Phase II of the Education Fund under the State Fiscal Stabilization Fund Program

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

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

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

Indicator (a)(4) Projected Completion 7.31.14

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

Indicator (a)(5) Projected Completion 7.31.14

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

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? 


Descriptor (a)(2) Projected Completion 7.31.14

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

Indicator (a)(7) Projected Completion 7.31.14

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.

Indicator(b)(1) Element 1 Projected Completion 12.31.13
Indicator(b)(1) Element 1a Projected Completion 12.31.13
Indicator(b)(1) Element 2 Projected Completion 12.31.13
Indicator(b)(1) Element 3 Projected Completion 12.31.13
Indicator(b)(1) Element 4 Projected Completion 12.31.13
Indicator(b)(1) Element 5 Completed
Indicator(b)(1) Element 5 validation Report-eScholar Completed
Indicator(b)(1) Element 5 b STARS 120D Data Sub 20120315 Completed
Indicator(b)(1) Element 6 Completed
Indicator(b)(1) Element 7 Completed
(additional link)
Indicator(b)(1) Element 8 Completed
Indicator(b)(1) Element 9 Completed
Indicator(b)(1) Element 10 Completed
Indicator(b)(1) Element 11 Projected Completion 12.31.13
Element 12 Completed

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. 

Indicators (b)(2) and (b)(3) projected completion 12.31.12

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

Completed, 5-4-2012 Memo
Completed, 5-4-2012

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

(c)(11) Completed, 10-01-11

 

 

 

 

 

(c)(12) Completed, 10-01-11

Indicator (d)(1), Page 45

Part 1-Provide, for the State, the average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on the State assessments in reading/language arts

Part 2-and for the State and for each LEA in the State, the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress (as defined in this notice) on State assessments in reading/language arts in the last year

Completed, 1-15-10

Indicator (d)(2), Page 46

Part 1-Provide, for the State, the average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on State assessments in mathematics

Part 2-and for the State and for each LEA in the State, the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics in the last year

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


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