Application:
Amended Application for Funding Under the State Fiscal Stabilization Fund Program
Approved March 3, 2011
New Mexico State Fiscal State Stabilization Fund Phase II Application
Approved March 26, 2010
Element & Milestones:
Please click on the blue, underlined text.
The hyperlink will take you to the corresponding web page or document.
Element Description |
Milestones |
Indicator (a)(1), Page 16
Confirm, for the State, the number and percentage (including numerator and denominator) of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA) |
Completed, 2-15-10
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Indicator (a)(2), Page 17
Confirm whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111(b)(8)(C) of the ESEA) |
Completed, 1-11-10
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Descriptor (a)(1), Page 18
Describe, for each local educational agency (LEA) in the State, the systems used to evaluate the performance of teachers and the use of results from those systems in decisions regarding teacher development, compensation, promotion, retention, and removal |
Completed, 1-11-10 |
Indicator (a)(3), Page 20
Indicate, for each LEA in the State, whether the systems used to evaluate the performance of teachers include student achievement outcomes or student growth data as an evaluation criterion |
Completed, 1-11-10 |
Indicator (a)(4), Page 21, Plan on Page B-5
Provide, for each LEA in the State whose teachers receive performance ratings or levels through an evaluation system, the number and percentage (including numerator and denominator) of teachers rated at each performance rating or level |
07-31-10—Updated
08-30-10—Monthly Report
09-30-10—Monthly Report
10-30-10—Monthly Report
11-30-10—Monthly Report
12-30-10—Monthly Report
07-31-11—Data will be posted |
Indicator (a)(5), Page 22, Plan on Page B-6
Indicate, for each LEA in the State whose teachers receive performance ratings or levels through an evaluation system, whether the number and percentage (including numerator and denominator) of teachers rated at each performance rating or level are publicly reported for each school in the LEA |
07-31-10—Updated
08-30-10—Monthly Report
09-30-10—Monthly Report
10-30-10—Monthy Report
11-30-10—Monthly Report
12-30-10—Monthly Report
07-31-11—Data will be posted |
Descriptor (a)(2), Page 23
Describe, for each LEA in the State, the systems used to evaluate the performance of principals and the use of results from those systems in decisions regarding principal development, compensation, promotion, retention, and removal |
Completed, 2-15-10
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Descriptor (a)(2), Part 2 of Question, Plan on Page B-6
Does the State collect a description of the manner in which each LEA uses the results of the evaluation systems described above related to the performance of principals in decisions regarding principal development, compensation, promotion, retention, and removal? |
7-31-10—Updated
08-30-10—Monthly Report
09-30-10—Monthly Report
10-30-10—Monthly Report
11-30-10—Monthly Report
12-30-10—Monthly Report
07-31-11—Data will be posted
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Indicator (a)(6), Page 25
Indicate, for each LEA in the State, whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion |
Completed, 1-11-10 |
Indicator (a)(7), Page 26, Plan on Page B-7
Provide, for each LEA in the State whose principals receive performance ratings or levels through an evaluation system, the number and percentage (including numerator and denominator) of principals rated at each performance rating or level |
07-31-10—Updated
08-30-10—Monthly Report
09-30-10—Monthly Report
10-30-10—Monthly Report
11-30-10—Monthly Report
12-30-10—Monthly Report
07-31-11—Data will be posted |
Indicator (b)(1), Page 27, Plan on Page B-18
Indicate which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act are included in the State’s statewide longitudinal data system. |
12-04-09- Application for IES SLDS grant submitted
6-30-10 - Pre-Planning for receipt of IES SLDS grant will be completed
7-01-10- NM-ACHIEVeS project will be initiated
8-20-10- Staff for NM-ACHIEVeS will be hired
9-30-10- Quarterly Report
11-16-10- Analysis of SLDS requirements will be conducted
11-23-10 Training and certification of staff will be completed
12-30-10- Quarterly Report
2-24-11- System hardware and operating system software will be installed
4-7-11- District data reporting requirements and data collection processes will be completed
5-31-11- Data collection requirements for NM-ACHIEVeS will be completed
9-30-11- Data collection processes will be integrated into NM-ACHIEVeS system
9-30-11-All required data elements of the America Competes Act will be in place |
Indicator (b)(2), Page 30, Plan on Page B-20
Indicate whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs.
