COMMON CORE IMPLEMENTATION TOOL KIT TABLE of CONTENTS

Important Program Information • •

Description of NM CCPD Program for 2014/15 Master Calendar of Events for NM CCPD Program

PD Planning Tool • •

TAB 5

Description of Support Mentor Bios Calendar of Mentor sessions Application information for inclusion in Regional Mentoring

Regional Content-Specific Workshops • • •

TAB 4

Description of Support One-pager for Leadership Academy, Part One One-pager for Leadership Academy, Part Two Virtual Principals’ Network Coaches’ Bios Application information for Inclusion in Virtual Principals’ Network

Regional Mentoring Support: in-person meetings and virtual learning communities • • • •

TAB 3

2014-15 PD Calendar

Leadership Support: Two-part Academy & Virtual Principals’ Network of Coaching • • • • •

TAB 2

Tool Explanation

NM PED-sponsored Professional Development (PD) Opportunities for 2014-15 •

TAB 1

TAB 6

Survey questions 2-Day Workshop Descriptions Calendar of Content-Specific Workshops in six Regions

New Mexico Exemplary Schools Program & Showcase

TAB 7

• • •

Consultant Bios Description Application

PARCC Implementation Support • •

Implementation Checklist PARCC ELC contact information

Whole-school Participation in Online Course Study • • •

TAB 9

Overview of 2014/15 Program Description of training and the role of School-Based Facilitators Description of Courses

Important Contact Information • • •

TAB 8

PED Solution Tree KDS

TAB 10

TAB 1

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

NMCCPD meetings and conferences, 2014-15 August 21

Essentials for Superintendents Forum (Hotel Albuquerque Old Town)

September 4-5

Common Core Leadership Academy, Part I (Hotel Albuquerque Old Town)

October 13

Common Core Mentoring 1-Day Session (Region 2 – Southeast NM - Sally Port Best Western, Roswell)

October 17

Common Core Mentoring 1-Day Session (Region 1 – Southwest NM –Professional Development Center, Las Cruces Public Schools)

October 22

Common Core Mentoring 1-Day Session (Region 3 – Central NM -CNM Workforce Training Center, Albuquerque)

October 22

Common Core Mentoring 1-Day Session (Region 6 – Charters -CNM Workforce Training Center, Albuquerque)

October 29

Common Core Mentoring 1-Day Session (Region 4 – Northwest NM –San Juan College, Farmington

October 30

Common Core Mentoring 1-Day Session (Region 5 – Northeast NM -High Plains REC, Raton)

November

Six Content Workshops; one 2-day session in each region; various dates

December 4-5

Response to Intervention (RtI) – (Hotel Albuquerque Old Town)

December 4-5

Response to Intervention (RtI) – TBD in Las Cruces

January

Six Content Workshops; one 2-day session in each region; various dates

January 21-22

Common Core Leadership Academy, Part II (Hotel Albuquerque Old Town)

January 20

Common Core Mentoring 1-Day Session (Region 1 – Southwest NM –Professional Development Center, Las Cruces Public Schools)

January 27

Common Core Mentoring 1-Day Session (Region 2 – Southeast NM - Sally Port Best Western, Roswell)

January 28

Common Core Mentoring 1-Day Session (Region 3 – Central NM -CNM Workforce Training Center, Albuquerque)

January 28

Common Core Mentoring 1-Day Session (Region 6 – Charters -CNM Workforce Training Center, Albuquerque)

January 29

Common Core Mentoring 1-Day Session (Region 5 – Northeast NM -High Plains REC, Raton)

January 30

Common Core Mentoring 1-Day Session (Region 4 – Northwest NM –San Juan College, Farmington

February 23-24

Differentiated Instruction in Albuquerque (Hotel Albuquerque Old Town)

February

Six Content Workshops; one 2-day session in each region; various dates

TBD

Cultural Literacy for the Common Core (2 days)

TBD

New Mexico Showcase of Exemplary Schools (2 days)

For more information about any of the above events, please contact Yleana Baca, NM Common Core PD Project Manager, at [email protected]

TAB 2

CCSS Implementation and PD Planning Tool Introduction and Purpose: 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

Woven within the design and content of the CCSS Implementation and PD Planning Tool are the following big ideas related to implementation of major initiatives: 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. 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. 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 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.

How Districts and Schools Can Use this Tool: Without question, districts and schools in New Mexico vary in their resources, demographics, organizational structure, and needs. Yet, despite these differences, our goal for New Mexico’s students remains the same: providing high quality learning opportunities that empower all students to be ready to succeed in college and career. Schools and districts should use this tool 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.

CCSS IMPLEMENTATION AND PD PLANNING TOOL

Alignment of Curriculum and Materials Teacher teams need tools and resources aligned to the standards and effective instructional practices.

Strategic Planning & Design

Beginning Implementation & Monitoring

 A multi-year plan has been developed to roll out standards-aligned curriculum and support tools.

 Standards-aligned end of year student outcomes have been clarified for all grade levels and/or content areas which guide instructional planning and assessments.

