Transition Timeline: What to Expect

2011–2012 School Year: Curriculum

Teachers begin to incorporate the New Mexico Common Core State Standards (NMCCSS) mathematical practices, ELA capacities of the literate individual and key instructional shifts while emphasizing deep understanding, rigorous content, application of knowledge through high-order skills, and evidence-based teaching/learning within and across subjects at every grade level.

English Language Arts (ELA) instructional shifts include: focus on informational text, text complexity, text-dependent questions and tasks, evidence-based writing, and academic vocabulary

Mathematics instructional shifts include: focus, coherence, fluency, deep understanding, applications, and dual intensity

2011–2012 School Year: Professional Development

Districts will work to build awareness of the NMCCSS among all stakeholders and leadership to prepare for implementation through an in-depth study of the standards and ongoing communication. The New Mexico Public Education Department (NMPED) will provide vision, support, state-level orientation and training.

Informational and training activities include:

  • NMCCSS Summit conference for district teams sponsored by the NMPED in conjunction with the Council of Chief State School Officers (CCSSO) in Albuquerque on March 2-3.
  • NMPED press releases, press conferences and/or “listening tours” 
  • NMCCSS Math & ELA summer 2012 academies for grades K-3 

2011–2012 School Year: Assessment

Standards Based Assessment (SBA) will be given in grades 3–8, 10, 11; NMAPA; ACCESS

2012–2013 School Year: Curriculum

Districts implement instructional materials which are aligned with the NMCCSS and may also work collaboratively with teachers to develop new resources including instructional units and lesson plans.

Implementation of the NMCCSS begins in grades K–3 mathematics and ELA with teachers receiving the support and structure needed to implement the new standards in the classroom.

The primary shift for students in ELA is the focus of literacy instruction centered on careful examination of the text itself. The standards focus on students reading closely to draw evidence and knowledge from the text, require students to read texts of adequate range and complexity, and sharpen the focus on the close connection between comprehension of text and acquisition of knowledge.

The primary shift for students in mathematics is toward greater focus and coherence. The standards build on research-based learning progressions detailing how students’ mathematical knowledge, skill, and understanding develop over time. As in ELA, the mathematics NMCCSS define what students should understand (not only know) and be able to do in their study of mathematics.

In grades 4–12, teachers enhance course content and the learning experience as they gain a better understanding of the NMCCSS—including Mathematical Practices and the Capacities of the Literate Individual.

2012–2013 School Year: Professional Development

The NMCCSS are an opportunity to equip all public school districts and teachers with the skill sets needed to educate students for the 21st century economy and workforce. Educators will receive orientations and training from state and local sources to help them develop the knowledge and expertise needed to improve student achievement. Professional development prepares teachers to understand the design and structure of the standards themselves, and how the standards affect the planning and delivery of instruction and assessment.

Informational and training activities include:

  • Structured, professional development to “Study the Standards” provided by various vetted professional development service providers
  • NMPED press releases and/or press conferences
  • NMCCSS Math & ELA summer 2013 academies for grades 4-12
  • NMCCSS Literacy Standards summer 2013 for grades 6-12 social studies, science, and technical subjects

Teachers deepen their understanding of differentiated instruction for Students with Disabilities (SWD), English Language Learners (ELL), and Culturally/Linguistically Diverse (CLD) students, using tools such as the Response to Intervention (RtI) Framework.

Ongoing professional development opportunities and resources are provided via New Mexico Common Core Standards Web Site. 

2012–2013 School Year: Assessment

Current New Mexico Standards Based Assessment (SBA) for students in grades 4-8, 10 & 11; 2013 SBA Bridge Assessment dually aligned to the NMCCSS and New Mexico state standards for students in grade 3; NMAPA Bridge Assessment; ACCESS

2013–2014 School Year: Curriculum

Implementation of the NMCCSS begins in grades 4-12 mathematics and ELA with teachers receiving the support and structure needed to implement the new standards in the classroom.

Implementation of the NMCCSS literacy standards begins in grades 6-12 social studies/history, science, and technical subjects with teachers receiving the support and structure needed to implement the new standards in the classroom.

