Principle 1 Attachments - New Mexico State Department of Education
New Mexico ESEA Waiver Renewal Principle 1 Attachments 6.29.13 NMAC TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 29 STANDARDS FOR EXCELLENCE PART 13 ENGLISH LANGUAGE ARTS COMMON CORE STANDARDS 6.29.13.1 ISSUING AGENCY: Public Education Department, hereinafter the department. [6.29.13.1 NMAC - N, 10-29-2010] 6.29.13.2 SCOPE: All public schools, state educational institutions and educational programs conducted in state institutions other than the New Mexico military institute. [6.29.13.2 NMAC - N, 10-29-2010] 6.29.13.3 STATUTORY AUTHORITY: A. Section 22-2-2 NMSA 1978 grants the department the authority and responsibility for the assessment and evaluation of public schools, state-supported educational institutions and educational programs conducted in state institutions other than the New Mexico military institute. B. Section 22-2-2 NMSA 1978 directs the department to set graduation expectations and hold schools accountable. C. Section 22-2C-3 NMSA 1978 requires the department to adopt academic content and performance standards and to measure the performance of public schools in New Mexico. [6.29.13.3 NMAC - N, 10-29-2010] 6.29.13.4 DURATION: Permanent. [6.29.13.4 NMAC - N, 10-29-2010] 6.29.13.5 EFFECTIVE DATE: October 29, 2010, unless a later date is cited at the end of a section. This rule is filed effective October 29, 2010. School districts and charter schools will not be accountable for the requirements of this rule until July 1, 2012. [6.29.13.5 NMAC - N, 10-29-2010] 6.29.13.6 OBJECTIVE: The New Mexico common core content standards for English language arts are mandated for students in grades K-12. The New Mexico content standards with benchmarks and performance standards for English language arts were adopted in April 1996 as part of 6 NMAC 3.2; they were revised in June 2000. The content standards, benchmarks and performance standards for grades K-4 were again revised in April 2008, and the content standards and performance indicators for Grades 9-12 were again revised in May 2009. [6.29.13.6 NMAC - N, 10-29-2010] 6.29.13.7 DEFINITIONS: “Text” means written language, oral language, digital communications (written, oral, and graphic), and other forms of multimedia communications. [6.29.13.7 NMAC - N, 10-29-2010] 6.29.13.8 CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS, Grades K-5. All public schools, state supported educational institutions and educational programs conducted in state institutions other than the New Mexico military institute are bound by the English language arts common core state standards published by the national governor’s association center for best practices and the council of chief state school officers. These standards are available at www.ped.state.nm.us. The English language arts common core state standards published by the national governor’s association center for best practices and the council of chief state school officers are incorporated in this rule by reference. A. The following standards are additional New Mexico standards that shall be utilized for grades K-5 in conjunction with the common core state standards incorporated by reference in 6.29.13 NMAC. B. Reading literature. Key ideas and details. (1) Kindergarten students will identify the main topic, retell key details of a text, and make predictions. (2) Grade 1 students will: (a) identify the main topic, retell key details of a text, and make predictions; (b) identify characters and simple story lines from selected myths and stories from around the world. (3) Grade 2 students will: (a) identify the main topic, retell key details of a text, and make predictions; (b) use literature and media to develop an understanding of people, cultures, and societies to explore self identity. (4) Grade 3 students will: (a) ask and answer questions and make predictions to demonstrate understanding of a text; (b) develop an understanding of people, cultures, and societies and explore self identity through literature, media, and oral tradition; (c) understand that oral tribal history is not a myth, fable, or folktale, but a historical perspective. (5) Grade 4 students will: file:///C|/Users/Leighann.Lenti/Desktop/Waiver%20Renewal/P%201/Attachments/6.29.13%20NMAC.htm[1/29/2015 10:42:46 AM] 6.29.13 NMAC (a) develop an understanding of people, cultures, and societies and explore self identity through literature, media, and oral tradition; (b) understand that oral tribal history is not a myth, fable, or folktale, but a historical perspective. (6) Grade 5 students will: (a) develop an understanding of people, cultures, and societies and explore self identity through literature, media, and oral tradition; (b) understand that oral tribal history is not a myth, fable, or folktale, but a historical perspective. C. Reading literature: Craft and structure. Grade 1 students will recognize repetition and predict repeated phrases. D. Reading literature: Integration of knowledge and ideas. Grade 1 students will relate prior knowledge to textual information. E. Writing standards: Production and distribution of writing. (1) Kindergarten students will apply digital tools to gather, evaluate, and use information. (2) Grade 1 students will apply digital tools to gather, evaluate, and use information. (3) Grade 2 students will: (a) apply digital tools to gather, evaluate, and use information; (b) use digital media and environments to communicate and work collaboratively. F. Writing standards: text type and purposes. In grades 3, 4, and 5 students will use digital media environments to communicate and work collaboratively, including at a distance, to support individual learning and to contribute to the learning of others. G. Writing standards: research to build and present knowledge. (1) Grade 3 students will: (a) gather relevant information from multiple sources, including oral knowledge; (b) apply digital tools to gather, evaluate, and use information. (2) Grade 4 students will: (a) gather relevant information from multiple sources, including oral knowledge; (b) apply digital tools to gather, evaluate, and use information; (c) demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. (3) Grade 5 students will: (a) gather relevant information from multiple sources, including oral knowledge; (b) apply digital tools to gather, evaluate, and use information; (c) demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. H. Speaking and listening standards: presentation of knowledge and ideas. (1) Kindergarten students will: (a) demonstrate familiarity with stories and activities related to various ethnic groups and countries; (b) with prompting and support: role play; make predictions; and follow oral and graphic instructions. (2) Grade 1 students will: (a) describe events related to the students’ experiences, nations, and cultures; (b) follow simple written and oral instructions. (3) Grade 2 students will describe events related to the students’ experiences, nations, and cultures. (4) Grade 3, 4, and 5 students will: (a) understand the influence of heritage language in English speech patterns; (b) orally compare and contrast accounts of the same event and text; (c) demonstrate appropriate listening skills for understanding and cooperation within a variety of cultural settings. I. Language standards: Conventions of standard English. Students in grades K, 1, and 2 will use letter formation, lines, and spaces to create a readable document. [6.29.13.8 NMAC - N, 10-29-2010] 6.29.13.9 CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS, Grades 6-8: All public schools, state supported educational institutions and educational programs conducted in state institutions other than the New Mexico Military institute are bound by the English language arts common core state standards published by the national governors association center for best practices and the council of chief state school officers. The standards are available at www.ped.state.nm.us. The English language arts common core state standards published by the national governors association center for best practices and the council of chief state school officers are incorporated in this rule by reference. A. The following standards are additional New Mexico standards that shall be utilized in conjunction with the common core state standards incorporated by reference in 6.29.13 NMAC. B. Reading literature. Key ideas and details. (1) Grade 6 students will: (a) analyze how a cultural work of literature, including oral tradition, draws on themes, patterns of events, or character types, and how the differing structure of the text contributes to society, past or present; (b) analyze works of Hispanic and Native American text by showing how it reflects the heritage, traditions, attitudes, and beliefs of the author and how it applies to society; (c) compare a cultural value as portrayed in literature with a personal belief or value. (2) Grade 7 students will: file:///C|/Users/Leighann.Lenti/Desktop/Waiver%20Renewal/P%201/Attachments/6.29.13%20NMAC.htm[1/29/2015 10:42:46 AM] 6.29.13 NMAC (a) analyze how a cultural work of literature, including oral tradition, draws on themes, patterns of events, or character types, and how the differing structure of the text contributes to society, past or present; (b) analyze works of Hispanic and Native American text by showing how it reflects the heritage, traditions, attitudes, and beliefs of the author and how it applies to society; (c) use oral and written texts from various cultures to cite evidence that supports or negates understanding of a cultural value. (3) Grade 8 students will: (a) analyze how a cultural work of literature, including oral tradition, draws on themes, patterns of events, or character types, and how the differing structure of the text contributes to society, past or present; (b) analyze works of Hispanic and Native American text by showing how it reflects the heritage, traditions, attitudes, and beliefs of the author and how it applies to society; (c) use oral or written texts from various cultures, cite textual evidence that supports or negates reader inference of a cultural value. C. Reading literature. Range of reading and level of text complexity. Grade 8 students will, by the end of the year, read and comprehend significant works of 18th , 19th , and 20th century literature including stories, dramas, and poems independently and proficiently. D. Reading standards for informational text: integration of knowledge and ideas. Students in grades 6, 7, and 8 will: (1) distinguish between primary and secondary sources; (2) describe how the media use propaganda, bias, and stereotyping to influence audiences. E. Speaking and listening standards: presentation of knowledge and ideas. Students in grades 6, 7, and 8 will: (1) understand the influence of heritage language in English speech patterns; (2) orally compare and contrast accounts of the same event and text; (3) demonstrate appropriate listening skills for understanding and cooperation within a variety of cultural settings. [6.29.13.9 NMAC - N, 10-29-2010] 6.29.13.10 CONTENT STANDARDS FOR ENGLISH LANGUAGE ARTS, Grades 9-12: All public schools, state supported educational institutions and educational programs conducted in state institutions other than the New Mexico military institute are bound by the English language arts common core state standards published by the national governors association center for best practices and the council of chief state school officers. These standards are available at www.ped.state.nm.us. The English language arts common core state standards published by the national governor’s association center for best practices and the council of chief state school officers are incorporated in this rule by reference. The department, in consultation with relevant stakeholders, shall develop guidelines for the implementation of standards set forth in 6.29.13.10 NMAC. A. The following standards are additional New Mexico standards that shall be utilized in conjunction with the common core state standards incorporated by reference in 6.29.13 NMAC. B. Reading literature. Key ideas and details. Students in grades 9, 10, 11, and 12 will: (1) analyze and evaluate common characteristics of significant works of literature from various genres, including Hispanic and Native American oral and written texts; (2) cite strong and thorough textual evidence to support analysis of British, world, and regional literatures, including various Hispanic and Native American oral and written texts. C. Reading standards for informational text: Integration of knowledge and ideas. Students in grades 9, 10, 11, and 12 will: (1) analyze and evaluate common characteristics of significant works, including Hispanic and Native American oral and written texts; (2) cite strong and thorough textual evidence to support analysis of significant works, including Hispanic and Native American oral and written texts. [6.29.13.10 NMAC - N 10-29-2010] HISTORY OF 6.29.13 NMAC: Pre-NMAC HISTORY: The material in this part is derived from that previously filed with the State Records Center: SDE 74-17, (Certificate No. 74-17), Minimum Educational Standards for New Mexico Schools, filed April 16, 1975. SDE 76-9, (Certificate No. 76-9), Minimum Education Standards for New Mexico Schools, filed July 7, 1976. SDE 78-9, Minimum Education Standards for New Mexico Schools, filed August 17, 1978. SBE 80-4, Educational Standards for New Mexico Schools, filed September 10, 1980. SBE 81-4, Educational Standards for New Mexico Schools, filed July 27, 1981. SBE 82-4, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed November 16, 1982. SBE Regulation No. 83-1, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed June 24, 1983. SBE Regulation 84-7, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed August 27, 1984. SBE Regulation 85-4, Educational Standards for New Mexico Schools, Basic, Special Education, and Vocational Programs, filed October 21, 1985. SBE Regulation No. 86-7, Educational Standards for New Mexico Schools, filed September 2, 1986. SBE Regulation No. 87-8, Educational Standards for New Mexico Schools, filed February 2, 1988. SBE Regulation No. 88-9, Educational Standards for New Mexico Schools, filed October 28, 1988. SBE Regulation No. 89-8, Educational Standards for New Mexico Schools, filed November 22, 1989. file:///C|/Users/Leighann.Lenti/Desktop/Waiver%20Renewal/P%201/Attachments/6.29.13%20NMAC.htm[1/29/2015 10:42:46 AM] 6.29.13 NMAC SBE Regulation No. 90-2, Educational Standards for New Mexico Schools, filed September 7, 1990. SBE Regulation No. 92-1, Standards for Excellence, filed January 3, 1992. History of Repealed Material: 6.30.2 NMAC, Standards for Excellence, filed November 2, 2000 - Repealed effective June 30, 2009. NMAC History: 6 NMAC 3.2, Standards for Excellence, filed October 17, 1996. 6.30.2 NMAC, Standards for Excellence, filed November 2, 2000. 6.29.4 NMAC, English Language Arts; filed September 16, 2009. 6.29.14 NMAC, English Language Arts Common Core Standards; filed October 18, 2010. file:///C|/Users/Leighann.Lenti/Desktop/Waiver%20Renewal/P%201/Attachments/6.29.13%20NMAC.htm[1/29/2015 10:42:46 AM] 6.29.14 NMAC TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 29 STANDARDS FOR EXCELLENCE PART 14 MATHEMATICS COMMON CORE STANDARDS 6.29.14.1 ISSUING AGENCY: Public Education Department, hereinafter the department. [6.29.14.1 NMAC - N, 10-29-2010] 6.29.14.2 SCOPE: All public schools, state educational institutions and educational programs conducted in state institutions other than the New Mexico military institute. [6.29.14.2 NMAC - N, 10-29-2010] 6.29.14.3 STATUTORY AUTHORITY: A. Section 22-2-2 NMSA 1978 grants the department the authority and responsibility for the assessment and evaluation of public schools, state-supported educational institutions and educational programs conducted in state institutions other than New Mexico military institute. B. Section 22-2-2 NMSA 1978 directs the department to set graduation expectations and hold schools accountable. C. Section 22-2C-3 NMSA 1978 requires the department to adopt academic content and performance standards and to measure the performance of public schools in New Mexico. [6.29.14.3 NMAC - N, 10-29-2010] 6.29.14.4 DURATION: Permanent. [6.29.14.4 NMAC - N, 10-29-2010] 6.29.14.5 EFFECTIVE DATE: October 29, 2010, unless a later date is cited at the end of a section. This rule is filed effective October 29, 2010. School districts and charter schools will not be accountable for the requirements of this rule until July 1, 2012. [6.29.14.5 NMAC - N, 10-29-2010] 6.29.14.6 OBJECTIVE: The New Mexico common core content standards for mathematics provide a framework of required knowledge and skills in this field; they are mandated for grades K-12. The content standards with benchmarks and performance standards for mathematics were adopted in 1996 as part of 6 NMAC 3.2; they were replaced in 2002. The mathematics content standards for grades 9-12 were again revised in April 2008 and in June 2009. In May 2010, the content standards for grades K-12 were revised; the benchmarks and performance standards will be developed from this foundation document. [6.29.14.6 NMAC - N, 10-29-2010] 6.29.14.7 DEFINITIONS: [Reserved] 6.29.14.8 CONTENT STANDARDS, Grades K-12: All public schools, state supported educational institutions and educational programs conducted in state institutions other than the New Mexico military institute are bound by the mathematics common core state standards published by the national governor’s association center for best practices and the council of chief state school officers. The standards are available at www.ped.state.nm.us. The mathematics common core state standards published by the national governor’s association center for best practices and the council of chief state school officers are incorporated in this rule by reference. The department, in consultation with relevant stakeholders, shall develop guidelines for the implementation of standards set forth in 6.29.14.8 NMAC. [6.29.14.8 NMAC - N, 10-29-2010] HISTORY OF 6.29.14 NMAC: Pre-NMAC HISTORY: The material in this part is derived from that previously filed with the State Records Center: SDE 74-17, (Certificate No. 74-17), Minimum Educational Standards for New Mexico Schools, filed April 16, 1975. SDE 76-9, (Certificate No. 76-9), Minimum Education Standards for New Mexico Schools, filed July 7, 1976. SDE 78-9, Minimum Education Standards for New Mexico Schools, filed August 17, 1978. SBE 80-4, Educational Standards for New Mexico Schools, filed September 10, 1980. SBE 81-4, Educational Standards for New Mexico Schools, filed July 27, 1981. SBE 82-4, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed November 16, 1982. SBE Regulation No. 83-1, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed June 24, 1983. SBE Regulation 84-7, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed August 27, 1984. SBE Regulation 85-4, Educational Standards for New Mexico Schools, Basic, Special Education, and Vocational Programs, filed October 21, 1985. SBE Regulation No. 86-7, Educational Standards for New Mexico Schools, filed September 2, 1986. SBE Regulation No. 87-8, Educational Standards for New Mexico Schools, filed February 2, 1988. SBE Regulation No. 88-9, Educational Standards for New Mexico Schools, filed October 28, 1988. SBE Regulation No. 89-8, Educational Standards for New Mexico Schools, filed November 22, 1989. file:///C|/Users/Leighann.Lenti/Desktop/Waiver%20Renewal/P%201/Attachments/6.29.14%20NMAC.htm[1/29/2015 10:42:46 AM] 6.29.14 NMAC SBE Regulation No. 90-2, Educational Standards for New Mexico Schools, filed September 7, 1990. SBE Regulation No. 92-1, Standards for Excellence, filed January 3, 1992. History of Repealed Material: 6.30.2 NMAC, Standards for Excellence, filed November 2, 2000 - Repealed effective June 30, 2009. NMAC History: 6. 3.2 NMAC, Standards for Excellence, filed October 17, 1996. 6.30.2 NMAC, Standards for Excellence, filed November 2, 2000. 6.29.7 NMAC, Mathematics, filed May 29, 2009. 6.29.14 NMAC, Mathematics Common Core Standards, filed October 18, 2010. file:///C|/Users/Leighann.Lenti/Desktop/Waiver%20Renewal/P%201/Attachments/6.29.14%20NMAC.htm[1/29/2015 10:42:46 AM] New Mexico Statewide Assessment Program 2014–2015 Initial Order Additional Materials in Test Administration Window Order Window District Window Pickup Windows or Date(s) Score Reporting Dates 9/15/14 – 9/26/14 No later than 9/30/14 Online 11/6/14 Delivered Paper 11/21/14 9/2/14 9/15/14 – 9/26/14 No later than 9/30/14 SOAP 12/1/14 MP Site 12/4/14 Delivered Paper TBD N/A N/A Two consecutive weeks during last 3 weeks of semester N/A Overall scores in STARS by 6/30/15 11/17/14 – 12/12/14 12/29/14 – 1/30/15 1/6/15 1/19/15 – 1/30/15 1/19/15 – 2/6/15 Online 3/19/15 Delivered Paper 4/10/15 Posted on SOAP by 11/21/14 N/A N/A One week during first 3 weeks of spring semester N/A Overall scores in STARS by 6/30/15 11/3/14 – 11/26/14 1/5/15 – 2/13/15 1/5/15 1/12/15 – 2/27/15 Until 3/5/15 Online and Delivered Paper 5/11/15 Test Family Grades Tested NMHSCE (NM High School Competency Exam) Fall retest H8 or higher (9th graders in 2007–2008 or earlier) 7/14/14 – 8/13/14 8/25/14 – 9/25/14 HSGA (SBA-High School Graduation Assessment) Fall Retest in reading, math, and/or science H4 ONLY All students who did not pass spring SBA 7/14/14 – 8/13/14 8/25/14 – 9/25/14 EoC (End-of-Course Assessments: Use in EES; 2015 cohort primary demonstration of competency for social studies and writing; ADC for math, reading, and science) Any students in 1semester courses and optional retakes for high school students Posted on SOAP by 11/21/14 H8 or higher (9th graders in 20072008 or earlier) FALL 2014 9/2/14 WINTER 2014–2015 NMHSCE (NM High School Competency Exam) Winter Retest EoC Optional retakes for (End-of-Course Assessments) 2015 cohort primary High School demonstration of competency for social studies and students writing; ADC for math, reading, and science ACCESS for ELLs English language proficiency Grades K–12; only for current ELLs ELL screening with the W-APT (from WIDA) must occur within 20 school days from the student's enrollment date. Updated 1/29/2015 NMPED New Mexico Statewide Assessment Program 2014–2015 Initial Order Additional Materials in Test Administration Window Order Window District Window Test Family Grades Tested NCSC (National Center and State Collaborative) ELA and math for students with severe cognitive disabilities Grades 3 through High School TBD TBD TBD NMAPA (NM Alternate Performance Assessment) Science in grades 4, 7, HS and social studies in HS Grades 3 through High School TBD TBD TBD AAHSG (Alternate Assessment for High School Graduation) Retakes for Grades 12+ Pickup Windows or Date(s) Score Reporting Dates 3/30/15 – 5/15/14 TBD TBD TBD TBD TBD SPRING 2015 PARCC (Partnership for Assessment of Readiness for College and Careers) ELA and math Use ADC for Spring 2015 Graduates Grades 3–HS 1/9/15 (paper) 2/19/15 – (Performance2/20 (online) 3/20/15 Based Assessment) 1/23/15 Grades 3–HS (paper) 3/30/15 – 5/2/15 (End-of-Year) 2/20 (online) 2/19/15 3/2/15 – 3/27/15 No later than 4/3/15 TBD 3/30/15 4/13/15 – 5/8/15 No later than 5/15/15 TBD SBA (Standards Based Assessment) Science and Spansih Language Arts (SLA) Grades 4, 7, 11 12/1/14 – 1/9/15 3/2/15 – 4/9/15 3/2/15 3/23/15 – 4/10/15 4/15/15 TBD NAEP (National Assessment of Educational Progress) Grades 4, 8, and 12 N/A N/A N/A 1/26/15 – 3/6/15 (by sample selection) N/A Fall 2015 TIMSS (Trends in International Mathematics and Science Study) Grades 4, 8, and 12 N/A N/A N/A 4/1/15 – 5/29/15 (by sample selection) N/A TBD Any On SOAP by 3/30/15, Sign up for Blackboard by 2/15/15 N/A Two consecutive weeks in last 3 weeks of semester N/A Overall scores in STARS by 6/30/15, Blackboard scores automatically High School Posted on SOAP by 3/30/15 N/A Last week of summer school course or 6/22/15 – 6/26/15 N/A STARS by 40-Day Snapshot 2015, Blackboard scores automatically EoC (End-of-Course Exams) Use in EES; 2015 primary demonstration of competency for social studies & writing; ADC for math, reading, & science SUMMER 2015 EoC (End-of-Course Assessments) Use in EES; 2015 cohort primary demonstration of competency for social studies and writing; ADC for math, reading, and science Updated 1/29/2015 N/A N/A NMPED Correspondence Between the New Mexico Content Standards and the Common Core State Standards for English Language Arts and Mathematics Summary Report December 19, 2011 Prepared for the New Mexico Public Education Department by Table of Contents I. Introduction .......................................................................................................................................... 1 II. Summary of Results for English Language Arts .................................................................................... 2 III. Summary of Results for Mathematics ................................................................................................ 11 Appendix A: Key Differences Between CCSS for ELA and Current New Mexico Content Standards Organized by Grade Span Across Strands ................................................................................................... 18 I. Introduction New Mexico is implementing the Common Core State Standards (CCSS or Common Core) in all schools by 2014. At the request of the New Mexico Public Education Department (NMPED), WestEd conducted an analysis of the correspondence between the CCSS and the current New Mexico Content Standards (NM standards). This study addressed the following key question: To what extent do the NM standards in English language arts (ELA) and mathematics correspond with the CCSS? This report provides a summary of the key results of the analysis so that all New Mexico audiences— including teachers, administrators, parents, school board members, and business stakeholders—can understand how the CCSS differ from New Mexico’s current content standards. Individuals who may wish to review the full Final Report (which includes an overview of the methodology, a summary of quantitative and qualitative results, appendices with complete results for ELA and mathematics for grades K–12, and implications and recommendations) can find it on the New Mexico Public Education Department's Common Core website. 1 December 19, 2011 II. Summary of Results for English Language Arts This section provides a summary of the results of the analysis of the CCSS for ELA and the NM language arts standards, with a focus on areas of most concern for transitioning from the NM standards to the CCSS—that is, key content addressed in the CCSS that is covered only partially or not at all by the NM standards, or that is introduced at an earlier grade level than in the NM standards. The summary presents an overview of the “capacities of the literate individual” alignment, followed by a general overview of the NM standards alignment, and then includes sections for each ELA strand across grade spans K–5, 6–8, and 9–12. For charts organized by grade span across strands, see Appendix A. Essential Characteristics of Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language In addition to the standards themselves, the CCSS ELA standards document includes a page-‐long description of students who are college and career ready in reading, writing, speaking, listening, and language. This description provides a sketch of target knowledge, skills, and understandings that the authors call “capacities of the literate individual.” The NM ELA standards document includes a set of Guiding Principles, philosophical statements about learning and teaching in language arts. While the focus of each set of descriptions is different, there is some overlap between them regarding the concepts of teaching and learning. An overview of the CCSS capacities is provided below, along with notes about their overlap with the current NM principles. They demonstrate independence by x comprehending and evaluating a wide range of complex texts and oral presentations, constructing effective arguments, and conveying intricate or multifaceted information; and x demonstrating command of standard English and a wide-‐ranging vocabulary. This capacity overlaps with Guiding Principles 1 and 7: developing thinking and language together, and attaining independence in learning. They build strong content knowledge by x establishing a base of knowledge across a wide range of subject matter, engaging with works of quality and substance; and x becoming proficient in new areas through research and study, reading purposefully and listening attentively to gain both general knowledge and discipline-‐specific expertise. This capacity overlaps with Guiding Principles 2, 3, and 4: developing skills in oral language, developing knowledge of a range of literary works, and writing to communicate ideas. They respond to the varying demands of audience, task, purpose, and discipline by x adjusting their purpose for reading, writing, speaking, and listening as needed; and x adapting their communication in relation to audience, task, purpose, and discipline. 