Principle 1 Attachments - New Mexico State Department of Education

Transcription

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.
(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.
(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.
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.
(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.
(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.
(a) gather relevant information from multiple sources, including oral knowledge;
(b) apply digital tools to gather, evaluate, and use information.
(b) apply digital tools to gather, evaluate, and use information;
(c) demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
(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.
(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.
(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.
6.29.13 NMAC
(c) use oral and written texts from various cultures to cite evidence that supports or negates understanding of a cultural value.
(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.
6.29.13 NMAC
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.
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. 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.
6.29.14 NMAC
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.
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)
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Anna Lisa Banegas-Peña, Director, Student Success
Larry Behrens, Public Information Officer
Larry Bemesderfer, Instructional Materials Bureau
Tom Dauphinee, Deputy Director, Assessment & 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.
 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
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
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
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.
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)
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
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
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.
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
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/
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
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
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
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 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
9
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.
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.
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
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
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)
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
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
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
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.
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
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
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
Fall 2015
NMPED
January 21-22,
2015
May, 2015
NMPED, Solution Tree,
Exemplary Schools
Ongoing
NMPED
Fall 2015 and
Beyond
http://newmexicocommoncore.org/pages/view/306/informational-brochures-for-parents/1/51-resources-for-parents
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.
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.
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
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
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.
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
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.
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
Table 3-D: SBA/PARCC Work Plan (cont.)
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
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.
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
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.
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.
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
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
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
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.
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.
Table 4-B: Work Plan
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
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
Bureau, NMPED
Bureau, NMPED
Ongoing
Districts, Institutions
of Higher Education
(IHE)
Ongoing
Districts
Ongoing
NMPED, Institutions
of Higher Education
(IHE)
Table 4-B: Work Plan (cont.)
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
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
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
Steps
16
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)
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
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
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.
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
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.
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.
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.
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
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
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
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
Table 4-H: Potential CCSS Benefits as Applied to Hispanic/Indian Education Acts (cont.)
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.
27
(Article 23A)
Provide for the study,
development and
implementation of
educational systems that
positively affect the
educational success of
American Indian students.
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
28
Navajo Nation DOE http://navajonationdode.org/
29
Navajo Nation Accountability Workbook http://navajonationdode.org/uploads/FileLinks/4743e7a2906d45fe848416ccf82d0590/NN%20Accountability%20Workbook-1.pdf
27
30
(HB 150)
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.)
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
32
(HB 150)
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.
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
34
National PTA CCSS Parent Guides: http://www.pta.org/4446.htm
33
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
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.
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.
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.
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
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
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)
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
Table 5-F: Professional Development Work Plan
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
Table 5-F: Professional Development Work Plan (cont.)
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.
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.
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
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
Steps
36
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
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
 Monitor
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.
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
Table 6-B: Leadership Work Plan
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
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
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
Contents
 Alignment of
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
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

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
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/

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/
Parent Resources:

National PTA CCSS Parent Guides
http://www.pta.org/4446.htm

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
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
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
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
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
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
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
New Mexico School for
the Arts
1
District
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
School of Dreams
Academy
Silver Consolidated
Schools
2
Socorro Consolidated
Schools
South Valley
Preparatory School
Southwest
Intermediate Learning
Center
2
District
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
place for computer based testing Completed plan
place for computer based testing Implementing plan
Academy of Trades
and Technology
Alamogordo Public
Schools
ACE Leadership High
of Math & Science
4
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
4
Amy Biehl Charter
High School
4
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
Schools
4
Cesar Chavez
Community School
Chama Valley
Independent Schools
3
District
Cien Aguas
Cimarron Municipal
Schools
4
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
3
4
Cobre Consolidated
Schools
3
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
3
3
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
3
3
4
3
4
3
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
4
4
3
District
Gallup-McKinley
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
4
4
4
3
House Municipal
Schools
4
3
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
4
3
3
Las Cruces Public
Schools
4
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
3
4
District
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
School
3
3
4
4
3
3
Mesa Vista
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
4
3
3
4
District
Pecos Independent
Schools
3
Penasco Independent
Schools
3
Schools
Portales Municipal
Schools
3
Quemado Independent
Schools
3
4
Reserve Independent
Schools
4
4
3
4
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
3
3
3
School of Dreams
Academy
Silver Consolidated
Schools
3
Schools
South Valley
Preparatory School
Southwest
Center
4
3
District
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
3
3
3
4
4
of the Arts
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
1
1
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
District
If you
CCSS
Cien Aguas
Cimarron Municipal
Schools
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
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
District
If you
CCSS
Gallup-McKinley
crosswalk
1
1
1
1
1
1
4
4
4
1
1
2
1
1
1
1
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
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
District
If you
CCSS
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
2
1
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
If you
CCSS
crosswalk
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
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
Schools
South Valley
Preparatory School
Southwest
Center
District
If you
CCSS
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
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
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
1
1
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
District
CCSS
Cien Aguas
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
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
District
CCSS
Gallup-McKinley
2
1
1
2
1
1
4
4
4
1
2
1
1
1
1
1
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
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
District
CCSS
Los Alamos Public
Schools
2
2
1
1
2
2
1
1
1
1
1
1
1
1
2
2
1
1
Mesa Vista
1
1
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
CCSS
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
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
Schools
South Valley
Preparatory School
Southwest
Center
District
CCSS
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
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
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
1
1
2
2
1
1
2
1
1
2
Amy Biehl Charter
High School
1
2
1
2
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
1
2
1
1
2
1
2
1
2
1
2
District
areas of need.
Cien Aguas
Cimarron Municipal
Schools
1
2
1
2
1
2
1
2
1
2
1
2
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
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
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
1
1
2
1
2
District
areas of need.
Gallup-McKinley
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
1
2
1
2
1
2
1
2
1
2
1
2
1
1
1
House Municipal
Schools
1
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
2
1
1
2
2
1
2
1
2
1
2
Las Cruces Public
Schools
1
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
1
2
1
2
1
District
areas of need.
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
School
1
1
2
1
2
Mesa Vista
1
2
School
1
2
1
2
1
2
1
2
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
areas of need.
Pecos Independent
Schools
1
2
1
2
1
2
Penasco Independent
Schools
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
2
1
1
2
1
2
1
1
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
2
1
2
1
2
1
2
1
2
1
Schools
South Valley
Preparatory School
Southwest
Center
1
2
1
2
1
2
District
areas of need.
Southwest Primary
Learning Center
1
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
2
2
1
1
of the Arts
2
2
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
3
4
3
4
3
4
3
4
4
3
4
3
4
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
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
Cien Aguas
Cimarron Municipal
Schools
4
3
4
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
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
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
District
Gallup-McKinley
3
4
3
4
3
4
3
4
3
4
3
4
3
3
4
4
3
4
3
4
3
4
3
4
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
3
3
4
District
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
School
Mesa Vista
3
3
4
3
4
School
4
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
3
4
3
4
District
Pecos Independent
Schools
3
4
3
4
3
4
3
4
Penasco Independent
Schools
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
3
3
4
3
4
3
4
3
4
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
4
3
4
3
4
3
3
4
3
4
Schools
South Valley
Preparatory School
Southwest
Center
3
3
4
District
Southwest Primary
Learning Center
3
4
3
4
3
4
3
4
3
4
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
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
Excellence
Albuquerque Sign
Language Academy