 A multi-year plan has been developed to adopt textbooks and/or CCSSaligned instructional materials in conjunction with the state textbook adoption cycle.

 Standards-aligned support tools and resources have been created and/or adopted for use by teacher teams in literacy and mathematics: o

Instructional pacing guides/curriculum maps

o

Backward planned model units (elementary)

o

Backward planned model units (secondary content areas with integrated literacy)

 Texts and/or resources are available that align with expected grade complexity levels.

Evidence of Implementation: Implications for Next Steps:

Refinement & 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 development and are used widely.

Resources in Curriculum Alignment Ainsworth, L. (2010). Rigorous curriculum design. Englewood, CO: Leadership and Learning Center. Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with the Common Core: A toolkit for Professional Learning Communities at Work. Bloomington IN: Solution Tree. Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, Va.: Association for Supervision and Curriculum Development. PARCC Model Content Framework

http://www.parcconline.org/parcc-model-content-frameworks

Udelhofen, S. (2014) Building a Common Core-Based Curriculum: Mapping with Focus and Fidelity. Bloomington IN: Solution Tree.

CCSS IMPLEMENTATION AND PD PLANNING TOOL Strategic Planning & Design

Professional Learning The transition to the CCSS will not be an overnight process. Best practices in professional development must be used to ensure ongoing learning. In addition, opportunities must be available for collaborative and continuous support.

Evidence of Implementation: Implications for Next Steps:

 A needs assessment using multiple sources of data (surveys, observations, focus groups) is conducted to determine administrator and teacher needs for ongoing professional learning in English Language Arts, Mathematics, and other content areas.  A multi-year plan has been established to build capacity among teacher leader/teacher trainers in preparation for teacher training.  A clear plan for training and embedded support is developed to address teacher/team learning needs in: o

CCSS Literacy (content and instructional strategies)

o

CCSS Mathematics (content and instructional strategies)

Beginning Implementation & 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 rollout of 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 jobembedded support from instructional coaches (if available).

o

Assessment

o

Digital literacy

 Secondary content teachers receive discipline-specific professional development that assists in the integration of CCSS.

o

Addressing the needs of unique populations (SWD, ELL)

 Ongoing opportunities for reflection on professional learning and impact on student learning are provided.

Refinement & 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.

Resources in Professional Learning Bambrick-Santoyo, P. (2013). Leading effective PD: From abstraction to action. Phi Delta Kappan, 94(7), 70–71. Easton, L. B. (2008). Powerful designs for professional learning (2nd ed.). National Staff Development Council. Killion, J., & Crow, T. L. (2011). Standards for professional learning. Learning Forward. New Mexico Common Core Professional Development Program. (n.d.). New Mexico Common Core State Standards: NMCCPD Program Overview. Retrieved July 25, 2014, from http://newmexicocommoncore.org/pages/view/238/nmccpd-program-overview/ Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. ASCD.

CCSS IMPLEMENTATION AND PD PLANNING TOOL Strategic Planning & Design

Classroom Delivery of StandardsAligned Curriculum and Effective Instruction Students will receive a guaranteed and viable curriculum designed to prepare them for College and Career only when integration of the standards and effective instruction is being employed consistently across all classrooms. This process takes time, but there must be continued focus on monitoring and supporting the desired. changes.

 Instructional strategies designed to support the shifts in the Common Core are identified and prioritized for professional development across all teacher groups/content areas.  Administrative “look fors” related to effective instructional practices have been identified/defined.  Sites have access to structures/resources in support of standards-aligned curriculum and instruction.

Beginning Implementation & Monitoring

Refinement & Innovation

 The majority of teachers employ newly-learned strategies in their instruction

 Teachers select from a range of strategies based on the identified needs of their students.

 Effective instructional and assessment practices reflect: o Rigor and Relevance o 4 C’s- creativity, critical thinking, collaboration & communication. o Scaffolding student learning  There is common pacing of instruction so that all students receive the prioritized curriculum.

 Teacher teams work to ensure vertical alignment of their curriculum

 Classroom instruction reflects the integration of instructional strategies acquired in professional development. For example: ELA – evidence of students engaging in: o Writing tasks that require students to cite textual evidence. o

o

o o

Students presenting their findings in multiple modalities to a variety of audiences. Content area classes (i.e., Science, Social Studies, Technical subjects) integrating literacy standards of reading, writing, listening, and speaking. Students engaging in rich text-centered discussions. Students tackling real world problems that require higher order thinking and analysis.

 Job-alike content area teachers work collaboratively across schools/district to ensure vertical alignment with the standards and share effective instructional practices.  There is evidence of integrated and non-traditional teaching models focused on 21st century learning (e.g., Project-Based Learning, STEM Academies, etc.).  There is ongoing refinement of instruction with an emphasis on aligning appropriate rigor and integration across content areas.  Teachers provide differentiated instruction according to student needs and interests.