2 December 19, 2011 This capacity is partially addressed in Guiding Principle 9: developing a writing or speaking voice. They comprehend as well as critique by x working diligently to understand precisely what an author or speaker is saying; and x questioning an author’s or speaker’s assumptions and premises and assessing the veracity of claims and the soundness of reasoning. This capacity is partially addressed in Guiding Principle 1: developing thinking and language together. They value evidence by x citing specific, relevant evidence to support an oral or written interpretation of a text or their own points in writing and speaking; and x making their reasoning clear to the reader or listener and constructively evaluating others’ use of evidence. This capacity is not explicitly addressed in the Guiding Principles. They use technology and digital media strategically and capably by x tailoring online searches to acquire useful information efficiently and integrating it with what they learn offline; and x selecting and using the technological tools and mediums best suited to their communication goals. This capacity overlaps with Guiding Principle 5: developing literacy in all forms of media. They come to understand other perspectives and cultures by x reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews; and x listening to and communicating effectively with people of varied backgrounds. This capacity overlaps with Guiding Principles 8 and 10: building on students’ backgrounds and building awareness of both diversity and common ground. Key Differences Between CCSS for ELA and Current New Mexico Content Standards Because the CCSS grade-‐level standards for ELA are organized by College and Career Readiness Anchor Standards that are the same across grades K–12, there is considerable continuity across all grades. Core skills and knowledge in each strand are addressed at every grade, with the application of those skills and that knowledge progressing in depth and complexity across successive grades. The current NM standards are organized differently, with skills and knowledge varying across individual grade levels. The following tables provide an overview of some of the key differences in ELA content covered in the CCSS standards and in the current NM standards. These tables are not intended to capture all of the 3 December 19, 2011 specific differences in content in the two sets of standards, but rather to identify key gaps in coverage of the CCSS in the current NM standards. In order to provide a general overview of key content, these tables provide a summary of the CCSS core skill addressed within each grade span. Reading Note: The following tables include CCSS Reading standards that were not addressed by current NM standards (had no coverage) in at least some grades. CCSS Reading standards that received at least partial coverage by current NM standards at most grades are not represented in the tables. However, it is worth noting two CCSS Reading standards that received only partial coverage across all grades in the NM standards: CCSS Reading standard RI.4, “Determine the meaning of general academic and domain-‐ specific words and phrases” in a grade-‐appropriate text, and RI.10 and RL.10, which describe the range and complexity of literary and informational texts students are expected to read at each grade level. Current NM standards addressed part of the content of these standards at most grades, but did not address the requirements for “text complexity” specified in the CCSS and did not address comprehension of “academic and domain-‐specific” vocabulary in informational text. Table 1. Reading Standards for Literature Grade Span Grades K–5 CCSS Content NM Differences Determine themes (“central message or lesson”) of literary text (grades 1–5). NM standards do not address theme in literature in grades K– 4. They partially address this content in grade 5. Describe point of view in stories (3–5). NM standards partially cover point of view in grades 3 and 4. They do not address this content in grade 5. Use illustrations or visual presentations to describe or analyze characters, events, or setting in stories (K–5). NM standards do not address this content in grades K–5. 4 December 19, 2011 Grade Span Grades 6–8 Grades 9–12 CCSS Content NM Differences Explain and/or analyze the point of view of characters or the narrator in a text (6–8). NM standards address this content in grade 6. Compare and contrast a written text with audio or visual versions of the text (6–8). NM standards address this content in grade 6. Analyze the structure of literary texts and how structure contributes to meaning in a text (6–8). NM standards provide some coverage of this content in grade 7. Compare and contrast how two or more texts address similar themes (6–8). NM standards do not address this content in grades 6–8. Determine the theme in a text and analyze its development over the course of the text (9–12). NM standards address this content in grades 11–12. Table 2. Reading Standards for Informational Text Grade Span Grades K–5 CCSS Determine main idea (“main topic” in K–2) and supporting details in a text (K–5). NM Differences NM standards focus on this content in grade 3. They provide partial coverage of this content in grade 5. Describe or analyze the author’s NM standards do not address main purpose or point of view in this content in grades 2, 4, or 5. a text (2–5). They provide partial coverage of point of view in grade 3. Use illustrations or other visual information (maps, diagrams, etc.) to understand or analyze ideas and information in text (K–5). NM standards provide partial coverage of this content in grades 2, 4, and 5. Describe or explain how an author supports points in a text (K–5). NM standards do not address this content in grades K–5. Describe the structure of a text or texts (K–5). NM standards provide some coverage of this content in grades K–2. They do not address this content in grades 3–5. 5 December 19, 2011 Grade Span Grades 6–8 Grades 9–12 CCSS NM Differences Use evidence from a text to support inferences or conclusions (6–8). NM standards explicitly address this content in grades 5 and 8. Make connections between a written text and audio or visual versions of the text (6–8). NM standards address this content in grade 6. Determine the central idea of a text and how it is conveyed through details in the text (6–8). NM standards address this content in grades 5 and 7. Analyze structural elements of a text or texts (6–8). NM standards do not address this content in grades 6–8. Compare and contrast how two or more texts address similar topics or ideas (6–8). NM standards provide some coverage of this content in grade 6. Analyze interactions or connections between ideas, individuals, or events in a text (6–8). NM standards do not address this content in grades 6–8. Determine the central idea in a text or texts and analyze their development over the course of the text (9–12). NM standards address this content in grades 11–12. Analyze interactions or connections between ideas, individuals, or events in a text (9–12). NM standards do not address this content in grades 9–12. 6 December 19, 2011 Writing Table 3. Writing Grade Span Grades K–5 CCSS NM Differences Write “opinion pieces,” stating an opinion and providing reasons to support it (K–5, with simple versions for K–1). NM standards do not address this content in grades K–4. They do cover this content in grade 5. Write explanatory texts, using facts, details, and examples to develop the topic and providing a conclusion (K–5, with simpler versions for K–1). NM standards include some coverage of this content in grades K–3 but do not provide descriptive criteria (development, conclusion) for expository writing until grade 4. Write narratives, using descriptive details, clear event sequence, and a conclusion (K– 5, with simpler versions for K–1). NM standards provide partial coverage of this content in grades K–5 but do not include descriptive criteria for narrative writing as in the CCSS. Produce writing in which the development and organization are appropriate to task and purpose (3–5). NM standards provide partial coverage of this content in grades 3–5, with fewer criteria for organization and development than in the CCSS. 7 December 19, 2011 Grade Span CCSS Grades 6–8 Grades 9–12 NM Differences Write arguments, supporting claims with reasoning and evidence, and providing a conclusion (6–8). NM standards address this content in grade 7. Write informative texts, conveying ideas and information through the effective selection and analysis of content (6–8). NM standards provide partial coverage of this content in grades 6 and 8, with less specific criteria for expository writing than in the CCSS. Write narratives, using effective techniques, well-‐chosen details, and well-‐structured event sequences (6–8) NM standards provide partial coverage of this content in grade 8, with less specific criteria for narrative writing than in the CCSS. Produce clear and coherent writing in which development, organization, and style are appropriate to purpose and audience (6–8). NM standards cover this content in grade 8 and provide partial coverage of this content in grade 7. Use technology to publish writing and to interact and collaborate with others (9–12). NM standards do not address the use of technology to interact and collaborate with others on writing projects. 8 December 19, 2011 Speaking and Listening Table 4. Speaking and Listening Grade Span CCSS NM Differences Participate in collaborative conversations about grade-‐level topics (K–5). NM standards cover this content in K and provide partial coverage in grades 2 and 4. Use drawings or other visual displays (K–2) and audio recordings (3–5) in presentations to clarify ideas. NM standards do not cover this content in grades K–4. They provide partial coverage of this content in grade 5. Grades 6–8 Interpret and analyze information presented in diverse media and formats (6– 8). NM standards provide partial coverage of this content in grades 6 and 8. (Note: NM standards for grades 6–8 cover most of the CCSS for Speaking and Listening but at a partial level, with less specific criteria for most of the skills and knowledge described.) Grades 9–12 NM standards for grades 9–12 cover all the CCSS Speaking and Listening standards, with some partial coverage of CCSS standards for discussion and the integration of multimedia elements in presentations. Grades K–5 9 December 19, 2011 Language Strand The Language strand in the CCSS encompasses three areas of focus: skills related to “Conventions of Standard English,” applying “Knowledge of Language” to effective language use, and “Vocabulary Acquisition and Use.” The CCSS grade-‐level standards for Language are very specific at each grade, as are the related NM standards. While there are numerous differences in the detailed content at each grade level, some general patterns are evident across grades. For example: The CCSS for Knowledge of Language focus on applying an understanding of the non-‐literal meanings of words (connotations, nuance, figurative language) and an understanding of the different ways language functions in different contexts (formal/informal) to both reading and writing. In the grade-‐level standards, the application of this knowledge often focuses on the choice of words, phrases, syntax, or punctuation for effect in writing, and on the interpretation of specific words and phrases when reading. For example, a CCSS grade 3 standard requires students to “Choose words and phrases for effect.” This component of the CCSS Language strand is generally not emphasized in the current NM standards. In Vocabulary Acquisition and Use, the CCSS do emphasize some core skills across all grades, with some specific application of the skill of determining the meaning of words by using context clues at every grade. This skill is currently emphasized at some grades and not others in the NM standards. In relation to Conventions, most of the content of the CCSS is covered in the NM standards, but the CCSS grade-‐level standards tend to introduce many skills at earlier grades than in the NM standards. The following is an example of content covered at different grade levels in the two sets of standards: NM grade 10 standard II-‐A.10.2, “Use knowledge of sentence structure to eliminate comma splices and dangling or misplaced modifiers,” (partially) aligns to CCSS grade 4 standard L.4.1f, “Produce complete sentences, recognizing and correcting inappropriate fragments and run-‐ons.” More information about specific grade-‐by-‐grade differences in the coverage of Conventions and other components of the Language strand can be found in the Final Report appendices. Reading Foundational Skills Most of the content of the CCSS Reading Foundational Skills (K–5) is covered by the NM standards. In some cases, there are slight differences in grade level, with CCSS typically introducing some skills one grade earlier than in the NM standards. 10 December 19, 2011 III. Summary of Results for Mathematics This section provides a summary of the results of the analysis of the CCSS for Mathematics and the current NM mathematics standards, with a focus on areas of most concern for transitioning from the NM standards to the CCSS—that is, key content addressed in the CCSS that is covered only partially or not at all by the NM standards, or that is introduced at an earlier grade level than in the NM standards. The summary begins with an overview of the CCSS Standards for Mathematical Practice alignment, followed by sections on the NM standards alignment for grade spans K–4, 5–8, and 9–12, organized by domain. CCSS Standards for Mathematical Practice The CCSS defines a set of 8 Standards for Mathematical Practice that are meant to be integrated with the Standards for Mathematical Content in meaningful ways. The NM standards document defines a set of five Process Standards that are intended to serve a similar purpose to the Practice Standards. In general, there is a solid level of alignment between the Practice and Process standards, with the Process Standards embedding more topics into fewer general categories. Key areas of overlap and gaps between the Practice and Process standards are summarized below. x The Process Standard of “Problem Solving” is similar to the Practice Standard of “Make sense of problems and persevere in solving them.” x The Process Standard of “Reasoning and Proof” is similar to the Practice Standards of “Reason abstractly and quantitatively” and “Construct viable arguments and critique the reasoning of others.” x The Process Standard of “Representation” is similar to the Practice Standard of “Model with mathematics.” x The Process Standard of “Communication” does not have a similar Practice Standard, but communication is apparent in the set of Practice Standards both explicitly and implicitly. x The Process Standard of “Connections” does not have a similar Practice Standard. However, the most closely related Practice Standards would be “Reason abstractly and quantitatively,” “Look for and make use of structure,” and “Look for and express regularity in repeated reasoning.” x The Practice Standard of “Use appropriate tools strategically” does not have a similar Process Standard, but the use of tools is mentioned throughout the Process Standards. x The Practice Standard of “Attend to precision” does not have a similar Process Standard. While precision is mentioned in the Process Standard of “Communication,” the Practice Standard goes well beyond precision of language to precision of numbers, units, symbols, etc., which also receives a significant amount of attention in the Content Standards. Key Differences Between CCSS for Mathematics and Current New Mexico Content Standards The following tables provide an overview of some of the key differences in mathematics content covered in the CCSS standards and in the current NM standards. These tables are not intended to 11 December 19, 2011 capture all of the specific differences in content in the two sets of standards, but rather to identify key gaps in coverage of the CCSS in the current NM standards. Table 5. Grades K–5 CCSS NM Differences Domain: Counting and Cardinality (K) Kindergarten: Count to 100 by ones and tens, count beginning at a given number within the sequence instead of having to begin at 1, and understand the concept of 0. NM standards partially address this content in K, with numbers limited to 20. Domain: Operations and Algebraic Thinking (K–5) Kindergarten: Represent operations with expressions or equations. Fluently add to 5. NM standards address this content in grade 1. Grades 1 and 2: Focus on numbers to 1,000. NM standards focus on numbers to 100 in grades 1 and 2. Grade 1: Understand the meaning of the equal sign and use equations to represent a problem; apply properties of operations as strategies to add and subtract. NM standards address this content in grade 3. Grade 4: Use multiplicative comparison with multiplying/dividing to solve word problems, distinguishing multiplicative comparison from additive comparison. NM standards do not address this content. Grade 5: Write and interpret numerical expressions without evaluating them. NM standards do not address this content. Domain: Number and Operations in Base Ten (K–5) Grade 1: Add two-‐digit numbers within 100, showing understanding with a variety of strategies based on place value, properties of operations, relating the strategy to a written method, and explaining the reasoning used. NM standards do not address this content. Grade 3: Use knowledge of place value at a deep level and in a variety of ways. NM standards introduce place value early and continue into grades 3 and 4, but not at the same depth of knowledge. Grade 3: Use knowledge of the base-‐ten system to round numbers, to fluently add and subtract within 1,000, and to multiply one-‐digit whole numbers by multiples of 10. NM standards address this content in grade 4. Grade 5: Explain patterns when multiplying and dividing whole numbers and decimals by powers of 10. Use place value understanding to round decimals to any place. NM standards do not address this content. 12 December 19, 2011 CCSS NM Differences Domain: Number and Operations—Fractions (3–5) Grade 4: Understand fractions as multiples and multiply fractions by a whole number. NM standards address this content in grade 6. Grade 4: Express fractions with denominators of 10 as fractions with denominators of 100, and add those fractions. NM standards do not address this content. Grade 5: Use area models and tiling to multiply fractions, and represent fraction products as rectangular areas. NM standards partially address this content in grade 6. Grade 5: Solve real-‐world problems involving multiplication of fractions and mixed numbers, using visual fraction models or equations to represent the problem. NM standards address this content in grade 6. Grade 5: Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without multiplying. NM standards do not address this content. Domain: Measurement and Data (K–5) Grade 2: Use linear measurement to understand addition and subtraction on a number line. NM standards do not address this content. Grade 3: Solve a variety of real-‐world and mathematical problems involving perimeters. NM standards address this content in grade 4. Grade 4: Understand and use the additive relationship among angles. NM standards do not address this content. Grade 5: Relate volume to the operations of multiplication and addition and solve problems involving volume. NM standards address this content in grades 7 and 8. Grade 5: Recognize volume as an attribute of solid figures and understand concepts of volume measurement. NM standards do not address this content. Domain: Geometry (K–5) Kindergarten: Describe objects in the environment using names of shapes, and describe the relative positions of these objects. NM standards address this content in grade 1. Kindergarten: Compose simple shapes to form larger shapes. NM standards address this content in grade 2. Kindergarten: Describe several measureable attributes of a single object; correctly name shapes regardless of orientations or overall size. NM standards do not address this content. Grade 1: Use geometry to understand fractions by partitioning circles and rectangles into equal shares, using language of fractions; and understand that decomposing into more equal shares creates smaller shares. NM standards do not address this content. Grade 3: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole, and describe the area of each part as a unit fraction of the area of the shape. NM standards do not address this content. 13 December 19, 2011 CCSS NM Differences Grade 4: Draw and identify points, lines, segments, rays, angles, and perpendicular and parallel lines. NM standards address this content in grade 6. Grade 5: Understand attributes related to categories and sub-‐categories of shapes. NM standards do not address this content. Table 6. Grades 6–8 CCSS NM Differences Domain: Ratios and Proportional Relationships (6–7) Grade 7: Recognize and represent proportional relationships, using various methods to decide whether two quantities are in a proportional relationship; identify the constant of proportionality in a variety of representations; and represent proportional relationships by equations. NM standards address this content in grades 6 and 8. Domain: The Number System (6–8) Grade 7: Add and subtract rational numbers, represented on a NM standards do not horizontal or vertical number line, including situations involving additive address this content. inverses, understanding distance as absolute value, and using properties of operations as strategies to add and subtract. Extend understandings of multiplication and division and of fractions to multiply and divide rational numbers, using properties of operation, leading to rules for multiplying signed numbers; convert rational numbers to decimals. Domain: Expressions and Equations (6–8) Grade 6: Identify when two expressions are equivalent. NM standards address this content in grade 7. Grade 6: Demonstrate understanding of solving an equation or inequality as a process of determining which values of a given set make the equation or inequality true. NM standards address this content in grades 7 and 8. Grade 7: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. NM standards address this content in grade 8. Grade 7: Rewrite an expression in different forms in a problem context to show how the quantities in it are related. NM standards do not address this content. Grade 8: Solve linear equations in one variable, with rational coefficients, including examples with one solution, infinitely many solutions, or no solutions; successively transform a given equation into simpler forms; and expand expressions using the distributive property and collecting like terms. NM standards do not address this content. Domain: Functions (8) Grade 8: Understand a function as a rule that assigns to each input exactly one output, and the graph of a function as the set of ordered pairs of an input and its corresponding output. Compare properties of two functions each represented in a different way. 14 NM standards address this content in grades 9–12. December 19, 2011 CCSS NM Differences Domain: Geometry (6–8) Grade 6: Find areas of polygons by composing or decomposing into other shapes; and apply these techniques in context. NM standards address this content in grades 4 and 7. Grade 6: Find the volume of a prism by packing it with unit fraction edged cubes, and relate multiplying three fractional lengths with volume formulas (V = l w h and V = b h). NM standards address this content in grade 8. Grade 6: Represent three-‐dimensional figures using nets to find the surface area of these figures, and apply these techniques in context. NM standards address this content in grade 8. Grade 7: Describe two-‐dimensional figures that result from slicing three-‐ dimensional figures in plane sections. NM standards do not address this content. Grade 7: Solve problems involving area, volume, and surface area of two-‐ and three-‐dimensional objects. NM standards address this content in grades 8 and 9– 12. Domain: Statistics and Probability (6–8) Grade 6: Understand that a set of data has a distribution which can be described by its center, spread, and overall shape. Understand and recognize the difference between a measure of center for a numerical data set and a measure of variation. NM standards do not address this content. Grade 7: Understand meanings of statistics for a sample of a population; NM standards do not valid generalizations from a representative sample; and random address this content. sampling. Grade 7: Understand the probability of a chance event as a number between 0 and 1; understand likelihood indicated by larger numbers, and probabilities near 0, ½, and 1. NM standards do not address this content. Grade 7: Approximate the probability of a chance event by collecting data and observing its long-‐run relative frequency, and predict the approximate relative frequency given the probability. NM standards address this content in grades 5 and 6. Grade 7: Develop and use probability models, including both uniform and non-‐uniform models, to find probabilities of events; compare probabilities from a model to observed frequencies; and explain possible sources of discrepancy. NM standards address this content in grades 5 and 8. Grade 8: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. NM standards address this content in grades 9–12. 15 December 19, 2011 Table 7. Grades 9–12 CCSS NM Differences Conceptual Category: Number and Quantity (HS) Grades 9–12: Explain sums, differences, and products of rational, irrational, and complex numbers. NM standards do not address this content. Grades 9–12: Represent and model with vector quantities; perform operations on vectors and matrices. NM standards do not address this content. Grades 9–12: Understand and use units; define appropriate quantities; find complex solutions of quadratic equations; use polynomial identities; understand Fundamental Theorem of Algebra; and manipulate data by matrices. NM standards partially address this content. Conceptual Category: Algebra (HS) Grades 9–12: Interpret expressions and parts of expressions; prove and use polynomial identities; explain steps of solving an equation; construct proofs regarding solving systems of equations; understand graphs and explain x-‐coordinates as solutions of equations and inequalities. NM standards do not address this content. Grades 9–12: Represent a system of linear equations as a single matrix equation in a vector variable; find the inverse of a matrix if it exists and use it to solve systems of linear equations. NM standards do not address this content. Grades 9–12: Apply and understand equivalent expression forms, finite geometric series, polynomial systems and zeros, the Binomial Theorem, rational expressions systems and operations, one-‐variable equations and inequalities, and constraints; and solve various types of equations. NM standards partially address this content. Conceptual Category: Functions (HS) Grades 9–12: Understand sequences as functions, including recursive NM standards do not functions; compare properties of functions represented in different address this content. ways; distinguish between situations that can be modeled by linear and exponential functions; use tables and graphs to compare exponential functions to linear, quadratic, and polynomial functions; and understand radian measure of an angle and inverses of trigonometric functions. Grades 9–12: Understand and use a multiplicity of function types in various but specific ways. NM standards do not address the CCSS focus on student understanding and function types. Conceptual Category: Geometry (HS) Grades 9–12: Experiment with transformations in the plane, focusing on defining geometric concepts and transformations that carry a shape onto itself, and congruence in terms of rigid motion. NM standards do not address this content. Grades 9–12: Use the properties of similarity transformations to establish the AA criterion for similar triangles; explain and use the relationship between the sine and cosine of complementary angles; derive the formula A = ½ab sin(C) for the area of a triangle. NM standards do not address this content. 