This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sara Morales, Mark Carter, Kristin Oreskovich, New Mexico Public Education Department, New Mexico Higher Education Department, Terri Sainz, Mary M. Ramos, Hong Phangia Dewald, Karen S. Borg, and Jane McGrath.
(2017). Problem Solvers: MathLab's Design Brings Professional Learning into the Classroom, Learning Professional. Imagine teachers, administrators, and university mathematicians and staff learning together in a lab setting where students are excited about attending a week-long summer math event because they are at the forefront of the experience. Piloted in three New Mexico classrooms during summer 2014, MathLab expanded into 17 lab settings over six locations during summer 2015 and was implemented again in 2016. The enthusiasm of all participants witnessed by the New Mexico Public Education Department has resulted in funding to support future events. MathLab is an innovative learning design from New Mexico State University's Mathematically Connected Communities (MC[superscript 2]), a partnership of New Mexico educators that includes mathematicians, school leaders, researchers, and teachers. Aligned to Learning Forward's Standards for Professional Learning, MathLab began as an idea to shift from traditional one-shot professional development to ongoing professional learning situated in K-12 mathematics classrooms. This article discusses: MathLab's goals; what MathLab looks like for teachers and administrators; MathLab's framework; MathLab's results and impact; and what happens after MathLab. [More] Descriptors: Problem Solving, Mathematics Education, Pilot Projects, Summer Programs
(2016). A Statewide Profile of Frequent Users of School-Based Health Centers: Implications for Adolescent Health Care, Journal of School Health. Background: The purpose of this study is to describe patterns of care and service use among adolescent school-based health center (SBHC) users in New Mexico and contrast patterns and services between frequent and infrequent users. Methods: Medical claims/encounter data were analyzed from 59 SBHCs located in secondary schools in New Mexico during the 2011-2012 school year. We used Pearson's chi-square test to examine the differences between frequent (=4 visits/year) and infrequent users in their patterns of SBHC care, and we conducted logistic regression to examine whether frequent use of the SBHC predicted receipt of behavioral, reproductive, and sexual health; checkup; or acute care services. Results: Most of the 26,379 adolescent SBHC visits in New Mexico were for behavioral health (42.4%) and reproductive and sexual health (22.9%). Frequent users have greater odds of receiving a behavioral, reproductive, and sexual health; and acute care visit than infrequent users (p < 0.001). American Indians, in particular, have higher odds of receiving behavioral health and checkup visits, compared with other races/ethnicities (p < 0.001). Conclusions: SBHCs deliver core health care services to adolescents, including behavioral, reproductive, and checkup services, to high need populations. American-Indian youth, more than their peers, use SBHCs for behavioral health and checkups. [More] Descriptors: School Health Services, Secondary School Students, Student Characteristics, Regression (Statistics)
(2015). Expanding the Frontiers of Orientation and Mobility for Infants and Toddlers in New Mexico and Utah, Journal of Visual Impairment & Blindness. Early intervention services provide very young children, typically aged birth to 3 years, and their families "early and appropriate learning experiences to facilitate the child's learning and development" in their natural environment. Teachers of students with visual impairments and certified orientation and mobility (O&M) specialists provide vision-related expertise to families and the early intervention team to address the vision needs of children. These services are integrated with other early intervention services as part of an individualized family service plan (IFSP). This report represents the perspectives of two states (New Mexico and Utah) that have recognized the need for specialized O&M services in their early intervention programs for young children with visual impairments. New Mexico, with a growing early intervention O&M program, has a successful history of providing these services throughout the state. Utah, with a long history of providing early intervention vision services, but relatively new to the challenge of early intervention O&M, and inspired by New Mexico's success, is striving to provide more support and training for these specialists to work with very young visually impaired children and their families. [More] Descriptors: Early Intervention, Infants, Toddlers, Family Programs
