1. No category

Acknowledgements
This plan, updated January 2015, takes
timelines for communication, student
assessment, curriculum and instruction/
instructional material, professional
development, and leadership beyond the
original 4-year phase-in begun in summer
2011.
Acknowledgements
We would like to express our appreciation to the many contributors of the original New Mexico
Common Core State Standards (CCSS) Implementation Plan published in January 2012. Their hard
work and dedication to the success of New Mexico’s students produced a collaborative and
comprehensive transition framework. We would also like to thank the W.K. Kellogg Foundation for their
generous support.
New Mexico Public Education Department (PED)

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Anna Lisa Banegas-Peña, Director, Student Success
Larry Behrens, Public Information Officer
Larry Bemesderfer, Instructional Materials Bureau
Tom Dauphinee, Deputy Director, Assessment and Accountability
Pete Goldschmidt, Director, Assessment and Accountability
Connie Hansen, Director, Priority Schools Bureau
Christy Hovanetz, CCSS Director
Leighann Lenti, Deputy Secretary of Education
Melissa Lomax, Director, Career-Technical and Workforce Education
Matt Montaño, Director, Educator Quality
Elisabeth Peterson, Priority Schools Bureau
Christine Stavem, Chief of Staff
Karina Vanderbilt, Policy Program Manager
State Planning Committee (PC)
 Angela Boykin, Teacher, Edgewood Elementary, Moriarity
 Diane Fesmire, Math Teacher, Chaparral Middle School, Alamogordo
 Jann Hunter, Curriculum and Instruction Director, Alamogordo
 Cathy Kinzer, Professor, New Mexico State University
 Darryl Madalena, Parent, Jemez Valley
 Edie Morris, Principal, Chee Dodge Elementary, Gallup
 Deborah Nevarez-Baca, Teacher, Hatch Valley High School, Gadsden
 Tamie Pargas, Principal, Hot Springs High School, Truth or Consequences
 Bob Reid, Executive Director, J.F. Maddox Foundation
 Susan Sanchez, Assistant Superintendent, Roswell
 Linda Sink, Chief Academic Officer, Albuquerque
 Dee Rae Timberlake, English Teacher, Texico High School, Texico
 Lynn Vasquez, Principal, Loving Elementary, Loving
Framework Development Team (FDT)
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Kara Bobroff, Principal, Native American Community Academy
Norma Cavazos, Student Services Director, Pojoaque Valley School District
Howard Everson, Chief Research Scientist and External Evaluator
Janet Haas, Math Content Expert, WestEd
Jann Hunter, Curriculum and Instruction Director, Alamogordo Public Schools
Cathy Kinzer, Professor, College of Education, New Mexico State University, Las Cruces
Rachel Lagunoff, Senior Research Associate, WestEd
Adam LaVail, Web Designer, Meridiansix
Raquel Martinez, Educational Consultant
Stanley Rabinowitz, Director, Assessment and Standards Development Services, WestEd
Terri Sainz, FDT Coordinator, Educational Consultant
Karen Schaafsma, ELA Content Expert, WestEd
Marybeth Schubert, Executive Director, Advanced Programs Initiative (API)
Linda Sink, Chief Academic Officer, Albuquerque Public Schools
Lynn Vasquez, Principal, Loving Elementary School, Loving
Sheryl White, Educational Consultant
1|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Additional Acknowledgements
The updated New Mexico CCSS Implementation Plan was published in spring 2015 as the result of the
following individuals’ efforts. We would like to commend and thank them for their contributions and
helpful feedback throughout the process.
New Mexico Public Education Department (PED)
 Anthony Burns, Director, Instructional Materials Bureau
 Lesley Galyas, Director, Math and Science Bureau
 Beth H. Gudbrandsen, Chief Editor, Strategic Initiatives and Constituent Services Division
 Amy Jaramillo, Interim Executive Director, IDEAL-NM/Virtual Schools Bureau
 Leighann Lenti, Deputy Secretary of Education
 Joslyn Overby, Education Administrator, Assessment and Accountability Bureau
 Dr. Icela Pelayo, Director, Bilingual Multicultural Education Bureau
 Jade Rivera, Policy Administrator
 Terri Sainz, Project Coordinator, Education Consultant
 Beth Savage, Contractor, Instructional Materials Bureau
 Karina Vanderbilt, Policy Program Manager
 Melinda Webster, Director, Literacy Program
New Mexico Educator Leader Cadre (ELC) Review Committee
 Patricia Di Vasto, Principal, Rio Rancho Public Schools
 Jenny Hill, Elementary Teacher, Loving Municipal Schools
 Dr. Jann Hunter, Director, Curriculum and Instruction, Alamogordo Public Schools
 Dr. Cathy Kinzer, Mathematics Educator and NMELC Co-Chair, New Mexico State University,
Las Cruces
 Jesús Moncada, Charter School Principal, Albuquerque Public Schools
 Kayce Patterson, Region IX Education Cooperative
 Yanira Vazquez, PED Math and Science Bureau
 Sheryl White, Educational Consultant and NMELC Co-Chair, Albuquerque
2|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Table of Contents
INTRODUCTION .......................................................................................................................5
Background ............................................................................................................................... 6
Update ..................................................................................................................................... 7
Organization .............................................................................................................................. 9
SECTION ONE: DEVELOPMENT PROCESS .........................................................................18
Table 1A: Contributing Members ............................................................................................. 19
Table 1B: State Planning Committee (PC) .............................................................................. 19
Table 1C: Framework Development Team (FDT) Work Groups............................................... 20
Table 1D: Original Implementation Plan Development Timeline .............................................. 22
Table 1E: Plan Update Timeline ............................................................................................. 23
Table 1F: Plan Update Committee Members .......................................................................... 24
SECTION TWO: COMMUNICATION ......................................................................................25
Table 2A: Key Progress ........................................................................................................... 26
Table 2B: Work Plan................................................................................................................ 27
Guiding Principles ................................................................................................................... 28
Key Messages ......................................................................................................................... 29
SECTION THREE: STUDENT ASSESSMENT ....................................................................... 30
Table 3A: SBA/PARCC Key Progress ..................................................................................... 32
Table 3B: Alternate Assessment Key Progress ....................................................................... 32
Table 3C: ACCESS Key Progress ........................................................................................... 32
Table 3D: SBA/PARCC Work Plan .......................................................................................... 33
Table 3E: Alternate Assessment Work Plan ............................................................................ 35
Table 3F: ACCESS Work Plan ................................................................................................ 36
Planning Tool ........................................................................................................................... 37
SECTION FOUR: CURRICULUM AND INSTRUCTION / INSTRUCTIONAL MATERIAL ...... 38
Table 4A: Evidence of Implementation .................................................................................... 40
Table 4B: Work Plan .............................................................................................................................. 41
CCSSO Resources .................................................................................................................. 42
Planning Tool ........................................................................................................................... 43
Appendix:
Table 4C: ELA Capacities of the Literate Individual ................................................................. 45
Table 4D: ELA Shifts in Instruction .......................................................................................... 46
Table 4E: ELA Reading & Writing Framework Shifts................................................................ 47
Table 4F: Mathematical Practices ............................................................................................ 49
Table 4G: Math Shifts in Instruction ......................................................................................... 52
Table 4H: Hispanic / Indian Education Acts ............................................................................. 55
3|New Mexico CCSS Implementation Plan (Updated Spring 2015)
TABLE OF CONTENTS (CONT.)
SECTION FIVE: PROFESSIONAL DEVELOPMENT………………………. ............................. 59
Tables 5A–5E: Evidence of Implementation ............................................................................ 62
Table 5F: Work Plan ................................................................................................................ 67
Planning Tool ........................................................................................................................... 71
SECTION SIX: LEADERSHIP.................................................................................................. 72
Table 6A: Leadership Teams................................................................................................... 74
Table 6B: Work Plan................................................................................................................ 75
CCSSO Resources .................................................................................................................. 76
SECTION SEVEN: RESOURCES AND REFERENCES.......................................................... 78
4|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Introduction
Important
Points for
Sustaining
Implementation
 Collective
Responsibility and
Accountability
 Interdependence
Rather than
Implementing the Common Core State Standards (CCSS) is a complex and
ongoing process that requires a long-term commitment by teachers,
administrators, and district and state leadership. Research literature suggests
four important points for sustaining implementation: 1) it requires collective
responsibility and accountability, 2) it depends on interdependence rather
than independence, 3) it requires creating support systems and structures for
continued professional learning, and 4) it depends on effective leadership for
continuance.
Collective Responsibility and Accountability—It is unlikely that individuals
alone can sustain implementation actions. Teachers need a strong support
system consisting of people, resources, and access to successful practices.1
Interdependence Rather than Dependence—Envision successful learning
networks of people and institutions that exchange resources and work
together for mutual benefit.2
Independence
 Support Systems
and Structures
 Effective Leadership
Capacity
Support Systems and Structures—Conditions for effectiveness, including
resources, policies, calendars, and procedures must be established and
monitored. Structures include state and district leadership teams,
professional learning communities, professional development opportunities,
and support systems.3
Effective Leadership Capacity—The responsibility for sustaining
improvements and changes in practice depends ultimately on state and
district leaders. Leadership includes a set of functions filled by people in
different roles, such as teacher leaders, campus and district administrators,
state personnel, and community members. These functions include creating
and sharing a vision for student proficiency, building norms of trust and
collaborative cultures, supporting ongoing professional learning, and using
data to assess progress.4
1
Northeast and Islands Regional Education Laboratory (2000). What It Takes: 10 Capacities for Initiating and Sustaining School Improvement at
the Elementary Level. http://www.schoolturnaroundsupport.org/resources/what-it-takes-10-capacities-initiating
2
Achieving Dramatic School Improvement: An Exploratory Study (2010). US Dept. of Education.
http://www2.ed.gov/rschstat/eval/other/dramatic-school-improvement/exploratory-study.pdf
3
Improving Schools in Socioeconomically Disadvantaged Areas—A Review of Research Evidence (2004). School Effectiveness and School
Improvement: An International Journal of Research, Policy and Practice. Volume 15, Issue 2.
4
Copeland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy
Analysis, 25, 375–395.
5|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Background
New Mexico joined 43 other states and the District of Columbia in adopting the Common Core State
Standards (CCSS). Since its adoption by the state in October 2010, New Mexico has been participating
in a landmark shift in expectations and requirements for our public education system. The state is in the
process of implementing a more robust set of standards that identify what students must know,
understand, and be able to do in kindergarten through high school. Our focus has shifted from
introducing the standards toward ensuring a deeper level of implementation and sustainability, now that
the CCSS are being implemented in all grades K–12 and the Partnership for Assessment of Readiness
for College and Careers (PARCC) assessments are being administered as of spring 2015. These nextgeneration assessments were developed by PARCC, a consortium of 12 states along with the District of
Columbia that has agreed to utilize the same accountability tests. As a governing member of PARCC,
New Mexico has had a say in how these new assessments have been developed.
The CCSS grew out of a process led by governors, educators, and public school leaders to establish
norms across states of how best to prepare students for the demands of the modern workplace. This
state-led effort was coordinated by the National Governors Association Center for Best Practices (NGA)
and the Council of Chief State School Officers (CCSSO). National organizations representing teachers,
postsecondary educators, civil rights groups, students with disabilities, and English learners all provided
feedback on the standards to the NGA and CCSSO.
The spirit of diversity within New Mexico was carefully considered during the state’s initial planning
process and will continue to be taken into account throughout the ongoing implementation and
sustainability phases. Our overarching goal is to ensure equity and rigor for all students in meeting New
Mexico’s high standards and expectations. In pursuit of that, the following student populations are
explicitly addressed:

Culturally and linguistically diverse (CLD)

English learners (EL)

Gifted and talented (GT)

Students with disabilities (SWD)
6|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Update
In summer 2011, New Mexico began its development of a 4-year plan to guide the state in transitioning
to the CCSS. The original document has been updated for spring 2014 by detailing evidence of
progress and considering the following resources as a means to support ongoing implementation and
sustainability.

CCSS Forward5: CCSSO and other leading organizations developed the following list of free
tools and resources to support state education agencies, districts, and educators during the
process of implementing the CCSS.

o
Communicating the Common Core
o
Reviewing Instructional Materials for Common Core Alignment
o
Professional Development
o
Supports for Students with Diverse Learning Needs
o
Implementation Planning for State, District, and School Leaders
CCSS Implementation and Professional Development Planning Tool6: Woven into the
design and content of this template, developed by the New Mexico PED in conjunction with
Solution Tree, Inc. are the following big ideas related to implementation of major initiatives:
o
Change takes time and requires attention to both process and product. Any major
change requires time. This tool was designed with the understanding that
implementation plans must be intentional and specific, yet allow for adjustments during
the journey. It recognizes that change occurs only with support and constant focus. Just
as we scaffold our learning with students, we must also recognize the need for continued
support of our teachers.
o
Implementation of any initiative requires systems thinking. The implementation of
any major initiative is complex, and the likelihood of success increases when there is
systematic planning and implementation. Deep implementation of CCSS requires
strategic planning in a number of areas, including technology, assessment, curriculum,
leadership, and instruction. It requires coordination across many areas within a school
system. This tool emphasizes systemic thinking by integrating activities designed to build
clarity, ownership, and commitment across all aspects of the educational organization. It
recognizes the need for strategic planning and the intentional dedication of resources.
o
The power of collaboration is crucial. The success of a large-scale initiative requires
that all stakeholders are engaged in the process, share a common understanding of the
5
CCSS Forward: State Resources and Success Stories to Implement the Common Core
http://ccsso.org/CCSS_Forward_State_Resources_and_Success_Stories_to_Implement_the_Common_Core/Implementation_Tools_and_Resources.html
6
Common Core Implementation Toolkit: Tab 2—CCSS Implementation and PD Planning Tool
http://newmexicocommoncore.org/uploads/downloads/common-core-implementation-toolkit-cf835ab81e.pdf
7|New Mexico CCSS Implementation Plan (Updated Spring 2015)
organizational goals, provide input on specific actions, and help identify indicators of
success. When stakeholders are part of the process and engage in collaborative
problem solving, there will be a greater likelihood of adoption.
The CCSS Implementation and Professional Development Planning Tool has been designed to
support New Mexico schools in their journey to implement the standards and is intended to
complement the information found in the New Mexico Common Core State Standards
Implementation Plan. Its purpose is twofold.

First, it assists schools in determining their current status relative to implementation
(Evidence of Implementation).

Second, it guides New Mexico’s schools in their next steps with professional development
toward exemplary implementation (Implications for Next Steps).
The tool provides guidance for actions in five key areas that research has proven to be most crucial
for effective implementation of major initiatives:

Alignment of curriculum and materials

Professional learning

Classroom implementation of standards-aligned curriculum and effective instructional
practices