16 December 19, 2011 CCSS NM Differences Grades 9–12: Understand circles, formulas, and their uses; describe relationships among inscribed angles, radii, and chords; and use similarity to derive facts about arc lengths. NM standards do not address this content. Grades 9–12: Give an informal argument for the formulas for the circumference and area of a circle, and for the volumes of a cylinder, pyramid, and cone; identify the shapes of two-‐dimensional cross-‐ sections of three-‐dimensional objects; and identify three-‐dimensional objects generated by rotations of two-‐dimensional objects. NM standards do not address this content. Grades 9–12: Use geometric shapes, their measures, and their properties to describe objects; and apply geometric methods to solve designing problems. NM standards do not address this content. Conceptual Category: Statistics and Probability (HS) Grades 9–12: Summarize categorical data in two-‐way frequency tables. Interpret relative frequencies in context (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in data. Interpret slope and intercept of a linear model in context. NM standards do not address this content. Grades 9–12: Describe events as subsets of a sample space. Understand independent events and calculate the probability of them occurring together, or determine if events are independent. Understand conditional probability and interpret independence in terms of conditional probability. Construct and interpret two-‐way frequency tables to decide if events are independent and to approximate conditional probabilities. Use permutations and combinations to compute probabilities of compound events. NM standards do not address this content. (Note: While probability is covered in the NM standards, the CCSS address probability at a deeper level and in more complex ways, requiring understanding of complex probability concepts as well as the ability to use them.) Grades 9–12: Define a random variable by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same displays as for data distributions. Calculate and interpret the expected value of a random variable. Develop a probability distribution for a random variable to calculate theoretical probabilities and find the expected value. Analyze decisions and strategies using probability concepts. NM standards do not address this content. Grades 9–12: Understand and use univariate or bivariate data sets and work with surveys, experiments, and observational studies. NM standards partially address this content. 17 December 19, 2011 Appendix A: Key Differences Between CCSS for ELA and Current New Mexico Content Standards Organized by Grade Span Across Strands Table 5. ELA Grades K–5 Strand CCSS Content Reading Standards for Literature Determine themes (“central message or lesson”) of literary text (grades 1–5). Reading Standards for Informational Text NM Differences NM standards do not address theme in literature in grades K– 4. They partially address this content in grade 5. Describe point of view in stories (3–5). NM standards partially cover point of view in grades 3 and 4. They do not address this content in grade 5. Use illustrations or visual presentations to describe or analyze characters, events, or setting in stories (K–5). NM standards do not address this content in grades K–5. Determine main idea (“main topic” in K–2) and supporting details in a text (K–5). NM standards focus on this content in grade 3. They provide partial coverage of this content in grade 5. Describe or analyze the author’s NM standards do not address main purpose or point of view in this content in grades 2, 4, or 5. a text (2–5). They provide partial coverage of point of view in grade 3. Use illustrations or other visual information (maps, diagrams, etc) to understand or analyze ideas and information in text (K–5). NM standards provide partial coverage of this content in grades 2, 4, and 5. Describe or explain how an author supports points in a text (K–5). NM standards do not address this content in grades K–5. Describe the structure of a text or texts (K–5). NM standards provide some coverage of this content in grades K–2. They do not address this content in grades 3–5. 18 December 19, 2011 Strand Writing Speaking and Listening CCSS Content NM Differences Write “opinion pieces,” stating an opinion and providing reasons to support it (K–5, with simple versions for K–1). NM standards do not address this content in grades K–4. They do cover this content in grade 5. Write explanatory texts, using facts, details, and examples to develop the topic and providing a conclusion (K–5, with simpler versions for K–1). NM standards include some coverage of this content in grades K–3 but do not provide descriptive criteria (development, conclusion) for expository writing until grade 4. Write narratives, using descriptive details, clear event sequence, and a conclusion (K– 5, with simpler versions for K– 1). NM standards provide partial coverage of this content in grades K–5 but do not include descriptive criteria for narrative writing as in the CCSS. Produce writing in which the development and organization are appropriate to task and purpose (3–5). NM standards provide partial coverage of this content in grades 3–5, with fewer criteria for organization and development than in the CCSS. Participate in collaborative conversations about grade-‐level topics (K–5). NM standards cover this content in K and provide partial coverage in grades 2 and 4. Use drawings or other visual displays (K–2) and audio recordings (3–5) in presentations to clarify ideas. NM standards do not cover this content in grades K–4. They provide partial coverage of this content in grade 5. 19 December 19, 2011 Table 6. ELA Grades 6–8 Strand Reading Standards for Literature Reading Standards for Informational Text CCSS NM Differences Explain and/or analyze the point of view of characters or the narrator in a text (6–8). NM standards address this content in grade 6. Compare and contrast a written text with audio or visual versions of the text (6–8). NM standards address this content in grade 6. Analyze the structure of literary texts and how structure contributes to meaning in a text (6–8). NM standards provide some coverage of this content in grade 7. Compare and contrast how two or more texts address similar themes (6–8). NM standards do not address this content in grades 6–8. Use evidence from a text to support inferences or conclusions (6–8). NM standards explicitly address this content in grades 5 and 8. Make connections between a written text and audio or visual versions of the text (6–8). NM standards address this content in grade 6. Determine the central idea of a text and how it is conveyed through details in the text (6–8). NM standards address this content in grades 5 and 7. Analyze structural elements of a text or texts (6–8). NM standards do not address this content in grades 6–8. Compare and contrast how two or more texts address similar topics or ideas (6–8). NM standards provide some coverage of this content in grade 6. Analyze interactions or connections between ideas, individuals, or events in a text (6–8). NM standards do not address this content in grades 6–8. 20 December 19, 2011 Strand CCSS Writing Speaking and Listening NM Differences Write arguments, supporting claims with reasoning and evidence, and providing a conclusion (6–8). NM standards address this content in grade 7. Write informative texts, conveying ideas and information through the effective selection and analysis of content (6–8). NM standards provide partial coverage of this content in grades 6 and 8, with less specific criteria for expository writing than in the CCSS. Write narratives, using effective techniques, well-‐chosen details, and well-‐structured event sequences (6–8) NM standards provide partial coverage of this content in grade 8, with less specific criteria for narrative writing than in the CCSS. Produce clear and coherent writing in which development, organization, and style are appropriate to purpose and audience (6–8). NM standards cover this content in grade 8 and provide partial coverage of this content in grade 7. Interpret and analyze information presented in diverse media and formats (6–8). NM standards provide partial coverage of this content in grades 6 and 8. (Note: NM standards for grades 6–8 cover most of the CCSS for Speaking and Listening but at a partial level, with less specific criteria for most of the skills and knowledge described.) 21 December 19, 2011 Table 7. ELA Grades 9–12 Strand CCSS NM Differences Reading Standards for Literature Determine the theme in a text and analyze its development over the course of the text (9– 12). NM standards address this content in grades 11–12. Reading Standards for Informational Text Determine the central idea in a text or texts and analyze their development over the course of the text (9–12). NM standards address this content in grades 11–12. Analyze interactions or connections between ideas, individuals, or events in a text (9–12). NM standards do not address this content in grades 9–12. Writing Use technology to publish writing and to interact and collaborate with others (9–12). NM standards do not address the use of technology to interact and collaborate with others on writing projects. Speaking and Listening NM standards for grades 9–12 cover all the CCSS Speaking and Listening standards, with some partial coverage of CCSS standards for discussion and the integration of multimedia elements in presentations. 22 December 19, 2011 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. 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) Anna Lisa Banegas-Peña, Director, Student Success Larry Behrens, Public Information Officer Larry Bemesderfer, Instructional Materials Bureau Tom Dauphinee, Deputy Director, Assessment & Accountability Pete Goldschmidt, Director, Assessment & Accountability Connie Hansen, Director, Priority Schools Bureau Christy Hovanetz, CCSS Director Leighann Lenti, Deputy Secretary of Education Melissa Lomax, Director, Career-Technical & 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, C & I 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) 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 & 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 Municipal Schools Sheryl White, Educational Consultant 1|New Mexico CCSS Implementation Plan (Final Draft, January 2015) Additional Acknowledgements The updated plan was 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 Evaluation Bureau Dr. Icela Pelayo, Director, Bilingual Multicultural Education Bureau Jade Rivera, CCSS Program Manager Beth Savage, Contractor, Instructional Materials Bureau Terri Sainz, Project Coordinator, Education Consultant 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, Instructional Coach, Espanola Public Schools Sheryl White, Educational Consultant & NMELC Co-Chair, Albuquerque 2|New Mexico CCSS Implementation Plan (Final Draft, January 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 (Final Draft, January 2015) Table of Contents (cont.) Section Five: Professional Development………………………. ............................................ 59 Tables 5A-5E: Evidence of Implementation...................................................................................... 62 Table 5F: Work Plan......................................................................................................................... 67 Planning Tool ................................................................................................................................... 69 Section Six: Leadership ......................................................................................................... 70 Table 6A: Leadership Teams .......................................................................................................... 72 Table 6B: Work Plan ....................................................................................................................... 73 CCSSO Resources ......................................................................................................................... 74 Section Seven: Resources and References ........................................................................ 76 4|New Mexico CCSS Implementation Plan (Final Draft, January 2015) Introduction Important Points for Sustaining Implementation Collective Responsibility and Accountability Interdependence Rather than Independence Support Systems and Structures Effective Leadership Capacity 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 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.brown.edu/academics/education-alliance/sites/brown.edu.academics.educationalliance/files/publications/10_Capacities.pdf 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 (Final Draft, January 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, the New Mexico Public Education Department (PED) 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 which identify what students must know, understand, and be able to do in their kindergarten through high school careers. Now that the CCSS are being implemented in all grades K-12 and the PARCC assessments are being administered as of spring 2015, our focus has shifted from introducing the standards toward ensuring a deeper level of implementation and sustainability. These next generation assessments were developed by the Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium of 24 states that has agreed to utilize the same accountability tests. As a governing member of PARCC, New Mexico had a say in how these new assessments were 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 planning process and will continue to be taken in account throughout the ongoing implementation and sustainability phases. Our overarching goal is to ensure equity and rigor for all students in meeting the state’s high standards and expectations. In pursuit of that, the following student populations were explicitly addressed: Cultural & Linguistic Diverse (CLD) English Learners (EL) Gifted and Talented (GT) Students with Disabilities (SWD) 6|New Mexico CCSS Implementation Plan (Final Draft, January 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 fall 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 this list of free tools and resources to support state education agencies, districts, and educators during the process of implementing the Common Core State Standards (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 within the design and content of this template developed by the NMPED in conjunction with Solution Tree 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 premise 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 to 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 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, have common clarity 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 (Final Draft, January 2015) organizational goals, have input on specific actions, and will 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. This monitoring tool has been designed to support New Mexico schools in their journey to implement the Common Core State Standards, and is intended to complement the information found in The New Mexico Common Core State Standards Implementation Plan. Its purpose is twofold: First, to assist schools in determining their current status relative to implementation (Evidence of Implementation), and second, to guide 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 (Final Draft, January 2015) Organization This plan is divided into the following six aligned major sections. These along with an introduction and resource/reference section came together to create the complete framework based on the vision and mission statements below: Vision: Ensure that all students learn the advanced skills, starting in the earliest grades, needed to be college and career ready. Mission Statement: New Mexico joined 43 other states and the District of Columbia to be globally competitive by implementing world-class standards in order for New Mexico’s 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 above. 9|New Mexico CCSS Implementation Plan (Final Draft, January 2015) Section One: Development Process Overview: This section details the original planning process which took place and the procedure used to update the plan. New Mexico Common Core State Standards Timeline: 2011-2012 School Year 2012-2013 School Year 2013-2014 School Year 2014-2015 School Year Curriculum Curriculum Curriculum Curriculum Current New Mexico State Standards Cu New Mexico Common Core State Standards (NMCCSS) taught in grades K-3. Current New Mexico State Standards taught in all other grades. New Common Core State Standards in effect for all grade levels. New Common Core State Standards in effect for all grade levels. 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 NMSU 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 o NMCCPD Program Online Courses/ Modules Superintendents’ Forum and Leadership Academies Conferences (RtI, Differentiated Instruction, Cultural Literacy) Regional Mentoring Content Workshops NM Exemplary Schools Showcase 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 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 ( F i n a l D r a f t , J a n u a r y 2 0 1 5 ) New Mexico Common Core State Standards Timeline (cont.): 2011-2012 School Year 2012-2013 School Year 2013-2014 School Year 2014-2015 School Year 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 goes into effect o Current New Mexico Standards-Based Assessment (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 State o NMCCSS website launches o Public feedback enabled on new website and through conferences o Presentation and promotional materials made available o District diagnostic survey o State, regional, and local conferences o NMCCSS website content expands o Public feedback continues via website o Updates from Secretary regarding assessment and professional development o Districts create plans to engage stakeholders o Regional Town Hall Meetings o State, regional, and local conferences o NMCCSS website content expands o Public feedback continues via website o Updates from Secretary regarding assessment and professional development o Districts further engage stakeholders o Superintendent’s Forum o Leadership Academies o Showcase of Exemplary Schools o NMCCSS website serves as clearinghouse for information and feedback o Countdown to PARCC monthly newsletters 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 ( F i n a l D r a f t , J a n u a r y 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 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 Spring 2014 Spring 2014 Summer 2014 2014-2015 2015-2016 and Beyond Event Memo to Superintendents from Secretary Skandera Introducing WestEd alignment study findings Announcing release of State CCSS Implementation Plan Announcing CCSSO-sponsored summit Announcing launch of new State CCSS website Press Release to Public and Media from NMPED CCSS Overview Introducing WestEd alignment study findings to be posted on website Announcing release of State CCSS Implementation Plan to be posted on website Announcing CCSSO-sponsored summit Announcing launch of new NMPED CCSS website Launch of new NMPED CCSS website including teacher, administrator, and parent information and resources. http://newmexicocommoncore.org/ CCSSO-sponsored summit for district teams to be held in Albuquerque Release of CCSS informational brochures for parents in English, Spanish, and Navajo Regional Town Hall Meetings Memo to Superintendents from Secretary Skandera announcing release of State CCSS revised Implementation and Sustainability Plan to be posted on state CCSS website Superintendent’s Forum, Leadership Academies, Showcase of Exemplary Schools, PED Countdown to PARCC monthly newsletters, NMCCSS website serves as clearinghouse for information and feedback NMCCSS website serves as clearinghouse for information and feedback http://newmexicocommoncore.org/ 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 ( F i n a l D r a f t , J a n u a r y 2 0 1 5 ) Section Three: Student Assessment Goal: To successfully transition toward 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 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). SBA (Standards Based Assessment) 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 & 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 & 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 ( F i n a l D r a f t , J a n u a r y 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 ACCESS Test Administration Window: EL screening with the W-APT from 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: ELP assessment awarded though RFP process Title III Accountability Assessments: ELP assessment in effect January 13 – February 21, 2014 January 12 – February 27, 2015 2015 2016 and Beyond 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 ( F i n a l D r a f t , J a n u a r y 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 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 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 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 IMPORTANT NOTE8: 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 & 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 ( F i n a l D r a f t , J a n u a r y 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 Key Implementation Steps NMPED releases CCSS Implementation Plan and provides districts with online diagnostic tool to be used as professional development needs selfevaluation NMPED partners with Knowledge Delivery Systems/Solution Tree and WIDA 2012-2013 to offer professional development to teachers and administrators NMPED Bureaus Initiative provide participant stipends and training NMPED releases online English Learner professional development modules for teachers, administrators, and parents 2013-2014 Solution Tree and WIDA continue their partnership with NMPED NMPED Bureaus Initiative provide participant stipends and training NMPED releases updated NMCCSS Implementation Plan with sustainability component Solution Tree and WIDA continue their partnership with NMPED 2014-2015 NMPED releases online professional development modules for teachers, administrators, and parents working with gifted and culturally/linguistically diverse students NMPED Bureaus Initiative provide participant stipends and training 9 CCSS Documents http://www.corestandards.org/the-standards 16 | 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 ) 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 progress.10 Leadership Teams: State Leadership Reional/District Leadership K-3 Plus Advisory Council K-12 State Literacy Committee Community Members Community of Practice (COP) District Administrators Common Core PD Team Principals/Campus Administrators Family/Parent Involvement Advisory Council Hispanic Education Advisory Committee Regional Education Cooperatives (RECs) IDEA Advisory Panel Teacher Leaders Indian Education Advisory Council Math and Science Advisory Council New Mexico Educator Leader Cadre (ELC) State Bilingual Advisory Committee (SBAC) State Seal of Bilingualism-Bileracy Taskforce 10 Copeland M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25, 375-395. 17 | 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 ) Contributing Members Section One: Development Process Planning for the New Mexico Common Core State Standards (CCSS) New Mexico Public Education Department (PED) Oversight Team began within the New Mexico Public Education Department (PED) in summer 2011. The initial team consisted of a project coordinator, a project director, the Director of Assessment and Accountability, and the Director of Policy. The team gathered information, conducted a state-wide survey of districts to determine district readiness levels, needs and State Planning Committee (PC) Framework Development Team (FDT) The PED also established a Planning Committee (PC) and a Framework Implementation Plan Updated by PED staff and New Mexico Educator Leader Cadre (ELC) representatives diverse stakeholders from across the state such as campus/district preferences. Development Team (FDT) to provide recommendations and draft the state Implementation Plan. Members of the FDT and the PC included 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 January 2015 by an equally diverse group of committee members comprised of PED staff and New Mexico Educator Leader Cadre (ELC) representatives. 18 | 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 1A: Contributing Members Public Education Department (PED) Team Provides 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 Planning Committee met throughout fall 2011 and created specific recommendations for the communication, assessment, professional development, and curriculum and instruction sections of the Planning Committee implementation 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 Linda Sink, Chief Academic Officer, Albuquerque Dee Rae Timberlake, English Teacher, Texico HS, Texico Lynn Vasquez, Principal, Loving Elementary, Loving 19 | 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 1C: Framework Development Team (FDT) Work Groups The Framework Development Team drafted the implementation plan based on recommendations of the Planning Committee. 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 Oversight PED Contractor 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 (CAO), 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 PED Oversight Janet Haas Math Content Expert 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 20 | 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 ) PED Table 1C: Framework Development Team (FDT) 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) 21 | 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 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 to discuss Assessment, CCSS & PARCC September 19: PC Meeting in Moriarty - Study examples of CCSS curriculum alignment process and implementation plans from NM districts and other states - Respond to PARCC questions - Discuss responses to initial implementation questions November 15: PC Webinar to discuss CCSS alignment study & gap analysis results completed by WestEd November 16: FDT Webinar to discuss 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 & feedback December 12: FDT Work Session in Las Cruces - Draft plan outlines - Share out - PED Q & A and Updates January 13: PC/FDT Meeting in Las Cruces - PC shares feedback - FDT revises plans August 29: PC Webinar to discuss Introductions, Purpose, Roles, Process & Next Steps October 3: PC Meeting in Santa Fe - Study examples of how to communicate CCSS to stakeholders - Discuss role of PC & FDT in creating implementation plan - Select PC members to serve on FDT November 18: PC/FDT Meeting in Albuquerque * AM-Achieve Presentation * PM-Work Session to begin 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 returns draft narratives with feedback January 31, 2012: Combined CCSS Implementation Plan provided to districts and submitted to Kellogg Foundation 22 | 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 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 Common Core State Standards and development of the sustainability phase. 2013-2014: Preliminary updating of original Implementation Plan to add evidence of implementation based on NMCCSS website and NMPED correspondence completed by project coordinator June 5, 2014: PED Policy Program Manager and Project Coordinator met with Math and Science Bureau Director; Literacy Program Director; and Education Administrator, Assessment and Evaluation Bureau 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 February, 2015: Finalized/approved plan posted on NMCCSS website Spring 2014: Plan update Committee comprised of New Mexico Public Education Department (PED) representatives 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 CCSS Program Manager 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 Educator Leader Cadre (ELC) for additional feedback Januay, 2015: Finalized plan incorporating House Review feedback sent to CCSS Program Manager for final approval February, 2015: Memo to superintendents announcing release of updated plan and posting to New Mexico CCSS website 23 | 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 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 • 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, CCSS Program Manager • 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, Instructional Coach, Espanola Public Schools Sheryl White, Educational Consultant & NMELC Co-Chair, Albuquerque 24 | 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 ) Section Two: Communication Critical Milestones Vision: Ensure that all students learn the advanced skills, starting in the earliest grades, needed to be college and career ready. I. II. Establish a set of guiding principles for the implementation and sustainability of Common Core State Standards. 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 to be globally competitive by implementing world-class standards in order for New Mexico’s 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. 25 | 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 ) New Mexico Public Education Department Common Core State Standards (CCSS) Communication Implementation and Sustainability Plan 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; and 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 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 Skandera o CCSS overview o WestEd alignment study findings o State CCSS Implementation Plan o 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 Launch of Educator Leader Cadre 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 26 | 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 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 parent module to support English Learners 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 Secretary regarding assessment and professional development Districts further engage stakeholders Table 2-B: Communication Work Plan Key Implementation Steps Essentials for Superintendents Forum in Albuquerque Common Core Leadership Academy, Part 1, in Albuquerque Release of updated NMCCSS Implementation Plan incorporating CCSSO Resources CCSS Implementation Toolkit Common Core Leadership Academy, Part 2, in Albuquerque New Mexico Showcase of Exemplary Schools 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 Timeframe August 21, 2014 September 45, 2014 Responsibility NMPED, Solution Tree NMPED, Solution Tree Fall 2015 NMPED January 21-22, 2015 NMPED, Solution Tree May, 2015 NMPED, Solution Tree, Exemplary Schools Ongoing NMPED Fall 2015 and Beyond NMPED, Solution Tree http://newmexicocommoncore.org/pages/view/306/informational-brochures-for-parents/1/51-resources-for-parents 27 | 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 ) 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 ( F i n a l D r a f t , J a n u a r y 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-five states, including New Mexico, 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 by 2014-2015 and beyond. The Common Core State Standards (CCSS) 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 problem-solving skills while using technology. These tests will consist of multiple forms of testing, not only multiple-choice questions. New Mexico’s vision for the Common Core State Standards is to ensure that all students learn the advanced skills, starting in the earliest grades, needed to be college and career ready. The Common Core State Standards are an opportunity to equip all public school districts and educators enabling them to make the changes in the instructional system necessary to educate students for the 21st century economy and workforce. 