New Mexico State Dept. of Education, Santa Fe. (1995). A Guide for Personnel in Special Education, Indian Education, Bilingual And Multicultural Education, To Serve the Students of New Mexico, 1995-96. This guide lists the needs of New Mexico schools and agencies in the areas of special education, Indian education, and bilingual and multicultural education. Following the state department of education vision statement and the state board of education policy framework, the guide describes the state's recreational opportunities and colorful history, and provides information on how to obtain a visitor's guide and on opportunities for professional growth. Name, address, phone number, SpecialNet address, and contact person are given for each of the state's 89 school districts. Local education agencies, regional center cooperatives, and state-supported educational programs are listed. The section on the Office of Bilingual-Multicultural Education provides a brief description of the program and its requirements, and lists all districts that implement bilingual and multicultural education. The state's Office of Indian Education is described, including mission statement, the office's responsibilities, and a list of full- and part-time positions available in Indian education. A section on the Special Education Office discusses its responsibilities and lists projected needs for special education teachers and personnel for 1995-96 by district. Includes information and application procedures for professional licensure in New Mexico, a map of school districts, and a licensure application form.   [More]  Descriptors: American Indian Education, Bilingual Education, Elementary Secondary Education, Employment Opportunities

Tingley, Wayne (1986). A Survey of Professional Training and Certification of Rural Administrators and Rural Teachers in New Mexico. Teachers and administrators in rural New Mexico schools and preservice teachers at New Mexico State University were surveyed to determine components that could be included in teacher education programs to augment prospective rural teachers' skills and to ease problems of recruitment/retention of certified personnel in rural schools. Questionnaires from 169 rural public elementary/secondary school teachers provided information on experience, certification, training, teaching conditions, and ways of staying up-to-date professionally. Questionnaires from 16 administrators addressed preparation for administering rural schools, teaching/administrative experience, staying professionally current, and acquisition and retention of certified teachers. Opinionnaires from 108 preservice teachers addressed adequacy of teacher training for rural educators, students' perceptions of rural schools, number of credits earned in specialties, and professional development. The study found that: 98.2% of teachers and 75% of administrators were certified, rural educators tended not to be transient, certification requirements did not adversely affect rural educators, 43.8% of the respondents taught multigrade classes, and 54.4% of respondents felt teacher training prepared them for rural teaching. Data on the surveyed population, schools, and professional characteristics are presented in summary and tabular form. Questionnaires and lists of school districts form the appendix.   [More]  Descriptors: Administrator Education, Administrator Qualifications, Elementary Secondary Education, Higher Education

New Mexico State Dept. of Education, Santa Fe. Div. of Special Education. (1973). An Educational Needs Study Report Related to Incidence of Exceptionality. A Prelude to Planning Special Education Services in New Mexico. Reported are results of a study by the New Mexico Department of Education to determine educational needs for exceptional children. The study is explained to be the first step in compliance with a 1972 mandate of the State legislature to provide educational services for all exceptional children in the State. Described is the study design which includes the process of deriving a sample population (drawn from 16 school districts according to district size, geographic location, community income level, and ethnic composition); evaluation procedures; study implementation (with cooperation of the Southwest Regional Resource Center at New Mexico State University), and data treatment. Study results are broken down into the following components: general population characteristics of the sample (718 children) giving data on sex, age, grade, language spoken, intelligence levels, and achievement; categorical incidence rates (nine categories); and education implications. It is maintained that 48,000 children need special education in addition to the 9,500 children presently served. The findings are said to indicate need for increased financing for identification and diagnosis, program development, teacher training and continuing education, media equipment, environmental adaptation, and monitoring/evaluation during the period of 1974 through 1979. Included in appendixes are the screening and evaluation procedures used in the 1973 assessment, categorical definitions and classification criteria used, and a chart on the range of service alternatives for public school education.    [More]  Descriptors: Demography, Educational Needs, Exceptional Child Education, Handicapped Children

Casso, Henry J., Ed.; Roman, Gilbert D., Ed. (1976). Chicanos in Higher Education: Proceedings of a National Institute on Access to Higher Education for the Mexican American (Albuquerque, New Mexico, July 1975). In July 1975, a national institute was held in Albuquerque, New Mexico, to propose ways of improving Chicano access to higher education. The institute, dedicated to the memory of New Mexico educator Dr. Dolores Gonzales, brought together Chicano educators and representatives of public and private universities, state governments, and the Federal government. They examined the patterns of education and racism that encouraged Chicano students to drop out long before college and proposed educational and political reforms to make bilingual/bicultural education a reality. The proceedings of the institute propose higher education reforms such as open universities, flexible admission standards, Chicano colleges, and increased financial aid. Also discussed is the employment of Chicanos as faculty members and administrators in institutes of higher learning, and ways to improve Chicano participation in these areas. Other topics discussed are the current trends in student admissions and compliance, designing programs for Mexican Americans in higher education, the ineffective mechanisms of affirmative action plans in an academic setting, testing, curriculum, and Chicano alternatives in higher education. Descriptors: Access to Education, Administrators, Affirmative Action, Change Strategies