CCSS IMPLEMENTATION AND PD PLANNING TOOL Strategic Planning & Design

Beginning Implementation & Monitoring Math – evidence of:

Evidence of Implementation:

Implications for Next Steps:

o

Students engaging in relevant mathematical tasks with real-world application.

o

Focus on increasing student discourse.

o

Evidence of students responding to advancing and assessing questions developed by collaborative teacher teams.

o

Students engaging in tasks focusing on mathematical thinking and process versus applying a correct algorithm.

Refinement & Innovation

Resources in Aligned and Effective Instructional Practice Achieve the Core http://achievethecore.org/dashboard/300/search/6/1/0/1/2/3/4/5/6/7/8/9/10/11/12basal-alignment-project Better Lesson (NEA) http://betterlesson.com/mtp Brown, S., & Kappes, L. (2012). Implementing the Common Core State Standards: A Primer on" Close Reading of Text". Aspen Institute. The Common Core Toolbox http://www.ccsstoolbox.org/ Fisher, D. & Frey, N. (2012b). The perils of preteaching. Retrieved on July 24, 2014 at http://www.nassp.org/tabid/3788/default.aspx?topic=Instructional_Leader_0512 Fisher, D., Frey, N., & Lapp, D. (2011). Teaching Students to Read Like Detectives. Bloomington, IN: Solution Tree. Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn't fit all. SAGE. Illuminations (National Council for Teachers of Mathematics) http://illuminations.nctm.org/ Illustrative Math https://www.illustrativemathematics.org/ Inside Mathematics http://www.insidemathematics.org/ Literacy Design Collaborative http://ldc.org/ Marzano, R. J., & Pickering, D. J. (2005). Building academic vocabulary: Teacher's manual. Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core. Marzano Research Laboratory. MC2 Project http://mc2.nmsu.edu/ ReadWorks.org http://www.readworks.org/ Share My Lesson (AFT) http://www.sharemylesson.com/

CCSS IMPLEMENTATION AND PD PLANNING TOOL Strategic Planning & 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 student 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.

Evidence of Implementation: Implications for Next Steps:

 The district/site comprehensive assessment plan has been reviewed and recommendations made for alignment with the CCSS, including updates for: o

District benchmarks.

o

End of unit/course common assessments (middle school & high school).

o

Site/district comprehensive assessments.  A balanced assessment system is in place to provide the appropriate information to teachers and collaborative teams regarding support at 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 & 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 multi-step performance tasks.  Teams are developing and using common formative assessments regularly to guide instruction.

Refinement & Innovation  Principals and leadership teams frequently monitor Common Formative Assessments, the resulting data, and the responses they provide for students.  Students are provided varying levels of support and enrichment to meet their needs.  Collaborative teams use their data to determine which strategies and practices are most effective for their students’ learning.

Resources in Assessment Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman. Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with the Common Core: A toolkit for Professional Learning Communities at Work. Bailey, K., & Jakicic, C. (2012). Common Formative Assessment: A Toolkit for Professional Learning Communities. Bloomington, IN: Solution Tree. Buffum, A. G., Mattos, M. W., & Weber, C. (2012). Simplifying Response to Intervention: Four essential guiding principles. Solution Tree Press. PARCC Resources for Educators. (n.d.). Partnership for Assessment of Readiness for College and Careers. Retrieved July 25, 2014, from http://www.parcconline.org/for-educators

CCSS IMPLEMENTATION AND PD PLANNING TOOL Strategic Planning & Design

Student Engagement and Results in Learning Students need to be clear on what they are learning and why. A growth mindset is key to tackling rigorous curriculum, and can be promoted through ongoing experiences, powerful feedback, and empowerment with strategies for learning.

Evidence of Implementation:

Implications for Next Steps:

 The school and district culture supports the belief that ALL students can learn AT HIGH LEVELS.  Existing exemplary programs are identified in which students are engaged in meaningful work that embeds 21st century learning.  Schools have a clear picture of how the CCSS and integration of the 4 C’s support students to be College and Career ready.

Beginning Implementation & Monitoring  Students can articulate clear connections between their learning and the long-term goals of being prepared for college and career.  Students know what the learning targets for each lesson are and know what they must do to demonstrate their learning for that target.  Students are provided resources and opportunities to connect with real-world experiences related to their learning, including meaningful audiences, etc.  Teachers engage students in monitoring their own learning and promote a growth mindset.  Students are empowered with opportunities to demonstrate their learning in ways that align with expectations on PARCC (e.g., using practice tests, having experiences with multi-step performance tasks, etc.)

Refinement & Innovation  Students are provided opportunities to innovate.  Students receive additional time and support within their instructional day to ensure that they acquire essential skills and concepts.  Student work and progress is celebrated.