29 | 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 ) State Assessments Section Three: Student Assessment SBA (Standards Based Assessment Vision: Ensure that all students, starting in the earliest grades, learn the advanced skills needed to be college and career ready. PARCC (Partnership for Assessment of Mission Statement: New Mexico joined 43 other states including the District of Columbia to be globally competitive by implementing world- Readiness for class standards in order for the state’s students to compete on a College and national and global platform. Careers) NCSC (National Center and State Goal: To successfully transition toward PARCC, a new generation assessment that is well aligned with Common Core State Standards (CCSS) as of spring 2015. 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 ( F i n a l D r a f t , J a n u a r y 2 0 1 5 ) New Mexico Public Education Department Common Core State Standards (CCSS) Student Assessment Implementation and Sustainability Plan 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 Partnership for Assessment of Readiness for College and Careers (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 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. III. The ACCESS for English Learners (ELs) English Language Proficiency Assessment provided by the 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 ( F i n a l D r a f t , J a n u a r y 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 also done 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. Measured Progress began new item development as needed for field testing in 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 what 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 extended grade band expectations (EGBEs) for students with significant cognitive disabilities was discussed. Alignment of NMAPA items with CCSS was evaluated. 2011−2012 CCSS-aligned Expanded Grade Band Expectations (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. 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. Formation of a Community of Practice (COP) to disseminate instructional materials and assessment information to support statewide transition to the NCSC assessment. NMAPA 2014 trends data was 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 Assessment Services Supporting ELs through 2011−2012 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 32 | 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 ) Critical Milestone I: The state’s new generation assessment, developed and delivered by the Partnership for Assessment of Readiness for College and Careers (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. Key Implementation Steps Administer PARCC Performance-Based Assessment (PBA) for grades 3-High School (grades 9, 10, and 11). Meeting college and career ready standards assessed through PARCC required for graduation. Administer SBA Science for grades 4, 7 & High School; Spanish Language Arts/Literacy for grades 3-High School Administer PARCC End-of-Year Assessment (EOY) for grades 3-High School (grades 9, 10, and 11); meeting college and career ready standards assessed through PARCC required for graduation PARCC Assessment System: The assessments will cover English language arts (ELA)/literacy and math for grades 3–11. The system includes the following components: Diagnostic assessments in reading, writing and mathematics. These optional tests, available throughout the year, will help teachers identify students’ strengths and weaknesses. Mid-year assessments in ELA/literacy and mathematics. Designed to be given mid-way through the year, these optional tests will help schools shape decisions about curriculum, instruction and professional development. Performance-based assessments (PBA) in ELA/literacy and mathematics. All students will take this summative test toward the end of the school year to show what they know. In ELA/literacy, this will involve analyzing literature and a narrative writing task. Students will read texts and write several pieces to demonstrate they can read and understand sufficiently complex texts independently; write effectively when using and analyzing sources; and build and communicate knowledge by integrating, comparing and synthesizing ideas. Timeframe Responsibility March 2–27, 2015 NMPED, PARCC, Districts March 23– April 10, 2015 NMPED, Districts April 13–May 8, 2015 NMPED, PARCC, Districts Spring 2015 NMPED, PARCC 33 | 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 3-D: SBA/PARCC Work Plan (cont.) Key Implementation Steps PARCC Assessment System (cont.): In math, students will be asked to solve problems involving the key knowledge and skills for their grade level (as identified by the CCSS), express mathematical reasoning and construct a mathematical argument, and apply concepts to solve model real-world problems. End-of-year assessments (EOY) in ELA/literacy and math. All students will take this at the end of the school year. The results will be combined with the performance-based assessment to produce a student’s summative assessment score. For the endof-year assessment, students will demonstrate their acquired skills and knowledge by answering computer-based, machinescorable questions. Speaking and listening component (ELA/literacy only). All students participating in the PARCC assessments will demonstrate speaking and listening proficiency using this tool, which can be administered anytime during the academic year. While this is a required component of the assessment, currently PARCC does not envision combining results from this with those of the performance-based assessment or end-of-year assessment to determine a student’s summative assessment score. Item and task prototypes that illustrate what will be included in the PBA and EOY components are available here: www.parcconline.org/samples/item-task-prototypes. For more on the design of the assessment system, visit this site: www.parcconline.org/parcc-assessment-design Preparation for new assessment should include the study of PARRC resources including Model Content Frameworks, Claims Structure, Performance Level Descriptors, Task Types, High Level Blueprints, Informational Guides Timeframe Responsibility Spring 2015 NMPED, PARCC 2014-2015 PARCC, IHE, Districts Analyze trends and data for 2015 PARCC and SBA assessments. Summer 2015 NMPED, Districts K-2 Formative Assessments: To help states measure student knowledge and skills at the lower grades, PARCC will develop 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 will consist of developmentallyappropriate assessment types, such as observations, checklists, classroom activities, and protocols, which reflect foundational aspects of the CCSS. The K-2 formative assessment tools aim to help create a foundation for students and put them 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 also will help states fully utilize the CCSS across the entire K-12 spectrum. 2015−2016 and Beyond NMPED, PARCC 34 | 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 ) Critical Milestone II: New Mexico adopts the NCSC assessment which 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 Manual12 Publicize 2015 transition to the National Center and State Collaborative (NCSC) assessment Administer 2015 CCSS NCSC Assessment Administer CCSS NCSC Assessment 12 Timeframe 2014-2015 August 2014 Spring 2015 Spring 2016 and Beyond Responsibility PARCC NMPED NMPED, NCSC NMPED, NCSC http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual 35 | 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 ) Critical Milestone III: The ACCESS for English Learners (ELs) English Language Proficiency Assessment provided by the WIDA Consortium is redesigned to align with CCSS expectations. Table 3-F: ACCESS Work Plan It is important to prepare teachers of ELL 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. They must also have the ability to analyze their results to improve student achievement. Key Implementation Steps 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. 2012 Amplification of WIDA ELD Standards were formally adopted into NM regulation on August 31, 2014. 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 Timeframe Responsibility Fall 2014 NMPED 2012-2014 NMPED, Districts 2015 NMPED 2016 and Beyond NMPED 36 | 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 ) CCSS Implementation and PD Planning Tool13: 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 which 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 Strategic Planning and Design 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 students. The district/site comprehensive assessment plan has been reviewed and recommendations made for alignment with the CCSS, including updates for District benchmarks End of unit/ course common assessments (middle and high school) 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 date, 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 13 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 ( F i n a l D r a f t , J a n u a r y 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 all students learn the advanced skills, starting in the implement the earliest grades, needed to be college and career ready. CCSS. II. Credibly align curriculum and instructional material resources through a balanced and coordinated set of activities. III. Ensure equity and Mission Statement: New Mexico joined 43 other states and the District of Columbia to be globally competitive in implementing world-class standards in order for New Mexico’s students to compete on a national and global platform. Goal: In preparation for 21st century success, New Mexico continues the ongoing full implementation and sustainability of the Common Core State Standards14 (CCSS) in English language arts/literacy and mathematics by meeting the following objectives: Establishing a sure path to college and career readiness rigor for all Ensuring the alignment of high-quality instructional methods/materials students in Fostering cultural competence and language proficiency by promoting meeting the state’s high the spirit of diversity within New Mexico Building leadership capacity to sustain efforts and continue momentum standards and expectations. 14 CCSS Documents http://www.corestandards.org/the-standards 38 | 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 ) New Mexico Public Education Department (PED) Common Core State Standards (CCSS) Curriculum and Instruction / Instructional Material Implementation and Sustainability Plan Overview The full implementation of the Common Core State Standards 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 The State’s Curriculum and Instruction / Instructional Material section identifies the following critical milestones along with key implementation steps for more detailed guidance. 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. Schools will need to make changes in how they approach instruction. 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 ( F i n a l D r a f t , J a n u a r y 2 0 1 5 ) Evidence of Implementation Short-term wins are essential for long-term change to take hold. The following provides evidence of progress in regards to the critical milestones identified for this section. These wins also serve to fine tune the vision, mission, and goals by providing important feedback that allows us to course-correct. Table 4-A: Evidence of Progress Timeframe October 29, 2010 2012-2013 2013-2014 Key Progress Made New Mexico adopted the Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects plus additional 15% ELA state standards. 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 in comparing the alignment of existing instructional materials to the CCSS including an alignment study/gap analysis posted online at the NMCCSS website. The NMPED and districts began build partnerships and identify/leverage existing resources to ensure equity and rigor for all students. Accelerated Adoption for Common Core Math and ELA, grades K-3: Instructional Materials Bureau convened teachers and college faculty for adoption process review guided by NMPED-developed rubrics aligned to CCSS. Mandated CCSS Implementation Start Date: Grades K-3 Mathematics and ELA K-3 Reads to Lead Reading Initiative: Districts and charters 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 & Technical Subjects Literacy Standards 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 charters). 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 NMCCPD program events received a sampling of instructional materials. 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 ( F i n a l D r a f t , J a n u a r y 2 0 1 5 ) Table 4-B: Work Plan Key Implementation Steps Grades 9-12 ELA & 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, occurs 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 for funded by W.K Kellogg Foundation for a three-year project focuses on ensuring that culturally and linguistically diverse and ELL students are ready for success and places priority on achievement among New Mexico students working to learn English. Grades K-8 ELA & Reading Intervention Adoption: Review process occurs including methodology and reviewer training Grades K-12 Mathematics Adoption: Review process occurs including methodology and reviewer training Continue to ensure that students demonstrating giftedness receive appropriate services and maximize their potential. Accelerated learning opportunities are enhanced for all New Mexico students including increased access to: 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) Student Assistance Team (SAT) and 3-Tier Model Credit Recovery Courses Comprehensive Advising Program Developmental & 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, in-service, pre-service and alternate licensure programs. Responsibility Instructional Material Bureau, NMPED Bilingual Multicultural Bureau, NMPED Literacy and Early Childhood Education Bureau, NMPED, WestEd 2014-2015 Literacy and Early Childhood Education Bureau, NMPED 2014-2015 Literacy and Early Childhood Education Bureau, NMPED July 2013 – July 2016 Bilingual Multicultural Bureau, NMPED Summer 2015 Summer 2018 Instructional Material Bureau, NMPED Instructional Material Bureau, NMPED Ongoing Districts, Institutions of Higher Education (IHE) Ongoing Districts Ongoing NMPED, Institutions of Higher Education (IHE) 41 | 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-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 by providing: Supports and related services designed to meet the unique needs of students and enable their access to the general education curriculum Individualized Education Plans (IEP) including annual goals aligned with and chosen to facilitate their attainment of gradelevel 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 English learners (ELs)—to become bilingual and biliterate, 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 Alignment15: Toolkit for Evaluating Alignment of Instructional and Assessment Materials: In joint partnership, CCSSO, Achieve, and Student Achievement Partners have developed this toolkit, which 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 quality of OERs. 15 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 ( F i n a l D r a f t , J a n u a r y 2 0 1 5 ) CCSS Implementation and PD Planning Tool16: 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 interim targets which 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: Alignment of Curriculum and Materials Teacher teams need tools and resources aligned to the standards and 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 which 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 Instructional pacing guides/ curriculum maps Backward planned model units (elementary) Backward planned model units (secondary content areas with integrated literacy) Texts and/or resources are available that align with expected 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 tasks/ project based learning have been developed and are used widely Evidence of Implementation Implications for Next Steps 16 Common Core Implementation Toolkit: Tab 2-CCSS Implementation and PD Planning Tool http://newmexicocommoncore.org/uploads/downloads/common-core-implementation-toolkit-cf835ab81e.pdf 43 | 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 ) 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 shown on the upcoming pages: ELA/Literacy Capacities of the Literate Individual (Table 4-C) Shifts in Instruction (Table 4-D) Reading & Writing Framework Shifts (Table 4-E) Mathematics Integration of Mathematical Practices & Mathematical Content (Table 4-F) Shifts in Instruction (Table 4-G) New Mexico Bilingual/Multicultural and Indian Education Guidelines Hispanic and Indian Education Acts (Table 4-H) 44 | 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-C: Capacities of the Literate Individual17 The following characteristics offer a portrait of students who typically meet the standards set out in the Common Core State Standards 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 able independently 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 wideranging 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 twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and 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. 17 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 45 | 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-D: Shifts in ELA/Literacy18 Instruction The following shift the focus of 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 & 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 High Quality TextDependent 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% informational and 50% 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 as detailed in Table C. 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 narrative. 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 offer 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. 18 Coleman, David & Pimentel, Susan. Publisher’s Criteria for the Common Core State Standards in English Language Arts and Literacy Grades K-2 http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf Grades 3-12 http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf 46 | 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-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% of reading to informational texts. Rather, 70% cross-curricular reading should be informational. As with reading, the percentages reflect the sum of student writing, not just writing in ELA settings. Grade 4 8 12 Reading Literary Informational 50% 50% 45% 55% 30% 70% Grade 4 8 12 To Persuade 30% 35% 40% Writing To Explain 35% 35% 40% To Convey Experience 35% 30% 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 outlined by NAEP. 47 | 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 ) MATHEMATICS Integration of Mathematical Practices & 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.19 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. 19 Common Core State Standards for Mathematics. pg. 8 http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf 48 | 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-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 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. 49 | 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-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 try 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 quantities in a 6 problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give 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. 50 | 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 ) 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, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, 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. 51 | 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-G: Shifts in Mathematics20 Instruction 1 Focus 2 Coherence 3 Fluency 4 Deep Understanding 5 Applications 6 Dual Intensity 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 make meaning of and access 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. 20 PARCC Model Content Frameworks: Mathematics Grades 3-11. October 2011. pg. 6 http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20Mathematics_Fall%202011%20Release.pdf 52 | 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 ) 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 will work 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 biliterate 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 both English and home languages of students Use two languages as mediums of instruction within programs Establish parent advisory committee, representative of the language and culture of students to assist and advise in the development, implementation, and evaluation of program Program Element: Instruction Sheltered instruction Standardized curriculum aligned with the State standards Consideration be 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 student’s language, history, culture, and the arts traditions of his/her community 53 | 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 ) Hispanic & Indian Education Acts According to the Resolution on Common Core Standards21 approved on September 25, 2009, the National Caucus of Native American State Legislators (NCNASL) agreed there may be potential benefits of the Common Core State Standards (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, or even between public, BIE (Bureau of Indian Education), 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 or advanced placement programs. Highly Effective Teachers: Requiring all teachers to master the same curriculum in each content area, replacing curricula that vary from state-to-state, thus allowing states and school districts to focus more on helping teachers be proficient and effective in teaching all students. New Mexico’s transition to the Common Core State Standards (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 the potential benefits of transitioning to the Common Core State Standards (CCSS). Please note that: 21 Any text which appears verbatim in both acts is bolded within the first two columns. There is not a corresponding Hispanic Education Act indicator for each one of the ones contained within the Indian Education Act. NCNASL Resolution http://www.nativeamericanlegislators.org/Documents/2009%20Resolution%20on%20Common%20Core%20Standards.pdf 54 | 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: Potential CCSS Benefits as Applied to Hispanic/Indian Education Acts Hispanic Education Act (HB 150)22 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. Indian Education Act (Article 23A)23 Ensure equitable and culturally relevant learning environments, educational opportunities and culturally relevant instructional materials for American Indian students enrolled in public schools. Ensure maintenance of native languages. Potential Benefits of Transitioning to the CCSS As per 6.29.13 NMAC24 (New Mexico Administrative Code), additional New Mexico ELA standards shall be 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 a historical perspective. States adopting the CCSS were allowed to include an additional 15% of standards. Those added by the State of New Mexico in the ruling above are currently being 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 is to eliminate redundancy and ensure cultural competence. The New Mexico English Language Development Standards (ELDS) will be used along with the 2012 WIDA25 edition which has been aligned to the CCSS to support the CCSS provide the source from which language objectives may be drawn to support the CCSS content standards. The State will utilize the 2011 iteration of the Standards for Professional Learning as a resource to support the implementation of 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. In New Mexico, the goal for English Language Learners, participating in state-funded programs, is bilingualism & 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) referenced previously also serves to ensure that this occurs. 22 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 24 New Mexico Administrative Code (NMAC) http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0013.htm 25 WIDA http://wida.us/standards/elp.aspx#2012 23 55 | 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: Potential CCSS Benefits as Applied to Hispanic/Indian Education Acts (cont.) Hispanic Education Act 26 (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 27 (Article 23A) Provide for the study, development and implementation of educational systems that positively affect the educational success of American Indian students. Potential Benefits of Transitioning to the CCSS 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 Common Core State Standards (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 (Partnership for Assessment of Readiness for College and Careers) Ensure that the NMPED partners with tribes to increase tribal involvement and control over schools and the education of students located in tribal communities. 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. The Bureau of Education (BIE) funds many schools located in tribal communities and serves as a liaison between them and NMPED. A BIE School Improvement Model principle states the following: 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. Like New Mexico, Arizona and Utah have also adopted the CCSS. Additionally, Arizona has joined the same assessment consortium (PARCC-Partnership for Assessment of Readiness for College and Careers) as New Mexico. This serves as common ground from which to speak, collaborate and leverage resources. 28 Collaboration with the Navajo Nation Department of Diné Education will be bolstered. 29 According to the Navajo Nation Alternative Accountability Workbook (Public Law 107110) dated January 2011, “tribally-controlled schools operate in three different states (AZ, NM, & 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% of students enrolled in triballycontrolled 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.” 26 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 28 Navajo Nation DOE http://navajonationdode.org/ 29 Navajo Nation Accountability Workbook http://navajonationdode.org/uploads/FileLinks/4743e7a2906d45fe848416ccf82d0590/NN%20Accountability%20Workbook-1.pdf 27 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: Potential CCSS Benefits as Applied to Hispanic/Indian Education Acts (cont.) Hispanic Education Act 30 (HB 150) Indian Education Act 31 (Article 23A) Provide the means for a formal government-to-government 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. 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. (Cont.) Potential Benefits of Transitioning to the CCSS The Indian Education Advisory Council may advise the New Mexico Secretary and Assistant Secretary of Education regarding the CCSS implementation. Communication will be 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 Bureau of Indian Education (BIE) schools. The workbook goes on to express the following concern: “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.” The fact that New Mexico, Arizona and Utah are all transitioning to the CCSS will help to alleviate this issue. The workbook proposes “… a single accountability plan, one that addresses the unique cultural and educational circumstances of Navajo students”. This, together with the CCSS, “will strengthen the coordination of school improvement plans and programs for all tribally-controlled schools, regardless of the state in which they reside.” “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% 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.” 