhibit A
obligated to subrecipient
including current financial
obligation
Total amount of the federal See Exhibit A
award committed to
subrecipient
Federal award project American Rescue Plan - Elementary and Secondary
description, as required to be Schools Emergency Relief Fund (ARP-ESSER)
responsive to the Federal
Funding Accountability and
Transparency Act (FFATA)
Federal awarding agency United States Department of Education
Contact information for Ian Rosenblum, Acting Assistant Secretary
awarding official 400 Maryland Ave., SW
Washington, DC 20202
(202) 401-0113
CFDA number and name 84.425U American Rescue Plan - Elementary and
Secondary Schools Emergency Relief Fund (ARP-
ESSER)
Research and development No
(R&D) award (Yes/No)
Indirect cost rate for federal https://webnew.ped.state.nm.us/bureaus/administrative-
award services/accounting/
The following requirements apply to this subaward:
2 C.F.R. Part 200: Uniform Administrative Requirements, Cost Principles, and Audit
Requirements for Federal Awards1
2 C.F.R. Part 3474: Uniform Administrative Requirements, Cost Principles, and
Audit Requirements for Federal Awards
2 C.F.R. Part 3485: Non-procurement Debarment and Suspension
Reporting Requirements
Please review Exhibit A, and submit a BAR or initial budget through OBMS for the appropriate
amount using fund code 24330 and revenue object code 44500. Please adhere to the following
timelines required for obligation, liquidation and RfR submission:
To establish 2021-2022 budget authority:
1
The regulations at 2 C.F.R. Part 200 are located online at: http://www.ecfr.gov/cgi-bin/text-
idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl.
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ESSER III 2/3 Planning Subawards
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o Submit your application and an initial budget BAR between July 1 and August
24, 2021. (This option will allow you the most time for thorough planning and
required stakeholder engagement); OR
o Submit your application and an initial 2021-2022 OBMS budget by June 4,
2021 to receive budget authority by July 1, 2021. This option will require
additional stakeholder engagement after July 1, 2021.
To establish 2020-2021 budget authority:
o Submit your application and an initial 2020-2021 budget BAR by June 4, 2021.
This option will require additional stakeholder engagement after July 1, 2021.
The amounts as illustrated in Exhibit A must be expended by September 30, 2024.
Pursuant to Section 6-5-3 NMSA 1978, the appropriate fund shall be encumbered prior
to the issuance of vouchers or purchase orders or the engagement of contracts.
You must receive written prior approval for purchase of equipment with a unit cost equal
to or in excess of $5,000. Failure to do so will result in denial of reimbursement for the
cost of such an item. Attach an approved Federal Grant Equipment Form to your BAR if
you will include budget in object code 57331 “Fixed Assets (more than $5,000).” Attach
the approved form to your application if you submit an initial 2021-22 OBMS budget. The
approved Federal Grant Equipment Form must also be uploaded with your request for
reimbursement (RFR) containing such expenses.
Any approved construction projects must comply with applicable Uniform Guidance
requirements, as well as the Department’s regulations regarding construction. See 34 CFR
§ 76.600. As is the case with all construction contracts using laborers and mechanics
financed by federal education funds, an LEA that uses ESSER funds for construction
contracts over $2,000 must meet all Davis-Bacon prevailing wage requirements and
include language in the construction contracts that all contractors or subcontractors must
pay wages that are not less than those established for the locality of the project (prevailing
wage rates). (See 20 U.S.C. 1232b Labor Standards.)
Indirect Cost Rate
As required by 2 C.F.R. § 200.332(a) (1) (xiv), PED recognizes the indirect cost rate between PED
and public school districts and state charter schools as calculated by PED and located on the PED
website: https://webnew.ped.state.nm.us/bureaus/administrative-services/accounting/
Access to Records and Financial Statements
In addition, pursuant to 2 C.F.R. § 200.332(a)(5), all subrecipients as identified in Exhibit A,
attached to this subaward, must permit PED and auditors access to records and financial statements
as necessary.
Closeout Procedures
The final day to submit RFRs for FY20-21 is July 7, 2021.
If you have any questions regarding your ESSER III federal subaward, please contact your
designated Education Administrator in the Student, School and Family Support Bureau. To reach
the Fiscal Grants Management Bureau, please contact Susan Lucero, susan.lucero@state.nm.us,
(505) 827-3848.
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Specific ARP Information
The award amounts in Exhibit A reflect 2/3 of the ARP preliminary award that will be
available to each LEA. The remaining 1/3 amount will be awarded after New Mexico
receives the full ARP allocation from USDE. See the Special Table attached for full
preliminary ESSER III subaward amounts.
Each LEA that receives ARP ESSER funds shall either:
Within 30 days of receipt of the funds (by June 24, 2021), develop and make
publicly available on the LEA’s website a plan for the safe return of in-person
instruction and continuity of services as required in section 2001(i)(1) of the ARP;
or
If the LEA developed a plan, before the enactment of the ARP, that meets statutory
requirements, the LEA will make the plan publicly available on the LEA’s website.
As required in section 2001(i)(2) of the ARP, before making the plan publicly available,
the LEA must have sought public comment on the plan and taken such comments into
account in the development of the plan.
During the period of the ARP ESSER award established in section 2001(a) of the ARP Act
(i.e., until September 30, 2023), an LEA must comply with section 2001(i)(2) of the ARP
Act. (See https://www.federalregister.gov/documents/2021/04/22/2021-08359/american-
rescue-plan-act-elementary-and-secondary-school-emergency-relief-fund).
