{"data":{"id":"us-nm/22-2f-2","jurisdiction":"us-nm","citation":"22-2F-2","heading":"Definitions.","body":"As used in the School Support and Accountability Act:\nA. \"adjusted cohort graduation rate\" means the graduation rate of first-time ninth grade students with a diploma of excellence in a particular school year adjusted by adding any students who transfer into the cohort after the ninth grade and subtracting any students who transfer out, emigrate to another country or die;\nB. \"chronic absenteeism\" means the percentage of students missing ten percent or more of the school year for any reason, including excused absences, unexcused absences and out-of-school suspensions;\nC. \"college, career and civic readiness\" includes the completion of a college-ready course of study; the completion of a high-quality career technical education program; the completion of advanced courses such as advanced placement, international baccalaureate or dual credit; a seal of bilingualism-biliteracy on the student's diploma of excellence; demonstrating competency for college readiness or career certification; or the completion of a work-based learning experience; and for all students, includes the completion of a service-based learning experience, participation in a civic engagement experience or participation in a college or career exploration experience;\nD. \"comprehensive support\" means support for a school that performs at or below the support identification threshold, or has an adjusted cohort graduation rate of less than sixty-six and two-thirds percent, or fails to exit targeted support status after a number of years determined by the department;\nE. \"educational climate\" means the percentage of school stakeholders who report that the school provides an appropriate climate for learning in the domains of student and staff engagement, social-emotional and physical safety and a school environment conducive to teaching and learning;\nF. \"English language proficiency\" means the ability of students to use academic English to make and communicate meaning in spoken and written contexts in an assessment determined by the department;\nG. \"local school board\" includes the governing body of a charter school;\nH. \"more rigorous intervention\" means an intervention plan for a school that fails to exit comprehensive support status after a number of years determined by the department;\nI. \"on track to graduate\" means data on each individual student that show the student's graduation status and potential predictors of dropout, such as student attendance, behavior, grades and test scores;\nJ. \"opportunity to learn standards\" means a comprehensive view of the context in which learning takes place, including curriculum and instruction, educational resources and school staff competency;\nK. \"school stakeholders\" means students, parents, other family members, teachers, school staff and community partners who are part of a school's immediate environment;\nL. \"student growth\" means a measure, either norm-referenced to students with similar prior test scores or criterion-referenced to a specific standard, of students' academic progress within a specified time period;\nM. \"student proficiency\" means a measure demonstrating students' grade level mastery of the knowledge and skills determined by the New Mexico standards-based assessments;\nN. \"support identification threshold\" means a threshold set by the department using the metrics in the school support and accountability system to identify the lowest performing five percent of schools in the state receiving Title 1 funds;\nO. \"system\" means the school support and accountability system;\nP. \"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\nQ. \"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.","path":["Chapter 22 - Public Schools","ARTICLE 2F School Support and Accountability"],"source_url":"https://nmonesource.com/nmos/nmsa-unanno/en/item/18522/index.do","current_through":"2026-07-01","vintage":"","retrieved_at":"2026-09-03T15:02:19Z","sha256":"c3360442e6435bf29244dacf5bf2a0d9543385b744ebaeb33a074a14ef963ac9","source_id":"us-nm","stale":false,"prev":"us-nm/22-2f-1","next":"us-nm/22-2f-3"},"notice":"GroundRules: Original legal text. Not legal advice."}