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Durable Skills & Career Readiness · New Mexico

New Mexico Durable Skills & Career Readiness Alignment

Renzulli Learning is the K-12 platform that both assesses and develops the durable skills New Mexico’s HB171, the Graduate Profile each district develops, the Next-Step Plan (NSP), the 14 Career Clusters of CCRB CTE, and the Indian Education Act demand — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction.

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24 Units
HB171 graduation requirement (Cohort 2029+); 22-13-1.1 NMSA 1978
NSP 8–12
Next-Step Plan required annually; aligned to district graduate profile
14 Clusters
National Career Clusters via CCRB CTE; NMAC 6.29.3
23 Tribes
Federally recognized tribes; 32,000+ Native K-12 students (10%+ of public schools)
New Mexico's vision for every graduate

New Mexico’s HB171, Graduate Profile & Why Durable Skills Are the Center of Career Readiness

New Mexico’s career readiness framework is anchored by House Bill 171 (HB171), signed by Governor Lujan Grisham on February 9, 2024 and codified at Section 22-13-1.1 NMSA 1978. HB171 changes high school graduation requirements for students entering ninth grade in the 2025-2026 school year (Cohort 2029). Students must complete 24 units aligned to state academic standards: 4 English, 4 Math, 3 Science, 4 Social Science, 1 PE, 0.5 Health, and 5.5 electives. HB171 removes Algebra 2, Advanced Placement, Dual Credit, Distance Learning, and Honors as state-required courses, and removes the previous demonstration of competency (DOC) requirement in the five core academic subjects. The DOC removal is retroactively applied to prior cohorts.

Most importantly, HB171 mandates that each school district and charter school create a graduate profile that reflects community values and priorities — aligned to the New Mexico Graduate Profiles Framework released by NMPED in partnership with Advance CTE. HB171 further requires that both interim and final Next-Step Plans (NSPs) align with the graduate profile. The NSP is a personal written plan developed annually for grades 8-12 — interim NSP for grades 8-11 and final NSP for grade 12 — completed within the last 60 school days of the preceding school year with the student, parent or guardian, and advisor. The College and Career Readiness Bureau (CCRB) administers Career Technical Education across the 14 modernized National Career Clusters with 72 sub-clusters under the Advance CTE framework, supported by Perkins V federal funds and Next Gen CTE state funds under NMSA 22-1-12. The challenge for New Mexico districts is that durable skills are easy to name in a graduate profile but hard to measure and develop systematically — especially across the state’s 23 federally recognized tribes and rural communities.

Renzulli Learning is the K-12 platform that both assesses and develops the durable skills New Mexico’s HB171, district graduate profiles, and Next-Step Plans demand. The Cebeci Test of Creativity (CTC) measures creativity (US Patent 12,087,176). The Executive Function Assessment measures planning, organization, and self-regulation foundational to the 24-unit HB171 graduation pathway. The Leadership Assessment measures collaboration. The Profiler captures interests, learning styles, and expression styles in 20+ languages — ideal for NSP development across the 14 Career Clusters. SEM Type III Project-Based Learning develops critical thinking, communication, and problem-solving and produces capstone artifacts that complement CTE programs of study and work-based learning. The Personal Success Plan (PSP) generates exportable summaries that fit naturally with NSP annual review aligned to each district’s graduate profile. The result: New Mexico districts get measurable durable-skills evidence for NSP review — turning HB171’s graduate profile mandate from a poster on the wall into year-round documented practice.
NSP — New Mexico's living career plan

Each Next-Step Plan Component Mapped to a Renzulli Tool That Measures and Develops It

The Next-Step Plan is a personal, multi-year, student-driven planning document beginning at the end of 8th grade and continuing annually through grade 12. Each NSP component pairs with the Renzulli instruments and content that measure and develop the durable skills behind it:

NSP Component 1
Career Clusters & Pathways
Measure: Renzulli Profiler in 20+ languages (interests + learning + expression styles)
Develop: Profiler-matched Enrichment Database
Aligns with all 14 Career Clusters
NSP Component 2
Course Options & AP/IB/DC
Measure: Executive Function Assessment (planning + persistence)
Develop: EFA-targeted scaffolding for accelerated coursework
Supports HB171 24-unit pathway
NSP Component 3
Pre-Apprenticeship & WBL
Measure: Leadership Assessment + 21st-century rubrics
Develop: SEM Type III PBL with industry partners
Pairs with HB171 CTE/WBL flexibility
NSP Component 4
Graduate Profile Alignment
Measure: All four assessments produce growth data
Develop: PSP exports populate district graduate profile evidence
Fulfills HB171 alignment mandate
NSP Component 5
Annual Review & Update
Measure: CTC + Leadership Assessment year-over-year
Develop: PSP year-round goal cycles
Documented evidence, not paper
NSP Component 6
Cultural & Linguistic Relevance
Measure: CTC (US Patent 12,087,176) — culture-independent
Develop: Profiler in 20+ languages + Indigenous Wisdom alignment
Honors Indian Education Act
The seven durable skills Renzulli develops

Durable Skills, Defined: What Renzulli Learning Assesses and Develops

Renzulli Learning is built around seven canonical durable skills — the same skills New Mexico’s HB171, district graduate profiles, NSP workflow, 14 Career Clusters, and Indian Education Act demand. Each skill has a specific Renzulli instrument that measures it and a specific platform feature that develops it:

Critical Thinking

Measure: CTC
Develop: SEM Type III PBL

Creativity

Measure: CTC (US Patent 12,087,176)
Develop: Enrichment Database + PBL

Executive Function

Measure: EFA
Develop: PSP cycles + PBL planning

Leadership

Measure: Leadership Assessment
Develop: CTSO-aligned PBL + group projects

Collaboration

Measure: Leadership Assessment
Develop: Group PBL + peer feedback

Communication

Measure: 21st-century skills rubrics
Develop: PBL presentations & portfolios

Self-Direction

Measure: Profiler + EFA
Develop: PSP year-round goal cycles

HB171 graduation requirements

The Cohort 2029 Diploma: 24 Units, Graduate Profile & Next-Step Plan

HB171 establishes new graduation requirements for students entering ninth grade in 2025-26. Renzulli Learning develops the durable skills behind each pillar:

Core Academic
24 Units (HB171)
4 English; 4 Math (Algebra I required; Algebra 2 no longer state-required); 3 Science; 4 Social Science; 1 PE; 0.5 Health; 5.5 electives. CTE and WBL may count toward core credit when aligned to Core Content Standards and documented in NSP.
EFA + PBL build sustained academic skills
Graduate Profile
District-Level Vision (HB171)
Each district and charter school creates a graduate profile reflecting community values and priorities, aligned to the NM Graduate Profiles Framework. NSPs must align with the graduate profile.
Profiler + PSP make profile measurable
Next-Step Plan
Annual NSP (Grades 8-12)
Interim NSP grades 8-11; final NSP grade 12. Completed within last 60 school days of preceding year with student, parent/guardian, and advisor. IEP team incorporates NSP for students with disabilities.
PSP supports year-round NSP review
CTE/WBL Flex
Core-Credit Pathways
CTE and Work-Based Learning courses may count toward core academic credits when aligned to Core Content Standards (NMAC 6.29.3), with proper teacher licensing and NSP documentation.
PBL + Leadership build CTE artifacts
Real challenges

What New Mexico Counselors & CTE Coordinators Struggle With

These are the durable-skills-and-career-readiness challenges we consistently hear from New Mexico educators implementing HB171, the Graduate Profile mandate, and the NSP:

Operationalizing the district graduate profile

HB171 mandates each district and charter school create a graduate profile, then align NSPs to that profile. Districts need durable-skills assessment and development tools that produce evidence of student progress against the profile’s competencies — not just a poster on the wall.