Assessment practices

Student engagement
8|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Organization
The New Mexico CCSS Implementation Plan is divided into the following six aligned major sections.
These sections, along with an introduction and resource/reference portion, create the complete
framework for sustaining the full implementation of the Common Core and are based on the vision and
mission statements below:
Vision. Ensure that, starting in the earliest grades, all students learn the advanced skills needed to be
college and career ready.
Mission Statement. New Mexico joined 43 other states and the District of Columbia in implementing
world-class standards in order for our students to compete on a national and global platform.
Section • Development Process
One
Section • Communication
Two
Section • Student Assessment
Three
• Curriculum and Instruction
Section • Instructional Materials
Four
Section • Professional Development
Five
Section • Leadership
Six
Pages 10–17 provide a quick overview of each of the sections listed above.
9|New Mexico CCSS Implementation Plan (Updated Spring 2015)
Section One: Development Process
Overview: This section details the original planning process that took place, and the procedure used to
update the plan.
New Mexico Common Core State Standards Timeline for Four School Years (SY):
2011–2012 SY
2012–2013 SY
2013–2014 SY
2014–2015 SY
Curriculum
Curriculum
Curriculum
Curriculum
Current New Mexico
State Standards
NM CCSS taught in
grades K–3. Current
New Mexico State
Standards taught in all
other grades.
New CCSS in effect for
all grade levels.
New CCSS in effect for
all grade levels.
Cu
Professional
Development
Professional
Development
Professional
Development
Professional
Development
o Awareness-building
conferences
o In-depth district
study of the CCSS
o State orientation,
training, and
resources
o Online information
and materials made
available
o PARCC webinars
o New Mexico
Common Core
Professional
Development
(NMCCPD) Program
 Leadership
Webinar Series
 Educator
Webinar Series
 Online courses
o NM Reads to Lead!
o NM State University
 Mathematically
Connected
Communities
2
(MC )
 ELA Common
Core Launch
Team
o PARCC webinars
o NMCCPD Program
 Leadership
Webinar Series
 Educator Webinar
Series
 Online courses/
modules
 Summits and
conferences
 Regional
mentoring
 English Learner
Support Program
o NM Reads to Lead!
o PED STEM Initiative
2
o MC offerings
 Regional Math
Workshops
 Regional
Leadership
Meetings
 Summer Math
Institutes,
Leadership
Academies, Math
Lab
 Onsite support
o NMCCPD Program
 Online courses/
modules/webinars
 Superintendents’
Forum and
Leadership
Academies
 Conferences (RtI,
differentiated
instruction,
culturally and
linguistically
responsive
instruction)
 Regional
mentoring
 Content
workshops
o NM Reads to Lead!
o PED STEM Initiative
o College and Career
Readiness Bureau
Project-Based
Learning Series
o Academic Language
Development for All
(ALD4ALL)
2
o MC offerings
Cu
 Research project
 K-3 Plus
 ASSETS
10 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
New Mexico Common Core State Standards Timeline (cont.)
2011–2012 SY
2012–2013 SY
2013–2014 SY
2014–2015 SY
Assessment
Assessment
Assessment
Assessment
o Current New Mexico
Standards-Based
Assessment (SBA)
for students in
grades 3–8, 10, and
11
o High School Exit
Exam went into
effect
o Current New Mexico
(SBA) for students in
grades 3–8, 10, and
11
o 2013 SBA Bridge
Assessment dually
aligned to NMCCSS
and NM State
Standards for
students in grade 3
o High School Exit
Exam in effect
o 2014 SBA Bridge
Assessment dually
aligned to NMCCSS
and NM State
Standards for
students in grades
3–8, 10, and 11
o High School Exit
Exam in effect
o PARCC online
Performance-Based
Assessment (PBA)
administered to
students in grades
3–HS
o PARCC End-of-Year
(EOY) Assessment
administered to
students in grades
3–HS
Communication
Communication
Communication
Communication
o Vision for common
core articulated by
the state
o NMCCSS website
launched
o Public feedback
enabled on new
website and
through
conferences
o Presentation and
promotional
materials made
available
o District diagnostic
survey created
o State, regional, and
local conferences
expanded
o NMCCSS website
content enhanced
o Public feedback
continued via
website
o NM Secretary of
Education provided
updates regarding
assessment and
professional
development
o Districts created
plans to engage
stakeholders
o Regional town hall
meetings held
o State, regional, and
local conferences
continued
o NMCCSS website
content expanded
o Public feedback
continued via
website and town
hall meetings
o Secretary provided
updates regarding
assessment and
professional
development
o Districts further
engaged
stakeholders
o Superintendent’s
Forum held
o Leadership
Academies created
o NMCCSS website
served as
clearinghouse for
information and
feedback
o Countdown to
PARCC—monthly
newsletters
disseminated
 PARCC/Pearson
 PED
2
 MC
11 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Section Two: Communication
Goal: To provide the education community in New Mexico—from students and parents, to teachers,
administrators, school board members, and business and community leaders—with the information and
interaction they require to respond to the initiative.
Overview: In the face of ongoing challenges and opportunities, the New Mexico Public Education
Department (PED) must continue to quickly and effectively communicate with its stakeholders about
why the new system is necessary and what the changes it is driving mean for them. The PED has
used a variety of media and forums to reach these various stakeholders, and the process to engage
them will be ongoing. As a result of these steps, New Mexicans will have accurate, timely, and easy-toaccess information and tools for implementing the Common Core State Standards (CCSS) in their own
communities and the opportunity to ask and answer questions about the near- and long-term impact of
the CCSS on their communities.
Communication Plan Timeline:
Timeframe
January 31, 2012
February 3, 2012
February 3, 2012
March 2–3, 2012
2011-2012
2012-2013
Spring 2014
Spring 2014
2014–2015
Summer 2015
Event
Memo to superintendents from Secretary Skandera
 CCSS Overview
 WestEd alignment study findings
 Release of state CCSS Implementation Plan
 Council of Chief State School Officers (CCSSO)-sponsored summit
 Launch of new state CCSS website
Press release to the public and the media from the PED
 Same content as memo above
Launch of new PED CCSS website including teacher, administrator, and parent
information and resources. http://newmexicocommoncore.org/
CCSSO-sponsored summit for district teams held in Albuquerque
 Formation of New Mexico PARCC Educator Leader Cadre (ELC)
 Presentation and promotional materials made available
 District diagnostic survey created
 Launch of ELC website
 ELC member presentations
 Webinar series
 District plans created
Release of CCSS informational brochures for parents in English, Spanish, and
Navajo
Regional town hall meetings
Superintendents’ Forum, Leadership Academies, and Countdown to PARCC
monthly newsletters (PARCC/Pearson, PED, MC2)
Memo to superintendents from Secretary Skandera announcing release of
state CCSS revised Implementation and Sustainability Plan to be posted on
state CCSS website
NMCCSS website continues to serve as clearinghouse for information and
feedback http://newmexicocommoncore.org/
2015–2016 and
beyond
12 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Section Three: Student Assessment
Goal: To successfully transition toward Partnership for Assessment of Readiness for College and
Careers (PARCC), a new generation assessment that is well-aligned with Common Core State
Standards (CCSS) as of spring 2015.
Overview: The state’s student assessment plan addresses the transition from the Standards Based
Assessment (SBA) to the new PARCC test. In addition, the plan explains the transition to the National
Center and State Collaborative (NCSC) assessment from the New Mexico Alternate Performance
Assessment (NMAPA) for students with severe cognitive disabilities and the implications for the
ACCESS English Language Proficiency Assessment for English learners (ELs).
SBA Timeline:
Timeframe
March 19–
April 13, 2012
March 18–
April 5, 2013
March 10–
April 4, 2014
March 2–27, 2015
April 13–May 8, 2015
Spring 2016 and
beyond
Assessment
Accountability Assessments: SBA based on current New Mexico
Content Standards; High School Exit Exam
Accountability Assessments: 2013 SBA Bridge Assessment for grade 3
dually aligned to the NM State Standards and the NMCCSS; current SBA
for grades 4–8, 10, and 11; High School Exit Exam
Accountability Assessments: 2014 SBA Bridge Assessment dually
aligned to the NM State Standards and the NMCCSS for grades 3–8, 10,
and 11; High School Exit Exam
Accountability Assessments: PARCC Performance-Based Assessment
(PBA) for grades 3–high school; meeting college and career ready
standards assessed through PARCC required for graduation
Accountability Assessments: PARCC End-of-Year (EOY) Assessment
for grades 3–high school; meeting college and career ready standards
assessed through PARCC, required for graduation
Accountability Assessments: State exploring possibility of designing
CCSS-ELA assessments in Spanish. Only CCSS-Math assessments
translated into Spanish by PARCC.
Alternate Assessment Timeline:
Timeframe
Assessment
Spring 2011
Accountability Assessments: NMAPA
Spring 2012
Accountability Assessments: NMAPA
Spring 2013
Accountability Assessments: NMAPA Bridge Assessment
Spring 2014
Accountability Assessments: NMAPA Bridge Assessment
Spring 2015
Accountability Assessments: NCSC Assessment
Spring 2016 and
beyond
Accountability Assessments: NCSC Assessment
13 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
ACCESS (English Language Proficiency Assessment for English Learners) Timeline:
Timeframe
Assessment
2012
Title III Accountability Assessments: ACCESS for ELs assessment
2013
Title III Accountability Assessments: ACCESS for ELs assessment
January 13–
February 21, 2014
January 12–
February 27, 2015
2015
2016 and beyond
ACCESS Test Administration Window: EL screening with the W-APT
from the World-Class Instructional Design and Assessment (WIDA) must
occur within 20 school days from the student’s enrollment date.
ACCESS Test Administration Window: EL screening with the W-APT
from WIDA must occur within 20 school days from the student’s
enrollment date.
Title III Accountability Assessments: English Language Proficiency
(ELP) assessment awarded though Request for Proposal (RfP) process.
Title III Accountability Assessments: ELP assessment in effect
14 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Section Four: Curriculum & Instruction / Instructional Material
Goal: In preparation for 21st century success, New Mexico continues ongoing full implementation and
sustainability of the Common Core State Standards7 (CCSS) in English language arts (ELA)/literacy
and mathematics by meeting the following objectives:

Establishing a sure path to college and career readiness

Ensuring the alignment of high-quality instructional methods/materials

Fostering cultural competence and language proficiency by promoting the spirit of diversity within
our state

Building leadership capacity to sustain efforts and continue momentum
Overview: The following timeline for full implementation of the CCSS considers several key shifts in
learning that are evident in the new standards. The state will provide support to districts in determining
how to change everyday teaching practice into aligned instructional methods reflecting the depth and
skills of the CCSS. Beginning in spring 2012, all districts were expected to incorporate the following key
shifts into teaching and learning at all grade levels.

English Language Arts Shifts in Instruction

Reading and Writing Framework Shifts

Capacities of the Literate Individual
In a similar manner, all districts were expected to incorporate the following key shifts into teaching and
learning at all grade levels.

Mathematics Shifts in Instruction

Mathematical Practices
Common Core State Standards Implementation Timeline:
Mandated Start Date
2012–2013
2012–2013
2013–2014
2013–2014
2013–2014
8
IMPORTANT NOTE : The grades 6–12 literacy standards in
history/social studies, science, and technical subjects are not
meant to replace content standards in those areas but rather to
supplement them and are to be incorporated into the standards for
those subjects.
2014–2015 and beyond
7
8
Grades
K–3
K–3
4–12
4–12
CCSS
ELA
Mathematics
ELA
Mathematics
6–12
Social Studies,
Science, and
Technical Subjects
Literacy Standards
K–12
All of the above
CCSS Documents http://www.corestandards.org/the-standards
CCSS for ELA/Literacy, pg. 3 http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
15 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Section Five: Professional Development
Goal: To support the transition to full implementation and sustainability of the Common Core State
Standards9 (CCSS) through the development of understanding, knowledge, and skills to increase student
achievement by making ongoing professional learning and strategic leadership essential in curriculum,
instruction, and formative/ summative assessment.
Overview: The New Mexico plan promotes professional development as an integral part of its
expectations and actions. It calls for the alignment of district, regional, and statewide resources,
including institutions of higher education (IHE), to provide a coherent, professional learning system that
will improve teaching and ensure each student has the best opportunities for academic success in
every classroom. Sustaining the professional development plan requires ongoing monitoring and
evaluation as described in Tom Guskey’s model:
Level 1: Participant Reaction
Level 4: Participant Use of New Knowledge and Skills
Level 2: Participant Learning
Level 5: Student Learning Outcomes
Level 3: Organizational Support and Learning
Professional Development Timeline:
Timeframe
2011–2012
2012–2013
2013–2014
2014–2015
9
Key Implementation Steps
 PED releases CCSS Implementation Plan
 PED provides districts with online diagnostic tools to be used as a
professional development needs self-evaluation
 Districts began in-depth study of CCSS
 PED partners with Knowledge Delivery Systems/Solution Tree, Inc., WIDA
and MC2 to offer professional development to teachers and administrators
 NM Reads to Lead!
 PED STEM Initiative
 PED bureaus provide participant stipends and training.
 PED releases online English learner professional development modules for
teachers, administrators, and parents.
 Knowledge Delivery Systems/Solution Tree, Inc., WIDA, and MC2 continue
their partnership with PED.
 NM Reads to Lead!
 PED STEM Initiative
 Knowledge Delivery Systems/Solution Tree, Inc., WIDA, and MC2 continue
NM
PED
bureaus provide
participant stipends and training.
their
partnership
with PED
 PED releases online professional development modules for teachers,
administrators, and parents working with gifted and culturally/linguistically
diverse students.
 PED bureaus provide participant stipends and training.
 PED releases updated NMCCSS Implementation Plan with a sustainability
component.
CCSS Documents http://www.corestandards.org/the-standards
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Section Six: Leadership
Goal: Develop the means to ensure instructional leadership development and succession in order to
successfully implement the state’s transition plan by setting system-wide routines to track progress,
identify actions needed to stay on track or get back on track, uncover key issues and prioritize them for
resolution, and sustain a consistent focus.
Overview: Effective leadership capacity is needed for sustaining improvements and changes in practice.
The responsibility is two-fold and depends on the following:

Internal state leadership

Regional/district leadership
Leadership includes a set of functions filled by people in different roles, including:

Creating and sharing a vision for student proficiency

Building norms of trust and collaborative cultures

Supporting ongoing professional learning

Using data to assess progress10
Leadership Teams:
State Leadership
K–3 Plus Advisory Council
K–12 State Literacy Committee
Community of Practice (COP)
Common Core PD Team
Family/Parent Involvement Advisory Council
Hispanic Education Advisory Committee
IDEA Advisory Panel
Indian Education Advisory Council
Math and Science Advisory Council (MSAC)
Regional/District
Leadership
Community members
District administrators
Principals/campus administrators
Regional Education Cooperatives
(RECs)
Teacher leaders
New Mexico Educator Leader Cadre (ELC)
State Bilingual Advisory Committee (SBAC)
State Seal of Bilingualism-Biliteracy
Taskforce
10
Copeland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy
Analysis, 25, 375–395.
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Contributing
Members
Section One:
Development Process
Planning for the New Mexico Common Core State Standards (CCSS)
began within the New Mexico Public Education Department (PED) in

New Mexico
Public Education
Department
Oversight Team
project director, the director of assessment and accountability, and the
director of policy. The team gathered information and conducted a statewide survey of districts to determine district readiness levels, needs, and

State Planning
Committee (PC)

Framework
Development
Team (FDT)