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
5 Differentiated Instruction
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
5
5
5
5
5 Assessments aligned to CCSS
5 money, time
5
District
Cien Aguas
Cimarron Municipal
Schools
5
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
5
5
5
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
5
5
5
5
5
5
Espanola Public
Schools
Estancia Municipal
Schools
5
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
5 TIME AND MONEY
District
Gallup-McKinley
5 Short Cylce Assessment Alignment
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
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
Schools
5
Logan Municipal
Schools
Lordsburg Municipal
Schools
5
District
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
School
Mesa Vista
Technology Integration for
5 content area for each grade
we don't know what CCSS is
5
5
5
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
the Arts
5
Alignment with International
Baccalaureate Scope and
5 Sequence
District
5
Pecos Independent
Schools
5
Penasco Independent
Schools
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
5 ELL Strategies
5
5
5
5
5
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
5
5
5 Communities
curriculum alignment
Schools
South Valley
Preparatory School
Southwest
Center
5
5
5
District
Southwest Primary
Learning Center
5
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
5
Alignment to 21C standards
5
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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.
Academy of Trades
and Technology
Alamogordo Public
Schools
1
2
1
2
ACE Leadership High
of Math & Science
2
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
2
1
2
1
2
1
2
1
2
1
2
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
1
2
1
1
2
1
2
1
2
1
2
District
Cien Aguas
Cimarron Municipal
Schools
1
2
1
2
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
1
1
2
1
2
1
2
1
2
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
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
Gallup-McKinley
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
1
2
1
2
1
2
1
2
1
2
2
1
1
2
1
2
House Municipal
Schools
1
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
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
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
District
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
School
Mesa Vista
1
1
2
1
2
1
2
School
2
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
1
2
1
2
1
2
1
2
the Arts
District
1
Pecos Independent
Schools
1
2
Penasco Independent
Schools
1
2
1
2
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
2
1
1
2
1
2
1
1
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
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
Schools
South Valley
Preparatory School
Southwest
Center
District
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
1
2
1
1
1
of the Arts
2
2
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
Schools
1
2
1
2
1
2
2
1
2
1
2
2
1
2
1
2
1
2
District
Academy of Trades
and Technology
Alamogordo Public
Schools
3
4
3
4
3
4
ACE Leadership High
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
3
3
4
3
4
3
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
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
Cien Aguas
Cimarron Municipal
Schools
4
3
4
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
4
4
3
4
3
4
3
4
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
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
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
4
3
3
4
3
4
4
3
4
3
4
District
Gallup-McKinley
4
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
3
4
4
3
4
3
4
4
3
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
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
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
4
District
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
School
Mesa Vista
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
3
Pecos Independent
Schools
Penasco Independent
Schools
Schools
Portales Municipal
Schools
4
4
3
4
3
4
3
4
3
4
3
4
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
4
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
4
3
4
3
4
3
4
3
3
4
3
4
3
4
Schools
South Valley
Preparatory School
Southwest
Center
District
Southwest Primary
Learning Center
3
4
3
4
4
3
4
3
4
3
4
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
Schools
3
3
3
4
3
4
3
4
3
4
3
4
3
4
District
Academy of Trades
and Technology
Alamogordo Public
Schools
5
appropriate funding to meet these
5 needs
ACE Leadership High
of Math & Science
Albuquerque Public
Schools
5
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
5
5
Amy Biehl Charter
High School
5 Differentiated Instruction
ASK Academy
Aztec Municipal
Schools
Belen Consolidated
Schools
Bernalillo Public
Schools
Bloomfield Public
Schools
Capital Municipal
Schools
Carlsbad Municipal
Schools
Carrizozo Municipal
Schools
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
Cien Aguas
Cimarron Municipal
Schools
5
Clayton Municipal
Schools
We need financial resources to
implement the new standards.
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
5
5
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
5
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
5
5
5
5
5
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
5
5 TIME AND MONEY
District
Gallup-McKinley
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
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
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
Los Alamos Public
Schools
Los Lunas Public
Schools
Loving Municipal
Schools
Lovington Municipal
Schools
Magdalena Municipal
Schools
MASTERS Program
Maxwell Municipal
Schools
Media Arts
School
Mesa Vista
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
5
5
the Arts
5
District
Pecos Independent
Schools
Penasco Independent
Schools
5
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
ELL Strategies
5 Provide training opportunities
5
5
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
5
5
5
5 Communities
Specific communication about
training, timelines,
implementation plans at the
state level for leaders to share
with staff in the district
Schools
South Valley
Preparatory School
Southwest
Center
5
5
District
Southwest Primary
Learning Center
5
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
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
2
2
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
District
District personnel
Cien Aguas
Cimarron Municipal
Schools
School principals
2
2
2
2
2
3
2
3
2
2
2
2
2
2
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