McComas, J. D.; And Others (1964). Inside the Hatch Valley: A Study of a Rural New Mexico Community. Resident Instruction Series No. 1. Personnel enrolled in the course Rural Organization and Development at New Mexico State University made an active study of the rural community of Hatch, New Mexico. The results of the study were included in this report, along with some sociological concepts and considerations which may be of use to those in agricultural and extension education. A total of 101 interviews were conducted to gather information in the areas of churches, schools, business, agriculture, and civic organizations. Major findings of the study were that many people in the various churches were not ready for federation of churches even though membership and finances were problems, that communication between the school system and the community appeared to be an important problem, that many purchasers felt that they should patronize local merchants, that labor and water problems were the most frequently cited agricultural problems, and that 40% of the interviewees were not aware of activities being conducted by civic organizations. Copies of the interview schedules used are appended to the report.   [More]  Descriptors: Agriculture, Community Change, Community Organizations, Economic Factors

Ashbaugh, John W. (1986). Assessment of the Incidence and Prevalence of Developmental Disabilities in New Mexico and Associated Needs for Residential Services. The document reports results of a needs assessment of the incidence and prevalence of developmental disabilities in New Mexico, in conjunction with estimates of the probable demand for residential services. An introductory section outlines the scope of the study and distinguishes among three types of demand for services: potential demand, expressed demand, and unexpressed demand. Estimates of the potential demand, up to 1995, for residential and related support services for individuals with developmental disabilities are presented in Section II. Section III analyzes the expressed demand for residential and related support services as of March 31, 1985. A conceptual diagram summarizes the breakdown of demand for residential and related day services. Seventeen tables, a bibliography, and five appendices are included. The methodology used to estimate size of the developmentally disabled population in New Mexico is described in Appendix A, while Appendix B outlines the procedure used to estimate the number of developmentally disabled adults receiving Supplementary Security Income payments and Social Security Disability Insurance benefits. Descriptors: Adult Day Care, Adults, Delivery Systems, Developmental Disabilities

Amodeo, Luiza B.; Kelly, Sandra D. (1984). Meeting the Needs of Rural Minorities: The New Mexico State University and University of Arizona FIPSE Project 1982-1984. A three-year collaborative, inservice teacher-training program–being implemented by New Mexico State University, the University of Arizona, and rural school districts in New Mexico and Arizona–is designed to improve educational and occupational opportunities of rural girls and young women in the region. The program emphasizes new and less stereotypical attitudes and roles for boys and girls, utilizes curricula materials about women and ethnic minorities, and presents information about non-traditional careers. Year I was devoted to preparation and pilot testing, Year II focused on training teachers in their communities, and Year III will see institutionalization and dissemination. During Year II, 12 teacher-trainers presented workshops to 110 participating teachers, emphasizing careers and job availability and the need for generating student interest in subjects essential to career preparation. Tours, distribution of printed materials, movies and filmstrips, and speakers were provided, as well as activities including career discovery, values clarification, and textbook evaluation. Year II program evaluation, based on teacher-trainer journals, case studies, and mailed questionnaires, indicates continued need and support for the program. Recommendations for Year III call for increased use of local teacher-trainers and additional ways to collect data and evaluate the program. Descriptors: Career Awareness, Career Education, Career Guidance, Cooperative Programs

Utah Univ., Salt Lake City. Health Education Dept. (1992). Kids, Schools, & Health–Where Do We Stand? Results of the New Mexico 1991 Youth Risk Behavior and 1992 School Health Surveys. This report describes the results of two statewide surveys: (1) The 1991 Youth Risk Behavior Survey; and (2) The 1992 New Mexico School Health Education Survey. These findings are intended to be used by educators across New Mexico to help focus the development of effective school-based comprehensive health education programs. Childrens' health problems arise from a few preventable behaviors, such as drinking and driving and unprotected sexual intercourse. Tobacco use, excessive consumption of fats, and insufficient physical activity are known to lead to diseases which do not manifest themselves until adulthood, but originate from habits formed during adolescence. Effective educational programs are needed to reduce these priority health risk behaviors. Schools provide the best avenue for such programs. The results presented in this report can be used to identify adolescent needs, aid in developing curricula to meet those needs, and design effective teacher training. This report should be shared among school administrators, teachers, parents, and the community to gain informed support for school-based programs that incorporate the principles and components of effective comprehensive health education. A health education program must be as comprehensive as possible and should incorporate a coordinated, collaborative effort among schools, families, and the community. Contains 44 references.   [More]  Descriptors: Adolescents, At Risk Persons, Child Health, Childhood Attitudes