summer 2011. The initial team consisted of a project coordinator, a
Implementation
Plan updated by
PED staff and
New Mexico
Educator Leader
Cadre (ELC)
representatives
preferences.
The PED also established a Planning Committee (PC) and a Framework
Development Team (FDT) to provide recommendations and draft the
state Implementation Plan. Members of the FDT and the PC included
diverse stakeholders from across the state, such as campus/district
administrators, teachers, parents, institutions of higher education (IHE),
and the business community. Representation included all levels of
education (e.g., elementary, middle school, high school, and higher
education), experience in bilingual and special education, all regions, and
representation from Hispanic and Native American communities.
The original plan was updated, expanded into a blueprint for
sustainability, and issued in spring 2015 by an equally diverse group of
committee members comprised of PED staff and New Mexico Educator
Leader Cadre (ELC) representatives.
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Table 1A: Contributing Members
Public Education Department (PED) Team
Provided oversight
State Planning Committee (PC)
Established by PED Team
Framework Development Team (FDT)
PC Sub-Committee
Update Committee (PED and ELC)
Designed to update plan and expand into sustainability
phase
Table 1B: State Planning Committee (PC)
The PC met throughout fall 2011 and created specific recommendations for the communication,
assessment, professional development, and curriculum and instruction sections of the Implementation
Planning Committee
Plan. The PC reviewed and edited drafts of the plan.
Angela Boykin, Teacher
Edgewood Elementary,
Moriarty
Diana Fesmire, Math
Teacher, Chaparral MS,
Alamogordo
Dr. Jann Hunter, C & I
Director, Alamogordo
Dr. Cathy Kinzer, NMSU
Professor
Darryl Madalena, Parent
Jemez Valley
Edie Morris, Principal
Chee Dodge
Elementary,
Gallup
Debra Nevarez-Baca,
Teacher, Hatch Valley
HS, Gadsden
Tamie Pargas, Principal
Hot Springs HS, T or C
Bob Reid, Executive
Director, JF Maddox
Foundation
Susan Sanchez,
Assistant
Superintendent, Roswell
Dee Rae Timberlake,
English Teacher, Texico
HS, Texico
Lynn Vasquez, Principal,
Loving Elementary,
Loving
Linda Sink, Chief
Academic Officer (CAO),
Albuquerque
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Table 1C: Framework Development Team (FDT) Work Groups
The FDT drafted the Implementation Plan based on recommendations from the PC. Members of the
FDT were organized into work groups to draft the various sections of the New Mexico Common Core
State Standards (NMCCSS) Implementation Plan. The FDT coordinator, together with the PED,
facilitated the process and prepared the NMCCSS Implementation Plan for review by the PED team
and PC.
Karina Vanderbilt, Policy
Program Manager
PED Oversight
Section Two:
Communication
Work Group
Larry Behrens, Public
Information Officer
PED Oversight
Leighann Lenti,
Policy Director
Terri Sainz,
FDT Coordinator
PED Contractor
PED Oversight
Section Three:
Student Assessment
Work Group
Section Four: C & I /
Instructional Materials
Work Group
Dr. Peter Goldschmidt,
Director of Assessment &
Accountability
Dr. Anna Lisa BanegasPeña, Director of Student
Success
PED Oversight
PED Oversight
Norma Cavazos,
Student Services Director
Pojoaque Valley
School District
Karen Schaafsma
ELA Content Expert
WestEd
Linda Sink, Chief
Academic Officer,
Albuquerque Public
Schools (APS)
PC Representative
Marybeth Schubert
Executive Director
Advanced Programs
Initiative (API)
Adam LaVail,
Web Designer
Meridiansix
Dr. Tom Dauphinee,
Deputy Director of
Assessment &
Accountability
Larry Bemesderfer
Instructional Material
Bureau
Janet Haas
Math Content Expert
PED Oversight
WestEd
PED Oversight
Lynn Vasquez
Principal, Loving
Municipal Schools
PC Representative
Dr. Howard Everson,
Chief Research Scientist
& External Evaluator
Advanced Programs
Initiative (API)
Dr. Stanley Rabinowitz,
Director, Assessment &
Standards Development
Services
Dr. Jann Hunter, C & I
Director, Alamogordo
Public Schools
PC Representative
Dr. Melissa Lomax
Career-Technical &
Workforce Education
PED
Linda Sink, CAO
APS
Connie Hansen,
Priority Schools
PC Representative
PED
Kara Bobroff,
NACA Principal
Native American
Community Academy
Elisabeth Peterson,
Priority Schools
WestEd
Dr. Carole Gallagher,
Senior Research
Associate
WestEd
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PED
Table 1C: Framework Development Team Work Groups (cont.)
Section Five:
Professional
Development
Work Group
Matt Montaño, Director
of Educator Quality
PED Oversight
Dr. Cathy Kinzer
NMSU College of Ed
C & I Asst. Professor
Planning Committee
Linda Sink, CAO
APS
Planning Committee
Section Six:
Internal Leadership
Work Group
Christine Stavem
Chief of Staff
PED Oversight
Leighann Lenti,
Director of Policy
PED
Dr. Pete Goldschmidt
Director of Assessment
& Accountability
PED
Dr. Rachel Lagunoff,
Senior Research
Associate
WestEd
Marybeth Schubert
Executive Director
Advanced Programs
Initiative (API)
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Table 1D: Original Implementation Plan Development Timeline
The state-wide plan was based on the premise that rethinking education is essential to operationalizing
New Mexico’s expectations and actions. All elements of a standards-based education system had to be
considered while simultaneously aligning system elements to content and process standards and
acknowledging the need for ongoing and periodic evaluation and adjustment. The timeline below details
the initial New Mexico process in developing an implementation plan for transitioning to the Common
Core State Standards through the collaborative efforts of the PED, PC, and FDT.
Summer 2011: PED
Team established
Fall 2011: Districts
surveyed as to CCSS
awareness, preferred
communication methods,
implementation plans,
areas of need, and
requested PED support
August 2011: Planning
Committee (PC)
established by PED
Team
September 9: PC
webinar discussed
assessment, CCSS,
and PARCC
September 19: PC meeting in Moriarty
- Studied examples of CCSS
curriculum alignment process and
implementation plans from NM
districts and other states
- Responded to PARCC questions
- Discussed responses to initial
implementation questions
November 15: PC
webinar discussed
CCSS alignment study
and gap analysis
results completed by
WestEd
November 16: FDT
webinar discussed
introductions, purpose,
plan descriptions,
structure, roles,
interaction with PC,
proposed calendar,
November 18 agenda,
next steps/assignments
December 6: Work
session in Las Cruces
-Curriculum & instructional
materials group
- Professional
development group
January 6: Final drafts
of FDT plans due to PC
for review and feedback
December 12: FDT work
session in Las Cruces
- Drafted plan outlines
- Shared out
- PED Q & A and updates
January 13: PC/FDT
meeting in Las Cruces
- PC shared feedback
- FDT revised plans
August 29: PC webinar
discussed introductions, purpose, roles,
process, and next steps
October 3: PC meeting in Santa Fe
- Studied examples of how to
communicate CCSS to stakeholders
- Discussed role of PC and FDT in
creating Implementation Plan
- Selected PC members to serve on FDT
November 18: PC/FDT
meeting in Albuquerque
- AM: Achieve
presentation
- PM: Work session
began drafting plans
December 19:
Rough drafts of plan
narratives based on
outlines due to PED
by FDT work groups
January 20: Finalized
plans due to PED
November 29: FDT
meeting in Albuquerque
- MC2 (Mathematically
Connected Communities)
presentation by NMSU
- Charles A. Dana Center
presentation by David Hill
December 30: PED
returned draft
narratives with
feedback
January 31, 2012:
Combined CCSS
Implementation Plan
provided to districts and
submitted to Kellogg
Foundation
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Table 1F: Plan Update Timeline
Adopting the CCSS was a critical first step. A clear road map, anchored in college and career
readiness, was needed next. In a unified effort to build a solid implementation process, representatives
from each level of the state’s educational system were asked to provide planning input. The state’s
transition plan was phased in throughout a 4-year period and is now continuing its efforts toward
sustained full implementation.
The timeline below details New Mexico’s process in updating the original implementation plan for
transition to the CCSS and development of the sustainability phase.
2013–2014: Preliminary updating
of original Implementation Plan
began by compiling evidence of
implementation based on NMCCSS
website and NMPED
correspondence and was facilitated
by project coordinator
June 5, 2014: PED Policy
Program Manager and project
coordinator met with Math and
Science Bureau director;
Literacy Program director; and
Assessment and Evaluation
Bureau Education
Administrator, to gather input
into sections of updated plan
previously emailed to group
July 30, 2014: Draft
shared with deputy
secretary of education
by policy program
manager
September, 2014: Draft
plan shared with Harvard
University study on
common core
implementation and
proffessional development
effectiveness by PED policy
administrator
April, 2015: Finalized
draft plan submitted to
PED for approval
Spring 2014: Plan Update
Committee, comprised of
New Mexico PED
representatives and NM
Educator Leader Cadre
(ELC), was established
June 9, 2014: PED Policy
Program Manager and project
coordinator met with
instructional material director;
instructional material bureau
contractor; and bilingual and
multicultural bureau director to
gather input into sections of
updated plan previously
emailed to group
July 31, 2014: Draft
plan presented to
secretary of education
by policy program
manager
Fall, 2014: ELC
feedback
incorporated into
plan by project
coordinator
May 26, 2014: First draft
of updated plan
submitted to PED Policy
Program Manager for
initial editorial comments
June 16, 2014:
Editted sections
based on June 5
and 9 feedback
emailed to those
providing input for
futher review due
June 30, 2014
Aug 1–Sept. 11, 2014:
CCSSO forward resources
and CCSS implementation
and PD planning tool
incorporated into plan
January 5, 2015: Final
draft submitted to PED
for house review
regarding format and
compliance
July, 2014:
Additional PED
bureau edits
incorporated into
plan by project
coordinator
Sept. 12, 2014: Draft
plan emailed to New
Mexico ELC for
additional feedback
March 6, 2015: House
Review completed.
Editted draft sent to
project coordinator to be
finalized
Summer, 2015:
Finalized/approved plan
posted on NMCCSS
website
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Table 1G: Plan Update Committee Team Members
New Mexico Public
Education
Department (PED)
New Mexico Educator
Leader Cadre (ELC)
• Anthony Burns, Director, Instructional Materials Bureau
• Lesley Galyas, Director, Math and Science Bureau
• Beth H. Gudbrandsen, Chief Editor, Strategic Initiatives and
Constituent Services Division
• Amy Jaramillo, Interim Executive Director, IDEAL-NM/Virtual
Schools Bureau
• Leighann Lenti, Deputy Secretary of Education
• Joslyn Overby, Education Administrator, Assessment and
Evaluation Bureau
• Dr. Icela Pelayo, Director, Bilingual Multicultural Education
Bureau
• Jade Rivera, Policy Administrator
• Beth Savage, Contractor, Instructional Materials Bureau
• Terri Sainz, Project Coordinator
• Karina Vanderbilt, Policy Program Manager
• Melinda Webster, Director, Literacy Program
 Patricia Di Vasto, Principal, Rio Rancho Public Schools
 Jenny Hill, Elementary Teacher, Loving Municipal Schools
 Dr. Jann Hunter, Director, Curriculum and Instruction, Alamogordo
Public Schools
 Dr. Cathy Kinzer, Mathematics Educator and NMELC Co-Chair, New
Mexico State University, Las Cruces
 Jesús Moncada, Charter School Principal, Albuquerque Public
Schools
 Kayce Patterson, Region IX Education Cooperative
 Yanira Vazquez, PED Math and Science Bureau (former Instructional
Coach, Espanola Public Schools)
 Sheryl White, Educational Consultant and NMELC Co-Chair,
Albuquerque
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Section Two: Communication
Critical
Milestones
Vision: Ensure that, starting in the earliest grades, all students learn
the advanced skills needed to be college and career ready.
I. Establish a set of
guiding principles for
the implementation
and sustainability of
the Common Core
State Standards.
II. Communicate key
messages and
critical information
by creating a
strategic plan for
engaging all
stakeholders.
Mission Statement: New Mexico joined 43 other states and the
District of Columbia in implementing world-class standards in order
for our students to compete on a national and global platform.
Goal: To provide the education community in New Mexico—from
students and parents, to teachers, administrators, school board
members, and business and community leaders—with the information
and interaction they require to respond to the initiative.
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New Mexico Public Education Department
Common Core State Standards (CCSS)
Implementation and Sustainability Plan: Communication
Overview: In the face of ongoing challenges and opportunities, the New Mexico Public Education
Department (PED) must continue to quickly and effectively communicate with its stakeholders about
why the new system is necessary and what the changes it is driving mean for them. The PED has
used a variety of media and forums to reach these various stakeholders, and the process to engage
them will be ongoing. As a result of these steps, New Mexicans will have accurate, timely, and easy-toaccess information and tools for implementing the CCSS in their own communities; they will have the
opportunity to ask and answer questions about the near- and long-term impact of the CCSS on their
communities.
Evidence of Implementation:
Short-term wins are essential for long-term change to take hold. The following provides evidence of
progress in regard to the critical milestones and key implementation steps outlined in this section of the
plan. These wins also serve to fine tune the vision, mission, and goals by providing important feedback
that allows us to course-correct.
Table 2A: Key Progress
Timeframe
2011−2012
2012−2013
Key Progress Made
 Memo to superintendents from Secretary of Education Skandera
o CCSS overview
o WestEd alignment study findings
o State CCSS Implementation Plan
o Council of Chief State School Officers (CCSSO)-sponsored
summit
o Launch of NMCCSS website
 NMCCSS website launches
 Public feedback enabled on new website and through conferences
 Presentation and promotional materials made available
 New Mexico PARCC Educator Leader Cadre (ELC) was formed. Cadre
members become involved in presenting information around the state on
the transition to the CCSS and PARCC.
 District diagnostic survey created
 CCSSO-sponsored summit held in Albuquerque
 Launch of ELC website. ELC members continue presentations.
 Leadership and educator webinar series
 State, regional, and local conferences
 NMCCSS website content expands
 Public feedback continues via website
 Updates from secretary regarding assessment and professional
development
 Districts create plans to engage stakeholders
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Table 2A: Key Progress (cont.)
Timeframe






2013−2014


Key Progress Made
State, regional, and local conferences
NMCCSS website content expands
Public feedback continues via website
Release of CCSS informational brochures for parents in English,
Spanish, and Navajo11
Release of online parent module to support English learners12
Regional CCSS town hall meetings
o September 3: Farmington
o September: Santa Fe
o December 16: Albuquerque
o April 16: Las Cruces
o April 30: Clovis
o May 12: Raton
Updates from the secretary regarding assessment and professional
development
Districts further engage stakeholders
Table 2-B: Communication 2014-2015 Work Plan (and beyond)
Key Implementation Steps
Essentials for Superintendents Forum in Albuquerque
Common Core Leadership Academy, Part 1
in Albuquerque
Countdown to PARCC monthly newsletters disseminated
by PARCC/Pearson, PED, and MC2
Common Core Leadership Academy, Part 2
in Albuquerque
Release of updated NMCCSS Implementation Plan
incorporating
 CCSSO resources
 CCSS implementation toolkit
Release of online parent modules to support GT and
CLD students
NMCCSS website serves as clearinghouse for
information and feedback
Maintain lines of communication, including memos to
superintendents, press releases, press conferences,
website postings, etc.
11
12
Timeframe
August 21,
2014
September
4–5, 2014
Responsibility
PED, Solution Tree
PED, Solution Tree
January
21–22, 2015
PED, Solution Tree
Spring 2015
PED
Spring 2015
PED
Ongoing
PED
Fall 2015 and
beyond
PED, Solution Tree
http://newmexicocommoncore.org/pages/view/306/informational-brochures-for-parents/1/51-resources-for-parents
Online modules for parents of ELs http://ped.blackboard.com
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Critical Milestone I: Establish a set of guiding principles for the implementation and
sustainability of Common Core State Standards.
New Mexico’s Guiding Principles
For the Common Core State Standards
Prepare students with the knowledge and skills they need to succeed in education and
training after high school.
Ensure our students are globally competitive by exposing them to educational standards
that are used throughout the world.
Improve equity and economic opportunity for all students by having consistent
expectations for achievement for all students, not just the privileged few.
Clarify standards and expectations so that parents, teachers, and students understand
what is needed of them.
Collaborate across districts and with other states so that there is sharing of resources
and expertise in the development of new, common, best practice-based classroom
materials, curriculum, teacher professional development, and student exams.
28 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Critical Milestone II: Communicate key messages and critical information by creating a
strategic plan for engaging all stakeholders.
Common Core State Standards Key Messages
For discussion with educators, school board members, business and community leaders, tribal leaders,
teacher union officials, legislators, and parents.

Forty-four states, including New Mexico, plus the District of Columbia have adopted new public
school standards of what students must know, understand, and be able to do in English language
arts/literacy and mathematics that must be fully implemented and assessed by 2014–2015 and
beyond.

The Common Core State Standards were developed in partnership between governors—through
the National Governors Association (NGA), and superintendents—through the Council of Chief
State School Officers (CCSSO).

The CCSS are a different approach to teaching, learning, and testing in the 21st century that focus
on providing children with a deep understanding of the most important concepts in the subjects they
are studying so that they can apply that knowledge and skills to other subjects and in the real world.

Beginning in 2014–2015, all New Mexico public education students take a new form of
assessments that will require students to demonstrate their reading, writing, and math problemsolving skills while using technology. These tests will consist of multiple forms of testing, not only
multiple-choice questions.

New Mexico’s vision for the CCSS is to ensure that all students learn the advanced skills needed
to be college and career ready, starting in the earliest grades.