30 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 57 | 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: Potential CCSS Benefits as Applied to Hispanic/Indian Education Acts (cont.) Hispanic Education Act 32 (HB 150) Indian Education Act 33 (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. Encourage and foster parental involvement in the education of their children. Encourage and foster parental involvement in the education of Indian students. Potential Benefits of Transitioning to the CCSS 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 the CCSS-aligned PARCC assessment would enable tribal departments of education and B.I.E. schools to better track students' academic progress over time and strengthen accountability. Additionally, the State Online Data System (SOAP) will be refined to better serve school districts. The state will provide parents with online resources to support the transition to 34 the CCSS including the National PTA Guides . 32 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 34 National PTA CCSS Parent Guides: http://www.pta.org/4446.htm 33 58 | 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 ) Critical Milestones I. Evaluate current knowledge and Section Five: Professional Development capacity to implement CCSS II. Build awareness of CCSS III. Build instructional Vision: Ensure that all students learn the advanced skills, starting in the earliest grades, needed to be college and career ready. leadership capacity IV. Deepen understanding of CCSS by providing common framework V. Provide professional Mission Statement: New Mexico joined 43 other states and the District of Columbia to be globally competitive in implementing world-class standards in order for New Mexico’s students to compete on a national and global platform. development guidance and tools VI. Prepare faculty and staff to support English learners and students with Goal: To support the transition to, full implementation, and sustainability of the Common Core State Standards35 (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. disabilities VII. Develop assessment literacy VIII. Strengthen PK-16 continuum IX. Differentiate professional development opportunities 35 CCSS Documents http://www.corestandards.org/the-standards 59 | 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 ) New Mexico Public Education Department Common Core State Standards (CCSS) Professional Development Implementation and Sustainability Plan 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” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement. Critical Milestones New Mexico identified nine critical milestones for district- and state-wide professional development. The plan calls for the state, districts, Institutions of Higher Education (IHE), Regional Educational Cooperatives (RECs), professional organizations, and other professional development 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 professional development to support curriculum, instruction, and assessment aligned to the Common Core State Standards (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 professional development. 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 professional development guidance and tools to ensure equity and rigor for all students while addressing linguistic and cultural diversity. 60 | 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 ) VI. Teachers and specialized instructional support personnel receive professional development in order to be prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services to English learners and students with disabilities. 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 professional development 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. 61 | 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 ) 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 Professional Development 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 Professional Development Key Progress Timeframe Key Progress Made NMCCSS Implementation Plan was released NMPED 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 PED website State professional development service providers vetting process began. 2011-2012 CCSS Summit Conference for district teams sponsored by the PED and CCSSO took place. Leadership for the Common Core in Albuquerque: Exploring the Leadership Perspective on the Common Core Implementation sponsored by New Mexico School Leadership Institute took place. Instructional Material Bureau provided training to CCSS-aligned mathematics and ELA adoption review committee. 62 | 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 5B: General Professional Development Key Progress (cont.) Timeframe Key Progress Made NMPED partnered with Knowledge Delivery Systems and Solution Tree to offer a blended model of professional development to teachers and administrators including two webinar series (Educator and Leadership/ Administrator) and online courses 2012-2013 2013-2014 New Mexico Common Core Professional Development 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 Common Core State Standards with Students with Disabilities with Dr. Lee Ann Jung NMPED continued its partnership with Knowledge Delivery Systems and Solution Tree to provide: Common Core Professional Development Summit Creating Conditions for Success for All Students & 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 63 | 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 5C: Differentiated Instruction Professional Development 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 MC2, NMSU, Las Cruces, PED grant-funded project Three, 3-day WIDA ACCESS for ELLs student data analysis workshops: Farmington, Albuquerque, and Las Cruces 2012-2013 New Mexico Common Core Professional Development (NMCCPD) Program: Educator Webinar Series: Teaching Reading and Comprehension to English Learners with Dr. Margarita Calderón, Parts 1 and 2, through the New Mexico Common Core Professional Development 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 1st Annual MC2 English Learner Conference: Achieving in Mathematics for All Students in New Mexico Bilingual and Multicultural Education Bureau presentations at various conferences Online Professional Development Teacher, Administrator, Parent Modules: Making the Common Core State Standards Accessible to English Learners (EL) Seven, 2-day WIDA ELD Standards & Lesson Planning workshops in Albuquerque (21), Deming, Gallup, Las Vegas, Las Cruces; One 3-day ELD Standards & Unit Planning in Rio Rancho; two 2-day WIDA Data training workshops in Albuquerque and Hobbs. 2013-2014 A two-day workshop titled “Working with English Learner Student Data Workshop was held in Albuquerque and Hobbs through the Bilingual and Multicultural Education Bureau Common Core English Learner (EL) Support Program for selected schools facilitated by EL coaches was provided through the New Mexico Common Core Professional Development 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 64 | 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 5D: English Language Arts/Literacy Professional Development Key Progress Timeframe Key Progress Made Districts began ongoing study of the CCSS including Instructional Shifts in ELA/Literacy and ELA Capacities of the Literate Individual 2011-2012 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 implement 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 2012-2013 2013-2014 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 progress monitoring 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) 65 | 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 5E: Mathematics Professional Development 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 New Mexico Common Core Mathematics Standards Leadership Conference on January 18-19 in Albuquerque sponsored by Mathematically Connected Communities (MC2), New Mexico State University, New Mexico Coalition of Educational Leaders (NMCEL), New Mexico Cooperative Educational Services (CES) kicked off CCSS implementation 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 Mathematically Connected Communities (MC2), New Mexico State University, Las Cruces (Districts participating included Albuquerque, Gallup, New Mexico Navajo South, Farmington, Central Consolidated, Aztec, Bloomfield, Roswell, Artesia, Dexter, Hagerman, Floyd, Ft. Sumner, Dora, House, Grady, Los Lunas, Socorro, Belen, Las Cruces, Hatch, Cobre, Alamogordo, Ruidoso, Tularosa, Gadsden, Raton, Maxwell, Roy, Cimarron, Springer, Des Moines, Mosquero, Clayton, Carlsbad, Loving, Las Vegas City, Mora, Pecos, Wagon Mound, Lovington, Tatum, Moriarity, Española, Taos, Chama Valley, Mountainair, Jemez Valley, Santa Fe Indian School, La Promesa Early Learning Center in Albuquerque, Montessori School in Albuquerque: 5-day Summer Math Institutes and 2-day Math Leadership Academies Five 1-day Regional Math Workshops in (1 day combined with Leadership Team Meetings) Three additional 1-day Math Leadership Team Meetings 4 days+ onsite customized professional development per district Stipends funded through PED STEM Initiative for the following: 3-day MidSchool Math Conference: 300 teachers attended 5-day Science Initiative Workshop in Santa Fe: 25 teachers attended, included math and ELA CCSS connections 4-day Intensified Algebra 1: 28 teachers attended 4-day Story Teller Math Training: 30 teachers + administrators attended 3-day New Mexico MESA Teacher Engineering Curriculum Training: 60 HS teachers 2-day STEM Symposium in Albuquerque: 530 teachers attended 5-day Dana Center Math Workshops for middle and high school in Hobbs 5-day Agile Minds Intensified Algebra 1 for middle school 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 Mathematically Connected Communities (MC2), New Mexico State University, Las Cruces (Districts participating included Farmington, Central Consolidated, Roswell, Artesia, Dexter, Floyd, Los Lunas, Socorro, Belen, T or C, Deming, Hatch, J. Paul Taylor Academy in Las Cruces, Alamogordo, Carizozo, Corona, Gadsden, Raton, Maxwell, Roy, Cimarron, Springer, Des Moines, Carlsbad, Loving, Las Vegas City, Mora, Pecos, Wagon Mound, Lovington, Tatum, Española, Taos, Chama Valley, Mountainair, Jemez Valley, Montessori School in Albuquerque): 5-day Summer Math Institutes and 2-day Math Leadership Academies Four 1-day Regional Math Workshops (2 days combined with Leadership Meetings) Two additional half-day Math Leadership Team Meetings 5-day MC2 Summer Math Institute/Leadership Academy 4 days+ onsite customized professional development per district 66 | 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 Key Implementation Steps NMPED grant-funded Mathematically Connected Communities (MC2) provided the following for its research district partners (Alamogordo, Hatch, Gadsden, Deming, T or C, Los Lunas, Socorro, Belen, Corona, Española, Taos, Mora, Des Moines, Maxwell, Cimarron, Wagon Mound, Artesia, Roswell, Loving): Math Lab: Grade 3, 6, and Algebra 1 Math Institutes: K-3, 4-6, 7-Algebra 1 Math Leadership Academies Common Core Assessment Conference: Held in Santa Fe, 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. Superintendent’s Forum: Superintendents, Directors of Charter Schools, and BIE Leaders will attend in Albuquerque. During this meeting, facilitated by John Eller (Solution Tree School Improvement expert) and NMPED staff, district and school representatives receive 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. Development Teacher, Administrator, Online Professional Parent Modules: Making the Common Core State Standards Accessible to Gifted and Talented (GT) Students Common Core Leadership Academy: 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 Elementary Teacher Science Content Training: 50 teachers; covers content, pedagogy and literacy; focus on matter; 5 days NMPED grant-funded Mathematically Connected Communities (MC2) provides customized professional development for its research district partners (Alamogordo, Hatch, Gadsden, Deming, T or C, Los Lunas, Socorro, Belen, Corona, Española, Taos, Mora, Des Moines, Maxwell, Cimarron, Wagon Mound, Artesia, Roswell, Loving) including three district leadership meetings in September, December, and April. 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. Monthly Mathematically Connected Communities (MC2) Countdown to PARCC eNewsletters and webinars Timeframe Responsibility June – August, 2014 MC2, NMSU, NMPED July 28-29, 2014 NMPED/ Solution Tree August 21, 2014 NMPED/ Solution Tree Fall 2014 NMPED September 4-5, 2014 NMPED/ Solution Tree August 2014 PED Math and Science Bureau 2014-2015 MC2, NMSU, NMPED 2014 - 2015 NMPED, Solution Tree Oct. 2014-May 2015 MC2 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 New Mexico Reads to Lead! Initiative: $14.5 million (86 districts, 35 charters) DIBELS Next: How to Administer Train-the-Trainer held regionally in July/August/April Readers Raise the Roof Train-the-Trainer held regionally in August/September K-3 Reading Coach Seminar on September 15 and in October in Albuquerque DIBELS Next Data Analysis held regionally in October/March DIBELS Next Best Practices held regionally in October/November K-3 Lead Teacher Seminars held regionally in October/November/January Language Essentials for Teachers of Reading and Spelling (LETRS) held regionally in January/February Timeframe Responsibility 2014-2015 Literacy New Mexico: Reads to Lead November, 2014 Solution Tree, NMPED Fall 2014 PED Literacy New Mexico Online Professional Development Teacher, Administrator, Parent Modules: Making the Common Core State Standards Accessible to Culturally and Linguistically Diverse (CLD) Students Spring 2015 NMPED Cultural Literacy for CCSS: 2-day workshop Spring 2015 NMPED/ Solution Tree Science Facilitator Training Academies: 36 facilitators (instructional coaches, lead teachers, IHE) in content, pedagogy, literacy (focus on matter & energy) who would become regional professional development trainers Spring 2015 Math and Science Bureau, NMPED June 2015 Math and Science Bureau, NMPED Response to Intervention (RtI)Differentiated Instruction Develop Kinder Entry Assessment Pilot: Observation Tool as part of Race to the Top Early Learning Challenge Grant. Full implementation of Kinder Assessment in Fall 2016. Training will be provided. 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 Academic Language Development for All (ALD4ALL): $1.2 million for 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 WIDA Statewide Professional Development: Four 2-day WIDA ELD standards & 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 Albuquerque; one 2-day follow-up with training of trainers Provide additional professional development for middle/high school literacy. Fall 2014 – Spring 2017 Bilingual Multicultural Bureau, NMPED 2014-2015 WIDA, Bilingual Multicultural Bureau, NMPED 2014-2015 and Beyond Literacy New Mexico, NMPED Provide guidance on scheduling to support teacher collaboration to implement literacy standards across the content areas. 68 | 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 ) CCSS Implementation and PD Planning Tool36: 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 which 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 professional development 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: CCSS Literacy (content and instructional strategies) CCSS Mathematics (content and instructional strategies) Assessment Digital literacy 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 professional development 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 36 Common Core Implementation Toolkit: Tab 2-CCSS Implementation and PD Planning Tool http://newmexicocommoncore.org/uploads/downloads/common-core-implementation-toolkit-cf835ab81e.pdf 69 | 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 ) Responsibilities Section Six: Leadership Develop and manage budgets Seek funding Vision: Ensure that all students learn the advanced skills, starting in the earliest grades, needed to be college and career ready. Mission Statement: New Mexico joined 43 other states and the District of Columbia to be globally competitive by implementing world- Maintain class standards in order for New Mexico’s students to compete on a national and global platform. communication Form partnerships 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 Ensure key issues and prioritize them for resolution, and sustain a consistent focus. alignment Coordinate professional development Assist with vetting process 70 | 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 ) Monitor New Mexico Public Education Department Common Core State Standards (CCSS) Leadership Implementation and Sustainability Plan 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 progress.37 The New Mexico Public Education Department (PED) along with the support of district leaders has the following responsibilities: 37 Develop and manage 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 opportunities Assist with professional development service providers vetting process Monitor performance and progress Implement an evaluation plan Provide technical assistance Copeland M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25, 375-395. 71 | 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 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 72 | 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 6-B: Leadership Work Plan Key Implementation Steps Implementation Team approved by Secretary & vetted by 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 Educator Leader Cadre: Bringing together 24member teams of K-16 educators from across PARCC states to develop expertise on the CCSS and PARCC and to help them become leaders in their states and among their peers. First Educator Leader Cadre (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 & 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 professional development opportunities Develop an evaluation plan Monitor performance and progress Provide technical assistance Math and Science Advisory Council: K-12 teachers and administrators, IHE math & science, labs, museums K-12 Literacy State Literacy Committee: Established to develop plan as part of federal grant (i.e., 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 will determine specific criteria for awarding the seal on 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 beginning Spring 2012 Responsibility Leighann Lenti, Director of Policy Implementation Team Dr. Pete Goldschmidt, Director of Assessment and Accountability and Leighann Lenti PARCC NMPED NMPED NMPED and Implementation Team Implementation Team Implementation Team Implementation Team NMPED and Implementation Team Implementation Team and Districts Implementation Team Math and Science Bureau, NMPED Literacy and Early Childhood Education Bureau, NMPED Literacy and Early Childhood Education Bureau, NMPED Spring 2014 Sept. 19, Oct. 17, Nov. 14, Dec. 12, 2014 Assessment and Evaluation Bureau, NMPED Bilingual Multicultural Education Bureau, NMPED, Local District/School Level Guidance 73 | 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 ) CCSSO Resources for SEA Planning38: CCSSO State Education Agency (SEA) Common Core Implementation: Progress and Capacity Rubric: With support from the U.S. 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 & 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 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-five states and the District of Columbia that have adopted the CCSS. CCSSO Resources for School and District Leader Support39: Common Core Survey Tool: Achieve, Education First, and 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 National Association of Secondary School Principals (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. 38 39 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 74 | 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 ) CCSSO Resources for School and District Leader Support (cont.)40: ASCD Education Leadership Article: The Common Core Standards: Starting Now: ASCD's Education Leadership Journal provides guidance on beginning Common Core implementation to 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, covering a range of implementation areas to determine how Common Core implementation is going. 40 http://ccsso.org/CCSS_Forward_State_Resources_and_Success_Stories_to_Implement_the_Common_Core/Implementation_Tools_and_Resources.html 75 | 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 ) Contents Alignment of Instructional Material Section Seven: Resources and References to the CCSS Bilingual Education Common Core State Standards Curriculum Development Gifted Education Included are a list of references and resources which the New Mexico Public Education Department (PED) used in creating our transition and sustainability plan to the Common Core State Standards (CCSS). This list will continue to be updated and refined as NMPED proceeds with the implementation of the CCSS. Indian Education Parent Resources PARCC Planning for Transition to the CCSS Special Education Standards-Based Education Systemic Change Process Additional CCSS Resources 76 | 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 ) Alignment of Instructional Material to the CCSS: 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 Mathematics Alignment Criteria by Jason Zimba, CCSS author http://usny.nysed.gov/rttt/docs/criteriaresources-math.pdf Bilingual Education: 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 Sheltered Instruction Observation Protocol (SIOP) http://www.cal.org/siop/ Guided Language Acquisition Design (GLAD) http://www.projectglad.com/ Cummins’ BICS/CALP/Quadrants http://esl.fis.edu/teachers/support/cummin.htm Hispanic Education Act http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf Common Core State Standards: Additional 15% ELA State Standards New Mexico Administrative Code (NMAC) State Ruling: http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0013.htm Complete Set of CCSS Documents including Appendices: http://www.corestandards.org/thestandards ELA/Literacy CCSS http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf ELA Appendix A-Research & Glossary ELA Appendix B-Text Exemplars & Sample Performance Tasks ELA Appendix C-Student Writing Samples Mathematics CCSS http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf Math Appendix A-Designing High School Mathematics Courses Based on the CCSS 77 | 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 ) Curriculum Development: Gates Foundation ELA Curriculum Maps http://commoncore.org/free/ Ohio Department of Education (DOE) Resources including Model Curriculum Frameworks & Learning Progressions http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID =1704&ContentID=83475 Gifted Education: NM Gifted Education Manual http://ped.state.nm.us/gifted/Gifted%20TA%20manual.pdf Indian Education: NMPED Indian Education Division http://www.ped.state.nm.us/ Indian Education Act http://www.ped.state.nm.us/indian.ed/dl11/IEA_amended_2007fourpage.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 National Council of Native American State Legislators (NCNASL) CCSS Resolution http://www.nativeamericanlegislators.org/Documents/2009%20Resolution%20on%20Common%2 0Core%20Standards.pdf Mathematics: NMSU Mathematically Connected Communities (MC2) http://mc2.nmsu.edu/ Institute for Mathematics & Education, University of Arizona CCSS Math Progressions http://ime.math.arizona.edu/progressions/ Illustrative Mathematics Project http://illustrativemathematics.org/ 78 | 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 ) Parent Resources: National PTA CCSS Parent Guides http://www.pta.org/4446.htm New Mexico Public Education Department 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 Public Education Department (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 Planning for Transition to the CCSS: Achieve Home Page http://www.achieve.org/achieving-common-core Achieve& U.S. 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 79 | 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 ) 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: Tools for the Common Core (Bill McCallum’s Blog, CCSSM lead writer) http://commoncoretools.wordpress.com/ 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 80 | 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 ) District Academy of Trades and Technology Do you have a district educational technology plan in place to ensure the capacity of all schools for computer based testing? Educational technology plan in place for computer based testing None Educational technology plan in place for computer based testing Currently developing a plan 1 Alamogordo Public Schools 2 2 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools 1 Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 2 2 1 Amy Biehl Charter High School Animas Public Schools 2 Artesia Public Schools ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools 1 2 2 Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 1 District Cien Aguas International School Cimarron Municipal Schools Do you have a district educational technology plan in place to ensure the capacity of all schools for computer based testing? Educational technology plan in place for computer based testing None Educational technology plan in place for computer based testing Currently developing a plan 1 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools 2 Cobre Consolidated Schools 2 Corona Public Schools Cottonwood Classical Preparatory 2 Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 1 2 1 Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools 2 Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 2 District Do you have a district educational technology plan in place to ensure the capacity of all schools for computer based testing? Educational technology plan in place for computer based testing None Educational technology plan in place for computer based testing Currently developing a plan Gallup-McKinley County Public Schools 2 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools 2 1 2 Horizon Academy West House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 2 1 2 Las Cruces Public Schools Las Vegas City Public Schools 2 Logan Municipal Schools Lordsburg Municipal Schools 2 District Do you have a district educational technology plan in place to ensure the capacity of all schools for computer based testing? Educational technology plan in place for computer based testing None Educational technology plan in place for computer based testing Currently developing a plan Los Alamos Public Schools Los Lunas Public Schools 2 Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School 2 Melrose Public Schools Mesa Vista Consolidated Schools 2 Montessori Elementary School 2 Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 1 District Do you have a district educational technology plan in place to ensure the capacity of all schools for computer based testing? Educational technology plan in place for computer based testing None Educational technology plan in place for computer based testing Currently developing a plan North Valley Academy 2 Pecos Independent Schools Penasco Independent Schools 2 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools 1 Roswell Independent Schools 2 Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools 1 2 Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 2 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 2 District Do you have a district educational technology plan in place to ensure the capacity of all schools for computer based testing? Educational technology plan in place for computer based testing None Educational technology plan in place for computer based testing Currently developing a plan Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy 2 Taos Integrated School of the Arts 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro 2 1 1 Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 1 2 1 District Educational technology plan in place for computer based testing Completed plan Educational technology plan in place for computer based testing Implementing plan Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science 4 Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 4 Amy Biehl Charter High School 4 Animas Public Schools Artesia Public Schools ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools 3 3 4 4 4 3 3 Central Consolidated Schools 4 Cesar Chavez Community School Chama Valley Independent Schools 3 District Educational technology plan in place for computer based testing Completed plan Educational technology plan in place for computer based testing Implementing plan Cien Aguas International School Cimarron Municipal Schools 4 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools 3 4 Cobre Consolidated Schools Corona Public Schools 3 Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools 3 3 Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools 3 3 4 3 4 3 Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 4 4 3 District Educational technology plan in place for computer based testing Completed plan Educational technology plan in place for computer based testing Implementing plan Gallup-McKinley County Public Schools Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools 4 4 4 3 Horizon Academy West House Municipal Schools 4 3 International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 4 3 3 Las Cruces Public Schools 4 Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools 3 4 District Educational technology plan in place for computer based testing Completed plan Educational technology plan in place for computer based testing Implementing plan Los Alamos Public Schools 4 Los Lunas Public Schools Loving Municipal Schools 4 Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools 3 3 4 4 3 3 Mesa Vista Consolidated Schools Montessori Elementary School Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 4 3 3 4 District Educational technology plan in place for computer based testing Completed plan Educational technology plan in place for computer based testing Implementing plan North Valley Academy Pecos Independent Schools 3 Penasco Independent Schools 3 Pojoaque Valley Public Schools Portales Municipal Schools 3 Quemado Independent Schools 3 4 Raton Public Schools Reserve Independent Schools 4 4 3 4 Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools 3 3 3 School of Dreams Academy Silver Consolidated Schools 3 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 4 3 District Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Educational technology plan in place for computer based testing Completed plan Educational technology plan in place for computer based testing Implementing plan 3 3 3 4 4 Taos Integrated School of the Arts Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 3 3 4 3 District education leaders, teachers, and community members is in the process of developing a framework for aligning curriculum and instructional materials to the CCSS. In addition, the NMPED is working with the Planning Committee to determine the best way to facilitate and deliver professional development on the CCSS. If you are working on these projects, NMPED would like to know so we may contact you to share and develop ideas with the Planning Committee. Has your district begun any of the following work to create teacher and staff capacity for the transition to the CCSS? Professional development in content areas aligned to CCSS Academy of Trades and Technology Alamogordo Public Schools Common Core and NM standards crosswalk 1 1 4 2 1 1 4 4 2 1 2 1 1 1 1 1 1 1 1 1 Animas Public Schools 1 1 Artesia Public Schools 1 4 1 3 2 2 2 1 4 4 4 2 2 2 2 1 1 2 1 1 1 1 1 1 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools District education leaders, teachers, and community members is in the process of developing a framework for aligning curriculum and instructional materials to the CCSS. In addition, the NMPED is working with the Planning Committee to determine the best way to facilitate and deliver professional development on the CCSS. If you are working on these projects, NMPED would like to know so we may contact you to share and develop ideas with the Planning Committee. Has your district begun any of the following work to create teacher and staff capacity for the transition to the CCSS? Professional development in content areas aligned to CCSS Cien Aguas International School Cimarron Municipal Schools Common Core and NM standards crosswalk 1 1 1 1 2 1 1 1 4 2 2 2 1 1 1 1 1 1 2 1 2 1 1 1 2 2 1 1 2 2 1 1 2 2 2 2 1 1 1 1 3 2 2 2 2 1 2 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools District education leaders, teachers, and community members is in the process of developing a framework for aligning curriculum and instructional materials to the CCSS. In addition, the NMPED is working with the Planning Committee to determine the best way to facilitate and deliver professional development on the CCSS. If you are working on these projects, NMPED would like to know so we may contact you to share and develop ideas with the Planning Committee. Has your district begun any of the following work to create teacher and staff capacity for the transition to the CCSS? Professional development in content areas aligned to CCSS Gallup-McKinley County Public Schools Common Core and NM standards crosswalk 1 1 1 1 1 1 4 4 4 1 1 2 1 1 1 1 Horizon Academy West 1 1 House Municipal Schools 2 2 1 1 1 1 2 2 1 1 2 2 1 2 2 1 1 1 1 1 2 1 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools District education leaders, teachers, and community members is in the process of developing a framework for aligning curriculum and instructional materials to the CCSS. In addition, the NMPED is working with the Planning Committee to determine the best way to facilitate and deliver professional development on the CCSS. If you are working on these projects, NMPED would like to know so we may contact you to share and develop ideas with the Planning Committee. Has your district begun any of the following work to create teacher and staff capacity for the transition to the CCSS? Professional development in content areas aligned to CCSS Common Core and NM standards crosswalk Los Alamos Public Schools 2 2 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 Mesa Vista Consolidated Schools 2 1 Montessori Elementary School 1 1 1 1 3 3 1 1 1 1 1 1 Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District education leaders, teachers, and community members is in the process of developing a framework for aligning curriculum and instructional materials to the CCSS. In addition, the NMPED is working with the Planning Committee to determine the best way to facilitate and deliver professional development on the CCSS. If you are working on these projects, NMPED would like to know so we may contact you to share and develop ideas with the Planning Committee. Has your district begun any of the following work to create teacher and staff capacity for the transition to the CCSS? Professional development in content areas aligned to CCSS Common Core and NM standards crosswalk North Valley Academy 2 2 Pecos Independent Schools 1 2 Penasco Independent Schools 1 1 2 1 1 1 4 1 2 2 1 1 2 1 2 1 2 2 1 2 1 1 2 2 2 1 1 1 2 1 2 2 1 1 1 2 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District education leaders, teachers, and community members is in the process of developing a framework for aligning curriculum and instructional materials to the CCSS. In addition, the NMPED is working with the Planning Committee to determine the best way to facilitate and deliver professional development on the CCSS. If you are working on these projects, NMPED would like to know so we may contact you to share and develop ideas with the Planning Committee. Has your district begun any of the following work to create teacher and staff capacity for the transition to the CCSS? Professional development in content areas aligned to CCSS Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Common Core and NM standards crosswalk 1 2 1 2 1 4 1 4 1 1 2 2 2 2 2 1 1 1 1 1 2 2 1 1 1 1 1 1 2 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools District Curriculum development aligned to Aligning instructional materials to CCSS CCSS (textbooks, etc.) Academy of Trades and Technology Alamogordo Public Schools 1 1 2 2 1 1 4 4 2 2 1 1 2 2 1 1 1 1 1 1 Animas Public Schools 1 1 Artesia Public Schools 1 4 1 3 4 4 2 2 4 2 4 1 2 2 2 2 1 2 2 1 1 1 1 1 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools District Curriculum development aligned to Aligning instructional materials to CCSS CCSS (textbooks, etc.) Cien Aguas International School Cimarron Municipal Schools 1 1 1 1 1 1 1 1 2 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 2 2 1 1 1 1 2 2 1 1 1 1 2 2 2 2 1 2 2 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools District Curriculum development aligned to Aligning instructional materials to CCSS CCSS (textbooks, etc.) Gallup-McKinley County Public Schools 2 1 1 2 1 1 4 4 4 1 2 1 1 1 1 1 Horizon Academy West 1 1 House Municipal Schools 2 2 1 1 1 1 2 2 1 1 2 2 2 2 2 2 1 1 1 1 2 1 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools District Curriculum development aligned to Aligning instructional materials to CCSS CCSS (textbooks, etc.) Los Alamos Public Schools 2 2 1 1 2 2 1 1 1 1 1 1 1 1 2 2 1 1 Mesa Vista Consolidated Schools 1 1 Montessori Elementary School 1 2 1 1 3 3 1 1 1 1 2 1 Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District Curriculum development aligned to Aligning instructional materials to CCSS CCSS (textbooks, etc.) North Valley Academy 2 2 Pecos Independent Schools 2 1 Penasco Independent Schools 1 1 2 2 1 1 2 2 2 2 1 1 2 2 2 2 2 2 1 2 1 1 2 2 2 1 1 1 2 2 3 2 1 1 1 1 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District Curriculum development aligned to Aligning instructional materials to CCSS CCSS (textbooks, etc.) Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts 1 1 1 2 1 4 1 4 1 1 2 2 2 2 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools District Has your district identified areas of need to prepare teachers and staff to transition to the CCSS? Check all areas of need. Professional development in content area for each grade New and old standards crosswalk Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 1 1 2 2 1 1 2 1 1 2 Amy Biehl Charter High School 1 2 Animas Public Schools 1 2 Artesia Public Schools 1 1 2 2 1 2 1 2 ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 1 2 1 1 2 1 2 1 2 1 2 District Has your district identified areas of need to prepare teachers and staff to transition to the CCSS? Check all areas of need. Professional development in content area for each grade Cien Aguas International School Cimarron Municipal Schools New and old standards crosswalk 1 2 1 2 1 2 1 2 1 2 1 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools 2 1 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 1 2 1 2 Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 1 1 2 1 2 District Has your district identified areas of need to prepare teachers and staff to transition to the CCSS? Check all areas of need. Professional development in content area for each grade Gallup-McKinley County Public Schools Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools New and old standards crosswalk 1 2 1 2 1 2 1 2 1 2 1 2 1 1 Horizon Academy West 1 House Municipal Schools 1 International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 2 1 1 2 2 1 2 1 2 1 2 Las Cruces Public Schools 1 Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools 1 2 1 2 1 District Has your district identified areas of need to prepare teachers and staff to transition to the CCSS? Check all areas of need. Professional development in content area for each grade New and old standards crosswalk Los Alamos Public Schools 1 Los Lunas Public Schools 1 2 1 2 1 2 1 2 Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School 1 1 2 1 2 Mesa Vista Consolidated Schools 1 2 Montessori Elementary School 1 2 1 2 1 2 1 2 Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District Has your district identified areas of need to prepare teachers and staff to transition to the CCSS? Check all areas of need. Professional development in content area for each grade New and old standards crosswalk North Valley Academy Pecos Independent Schools 1 2 1 2 1 2 Penasco Independent Schools Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools 2 1 1 2 1 2 1 1 Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 2 1 2 1 2 1 2 1 2 1 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 1 2 1 2 1 2 District Has your district identified areas of need to prepare teachers and staff to transition to the CCSS? Check all areas of need. Professional development in content area for each grade Southwest Primary Learning Center New and old standards crosswalk 1 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy 2 2 1 1 Taos Integrated School of the Arts 2 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 1 2 1 2 1 2 2 1 1 2 2 1 2 1 2 1 2 District Curriculum development Instructional materials Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 3 4 3 4 3 4 3 4 4 3 4 Animas Public Schools 3 4 Artesia Public Schools 3 3 4 4 3 4 Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 3 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 District Curriculum development Instructional materials Cien Aguas International School Cimarron Municipal Schools 4 3 4 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools 3 3 3 4 3 4 3 3 4 3 4 3 4 3 3 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools District Curriculum development Gallup-McKinley County Public Schools Instructional materials 3 4 3 4 3 4 3 4 3 4 3 4 3 3 4 4 3 4 3 4 3 4 3 4 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools Horizon Academy West House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools 3 3 4 District Curriculum development Instructional materials Los Alamos Public Schools 3 Los Lunas Public Schools 4 3 Loving Municipal Schools 3 4 3 4 3 4 Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Mesa Vista Consolidated Schools 3 3 4 3 4 Montessori Elementary School 4 Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 3 4 3 4 District Curriculum development Instructional materials North Valley Academy Pecos Independent Schools 3 4 3 4 3 4 3 4 Penasco Independent Schools Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools 3 3 4 3 4 3 4 3 4 Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 4 3 4 3 4 3 3 4 3 4 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 3 3 4 District Curriculum development Southwest Primary Learning Center Instructional materials 3 4 3 4 3 4 3 4 3 4 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 3 3 3 3 4 3 4 3 4 3 4 3 4 District Instruction (lesson planning) Other (please specify) Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Assuring access to technology 5 instruction in grades 3 -12 5 developing assessments for interim 5 and benchmark assessments Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 5 as a charter would like to know if we have any freedoms w/re to these standards Amy Biehl Charter High School Animas Public Schools 5 Differentiated Instruction Artesia Public Schools 5 testing 5 ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 5 5 5 5 5 Assessments aligned to CCSS 5 money, time 5 District Instruction (lesson planning) Other (please specify) Cien Aguas International School Cimarron Municipal Schools 5 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools 5 5 5 Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 5 5 5 5 5 5 Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools 5 Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 5 TIME AND MONEY District Instruction (lesson planning) Gallup-McKinley County Public Schools Other (please specify) 5 Short Cylce Assessment Alignment Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools Horizon Academy West House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools 5 5 5 5 5 5 5 Alignment of CCSS with our International Baccalaureate 5 Curriculum 5 5 5 Preparing teachers to develop unit plans that utilize existing core 5 materials to address CC Las Vegas City Public Schools 5 Logan Municipal Schools Lordsburg Municipal Schools 5 District Instruction (lesson planning) Other (please specify) Los Alamos Public Schools 5 Los Lunas Public Schools Formative Assessment 5 Development Loving Municipal Schools 5 Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Mesa Vista Consolidated Schools Professional development in Technology Integration for 5 content area for each grade we don't know what CCSS is 5 5 5 Montessori Elementary School 2 years ago, our district aligned our LA curriculum with the first draft of the CCS. So we need to repeat that process with final version Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 5 Alignment with International Baccalaureate Scope and 5 Sequence District Instruction (lesson planning) Other (please specify) North Valley Academy 5 Pecos Independent Schools 5 Penasco Independent Schools Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools 5 ELL Strategies 5 5 5 5 5 Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 5 5 Professional Learning 5 Communities curriculum alignment Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 5 5 5 District Instruction (lesson planning) Southwest Primary Learning Center Other (please specify) 5 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts 5 Alignment to 21C standards 5 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 5 5 5 Continuous Improvement Model Curriculum Mapping 5 alignment of local and state 5 assessments with ccss 5 District What support would you like from NMPED to prepare teachers and staff for your transition to the CCSS? Check all that apply. Professional development in content area for each grade Academy of Trades and Technology Alamogordo Public Schools New and old standards crosswalk 1 2 1 2 ACE Leadership High Albuquerque Institute of Math & Science 2 Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 2 1 2 1 2 1 2 1 2 Animas Public Schools 1 2 Artesia Public Schools 1 2 2 1 2 1 2 Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 1 2 1 1 2 1 2 1 2 1 2 District What support would you like from NMPED to prepare teachers and staff for your transition to the CCSS? Check all that apply. Professional development in content area for each grade Cien Aguas International School Cimarron Municipal Schools New and old standards crosswalk 1 2 1 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools 1 1 2 1 2 1 2 1 2 Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 1 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 1 2 1 2 2 1 2 1 2 District What support would you like from NMPED to prepare teachers and staff for your transition to the CCSS? Check all that apply. Professional development in content area for each grade Gallup-McKinley County Public Schools Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools New and old standards crosswalk 1 2 1 2 1 2 1 2 1 2 2 1 1 2 Horizon Academy West 1 2 House Municipal Schools 1 International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 1 1 2 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools District What support would you like from NMPED to prepare teachers and staff for your transition to the CCSS? Check all that apply. Professional development in content area for each grade New and old standards crosswalk Los Alamos Public Schools Los Lunas Public Schools 1 2 1 2 1 2 1 2 Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Mesa Vista Consolidated Schools 1 1 2 1 2 1 2 Montessori Elementary School 2 Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School 1 2 1 2 1 2 1 2 New Mexico School for the Arts District What support would you like from NMPED to prepare teachers and staff for your transition to the CCSS? Check all that apply. Professional development in content area for each grade New and old standards crosswalk North Valley Academy 1 Pecos Independent Schools 1 2 Penasco Independent Schools 1 2 1 2 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools 2 1 1 2 1 2 1 1 Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 2 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District What support would you like from NMPED to prepare teachers and staff for your transition to the CCSS? Check all that apply. Professional development in content area for each grade Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy New and old standards crosswalk 1 2 1 1 1 Taos Integrated School of the Arts 2 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 1 2 1 2 1 2 2 1 2 1 2 2 1 2 1 2 1 2 District Curriculum development Academy of Trades and Technology Alamogordo Public Schools Instructional materials 3 4 3 4 3 4 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 3 3 4 3 4 Animas Public Schools 3 4 Artesia Public Schools 3 4 Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 District Curriculum development Instructional materials Cien Aguas International School Cimarron Municipal Schools 4 3 4 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools 4 4 3 4 3 4 3 4 Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 4 3 4 3 4 3 4 3 3 4 3 4 3 4 Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 4 3 3 4 3 4 4 3 4 3 4 District Curriculum development Instructional materials Gallup-McKinley County Public Schools 4 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools 3 4 4 3 4 3 4 4 3 Horizon Academy West House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 3 3 4 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools 4 District Curriculum development Instructional materials Los Alamos Public Schools Los Lunas Public Schools 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Mesa Vista Consolidated Schools Montessori Elementary School Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District Curriculum development Instructional materials North Valley Academy 3 Pecos Independent Schools Penasco Independent Schools Pojoaque Valley Public Schools Portales Municipal Schools 4 4 3 4 3 4 3 4 3 4 3 4 Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools 4 Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 4 3 4 3 4 3 4 3 3 4 3 4 3 4 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District Curriculum development Southwest Primary Learning Center Instructional materials 3 4 3 4 4 3 4 3 4 3 4 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 3 3 3 4 3 4 3 4 3 4 3 4 3 4 District Instruction (lesson planning) Academy of Trades and Technology Alamogordo Public Schools Other (please specify) 5 appropriate funding to meet these 5 needs ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools 5 Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 5 5 Amy Biehl Charter High School Animas Public Schools 5 Differentiated Instruction Artesia Public Schools ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 5 worhsop explaining 5 5 5 5 5 Assessments aligned to CCSS 5 money 5 District Instruction (lesson planning) Other (please specify) Cien Aguas International School Cimarron Municipal Schools 5 Clayton Municipal Schools We need financial resources to implement the new standards. Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools 5 5 Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools 5 Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 5 5 5 5 5 Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 5 5 TIME AND MONEY District Instruction (lesson planning) Other (please specify) Gallup-McKinley County Public Schools Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools Horizon Academy West House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 5 5 Funding for this especially new materials 5 5 Alignment of CCSS with our International Baccalaureate 5 Curriculum 5 5 5 5 Las Cruces Public Schools 5 Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools exemplars of curriculum pages aligned to CCSS and a powerpoint and/or video for pd in each grade/content $$$ to support the transition. District Instruction (lesson planning) Other (please specify) Los Alamos Public Schools Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Mesa Vista Consolidated Schools 5 Assessment areas in both formative and summative; questions to consider - what 5 about funding? Professional Development for technology integration into classroom in content area for 5 each grade None not sure 5 5 5 evaluation tools for delivery and understanding of CCSS Montessori Elementary School Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School 5 5 New Mexico School for the Arts 5 District Instruction (lesson planning) Other (please specify) North Valley Academy Pecos Independent Schools Penasco Independent Schools 5 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools ELL Strategies 5 Provide training opportunities 5 5 Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 5 5 5 Professional Learning 5 Communities Specific communication about training, timelines, implementation plans at the state level for leaders to share with staff in the district Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 5 5 District Instruction (lesson planning) Southwest Primary Learning Center Other (please specify) 5 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 5 differentiated instruction 5 What subject areas are going to transition to common core other than reading and math? We would also like support in coordinating CCSS with the 5 district's six year plan. 5 5 5 alignment of local and state 5 assessments with ccss 5 District In your opinion, how aware is your district of the transition to CCSS? District personnel Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High School principals 1 3 2 3 2 2 3 3 3 3 3 3 3 2 2 3 3 1 2 Animas Public Schools 2 2 Artesia Public Schools 3 3 3 3 3 2 2 3 3 3 3 3 2 3 2 2 2 2 3 3 3 3 1 1 Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools District In your opinion, how aware is your district of the transition to CCSS? District personnel Cien Aguas International School Cimarron Municipal Schools School principals 2 2 2 2 2 3 2 3 2 2 2 2 2 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 2 1 1 2 2 3 3 2 3 3 2 2 3 3 2 2 2 2 2 2 2 3 3 3 3 3 2 2 3 3 3 2 District In your opinion, how aware is your district of the transition to CCSS? District personnel Gallup-McKinley County Public Schools School principals 3 2 3 3 1 1 3 3 3 3 3 3 3 3 3 3 Horizon Academy West 3 3 House Municipal Schools 2 2 1 2 1 2 3 3 2 2 3 3 3 2 3 2 2 2 3 3 3 3 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools District In your opinion, how aware is your district of the transition to CCSS? District personnel School principals Los Alamos Public Schools 2 3 2 2 3 3 3 2 3 1 3 1 2 2 3 3 2 2 Mesa Vista Consolidated Schools 3 3 Montessori Elementary School 2 2 3 3 3 3 1 1 1 2 Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District In your opinion, how aware is your district of the transition to CCSS? District personnel School principals North Valley Academy 2 3 Pecos Independent Schools 2 3 Penasco Independent Schools 2 2 3 2 2 2 3 3 2 2 2 2 2 2 3 2 3 3 3 3 2 2 2 3 3 3 2 2 3 3 3 3 2 2 2 2 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District In your opinion, how aware is your district of the transition to CCSS? District personnel Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts School principals 2 2 2 2 3 3 3 3 2 2 3 2 3 2 3 3 2 3 3 3 3 3 2 2 2 2 2 2 2 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools District Teachers Academy of Trades and Technology Alamogordo Public Schools Parents 2 1 3 1 1 1 3 2 3 2 2 1 2 1 2 1 2 1 1 1 Animas Public Schools 2 1 Artesia Public Schools 3 3 2 2 2 1 2 1 2 2 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 3 2 1 2 1 2 1 2 1 3 1 1 1 District Teachers Cien Aguas International School Cimarron Municipal Schools Parents 2 1 2 1 2 1 2 1 2 2 2 1 2 2 2 1 1 1 3 1 2 2 2 1 3 2 2 1 2 1 1 1 2 1 1 1 2 2 3 1 2 1 2 1 3 2 2 1 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools District Teachers Gallup-McKinley County Public Schools Parents 2 1 2 1 1 1 3 2 3 2 2 2 2 2 2 2 Horizon Academy West 2 1 House Municipal Schools 2 1 1 2 1 1 2 2 2 1 2 2 2 1 2 1 1 1 3 2 3 1 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools District Teachers Parents Los Alamos Public Schools 3 1 1 1 3 2 2 1 2 1 2 1 2 1 3 2 2 1 Mesa Vista Consolidated Schools 2 1 Montessori Elementary School 2 1 2 1 2 1 1 1 1 1 Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District Teachers Parents North Valley Academy 2 1 Pecos Independent Schools 2 1 Penasco Independent Schools 1 1 2 1 2 1 3 2 2 1 1 1 2 1 2 1 3 2 2 2 2 1 2 1 2 2 2 2 3 2 2 1 2 1 2 1 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District Teachers Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Parents 2 1 2 1 2 3 1 2 2 1 2 1 2 1 2 2 1 1 2 1 3 2 2 1 2 1 2 1 2 1 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools District Students Academy of Trades and Technology Alamogordo Public Schools Other community members 1 1 1 1 1 1 2 1 2 2 1 1 1 1 1 1 1 1 1 1 Animas Public Schools 1 1 Artesia Public Schools 2 2 1 2 1 1 1 1 2 2 2 2 1 1 1 1 1 1 1 1 1 2 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High Amy Biehl Charter High School ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 1 District Students Cien Aguas International School Cimarron Municipal Schools Other community members 1 1 1 1 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 2 2 1 2 1 1 1 1 1 2 1 1 District Students Gallup-McKinley County Public Schools Other community members 1 1 1 1 1 1 2 2 2 1 1 2 1 1 2 1 Horizon Academy West 1 1 House Municipal Schools 1 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 1 1 1 1 2 2 1 1 2 2 1 Las Cruces Public Schools 1 1 1 1 2 2 1 1 Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools District Students Other community members Los Alamos Public Schools 1 1 1 1 1 1 1 2 1 1 2 1 1 1 2 2 1 1 Mesa Vista Consolidated Schools 1 1 Montessori Elementary School 1 1 1 1 1 1 1 1 1 1 Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts District Students Other community members North Valley Academy 1 1 Pecos Independent Schools 1 1 Penasco Independent Schools 1 1 1 1 1 1 2 2 2 2 1 1 1 1 1 1 2 2 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District Students Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Other community members 1 1 1 1 1 2 1 2 1 1 1 1 2 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools District Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High What methods should NMPED use to provide information about the transition to to CCSS to staff, parents, and community in your distirct? Check all that apply. Information posted on the New Meixoc Public Education Department website Brochure distributed on Common Core and the purpose of the transition 1 2 1 2 1 1 1 2 1 2 1 2 1 2 Amy Biehl Charter High School 2 Animas Public Schools 1 2 1 2 2 1 2 1 2 1 2 1 2 Artesia Public Schools ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 2 1 2 1 2 1 2 1 2 1 2 District Cien Aguas International School Cimarron Municipal Schools What methods should NMPED use to provide information about the transition to to CCSS to staff, parents, and