Implementing Cohort 2029 (HB171) by 2025-26

Class of 2029 (current 8th graders) is the first cohort under HB171’s 24-unit graduation requirement. Districts need a way to align HB171 course flexibility (Algebra 2, AP, IB, DC, Honors no longer state-required) with each student’s NSP and the district graduate profile.

Documenting NSP capstone evidence

The NSP and the graduate profile both expect students to demonstrate their learning beyond seat time. Districts need student-facing tools that produce defensible artifacts — reflections, presentations, portfolios — aligned to evolving NSPs.

Equity for tribal & multilingual learners

New Mexico serves 32,000+ Native American students from 23 federally recognized tribes — over 10% of public school enrollment, the highest in any state. Districts need durable-skills tools that work across home languages and tribal communities, supporting the Indian Education Act’s emphasis on culturally relevant instruction.

14 Career Clusters alignment

The modernized National Career Clusters Framework now has 14 clusters with 72 sub-clusters. Districts need tools that surface student interests by Cluster and produce portfolio artifacts complementing CCRB-approved CTE programs of study under NMAC 6.29.3.

Rural districts & CTE-for-core-credit

Many of New Mexico’s school districts are rural, and HB171 lets CTE/WBL count toward core credit when aligned to Core Content Standards. Districts need durable-skills tools a single counselor can manage K-12 with exportable evidence supporting both NSP review and Perkins V reporting.

Platform tools

Renzulli Learning Tools Mapped to New Mexico’s Durable Skills Demands

Each Renzulli tool maps to specific NSP components, HB171 graduation pathways, district graduate profiles, and the 14 CCRB Career Clusters — producing concrete, exportable evidence of durable skills growth:

Renzulli Profiler: A 20–30 minute student self-assessment for grades Pre-K through 12. Captures each student’s interests, learning styles, and expression styles — the strength-based foundation that populates the Next-Step Plan beginning at the end of 8th grade and supports 14 Career Cluster exploration across all CCRB programs of study. Available in 20+ languages, supporting New Mexico’s bilingual and multilingual learner populations and the Indian Education Act’s emphasis on linguistically relevant practices.
Cebeci Test of Creativity (CTC): A validated, standardized creativity assessment (US Patent 12,087,176) measuring fluency, flexibility, originality, and elaboration. Culture-independent design supports more equitable durable-skills identification across linguistic and cultural backgrounds — particularly relevant for New Mexico’s 23 federally recognized tribes (19 Pueblos + Navajo Nation + 3 Apache tribes) and the Indian Pueblo Cultural Center’s Indigenous Wisdom curriculum.
Executive Function Assessment (EFA): Measures planning, working memory, self-regulation, and metacognition — the durable skills students need to complete the HB171 24-unit graduation requirement, persist through Cohort 2029 coursework, and balance CTE/WBL flexibility with core academic credit. EFA dashboards highlight where students need scaffolding to stay on track.
Leadership Assessment: Measures the durable skills behind New Mexico CTSO participation (New Mexico FFA, New Mexico FBLA, New Mexico FCCLA, New Mexico HOSA, New Mexico SkillsUSA, New Mexico DECA, New Mexico TSA) and the leadership components common to most district graduate profiles.
Personal Success Plan (PSP): A student-driven goal, project, and reflection tracker that builds a portable durable-skills portfolio. Generates exportable summaries that students and counselors use to populate the Next-Step Plan aligned to the district graduate profile — turning HB171’s alignment mandate into year-round documented evidence.
Project-Based Learning (PBL) Tools: Schoolwide Enrichment Model (SEM) Type III investigations produce authentic projects, presentations, portfolios, and reflections — exactly the artifact types HB171’s graduate profile and CTE/WBL core-credit pathways expect. PBL simultaneously develops critical thinking, communication, collaboration, problem-solving, and creativity while producing the documented evidence both NSP and CCRB CTE programs need.
Renzulli Enrichment Database: Over 40,000 curated, standards-aligned activities matched to each student’s Profiler results — including thousands of career-exploration, entrepreneurship, financial literacy, and durable-skills resources directly supporting NSP development, all 14 Career Clusters, and CCRB-approved programs of study.
21st-Century & Durable Skills Framework: Structured activities and rubrics build all seven canonical durable skills — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — producing growth evidence districts can use for annual NSP review documentation, district graduate profile reporting, and Perkins V CTE accountability.
Requirement-by-requirement

