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Tribal Education
Federal Programs
Afterschool/ Summer Enrichment
Funds for the implementation of quality afterschool and summer enrichment programs which includes academic enrichment, physical activity, nutrition education, Science, Technology, Engineering, and Math (STEM), and/or English Language Arts initiatives and activities.
Comprehensive Literacy State Development
A 5-year grant to improve literacy skills of preschool children and significantly increase the percentage of elementary, middle, and high school students to meet the State of New Mexico’s language and literacy standards, birth through grade 12.
Enos Garcia Elem. Community Schools Grant
The Community Schools Implementation Grant was awarded to Enos Garcia Elementary. The CS Grant provides funds for community school initiatives and will help them to operate and sustain the community school framework.
FAEA (Fine Arts Education Act)
“The purpose of the Fine Arts Education Act is to encourage school districts to offer opportunities for elementary school students to participate in fine arts activities, including visual arts, music, theater, and dance.” (22-15D-2, NMSA 1978). Students are introduced and experience cultural and historical art forms from local artists who go into classrooms to teach and demonstrate their craft. Art and music teachers also provide art education continually throughout the school year. Taos Municipal Schools also has an amazing Visiting Artists program.
Gear Up
Gaining Early Awareness and Readiness for Undergraduate Programs- focuses on increasing college and career readiness of low-income students in communities nationwide. GEAR UP New Mexico, a division of the New Mexico Higher Education Department, is at work in 11 school districts in New Mexico. GEAR UP offers various services and resources to help students and their families succeed throughout their college and career journey. It is our mission to increase the number of students going to post-secondary schools, enhance the college-going culture in our communities, and to improve access and opportunities within state colleges and universities.
GRADS -Graduation, Reality and Dual-Role Skills
Mission to support young parents for success is funded by the support for expectant and parenting teens and women grant awarded to the NMPED. The primary focus of NM GRADS is to provide in-school programs that address the needs of teenage families.
Instructional Materials
The goal of the Instructional Material Bureau is to provide schools access to superior instructional materials that are aligned to the NM Content Standards and meet the needs of diverse student populations.
NM PED IEA Grant
Funds are provided to 23 school districts and district-chartered schools who enroll a significant number of American Indian students for the purpose of providing effective culturally relevant programs, opportunities and practices which contribute to the academic and cultural success of the Native students.
State Bilingual Program
The Taos Municipal Schools receives state funding under the Bilingual Multicultural Education Act of 2004 (NMSA 22-23-1 through 22-23-6) to provide for the education of our linguistically and culturally different students and for schools utilizing two languages as the medium of instruction for any part or all of the curriculum for the grade specified in the application for funding submitted to the NM PED.
TITLE I - Part A: Improving the Academic Achievement of the Disadvantaged
Title I is the largest federal education program for elementary and secondary schools. These funds are targeted to high poverty schools and are used to provide supplementary educational services to students who are educationally disadvantaged or at risk of failing to meet the state standards. Schools have the option to follow a school wide or targeted model.
TITLE II - Part A: Preparing, Training and Recruiting High Quality Teachers and Principals
The main goal of Title II is to provide funds to increase student and academic achievement by improving teacher quality and getting more highly qualified teachers and principals into schools. In alignment with Section 1119(a)(3) the Taos Municipal School District strives to ensure that all teachers teaching in the core content areas within the school district are highly qualified.
TITLE III - Part A: English Language Acquisition, Language Enhancement, and Academic Achievement
Under Civil Right Law and the No Child Left Behind Act, school districts that receive Federal financial assistance have an obligation to identify and serve all ELL/LEP students. The purpose of Title III is to develop educational programs that will help ensure that Limited English Proficient (LEP)/English Language Learners (ELLs), statute uses (LEP), attain English proficiency, succeed at core academic subjects, and meet the same state academic content and student achievement standards expected of all children.
The Student Support and Academic Enrichment (SSAE) program. The SSAE program is intended to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and local communities to provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology to improve the academic achievement and digital literacy of all students.
TITLE VI - Rural and Low-Income School Program
This program targets rural school districts that serve high number of poor students. Funding from the Rural Low-Income Schools Grant may be used for a wide variety of activities authorized under various Title Programs of the No Child Left Behind Act. RLIS funding may only be used to supplement and not supplant other federal, state, and local funds. The funding at each school site aligns with activities appropriate for moving the school toward the district’s goals for increasing student achievement.
TITLE VII - Indian, Native Hawaiian and Alaska Native Ed
The purpose of this program is to support the efforts of school districts in serving Native American students, so that they can meet the same challenging state student academic achievement standards that all other students are expected to meet.
TITLE VIII - Impact Aid Regular & Sp. Ed.