LEAs must use at least 20% of subawards to address learning loss through the
implementation of evidence-based interventions, such as summer learning or summer
enrichment, extended day, comprehensive afterschool programs, extended school year
programs, or other evidence-based interventions, and ensure that such interventions
respond to students’ academic, social, and emotional needs and address the
disproportionate impact of COVID-19 on student subgroups (each major racial and ethnic
group, children from low-income families, children with disabilities, English learners,
gender, migrant students, students experiencing homelessness, and children and youth in
foster care).
Each LEA that receives these funds must engage in meaningful consultation with
stakeholders and give the public an opportunity to provide input in the development of its
plan. Specifically, an LEA must engage in meaningful consultation with students; families;
school and district administrators (including special education administrators); and
teachers, principals, school leaders, other educators, school staff, and their unions.
Additionally, an LEA must engage in meaningful consultation with each of the following,
to the extent present in or served by the LEA: Tribes; civil rights organizations (including
disability rights organizations); and stakeholders representing the interests of children with
disabilities, English learners, children experiencing homelessness, children in foster care,
migratory students, children who are incarcerated, and other underserved students.
Districts must reach out to all of their schools, including district-authorized charter schools,
to determine and meet their needs with these funds.
These funds may be used to address needs in all district schools, both Title I and non-Title
I schools.
There is no requirement for site-based allocations with these funds.
There is no requirement for Equitable Services to non-public schools with these funds.
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LEAs must comply with the maintenance of equity (MEQ) provision in section 2004(c)
of the ARP (see https://oese.ed.gov/files/2021/03/ARP-ESSER-Grant-Award-
Assurances_FINAL.pdf):
(1) As a condition of receiving funds under section 2001, a local educational agency
shall not, in fiscal year 2022 or fiscal year 2023—
(A) reduce per-pupil funding (from combined State and local funding) for any
high-poverty school served by such local educational agency by an amount that
exceeds—
(i) the total reduction in local educational agency funding (from combined
State and local funding) for all schools served by the local educational
agency in such fiscal year (if any); divided by
(ii) the number of children enrolled in all schools served by the local
educational agency in such fiscal year; or
(B) reduce per-pupil, full-time equivalent staff in any high-poverty school by an
amount that exceeds—
(i) the total reduction in full-time equivalent staff in all schools served by
such local educational agency in such fiscal year (if any); divided by
(ii) the number of children enrolled in all schools served by the local
educational agency in such fiscal year.
(2) EXCEPTION.—Paragraph (1) shall not apply to a local educational agency in fiscal
year 2022 or 2023 that meets at least 1 of the following criteria in such fiscal year:
(A) Such local educational agency has a total enrollment of less than 1,000
students.
(B) Such local educational agency operates a single school.
(C) Such local educational agency serves all students within each grade span with
a single school.
(D) Such local educational agency demonstrates an exceptional or uncontrollable
circumstance, such as unpredictable changes in student enrollment or a
precipitous decline in the financial resources of such agency, as determined by the
Secretary of Education.
Definitions:
HIGH-POVERTY SCHOOL.—
(A) IN GENERAL.—The term “high-poverty school” means, with respect to a
school served by a local educational agency, a school that is in the highest quartile
of schools served by such local educational agency based on the percentage of
economically disadvantaged students served, as determined by the State in
accordance with subparagraph (B).
(B) DETERMINATION.—In making the determination under subparagraph (A),
a State shall select a measure of poverty established for the purposes of this
paragraph by the Secretary of Education and apply such measure consistently to
all schools in the State.
The LEA’s ARP ESSER III application must be made publicly available on the
LEA's website no later than August 24, 2021.
Additional requirements are addressed within the application and the assurances
document.
The full list of areas of allowable uses is included in the application.
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Link to the application in SharePoint
The application link is
https://eui.ped.state.nm.us/sites/ESEAConApp/ARP/SitePages/Home.aspx
In most cases, the same person who submitted your LEA’s CARES Act ESSER application has
access to the ESSER III application.
Statewide Priorities
The PED strongly encourages LEAs to consider these priority areas to help schools to return
safely to in-person instruction, maximize in-person instructional time, sustain the safe operation
of schools, and address the academic, social, emotional, and mental health impacts of the
COVID-19 pandemic on New Mexico’s students:
Closing the digital divide through the purchase and distribution of digital devices and the
support of home internet connectivity for all students and teachers who lack devices and
connectivity, as well as through the professional development and instructional coaching
needed by educators to facilitate remote learning;
Accelerated Instruction for all students while addressing the disproportionate impact of
COVID-19 on student subgroups (each major racial and ethnic group, children from low-
income families, children with disabilities, English learners, gender, migrant students,
students experiencing homelessness, and children and youth in foster care). See
https://webnew.ped.state.nm.us/wp-
content/uploads/2020/07/NMPED_SupportDoc_InstructionalAcceleration.pdf;
Supporting the social and emotional needs of students, families, and staff;
Supporting the unique needs of students with disabilities and at-risk students;
Providing personal protective equipment for all staff and students, as well as ensuring
that schools are fully cleaned, sanitized, and stocked with cleaning supplies;
Improving indoor air quality including: inspection, testing, maintenance, repair,
replacement, and upgrade projects to improve the indoor air quality in school facilities; and
Other priorities listed in any supplements to this May 24, 2021 Memorandum.
Enclosures (2): Exhibit A and Special Table
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