New Mexico Career Readiness Requirements & Renzulli Durable Skills Platform: Side by Side

22-13-1.1 NMSA HB171 (2024) Graduate Profile NSP 8–12 CCRB CTE 14 Career Clusters Indian Education Act

How Renzulli Learning addresses each core New Mexico requirement — with durable skills measurement and development at the center:

New Mexico RequirementRenzulli Learning Contribution
HB171
24-Unit Graduation Requirement
Section 22-13-1.1 NMSA 1978; Cohort 2029+ (9th grade entry 2025-26); 4 English/4 Math/3 Science/4 SocSci/1 PE/0.5 Health/5.5 elective; AP/IB/DC/Honors/Algebra 2 no longer state-required		Renzulli is the K-12 platform that both assesses and develops the durable skills behind every HB171 unit pathway. EFA develops persistence across the 24-unit sequence. SEM Type III PBL produces capstone artifacts that complement the new electives flexibility.
Graduate Profile
Local Graduate Profile (HB171 Mandate)
Each district and charter school must create a graduate profile aligned to the NM Graduate Profiles Framework; both interim and final NSPs must align with the profile		Renzulli’s seven durable skills map naturally to durable-skill, employability-skill, and life-skill categories that appear across most district graduate profiles. PSP generates exportable summaries showing student growth against the durable-skills framework.
NSP
Next-Step Plan (Grades 8-12)
Interim NSP grades 8-11; final NSP grade 12; completed within last 60 school days of preceding year with student, parent/guardian, and advisor; IEP team incorporates NSP		Profiler in 20+ languages populates NSP career interests. PSP generates exportable summaries to populate NSP fields aligned to graduate profile. Enrichment Database supports career cluster and pathway exploration.
CCRB CTE
14 Career Clusters & Programs of Study
College and Career Readiness Bureau administers CTE; 14 modernized National Career Clusters with 72 sub-clusters under NMAC 6.29.3; Perkins V + Next Gen CTE state funds (NMSA 22-1-12)		Profiler surfaces interests across all 14 Clusters. PSP guides Cluster exploration. PBL produces portfolio artifacts. Leadership Assessment supports CTSO leadership prep (FFA, FBLA, FCCLA, HOSA, SkillsUSA, DECA, TSA).
CTE/WBL
CTE/WBL for Core Credit (HB171 Flex)
CTE and Work-Based Learning may count toward core academic credits when aligned to Core Content Standards, properly licensed, and documented in NSP per CTE/WBL Core Credit Guidance Manual		EFA measures planning & self-regulation foundational to WBL persistence. SEM Type III PBL produces capstone artifacts that complement WBL placements. PSP tracks WBL alignment with NSP and graduate profile.
Equity
Indian Education Act & Diverse Learners
NMSA 22-23A; 23 federally recognized tribes (19 Pueblos + Navajo Nation + Fort Sill, Jicarilla, Mescalero Apache); 32,000+ Native K-12 students (10%+ of public schools)		The Profiler in 20+ languages supports tribal language preservation. The CTC is culture-independent (US Patent 12,087,176) — supporting equitable durable-skills assessment for New Mexico’s tribal communities and the Indigenous Wisdom curriculum.
From New Mexico educators