Resources in Student Engagement and Learning Buck Institute for Education (BIE) http://bie.org/ Chappuis, J. (2009). Seven strategies of assessment for learning. Allyn & Bacon. Dweck, C. (2006). Mindset: The new psychology of success. Random House LLC. PARCC Games | Games to help you prepare for the PARCC. (n.d.). Retrieved July 25, 2014, from http://parccgames.com/

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

PD OPPORTUNITIES PROVIDED BY NM PED ALIGNED TO FOCUS AREAS FOCUS AREAS Alignment of Curriculum and Materials

PD OPPORTUNITIES PROVIDED BY NM PED • • • •

Professional Learning

• • • • • • • • • •

Potential regional workshops on Mapping the CCSS for Curriculum Alignment & Pacing Guides (regional; TBD) Principals Leadership Academy: Part One (Sept 4 & 5); Part Two (Jan 21 & 22); Hotel ABQ Old Town Principal’s Virtual Network of Coaching (five cohorts: Elementary, Middle, High School, Charter Schools, and New & Struggling Schools) Regional Mentoring Support of Common Core Leadership Team (In-person & Virtual Learning Community) – see regional flyer for description, venue, and signup information Whole-school online course study (choose from courses on Common Core, Assessment, RTI, DI, and EL) Potential regional workshops on Data-Informed Instruction (regional; TBD) Potential regional workshops on Developing High-Performing Collaborative Teams (regional; TBD) Regional Mentoring Support of Common Core Leadership Teams (In-person & Virtual Learning Community) – see regional flyer for description, venue, and signup information Principals Leadership Academy – Part One (Sept 4 & 5); Part Two (Jan 21 & 22); Hotel ABQ Old Town Principal’s Virtual Network of Coaching (five cohorts: Elementary, Middle, High School, Charter Schools, and New & Struggling Schools) Whole-school online course study (choose from courses on Common Core, Assessment, RTI, DI, and EL) Statewide virtual network providing ongoing support and collaboration in Assessment Statewide virtual network providing ongoing support and collaboration in RTI and Differentiated Instruction NEW Mexico Common Core website http://newmexicocommoncore.org/ includes video, handouts and power points from workshops and conferences, archived webinars, and Blackboard modules

Classroom Implementation of standards-aligned curriculum and effective instructional practices

• • • • • • • • • • •

Assessment Practices

• • • • • • • • • • •

Student Engagement

Potential regional workshops on Effective Instruction in the Classroom (regional; TBD) Potential regional workshops on Differentiated Instruction (regional; TBD) Regional Mentoring Support of Common Core Leadership Teams (In-person & Virtual Learning Community) Principals Leadership Academy – Part One (Sept 4 & 5); Part Two (Jan 21 & 22); Hotel ABQ Old Town Principal’s Virtual Network of Coaching (five cohorts: Elementary, Middle, High School, Charter Schools, and New & Struggling Schools) Response to Intervention 2-day workshop; offered in both Albuquerque and Las Cruces on Dec 4 & 5 Differentiated Instruction 2-day workshop (Feb. 24 & 25; Hotel ABQ Old Town) Cultural Literacy for the Common Core 2-day workshop (TBD) Whole-school online course study (choose from courses on Common Core, Assessment, RTI, DI, and EL) Statewide virtual network providing ongoing support and collaboration in Assessment Statewide virtual network providing ongoing support and collaboration in RTI and Differentiated Instruction New Mexico Common Core website http://newmexicocommoncore.org/ includes video, handouts and power points from workshops and conferences, archived webinars, and Blackboard modules Potential regional workshops on Data-Informed Instruction (regional; TBD) Potential regional workshops on Developing High-Performing Collaborative Teams (regional; TBD) Regional Mentoring Support of Common Core Leadership Teams (In-person & Virtual Learning Community) Principals Leadership Academy – Part One (Sept 4 & 5); Part Two (Jan 21 & 22); Hotel ABQ Old Town Principal’s Virtual Network of Coaching (five cohorts: Elementary, Middle, High School, Charter Schools, and New & Struggling Schools) Components of statewide workshops in RTI, Differentiated Instruction, and Cultural Literacy for the Common Core will focus on assessment Whole-school online course study (choose from courses on Common Core, Assessment, RTI, DI, and EL) Statewide virtual network providing ongoing support and collaboration in Assessment Statewide virtual network providing ongoing support and collaboration in RTI and Differentiated Instruction Video, handouts and power points from August Assessment Conference archived on New Mexico Common Core website http://newmexicocommoncore.org/ New Mexico Common Core website http://newmexicocommoncore.org/ includes video, handouts and power points from workshops and conferences, archived webinars, and Blackboard modules •

All the above.

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

WORKSHEET for THE NEW MEXICO COMMON CORE IMPLEMENTATION AND PD PLANNING TOOL FOCUS AREA

CURRENT STATUS (check stage)

Planning

Implementing

Refining

Proposed Use of PD OPPORTUNITIES PROVIDED BY PED (cite Opportunity # and who would attend)

1. State-wide Workshops in RTI, DI, Cultural Literacy for the CCSS 2. Regional Mentoring & Virtual Learning Community in CCSS 3. 4. 5. 6. 7.