The CCSS are an opportunity to equip all public school districts and educators with technology,
enabling them to make the changes in the instructional system necessary to educate students for
the 21st century economy and workforce.
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State
Assessments
Section Three: Student
Assessment
 SBA (StandardsBased Assessment)
Vision: Ensure that, starting in the earliest grades, all students learn the
advanced skills needed to be college and career ready.
 PARCC
(Partnership for
Assessment of
Readiness for
Mission Statement: New Mexico joined 43 other states, including the
District of Columbia, in implementing world-class standards in order for
our students to compete on a national and global platform.
College and
Careers)
Goal: To successfully transition toward PARCC, a new generation
 NCSC (National
assessment that is well-aligned with Common Core State Standards
(CCSS) as of spring 2015.
Center and State
Collaborative)
 ACCESS for
English Learners
(ELs) English
Language
Proficiency
Assessment
30 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
New Mexico Public Education Department
Common Core State Standards
Implementation and Sustainability Plan: Student Assessment
Overview
The state’s student assessment plan addresses the transition from the Standards Based Assessment
(SBA) to the new Partnership for Assessment of Readiness for College and Careers (PARCC) test. In
addition, the plan explains the transition to the National Center and State Collaborative (NCSC)
assessment from the New Mexico Alternate Performance Assessment (NMAPA), for students with
severe cognitive disabilities, and the implications for the ACCESS English Language Proficiency
Assessment for English learners (ELs).
Critical Milestones
I. The state’s new generation assessment, developed and delivered by the PARCC, provides
measures of student performance and school accountability across the states that participate in that
consortium, including New Mexico.
II. New Mexico adopts the NCSC assessment which aligns with CCSS achievement standards and
replaces the NMAPA in English language arts and mathematics. The NCSC assessment is a
performance assessment designed for students with severe cognitive disabilities.
III. The ACCESS for English Learners (ELs) English Language Proficiency Assessment provided by
the World-Class Instructional Design and Assessment (WIDA) Consortium is redesigned to align
with CCSS expectations.
Evidence of Implementation
Short-term wins are essential for long-term change to take hold. The following page provides evidence
of progress in regard to the critical milestones identified above. These wins also serve to fine tune the
vision, mission, and goals by providing important feedback that allows us to course-correct.
31 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Table 3A: SBA/PARCC Key Progress
Timeframe
Key Progress Made
A comprehensive study of existing test-bank items was completed to identify those that
were and were not aligned with the CCSS and topics that were not well-covered within
the existing bank. An analysis of 2011 SBA data was undertaken to identify gaps in
2011−2012 student performance and item alignment, especially in areas and topics most relevant
for the CCSS. Decisions about changes to the 2013 Grade 3 SBA Bridge Assessment
were finalized and a blueprint was publicized. The PED along with Measured Progress13
began new item development for field testing on the 2013 SBA for all tested grades.
SBA design only changed for grade 3 in 2013 to align with the CCSS. SBA trends and
data for 2013 Grade 3 SBA Bridge Assessment was analyzed and published. Design of
the 2014 SBA Bridge Assessments was planned in all tested grades for CCSS
2012−2013
alignment, and a blueprint was publicized. A committee reviewed new items. The PED
published the SBA/CCSS Assessment Frameworks which explained the redesign and
which CCSS expectations were emphasized in 2013 and 2014.
Performance trends continued to be analyzed. A standards-setting committee for 2014
2013−2014
SBA Bridge Assessment was formed.
Table 3B: Alternate Assessment Key Progress
Timeframe
Key Progress Made
Collaboration with Delaware and other interested states in developing CCSS-aligned
performance standards—extended grade band expectations (EGBEs)—for students
with significant cognitive disabilities was discussed. Alignment of NMAPA items with
2011−2012 CCSS was evaluated. CCSS-aligned EGBEs and frameworks for all grade spans in
reading/ English language arts and mathematics were written. Item content and bias
reviews for shared items using statewide teacher committees for 2013 field test items
were conducted.
NMAPA 2013 trends data was analyzed and published. Design of the 2014 NMAPA
Bridge Assessment was planned. Item content and bias reviews for shared items and
2012−2013 newly-developed items using statewide teacher committees were conducted. The 2014
NMAPA Bridge Assessment—using New Mexico owned CCSS-aligned items and
shared CCSS field test items from Delaware—was designed.
The 2014 assessment blueprint and release items were publicized. The implementation
of NCSC instructional materials and assessment for 2015 administration was planned.
Item content and bias reviews for shared items and newly-developed CCSS items using
2013−2014 statewide teacher committees were conducted. A community of practice (COP) to
disseminate instructional materials and assessment information to support statewide
transition to the NCSC assessment was formed. NMAPA 2014 trends data were
analyzed and published.
Table 3C: ACCESS Key Progress
Timeframe
Key Progress Made
New Mexico began administering the Alternate ACCESS Assessment in spring 2012. WIDA
awarded an Extended Assessment Grant (EAG) and began development of the new
2011−2012
Assessment Services Supporting ELs through Technology Systems (ASSETS). New
Mexico participated fully in the development of the ASSETS Assessment.
2012−2013 Administered ACCESS for current EL students in grades K–12
2013−2014 Administered ACCESS for current EL students in grades K–12
13
Measured Progress (assessment development company) http://www.measuredprogress.org/
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Critical Milestone I: The state’s new generation assessment, developed and delivered by PARCC,
provides measures of student performance and school accountability across the states that participate
in that consortium, including New Mexico.
Table 3-D: SBA/PARCC Work Plan
It is important to prepare teachers and students for the demands of a testing system that is substantially
more sophisticated and more exacting than the one with which they are familiar. In implementing the
CCSS, teachers must ensure that students are grasping concepts at a deep level and able to apply
them in other contexts and experiences. They must also have the ability to analyze their results to
improve student achievement.
Assessment Descriptions and Key Implementation Steps
PARRC resources: model content frameworks, claims structure,
performance-level descriptors, task types, high-level blueprints,
informational guides, and practice tests. www.parcconlline.org
PARCC Mid-Year Assessments (MYA) in ELA/literacy and
mathematics: Designed to be administered mid-way through the
year, these optional tests help schools shape decisions about
curriculum, instruction, and professional development.
PARCC Performance-Based Assessments (PBA) in ELA/literacy
and mathematics: Summative, hand-scored tests administered after
approximately 75% of school year (SY) to determine if grades 3–high
school (grades 9, 10, and 11) students meet college and career ready
standards assessed through PARCC and required for graduation.
 The ELA/literacy assessment requires students to analyze
literature and complete a narrative writing task. Students read texts
and write several pieces to demonstrate they can independently
read and understand complex texts; write effectively when using
and analyzing sources; and build and communicate knowledge by
integrating, comparing, and synthesizing ideas.
 In math, students will be asked to solve problems involving key
knowledge and skills for their grade level (as identified by CCSS),
express mathematical reasoning and construct a mathematical
argument, and apply concepts to solve model real-world problems.
SBA in science: Administer to grades 4, 7, and high school; Spanish
language arts/literacy for grades 3–high school
Timeframe
Responsibility
2014–2015
PARCC, IHE,
districts
2014-2015
PED, PARCC,
Districts
March 2–27,
2015
PED, PARCC,
Districts
March 23–
April 10,
2015
PED, Districts
PARCC End-of-Year Assessment (EOY) in ELA/literacy and
math: Administered after 90% of SY to determine if grades 3–high
school (grades 9, 10, and 11) meet college and career ready
standards assessed through PARCC and required for graduation.
 Literacy/ELA focuses on reading comprehension.
April 13–May PED, PARCC,
 In math, students demonstrate further conceptual understanding
8, 2015
Districts
and math fluency.
 EOY results are combined with PARCC PBA to produce student’s
summative assessment score.
 For EOY, students demonstrate their acquired skills and knowledge
by answering computer-based, machine-scorable questions.
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Table 3-D: SBA/PARCC Work Plan (cont.)
Assessment Descriptions and Key Implementation Steps
Analyze trends and data for 2015 PARCC and SBA assessments.
Diagnostic assessments in reading, writing, and mathematics.
These optional tests—available throughout the year—help teachers
identify students’ strengths and weaknesses.
Speaking and listening component (ELA/literacy only). All
students participating in the PARCC assessments are administered
this test at some time during the academic year. While this is a
required component of the assessment, currently PARCC does not
envision combining results from this test with those of the PBA or the
EOY to determine a student’s summative assessment score.
K–2 Formative Assessments: To help states measure student
knowledge and skills at the lower grades, PARCC is developing an
array of assessment resources for teachers of grades K–2 that are
aligned to the CCSS and vertically aligned to the PARCC assessment
system. The tasks consist of developmentally appropriate
assessment types such as observations, checklists, classroom
activities, and protocols that reflect foundational aspects of the CCSS.
The K–2 formative assessment tools help monitor that a foundation
for students is being created and better ensure they are on the track
to college and career readiness in the early years. These K–2
assessment tools will help educators prepare students for later
grades and provide information for educators about the knowledge
and skills of the students entering third grade, allowing classroom
teachers and administrators to adjust instruction as necessary. These
tools will help states fully utilize the CCSS across the entire K–12
spectrum.
Timeframe
Summer
2015
Responsibility
2015-2016
PED, PARCC
2015-2016
PED, PARCC,
Districts
2015–2016
PED, PARCC
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PED, Districts
Critical Milestone II: New Mexico adopts the National Center and State Collaborative (NCSC)
assessment that aligns with CCSS achievement standards and replaces the New Mexico Alternate
Performance Assessment (NMAPA) in English language arts and mathematics. The NCSC
assessment is a performance assessment designed for students with severe cognitive disabilities.
Table 3-E: Alternate Assessment Work Plan
It is important to prepare students with significant cognitive disabilities for the demands of a testing
system that is more sophisticated and more exacting than the one with which they are familiar. In
implementing the CCSS, teachers must ensure that students are grasping concepts at a deep level and
able to apply them in other contexts and experiences. Teachers must also have the ability to analyze
their results to improve student achievement.
Key Implementation Steps
PARCC Accessibility Features and Accommodations Manual
Publicize 2015 transition to the NCSC assessment
Administer 2015 CCSS NCSC Assessment
Administer CCSS NCSC Assessment
14
14
Timeframe
Responsibility
2014–2015
PARCC
August
2014
Spring
2015
Spring
2016 and
beyond
PED
PED, NCSC
PED, NCSC
http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual
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Critical Milestone III: The ACCESS for English Learners (ELs) English Language Proficiency
Assessment provided by the World-Class Instructional Design and Assessment (WIDA) Consortium is
redesigned to align with CCSS expectations.
Table 3-F: ACCESS Work Plan
It is important to prepare teachers of EL students, including those with significant cognitive disabilities,
for the demands of a testing system that is more sophisticated and more exacting than the one with
which they are familiar. In implementing the CCSS, teachers must ensure that students are grasping
concepts at a deep level and able to apply them in other contexts and experiences. Teachers must also
have the ability to analyze their results to improve student achievement.
Key Implementation Steps
Timeframe
Responsibility
Adoption of WIDA ELD Standards, 2012 Edition: The
University of Oklahoma Department of Educational Training,
Evaluation, Assessment, and Measurement alignment study of the
WIDA English Language Development Standards (ELDS) to the
CCSS (E-Team, 2010) reported that the WIDA standards strongly
associate with the content expectations of the CCSS in English
language arts and mathematics in a majority of grade clusters.
The study also reported that WIDA ELDS go beyond what is
currently required in federal guidance by, not only matching but,
also broadly covering and meeting the cognitive demands of the
CCSS. WIDA further strengthened the links to the CCSS in the
ELDS 2012 edition. The 2012 amplification of WIDA ELDS were
formally adopted into NM regulation on August 31, 2014.
Fall 2014
PED
2012–2014
PED, Districts
2015
PED
Administered ACCESS for current EL students in grades K–12
English Language Proficiency (ELP) assessment awarded though
RfP process
Title III Accountability Assessments: ELP assessment in effect
2016 and
beyond
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PED
CCSS Implementation and PD Planning Tool15:
Without question, districts and schools in New Mexico vary in their resources, demographics,
organizational structure, and needs. Yet, despite these differences, our goal for New Mexico’s students
remains the same: providing high-quality learning opportunities that empower all students to be ready
to succeed in college and career. Schools and districts should use the following tool (designed in
collaboration with Solution Tree, Inc.) as a guiding document, taking unique needs or circumstances
into consideration, and making appropriate adaptations. It is recommended that a "guiding coalition",
comprised of representative stakeholders in the school or district, use this tool and engage in the
process of gathering data and evaluating progress toward interim targets that have been identified. This
information can be used to update district and school objectives, make systems adjustments, and assist
in communicating progress with stakeholder groups.
Example:
Assessment Practices
We will only know whether
students are learning the
things that are important if
we specifically monitor
them throughout the
learning process. By
keeping our fingers on the
pulse of students’ learning,
we can gain useful
information in order to
make adjustments in
instruction, provide
additional time and
support, and provide
timely and specific
feedback to them.
Strategic Planning
and Design
 The district/site comprehensive
assessment plan has been
reviewed and recommendations
made for alignment with the
CCSS, including updates for
o District benchmarks
o End of unit/ course common
assessments (middle and
high school)
o Site/district comprehensive
assessments.
 A balanced assessment system
is in place to provide the
appropriate information to
teachers and collaborative
teams regarding support of all
tiers of instruction.
 The district plan supports the
increased rigor expectations of
the CCSS by providing more
opportunities in assessments for
students to demonstrate their
thinking through writing and
performance tasks.





Beginning
Implementation
and Monitoring
District benchmarks (if
available) have been
revised to align with the
CCSS in both content
and structure of items.
Summative and formative
assessment items are
designed by teams and
align in both content and
rigor to critical learning
targets found in the
standards.
Assessment items reflect
structure and content
similar to PARCC items
(based on released
sample items) to ensure
student familiarity with
the format and task
requirements.
Students have frequent
experience with multistep performance tasks.
Teams are developing
and using common
formative assessments
regularly to guide
instruction.
Refinement and
Innovation
 Principals and
leadership teams
frequently monitor
common formative
assessments, the
resulting data, and the
responses they provide
for students.
 Students are provided
varying levels of support
and enrichment to meet
their needs.
 Collaborative teams use
their data to determine
which strategies and
practices are most
effective for their
students’ learning.
Evidence of
Implementation
Implications for Next
Steps
15
Common Core Implementation Toolkit: Tab 2—CCSS Implementation and PD Planning Tool
http://newmexicocommoncore.org/uploads/downloads/common-core-implementation-toolkit-cf835ab81e.pdf
37 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Critical
Milestones
I. Support districts
and schools in
Section Four: Curriculum and
Instruction/Instructional
Material
evaluating their
current knowledge
and capacity to
Vision: Ensure that, starting in the earliest grades, all students learn the
implement the
advanced skills needed to be college and career ready.
CCSS.
II. Credibly align
curriculum and
Mission Statement: New Mexico joined 43 other states and the District
of Columbia in implementing world-class standards in order for our
students to compete on a national and global platform.
instructional
material resources
Goal: In preparation for 21st century success, New Mexico continues the
through a
ongoing full implementation and sustainability of the Common Core State
balanced and
Standards16 (CCSS) in English language arts/literacy and mathematics by
coordinated set of
meeting the following objectives:
activities.
 Establishing a sure path to college and career readiness
III. Ensure equity and
rigor for all
students in
meeting the
 Ensuring the alignment of high-quality instructional methods/materials
 Fostering cultural competence and language proficiency by promoting
the spirit of diversity within New Mexico
 Building leadership capacity to sustain efforts and continue momentum
state’s high
standards and
expectations.
16
CCSS Documents http://www.corestandards.org/the-standards
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New Mexico Public Education Department (PED)
Common Core State Standards
Implementation and Sustainability Plan:
Curriculum and Instruction/Instructional Material
Overview
The full implementation of the CCSS considered several key shifts in learning, evident in the new
standards. The PED continues to provide support to districts in determining how to change everyday
teaching practice into aligned instructional methods reflecting the depth and skills of the CCSS.
Critical Milestones
Real educator engagement is a balance between recognizing and honoring educators’ current and past
work while encouraging instructional alignment to the CCSS. New Mexico’s adoption of the CCSS
presents a considerably different way of engaging students around content and practices. For
implementation to occur effectively in the classroom, educators need to evaluate every level of instruction
to verify both instructional methods’ and instructional materials resources’ alignment with the CCSS. It is
incumbent upon schools to make changes to how they approach instruction. The state’s Curriculum and
Instruction/Instructional Material section of the New Mexico CCSS Implementation Plan identifies the
following critical milestones along with key implementation steps for more detailed guidance.
I. Support districts and schools in evaluating their current knowledge and capacity to implement the
CCSS.
II. Credibly align curriculum and instructional material resources through a balanced and coordinated set
of activities.
III. Ensure equity and rigor for all students in meeting the state’s high standards and expectations.
39 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Evidence of Implementation
Short-term wins are essential for long-term change to take hold. These wins also serve to fine-tune our
vision, mission, and goals by providing important feedback that allows us to course-correct. The following
provides evidence of progress with regard to the critical milestones identified in the Curriculum and
Instruction/Instructional Material section of the plan.
Table 4-A: Evidence of Progress
Timeframe
October 29,
2010
2012–2013
2013–2014
17
Key Progress Made
New Mexico adopted the CCSS for:
 Mathematics
 English language arts and literacy in history/social studies, science, and technical
subjects
 Another 15 percent was added to the ELA state standards, specific to New Mexico17
 Beginning in spring 2012, all districts were expected to incorporate the following
portions of the CCSS into teaching and learning at all grade levels:
o Capacities of the Literate Individual
o English Language Arts Shifts in Instruction
o Reading and Writing Framework Shifts in Instruction
o Mathematical Practices
o Mathematics Shifts in Instruction
 Districts were provided with support and resources for comparing the alignment of
existing instructional materials to the CCSS including an alignment study/gap analysis
posted online at the NMCCSS website.
 The PED and districts began to build partnerships and identify/leverage existing
resources to ensure equity and rigor for all students.
 Accelerated Adoption of Common Core Math and ELA, Grades K–3: The
Instructional Materials Bureau convened teachers and college faculty for an adoption
process review, guided by PED-developed rubrics aligned to the CCSS.
 Mandated CCSS Implementation Start Date: Grades K–3 mathematics and ELA
 K–3 Reads to Lead Reading Initiative: Districts and charter schools developed plans
for literacy instruction and support, funded by $8.5 million in state special appropriation
monies. Participating districts and charters were required to use DIBELS Next as a
universal screening and progress-monitoring tool.
 Mandated CCSS Implementation Start Date:
o Grades 4–12 mathematics and ELA
o Grades 6–12 literacy standards in social studies, science and technical subjects
 K–3 Reads to Lead Reading Initiative: Literacy instruction and support plans
continued to be funded by $11.5 million in state special appropriation monies (85
districts, 24 charter schools).
 New Mexico district/charter school leaders and other participants, including regional
reading and math/science coaches, Regional Education Cooperatives (REC) directors,
and representatives from PARCC Educator Leader Cadre (ELC), Bureau of Indian
Education (BIE), and Mathematically Connected Communities (MC2) attending New
Mexico Common Core Professional Development (NMCCPD) program events received
a sampling of instructional materials.
http://newmexicocommoncore.org/pages/view/80/15-additional-new-mexico-standards/10/
40 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
Table 4-B: Work Plan
Key Implementation Steps
Grades 9–12 ELA and Reading Intervention Adoption: Review
process occurs, including methodology and reviewer training
Timeframe
Summer
2014
State adoption of WIDA English Language Development (ELD)
Standards, 2012 edition
Fall 2014
Kinder Entry Assessment Pilot: Observation tool to be developed
as part of the Race to the Top Early Learning Challenge grant, with
full implementation scheduled for fall 2016
Fall 2014
State Literacy Plan to be updated to include, for example:
 More professional development for middle/high school literacy
 Guidance on scheduling to support teacher collaboration in
implementing literacy standards across the content areas
K–3 Reads to Lead! Reading Initiative: Literacy instruction and
support plans continued to be funded by $14.5 million in state
special appropriation monies (86 districts, 35 charters)
Academic Language Development for All (ALD4ALL): $1.2
million funded by W.K. Kellogg Foundation for a three-year project
focused on ensuring that culturally and linguistically diverse and EL
students are ready for success; it places priority on achievement
among New Mexico students working to learn English
Grades K–8 ELA and Reading Intervention Adoption: Review
process, including methodology and reviewer training
Grades K–12 Mathematics Adoption: Review process, including
methodology and reviewer training
Gifted Students: Continue to ensure that students demonstrating
giftedness receive appropriate services to maximize their potential.
Accelerated learning opportunities are enhanced and increased
access is provided for all New Mexico students including in
 Advanced Placement and International Baccalaureate programs
 Dual credit opportunities
 STEM (science, technology, engineering, and mathematics)
programs
Targeted interventions and support are provided for students not yet
college and career ready including:
 RtI (Response to Intervention) 3-Tier Model and Student
Assistance Teams (SAT)
 Credit recovery courses
 Comprehensive advising program
 Developmental and supplemental course needs
 Student needs addressed in lesson plans and instructional units
The state continues to partner with institutes of higher education
(IHE) to examine and refine graduation requirements and course
specifications, ensuring alignment with the CCSS. This partnership
also re-evaluates teacher preparation and in-service, pre-service,
and alternate licensure programs.
Responsibility
Instructional Material
Bureau, PED
Bilingual
Multicultural Bureau,
PED
Literacy and Early
Childhood Education
Bureau, PED,
WestEd
2014–2015
Literacy and Early
Childhood Education
Bureau, PED
2014–2015
Literacy and Early
Childhood Education
Bureau, PED
July 2013–
July 2016
Bilingual
Multicultural Bureau,
PED
Summer
2015
Summer
2018
Instructional Material
Bureau, PED
Instructional Material
Bureau, PED
Ongoing
Districts, Institutions
of Higher Education
(IHE)
Ongoing
Districts
Ongoing
PED, Institutions of
Higher Education
(IHE)
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Table 4-B: Work Plan (cont.)
Key Implementation Steps
Students with disabilities (SWD) continue to be challenged to excel
within the general curriculum and be prepared for success in their
post-school lives, including college and/or careers. They are
sustained by:
 Supports and related services designed to meet their unique
needs and enable their access to the general education
curriculum
 Individualized Education Programs (IEP) that include annual
goals aligned with—and chosen to facilitate their attainment of—
grade-level academic standards
As per the NM Bilingual Multicultural Education Act (2004) and
regulation (2005), ensure that New Mexico’s children have access to
effective bilingual multicultural education programs providing
culturally and linguistically responsive, rigorous instructional
programming that supports all students—including immigrant and/or
ELs—to become bilingual and bi-literate, meet and exceed all
content area standards, demonstrate academic excellence, and
experience school success, such that students are prepared beyond
the classroom to lead productive, purposeful lives in service to the
larger community.
Timeframe
Responsibility
Ongoing
Districts
Ongoing
Districts
CCSSO Resources for Reviewing Instructional Materials for Common Core Alignment18:
(Hit Ctrl + click to follow links below, may take time to connect and/or download)
o Toolkit for Evaluating Alignment of Instructional and Assessment Materials: In joint partnership,
o
o
o
o
o
CCSSO, Achieve, and Student Achievement Partners have developed this toolkit. It is a set of
interrelated, freely available instruments for evaluating alignment to the CCSS.
ELA SCASS Text Complexity Resources for Educators: Navigating Text Complexity is a resource
developed by educators in over 10 states to help their colleagues understand what makes a text
complex, how complex texts prepare students for college and career, and how to use tools to select
rich, worthy texts for instruction in the classroom.
Publisher's Criteria for the Common Core State Standards in English Language Arts/Literacy: The
Publishers' Criteria for English Language Arts and Literacy were developed by the lead authors of the
CCSS to guide publishers and curriculum developers as they work to develop reading materials
aligned with the CCSS.
K–8 and High School Publishers' Criteria for Common Core State Standards for Mathematics: The
Publishers' Criteria for CCSS for Mathematics were developed by the lead authors of the standards to
guide publishers and curriculum developers as they work to develop mathematics materials aligned
with the CCSS.
Tri-State Quality Review Rubric and Rating Process: Achieve is currently facilitating a collaborative
initiative titled Educators Evaluating Quality Instructional Products (EQuIP) to evaluate and develop
instructional units and tasks aligned to the CCSS.
Open Educational Resources (OER) Rubrics and Evaluation Tool: Achieve developed eight rubrics in
collaboration with leaders from the OER community to help states, districts, teachers, and other users
determine the degree of alignment of OERs to the CCSS and to determine aspects of OER quality .
18
http://ccsso.org/CCSS_Forward_State_Resources_and_Success_Stories_to_Implement_the_Common_Core/Implementation_Tools_and_Resources.html
42 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( U p d a t e d S p r i n g 2 0 1 5 )
CCSS Implementation and Professional Development Planning Tool19:
Without question, districts and schools in New Mexico vary in their resources, demographics,
organizational structure, and needs. Yet, despite these differences, our goal for New Mexico’s students
remains the same: providing high-quality learning opportunities that empower all students to be ready
to succeed in college and career. Schools and districts should use this tool (designed in collaboration
with Solution Tree) as a guiding document, taking unique needs or circumstances into consideration,
and making appropriate adaptations. It is recommended that a "guiding coalition", comprised of
representative stakeholders in the school or district, use this tool and engage in the process of
gathering data and evaluating progress toward identified interim targets. This information can be used
to update district and school objectives, make systems adjustments, and assist in communicating
progress with stakeholder groups.
Example:
Alignment of
Curriculum and
Materials
Teacher teams need tools
and resources aligned to
the standards and drawn
from effective instructional
practices.
Strategic Planning
and Design
 A multi-year plan has been
developed to roll out
standards-aligned curriculum
and support tools.
 A multi-year plan has been
developed to adopt
textbooks and/or CCSSaligned instructional
materials in conjunction with
the state textbook adoption
cycle.
Beginning
Implementation
and Monitoring
 Standards-aligned, end-ofyear student outcomes have
been clarified for all grade
levels and/or content areas
that guide instructional
planning and assessments.
 Standards-aligned support
tools and resources have
been created and/or adopted
for use by teacher teams in
literacy and mathematics.
o Instructional pacing
guides/curriculum
maps
o Backward-planned
model units
(elementary)
o Backward-planned
model units
(secondary content
areas with integrated
literacy)
 Texts and/or resources are
available that align with
expected at-grade
complexity levels.
Refinement and
Innovation
 All content areas have
aligned materials to support
teaching of course- or
grade- level appropriate
standards in literacy and/or
math.
 There is strong vertical
alignment within core areas
of the curriculum.
 Materials are organized by
content and grade level and
readily accessed by
teachers across schools.
 Teachers are empowered
with digital, collaborative
tools to continue designing,
refining, and sharing
curriculum materials.
 Materials are continuously
updated based upon
feedback from teachers in
the field.
 Student exemplars are
available to teams.
 Interdisciplinary units that
integrate performance task/project-based learning
have been developed and
are used widely.
Evidence of
Implementation
Implications for Next
Steps
19
Common Core Implementation Toolkit: Tab 2-CCSS Implementation and PD Planning Tool
http://newmexicocommoncore.org/uploads/downloads/common-core-implementation-toolkit-cf835ab81e.pdf
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Section Four Appendix
The Curriculum and Instruction/Instructional Material Plan is directly aligned to the Professional Development and Student Assessment
Plans by addressing the following and illustrated on the upcoming pages and in the following tables:
ELA/Literacy