Sanderson, Priscilla Lansing; And Others (1996). Independent Living Outcomes for American Indians with Disabilities: A Needs Assessment of American Indians with Disabilities in Northwest New Mexico–Cibola and McKinley Counties. Interviews were conducted with 32 American Indians with disabilities in Cibola, McKinley, and San Juan counties, New Mexico. The study sought to identify the needs of northwest New Mexico American Indians with disabilities with regard to independently carrying out daily living activities. With an average age of 49, interviewees frequently reported blindness, hearing impairments, and hypertension as disabling conditions. The most numerous tribal affiliation was Navajo (75 percent), followed by Zuni and Laguna. Interviewees described their experiences with services needed and received in the past year. A lack of knowledge about services was one of the most common barriers to receiving services. Of 32 responses regarding personal assistance services, 23 interviewees indicated that someone, usually a family member, assisted them with daily activities. Interviewees' most important concerns were service providers' involvement of family members and extended family members in rehabilitation services, the need to feel safe in home and neighborhood, the desire for the Indian community to understand its disabled members' needs, and the need for information about legal rights and self-advocacy. Two community meetings were held to review preliminary findings. Community concerns included funding needs of community-based consumers and service providers, access to cultural activities, and lack of action by tribal leaders. Includes recommendations to state and tribal agencies and the interview instrument.   [More]  Descriptors: American Indians, Disabilities, Human Services, Independent Living

New Mexico State Dept. of Education, Santa Fe. Div. of Special Education. (1994). New Mexico State Plan under Part B of the Individuals with Disabilities Education Act. Fiscal Years 1995, 1996 and 1997. This document presents the New Mexico State Plan for compliance with Part B of the Individuals with Disabilities Education Act (IDEA) for the fiscal years 1995 through 1997. Part 1 presents submission statements and certification information. Part 2 then focuses on policy and procedure addressing compliance in the following areas: (1) the right to education policy statement; (2) the full educational opportunity goal; (3) child identification procedures; (4) individualized education programs; (5) procedural safeguards; (6) confidentiality of information; (7) least restrictive environment requirements; (8) protection in evaluation procedures; (9) comprehensive personnel development; (10) participation of children enrolled in private schools not placed or referred by public agencies; (11) placement in private schools; (12) recovery of funds for misclassified children; (13) hearings on public education agency applications; (14) annual evaluations; (15) additional requirements; (16) interagency agreements; (17) personnel standards; and (18) use of IDEA Part B funds. Part 3 specifically addresses application for preschool grants. Appendices comprise the bulk of the document and include texts of relevant state legislation, New Mexico's special education standards for excellence, guidelines for grant application, an agency evaluation checklist, a child count data report, due process procedures, an interagency agreement, and guidelines for professional development.   [More]  Descriptors: Access to Education, Compliance (Legal), Confidentiality, Disabilities

Tonigan, Richard F. (1975). Prison Education: The College of Santa Fe and the New Mexico Penitentiary Approach. For several years the College of Santa Fe has operated the Penitentiary Community College of Santa Fe for residents and parolees of the New Mexico Penitentiary. In an effort to evaluate and improve this program, the college hosted a Prison Education Conference for concerned professional and lay persons. This report presents the proceedings of the conference. The topics covered include: (1) the elements needed for a successful prison education program, (2) appropriate course content, (3) problems encountered in conducting such programs, (4) the consideration of program participation in granting parole, (5) methods of improving the Penitentiary Community College program, (6) the societal implications of a broadly based law education program at the penitentiary, (7) the role of technical-vocational education in such a program, (8) new funding possibilities, (9) the prison education program operated by Lewis University, and (10) the legal process by which the Illinois Department of Corrections was designated in 1972 as a special school district for administrative and financial purposes. A description of Penitentiary Community College and other educational programs operating at New Mexico Penitentiary is appended.   [More]  Descriptors: Correctional Education, Educational Finance, Legal Education, Postsecondary Education