Implementation Leadership Academy & Virtual Principals Network of Coaching Virtual Learning Community in Assessment Virtual Learning Community in RTI & DI Application to the Exemplary Schools Program, Application for Whole-School Online Course Study (cite content area from options)

Statement of UNIQUE PD NEEDS & Proposed PLANS FOR Addressing Those Needs

Alignment of Curriculum and Materials Professional Learning Classroom Implementation of Standards-aligned Curriculum & Effective Instructional Practices Assessment Practices Student Engagement

Solution Tree is offering complementary planning and consultation services to districts and schools who would like support in creating a comprehensive PD plan focused on results. To take advantage of this service, contact Yleana Baca at [email protected]

TAB 3

New Mexico Common Core PD Program Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

Cultural Literacy for the Common Core Six Steps to Powerful, Practical Instruction for All Learners!

Mary Kim Schreck

Hotel Albuquerque Old Town TBD 8:00 – 4:00 Open to all NM educators on a first come, first served basis Bonnie Davis

OVERVIEW In this workshop, Dr. Bonnie Davis offers a Six Step Framework for implementing Common Core State Standards using Cultural Literacy as “bookends” for the work. Join others in a professional learning community to define cultural literacy and learn what you “don’t know you don’t know” in order to effectively reach and teach all learners. Using John Hattie’s and Robert Marzano’s research of high yield instructional strategies, Dr. Davis adds culturally responsive pedagogy to create an implementation framework that teachers can use as a guide for instruction and a tool for improved achievement by all learners. Participants should be prepared to talk, listen, and learn! This workshop includes interactive activities, lots of discussion, and time for planning how to use what you learn. OUTCOMES During and upon completion of this workshop, participants will: • Learn the meaning of Cultural Literacy and how it impacts instruction • Review the research on equity and its relationship to the Common Core State Standards • Learn a Six Step Framework for implementing the Common Core State Standards that supports ALL learners • Develop a toolkit of culturally responsive practices and strategies to use across grade levels and content disciplines • Participants will examine the research of John Hattie and learn the greatest influences on student learning and leave with the list of influences. • Participants will interrogate the meaning of teacher-student relationships and learn strategies to increase positive relationships in the school. • Participants will leave with a list of classroom strategies for implementation. • Work with colleagues in a Professional Learning Community Agenda: The workshop will focus on the following: • Building the Community • Overview of CCSS: The Call for Equity • Definition of Cultural Literacy • John Hattie’s Influences on Student Learning • Robert Marzano’s High Yield Strategies • Literacy and Language • Teacher Student Relationships • Student Voice/Teacher Voice • Collaboration and Planning Lessons • Goal Setting • Connecting Content to Students’ Lives • Asking the Big Questions

• • • •

Higher level Instruction 21st Century Tools Reflecting Upon Instruction A Cultural Journey to understand one’s own culture

New Mexico Common Core PD Program Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

Differentiated Core Instruction for All of Our Students Best Strategies First!

Martha Kaufeldt

Hotel Albuquerque Old Town February 24 & 25, 2015 8:00 – 4:00 Open to all NM educators on a first come, first served basis

Gayle Gregory OVERVIEW Orchestrating quality instructional experiences for every student is what great teachers must strive to do – in every classroom, every day. Research indicates that eighty percent of students should be able to succeed when provided with a well-instructed, research-based core curriculum. This two-day workshop will investigate the elements that educators must consider in order to create a powerful Tier 1 instructional program: • Brain-Friendly Classrooms: Create optimal learning environments designed with the brain in mind. • Rigorous Tasks with frequent progress monitoring provide on-going feedback to teachers and students: To learn at high levels, students must be taught at high levels. • Collaboration is the Key! Take the “I” out of Tier 1 – work with a team. • Concentrating Instruction: Identify essential knowledge and skills that ALL students must master to learn at high levels. • Daily Differentiation: Pluralize your teaching with instructional variety to enhance engagement and reach more students. • Targeted Differentiation, Not Tracking: Determine the specific learning needs, interests, and prior knowledge of each student and design instructional strategies to target success. • When learners struggle, teachers must know how to identify the roadblocks and provide further instruction and alternative experiences. • High-ability students who demonstrate mastery must be challenged beyond proficient. • Remember! The best intervention is prevention! Come to this fast-paced interactive workshop with a team and learn ways to collaborate and maximize learning!

OUTCOMES Participants will: • Experience dozens of strategies for instruction at Tier 1 that can enhance planning in collaborative teams. PREvention is the necessary step before addressing INTERvention possibilities in Tier 2 and 3. • Learn new ways to pluralize instruction with “Daily Differentiation.” Teach important materials in several ways, not just one (e.g. through stories, works of art, diagrams, role play). Find out how to reach students who have different learning preferences. • Build a repertoire of the most consistently powerful, research-based, high-impact instructional strategies. The presenters will match theory with practice and offer strategies that can immediately be used in the classroom. • Develop processes to take collective responsibility for student learning: Tier 1 must be more than what an individual teacher does in his/her classroom, and instead must also include what a team of teachers can do for their students. (i.e. Tier 1 is not what “I “do for my students, but what “we” do for our students.) • View core instruction at Tier 1 through a focus on learning. Build up your instructional toolbox with additional ideas and strategies. Be ready to address re-teaching as well as enrichment opportunities