community in your distirct? Check all that apply. Information posted on the New Meixoc Public Education Department website Brochure distributed on Common Core and the purpose of the transition 1 2 1 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools 2 1 2 1 2 1 2 Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools 2 1 1 2 1 2 1 2 1 2 Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 2 1 2 1 2 1 1 2 1 2 1 2 1 2 1 1 2 District Gallup-McKinley County Public Schools Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools What methods should NMPED use to provide information about the transition to to CCSS to staff, parents, and community in your distirct? Check all that apply. Information posted on the New Meixoc Public Education Department website Brochure distributed on Common Core and the purpose of the transition 1 2 1 2 1 2 1 2 1 2 1 2 2 2 Horizon Academy West 1 House Municipal Schools 1 International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 2 1 1 2 2 1 2 1 2 1 2 1 2 1 2 1 2 Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools 1 District What methods should NMPED use to provide information about the transition to to CCSS to staff, parents, and community in your distirct? Check all that apply. Information posted on the New Meixoc Public Education Department website Brochure distributed on Common Core and the purpose of the transition Los Alamos Public Schools 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Mesa Vista Consolidated Schools 1 2 Montessori Elementary School 1 2 1 2 1 2 1 2 Los Lunas Public Schools Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 1 District What methods should NMPED use to provide information about the transition to to CCSS to staff, parents, and community in your distirct? Check all that apply. Information posted on the New Meixoc Public Education Department website Brochure distributed on Common Core and the purpose of the transition North Valley Academy 1 2 Pecos Independent Schools 1 2 Penasco Independent Schools 1 2 Pojoaque Valley Public Schools Portales Municipal Schools 1 2 Quemado Independent Schools 1 2 1 2 1 2 1 2 Raton Public Schools 2 Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 2 1 2 1 2 1 2 1 2 1 2 1 2 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 2 1 2 2 District Southwest Primary Learning Center What methods should NMPED use to provide information about the transition to to CCSS to staff, parents, and community in your distirct? Check all that apply. Information posted on the New Meixoc Public Education Department website Brochure distributed on Common Core and the purpose of the transition 1 Southwest Secondary Learning Center 2 2 Springer Municipal Schools Taos Academy 1 2 Taos Integrated School of the Arts 1 2 1 2 1 2 1 1 2 2 1 2 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 1 1 2 1 2 1 2 1 2 District Information offered at school open houses or district events Academy of Trades and Technology Alamogordo Public Schools Information offered at existing statewide conferences 3 4 3 4 3 4 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 4 3 3 4 3 4 Amy Biehl Charter High School 4 Animas Public Schools 3 4 Artesia Public Schools 3 4 4 3 4 3 4 3 4 ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 3 3 3 4 3 4 3 4 3 4 3 4 District Information offered at school open houses or district events Cien Aguas International School Cimarron Municipal Schools Information offered at existing statewide conferences 3 4 3 4 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 4 4 3 4 3 4 3 3 4 3 4 3 4 3 4 3 3 3 4 4 3 3 4 3 4 3 4 3 4 3 4 District Information offered at school open houses or district events Gallup-McKinley County Public Schools 3 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools Information offered at existing statewide conferences 4 4 3 3 4 3 4 3 4 3 4 Horizon Academy West 4 House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 3 3 4 4 3 4 3 4 3 4 3 4 Las Cruces Public Schools Las Vegas City Public Schools 3 Logan Municipal Schools Lordsburg Municipal Schools 3 4 District Information offered at school open houses or district events Information offered at existing statewide conferences Los Alamos Public Schools Los Lunas Public Schools 3 4 3 4 3 4 3 4 3 4 4 3 4 3 4 3 4 3 4 3 4 Loving Municipal Schools Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School Melrose Public Schools Mesa Vista Consolidated Schools Montessori Elementary School Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School 4 3 4 3 4 New Mexico School for the Arts District Information offered at school open houses or district events Information offered at existing statewide conferences North Valley Academy 3 4 Pecos Independent Schools 3 4 Penasco Independent Schools 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 3 4 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 3 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 4 3 4 3 4 District Information offered at school open houses or district events Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Information offered at existing statewide conferences 3 4 3 4 3 3 4 Taos Integrated School of the Arts 4 Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 3 4 3 4 3 4 4 3 4 4 3 4 3 4 3 4 3 4 District Other (please specify) What single method would be MOST effective in informing your district about the transition to CCSS? Information posted on New Mexico Public Education Department website Academy of Trades and Technology Alamogordo Public Schools ACE Leadership High Albuquerque Institute of Math & Science Advertising through the Chamber of Commerce and other agencies involved in economic development 1 1 newspaper and public service Albuquerque Public Schools 1 email updates and documents Albuquerque School of in pdf formats that we can Excellence distribute Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 1 Amy Biehl Charter High School email w info to school leaders Animas Public Schools Form letters to parents Artesia Public Schools ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 1 Regional Meetings Information sent to local newspaper directly from PED 1 1 Media ads, regional forums, community dialogues District Other (please specify) Cien Aguas International School Cimarron Municipal Schools What single method would be MOST effective in informing your district about the transition to CCSS? Information posted on New Mexico Public Education Department website Informaiton needs to be provided in Spanish as well. 1 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Please send electronic brochure so that we can distribute it electronically Corona Public Schools Cottonwood Classical Preparatory 1 Creative Education Prep Institute #1 Cuba Independent Schools 1 Deming Public Schools 1 Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 1 Elida Municipal Schools 1 Espanola Public Schools Estancia Municipal Schools 1 Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 1 None 1 District Other (please specify) Gallup-McKinley County Public Schools Standard Media Message to be used by all districts. Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools What single method would be MOST effective in informing your district about the transition to CCSS? Information posted on New Mexico Public Education Department website 1 media - television, radio 1 1 Horizon Academy West House Municipal Schools 1 International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools 1 PED Lead Town Hall Meetings policy briefs for Board members and other community organizations on progress at the state level 1 video that can be presented to parents at open houses or district events, accompanied by brochures for others who don't attend 1 1 news releases District Other (please specify) Los Alamos Public Schools What single method would be MOST effective in informing your district about the transition to CCSS? Information posted on New Mexico Public Education Department website newspaper articles, interviews, materials they can post on their website would be best to inform parents Los Lunas Public Schools Loving Municipal Schools PVREC, social media, newspaper, radio, television, other professional organizations Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School New Mexico not Meixoc 1 Melrose Public Schools Mesa Vista Consolidated Schools 1 Montessori Elementary School Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 1 1 District Other (please specify) North Valley Academy What single method would be MOST effective in informing your district about the transition to CCSS? Information posted on New Mexico Public Education Department website A positive article written so that community can understand and published in local, large circulation news media Pecos Independent Schools 1 Penasco Independent Schools 1 Pojoaque Valley Public Schools Portales Municipal Schools Dedicated website Quemado Independent Schools Raton Public Schools Reserve Independent Schools Webinars related to implimentation for teachers In person meetings at the district level with NMPED representatives Rio Rancho Public Schools 1 Roswell Independent Schools 1 Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools 1 Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center Media Info and outreach to parents and business community 1 1 Specific trainings in regional meetings for district/building leadership teams like was done by the Priority Schools team with WebEPSS and others in spanish too 1 District Other (please specify) Southwest Primary Learning Center What single method would be MOST effective in informing your district about the transition to CCSS? Information posted on New Mexico Public Education Department website 1 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School electronic brochure to put on of the Arts school website Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 1 1 Open forum discussion in the evening. Public Service Announcements to local media. 1 1 PED PD Teams 1 District Brochure distributed on Common Information offered at school open Core and the purpose for transition houses or district events Academy of Trades and Technology Alamogordo Public Schools 2 3 ACE Leadership High Albuquerque Institute of Math & Science Albuquerque Public Schools Albuquerque School of Excellence Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 3 Amy Biehl Charter High School Animas Public Schools 2 Artesia Public Schools 2 2 ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools 3 3 3 2 Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools 2 3 District Brochure distributed on Common Information offered at school open Core and the purpose for transition houses or district events Cien Aguas International School Cimarron Municipal Schools 2 Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools 2 3 Cobre Consolidated Schools Corona Public Schools 2 Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools 2 Deming Public Schools Des Moines Municipal Schools Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 2 3 2 2 3 Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 2 2 2 2 3 2 3 District Brochure distributed on Common Information offered at school open Core and the purpose for transition houses or district events Gallup-McKinley County Public Schools Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools Horizon Academy West 2 2 2 2 2 House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center 2 2 2 3 2 2 Las Cruces Public Schools 2 3 Las Vegas City Public Schools 2 Logan Municipal Schools Lordsburg Municipal Schools 2 3 District Brochure distributed on Common Information offered at school open Core and the purpose for transition houses or district events Los Alamos Public Schools 2 Los Lunas Public Schools 2 Loving Municipal Schools 2 Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School 3 3 2 Melrose Public Schools 3 3 Mesa Vista Consolidated Schools Montessori Elementary School 2 Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools New Mexico International School New Mexico School for the Arts 2 3 District Brochure distributed on Common Information offered at school open Core and the purpose for transition houses or district events North Valley Academy 2 Pecos Independent Schools 2 3 Penasco Independent Schools 2 3 Pojoaque Valley Public Schools Portales Municipal Schools 3 2 Quemado Independent Schools Raton Public Schools Reserve Independent Schools Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 2 2 2 2 3 2 2 3 2 3 Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center District Brochure distributed on Common Information offered at school open Core and the purpose for transition houses or district events Southwest Primary Learning Center Southwest Secondary Learning Center Springer Municipal Schools Taos Academy 2 3 2 2 3 Taos Integrated School of the Arts Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro 2 2 3 Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools 3 2 2 2 District Information offered at existing statewide conferences Academy of Trades and Technology Other (please specify) 4 Alamogordo Public Schools Information bytes from agencies 4 such as HAFB and others ACE Leadership High Albuquerque Institute of Math & Science news story Albuquerque Public Schools 4 Albuquerque School of Excellence electronic communication and FAQs Albuquerque Sign Language Academy Aldo Leopold Charter School Alma d'Arte Charter High 4 Amy Biehl Charter High School email to school leaders Animas Public Schools Artesia Public Schools ASK Academy Aztec Municipal Schools Belen Consolidated Schools Bernalillo Public Schools Bloomfield Public Schools Capital Municipal Schools Carlsbad Municipal Schools Carrizozo Municipal Schools Central Consolidated Schools Cesar Chavez Community School Chama Valley Independent Schools statewide conferences 4 4 4 On Site Professional Development Regional Meetings District Information offered at existing statewide conferences Other (please specify) Train the Trainers offered by PED Cien Aguas International School Cimarron Municipal Schools financial resources that allow us top spend time with staff discussing and planning for transition. Clayton Municipal Schools Cloudcroft Municipal Schools Clovis Municipal Schools Cobre Consolidated Schools Electronic Brochure Corona Public Schools Cottonwood Classical Preparatory Creative Education Prep Institute #1 Cuba Independent Schools Deming Public Schools Des Moines Municipal Schools 4 Dexter Consolidated Schools Dora Consolidated Schools Dulce Independent Schools East Mountain High School 4 Elida Municipal Schools Espanola Public Schools Estancia Municipal Schools Eunice Public Schools Farmington Municipal Schools Floyd Municipal Schools Fort Sumner Municipal Schools Gadsden Independent Schools 4 Email District Information offered at existing statewide conferences Gallup-McKinley County Public Schools Other (please specify) 4 Gilbert L. Sena Charter High School Grady Municipal Schools Grants-Cibola County Schools Hagerman Municipal Schools Hatch Valley Public Schools Hobbs Municipal Schools Hondo Valley Public Schools Horizon Academy West House Municipal Schools International School at Mesa del Sol Jal Public Schools Jemez Mountain Public Schools Jemez Valley Public Schools Lake Arthur Municipal Schools La Promesa Early Learning Center Las Cruces Public Schools Las Vegas City Public Schools Logan Municipal Schools Lordsburg Municipal Schools email blast to all school personnel frmo NMPED 4 PED Lead Town Hall Meetings Press releases to media on progress 4 at the state level provide district personnel with a complete packet accompanied by a power point for teachers. PED website can be a source of further information for teachers if they 4 would like to read more. 4 news releases District Information offered at existing statewide conferences Other (please specify) Los Alamos Public Schools A brochure they can distribute themselves Los Lunas Public Schools Loving Municipal Schools 4 Lovington Municipal Schools Magdalena Municipal Schools MASTERS Program Maxwell Municipal Schools Media Arts Collaborative Charter School 4 4 4 Melrose Public Schools Information posted on District Web Site Mesa Vista Consolidated Schools Montessori Elementary School Moriarty-Edgewood Schools Mosquero Municipal Schools Mountainair Public Schools 4 New Mexico International School New Mexico School for the Arts I would like a person with whom I could meet AFTER reading through the literature and accessing the websites. District Information offered at existing statewide conferences Other (please specify) North Valley Academy Pecos Independent Schools 4 Penasco Independent Schools 4 Pojoaque Valley Public Schools Portales Municipal Schools Quemado Independent Schools info to swchool administration Webinars during professional days Raton Public Schools Reserve Independent Schools 4 Rio Rancho Public Schools Roswell Independent Schools Roy Municipal Schools Ruidoso Municipal Schools San Jon Municipal Schools Santa Fe Public Schools 4 Santa Rosa Consolidated Schools School of Dreams Academy Silver Consolidated Schools 4 Regional statewide trainings Specific trainings in regional meetings for district/building leadership teams like was done by the Priority Schools Team with the WebEPSS and other trainings Socorro Consolidated Schools South Valley Preparatory School Southwest Intermediate Learning Center 4 4 District Information offered at existing statewide conferences Southwest Primary Learning Center Other (please specify) 4 Southwest Secondary Learning Center Springer Municipal Schools Taos Academy Taos Integrated School of the Arts Taos Municipal Schools Tatum Municipal Schools Texico Municipal Schools Tierra Adentro Truth or Consequences Municipal Schools Tucumcari Public Schools Vaughn Municipal Schools Village Academy Wagon Mound Public Schools West Las Vegas Public Schools Training for all district staff coordinated with district's six year plan. 4 PED PD Team jade Response to Intervention Framework 2014 TABLE OF CONTENTS Introduction …………………………………………………………..………………………..…. 1 Tier 1: All Students ……………………………………………………..…………………........... 3 Tier 2: Referred Students ………………………………………..……………………………...... 9 Tier 3: Identified Students …………………………..………………………………………...... 16 Forms …………………………………………………………………………………………… 20 Additional Resources ……………………………………………………………………...……. 21 Glossary of Terms ………………………………………………………………...…………….. 22 INTRODUCTION The New Mexico Response to Intervention Framework 2014 manual details the instructional framework and guidance on the Response to Intervention (RtI) process in New Mexico. This manual includes a section on each of the three instructional tiers, a glossary of key terms, sample forms to assist with the Student Assistance Team (SAT) process, and key resources for teachers. RtI Framework Essential Understandings High-quality instruction and differentiation for all students are essential components of all three tiers. Interventions become more targeted and increase in intensity in each successive tier. There is a team approach of support for teachers, students and families at each tier. Each school and district shall have an RtI implementation plan based on the New Mexico RtI framework. The implementation of RtI at each district and school may vary, based on their individual implementation plan. Tier 1 is core instruction and differentiation for all students. This tier is about high-quality teaching using differentiated instruction and data-based targeted interventions to ensure learning for all students. The Tier 1 approach is proactive, preventative, and provides interventions at the earliest point possible when academic or behavioral difficulties first arise. In New Mexico, the goal is for the vast majority of students to respond successfully to high-yield instructional strategies and differentiated instruction in Tier 1. The team supporting this tier includes professional learning communities (PLCs), data teams, grade level teams, content teams, and other school and district-based supports aimed at improving core instruction. The goal of Tier 2 is to provide supplemental, strategic and individualized support for at-risk (struggling or significantly advanced) students for whom Tier 1 instruction and targeted interventions prove insufficient. A school-based team called the SAT gathers all available data about a student who is not making sufficient progress in Tier 1, uses that data to hypothesize a possible cause for the difficulty, and then designs an individualized SAT intervention plan and or behavioral intervention plan (BIP), if appropriate. Tier 2 also requires frequent progressmonitoring, so that fast adjustments can be made for the at-risk student, if needed. It is important to note that a SAT intervention plan or BIP could be required for a student performing below or above grade level expectations. Students receiving Tier 2 services continue to receive Tier 1 instruction, but with the benefit of more intensive interventions prescribed by the SAT intervention plan or BIP. By identifying students who need more intensive interventions, the SAT process helps students remain and succeed in the general education program and reduces unnecessary or inappropriate referrals for special education and related services. In New Mexico, Tier 3 is special education and related services for students with identified disabilities under the Federal Individuals with Disabilities Education Act (IDEA) and the state criteria for gifted students. At all tiers of intervention, it is important that stakeholders take into consideration individualized student backgrounds, learning styles, and abilities, as those can greatly impact student learning 1 and behavior. Components that should be carefully considered across all tiers include, but are not limited to, learning preferences, educator teaching style, the possible lack of instruction, mental and behavioral health, English language proficiency, and socioeconomic status. While all of these factors have the ability to affect student learning, it is imperative to remember that regardless of background and experience, all students have the ability to learn. The RtI framework ensures that all students have the opportunity to learn to their fullest capacity. This New Mexico RtI guidance manual is intended to provide support to schools and districts in implementing the New Mexico three-tier RtI framework outlined in subsection D of 6.29.1.9 of New Mexico Administrative Code (See the following link for official state rule: http://ped.state.nm.us/ped/RtI_Links.html). This manual will be periodically updated to provide the most clear and relevant support to the field. 2 3 TIER 1: ALL STUDENTS Universal Screening, Appropriate Core Instruction with Differentiation, and Interventions Summary The focus of Tier 1 is universal screening, appropriate delivery of core instruction with differentiated instruction, data-based targeted interventions to support the acquisition of core content, behavioral interventions, and positive supports. In Tier 1, all students are held accountable to standard behavioral expectations and receive core instruction based on the New Mexico content standards and positive behavioral supports in the regular education classroom. This includes the following: Culturally and linguistically responsive instruction Instruction in a language other than English (bilingual multicultural instruction), as appropriate Differentiated instruction Research-based strategies and programs High-impact instruction Tier 1 is high-quality teaching using differentiated instruction. The Tier 1 approach is proactive and preventative. It provides early interventions to address academic and behavioral difficulties when they first arise. Universal Screening In Tier 1, all students are screened to assess their academic skills in the content areas, as well as language proficiency, vision, hearing, general health, and social and behavioral health. The screening tests administered depend on a student’s grade level (i.e. hearing and vision are only administered for elementary students). Data Analysis In addition to universal screening, teachers and school-based teams must analyze the data and determine: 1. which students are progressing as expected behaviorally and academically; 2. which students are not progressing as expected in one or more particular areas; 3. if the majority of the students in a grade or class are facing challenges behaviorally or academically. Students identified as being at very high risk academically or behaviorally and/or who are suspected of having a disability or giftedness based on the results of universal screening may be immediately referred for Tier 2 support (i.e., the Student Assistance Team) at the school’s discretion. The use of RtI strategies cannot be used to delay or deny the provisions of a full and individual evaluation. A parent may request an initial special education evaluation at any time during the public agency’s implementation of tiers I and II of the three-tier model of student intervention. If the 4 public agency agrees with the parent that the child may be a child who is eligible for special education services, the public agency must evaluate the child. If the public agency declines the parent’s request for an evaluation, the public agency must issue prior written notice in accordance with 34 CFR Sec. 300.503. The parent can challenge this decision by requesting a due process hearing. 1 Student Progressing as Expected—Core Instruction with Differentiation If a student is progressing as expected behaviorally and academically, then a teacher should deliver core instruction with differentiated instruction to that student to ensure continued learning. In addition, the teacher should offer enrichment and remediation to that student, as needed. 2 Some examples include the following: Remedial strategies Smaller group instruction Flexible grouping Tiered assignments Curriculum compacting Cross-age grouping Independent study Learning or behavioral contracts Teachers are expected to provide environments that support positive student behavior. Additionally, there should be school-wide behavioral expectations for all students in the classroom and in non-academic settings such as hallways, playgrounds, and the cafeteria. The teacher should track student progress using formative, interim, and summative assessments, analyzing the data, and monitoring student progress. Student Not Progressing as Expected—Implement Interventions Targeted intervention. If the data indicates that a student is not progressing as expected, then a teacher should continue providing Tier 1 instruction for the student based on the core curriculum with differentiation and add targeted interventions based on the student’s needs as identified by data. Follow up. The teacher continues to track student progress using formative, interim, and summative assessments; analyzes the data, and monitors student progress. If the data suggests that interventions have not been effective, teachers should implement different, evidence-based interventions that are likely to meet the student’s needs. After at least two rounds of interventions (implemented with fidelity) and documented lack of sufficient progress, the student should be referred to Tier 2. 1 See OSEP policy memo 11-07 and subsection C(1)(d) 6.31.2.10 NMAC Differentiated instruction is providing instruction tailored to meet individual student needs, interests and learning styles. Refer to the Resources section in this manual for additional support on providing differentiated instruction. 