(2016). FOCUS: Essential Elements of Quality for State-Funded Preschool Programs. The "FOCUS: Essential Elements of Quality, New Mexico's Tiered Quality Rating and Improvement System (TQRIS)," provides early childhood program personnel with the criteria, tools, and resources they need to improve the quality of their program. These quality improvements focus on children's growth, development, and learning–so that each child has an equitable opportunity to be successful when they enter school. This document contains the "FOCUS: Essential Elements of Quality" that provide a framework for state-funded preschool programs as they strive to make quality improvements. Together, the "New Mexico Early Learning Guidelines: Birth through Kindergarten" and the "FOCUS: Essential Elements of Quality" provide: (1) Common Early Learning Standards, standardized criteria for a common, authentic, observation documentation curriculum-planning process; and (2) Common Early Learning Program Standards, a standardized process for continuous quality improvement and standardized criteria for a common quality rating and improvement system. The "FOCUS: Essential Elements of Quality" is also closely aligned with the New Mexico Professional Development System–a standardized, early childhood workforce knowledge and competency framework, with a corresponding progression of credentials, the Common Early Childhood Professional Development Standards. An appendix provides: Early Childhood Outcomes (ECO) Crosswalk–NM Early Learning Guideline (ELG): Birth through Kindergarten. [FOCUS on Young Children's Learning is a partnership between the New Mexico Public Education Department, the New Mexico Children, Youth and Families Department, and the University of New Mexico.] [More] Descriptors: Preschool Education, Educational Quality, State Aid, Educational Improvement
(2012). Latino College Completion: New Mexico. In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from New Mexico's fact sheet include: (1) New Mexico had the 9th largest Latino population in the U.S.; (2) Over half of the K-12 population in New Mexico (60%) was Latino; (3) In New Mexico, 46% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in New Mexico was 29, compared to 40 for White non-Hispanics; and (5) In New Mexico, 21% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 33% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.] [More] Descriptors: Academic Achievement, Access to Education, Achievement Gap, Benchmarking
(2011). New Mexico's Model for Funding School Facilities' Greatest Needs, School Business Affairs. The New Mexico Public Schools Facilities Authority (NM-PSFA) is a relatively small state agency (50 staff members) that manages the allocation of funding for public school facilities in the state while assisting school districts and state-chartered charter schools in facility planning, construction, and maintenance. Like the majority of other states, New Mexico faces the quandary of allocating limited state resources to school facilities' needs equitably, cost-effectively, and at maximum efficiency. New Mexico has developed an effective solution to that problem, overcoming key challenges that are likely common to public school facility programs across the country. The condition of all school facilities in New Mexico are ranked and compared against one another using NM-PSFA's weighted New Mexico Condition Index (wNMCI), which considers facility condition, educational adequacy, and other key facility-related priorities, such as life, health, and safety. New Mexico's assessment and ranking model, widely regarded as a national best practice, is its primary tool for allocating state capital to school facilities' needs. [More] Descriptors: State Agencies, Educational Facilities, Educational Facilities Planning, Models
(2016). New Mexico English Remediation Taskforce Report. In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the "New Mexico Corequisite Remediation at Scale Policy Institute" in order to learn about the results of the latest national reform efforts from Complete College America, share models of remediation currently in place in New Mexico at several institutions, and begin collaboration on the New Mexico Remediation Task Force Recommendations Report due July, 2016. Faculty members from seven different New Mexico higher learning institutions served as Task Force members. The work was carried out under the leadership of Bridgette Noonen, Senior Policy Analyst, New Mexico Higher Education Department. Complete College America provided national as well as state data on remediation. After the initial meeting, Task Force members contacted English faculty at all higher education institutions and retrieved as much information and data as possible given the very restricted time frame, collectively developed a stronger sense of the current state of remedial education across New Mexico, and established this series of recommendations to help institutions best support, retain, accelerate, and graduate students who begin college underprepared. These recommendations are designed to assist individual institutions in identifying and adopting remediation models that best suit the needs of their students. This report discusses the following recommendations for improving remedial English in New Mexico: (1) Use multiple measures (WritePlacer, high school GPA's, advising sessions, and diagnostic essays) to supplement standard placement tests (Accuplacer) and to more accurately place students; (2) Offer accelerated co-requisite composition courses to move the majority of developmental students into college-level writing courses with additional support; (3) Continue to offer traditional remedial courses but increase (or maintain) the level of support to move students more quickly into college-level composition; (4) Implement or support existing Early Alert systems to provide guidance to struggling students and increase their chances of course completion; (5) Support Writing Centers so that Writing Center Directors and tutors can serve students and support faculty to the best of their ability; and (6) Create a statewide system for sharing resources and collecting comparable data. The following are appended: (1) Template–Report on Writing Program and Student Success; and (2) Members of the Taskforce. [More] Descriptors: Remedial Instruction, Remedial Programs, Educational Change, Higher Education