Agenda Day 1 • Welcome, Introductions, and Norms • The big picture—the four elements of Tier 1 • Brain Friendly Classrooms • Rigorous Tasks & High Impact Strategies • Lunch • Daily Differentiation & Pluralized Teaching • Collaboration and Team Planning for PREvention

Agenda Day 2 • Welcome and reflection • Finding Each Student’s Sweet Spot • Target Differentiation – Planning for Reteaching • Lunch • Going Beyond Proficient – Adding Depth & Complexity • Team Planning Time

New Mexico Common Core PD Program Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

Response to Intervention 2-Day Workshop Proven techniques to close learning gaps TWO LOCATIONS Hotel Albuquerque Old Town December 4 & 5; 8:00 – 4:00 ∞∞∞ Las Cruces – TBD

Mike Mattos

Austin Buffum

OVERVIEW RTI is not a series of implementation steps to cross off on a list, but a way of thinking about how educators can ensure each child receives the time and support needed to achieve success. This workshop was developed for school teams who have started RTI but are still refining processes or experiencing challenges. The presenter has worked with hundreds of schools throughout North America and can help your school make RTI efficient, effective, and equitable. RTI work must be divided between collaborative teacher teams and two school-wide teams (a leadership team and an intervention team). Together, the entire school assumes responsibility for the learning of every student. OUTCOMES Learn why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail—and then learn how to create an RTI model that works. Acquire four essential guiding principles—collective responsibility, concentrated instruction, convergent assessment, and certain access—and experience a simple process for bringing these principles to life in your school. • Use the four guiding principles to guide thinking and implementation. • Shift to a culture of collective responsibility. • Build team structures for collaboration. • Define essential learnings in a program of concentrated instruction. • Create a toolbox of effective interventions. • Develop a system of convergent assessment to identify students for intervention, determine their unique needs, monitor their progress, and revise or extend learning based on their progress. Agenda Day 1 • Welcome, introductions, and norms • The big picture—the four Cs and the three teams • Collective responsibility • Lunch • Concentrated instruction • Convergent assessment

Agenda Day 2 • Welcome and reflection • Convergent assessment (universal screening) • Tier 2: Team responsibilities • Lunch • Certain access • Team time

New Mexico Common Core PD Program Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

LEADERSHIP PROFESSIONAL DEVELOPMENT

Year Three of the New Mexico Common Core Professional Development Program (NMCCPD) is comprised of many unique opportunities for professional learning by teachers and administrators. In order to assist

Essentials for Superintendents Forum – August 21 – Hotel Albuquerque Old Town ∞∞∞∞∞∞ Leadership Academy, Part 1 – September 4 & 5 – Hotel Albuquerque Old Town ∞∞∞∞∞∞ Leadership Academy, Part 2 – January 21 & 22 – Hotel Albuquerque Old Town ∞∞∞∞∞∞ Virtual Principals Coaching Network – 5 cohorts (Elementary, Middle, High, Charter, and New & Struggling) schools and districts in the integration all of the knowledge, skills, and strategies that will be presented throughout the year into the daily practices of educating New Mexico students, we will be offering a “Leadership Strand.” The purpose of the Leadership Strand is: • To help administrators determine current professional development needs of the school and/or district through the use of a recently-developed PD Planning Tool • To provide information regarding the many Professional Development Opportunities available in Year Three for teacher and administrators • To provide multiple opportunities for networking and collegial support focusing on the implementation of the CCSS and resulting curricular, instructional and assessment shifts that will occur • To assist administrators in managing organizational change and personal transitions resulting from the curricular, instructional, and assessment shifts Support from school-based leaders will be essential for the effective implementation of the Common Core State Standards. Teachers and other staff will also need the support from their leaders as they learn new knowledge, skills, strategies, and tools to use for effective instruction. Because of the importance of this leadership support, NMPED is requiring that all principals (or their school-based leader designee) attend both Part One and Part Two of the Leadership Academy if their school will be participating in either the Regional Mentoring Sessions and/or the whole-school online course study. In addition, if a school wishes to be considered for acceptance into the Exemplary Schools Program, the leader must attend the Leadership Academy. For more information regarding the Leadership Strand, please contact Yleana Baca, Project Manager @ [email protected]

FALL-WINTER 2014 November January February Dates will be determined by venue & facilitator availability

SCHOOL YEAR 2014-15

Educators from schools/ districts who are participating in the NMCCPD MENTORING Program Registration will be first come; first served and attendance will be capped by size of venue (registration event; note these workshops are open to all educators in districts/schools that are participating in the NMCCPD Mentoring Program) (By application only)

TWO-DAY CONTENT-SPECIFIC WORKSHOPS VENUES: TBD (Three two-day workshops will be conducted in each of six regions locations); attention will be given to finding “host” schools/districts who will receive a stipend for the use of the venue and for providing food & beverage to participants DATES: TBD FOCUS: Workshop topics will be selected for each region by using the results from an online Survey conducted in July 2014 AND from input from superintendents and principals using the NMCCPD Program PD Planning Tool, topics for workshops Each workshop will be two-days and will focus on providing educators with tools, strategies, and practices for immediate use in their work. NEW MEXICO EXEMPLARY SCHOOLS PROGRAM 10 schools will be selected to participate in this program which will spotlight schools that are demonstrating success in meeting the needs of all learners through the implementation of the CCSS. FOCUS: Selected schools will receive onsite and virtual consultation from a Solution-Tree expert in School Improvement and Common Core Implementation.