2 5 Majority of Students Not Progressing as Expected—Adjust Curriculum and/or Instruction Generally, when few students at a district, school, department, grade, or classroom achieve proficiency or sufficient growth in the core program, the curriculum and/or instruction should be evaluated and adjusted. Data must be examined to see if the proficiency problem is school-wide, grade or classroom specific. After adjusting the curriculum and/or instruction, teachers must continue to track student progress through administering assessments, analyzing that and classroom assignment data, and charting student progress. Working with Parents as Partners in Tier 1 When analyzing Tier 1 data, the teacher should contact the parents and discuss student progress. Although, parental permission is not required for differentiation or interventions in Tier 1, strong parental involvement in Tier 1 supports common understanding and investment in academic and behavioral expectations and student growth. Tier 1 Notes about English Learners (ELs) The Tier 1 approach is applicable to all learners, including students identified as ELs. All EL students must receive culturally and linguistically appropriate programs, instruction, and assessment. ELs require language support services—such as English language development (ELD)/ English as a second language (ESL)—to assist them in acquiring English language proficiency and to meet all academic content area standards and benchmarks.3 All teachers are required to use the current ELD standards to plan for and address the language learning needs of their EL students.4 All ELs must have access to instructional and language support services for which they are eligible. Exited EL students must be monitored for two years after exiting. If an exited EL student is struggling academically, continued language support services may be appropriate. It is strongly encouraged that all teachers working with ELs be culturally and linguistically knowledgeable and be appropriately trained to effectively work with ELs. Decision Considerations for ELs Not all ELs, by virtue of being classified as such, require Tier 2 supports. Teachers must ensure that all relevant and appropriate Tier 1 instructional supports are provided for EL students before moving to Tier 2. Student data from the ACCESS for ELLs©, the annual English language 3 For more information about state and federal guidelines for programming options for ELs, please refer to the Bilingual Multicultural Education Bureau Technical Assistance Manual: http://ped.state.nm.us/ped/BilingualIndex.html 4 For access to the WIDA 2012 ELD Standards visit: www.wida.us 6 proficiency assessment, should be used in conjunction with other available data to make decisions about the best course of action. Teachers and others making instructional decisions for supporting ELs must be aware and able to use ACCESS for ELLs© data for effective planning and instruction. Decision Considerations—Tier 1 to Tier 2 Locally devised implementation plan. As each school develops its local implementation plan within each tier, it also determines its data-based decision rules for when interventions should be changed and when students should move from Tier 1 to Tier 2 or Tier 3 or reverse course. In Tier 1, the school determines what cut scores on universal screening and any additional progress monitoring assessments indicate advanced, proficient, satisfactory growth, or the need for more intense intervention/ remediation. The key criteria for referring a student to Tier 2 and the SAT process is a lack of student progress based on multiple data points despite documented delivery of differentiated instruction and interventions to a student. The recommendation for Tier 2 referral for behavior is based on the school’s judgment and/or discipline data for each student and documented behavioral interventions with lack of progress. Individual vs group failure. A high rate of SAT referral and/or retention recommendations suggests that the school or district leadership needs to evaluate the school’s Tier 1 core program, practices (especially in math and literacy skills), and the behavioral system to ensure that students are not failing due to instructional and/or school behavioral system inadequacies. It is difficult to demonstrate that a student needs SAT intervention or may have a disability when that student is struggling in a class where, for example, 50 percent of the students are not achieving grade-level benchmarks or behavioral expectations. 7 8 9 TIER 2: REFERRED STUDENTS The Student Assistance Team Process Summary The focus of Tier 2 is to provide strategic and individualized support for at-risk students (struggling or significantly advanced) for whom Tier 1 instruction and universal interventions prove insufficient. A school-based team called the Student Assistance Team (SAT) gathers all available data about a student who is not making sufficient progress in Tier 1, develops an hypothesis regarding a possible cause for the problem, and then designs an individualized SAT intervention plan and/or behavioral intervention plan (BIP), as necessary. It is important to note that a SAT intervention plan or BIP could be required for a student performing below or above grade level expectations. By identifying students who could benefit from more intensive interventions, the SAT process helps students remain and succeed in the general education program and reduce unnecessary or inappropriate referrals to special education. Students receiving Tier 2 services continue to receive Tier 1 instruction, but with the benefit of more targeted, intensive interventions prescribed by the SAT intervention plan or BIP. These interventions should be provided by the classroom teacher or in combination with other appropriate staff in the school to address academic skill or behavioral needs. The individualized SAT intervention plan or BIP increases intensity for a student—that is, they increase frequency and duration of the interventions, reduce group size, and/or use specialists to deliver the intervention. Tier 2 also provides for frequent and specific progress-monitoring of interventions, so that timely adjustments can be made for the at-risk student, if needed. SAT Composition While the composition of a SAT can vary by school, each team should include—at a minimum— the following: An administrator or their designee Teacher Specialists that would be appropriate, as necessary and as Parent available: Student when appropriate Specialists as appropriate: Instruction support providers (speech therapists, nurses, school psychologists, etc.) Truancy coordinators or attendance clerks Reading or math specialists Homeless student coordinators Bilingual/multicultural education teachers and/or TESOL endorsed teachers Representatives from community agencies (such as school-based health centers, community-based truancy centers) 10 The SAT Process The SAT team is responsible for addressing the needs of students referred for Tier 2 support. The information and the four steps below can help the team efficiently and appropriately identify specific needs and then effectively address them. Step 1: Referral to SAT Coordinator A student may be referred to SAT for academic and/or behavioral reasons. A teacher must complete a SAT referral packet and submit it to the SAT coordinator.5 Step 2: SAT Referral Packet Review and Certification Prior to an initial SAT meeting, the SAT coordinator reviews the SAT referral packet, collects all relevant information about the student, and determines if the data meets the certification criteria for Tier 2. The SAT referral packet requires that a teacher documents the academic or behavioral interventions he or she has already implemented and the multiple data points demonstrating lack of student progress over time. Beyond the SAT referral packet, the SAT coordinator should consider student work samples; documentation of parent contacts; results of universal screening, including vision and hearing screenings; student attendance data; discipline records; student performance reports; the next step plan (for students in grades 8 to 11), any observations or interviews, and any other relevant data. If this review demonstrates that the student has received core instruction with differentiation and interventions and/or behavioral interventions with lack of progress over time, then the SAT coordinator certifies the referral. If the student is referred to Tier 2 for behavior, the SAT can recommend that a Functional Behavioral Assessment (FBA) be completed.6 Parental written consent would be required if during tier II or III interventions of the RtI framework for an individual student, a teacher were to collect academic functional assessment data to determine whether the child has, or continues to have, a disability and to determine the nature and extent of the special education and related services that the child needs. 7 Step 3: The SAT Meeting If the referral is certified, the SAT coordinator schedules a SAT meeting. The SAT coordinator ensures that the student’s parents, teachers, and other SAT members are notified of the meeting in advance. All communication with parents should be conducted in a language the parent can understand. The initial SAT meeting should cover the following items: 1. The referring teacher shares the reason for the student’s referral. 5 See the Forms section of this manual for sample SAT forms. An FBA is usually administered during Tier 2 for students referred due to behavioral problems. An FBA involves identifying the targeted behavior of concern, collecting and analyzing data to determine the function or purpose of the behavior and developing a hypothesis about what is triggering and maintaining the behavior(s). This information is used to develop interventions (i.e., a BIP) to teach acceptable alternatives to the behavior. See the glossary. 7 See OSEP policy memo to Gallo 4/2/2013 6 11 2. The SAT systematically reviews and discusses all relevant data about the students. Among other data, the SAT should consider if Tier 1 instruction was appropriately differentiated based on the following data points: a. Analysis of teaching and learning preferences b. Possible lack of instruction c. Mental/behavioral health d. Student’s status as an English learner e. Socioeconomic status 3. The referring teacher should share interventions implemented and the progress monitoring data. 4. The SAT (including the parent), develops one or more hypotheses about why the student is struggling 5. After reviewing all collected data, the SAT makes one of the following decisions: a. The student appears to need no new interventions at this time and no Tier 2 intervention plan is necessary. b. The student’s challenges suggest a SAT intervention plan or BIP is warranted. c. The existing data is insufficient for a complete determination. The referring teacher must provide additional information. d. Refer the student for a multidisciplinary evaluation due to an obvious disability. 6. If a SAT intervention plan or BIP is determined to be necessary, the SAT team determines actions necessary to be taken and accommodations and interventions to be implemented. The team develops timelines and determines progress monitoring frequency and parties responsible for each aspect of the plan. Step 4: Implement and Monitor Interventions After responsible parties have implemented interventions according to the SAT intervention plan or BIP, the SAT coordinator schedules a follow up SAT meeting. At Tier 2, it is recommended that a student’s response to interventions be progress-monitored and graphed in two-week increments. After approximately nine weeks (with at least four data points), a follow-up SAT should be scheduled to determine the effectiveness of the intervention, based on whether or not there has been a positive trend in the student’s learning. After examining the data points at the follow-up SAT meeting, the SAT makes one of the following decisions: Possible Outcomes to the SAT Process 1. 2. 3. 4. 5. 6. Improvement noted—no further actions/interventions required. Improvement noted—continue current actions/interventions until (insert date). Improvement noted—continue with current plan with revision(s) until (insert date). No improvement noted—create revised action/SAT Intervention Plan. No improvement noted—create new action/intervention plan. No improvement noted— refer student for Section 504 eligibility consideration (See Section 504 Manual). 7. No improvement noted— refer student for special education evaluation consideration to determine whether Tier 3 services are required. 12 Important Implementation Notes Students can move among tiers as appropriate in either direction. Students may be instructed at the Tier 1 level for some core content areas and at the Tier 2 level in others. For example, a student might be receiving a BIP for problematic behaviors but receive no Tier 2 interventions for academics. Teachers and other instructional staff need regularly scheduled planning time in order to collaborate and share the strategies and effective instructional practices for the students they have in common. Working with Parents as Partners in Tier 2 A parent or any staff may also request that a student be referred to the SAT. The school will determine if the request meets the certification criteria for referral, depending on individual student academic and/or behavioral data, and other concerns. Parents should be notified if their student is referred to Tier 2. Parents should be involved in the SAT process, including the SAT meetings, as well as the implementation and monitoring of interventions. The SAT does not need a parent’s permission to implement intensive interventions or conduct screenings at the Tier 2 level. However, parental permission is required in decisions regarding whether to promote or retain a student. Additionally, parental written consent and prior written notice are required when referring a student for a multidisciplinary evaluation for possible special education and related services. Tier 2 Notes about English Learners (ELs) 13 Even though EL students may be currently served in an ELD /ESL program, they can be referred to the SAT for supplemental support. A SAT referral for a student identified as an EL presumes that he or she has had an adequate opportunity to learn by receiving culturally and linguistically responsive quality instruction in Tier 1 but still demonstrates low literacy skills in both their first and second languages. For a student identified as EL, an appropriately endorsed teacher of English to speakers of other languages (TESOL) and/or bilingual multicultural educator shall serve on the SAT, and that individual will be involved in the design of interventions and interpretation of the student’s responses to those interventions. Interventions should be provided in the student’s native language in conjunction with English interventions as appropriate. Interventions should simultaneously support academic learning while promoting English language development. Appropriate literacy instruction or academic English should not be postponed while waiting for the student to acquire the English language. Tier 2 interventions must be culturally and linguistically responsive and appropriate. Decision Considerations: Tier 2 to Tier 3 The SAT must be careful not to unduly delay referring to Tier 3 a student who may have a highlysuspected disability or giftedness or who is in a clear academic or behavioral crisis. At the same time, the purpose of the SAT process and intensive interventions is to reduce unnecessary referrals to Tier 3. In order to move a student to Tier 3, one of the following must be true: The student has been unresponsive to Tier 2 evidence-based interventions based on progress-monitoring data. The student has a clear disability or has a disabling condition that significantly restricts a major life activity, long or short term, as determined by the evaluation team, and thus requires a Section 504 eligibility consideration.8 8 See the “Section 504 Manual” for more information. 14 15 16 TIER 3: IDENTIFIED STUDENTS Special Education and Gifted Students Summary In New Mexico, Tier 3 is special education and related services for students with identified disabilities under the federal Individuals with Disabilities Education Act (IDEA) and special education services in accordance with the state criteria for students identified as gifted. The Eligibility Determination Evaluation Process Data from the SAT must be considered in making the eligibility determination for Tier 3 services. Once a student is referred to Tier 3, with written parental consent and prior written notice, a multidisciplinary evaluation is completed. Following the evaluation, a qualified group of professionals9 uses the available data from the multidisciplinary report, the SAT, and other data sources to determine the student’s eligibility for special education and related services under the criteria of one or more of the 13 categories of disabilities as defined by IDEA, the New Mexico Technical Evaluation and Assessment Manual, and/or the state criteria for gifted. Based on the information gathered, the eligibility determination team (EDT) makes one of the following decisions: Public agencies must implement the dual discrepancy model in kindergarten through third grade utilizing the student assistance team and the three-tier model of student intervention as defined and described in the New Mexico technical evaluation and assessment manual (New Mexico TEAM). 1. The student is not eligible for gifted, special education, or related services but shows a need. In this case, the student is referred back to Tier 2 and the SAT, which takes into consideration the new information and re-addresses the student’s needs. 2. The student is eligible, but does not show need for gifted or special education and related services. The student may have a qualified exceptionality under IDEA criteria or the state criteria for gifted, but the team that makes the eligibility determination finds that the student’s exceptionality does not require specially-designed instruction, which is the second prong of eligibility. If that is the case, the student remains in the general education program and is referred back to the SAT for consideration for a Section 504 eligibility consideration. 3. The student is eligible and shows need for gifted or special education and related services. The individualized education program (IEP) team develops, implements, and revises an IEP for the student.10 9 The definition for “qualified” is defined by IDEA and is determined by the EDT. See the glossary for a definition. Best practices for IEP development are available in the state’s Developing Quality IEPs manual http://www.ped.state.nm.us/SEB/technical/IEP%20Manual%20October%202011.pdf . 10 17 Decision Considerations: Tier 3 to Tier 2 Students exiting special education services are referred back to Tier 2 for support during the transition period from Tier 3 interventions. Gifted students remain in Tier 3 unless a parent requests an exit from Tier 3 services. Students who are evaluated, but do not qualify for special or gifted education are referred back to Tier 2 for further intervention planning based on data obtained from the evaluation. Tier 3 Notes about Gifted Students Refer to the Gifted Education in New Mexico Technical Assistance Manual for further information and guidance.11 Tier 3 Notes about English Learners (ELs) If the student is also an identified EL, the IEP team needs to consider the language learning needs of this student and ensure a language teacher/specialist can provide feedback and assist with planning interventions to ensure the student receives all the services for which he/she is eligible. Special education services do not supersede language support services for which the EL student is eligible. Working with Parents as Partners in Tier 3 A parent’s consent along with prior written notice is required for a student to be evaluated for special education services or for giftedness. Parents should be active members of the IEP team in developing the appropriate educational plan to meet a student’s individual needs. Parents must be provided regular progress reports that document a student’s progress towards meeting established annual goals and objectives, as appropriate. All communication with parents should be conducted in a language the parent can understand. Where needed, parent notices should be translated into a parent’s home language. 11 The Gifted Education in New Mexico Technical Assistance Manual can be viewed and downloaded online at http://ped.state.nm.us/gifted/Gifted%20TA%20manual.pdf. 18 19 FORMS The reproducible sample forms on the website are model forms and tools that districts and schools may use at their discretion, as they are not mandated by the state. Please see the following website for sample forms: http://ped.state.nm.us/ped/RtI_Resources.html Sample A Forms Elementary School Referral Middle/High School Referral Student Observation Notice of and Invitation to SAT Meeting Initial SAT Meeting Summary SAT Action/Intervention Plan Overview Consent for SAT Assessments/ Interventions Confirmation of Fidelity SAT Follow-up Summary Sample B Forms Student Profile Teacher Form Teacher Input for Addressing Behavior Teacher and Principal Conference Notice of and Invitation to SAT Meeting SAT Meeting Summary Form Student Observation Student Case History SAT Intervention Plan for Academics Intervention Plan for Behavior Fidelity Assurances for SAT Referral for Evaluation Referral for Evaluation Documents that may apply Hearing Screening and Referral Vision Screening and Referral Notice of and Invitation to SAT Meeting (Spanish) Checklist and Scoring Guide for Gifted Students Student Case History (English/Spanish) Behavior Intervention Plan SAT Building Log SAT Self-Assessment 20 ADDITIONAL RESOURCES The Additional Resources document is structured using the 10 key RtI components and is organized by appropriate tiers for each resource. Ten Key RTI Components 1. High-Quality Classroom Instruction 2. High Expectations 3. Assessments and Data Collection 4. Problem-Solving Systems Approach 5. Research-Based Interventions 6. Positive Behavioral Support 7. Fidelity of Program Implementation 8. Staff Development and Collaboration 9. Parent and Family Involvement 10. Disability Determination Please see the following website for additional resources by tier: http://ped.state.nm.us/ped/RtI_Resources.html 21 GLOSSARY OF TERMS At-risk Student—A student who is not experiencing success in school because he/she is struggling academically and/or behaviorally or, conversely, because of significant academic advancement Core Instruction—High-yield instructional strategies administered to all students, aligned with grade level standards Differentiated Instruction—Instruction tailored to meet individual student readiness levels, interests, and learning preferences. A teacher can differentiate the content of what a student needs to learn, the process or activities that a student engages in to master the content, the product that a student must produce to demonstrate his/her learning, or the learning environment within a classroom. Duration—The length (number of minutes) of a session multiplied by the number of sessions per school year Eligibility Determination Evaluation Process- Process by which an individual, who by nature of his or her disability or giftedness, is determined to need special education and related services or gifted services in order to receive an appropriate education Eligibility Determination Team—A group of qualified professionals who use data from the multidisciplinary evaluation report, the SAT, and other data sources to determine a student’s eligibility for special education, gifted, and/or related services English Learners (ELs) —Students whose first or heritage language is not English and who are unable to read, write, speak, or understand English at a level comparable to grade-level English proficient peers and native English speakers12 English Language Development (ELD) Standards—Standards that represent the social, instructional, and academic language of which students need to be able to engage peers, educators, and the curricula in order to participate successfully in school. There are five ELD standards that serve as framework for ensuring that ELs develop the language necessary for accessing and learning content.13 Flexible Grouping—The ability for students to move among different groups based upon their performance and instructional needs 12 New Mexico Bilingual Multicultural Education Law (2004) and Regulation (2005). WIDA’s 2012 Amplification of the ELD Standards is retrievable at http://wida.us/standards/eld.aspx Click on The English Language Development Standards manual to download. Links to tutorials and pdf are additionally available at this site. 13 22 Formative Assessment—A process by which teachers utilize formal and informal assessment of student progress to monitor and adjust teaching to the level at which students are comprehending instruction. The goal is to improve teaching and learning. Frequency—The number of times a child receives an intervention in a given timeframe (e.g., daily, twice weekly) Frequency of Universal Screening—Typically conducted three times per school year—fall, winter, and spring, these are brief assessments focused on target skills that are predictive of future outcomes. Students receiving interventions require additional progress monitoring between shortcycle assessments through classroom and other assessments. Functional Behavioral Assessment—Process that is usually administered during Tier 2 or Tier 3 for students referred due to behavioral problems. The process involves identifying the problem, determining the function or purpose of the behavior, and developing interventions to teach acceptable alternatives to the behavior. Gifted Students—A student who demonstrates a high degree of intellectual and/or creative abilities, exhibits an exceptionally high degree of motivation and/or excels in specific academic fields, and who requires special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities. In New Mexico, a student classified as gifted receives an IEP (Tier 3 services). Group Size—Individual or small- or whole-group instruction can be used as an intervention format in any tier. Group size will vary by tier, school, and student need. For example, in Tier 3, the size of the group that best meets the student’s needs will be specified in the student’s IEP. Individualized Education Program (IEP)—A written document that is developed, reviewed, and revised in accordance with IDEA 2004 that outlines the special education and related services specifically designed to meet the unique educational needs of a student with a disability or who is gifted. It includes a statement of achievement and functional performance, a statement of measureable annual goals, and a description of how those goals are to be measured. Individualized Education Program Team— A group of individuals composed of the parents of the child who is gifted or with a disability, not less than one regular education teacher of the child, not less than one special educator, a representative of the local education agency who is qualified and knowledgeable, an individual qualified to interpret evaluation results, others as appropriate, and—when possible—the child who is gifted or with a disability. This group is responsible for developing, reviewing, or revising an IEP for the student. Intensity—The frequency and duration of interventions Intensive Interventions—Some students require more specifically targeted instruction than those provided in Tier 1. Interventions in Tier 2 have increased frequency and duration, are provided in groups of reduced size, and/or use specialists to deliver the intervention. 23 Interim Assessment—An interim assessment is administered 3 times per year- beginning, middle, and end of year. The goal of these tools is to measure the progress a student is making over the course of the year. Interventions—Research-based strategies that are designed to support a struggling student to succeed in the general education setting New Mexico Content Standards—Benchmarks of what students need to know and be able to accomplish at the end of each grade level. The New Mexico Content Standards include the Common Core State Standards in math and English language arts. Progress-monitoring of Interventions—The formal, scientific-based process of assessing student progress or performance—in areas in which the student is identified by universal screening assessment data as being at risk for failure—and evaluating the effectiveness of instruction. A method used to determine students’ benefit from core instruction and adequacy of progress, it informs teachers’ development of effective interventions. Progress monitoring is a specific RtI component for students not progressing as expected and can be distinguished from the informal process of monitoring student progress in which teachers are constantly involved for students who are progressing as expected. Short Cycle Assessments—Periodic, formative assessments (daily, weekly, bi-weekly, monthly) that provide regular, on-going feedback on which teachers adjust their instruction according to student results. These are in the form of DIBELS, daily reading checks, learning logs, exit slips, etc. that regularly ensure teachers that students are learning and applying knowledge being taught. Small Group Instruction—Small group instruction is considered an intervention. Group size may vary depending on whether small group instruction is used as an intervention in Tier 1 or intensive intervention in Tier 2. In Tier 1, small-group instruction may consist of between three and twelve students, while in Tier 2, groups should be smaller consisting of two to three students. Student Assistance Team (SAT) —A school-based team that serves a student for whom Tier 1 core instruction and interventions have proved ineffective. The SAT gathers all available data about the student, hypothesizes a possible cause for the problem, and then designs an individualized SAT intervention plan and/or behavioral intervention plan (BIP) where necessary. Summative Assessment—Formal assessments administered at the end of a unit, course, or year to determine a student’s proficiency level of the tested standards Universal Screening Assessment—School-wide screening tests that are conducted to identify students who are: at risk for general wellness, at risk or exceeding academically, demonstrating behavioral problems. These identified students may need: additional support, additional or alternative forms of instruction to supplement the core instruction, or assistance with social skills. All students—including new students and transfer students—need to be screened for vision, hearing, general health, social and behavioral health, language proficiency and academics. While not assessed per se, effects of socioeconomic status on student progress are considered in determining appropriate support and assistance. 24
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