What Implementation Looks Like in New Mexico Districts

“HB171 told us to build a graduate profile and align our Next-Step Plans to it — but we didn’t have a durable-skills measurement layer to make any of it real. With Renzulli’s Profiler giving us interests in 20+ languages, the EFA showing us which students need scaffolding for the new 24-unit pathway, the Leadership Assessment supporting our CTSO students, and SEM Type III PBL producing capstone artifacts, our graduate profile finally has substance. We’re ready for Cohort 2029.”
Career and Technical Education Director · New Mexico school district
For Albuquerque, Las Cruces, Rio Rancho & Santa Fe Larger districts running multiple high schools and feeding into the modernized 14-Cluster CCRB CTE system need a single, exportable durable-skills evidence layer. Renzulli’s assessment data, PBL artifacts, and PSP exports support NSP annual review, district graduate profile documentation, and Perkins V CTE reporting — without disrupting NMPED workflows.
For rural & tribal communities Many of New Mexico’s districts are rural, with substantial populations across the 19 Pueblos, the Navajo Nation, and the Fort Sill, Jicarilla, and Mescalero Apache tribes. The Profiler’s personalized recommendations, the 40,000+ Enrichment Database, and the PSP’s goal-tracking workflow let a single counselor support strength-based NSP development K-12 — particularly important for districts implementing the Indian Education Act’s culturally relevant practices.
Frequently asked questions

New Mexico Durable Skills & Career Readiness: Common Questions

Questions New Mexico counselors and CTE coordinators ask most often:

