A. The systemic framework shall include programs, services, culturally relevant activities and professional development that need to be provided to improve Indian education in the state. Based on the priorities developed through the needs assessment and the priorities set in the budget for the school year, the systemic framework may include some or all of the elements provided in this section. B. Academic and other programs may include, within the context of the Indian education division's development or selection of culturally relevant curricula and instructional materials as provided in Subsection E of Section 22-23A-5 NMSA 1978:
(1)innovative programs designed to meet the educational needs of educationally disadvantaged Indian students;
(2)high-quality professional development for tea
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A. The systemic framework shall include programs, services, culturally relevant activities and professional development that need to be provided to improve Indian education in the state. Based on the priorities developed through the needs assessment and the priorities set in the budget for the school year, the systemic framework may include some or all of the elements provided in this section. B. Academic and other programs may include, within the context of the Indian education division's development or selection of culturally relevant curricula and instructional materials as provided in Subsection E of Section 22-23A-5 NMSA 1978: (1) innovative programs designed to meet the educational needs of educationally disadvantaged Indian students; (2) high-quality professional development for teaching professionals and paraprofessionals; (3) the identification of early childhood, pre-kindergarten and family programs in the school district that emphasize school readiness and that are effective in preparing young children to make sufficient academic growth by the end of grade three, including family-based early childhood programs that provide screening and referral and provide services to Indian children with developmental delays or disabilities; (4) educational programs that are not usually available in sufficient quantity or quality, including remedial instruction, to raise the achievement of Indian students in one or more of the subjects of English, mathematics, science, foreign languages, art, history and geography; (5) bilingual and bicultural programs and projects; (6) enrichment programs that focus on problem solving and cognitive skills development and directly support the attainment of challenging state academic standards; (7) programs designed to encourage and assist Indian students to work toward, and gain entrance into, institutions of higher education; (8) special compensatory and other programs and projects that are designed to assist and encourage Indian students to enter, remain in or reenter school and to increase the rate of high school graduation for Indian students; (9) career preparation activities that enable Indian students to participate in programs such as the programs supported by the federal Carl D. Perkins Career and Technical Education Act of 2006, including programs for technology preparatory education, mentoring and apprenticeship; (10) partnership projects between public schools and local businesses for career preparation programs designed to provide Indian students with the knowledge and skills needed to make an effective transition from school to a high-skill career; and (11) rigorous and meaningful curricula and educational opportunities that will lead to lifelong success for all students. C. Culturally related activities may include: (1) culturally related activities that support the academic program of the public school; (2) activities that support Indian language programs and Indian language restoration programs that may be taught by traditional leaders and that qualify for the state seal of bilingualism-biliteracy on a student's diploma of excellence as provided in Section 22-1-9.1 NMSA 1978; (3) activities that promote the incorporation of culturally responsive teaching and learning strategies into the public school's educational program; and (4) activities to educate students about the prevention of violence, suicide and substance abuse. D. Services to be provided may include: (1) early interventions to help struggling students, such as after-school programs, tutoring and mentoring and school and community interventions to prevent truancy and reduce dropout rates; (2) comprehensive guidance and counseling services; (3) integrated educational services in combination with other programs that meet the needs of Indian students and their families, including programs that promote parental involvement in school activities and increase student achievement; (4) special health- and nutrition-related services and other related activities that address the special health, social and psychological problems of Indian students and their families; and (5) family literacy services, including New Mexico even start and adult basic education programs.