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
District personnel
Gallup-McKinley
School principals
3
2
3
3
1
1
3
3
3
3
3
3
3
3
3
3
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
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
District
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
3
3
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
District personnel
School principals
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
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
Schools
South Valley
Preparatory School
Southwest
Center
District
District personnel
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
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
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
2
1
3
3
2
2
2
1
2
1
2
2
ACE Leadership High
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
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
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
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
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
District
Teachers
Gallup-McKinley
Parents
2
1
2
1
1
1
3
2
3
2
2
2
2
2
2
2
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
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
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
2
1
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
Teachers
Parents
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
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
Schools
South Valley
Preparatory School
Southwest
Center
District
Teachers
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
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
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
1
1
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
1
District
Students
Cien Aguas
Cimarron Municipal
Schools
1
1
1
1
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
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
1
1
1
1
1
1
2
2
2
1
1
2
1
1
2
1
1
1
House Municipal
Schools
1
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
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
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
District
Students
Los Alamos Public
Schools
1
1
1
1
1
1
1
2
1
1
2
1
1
1
2
2
1
1
Mesa Vista
1
1
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
District
Students
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
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
Schools
South Valley
Preparatory School
Southwest
Center
District
Students
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
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
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
Schools
District
Academy of Trades
and Technology
Alamogordo Public
Schools
ACE Leadership High
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
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
1
2
1
2
2
1
2
1
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
2
1
2
1
2
1
2
1
2
1
2
District
Cien Aguas
Cimarron Municipal
Schools
Department website
transition
1
2
1
2
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
2
1
2
1
2
1
2
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
2
1
1
2
1
2
1
2
1
2
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
2
1
2
1
2
1
1
2
1
2
1
2
1
2
1
1
2
District
Gallup-McKinley
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
Department website
transition
1
2
1
2
1
2
1
2
1
2
1
2
2
2
1
House Municipal
Schools
1
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
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
Schools
Logan Municipal
Schools
Lordsburg Municipal
Schools
1
District
Department website
transition
Los Alamos Public
Schools
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
Mesa Vista
1
2
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
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
1
District
Department website
transition
1
2
Pecos Independent
Schools
1
2
Penasco Independent
Schools
1
2
Schools
Portales Municipal
Schools
1
2
Quemado Independent
Schools
1
2
1
2
1
2
1
2
2
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
2
1
2
1
2
1
2
1
2
1
2
1
2
Schools
South Valley
Preparatory School
Southwest
Center
2
1
2
2
District
Southwest Primary
Learning Center
Department website
transition
1
Southwest Secondary
Learning Center
2
2
Springer Municipal
Schools
Taos Academy
1
2
of the Arts
1
2
1
2
1
2
1
1
2
2
1
2
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
4
3
3
4
3
4
Amy Biehl Charter
High School
4
3
4
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
3
3
3
4
3
4
3
4
3
4
3
4
District
Cien Aguas
Cimarron Municipal
Schools
3
4
3
4
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
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
Gallup-McKinley
3
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
4
4
3
3
4
3
4
3
4
3
4
4
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
3
3
4
4
3
4
3
4
3
4
3
4
Las Cruces Public
Schools
Schools
3
Logan Municipal
Schools
Lordsburg Municipal
Schools
3
4
District
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
School
Mesa Vista
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
4
3
4
3
4
the Arts
District
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
Schools
Portales Municipal
Schools
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
3
Schools
South Valley
Preparatory School
Southwest
Center
4
3
4
3
4
District
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
3
4
3
4
3
3
4
of the Arts
4
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
Schools
3
4
3
4
3
4
4
3
4
4
3
4
3
4
3
4
3
4
District
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
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
School
Alma d'Arte Charter
High
1
Amy Biehl Charter
High School
email w info to school leaders
Form letters to parents
ASK Academy
Aztec Municipal
Schools
Belen Consolidated
Schools
Bernalillo Public
Schools
Bloomfield Public
Schools
Capital Municipal
Schools
Carlsbad Municipal
Schools
Carrizozo Municipal
Schools
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
Cien Aguas
Cimarron Municipal
Schools
CCSS?
website
Informaiton needs to be
provided in Spanish as well.
1
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Please send electronic brochure so
that we can distribute it
electronically
Preparatory
1
Creative Education
Prep Institute #1
Cuba Independent
Schools
1
1
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
1
1
Espanola Public
Schools
Estancia Municipal
Schools
1
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
1
None
1
District
Gallup-McKinley
Standard Media Message to be
used by all districts.
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
CCSS?
website