McLaughlin, James L.; And Others (1991). Allied Health Occupations in New Mexico: A Survey of Current and Five-Year Projected Need, 1989-1994. In 1989, the Health Occupations Advisory Committee surveyed health care agencies throughout New Mexico about their current and planned employment needs in nursing and allied health fields. The survey was mailed to approximately 500 hospitals, county health offices, outpatient and long-term care facilities, employment agencies, practice groups, and other institutions employing allied personnel. Study findings, based on a 25% response rate, included the following: (1) employment needs were and were expected to remain most pressing in the field of nursing, with the greatest need being for nurse assistants, followed by associate degree nurses, bachelor's degree nurses, and licensed practical nurses; (2) in the allied health fields, training areas appeared most critical for home health aides, physical therapists, emergency medical technicians at all levels, radiologic technicians, radiologic technologists, medical secretaries, unit clerks, medical technologists, laboratory technicians, and respiratory therapists; and (3) physical therapy assistant and occupational therapy assistant were two positions with more than twice as many openings projected in 5 years as there were currently licensed practitioners. Attached tables present: (1) current vacancies and the 5-year projected need; (2) a comparison of current and projected need to those already licensed; and (3) the need partitioned between Albuquerque and the rest of New Mexico. The survey instrument is also included. Descriptors: Allied Health Occupations, Allied Health Occupations Education, Community Colleges, Demand Occupations

Coffey, Bettye; And Others (1987). The Albuquerque Public Schools/University of New Mexico Administrative Internship Program: A Unique Response to Today's Realities. The ability of university programs in educational administration to provide students with on-the-job experience has been severely constrained by lack of available resources and school districts' apparent lack of interest. Internship programs typically lack (1) a critical mass of internship settings; (2) a sufficiently large number of students; (3) a continuing seminar to guide the experience; and (4) faculty members willing and able to oversee field experience programs. In response to demands for educational reforms, the 1986 New Mexico State Legislature passed legislation requiring all prospective educational administrators to complete an approved "apprenticeship" program. Since then, the University of New Mexico Department of Educational Administration and Albuquerque Public Schools have been examining ways to overcome impediments to designing and implementing appropriate internship experience. They examined a program that encourages teachers to return to the university one day weekly to enhance their pedagogical skills. The program is totally funded through participants' salary remissions that cover year-long fellowships, tuition, books, and travel. This paper describes the program's basic design, reviews activities and issues emerging during 1987, outlines expansion plans, and suggests ways to implement similar partnership programs elsewhere. Included are two appendices. Descriptors: Administrator Education, College School Cooperation, Educational Change, Educational Cooperation

Hall, Carroll L. (1984). Validating the NTE for the Initial Certification of Teachers and Administrators in New Mexico…and Beyond. Based on 18 months of extensive research and study, the New Mexico State Department of Education developed the Staff Accountability Plan to address the issue of teacher accountability and certification. One of the provisions of the plan (a written assessment of general and professional knowledge for initial certification) will be fulfilled by using the National Teacher Examinations (NTE). Validation of the Core Battery has been completed with passing scores for the three parts of the Core Battery having been determined by the State Board of Education. The process of validating 21 area examinations is presently underway. Educational Testing Service's basic validation process was utilized with one exception. In addition to the Content Review Panels and Knowledge Estimation Panels, New Mexico required the inclusion of a Content Relevance Panel consisting of K-12 classroom teachers who were asked to provide their professional judgment on the relevance of test content to the classroom setting. The social and political implications of utilizing the NTE in a state with a high percentage of Hispanic and Native American residents are also discussed here. Descriptors: Beginning Teachers, Cutting Scores, Elementary Secondary Education, State Programs

Carruthers, Garrey E.; And Others (1973). Expansion of Economic Base Analysis: Labor Availability in North-Central New Mexico. Research Report No. 264. Estimates of the number of persons willing to commute, at alternative wage rates, to job opportunities in north-central New Mexico have been based on results of basic research in the region and 1970 census data. Expressed willingness to commute and socio-economic characteristics data were accumulated from a regional survey of 643 households. The estimates are of value to regional planners and potential investors in north-central New Mexico, as they reflect the potential flow of labor resources within the region in response to new or expanded economic opportunity. Estimates of labor availability at various wage rates have been provided for the six primary population areas of this region. Tables specify wage rates from $1.60 an hour to $4.00 an hour and commuting time in intervals from under 15 minutes to over 90 minutes. Occupations include: professional and technical, managers and administrators, sales workers, transport operatives, laborers, farmers, service workers, clerical, and craftsmen. The availability of labor through commuting does not preclude individual needs for training or retraining to suit job needs. A computer program also is described which can be utilized to assess response to alternative wage rates.   [More]  Descriptors: Career Change, Census Figures, Computer Programs, Employment Projections