SB 229 — SCHOOL SUPPORT & ACCOUNTABILITY ACT

M.»HECO. "student proficiency" means a measure g o t hr demonstrating students' grade level mastery of the knowledge g e i k and skills determined by the New Mexico standards-based h r i s assessments;

h"system" ,means t,the eschool usupport gand HECºO.accountability system;

N.»HECP. "support identification threshold" means a e b l e e h threshold set by the department using the metrics in the school n d d i = = o h support and accountability system to identify the lowest l ] b ,d i a º e r i = r performing five percent of schools in the state receiving Title t e w d m a n o 1 funds;

d"targeted msupport" :means support for a school in which at least one subgroup of students, but not the entire school, performs at or below the support identification threshold;

band eQ. d s º o t n = .211912.3 s k m e - 4 - e a n e d r e l u [ A d HECºP.

O.»HEC"traditional "system"support" means thea school that is not designated for targeted support andor accountabilitycomprehensive system;support or has exited more rigorous intervention status by surpassing the support identification threshold." SECTION 3.

HECºQ.

P.»HEC "targeted support" means support for a school in which at least one subgroup of students, but not the entire school, performs at or below the support identification threshold;

and HECº R.

Q.»HEC "traditional support" means a school that is not designated for targeted support or comprehensive support or has exited more rigorous intervention status by surpassing the support identification threshold." SECTION 3.

"[NEW"SCHOOL MATERIAL ] SCHOOL SUPPORT AND ACCOUNTABILITY SYSTEM--SYSTEM--CREATED-- CREATED--ESTABLISHINGESTABLISHING A SCHOOL DASHBOARD--PRIORITIZING RESOURCES FOR SCHOOLS RECEIVING ADDITIONAL SUPPORT.-- A.

The "school support and accountability system" is h created in the department.

The department, in consultation g o t hr with school districts, charter schools, school personnelpersonnel, HECº , g e i k tribal nations»HECnations and HECºSECºthethe legislative education study hSB r229 iPage s4 committee»SECcommittee, SECºtribal nations»SEC»HEC HECºthe legislative h , t, e u g education study committee»HEC, shall promulgate rules to carry e b l e e h out the provisions of the School Support and Accountability Act n d d i = = o h through the system.

l ] b ,d i a º e r i = r B.

t(1) edifferentiate wTitle d1 msupport ato npublic oschools (1)in differentiatethe Titlestate 1using supportthe metrics identified in Paragraphs (2) and (3) of this subsection to assign, for each public schoolsschool, da mdesignation :of targeted support, comprehensive support or more rigorous intervention to comply with the federal Elementary and Secondary Education Act of 1965;

b e d s º o t n = .211912.3 s k m e - 5 - e a n e d r e l u [ A d in the state using the metrics identified in Paragraphs (2) and (3) of this subsection to assign, for each public school, a designation of HECº traditional support,»HEC targeted support, comprehensive support or more rigorous intervention to comply with the federal Elementary and Secondary Education Act of 1965;

HECº (b) progress of students toward a proficient scale score;»HEC HECº(c) (b)»HEC student growth, which will h comprise a substantial part of the weighting of academic g o t hr achievement indicators both for all students at the public g e i k school and disaggregated by quartile on the New Mexico h r i s standards-based assessments;

h(c) , t, e u g HECº (d) (c)»HEC progress of English language e b l e e h learners toward English language proficiency as measured by anSB n229 dPage d5 ian = = o h assessment determined by the department;

and l(d) ] b ,d i a º e HECº (e) (d)»HEC for high schools, the four-year, r i = r t e w d m a n o five-year and six-year adjusted cohort graduation rates;

and d(3) minclude :indicators of school quality and student success that are valid, reliable, comparable and statewide, including:

b e d s º o t n = .211912.3 s k m e - 6 - e a n e d r e l u [ A d (3) include indicators of school quality and student success that are valid, reliable, comparable and statewide, including:

h (5) Native Hawaiian or other Pacific Islander;

g o t hr (6) Asian;

g e i k (7) two or more races;

and hSB r229 iPage s6 (8) other;

provided that if the sample of students h , t, in any category enumerated in Paragraphs (1) through (7) of e u g e b l e e h this subsection is so small that a student in the sample may be n d d i = = o h personally identifiable in violation of the federal Family l ] b ,d i a º e Educational Rights and Privacy Act of 1974, the report may r i = r t e w d m a n o combine that sample into the "other" category.

dD. m :

b e d s º o t n = .211912.3 s k m e - 7 - e a n e d r e l u [ A d D.

(4) designations of school quality and student h success for any school meeting a specific standard set by the u » r department for American Indian or Hispanic studentsSB for229 anyPage t7 hstudents gfor eany l i indicator included in Paragraphs (2) and (3) of Subsection B of h r i s this section;

h , e h (5) designations of excellence for any school t u g e b l e e , gh scoring in the ninetieth percentile for American Indian or n d d i = = o h Hispanic students for any indicator included in Paragraphs (2) l ] b ,d i a º r and (3) of Subsection B of this section;

e(6) rthe =designation tof esupport wfor dschools mthat ameet nthe ocriteria (6)for thetraditional designationsupport, oftargeted supportsupport, forcomprehensive schoolssupport thator dmore mrigorous :intervention;

b r e t º o t n = .211912.3 s k m e - 8 - e a n e d r e l u [ A d meet the criteria for traditional support, targeted support, comprehensive support or more rigorous intervention;

and (c) qualified and competent school staff, including the percentage of teachers with three or more years of experience, the percentage of teachers who are fully licensed and endorsed in the field they teach, the types of degrees held by staff, information from the highly objective, h uniform state standards of evaluation for teachers and the u » r percentage of national board-certified teachers.

tSB h229 gPage e8 l i E.

The dashboard shall include each school's mission, h r i s vision and goals and provide for optional comments from the h , e h local school board about the strengths, opportunities for t u g e b l e e , gh improvement and programmatic offerings corresponding to any of n d d i = = o h the reported indicators in the dashboard.

For local school l ] b ,d i a º r boards that do not provide this information, the department e r = t e w d m a n o shall populate this section of the dashboard with information dfrom mthe :public school's educational plan for student success.

b r e t º o t n = .211912.3 s k m e - 9 - e a n e d r e l u [ A d from the public school's educational plan for student success.

REPEAL.--Sections 22-2E-1 through 22-2E-4 NMSA 1978 (being Laws 2011, Chapter 10, Sections 1 through 4, as amended) are repealed.

APPLICABILITY.--This act applies to the 2019-2019-2020 and succeeding school years.

-SB 10229 -Page h9 u25 » r t h g e l i h r i s h , e h t u g e b l e e , gh n d d i = = o h l ] b ,d i a º r e r = t e w d m a n o d m :

b r e t º o t n = .211912.3 s k m e e a n e d r e l u [ A d