Capacities of the Literate Individual (Table 4-C)

Shifts in ELA/Literacy Instruction (Table 4-D)

Reading and Writing Framework Shifts (Table 4-E)
Mathematics

Standards for Mathematical Practice (Table 4-F)

Shifts in Mathematics Instruction (Table 4-G)
New Mexico Bilingual/Multicultural and Indian Education Guidelines

Hispanic and Indian Education Acts: Evidence of Progress (Table 4-H)
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Table 4-C: Capacities of the Literate Individual20
The following characteristics offer a portrait of students who typically meet the standards set out in the CCSS for ELA/Literacy. As students
advance through grade levels and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit—with
increasing fullness and regularity—these capacities of the literate individual.
Capacities of the Literate Individual
They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types
and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are independently
able to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and
confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging
vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers,
and print and digital reference materials.
They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of
quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both
general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience,
task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task.
They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect
meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence
in science).
They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to
understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess
the veracity of claims and the soundness of reasoning.
They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when
supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’
use of evidence.
They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing,
speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn
using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and
can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures. Students appreciate that the 21st -century classroom and workplace are settings in
which people from often widely divergent cultures who represent diverse experiences and perspectives must learn and work together. Students
actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people
of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of
literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much
different than their own.
20
Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects, pg. 7
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
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Table 4-D: Shifts in ELA/Literacy21 Instruction
The following foci shift literacy instruction to center on the careful examination of the text itself. Underscoring what matters most in the CCSS
illustrates the shifts that must take place in the next generation of curricula. This is not intended to be an exhaustive list of all the shifts that
would be required to fully implement ELA/Literacy.
1
K–5: Balancing
Informational and
Literary Texts
2
Grades 6–12:
Increasing Focus on
Literary Nonfiction in
ELA and Across the
Curriculum
3
Cultivating Students’
Ability to Read
Complex Texts
Independently
4
5
6
21
High-Quality Text—
Dependent
Questions and Tasks
Evidence-Based
Writing and an
Increasing Focus on
Argument and
Informative Writing
Academic
Vocabulary
Shifts in ELA/Literacy Instruction
Students read (listen to in K–2) a mix of 50 percent informational and 50 percent literary texts, including
reading in ELA, science, social studies, technical subjects, and the arts. Informational texts both within and
across grades should be selected around topics or themes that allow children to gradually deepen their
understanding of these topics over time.
Students in grades 6–12 read a blend of literature and high-quality, literary non-fiction. In addition, content
area teachers in history/social studies and science share responsibility for the development of students’
literacy skills by requiring students to read, analyze, evaluate, and write about domain-specific texts in their
disciplines. Across the curriculum, students in these grades are expected to read a balance of texts.
Students read increasingly complex texts with increasing independence as they progress towards college and
career readiness. All students, including those who are behind, have extensive opportunities to encounter and
comprehend appropriately complex and high-quality texts at each grade level. Teachers create time and space
in the curriculum for reading closely and thinking deeply about these texts and provide the necessary
scaffolding and support so that all students can participate.
Students gather evidence, knowledge, and insight from their reading of texts. The majority of questions and
tasks that students respond to require careful scrutiny of the text in question (including content, structure, and
craft) and specific references to evidence in the text itself to support responses.
In writing, students support their presentation of ideas, information, or claims with the use of specific and
relevant evidence drawn from reading and research. In addition, as students progress through the grades,
they spend a progressively greater amount of time on argument and informative writing compared to narrative,
paralleling the balance assessed on the National Assessment of Student Progress (NAEP): by high school,
40% of student writing should be to argue, 40% should be to explain/inform, and 20% should be to narrate.
Through reading, discussing, and writing about appropriately complex texts at each grade level, students build
the general academic vocabulary they will need to access a wide range of complex texts in college and
careers. Students gather as much as they can about the meaning of these words from the context of how the
words are being used in the text. Teachers scaffold support as needed when students are not able to figure
out word meanings from the text alone and for students who are still developing high frequency vocabulary.
Adapted from Oregon Department of Education
http://www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-ela.pdf
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Table 4-E: Reading and Writing Framework Shifts
The ELA/Literacy CCSS aim to align instruction with the National Assessment of Education Progress (NAEP) Reading and Writing
Frameworks below. The percentages reflect the sum of student reading, not just reading in ELA settings. Senior English teachers, for
example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent cross-curricular reading should be
informational. As with reading, the percentages in writing reflect the sum of student writing, not just writing in ELA settings.
Reading Foci—Percent of Time Dedicated
Across Grades and Curricula
Grade
Literary
Informational
4
50
50
8
45
55
12
30
70
Grade
4
8
12
Writing Foci—Percent of Time Dedicated
Across Grades and Curricula
To Persuade
To Explain
To Convey Experience
30
35
35
35
35
30
40
40
20
In K–5, the CCSS follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in
history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on informational texts in the higher grades,
the CCSS demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the
CCSS for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been
traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of
informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.
To measure students’ growth toward college and career readiness, assessments aligned with the CCSS should adhere to the distribution of
texts across grades cited in the NAEP framework.
NAEP likewise outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like
the CCSS, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or
imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the CCSS
concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the
overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts. It follows that writing
assessments aligned with the CCSS should adhere to the distribution of writing purposes across grades as outlined by NAEP.
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MATHEMATICS
Integration of Mathematical Practices and Mathematical Content: The CCSS for Mathematical Practice describe aspects of expertise
that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and
proficiencies with longstanding importance in mathematics education. The Standards for Mathematical Content and Standards for
Mathematical Practice are meant to be connected.
Designers of curricula, assessments, and professional development should all attend to the need to connect the
mathematical practices to mathematical content in mathematics instruction.22
Separating the practices from the content is not helpful and is not what the standards require. The practices do not exist in isolation; the
vehicle for engaging in the practices is mathematical content.
The Standards for Mathematical Practice should be embedded in classroom instruction, discussions, and activities. They describe the
kind of mathematics teaching and learning to be fostered in the classroom. To promote such an environment, students should have
opportunities to work on carefully designed, standards-based, mathematical tasks that can vary in difficulty, context, and type. Carefully
designed, standards-based, mathematical tasks will reveal students’ content knowledge and elicit evidence of mathematical practices.
Mathematical tasks are an important opportunity to connect content and practices. To be consistent with the standards as a whole,
assessment—as well as curriculum and classroom activities—must include a balance of mathematical tasks that provide opportunities for
students to develop the kinds of expertise described in the practices.
22
Common Core State Standards for Mathematics. pg. 8
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
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Table 4-F: Standards for Mathematical Practice
Students exhibiting the efficiencies of the CCSS Mathematical Practices are able to:
Mathematical Practices
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning
of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures
about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider
analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and
evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic
1
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students
can explain correspondences between equations, verbal descriptions, tables, and graphs, or they draw diagrams of important features and
relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help
conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify
correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to
abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without
2
necessarily attending to their referents—and the ability to contextualize— to pause as needed during the manipulation process in order to
probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at
hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using
different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated
assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression
of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases and can recognize and
use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason
inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient
3
students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is
flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such
as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made
formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read
the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life,
society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a
student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use
geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient
4
students, who can apply what they know, are comfortable making assumptions and approximations to simplify a complicated situation,
realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships
using such tools as diagrams, two-way tables, graphs, flowcharts, and formulas. They can analyze those relationships mathematically to draw
conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense,
possibly improving the model if it has not served its purpose.
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Table 4-F: Standards for Mathematical Practice (cont.)
Students exhibiting the efficiencies of the CCSS Mathematical Practices are able to:
Mathematical Practices (cont.)
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem.
These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course
to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For
example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator.
5
They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they
know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with
data. Mathematically proficient students at various grade levels are able to identify relevant, external, mathematical resources, such as digital
content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their
understanding of concepts.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They attempt to use clear definitions in
discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign
consistently and appropriately. They are careful about specifying units of measure and labeling axes to clarify the correspondence with
6
quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the
problem context. In the elementary grades, students provide carefully formulated explanations to each other. By the time they reach high
school, they have learned to examine claims and make explicit use of definitions.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for
example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes
according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for
learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They
7
recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems.
They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions as
single objects or as being composed of several objects. For example, they can see 5 – 3 (x – y)2 as 5 minus a positive number times a square
and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated and look both
for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same
calculations over and over again and conclude they have a repeating decimal. By paying attention to the calculation of slope as they
8
repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2) / (x – 1)
= 3. Noticing the regularity in the way terms cancel when expanding (x – 1) (x + 1), (x – 1) (x2 + x + 1), and (x – 1) (x3 + x2 + x + 1) might lead
them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain
oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
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The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the
word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a
topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous
problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work
with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure
to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices. In this
respect, those content standards which set an expectation of understanding are potential “points of intersection” between the CCSS for
Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central
and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, professional
development, and focus necessary to qualitatively improve the curriculum, instruction, assessment, and student achievement in
mathematics.
The instructional shifts shown on the following page represent key areas of emphasis as teachers and administrators work to implement
the Common Core State Standards for Mathematics (CCSS-M). Establishing a statewide focus in these areas can help schools and districts
develop a common understanding of what is needed in mathematics instruction as they move forward with implementation.
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Table 4-G: Shifts in Mathematics23 Instruction
1
Focus
2
Coherence
3
Fluency
4
Deep
Understanding
5
Applications
6
Dual Intensity
23
Shifts in Mathematics Instruction
Focus is necessary so that students have sufficient time to think, practice, and integrate new ideas into their growing
knowledge structure. It is also a way to allow time for the kinds of rich classroom discussion and interaction that
support the Standards for Mathematical Practice. Focus is critical to ensure that students learn the most important
content completely, rather than succumb to an overly broad survey of content. Focus shifts over time.
Coherence arises from mathematical connections. Some of the connections in the CCSS knit topics together at a
single grade level. Most connections, however, play out across two or more grade levels to form a progression of
increasing knowledge, skills, or sophistication. The standards are woven out of these progressions. Likewise,
instruction at any given grade would benefit from being informed by a sense of the overall progression students are
following across the grades. Another set of connections is found between the content standards and the practice
standards. These connections are absolutely essential to support the development of students’ broader mathematical
understanding. Coherence is critical to ensure that students see mathematics as a logically progressing discipline
which has intricate connections among its various domains and requires a sustained practice to master.
Fluency is not meant to come at the expense of understanding but is an outcome of a progression of learning and
sufficient thoughtful practice. It is important to provide the conceptual building blocks that develop understanding in
tandem with skills along the way to fluency.
Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a
number of perspectives; thus, students are able to see math as more than a set of mnemonics or discrete procedures.
Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as
well as writing and speaking about their understanding.
Students are expected to use math and choose the appropriate concept for application even when they are not
prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in real world
situations. Teachers in content areas outside of math, particularly science, ensure that students are using math—at all
grade levels—to access and make meaning of content.
Students are practicing and understanding. There is more than a balance between these two things in the classroom
—both are occurring with intensity. Teachers create opportunities for students to participate in application drills and
make use of those skills through extended application of math concepts. The amount of time and energy spent
practicing and understanding learning environments is driven by the specific mathematical concept and therefore
varies throughout the given school year.
Adapted from Oregon Department of Education
http://www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-math.pdf
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New Mexico Bilingual/Multicultural and Indian Education Guidelines
As stated in the Hispanic Education and the Indian Education Acts, language and culture are critical components in the education of New
Mexico’s students. This is fundamental to the understanding and delivery of instruction for New Mexico’s diverse population. Implementation
of the Common Core State Standards (CCSS) is undertaken within the following guidelines.
Program Goals: It is vital to note that the PED program goals are intended for all students and not only English learners (ELs).