1
media - television, radio
1
1
House Municipal
Schools
1
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
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
Los Alamos Public
Schools
CCSS?
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
School
New Mexico not Meixoc
1
Mesa Vista
1
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
1
1
District
CCSS?
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
Schools
Portales Municipal
Schools
Dedicated website
Quemado Independent
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
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
1
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
Schools
South Valley
Preparatory School
Southwest
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
Southwest Primary
Learning Center
CCSS?
website
1
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
Taos Integrated School electronic brochure to put on
of the Arts
school website
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
Schools
1
1
Open forum discussion in the
evening. Public Service
Announcements to local media.
1
1
PED PD Teams
1
District
Core and the purpose for transition houses or district events
Academy of Trades
and Technology
Alamogordo Public
Schools
2
3
ACE Leadership High
of Math & Science
Albuquerque Public
Schools
Excellence
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
3
Amy Biehl Charter
High School
2
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
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
2
3
District
Cien Aguas
Cimarron Municipal
Schools
2
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
2
3
Cobre Consolidated
Schools
2
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
2
Schools
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
2
3
2
2
3
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
2
2
2
2
3
2
3
District
Gallup-McKinley
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
2
2
2
2
2
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
2
2
2
3
2
2
Las Cruces Public
Schools
2
3
Schools
2
Logan Municipal
Schools
Lordsburg Municipal
Schools
2
3
District
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
School
3
3
2
3
3
Mesa Vista
School
2
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
New Mexico
the Arts
2
3
District
2
Pecos Independent
Schools
2
3
Penasco Independent
Schools
2
3
Schools
Portales Municipal
Schools
3
2
Quemado Independent
Schools
Reserve Independent
Schools
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
Santa Rosa
School of Dreams
Academy
Silver Consolidated
Schools
2
2
2
2
3
2
2
3
2
3
Schools
South Valley
Preparatory School
Southwest
Center
District
Southwest Primary
Learning Center
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
2
3
2
2
3
of the Arts
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
2
2
3
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
Schools
3
2
2
2
District
Academy of Trades
and Technology
4
Alamogordo Public
Schools
Information bytes from agencies
4 such as HAFB and others
ACE Leadership High
of Math & Science
news story
Albuquerque Public
Schools
4
Excellence
electronic communication and
FAQs
Albuquerque Sign
Language Academy
School
Alma d'Arte Charter
High
4
Amy Biehl Charter
High School
email to school leaders
ASK Academy
Aztec Municipal
Schools
Belen Consolidated
Schools
Bernalillo Public
Schools
Bloomfield Public
Schools
Capital Municipal
Schools
Carlsbad Municipal
Schools
Carrizozo Municipal
Schools
Schools
Cesar Chavez
Community School
Chama Valley
Independent Schools
4
4
4
On Site Professional
Development
Regional Meetings
District
Train the Trainers offered by
PED
Cien Aguas
Cimarron Municipal
Schools
financial resources that allow us
top spend time with staff
discussing and planning for
transition.
Clayton Municipal
Schools
Schools
Clovis Municipal
Schools
Cobre Consolidated
Schools
Electronic Brochure
Preparatory
Creative Education
Prep Institute #1
Cuba Independent
Schools
Schools
4
Dexter Consolidated
Schools
Dora Consolidated
Schools
Dulce Independent
Schools
East Mountain High
School
4
Espanola Public
Schools
Estancia Municipal
Schools
Schools
Floyd Municipal
Schools
Schools
Gadsden Independent
Schools
4
Email
District
Gallup-McKinley
4
High School
Grady Municipal
Schools
Schools
Hagerman Municipal
Schools
Hatch Valley Public
Schools
Hobbs Municipal
Schools
Hondo Valley Public
Schools
House Municipal
Schools
Mesa del Sol
Jal Public Schools
Schools
Jemez Valley Public
Schools
Schools
La Promesa Early
Learning Center
Las Cruces Public
Schools
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
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
School
4
4
4
Information posted on District Web
Site
Mesa Vista
School
Moriarty-Edgewood
Schools
Mosquero Municipal
Schools
Mountainair Public
Schools
4
New Mexico
the Arts
I would like a person with
whom I could meet AFTER
reading through the literature
and accessing the websites.
District
Pecos Independent
Schools
4
Penasco Independent
Schools
4
Schools
Portales Municipal
Schools
Quemado Independent
Schools
info to swchool administration
Webinars during professional
days
Reserve Independent
Schools
4
Rio Rancho Public
Schools
Roswell Independent
Schools
Ruidoso Municipal
Schools
San Jon Municipal
Schools
Santa Fe Public
Schools
4
Santa Rosa
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
Schools
South Valley
Preparatory School
Southwest
Center
4
4
District
Southwest Primary
Learning Center
4
Southwest Secondary
Learning Center
Springer Municipal
Schools
Taos Academy
of the Arts
Tatum Municipal
Schools
Texico Municipal
Schools
Tierra Adentro
Municipal Schools
Tucumcari Public
Schools
Vaughn Municipal
Schools
Village Academy
Wagon Mound Public
Schools
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

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
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)
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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,


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

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.
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.






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
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.
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

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


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
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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

Principle 1 Attachments - New Mexico State Department of Education

Transcription

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