Indicator (b)(3), Page 30, Plan on Page B-20
Indicate whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments. |
12-04-09-Application for IES SLDS grant submitted
6-30-10- Pre-planning for receipt of IES SLDS grant will be completed
7-1-10- NM-ACHIEVeS project will be initiated
9-30-10- Quarterly Report
11-23-10- Training and certification programs for professional development staff will be completed. Training for teachers on how to generate and interpret reports related to student performance will be completed
12-29-10- Statewide and internal data system audit to identify missing and under-reported elements will be completed
12-30-10- Quarterly Report
04-07-11-Data dictionary will be created to ensure consistency of data use by all parties
05-31-11-Additional data elements on student growth from school and district sources will be collected
8-30-11- Reports that illustrate student growth data and individual teacher impact will be generated
9-30-11-All required data elements of the America Competes Act will be in place |
Indicator (c)(1), Page 31
Confirm the approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics, and science assessments |
Completed, 1-11-10 |
Indicator (c)(2), Page 32
Confirm whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department |
Completed, 1-11-10 |
Indicator (c)(3), Page 33
Confirm whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards |
Completed, 1-11-10 |
Indicator (c)(4), Page 34, Page B-8
Indicate whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments |
01-30-10—Plan developed
02-08-10 to 02-19-10 - policy reviewed by workgroup
03-10-10—Guidance will be revised
03-19-10—Revised policies will be disseminated; training will be conducted
05-21-10—Existing data will be evaluated
04-23-11—Research will be conducted
05-31-11—Results will be posted; improvement will continue based on policy and research findings |
Indicator (c)(5), Page 35
Confirm the number and percentage of students with disabilities who are included in State reading/language arts and mathematics assessments |
Completed, 1-11-10 |
Indicator (c)(6), Page 37
Indicate whether the State has completed an analysis of the appropriateness and effectiveness of the accommodations provided limited English proficient students to ensure their meaningful participation in State assessments (completed in the last two years) |
Completed, 1-11-10 |
Indicator (c)(7), Page 38
Page B-11
Confirm whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department |
Completed, 1-15-10 |
Indicator (c)(8), Page 39
Confirm the number and percentage of limited English proficient students who are included in State reading/language arts and mathematics assessments |
Completed, 1-11-10 |
Indicator (c)(9), Page 41
Confirm that the State’s annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results as required by 34 CFR 200.11(c) |
Completed, 1-11-10 |
Indicator (c)(10), Page 41
Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), the number and percentage (including numerator and denominator) of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i) |
Completed, 1-11-10 |
Indicator (c)(11), Page 42, Plan on Page B-10
Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage (including numerator and denominator) who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma
Indicator (c)(12)
Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage (including numerator and denominator) who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE |
02-15-10—Graduation data collected
(Certified as of 1-15-10)
02-15-10—HED data collected
(Certified as of 1-15-10)
02-15-10—Records match and analysis of data completed
3-31-10- Plan for collection
and management of student enrollment data will be publicly posted
04-15-10—State and School District report cards will be produced
05-31-10—Report Cards will be posted
9-30-11- Student enrollment data for in and out-of-state public and private post secondary institutions of higher education will be collected
9-30-11- Records match and analysis on enrollment for in and out-of-state public and private institutions of higher education will be completed |
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Completed, 1-15-10 |
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Completed, 1-15-10
Completed, 1-15-10 |
Descriptor (d)(1), Page 48
Provide the definition of “persistently lowest-achieving schools” (consistent with the requirements for defining this term set forth in the Definitions section of the NFR) that the State uses to identify such schools. |
Completed, 2-15-10 |
Indicator (d)(3), Page 51
Provide, for the State, the number and identity of the schools that are Title I schools in improvement, corrective action, or restructuring, that are identified as persistently lowest-achieving schools.
Definition: Identification criteria that New Mexico used for the definition of “persistently lowest-achieving schools” |
Completed, 2-15-10 |
Indicator (d)(4), Page 52
Provide, for the State, of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action, or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed (as defined in this notice) in the last year
Definition: Identification criteria that New Mexico used for the definition of “persistently lowest-achieving schools” |
Completed 1-15-10 |
Indicator (d)(5), Page 53
Provide, for the State, the number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds, that are identified as persistently lowest-achieving schools
Definition: Identification criteria that New Mexico used for the definition of “persistently lowest-achieving schools” |
Completed, 1-15-10 |
Indicator (d)(6), Page 54
Provide, for the State, of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year
Definition: Identification criteria that New Mexico used for the definition of “persistently lowest-achieving schools” |
Completed, 1-15-10 |
Indicator (d)(7), Page 55
Provide, for the State and, if applicable, for each LEA in the State, the number of charter schools that are currently permitted to operate under State law |
Completed, 1-11-10 |
Indicator (d)(8), Page 56
Confirm, for the State and for each LEA in the State that operates charter schools, the number of charter schools currently operating |
Completed, 1-11-10 |
Indicator (d)(9), Page 57
Provide, for the State and for each LEA in the State that operates charter schools, the number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year |
Completed, 2-11-10 |
Indicator (d)(10), Page 58
Provide, for the State and for each LEA in the State that operates charter schools, the number and percentage of charter schools that have made progress on State assessments in mathematics in the last year |
Completed, 2-11-10 |
Indicator (d)(11), Page 59
Provide, for the State and for each LEA in the State that operates charter schools, the number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years |
Completed, 1-11-10 |
Indicator (d)(12), Page 60
Indicate, for each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons |
Completed, 1-11-10 |
Having trouble viewing the hyperlinks? Have questions about the documents or web pages?
Call Julia Rosa Emslie in the Quality Assurance Bureau 505-827-4292 or email juliarosa.emslie@state.nm.us |