How does Renzulli Learning align with New Mexico’s HB171 and the Next-Step Plan?
House Bill 171 (HB171), signed February 9, 2024 and codified at Section 22-13-1.1 NMSA 1978, changes high school graduation requirements for students entering ninth grade in 2025-2026 (Cohort 2029). Students must complete 24 units across English, math, science, social science, PE, health, and electives. HB171 removes Algebra 2, AP, Dual Credit, Distance Learning, and Honors as state-required courses, removes the demonstration of competency (DOC) requirement, and requires each district and charter school to create a graduate profile. Both interim and final Next-Step Plans must align with the graduate profile. The NSP is a personal written plan developed annually for grades 8-12 — interim NSP for grades 8-11 and final NSP for grade 12 — completed within the last 60 school days of the preceding school year. Renzulli is the K-12 platform that both assesses and develops the durable skills the NSP and graduate profile demand.
What durable skills does Renzulli Learning develop, and how does that connect to New Mexico’s career readiness framework?
Renzulli Learning develops seven canonical durable skills: critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction. These map directly to New Mexico’s HB171 graduation requirements (24 units, Cohort 2029+), the Graduate Profile each district and charter school must develop, the Next-Step Plan annual workflow under Section 22-13-1.1 NMSA, the College and Career Readiness Bureau’s 14 National Career Clusters, and the Indian Education Act of 2003. Renzulli is uniquely positioned because it both measures these durable skills (CTC, EFA, Leadership Assessment, Profiler) and develops them (SEM Type III PBL, PSP, the 40,000+ Enrichment Database, 21st-century skills activities) within a single integrated platform.
How does Renzulli Learning support each district’s graduate profile development under HB171?
HB171 requires each New Mexico school district and charter school to create a graduate profile that reflects community values and priorities, aligned with the state’s Graduate Profiles Framework released by NMPED and Advance CTE. The graduate profile becomes the anchor that interim and final Next-Step Plans must align with. Renzulli Learning provides the durable-skills evidence layer that turns local graduate profile commitments into measurable practice. The seven canonical durable skills Renzulli measures and develops — critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction — map naturally to the durable-skill, employability-skill, and life-skill categories that appear across most district graduate profiles. The PSP generates exportable summaries showing each student’s growth against the durable-skills framework.
How does Renzulli Learning support New Mexico CTE and the 14 Career Clusters?
New Mexico’s College and Career Readiness Bureau (CCRB) administers Career Technical Education across the 14 modernized National Career Clusters, with 72 sub-clusters and three Cross-Cutting Clusters under the Advance CTE framework. CTE standards are set forth at NMAC 6.29.3. New Mexico CTE is supported through both Perkins V federal funds and Next Gen CTE state funds under NMSA 22-1-12. The Renzulli Profiler surfaces each student’s interests across all 14 Career Clusters. The PSP guides cluster exploration. The 40,000+ activity Renzulli Enrichment Database is searchable. SEM Type III PBL produces authentic projects. The Leadership Assessment supports New Mexico CTSO leadership preparation: New Mexico FFA, New Mexico FBLA, New Mexico FCCLA, New Mexico HOSA, New Mexico SkillsUSA, New Mexico DECA, New Mexico TSA.
How does Renzulli Learning support work-based learning and CTE-for-core-credit under HB171?
HB171’s flexibility provisions let CTE coursework and work-based learning (WBL) count toward core academic credits when the courses align with New Mexico’s Core Content Standards, the CTE/WBL teacher of record holds the proper licenses in the core content area, and the alignment is documented in the student’s Next-Step Plan. The PED requires waivers for any change to prescribed coursework, and LEAs submit documentation per the CTE/WBL Core Credit Guidance Manual. Renzulli Learning supports this WBL alignment workflow through the Profiler in 20+ languages, the PSP tracking student progress against NSP-aligned CTE/WBL goals, the EFA measuring planning and self-regulation foundational to WBL persistence, and SEM Type III PBL producing capstone artifacts that complement WBL placements.
How does Renzulli Learning support the New Mexico Indian Education Act and tribal communities?
New Mexico’s Indian Education Act of 2003 (NMSA 22-23A) establishes a formal government-to-government relationship between the state and New Mexico’s 23 federally recognized tribes — 19 Pueblos, the Navajo Nation, and three Apache tribes (Fort Sill, Jicarilla, and Mescalero). The Indian Education Division (IED) within NMPED partners with tribes to support culturally and linguistically relevant practices. More than 32,000 Native American students attend New Mexico public schools — over 10% of the state’s public school population, the highest percentage in any state. The Renzulli Profiler is available in 20+ languages, supporting tribal language preservation efforts. The Cebeci Test of Creativity is culture-independent (US Patent 12,087,176), supporting more equitable durable-skills identification across linguistic and cultural backgrounds.
How much does Renzulli Learning cost for New Mexico districts?
Renzulli Learning starts at $15 per student per year with full platform access — all four assessments (Profiler, Cebeci Test of Creativity, Executive Function Assessment, Leadership Assessment), 40,000+ enrichment activities, PBL tools, PSP, and ELLA included. New Mexico districts can use Title I, II, III, IV, and Perkins V funds where allowable, and CCRB-approved CTE programs may use Carl Perkins federal funds and Next Gen CTE state funds under NMSA 22-1-12. Indian Education Act grant funds may also support culturally relevant durable-skills work. Custom district alignments are available. Free 30-day trial with no credit card required. View pricing ›
How does Renzulli Learning support equity for New Mexico’s diverse and rural learners?
New Mexico is one of the most diverse states in the United States, with 22% of the population under age 18 and significant Hispanic, Native American, and rural learner populations. New Mexico’s 23 federally recognized tribes — 19 Pueblos, the Navajo Nation, and the Fort Sill, Jicarilla, and Mescalero Apache tribes — serve over 32,000 Native American K-12 students. Many districts serve substantial English learner populations. The Renzulli Profiler is available in 20+ languages. The Cebeci Test of Creativity is culture-independent (US Patent 12,087,176) — supporting equitable durable-skills identification across linguistic and cultural backgrounds. This is particularly relevant for New Mexico’s tribal communities, BIE and Tribally Controlled Schools, the Indian Pueblo Cultural Center’s Indigenous Wisdom curriculum, and the rural districts implementing HB171’s Cohort 2029 graduation requirements.
Official sources

New Mexico Durable Skills & Career Readiness Resources

All compliance decisions should reference these primary NMPED and CCRB sources. Renzulli Learning complements — not replaces — New Mexico’s HB171, district graduate profile, and NSP implementation plans.

Custom District Alignments

Need a custom alignment for your district’s graduate profile, HB171 implementation, or NSP workflow?

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HB171 · NSP · Career Readiness

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