New Mexico Statutes Chapter 22. Public Schools § 22-15E-3. Bureau created;  duties

(1) administer the provisions of the Mathematics and Science Education Act;

(2) provide staff support for and coordinate the activities of the council;

(3) work with the council to develop a statewide strategic plan for mathematics and science education in the public schools and coordinate education activities with other state agencies, the federal government, business consortia and public or private organizations or other persons;

(4) ensure that school districts' plans include goals for improving mathematics and science education aligned to the department's strategic plan;

(5) recommend funding mechanisms that support the improvement of mathematics and science education in the state, including web-based mathematics and science curricula, mentoring and web-based homework assistance;

(6) promote partnerships among public schools, higher education institutions, government, business and educational and community organizations to improve the mathematics and science education in the state;

(7) monitor the use of instructional materials and evaluate instructional programs and professional learning programs in mathematics and science to ensure alignment with state academic content and performance standards;

(8) assess the outcomes of efforts to improve mathematics and science education using existing data;

(9) in collaboration with the council, develop guidelines for school districts and charter schools to use when developing mathematics professional learning plans, mathematics screening assessments in kindergarten through third grade, mathematics support plans and mathematics intervention services;

(10) provide training and technical assistance to school districts and charter schools on developing mathematics professional learning plans, implementing mathematics screening assessments, developing mathematics support plans and mathematics interventions, including selecting evidence-based instructional materials, monitoring student progress and involving parents;

(11) adopt grade-specific mathematics assessments that can be administered with minimal impact on instructional time;  and

(12) provide for timely reporting of assessment results that can be integrated with instructional support for teachers and students.