Become bilingual and bi-literate in English and another language

Meet state standards
Program Funding Eligibility

Provide for the educational needs of linguistically and culturally different students

Improve language capabilities of students in both English and their home language

Use two languages as mediums of instruction within programs

Establish parent advisory committees that are representative of the language and culture of students to assist and advise in the
development, implementation, and evaluation of programs
Program Element: Instruction

Sheltered instruction

Standardized curriculum aligned with the state standards

Consideration given to incorporating the ELDS (English Language Development Standards) into instruction as language objectives

Instruction in the history and cultures of New Mexico

Native American heritage language revitalization

Fine arts instruction utilizing students’ language, history, culture, and the arts traditions of his/her community
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Hispanic and Indian Education Acts
According to the Resolution on Common Core Standards24 approved on September 25, 2009, the National Caucus of Native American
State Legislators (NCNASL) agreed that there may be potential benefits of implementing the CCSS that are aligned across states and public
schools including:
 High Mobility Rates: Limiting or mitigating interruptions or disconnects in learning for Native American students who are mobile
between schools and states and even between public, Bureau of Indian Education (BIE), and tribal schools.
 Equity: Requiring that all students receive the same curriculum and relevant program of instruction, thus allowing resource-poor or
understaffed schools serving Native Americans, as well as other traditionally under-served minority or rurally isolated students, to offer
higher level academic courses such as calculus and advanced placement programs.
 Highly Effective Teachers: Requiring all teachers to master the same curriculum in each content area and replacing curricula that vary
from state-to-state. This allows states and school districts to focus more on helping teachers be more proficient and effective in teaching
all students.
New Mexico’s transition to the CCSS and Partnership for Assessment of Readiness for College and Career (PARCC) assessment is an
opportune time to move forward with the purposes outlined in the Hispanic and Indian Education Acts while also addressing any NCNASL
concerns expressed in the 2009 Resolution.
The following table provides a side-by-side view of the Hispanic Education Act, as per HB 150, and the Indian Education Act, as per Article
23A, together with evidence of implementation. Please note that:
24

Any text that appears verbatim in both acts is bolded within the first two columns.

There is not always a corresponding Hispanic Education Act indicator for every one contained within the Indian Education Act.
NCNASL: http://www.ncsl.org/research/state-tribal-institute/national-caucus-native-american-state-legislators.aspx
Resolution: http://www.nativeamericanlegislators.org/Documents/2009%20Resolution%20on%20Common%20Core%20Standards.pdf
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Table 4-H: Hispanic/Indian Education Acts-Evidence of Implementation
Hispanic Education Act
(HB 150)25
Indian Education Act
(Article 23A)26
Key Progress Made
27
As per 6.29.13 NMAC (New Mexico Administrative Code), additional New Mexico
ELA standards are being utilized for grades K–12 in conjunction with the CCSS.
These standards serve to promote cultural competence. For example:
 Use literature and media to develop an understanding of people, cultures, and
societies to explore self-identity
 Understand that oral tribal history is not a myth, fable, or folktale, but an
historical perspective.
The Hispanic Education liaison
will serve as a resource to enable
school districts and charter
schools to provide equitable and
culturally relevant learning
environments, educational
opportunities and culturally
relevant instructional materials
for Hispanic students enrolled
in public schools.
Ensure equitable and
culturally relevant learning
environments, educational
opportunities and culturally
relevant instructional
materials for American
Indian students enrolled in
public schools.
States adopting the CCSS were allowed to include an additional 15 percent to
those standards. Those added by the state of New Mexico in the ruling above were
reviewed by the New Mexico State University (NMSU) ELA/Literacy Launch Team
in collaboration with PED staff, bilingual education, and Indian education
representatives. The purpose of the review was to eliminate redundancy and
ensure cultural competence.
The 2012 edition of the World-Class Instructional Design and Assessment
28
(WIDA ) English Language Development Standards (ELDS) are being
implemented. These standards have been aligned to support the CCSS. Lesson
language objectives may be drawn from the ELDs to support the CCSS content
standards.
The state utilizes the 2011 iteration of the Standards for Professional Learning
as a resource to support the implementation of the CCSS. These professional
development standards increase equity of access to a high-quality education for
every student in all communities. Increasing the effectiveness of professional
learning is the leverage point with the greatest potential for strengthening and
refining the day-to-day performance of educators.
Ensure maintenance of native
languages.
In New Mexico, the goal for English learners participating in state-funded
programs is bilingualism and biculturalism, while preserving endangered
minority language through revitalization and development of academic skills in
Native American language and culture. The New Mexico State ruling (6.29.13
NMAC) also serves to ensure that this occurs.
25
Hispanic Education Act http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf
Indian Education Act http://www.ped.state.nm.us/indian.ed/dl11/IEA_amended_2007fourpage.pdf
27
New Mexico Administrative Code (NMAC) http://164.64.110.239/nmac/cgi-bin/hse/homepagesearchengine.exe?url=http://164.64.110.239/nmac/parts/title06/06.029.0013.htm;geturl;terms=6.29.13
28
WIDA http://wida.us/standards/elp.aspx#2012
26
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Table 4-H: Hispanic/Indian Education Acts-Evidence of Implementation (cont.)
Hispanic Education Act
29
(HB 150)
Provide for the study,
development and
implementation of
educational systems that
affect the educational
success of Hispanic
students to close the
achievement gap and
increase graduation rates.
Indian Education Act
30
(Article 23A)
Provide for the study,
development and
implementation of
educational systems that
positively affect the
educational success of
American Indian students.
Ensure that the NMPED
partners with tribes to
increase tribal involvement
and control over schools and
the education of students
located in tribal
communities.
Provide the means for a
formal government-togovernment relationship
between the state and New
Mexico tribes and the
development of relationships
with the education division of
the bureau of Indian affairs
and other entities that serve
American Indian students.
29
30
Key Progress Made
True transformational reform in education is not only possible but also entirely within our
grasp. In the last few years, we have seen a number of significant shifts occur.
 College and career readiness for all students is the new national norm
 New Mexico, along with the majority of states, have adopted internationally benchmarked
K–12 (CCSS) in mathematics and English language arts/literacy
 Most states are participating in a Race to the Top assessment consortium. New Mexico
has chosen PARCC.
The BIE funds many schools located in tribal communities and serves as a liaison between
them and the PED. One of the BIE School Improvement Model principles is:
Core Curriculum: High-performing schools have a rigorous curricular program that is
grounded in the scientific research. It is critical that schools create a “tightly coupled core
curriculum” throughout the school. This means that the learning objectives (standards),
instruction, curriculum materials, and assessments are all carefully coordinated.
The Indian Education Advisory Council may advise the New Mexico secretary and
assistant secretary of education regarding the implementation of the CCSS. Communication is
ongoing via various methods, such as presentations to the Indian Education Advisory Council
and a listserv of contacts from the tribal departments of education and BIE schools.
Hispanic Education Act http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf
Indian Education Act http://www.ped.state.nm.us/indian.ed/dl11/IEA_amended_2007fourpage.pdf
56 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( F i n a l D r a f t , J a n u a r y 2 0 1 5 )
Table 4-H: Hispanic/Indian Education Acts-Evidence of Implementation (cont.)
Hispanic Education Act
31
(HB 150)
Indian Education Act
32
(Article 23A)
Key Progress Made
Like New Mexico, Arizona and Utah have also adopted the CCSS. This serves
as common ground from which to speak, collaborate, and leverage resources.
33
Collaboration with the Navajo Nation Department of Diné Education has
been bolstered partly due to this. The fact that New Mexico, Arizona, and Utah
are all implementing the same standards helps alleviate the issues listed below.
According to the Navajo Nation Alternative Accountability Workbook
(Public Law 107-110) dated January 2011:
Encourage cooperation among
the educational leadership of
Arizona, Utah, New Mexico and
the Navajo Nation to address the
unique issues of educating
students in Navajo communities
that arise due to the location of
the Navajo Nation in those
states.
34
 Tribally-controlled schools operate in three different states (AZ, NM, and UT)
and, consequently, are subject to three different accountability systems. If
students attended the same school over time, then the assessment problems
posed by the current situation would be manageable. However, a recent
mobility study, conducted by the Department of Diné Education, estimated
that about 45 percent of students enrolled in tribally-controlled schools,
change schools each year. Some of these changes are due to promotional
moves (from 6th to 7th grade and so on) but many students are moving from
school to school, across state lines and into different accountability systems.
 There is no simple and obvious way to equate the accountability scores from
different states; the nature of standards, their sequence and composition by
grade level, as well as the nature of the test question, and the states' scoring
make such efforts problematic. In order to get some sense of the overall
progress of Navajo students, the Navajo Nation has to equate different state
scores, because so many students change schools across state borders.
 Currently, school improvement plans are developed by the school boards of
the independent tribally-controlled schools. This patchwork of school
improvement plans does not serve mobile students, comprising almost 50
percent of the Navajo student population attending tribally-controlled schools.
A Navajo accountability plan, with the authority of the Department of Diné
Education, could coordinate and sequence school improvement efforts to
better focus such efforts on accountability standards and student learning.
31
Hispanic Education Act http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf
Indian Education Act http://www.ped.state.nm.us/indian.ed/dl11/IEA_amended_2007fourpage.pdf
33
Navajo Nation DOE http://navajonationdode.org/
34
Navajo Nation Accountability Workbook http://navajonationdode.org/uploads/FileLinks/0807178cae3f43f8a67d9fda31955307/NN_Accountability_Workbook_1.pdf
32
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Table 4-H: Hispanic/Indian Education Acts-Evidence of Implementation (cont.)
Hispanic Education Act
35
(HB 150)
Indian Education Act
36
(Article 23A)
Encourage an agreement
regarding the alignment of the
bureau of Indian affairs and state
assessment programs so that
comparable information is
provided to parents and tribes.
Key Progress Made
In many cases, student performance data does not follow mobile students to the
next school; this leaves educators poorly informed about the student's academic
strengths and needs. Administering a CCSS-aligned assessment would enable
tribal departments of education and BIE schools to better track students'
academic progress over time and strengthen accountability. Additionally, New
Mexico’s State Online Data System (SOAP) is being refined to better serve
school districts.
The state provides parents with online resources to support the implementation
of the CCSS including:
Encourage and foster parental
involvement in the education of
their children.
Encourage and foster parental
involvement in the education
of Indian students.

PED CCSS Informational Brochures for Parents in English, Spanish, and
37
Navajo

National PTA Guides

Online professional development modules for parents of English
39
learners (ELs) in English and Spanish