All teachers receive support to prepare students to be college and career ready as they increase the focus of teaching and learning the following:

Capacities of the Literate Individual:

  • They demonstrate independence.
  • They build strong content knowledge.
  • They respond to the varying demands of audience, task, purpose, and discipline.
  • They comprehend as well as critique.
  • They value evidence
  • They use technology and digital media strategically and capably.
  • They come to understand other perspective and cultures.

Mathematical Practices:

  • Make sense of problems & persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Express regularity in repeated reasoning.
     

2013–2014 School Year: Professional Development

As teachers and educators become more familiar with the new standards and how they will work in practice, training increasingly centers on improving content knowledge and the development of actual curriculum materials and assessment tools. 

District and NMPED professional development is highly focused on key skills and tasks such as:

  • Facilitating collaboration among teachers to ensure that the alignment of curriculum, instruction, and assessment within and across grades
  • Understanding standards-based instruction & assessment
  • Developing an advanced understanding or literacy regarding next generation, evidence-based assessment design principles and the makings of rigorous performance tasks
  • Developing curriculum documents and course content based on exemplars and teaching/learning models
  • Designing and delivering lessons that are consistent with NMCCSS
  • Building cultural competence, equity, and rigor
  • Strengthening district instructional leadership capacity and systems
  • Collecting, analyzing and utilizing performance data to inform instruction
  • Understanding of differentiated instruction for Students With Disabilities (SWD). English Language Learners (ELL) and Culturally and Linguistically Diverse (CLD) students, using tools such as "Response to Intervention (RTI)"

Informational and training activities include:

  • NMPED press releases and/or press conferences
  • NMCCSS PARCC summer 2014 academies for grades 3-12

Ongoing professional development opportunities and resources are provided via the New Mexico Common Core State Standards website.

2013–2014 School Year: Assessments

New Mexico is a member of the Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium of 24 states working together to develop and deliver a common assessment. PARCC assessments will be taken on-line, and will examine many types of student performance, not only multiple-choice answers. To prepare students for a testing system that is substantially more sophisticated and exacting than the one with which we are familiar, NMPED is building a new Bridge Assessment.

2014 SBA Bridge Assessment dually aligned to the NMCCSS and NM state standards for students in grades 3–8, 10 & 11; NMAPA Bridge Assessment; ACCESS

 

2014–2015 School Year: Curriculum

All teachers receive support to prepare students to be college and career ready as they increase the focus of teaching and learning on the following:

Text Complexity: 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.

Text-Dependent Questions: 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.  Writing from Sources: In which evidence is used to inform or make an argument, rather than a student’s personal narrative. While individual perspective still has an important role, students develop the skill to respond to ideas, events, facts.

Academic Vocabulary: 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.

Evidence-based Writing: 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.

Focus: 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: 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.

2014–2015 School Year: Professional Development

District and NMPED professional development continues to be highly focused on key skills and tasks such as:

  • Facilitating collaboration among teachers to ensure that the alignment of curriculum, instruction, and assessment within and across grades
  • Understanding standards-based instruction & assessment
  • Developing an advanced understanding or literacy regarding next generation, evidence-based assessment design principles and the makings of rigorous performance tasks
  • Developing curriculum documents and course content based on exemplars and teaching/learning models
  • Designing and delivering lessons that are consistent with NMCCSS
  • Building cultural competence, equity, and rigor
  • Strengthening district instructional leadership capacity and systems
  • Collecting, analyzing and utilizing performance data to inform instruction
  • Understanding of differentiated instruction for Students With Disabilities (SWD), English Language Learners (ELL) and Culturally and Linguistically Diverse (CLD) students, using tools such as “Response to Intervention (RTI)”

Ongoing professional development opportunities and resources are provided via the New Mexico Common Core State Standards website. 

2014–2015 School Year: Assessment

  • PARCC on-line assessment
  • Meeting college and career ready standards assessed through PARCC required for high school graduation
  • Fully aligned NMCCSS NMAPA
  • English Language Proficiency Assessment awarded through Request for Proposal (RFP) process
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