LATE SPRING 2015

Open to all educators in the state (registration event)

SCHOOL YEAR 2014-15

40 schools to be selected by application process (By application only)

An evidence of effectiveness (case study) will be created highlighting both the schools efforts and the results. NEW MEXICO SHOWCASE OF EXEMPLARY SCHOOLS VENUES: TBD DATES: TBD FOCUS: Recognizing and celebrating the New Mexico schools that have reached exemplary status in meeting the needs of all learners. This showcase will feature presentations by the ten “New Mexico Exemplary Schools,” as well as keynote presentations by Solution Tree experts in School Improvement and the successful implementation of the CCSS. We will spotlight the strategic planning and use of Professional Learning Opportunities; the development of effective teaching strategies and skills to meet the demands of the CCSS, and the use of data-informed instructional decisionmaking. WHOLE SCHOOL PARTICIPATION IN ONLINE COURSE STUDY FOCUS: An opportunity for schools to build common language and teaching strategies around a specific topic. Please see KDSI.org website for courses available to New Mexico educators and for information about the application process

FALL 2014 December 4&5

Open to all educators in the state (registration event; first come; first served)

TWO-DAY WORKSHOP: Response to Intervention (RtI) VENUE: Hotel Albuquerque Old Town TIMES: 8:00 – 4:30 FOCUS: RTI is not a series of implementation steps

to cross off on a list, but a way of thinking about how educators can ensure each child receives the time and support needed to achieve success. This workshop was developed for school teams who have started RTI but are still refining processes or experiencing challenges. Participants will acquire four essential guiding principles—collective responsibility, concentrated instruction, convergent assessment, and certain access—and experience a simple process for bringing these principles to life in your school. FALL 2014 December 4&5

Open to all educators in the state (registration event; first come; first served)

TWO-DAY WORKSHOP: Response to Intervention (RtI) VENUE: Las Cruces TBD TIMES: 8:00 – 4:30 FOCUS: RTI is not a series of implementation steps

to cross off on a list, but a way of thinking about how educators can ensure each child receives the time and support needed to achieve success. This workshop was developed for school teams who have started RTI but are still refining processes or experiencing challenges. Participants will acquire four essential guiding principles—collective responsibility, concentrated instruction, convergent assessment, and certain access—and experience a simple process for bringing these principles to life in your school. WINTER 2015 February 24 & 25

Open to all educators in the state (registration event; first come; first served)

TWO-DAY WORKSHOP: Differentiated Core Instruction for All Students VENUE: Hotel Albuquerque Old Town TIMES: 8:00 – 4:30 FOCUS: Orchestrating quality instructional experiences for every student is what great teachers must strive to do – in every classroom, every day. Research indicates that eighty percent of students should be able to succeed when provided with a well-instructed, researchbased core curriculum. This two-day workshop will investigate the elements that educators must consider in order to create a powerful Tier 1 instructional program. Educators are encouraged to attend this fast-paced interactive workshop with a team and learn ways to collaborate and maximize learning.

SPRING 2015 TBD

Open to all educators in the state (registration event; first come; first served)

TWO-DAY WORKSHOP: Cultural Literacy for the Common Core VENUE: TBD TIMES: TBD FOCUS: This workshop will highlight a “Six-Step Framework” for implementing the CCSS using Cultural Literacy as “bookends” for the work. Educators from all levels are invited to join others in exploring John Hattie’s and Robert Marzano’s research of high yield instructional strategies. Participants should be prepared to talk, listen, and learn! The facilitators will discuss the use of culturally responsive pedagogy, an implementation framework for use as a guide for instruction, and a tool for improved achievement by all learners. This workshop includes interactive activities, lots of discussion, and time for planning how to use what you learn.

TAB 4

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

APPLICATION FOR THE NEW MEXICO VIRTUAL PRINCIPAL NETWORK Name _________________________________________ School ________________________________ District/Charter Organization _____________________________________________________________ Email (PLEASE PRINT CLEARLY) ___________________________________________________________ Work phone ________________________________ Mobile phone ______________________________ Years in Administration ___ Years in Education ___ Highest Degree or Certification Attained __________ Professional Experience _________________________________________________________________ _____________________________________________________________________________________ Recent Professional Development ________________________________________________________ _____________________________________________________________________________________ Check appropriate cohort for which you are applying:  Elementary Principals  Middle School Principals  High School Principals  Charter School Principals  New or Challenged Principals Professional Goals for 2014-2015: _________________________________________________________ _____________________________________________________________________________________ Greatest Professional Accomplishments ____________________________________________________ ____________________________________________________________________________________ Signature Certifying Commitment to Participate _____________________________________________________________________________________ (Name, Title)

(Signature)