Online professional development modules for parents of culturally and
40
linguistically diverse (CLD) learners
35
38
in English and Spanish
Hispanic Education Act http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf
Indian Education Act http://www.ped.state.nm.us/indian.ed/dl11/IEA_amended_2007fourpage.pdf
37
PED CCSS Informational Brochures for Parents http://newmexicocommoncore.org/pages/view/306/informational-brochures-for-parents/1/51-resources-for-parents
38
National PTA CCSS Parent Guides: http://www.pta.org/4446.htm
39
Online PD module for Parents of ELs http://ped.blackboard.com
40
Online PD module for Parents of CLD learners http://ped.blackboard.com
36
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Critical
Milestones
Section Five: Professional
Development (PD)
I. Evaluate current
knowledge and
capacity to
implement CCSS
II. Build awareness of
Vision: Ensure that, starting in the earliest grades, all students learn the
advanced skills needed to be college and career ready.
CCSS
III. Build instructional
leadership capacity
IV. Deepen
understanding of
Mission Statement: New Mexico joined 43 other states and the District of
Columbia in implementing world-class standards in order for our students to
compete on a national and global platform.
CCSS by providing
common framework
V. Provide professional
Goal: To support the transition to full implementation and sustainability of the
Common Core State Standards41 through the development of understanding,
development (PD)
knowledge, and skills to increase student achievement by making ongoing
guidance and tools
professional learning and strategic leadership essential in curriculum,
VI. Prepare faculty and
instruction, and formative/summative assessment.
staff to support CLD,
ELs, GT, and SWD
VII. Develop assessment
literacy
VIII. Strengthen the
PK–16 continuum
IX. Differentiate
professional
development (PD)
opportunities
41
CCSS Documents http://www.corestandards.org/the-standards
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New Mexico Public Education Department
Common Core State Standards (CCSS)
Implementation and Sustainability Plan: Professional Development
Overview
The New Mexico plan promotes professional development as an integral part of its expectations and
actions. It calls for the alignment of district, regional, and statewide resources, including institutions of
higher education (IHE), to provide a coherent professional learning system that will improve teaching and
ensure each student has the best opportunities for academic success in every classroom. Sustaining the
professional development plan requires ongoing monitoring and evaluation. The term “professional
development” (PD) means a comprehensive, sustained, and intensive approach to improving teachers’
and principals’ effectiveness in raising student achievement.
Critical Milestones
New Mexico identified the nine critical milestones for district- and state-wide professional development
listed below. The plan calls for the state, districts, IHE, Regional Educational Cooperatives (RECs),
professional organizations, and other PD providers to focus their staff development resources, structures,
time, and funding on the priorities incorporated within these milestones.
I.
Support districts and schools in evaluating their current knowledge and capacity to provide PD in
order to support curriculum, instruction, and assessment aligned to the CCSS.
II.
Build awareness of the ELA/literacy and math CCSS among all stakeholders while meaningfully
engaging educators through professional development opportunities.
III. Build internal instructional leadership capacity for sustainable implementation and improved learning
systems while guiding the efforts of policy makers, service providers, participants, and evaluators of PD.
IV. Deepen understanding among all stakeholders to increase educator effectiveness, resulting in
increased student achievement and provide a common framework from which to share best
practices.
V. Provide PD guidance and tools to ensure equity and rigor for all students while addressing linguistic and
cultural diversity.
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VI. Prepare PD for teachers and specialized instructional support personnel in order that they are
prepared and qualified to deliver high-quality, evidence-based, individualized instruction, and support
services to the culturally and linguistically diverse (CLD), English learners (ELs), the gifted and
talented (GT), and students with disabilities (SWD).
VII. Develop assessment literacy within the relationships among curriculum, instruction, and assessment.
VIII. Strengthen the P–16 continuum and engage higher education more fully in school improvement.
IX. Differentiate PD opportunities through the utilization of various strategies developed within a
classroom culture that is student centered, knowledge centered, and learning centered in order to
meet the needs and learning styles of all students.
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Evidence of Implementation:
Short-term wins are essential for long-term change to take hold. The following provide evidence of
progress in regard to the critical milestones and key implementation steps of the state CCSS professional
development plan. These wins also serve to fine tune its vision, mission, and goals by providing
important feedback that allows us to course-correct.
Table 5A: Assessment PD Key Progress
Timeframe
Key Progress Made
2011–2012
First Educator Leader Cadre (ELC) meeting occurred. The meetings were opportunities
for educators to build expertise in the CCSS and PARCC by engaging in deep analysis
of the CCSS and aligned material such as the PARCC Model Content Frameworks and
item prototypes.
2012–2013
The following webinar series was presented through the ELC:
 Part I—PARCC Overview and September 2012 Updates
 Part II—Common Core State Standards: Shifts in ELA/Literacy Instruction
 Part III—Common Core State Standards: Shifts in Mathematics Instruction
New Mexico Common Core Professional Development (NMCCPD) Program offered:
 Leadership Webinar Series for Administrators: Preparing for the PARCC
Assessments with Skip Fennel
2013–2014
Webinar: 21 Facts Every Educator Should Know About NMPARCC
Table 5B: General PD Key Progress
Timeframe
Key Progress Made
NMCCSS Implementation Plan was released.
The PED provided districts with the CCSS alignment study/gap analysis and online
diagnostic tool to be used as professional development needs self-evaluation posted
online at the PED website.
State PD service providers vetting process began.
2011–2012
CCSS Summit Conference for district teams was sponsored by the PED and CCSSO.
Leadership for the Common Core in Albuquerque: Exploring the Leadership
Perspective on the Common Core Implementation was sponsored by New Mexico
School Leadership Institute.
Instructional Material Bureau provided training to the CCSS-aligned mathematics and
ELA adoption review committee.
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Table 5B: General PD Key Progress (cont.)
Timeframe
2012–2013
2013–2014
Key Progress Made
The PED partnered with Knowledge Delivery Systems and Solution Tree, Inc. to offer
a blended model of PD to teachers and administrators, including two webinar series
(educator and leadership/administrator) and online courses.
New Mexico CCPD Program offered the following:
 Leadership Webinar Series: Alignment of the CCSS to Current Programs and
Practices–Moving From Textbook-based to Standards-based with Cassandra
Erkens
 Educator Webinar Series: Implementing the CCSS for Students with Disabilities
with Dr. Lee Ann Jung
The PED continued its partnership with Knowledge Delivery Systems and Solution
Tree, Inc. to provide:
 Common Core Professional Development Summit
 Creating Conditions for Success for All Students and follow-up webinar
 Webinar: Implementing the Common Core for Students with Disabilities
 Implementing the Common Core Anchor Standards at the Secondary Level and
follow-up webinar
 Regional Common Core mentoring
 Common Core English Learner Support Program
 Online Courses: Common Core Math and ELA, English Learners
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Table 5C: Differentiated Instruction PD Key Progress
Timeframe
Key Progress Made
New Mexico member of WIDA Consortium since 2009
2011–2012
English Learner Level 1 and 2 workshops facilitated by Mathematically Connected
Communities (MC2), NMSU, Las Cruces—a PED grant-funded project
Three, 3-day WIDA ACCESS for ELs student data analysis workshops: Farmington,
Albuquerque, and Las Cruces
2012–2013
New Mexico CCPD Program:
 Educator Webinar Series: Teaching Reading and Comprehension to English
Learners with Dr. Margarita Calderón, Parts 1 and 2, through the NMCCPD
Program
 Leadership Webinar Series: Differentiating Instruction for All Students At Risk
with Martha Kaufeldt
 Educator Webinar Series: Implementing the Common Core: Differentiating for
Gifted and Talented Students with Martha Kaufeldt
 Educator Webinar Series: Integrating Rigor and Relevance into Instruction for
the Common Core with Brian Pete
 Educator Webinar Series: How to Teach Thinking Skills in the Common Core
with Dr. Robin Fogarty and Brian Pete
MC2 English Learner Conference: Achieving in Mathematics for All Students in New
Mexico
Bilingual and Multicultural Education Bureau presentations at various conferences
Online PD teacher, administrator, parent modules: Making the Common Core State
Standards Accessible to English Learners (EL)
Seven, 2-day WIDA ELD standards and lesson-planning workshops in Albuquerque
(21), Deming, Gallup, Las Cruces, Las Vegas. One 3-day ELD standards and unit
planning workshop in Rio Rancho; two 2-day WIDA data training workshops in
Albuquerque and Hobbs.
2013–2014
A two-day workshop—Working with English Learner Student Data—was held in
Albuquerque and Hobbs through the Bilingual and Multicultural Education Bureau.
A common core EL support program for selected schools, facilitated by EL coaches,
was provided through the New Mexico CCPD Program
 Phase One: Coaching and Observation
 Phase Two: Refreshers and breakouts
 Phase Three: Wrap-up and Implementation Plans
Bilingual and Multicultural Education Bureau provided presentations at various
conferences.
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Table 5D: English Language Arts/Literacy PD Key Progress
Timeframe
2011–2012
2012–2013
2013–2014
Key Progress Made
Districts began ongoing study of the CCSS, including Instructional Shifts in
ELA/Literacy and ELA Capacities of the Literate Individual.
Common Core Launch Team: New Mexico State University, University of New
Mexico, and independent education consultants collaborated to provide expert
guidance and professional support to districts and schools as they implemented the
new standards in language arts and literacy in history/social studies, science, and
technical subjects.
New Mexico Common Core Professional Development Program:
 Leadership Webinar Series: Supporting and Monitoring Changes in Instructional
Practices in English Language Arts with Douglas Fisher
New Mexico Reads to Lead! Initiative
 Funding by special appropriation: $8.5 million
 Districts and charters developed literacy plans for literacy instruction and support
 Plans served as non-competitive applications
 Allocations used to fund:
- Regional coaches through the RECs
- District reading coaches
- Reading interventionists
- Instructional materials
- Professional development
 Districts required to use DIBELS Next as a universal screening and progressmonitoring tool
New Mexico Reads to Lead! Initiative
 Funding by special appropriation: $11.5 million (85 districts, 24 charters)
 Readers Raise the Roof Train-the-Trainer (1 day offered 5 times)
 Readers Raise the Roof family workshops (1 day offered 6 times)
 K–3 reading coach institutes (2 days)
 DIBELS Next Data Analysis (1 day offered 9 times)
 DIBELS Next: How to Administer Train-the-Trainer (1 day offered 3 times)
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Table 5E: Mathematics PD Key Progress
Timeframe
Key Progress Made
Districts began ongoing study of the CCSS including Math Instructional Shifts, Critical Areas of
Focus, and Mathematical Practices
2011–2012
The CCSS implementation kick off occurred at the New Mexico Common Core Mathematics
Standards Leadership Conference on January 18–19 in Albuquerque. It was sponsored by MC2,
New Mexico State University, New Mexico Coalition of Educational Leaders (NMCEL), and New
Mexico Cooperative Educational Services (CES).
New Mexico Common Core Professional Development Program:
 Educator Webinar Series: Implementing the Common Core for Secondary Mathematics
with Tim Kanold
 Leadership Webinar Series for Administrators: Supporting and Monitoring Changes in
Instructional Math Practices with Time Kanold
2012–2013
2013–2014
PED grant-funded MC2, New Mexico State University, Las Cruces (Districts participating included
Alamogordo, Albuquerque, Artesia, Aztec, Belen, Bloomfield, Carlsbad, Central Consolidated,
Chama Valley, Cimarron, Clayton, Cobre, Des Moines, Dexter, Dora, Española, Farmington,
Floyd, Ft. Sumner, Gadsden, Gallup, Grady, Hagerman, Hatch, House, Jemez Valley, La
Promesa Early Learning Center in Albuquerque, Las Cruces, Las Vegas City, Los Lunas,
Loving, Lovington, Maxwell, Montessori School in Albuquerque, Mora, Moriarity, Mosquero,
Mountainair, New Mexico Navajo South, Pecos, Raton, Roswell, Roy, Ruidoso, Santa Fe Indian
School, Socorro, Springer, Taos, Tatum, Tularosa, Wagon Mound) :
 Five-day summer math institutes and two-day math leadership academies
 Five 1-day regional math workshops (one day combined with leadership team meetings)
 Three additional 1-day math leadership team meetings
 Four days of onsite customized PD per district per school year
Stipends funded through PED STEM Initiative for the following:
 Three-day math conference: 300 middle school teachers attended
 Five-day science initiative workshop in Santa Fe: 25 teachers attended, its focus was
math and ELA CCSS connections
 Four-day intensified Algebra 1: 28 teachers attended
 Four-day story teller math training: 30 teachers and administrators attended
 Three-day New Mexico MESA teacher engineering curriculum training: 60 high
school teachers attended
 Two-day STEM symposium in Albuquerque: 530 teachers attended
 Five-day Dana Center math workshops for middle and high school teachers in Hobbs
 Five-day Agile Minds Intensified Algebra 1 for middle school teachers in Farmington
(blended learning, double block intervention for students who struggled in grade 8
math, so they can stay on track for Algebra 1/college and career readiness)
PED grant-funded MC2, New Mexico State University, Las Cruces (Districts participating
included Alamogordo, Artesia, Belen, Carizozo, Carlsbad, Central Consolidated, Chama
Valley, Cimarron, Corona, Deming, Dexter, Des Moines, Española, Farmington, Floyd,
Gadsden, Hatch, J. Paul Taylor Academy in Las Cruces, Jemez Valley, Las Vegas City, Los
Lunas, Loving, Lovington, Maxwell, Mountainair, Montessori School in Albuquerque, Mora,
Pecos, Roswell, Raton, Roy, Socorro, Springer, T or C, Taos, Tatum, Wagon Mound):
 Five-day summer math institutes and two-day math leadership academy
 Four 1-day regional math workshops (two days combined with leadership meetings)
 Two additional half-day math leadership team meetings
 Five-day MC2 summer math institute/leadership academy
 Four days+ onsite, customized, PD per district
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Table 5-F: Professional Development Work Plan
Key Implementation Steps
Timeframe
Responsibility
PED grant-funded MC2 provided the following for its research district
partners (Alamogordo, Artesia, Belen, Cimarron, Corona, Deming,
Des Moines, Española, Gadsden, Hatch, Los Lunas, Loving,
Maxwell, Mora, Roswell, Socorro, T or C, Taos, Wagon Mound):
 Math Lab: Grade 3, 6, and Algebra 1
 Math Institutes: K–3, 4–6, 7–Algebra 1
 Math Leadership Academies
June–August,
2014
MC2, NMSU,
PED
Common Core Assessment Conference: Held in Santa Fe, the
event provided participants with relevant and timely tools to enhance
assessment practices for New Mexico students. Conference
sessions focused on practical implementation of a comprehensive
assessment system that supports effective instruction. Information
was relevant to teachers, administrators, and technology staff.
July 28–29, 2014
PED,
Solution Tree
Elementary Teacher Science Content Training: Five-day training
of 50 teachers; taught content—with a focus on matter, literacy, and
pedagogy
August 2014
PED Math and
Science Bureau
Superintendent’s Forum: Superintendents, directors of charter
schools, and BIE leaders attended in Albuquerque. During this
meeting—facilitated by John Eller, Solution Tree School
Improvement Expert and PED staff—district and school
representatives received information regarding professional learning
opportunities available for 2014–2015 school year (including free
whole-school participation in online course study; attendance at RtI,
differentiated instruction, and cultural literacy workshops; a virtual
principals’ coaching network, virtual learning communities in
assessment and RtI, an Exemplary Schools Program, and more.
August 21, 2014
PED,
Solution Tree
September 4-5,
2014
PED,
Solution Tree
Fall 2014
PED,
Solution Tree
PED grant-funded MC2 provided customized PD for its research
district partners (Alamogordo, Artesia, Belen, Cimarron, Corona,
Deming, Des Moines, Española, Gadsden, Hatch, Los Lunas,
Loving, Maxwell, Mora, Roswell, Socorro, T or C, Taos, Wagon
Mound, ) including three district leadership meetings in September,
December, and April.
2014–2015
MC2, NMSU,
PED
College & Career Readiness Bureau, Project-Based Learning
Series
 Albuquerque, October 14-15, 2014
 Albuquerque, January 21-22, 2014
2014-2015
PED,
Solution Tree
Common Core Leadership Academy, Part I: School leaders work
with school improvement and common core presenters to plan for
increased professional learning opportunities for their staff and to
focus on managing change within this age of curricular, instructional,
and assessment shifts—held in Albuquerque.
CCSS K-3 Reading & Writing Foundations Training, Part I
 Las Cruces, September 29-30, 2014
 Ruidoso, October 2-3, 2014
 Roswell, October 6-7, 2014
 Santa Fe, October 9-10, 2014
 Albuquerque, October 20-21, 2014
67 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( F i n a l D r a f t , J a n u a r y 2 0 1 5 )
Table 5-F: Professional Development Work Plan (cont.)
Key Implementation Steps
Regional Common Core Mentoring: Two mentoring days in each
region for school- and district-based common core PD teams plus
three, 2-day content specific workshops customized to the needs of
each region.
 Region 2 (Southeast NM), Roswell, October 13, 2014
 Region 1 (Southwest NM), Las Cruces, October 17, 2014
 Region 3 (Central NM), Albuquerque, October 22, 2014
 Region 6 (Charters): Albuquerque, October 22, 2014
 Region 4 (Northwest NM), Farmington, October 29, 2014
 Region
5 (Northeast
Raton,
October 30,
2014
Monthly
MC2 Countdown
toNM),
PARCC
eNewsletters
and
webinars
http://mc2.nmsu.edu/PARCC/CountDown.html
New Mexico Reads to Lead! Initiative: $14.5 million (86 districts,
35 charters)
o DIBELS Next: How to Administer Train-the-Trainer held
regionally in July/August/April
o Readers Raise the Roof Train-the-Trainer held regionally in
August/September
o K–3 Reading Coach Seminar on September 15 and in
October in Albuquerque
o DIBELS Next Data Analysis held regionally in
October/March
o DIBELS Next Best Practices held regionally in October/
November
o K–3 Lead Teacher Seminars held regionally in October/
November/January
o Language Essentials for Teachers of Reading and Spelling
(LETRS) held regionally in January/February
Response to Intervention (RtI) Conference
 Albuquerque
 Las Cruces
WIDA Statewide Professional Development: Four 2-day WIDA
ELD standards and differentiation trainings in Albuquerque (2) and
Las Cruces (2); two 2-day WIDA ACCESS for ELLS data analysis
trainings in Albuquerque; one 3-day training of trainers on WIDA
ELD standards in Albuquerque; one 2-day follow-up with training of
trainers
Common Core Leadership Academy, Part II: School leaders work
with school improvement and common core presenters to plan for
increased professional learning opportunities for their staff and to
focus on managing change within this age of curricular, instructional,
and assessment shifts—held in Albuquerque.
Timeframe
Responsibility
Fall 2014
PED,
Solution Tree
Oct. 2014–
May 2015
MC2
2014–2015
Literacy New
Mexico Reads to
Lead!
December 4–5,
2014
PED,
Solution Tree
2014–2015
WIDA, Bilingual
Multicultural
Bureau, PED
January 20, 2015
PED,
Solution Tree
Differentiated Instruction 2-day Workshop in Albuquerque
February 23-24,
2015
PED,
Solution Tree
Culturally and Linguistically Responsive Instruction
Conference
May 27-28, 2015
PED,
Solution Tree
STEM Symposium in Albuquerque
May 29-30, 2015
PED
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Table 5-F: Professional Development Work Plan (cont.)
Key Implementation Steps
Regional Common Core Specialized Content Workshops:
 January 12, 2015: Beyond the Common Core Math
Workshop for teachers in grades K-6 by Farshid Safi,
hosted by Cobre Schools
 January 13, 2015: Beyond the Common Core Math
Workshop for teachers in grades 6-12 by Farshid Safi ,
hosted by Cobre Schools
 February 2-3, 2015: Developing High-Performing
Collaborative Teams by Susan Sparks Many, hosted by
Cobre Schools
 February 26-27: Effective Instruction in the Common
Core Classroom by Mary Kim Schreck, hosted by Cobre
Schools
Regional Common Core Mentoring: Two mentoring days in each
region for school- and district-based common core PD teams plus
three, 2-day content specific workshops customized to the needs of
each region.
 Region 1 (Southwest NM): Las Cruces, January 20, 2015
 Region 2 (Southeast NM), Roswell, January 27, 2015
 Region 3 (Central NM), Albuquerque, January 28, 2015
 Region 6 (Charters), Albuquerque, January 28, 2015
 Region 5 (Northeast NM), Raton, January 29, 2015
 Region 4 (Northwest NM), Farmington, January 30, 2015
CCSS K-3 Reading & Writing Foundations Training, Part II
 Las Vegas, February 2-3, 2015
 Albuquerque, February 5-6, 2015
 Las Cruces, February 9-10, 2015
 Ruidoso, February 12-13, 2015
 Roswell, February 17-18, 2015
 Santa Fe, February 19-20, 2015
 Gallup, February 23-14, 2015
 Albuquerque, February 26-27, 2015
Online Professional Development Modules for Teachers,
Administrators, and Parents:
 Making the CCSS Accessible to Gifted and Talented (GT)
Students
 Making the Common Core State Standards Accessible to
Culturally and Linguistically Diverse (CLD) Students
Science Facilitator Training Academies: 36 facilitators
(instructional coaches, lead teachers, IHE) trained in content,
pedagogy, literacy (focus on matter and energy) for those who
would become regional professional development trainers
Elementary Teacher Science Institutes: Content, pedagogy, and
literacy training; focus on matter; 200 teachers; held in North, South,
and Albuquerque regions; eight 5-day institutes
Timeframe
Responsibility
Spring 2015
PED,
Solution Tree,
Knowledge
Delivery Systems
Spring 2015
PED,
Solution Tree
Spring 2015
PED,
Solution Tree
Spring 2015
PED
Spring 2015
Math and
Science Bureau,
PED
June 2015
Math and
Science Bureau,
PED
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Table 5-F: Professional Development Work Plan (cont.)
Key Implementation Steps
Timeframe
Responsibility
June–July, 2015
MC2, NMSU,
PED
2
PED grant-funded MC will provide the following for its research
district partners (Alamogordo, Artesia, Belen, Cimarron, Corona,
Deming, Des Moines, Española, Gadsden, Hatch, Los Lunas,
Loving, Maxwell, Mora, Roswell, Socorro, T or C, Taos, Wagon
Mound) and K-3 Plus districts:
 Math Labs: Grade 3, 6, and Algebra 1
 Math Institute: K–3, 4–6, 7–Algebra 1
 Math Leadership Academies
Academic Language Development for All (ALD4ALL): $1.2
million funded by W.K. Kellogg Foundation for a three-year project
to provide statewide teacher and leadership training and to address
the needs and language development of students working to learn
English in New Mexico
Fall 2014–Spring
2017
Bilingual
Multicultural
Bureau, PED
Kinder Entry Assessment Pilot Training: Observation tool as part
of Race to the Top Early Learning Challenge Grant. Full
implementation of Kinder Assessment in Fall 2016.
2015–2016
PED Literacy
New Mexico
Provide additional professional development for middle/high school
literacy.
2015–2016
Literacy New
Mexico, PED
Continue
PED initiatives
including,
not limited
to:collaboration
ASSETs, to
Provide guidance
on scheduling
to but
support
teacher
2
ALD4ALL
K-3
Plus,
MC
,
Reads
to
Lead,
STEM,
WIDA
implement literacy standards across the content areas.
2015-2016 and
beyond
PED, MC2,
Districts
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CCSS Implementation and PD Planning Tool42:
Without question, districts and schools in New Mexico vary in their resources, demographics,
organizational structure, and needs. Yet despite these differences, our goal for New Mexico’s students
remains the same: providing high-quality learning opportunities that empower all students to be ready to
succeed in college and career. Schools and districts should use the following tool (designed in
collaboration with Solution Tree) as a guiding document, taking unique needs or circumstances into
consideration, and making appropriate adaptations. It is recommended that a "guiding coalition"
comprised of representative stakeholders in the school or district use this tool and engage in the process
of gathering data and evaluating progress toward interim targets that have been identified. This
information can be used to update district and school objectives, make systems adjustments, and assist
in communicating progress with stakeholder groups.
Professional Learning
The transition to the
CCSS will not be an
overnight process. Best
practices in PD must be
used to ensure ongoing
learning. In addition,
opportunities must be
available for collaborative
and continuous support.
Strategic Planning
and Design
 A needs assessment using
multiple sources of data (surveys,
observations, focus groups) is
conducted to determine
administrator and teacher needs
for ongoing professional learning
in English language arts,
Mathematics, and other content
areas
 A multi-year plan has been
established to build capacity
among teacher leaders/ teacher
trainers in preparation for teacher
training
 A clear plan for training and
embedded support is developed
to address teacher/team learning
needs in:
o CCSS literacy (content
and instructional
strategies)
o CCSS mathematics
(content and instructional
strategies)
o Assessment
o Digital literacy
o Addressing the needs of
unique populations (SWD,
EL, GT, CLD)