(2017). New Mexico PreK Program Annual Report for School Year 2015-2016, New Mexico Public Education Department. The purpose of the PreK Annual Report is to comply with statute and inform stakeholders regarding the Children, Youth and Families Department's (CYFD) and the Public Education Department's (PED) efforts and how these are connected to the State's current PreK initiatives. This funding was continued for the 2015-16 school year. In addition, CYFD received an appropriation to serve three-year-old children in Early PreK. New Mexico PreK programs highlighted in this report provide the following: (1) Alignment to the Common Core State Standards (CCSS); (2) Professional development (PD) that integrates early learning-responsive teaching and learning, inclusive school environments, and developmentally appropriate and culturally relevant curriculum; (3) Meaningful opportunities for family engagement (FE); and (4) Implementation of best practices for early childhood education in the following domains as defined in the "New Mexico Early Learning Guidelines." The following are selected PED PreK program facts and accomplishments for the school year 2015-2016: (1) PED received $24,500,000.00 to fund PreK programs in school districts and charter schools, $3,500,000.00 of which was allocated from federal TANF (Temporary Assistance to Needy Families) funds; (2) PED contracted with 55 school districts and six State charter schools to serve 5,426 children at 141 school sites, with 1104 of these children receiving extended-day services; and (3) PreK administrator meetings/trainings were provided by PED PreK staff at the University of New Mexico (UNM) Continuing Education Building in Albuquerque on September 18 and 25, 2015; and March 3 and 18, 2016, with 182 total administrators in attendance. The following are selected CYFD PreK and Early PreK program facts and accomplishments for school year 2015-2016: (1) CYFD received $22,607,100.00 ($11,600.00 in state general funds and $11,007,100.00 in TANF funds for New Mexico PreK programs; (2) CYFD also received $3,952,900.00 ($1,952,900.00 in state general funds and $2,000,000.00 in TANF (Temporary Assistance to Needy Families) funds for New Mexico Early PreK programs; and (3) CYFD contracted with 75 community-based providers at 133 different sites to serve 3,264 children to provide PreK services. CYFD also contracted with 21 community based providers at 25 different sites to serve 453 children to provide Early PreK services. Supplemental figures are appended. A glossary and a list of acronyms are also provided. [More] Descriptors: Annual Reports, Public Education, Preschool Education, Early Childhood Education
(2016). New Mexico Math Pathways Taskforce Report. In April 2015 New Mexico faculty, Dana Center staff, and New Mexico Higher Education (NMHED) co-presented the need for better math pathways statewide. Faculty from 6 institutions (New Mexico State University, New Mexico Highlands University, Dine College, Eastern New Mexico University, El Paso Community College, and San Juan College) participated in a preliminary math task force. The task force collaborated to help facilitate speakers and participants at the New Mexico Math Summit hosted by NMHED in Santa Fe October 2, 2015. At this summit a number of math faculty statewide expressed a desire to learn more about pathways including alternatives to college algebra. In January 2016, New Mexico Higher Education Department (NMHED) established a statewide Mathematics Task Force in order to determine the need for statewide alternative math pathways and make recommendations for implementation. It was important to stakeholders that a new system of pathways for college mathematics was developed that did not lower the rigor of mathematics at each of its institutions. The task force was given a deadline of July 15, 2016. Per the request of the Secretary of NMHED, Dr. Barbara Damron, presidents of each institution of higher education in the state nominated members to the New Mexico Math Pathways Task Force. A task force of faculty from each higher education sector in the state was convened. The work was carried out under the leadership of Alicia O'Brien, Math Department Chair of San Juan College, under the advisement of Senior Policy Analyst Bridgette Noonen. This report discusses what is the "Right Math?" and presents recommendations that have been made: (1) Meet with degree granting departments at each institution and align 100 and 200 level courses with the students' academic program of study; (2) Develop a holistic placement procedure for students; (3) Cultivate an advising process that supports a: Statistics Pathway, Quantitative Reasoning Pathway, and College Algebra Pathway; and (4) Build on Existing Institutional Math Pathways. The following are appended: (1) References; and (2) Task Force Members. [More] Descriptors: Higher Education, Mathematics Instruction, Mathematics Teachers, Algebra