The purpose of Impact Aid is to provide grants to school districts burdened by the presence of nontaxable federal lands, installations and housing authorities to make up for lost revenues and additional costs associated with federal presence. School districts are also responsible for educating children of federal personnel who live and/or work on these properties.
Early Childhood Observation Tool (ECOT) Kindergarten Observation Tool (KOT)
Required by the State of New Mexico
iStation
Required by the State of New Mexico
WIDA Assessment Placement Test (WAP-T) & WiDA Online Screener (1st-12th)
Title III Federal mandate
Dyslexia Screener
i-Ready
(Short Cycle Assessment)
MAPS Measure of Academic Progress (Short Cycle Assessment)
AVANT
Required by the State of New Mexico
Assessment for the Seal of Bilingualism-Biliteracy
Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELL’s)
Required by the State of New Mexico under federal “Every Student Succeeds Act.”
Dynamic Learning Maps (DLM)
Required by the State of New Mexico under federal “Every Student Succeeds Act.”
NM Assessment of Science Readiness (NM-ASR)
Required by the State of New Mexico
New Mexico Measures of Student Success & Achievement (NM-MSSA)
Required by the State of New Mexico
Spanish Reading Standards Based Assessment (SBA)
Required by the State of New Mexico under federal “Every Student Succeeds Act.”
Spanish Language Arts (NM-MSSA SLA)
Required by the State of New Mexico under federal “Every Student Succeeds Act.”
Advanced Placement
PSAT/NMSQT
SAT School Day SPRING
Required by the State of New Mexico
Preschool-Kindergarten Observation tool used by teachers to determine student’s levels of development and individual needs in six domains of school readiness. • Fall 2022 • Winter 2022/2023 • Spring 2023 ECOT & KOT: BOY ECOT: MOY, & EOY
Kindergarten through 2nd grade To immediately inform teachers about a student’s foundational literacy abilities for ELA.
Results are immediate. Parents usually receive report at parent/teacher conferences.
• Fall 2022 • Winter 2022/2023 • Spring 2023
Kindergarten -12th grade students new to US schools who have a second language.
First Grade
Kindergarten through 8th grade Screen to determine if student is an English Language Learner (ELL)
Results are immediate; parents receive results within 30 days to determine eligibility and offer program placement
First 30 days of enrollment or within two weeks of enrollment
To identify students that may be at risk for poor learning outcomes. First 30 days of enrollment or within two weeks of enrollment
To inform teachers whether a student is grasping standards taught.
Results are immediate. Parents get results at parent/teacher conference
• Fall 2022 • Winter 2022/2023 • Spring 2023
9th through 11th grade
K – 12th grade Bilingual Students To inform teachers whether a student is grasping standards taught.
Results are immediate. Parents get results at parent/teacher conferences
Spanish language proficiency. Given to ensure students are getting necessary instruction to attain Spanish language proficiency.
Results are immediate. Parents get results at parent/teacher conferences. • Fall 2022 • Winter 2022/2023 • Spring 2023
October 2022 – January 2023
11th – 12th grade By demonstrating competency in other languages. Ongoing
Testing Requirements
Identified English language learners must take the test annually until they are proficient. Required by “Every Student Succeeds Act.” Given to ensure students are getting necessary instruction to attain English language proficiency. Winter 2023 January – March
3rd – 11th ELA/Math 5th, 8th, 11th Science Students with significant cognitive disabilities who cannot take the Standards Based Assessment. To determine if students with disabilities are increasing their academic achievement and a graduation requirement for HS students on the DLM pathway.
5th, 8th, & 11th grades Science To determine if students are increasing their academic achievement and a graduation requirement for HS students. • Spring 2023: March – May
Attendance is very important.
• Spring 2023: March – May
Attendance is very important.
3rd – 8th grades Math/ELA To determine if students are increasing their academic achievement. • Spring 2023: March – May Attendance is very important.
9th – 11th grades Spanish language arts/literacy To determine if students are increasing their academic achievement and a graduation requirement for HS students. Spring 2023: March – May
Attendance is very important.
3rd – 8th grades Spanish language arts/literacy To determine if students are increasing their academic achievement. • Spring 2023: March – May Attendance is very important.
9th – 12th grade
10th grade
11th grade To demonstrate mastery of college level material. Earn college credit with a passing score. • TBA May 2023 (First two weeks of May with late testing third week of May.)
This is an optional state funded assessment supported by PED. • October 12 & 15, 2022, Primary • October 25, 2022, Alternate
To determine if students are increasing their academic achievement and a graduation requirement for HS students. • April 12-14 & 18-19, 2023, Primary • April 25-27, 2023, Makeup