Beginning Implementation
and Monitoring
Teams and teachers understand
why the CCSS are being
implemented and can reference
the short-term and long-term
plans for implementation
All site administrators and
teacher leaders have engaged
in training on the core shifts in
the standards and instructional
practices that will assist in their
attainment
An incremental roll-out of the
training and support in key
areas is in place, utilizing
collaborative team structures for
training and implementation
support whenever possible
Teams are engaged in ongoing
professional learning beyond
traditional workshops, including
job-embedded support from
instructional coaches (if
available)
Secondary content teachers
receive discipline-specific PD
that assists in the integration of
the CCSS
Ongoing opportunities for
reflection of professional
learning and impact on student
learning are provided
Refinement and
Innovation
 On-demand training is
available to teachers
(new and veteran) to
support ongoing
instructional efforts
toward the integration of
the CCSS into learning
tasks
 Deeper study of critical
areas takes place with
cadres of teachers (e.g.,
writing, mathematical
practices)
 Reflective structures,
including action
research, are used to
promote ongoing
professional learning
across the district
Evidence of
Implementation
Implications for Next
Steps
42
Common Core Implementation Toolkit: Tab 2—CCSS Implementation and PD Planning Tool
http://newmexicocommoncore.org/uploads/downloads/common-core-implementation-toolkit-cf835ab81e.pdf
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Responsibilities
 Develop and manage
budgets
Section Six: Leadership
Vision: Ensure that, starting in the earliest grades, all students learn
the advanced skills needed to be college and career ready.
 Seek funding
Mission Statement: New Mexico joined 43 other states and the
 Maintain
communication
District of Columbia in implementing world-class standards in order
for our students to compete on a national and global platform.
 Form partnerships
Goal: Develop the means to ensure instructional leadership
 Ensure alignment
development and succession in order to successfully implement the
state’s transition plan by setting system-wide routines to track progress,
 Coordinate
professional
identify actions needed to stay on track or get back on track, uncover
key issues and prioritize them for resolution, and sustain a consistent
focus.
development
 Assist with vetting
process
 Monitor performance
and progress
 Implement evaluation
plan
 Provide technical
assistance
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New Mexico Public Education Department
Common Core State Standards (CCSS)
Implementation and Sustainability Plan: Leadership
Overview: Effective leadership capacity is needed for sustaining improvements and changes in practice. The
responsibility is two-fold and depends on the following:

Internal state leadership

Regional/district leadership, such as teacher leaders, principals, district administrators, and
community members
Leadership includes a set of functions filled by people in different roles, including:

Creating and sharing a vision for student proficiency

Building norms of trust and collaborative cultures

Supporting ongoing professional learning

Using data to assess progress43
The New Mexico Public Education Department (PED), along with the support of district leaders, has the
following responsibilities to:

Develop and manage an implementation plan budget

Seek external funding sources in addition to state funding

Maintain two-way, open and timely lines of communication

Form partnerships to leverage resources

Ensure alignment of instructional programs and materials to the CCSS

Coordinate professional development (PD) opportunities

Assist with PD service providers’ vetting process

Monitor performance and progress

Implement an evaluation plan

Provide technical assistance
43
Copeland M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy
Analysis, 25, 375–395.
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Table 6-A: Leadership Teams
State Leadership
Regional / District
Leadership
• K–3 Plus Advisory Council
• K–12 State Literacy Committee
• Community of Practice (COP)
• Common Core PD Team
• Family/Parent Involvement Advisory Council
• Hispanic Education Advisory Committee
• IDEA Advisory Panel
• Indian Education Advisory Council
• Math and Science Advisory Council (MSAC)
• New Mexico Educator Leader Cadre (ELC)
• State Bilingual Advisory Committee (SBAC)
• State Seal of Bilingualism-Biliteracy Taskforce
• Community members
• District administrators
• Principals/campus administrators
• Regional Education Cooperatives (RECs)
• Teacher leaders
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Table 6-B: Leadership Work Plan
Key Implementation Steps
Implementation Team approved by secretary and vetted by the
Governor’s Office. Team will include PED staff and stakeholders
representing district/campus administrators, teachers/
instructional staff, parents, and business community.
Develop Implementation Team Work Plan
Establish PARCC ELC—bringing together 24-member teams of
K–16 educators from across PARCC states to develop expertise
in the CCSS and PARCC and assist them to become leaders in
their states and among their peers.
First ELC meeting. The meetings will be an opportunity for
educators to build expertise in the CCSS and PARCC by
engaging in deep analysis of the CCSS and aligned material,
such as the PARCC Model Content Frameworks and item
prototypes.
Develop Implementation Plan budget (internal and districts).
Seek external funding sources in addition to state funding.
Maintain two-way, open and timely lines of communication.
Form partnerships to leverage resources.
Provide support to ensure alignment of instructional programs
and materials to the CCSS.
Coordinate PD opportunities.
Develop an evaluation plan.
Monitor performance and progress.
Provide technical assistance.
Math and Science Advisory Council: K–12 teachers and
administrators, IHE math and science, labs, museums
K–12 State Literacy Committee: Established to develop a plan
as part of federal grant (e.g., Striving Readers)
K–3 Plus Advisory Committee: Composed of school district
representatives and other stakeholders. The advisory committee
shall meet twice a year to advise the PED Literacy and Early
Childhood Education Bureau on K–3 Plus implementation.
Community of Practice (COP): Formed to disseminate
instructional materials and assessment information to support
statewide transition to the NCSC assessment.
State Seal of Bilingualism-Biliteracy Taskforce: Nominated
members and determined specific criteria for awarding the seal of
the New Mexico Diploma of Excellence for graduates who are
proficient in speaking and writing a language other than English.
Timeframe
Spring 2012
Spring 2012
Spring 2012
Summer
2012
Spring 2012
Spring 2012
Ongoing
Spring 2012
Ongoing
beginning
Spring 2012
Ongoing
beginning
Spring 2012
Spring 2012
Ongoing
beginning
Spring 2012
Ongoing
beginning
Spring 2012
Ongoing
Spring 2012
Ongoing
Spring 2014
Sept. 19
Oct. 17
Nov. 14
Dec. 12
2014
Responsibility
Leighann Lenti,
Director of Policy
Implementation Team
Dr. Pete Goldschmidt,
Director of Assessment
and Accountability and
Leighann Lenti
PARCC
PED
PED
PED and
Implementation Team
Implementation Team
Implementation Team
Implementation Team
PED and
Implementation Team
Implementation Team
and districts
Implementation Team
Math and Science
Bureau, PED
Literacy and Early
Childhood Education
Bureau, PED
Literacy and Early
Childhood Education
Bureau, PED
Assessment and
Evaluation Bureau,
PED
Bilingual Multicultural
Education Bureau,
PED, local
district/school level
guidance
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CCSSO Resources for State Education Agency Planning44:
 CCSSO State Education Agency (SEA) Common Core Implementation: Progress and Capacity
Rubric: With support from the US Education Delivery Institute, CCSSO developed this progress and
capacity rubric for state education agencies that focuses on five key elements of implementation,
including systems alignment and system change, teacher supports, principal supports, student
supports, and communications and engagement. Also available is the Local District Common Core
Implementation Progress and Capacity Rubric, designed to be a resource for common core leaders
at the district level.
 Achieve CCSS Implementation Rubric and Self-Assessment Tool: Education First and Achieve
created this tool to help states determine the strength of their implementation plans and illustrate
ways to improve them.
 Teaching to the Core: Integrating Implementation of Common Core and Teacher Effectiveness
Policies: CCSSO and the Aspen Institute Education and Society Program have released a policy
brief in order to help state departments succeed in carrying out the dual responsibilities of leading
changes in teacher evaluation and in the implementation of the CCSS.
 Putting a Price Tag on the Common Core: How Much Will Smart Implementation Cost?: Thomas B.
Fordham Institute estimates the implementation cost for each of the forty-four states and the District
of Columbia that have adopted the CCSS.
CCSSO Resources for School and District Leader Support45:

Common Core Survey Tool: Achieve, Education First, and the US Delivery Institute released a
survey tool to help state and district leaders track the quality of their standards implementation.

Calendar of Questions: The Council of Great City Schools developed a calendar of questions to
serve as a tool for districts as they implement the common core.

Aspen Institute Common Core Transition Guide for School Leaders: The Aspen Institute in
partnership with Education First, Insight Education Group, Student Achievement Partners, and
Targeted Leadership Consulting developed this implementation guide intended to be used as a
reference and an action-planning springboard for school leadership teams.

National Association of Secondary School Principals (NASSP) Common Core Resources: NASSP
resources help school leaders as they work to meet the challenge of implementing the standards.
Resources include a webinar series, articles, a library of common core digital publications and
newsletters, and a blog on the principals and the common core.

Action Briefs Outlining Role of School Personnel in Common Core Implementation: Achieve, in
partnership with College Summit, the NASSP, and the National Association of Elementary School
Principals (NAESP), released a series of action briefs on the role of school counselors, secondary
school leaders, and elementary school leaders in the implementation of the common core.
44
45
http://ccsso.org/CCSS_Forward_State_Resources_and_Success_Stories_to_Implement_the_Common_Core/Implementation_Tools_and_Resources.html
http://ccsso.org/CCSS_Forward_State_Resources_and_Success_Stories_to_Implement_the_Common_Core/Implementation_Tools_and_Resources.html
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CCSSO Resources for School and District Leader Support (cont.)46:

ASCD Education Leadership Article: The Common Core Standards: Starting Now: ASCD's
Education Leadership Journal provides guidance on beginning common core implementation for
principals and district superintendents in a time of competing priorities and tight budgets.

Get It Right Podcasts: The Learning First Alliance (LFA) created a podcast series that highlights
promising practices on implementation of the common core.

Communicating the Common Core Standards: The Council of the Great City Schools produced a
report for superintendents, school board members, and public relations executives about
communicating the CCSS.

Survey Results on Common Core Implementation in Urban Cities: The Council of Great City
Schools conducted a 67 urban school district survey, questioning participants on a range of
subjects to determine the ease to which the common core is being implemented and obstacles to
its implementation.
46
http://ccsso.org/CCSS_Forward_State_Resources_and_Success_Stories_to_Implement_the_Common_Core/Implementation_Tools_and_Resources.html
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Contents
Section Seven: Resources
and References
 Alignment of
Instructional
Material to CCSS
Included are a list of references and resources that the New Mexico Public
Education Department (PED) used in creating the transition to and
 Bilingual Education
sustainability plan for the Common Core State Standards (CCSS). This list
 Common Core
will continue to be updated and refined as the PED proceeds with the
State Standards
implementation of the CCSS.
 CLD
 Curriculum
Development
 Gifted Education
 Indian Education
 Mathematics
 Parent Resources
 PARCC
 Planning for
Transition to CCSS
 RtI
 Special Education
 Standards-Based
Education
 Systemic Change
Process
 Additional CCSS
Resources
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Alignment of Instructional Material to the CCSS:

Mathematics Alignment Criteria by Jason Zimba, CCSS author
http://usny.nysed.gov/rttt/docs/criteriaresources-math.pdf

Publisher’s Criteria for the Common Core State Standards in English Language Arts and Literacy
developed by David Coleman & Susan Pimentel, CCSS authors
o Grades K–2
http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf
o Grades 3–12
http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf
Bilingual Education:

Cummins’ BICS/CALP/Quadrants
http://esl.fis.edu/teachers/support/cummin.htm

Guided Language Acquisition Design (GLAD)
http://www.projectglad.com/

Hispanic Education Act
http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf

New Mexico PED online professional development modules for teachers, administrators, and
parents of English learners (EL)
https://ped.blackboard.com/

Sheltered Instruction Observation Protocol (SIOP)
http://www.cal.org/siop/

WIDA English Language Development Standards (ELDS), 2012 Edition
http://wida.us/standards/elp.aspx#2012

WIDA 2012 ELDS/CCSS Alignment Study
http://wida.us/research/agenda/Alignment/index.aspx
Common Core State Standards:

Additional 15 Percent ELA State Standards
New Mexico Administrative Code (NMAC) State Ruling:
http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0013.htm

ELA/Literacy CCSS http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
o ELA Appendix A—Research and Glossary

o
ELA Appendix B—Text Exemplars and Sample Performance Tasks
o
ELA Appendix C—Student Writing Samples
Mathematics CCSS http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
o Math Appendix A—Designing High School Mathematics Courses Based on the CCSS
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Culturally and Linguistically Diverse (CLD):

Center for the Education and Study of Diverse Populations (CESDP), New Mexico Highlands
University http://www.cesdp.nmhu.edu/

Equity Alliance
http://www.equityallianceatasu.org/

National Center for Culturally Responsive Educational Systems/NCCRESt)
http://www.nccrest.org/

New Mexico PED online professional development modules for teachers, administrators, and
parents of culturally and linguistically diverse (CLD) learners
https://ped.blackboard.com/
Curriculum Development:

Gates Foundation ELA Curriculum Maps
http://commoncore.org/free/

Ohio Department of Education (DOE) Resources including Model Curriculum Frameworks and
Learning Progressions
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID
=1704&ContentID=83475
Gifted Education:

National Association for Gifted Children
http://www.nagc.org/

New Mexico Gifted Education Manual
http://ped.state.nm.us/gifted/Gifted%20TA%20manual.pdf

New Mexico PED Online Professional Development Modules for teachers, administrators, and
parents of Gifted and Talented (GT) learners
https://ped.blackboard.com/
Indian Education:

Indian Education Act
http://www.ped.state.nm.us/indian.ed/dl11/IEA_amended_2007fourpage.pdf

National Council of Native American State Legislators (NCNASL) CCSS Resolution
http://www.nativeamericanlegislators.org/Documents/2009%20Resolution%20on%20Common%2
0Core%20Standards.pdf

Navajo Nation Department of Education
http://navajonationdode.org/

Navajo Nation Accountability Workbook
http://navajonationdode.org/uploads/FileLinks/4743e7a2906d45fe848416ccf82d0590/NN%20Acc
ountability%20Workbook-1.pdf
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
New Mexico PED Indian Education Division
http://www.ped.state.nm.us/
Mathematics:

Illuminations
https://illuminations.nctm.org

Illustrative Mathematics
https://www.illustrativemathematics.org/

Inside Mathematics
http://www.insidemathematics.org/

Institute for Mathematics and Education, University of Arizona CCSS Math Progressions
http://ime.math.arizona.edu/progressions/

Mathematically Connected Communities (MC2), New Mexico State University, Las Cruces
http://mc2.nmsu.edu/

Mathematics Assessment Project
http://map.mathshell.org/

You Cubed
http://www.youcubed.org/
Parent Resources:

National PTA CCSS Parent Guides
http://www.pta.org/4446.htm

New Mexico PED Informational Brochures for Parents
http://newmexicocommoncore.org/pages/view/306/informational-brochures-for-parents/
Partnership for Assessment of Readiness for College and Career (PARCC):

New Mexico PED PARCC Website http://ped.state.nm.us/ped/NMPARCCIndex.html

PARCC Model Content Frameworks: ELA Grades 3–11.
http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall%2
02011%20Release%20%28rev%29.pdf

PARCC Model Content Frameworks: Mathematics Grades 3–11
http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20Mathematics_Fall%2020
11%20Release.pdf

PARCC Website Resources
http://www.parcconline.org/resources
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Planning for Transition to the CCSS:

Achieve Home Page
http://www.achieve.org/achieving-common-core

Achieve and US Education Delivery Institute (EDI)
Common Core State Standards and Assessments: A Workbook for State and District Leaders
www.parcconline.org/CommonCoreImplementationWorkbook

Achieve CCSS Higher Education Guide
http://www.acenet.edu/AM/Template.cfm?Section=CPA&TEMPLATE=/CM/ContentDisplay.cfm&
CONTENTID=39580

Tool to Enhance State Mathematics College and Career Readiness Standards Implementation
Plans
http://pages.solution-tree.com/NM_2014_Leadership_Part_I.html
Response to Intervention (RtI):

New Mexico Response to Intervention Framework
http://www.ped.state.nm.us/sat3tier/sat3tierModelComplete.pdf
Special Education

New Mexico Extended Grade Band Expectations (EGBEs)
http://www.ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/egbe/ind
ex.html
Standards-Based Education:

Department of Defense (DOD)
http://www.am.dodea.edu/ddessasc/aboutddess/standards/standardsbased.html
Systemic Change Process:

Kotter Change Process Model
http://kotterinternational.com/kotterprinciples/changesteps
Additional CCSS Resources:

Hunt Institute Videos
http://www.youtube.com/user/TheHuntInstitute/featured

National School Reform Faculty (NSRF) Instructional Strategies & Activities
http://www.nsrfharmony.org/protocol/a_z.html

SBA/CCSS Mathematics Assessment Frameworks:
http://ped.state.nm.us/ped/AssessmentEvalDocs/NM%20Mathematics%20Assessment%20Fram
ework%20Grades%203-8%20VFinal%201%200.pdf

Tools for the Common Core (Bill McCallum’s Blog, CCSS-M lead writer)
http://commoncoretools.wordpress.com/
82 | N e w M e x i c o C C S S I m p l e m e n t a t i o n P l a n ( F i n a l D r a f t , J a n u a r y 2 0 1 5 )