(2015). Southwest Border Food Safety and Defense Center: Creative Ideas for Promoting Food Safety and Food Protection, Journal of Extension. Foodborne illness has a significant impact on public health and consumer confidence in the U.S. The Southwest Border Food Safety and Defense Center was established to provide educational programs, trainings, and workshops to address the health and well-being of consumers as it relates to food safety and food protection. A partnership between New Mexico Cooperative Extension, the New Mexico Department of Agriculture, and the New Mexico Department of Homeland Security, the Center is the only facility of its kind in the U.S. This article describes its role and highlights the methods used to reach residents in a largely rural state. [More] Descriptors: Food Standards, Safety, Health Promotion, Extension Education
(2010). Helping Students Succeed. Annual Report, 2010. This annual report contains postsecondary data that has been collected and analyzed using the New Mexico Higher Education Department's Data Editing and Reporting (DEAR) database, unless otherwise noted. The purpose of the DEAR system is to increase the reliability in the data and to make more efficient efforts by institutions and the New Mexico Higher Education Department staff in the reporting process. The Adult Basic Education data in this report is collected by the Literacy and Community Education System (LACES) which is the database system for Adult Basic Education programs across New Mexico. LACES is the web-based product from LiteracyPro Systems, Inc. and has been in use by New Mexico Adult Basic Education since July 1, 2006. The dual credit data in this report is a data-matching effort between the New Mexico Higher Education Department's DEAR database and the New Mexico Public Education Department's Student-Teacher Accountability Reporting System (STARS) database. STARS is a comprehensive student, staff, and course information system that provides a standard data set for each student service by New Mexico's public education system. The faculty salary data in this report is provided by the New Mexico Council of University Presidents. The Council supports New Mexico's seven public universities through information sharing, collaboration, strategic planning, policy development, and community outreach. (Contains 51 tables.) [For "Helping Students Succeed. Annual Report, 2009," see ED510239.] [More] Descriptors: Strategic Planning, Higher Education, State Departments of Education, Universities
(2013). New Mexico Charter Schools Annual Report. In 2011, the New Mexico legislature passed changes to the Charter School Act that provided more accountability for both charters and authorizers in New Mexico. As part of that law, the Public Education Department (PED) is asked to submit an annual report on the status of charter schools in New Mexico. This is the first report submitted under that law. Charter schools are public schools, and, like traditional public schools, they do not charge tuition for students to attend. However, they differ from traditional public schools in that they are authorized to open by presenting a charter proposal to one of the New Mexico charter school authorizers. If authorized, the school then operates under the charter which contains the school's vision and mission for their school and how the school intends to implement that vision. Charter schools are publicly funded under the same funding formula as regular public schools, less a 2% administrative fee and are subject to all of the same laws and regulations. Charter schools are schools of choice. Students and their families can decide to enter into a lottery for submission to a charter school unless the school does not have a waiting list. In that case, admission is based on a first come, first serve basis or by lottery if more students apply than there are spots available. Many charter schools have waiting lists for students who want to attend them, but who were not selected in the lottery. Many charter schools in New Mexico have a stated mission to serve target populations of students that are in need of specialized services. The PED has created a separate category for schools serving special student populations, called "SAM" schools. These are schools that serve over 10% of older adult students or over 20% of students with special needs. Twelve percent of New Mexico charter schools are SAM schools. There are presently 98 charter schools in New Mexico, serving over 15,000 students, or approximately 5% of New Mexico's public school students. These schools are authorized by either the state authorizer (the Public Education Commission or the PEC) or a local authorizer (the local school board). 57% of charter schools are authorized by the PEC, 16% are authorized by the Albuquerque Public School Board and 28% are authorized by all other local schools boards collectively. This annual report presents: (1) Comparison of Performance between Charter and Non-Charter schools in New Mexico; and (2) Assessment of Successes, Challenges, and Areas of Improvement. The following are appended: (1) Three View of Final Grades from School Grading from school year 2012-2013; and (2) Three Views of A-F School Grades from 2012-2013 Albuquerque Schools Compared. [More] Descriptors: Charter Schools, Institutional Mission, Educational Finance, Financial Support
(2016). New Mexico Higher Education Department Annual Report, 2016. The New Mexico Higher Education Department strives to bring leadership, guidance, and assistance to New Mexico's higher education stakeholders. The HED is committed to promoting best practices, institutional fiscal responsibility, and student achievement. Everything the agency does is through the lens of supporting New Mexico's higher education institutions and enhancing student success. Higher education is an economic engine which fosters innovation and shapes the future workforce. Over the past two years, the higher education Department (HED) has made substantial progress on strengthening policy reforms and forming long term vision for a more cohesive New Mexico higher education system. On December 5th, 2016, Governor Susana Martinez enacted Executive Order 2016-037 establishing New Mexico's long-term "Route to 66" Goal for 66% of the New Mexico population to have attained some form of postsecondary education by the year 2030 (i.e. New Mexico's "Route to 66" Goal). The "Route to 66" Goal was selected by a plurality of higher education stakeholders who attended an HED-hosted attainment goal meeting on August 18, 2016. At this attainment goal meeting, the HED presented four attainment goal scenarios to an audience comprised of higher education leaders and state government officials. These attainment goal scenarios came from an attainment projection model that was developed by HED staff in consultation with the Georgetown Center on Education and the Workforce. As a result of the August 18 attainment goal meeting, Governor Susana Martinez formally announced the "Route to 66" Goal at the Governor's Second Annual Higher Education Summit on September 23, 2016 and then formalized Executive Order 2016-037. Executive Order 2016-037 tasks the HED Cabinet Secretary with chairing a Higher Education Statewide Strategic Planning Committee and developing a strategic plan for improving statewide higher education coordination and increasing educational attainment. The purpose of the New Mexico "Route to 66" Goal and strategic plan will be to provide sustainable policy guidance to the New Mexico higher education system for the long-term. This annual report outlines the initiatives and accomplishments of the HED and its composite divisions in 2016. Executive summaries are provided by the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; and (7) Institutional Finance. [More] Descriptors: Higher Education, Annual Reports, Educational Improvement, Education Work Relationship
(2014). New Mexico Response to Intervention Framework Manual. This manual details the instructional framework and guidance on the Response to Intervention (RtI) process in New Mexico. The manual includes: (1) a section on each of the three instructional tiers; (2) a glossary of key terms; (3) sample forms to assist with the Student Assistance Team (SAT) process; and (4) key resources for teachers. [More] Descriptors: Response to Intervention, Individualized Instruction, Positive Behavior Supports, Screening Tests
(2016). A University-Museum Partnership for Creative Internships in Cultural Technology, Journal of Museum Education. Engaging disenfranchised populations in cultural work is a challenge. New Mexico Highlands University (NMHU) is an Hispanic Serving Institution located in rural northern New Mexico. Our students reflect the regional culture and are primarily Hispanic and Native American. They had little interest in museums, places where they felt marginalized and unwelcome. We designed the AmeriCorps Cultural Technology Internship Program with the mission to make real change in museums while providing access to meaningful careers for NMHU media arts students. How do we do it? We start by paying our interns; it is no secret that economically disadvantaged students cannot afford to forego payment. We encourage student voices because they often possess multi-generational knowledge of New Mexico's cultural heritage. We place a high value on the technology skills that our students contribute when working in the most prestigious New Mexico museums. Our 10-year-old program proves why this is a game-changing, sustainable, and replicable model for university-museum partnerships. By encouraging the students to use their skills in cultural institutions and paying them a living wage, we have changed the narrative from one of exclusion and disenfranchisement to one of inclusion and engagement. [More] Descriptors: Museums, Partnerships in Education, Universities, Internship Programs