NEW MEXICO COMMON CORE PD PROGRAM

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

VIRTUAL PRINCIPALS’ COACHING NETWORK Principals are the key to school improvement. Without effective leadership, schools do not prosper. Principals will have an opportunity to join a virtual cohort that continues to learn and support each other. They will be able to join the following cohorts: • Elementary principals • Middle school principals • High school principals • Charter schools principals • New and struggling principals Coaching will be facilitated by Solution Tree’s Expert Administrator Cadre and each cohort will use New Mexico’s Blackboard platform. Through the use of a discussion board, principals can ask questions at any time, share ideas, and respond to prompted questions from the facilitator. Available activities will include participation in monthly virtual coaching meetings (both facilitated coaching with other members of the cohort and individual one-on-one meetings). The purpose of the monthly meetings is to provide a safety net for administrators and to keep them focused on the essentials that will improve the student learning. There are always “fires” for busy administrators to put out. It is very easy for them to spend so much time fighting fires that they lose focus and forget their role as instructional leader. Research is clear that administrator coaching can ensure greater accountability and continuous improvement for the school. One of the key features of the Virtual Principal Network will be a 20-day Challenge. Twice a week for 10 weeks, participating principals will receive an online challenge to participate in an activity within their own school that research clearly indicates is best practice for administrators. All activities within the challenge will fall under a principal’s normal responsibilities as an instructional leader. With each activity, they will receive the following: • Guidelines for conducting the activity effectively • Questions to reflect on the experience • Opportunity to share findings or reflections with cohort • Coaching support Examples of activities include the following: • Observe a team meeting within their building • Conduct a focus group with students • Lead a data discussion • Revisit homework policies with a representative team or whole faculty to determine alignment with researched best practices • Facilitate a session where the faculty uses the New Mexico CCSS Implementation and PD Planning Tool to identify evidence of implementation stages and determine next steps.

New Mexico Common Core PD Program Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

LEADERSHIP PROFESSIONAL DEVELOPMENT

Year Three of the New Mexico Common Core Professional Development Program (NMCCPD) is comprised of many unique opportunities for professional learning by teachers and administrators. In order to assist

Essentials for Superintendents Forum – August 21 – Hotel Albuquerque Old Town ∞∞∞∞∞∞ Leadership Academy, Part 1 – September 4 & 5 – Hotel Albuquerque Old Town ∞∞∞∞∞∞ Leadership Academy, Part 1 – September 4 & 5 – Hotel Albuquerque Old Town ∞∞∞∞∞∞ Virtual Principals Coaching Network – 5 cohorts (Elementary, Middle, High, Charter, and New & Struggling) schools and districts in the integration all of the knowledge, skills, and strategies that will be presented throughout the year into the daily practices of educating New Mexico students, we will be offering a “Leadership Strand.” The purpose of the Leadership Strand is: • To help administrators determine current professional development needs of the school and/or district through the use of a recently-developed PD Planning Tool • To provide information regarding the many Professional Development Opportunities available in Year Three for teacher and administrators • To provide multiple opportunities for networking and collegial support focusing on the implementation of the CCSS and resulting curricular, instructional and assessment shifts that will occur • To assist administrators in managing organizational change and personal transitions resulting from the curricular, instructional, and assessment shifts Support from school-based leaders will be essential for the effective implementation of the Common Core State Standards. Teachers and other staff will also need the support from their leaders as they learn new knowledge, skills, strategies, and tools to use for effective instruction. Because of the importance of this leadership support, NMPED is requiring that all principals (or their school-based leader designee) attend both Part One and Part Two of the Leadership Academy if their school will be participating in either the Regional Mentoring Sessions and/or the whole-school online course study. In addition, if a school wishes to be considered for acceptance into the Exemplary Schools Program, the leader must attend the Leadership Academy. For more information regarding the Leadership Strand, please contact Yleana Baca, Project Manager @ [email protected]

NEW MEXICO COMMON CORE LEADERSHIP ACADEMY Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement PART ONE: September 4 & 5, 2014 PART TWO: January 21 & 22, 2014 Hotel Albuquerque at Old Town Dr. Luis Cruz

Dr. Juli Dixon

Join your colleagues from schools around the state as we kick start Year Three of the New Mexico Common Core Professional Development (NMCCPD) Program with our partners, Solution Tree and Knowledge Delivery Systems, and learn about the numerous professional learning opportunities which will be provided to New Mexico educators: • State-wide workshops in RTI, DI, and Cultural Literacy; • Leadership Support through an Academy and Virtual Principals’ Coaching Network (VPCN) • Regional Common Core mentoring support through in-person workshops and virtual learning communities • Regional content-specific workshops based on identified needs of the schools • Whole-school participation in online course study (forty schools will be selected) • An Exemplary Schools Program with on-site consultation, creation of evidences of effectiveness (case studies) and a year-end Showcase of New Mexico Exemplary Schools (10 schools will be selected) During this two-part Leadership Academy, principals and charter school leaders will collaborate with four Solution Tree experts in School Improvement and Implementing the Common Core Standards to learn how to use leadership skills effectively to build a collaborative school culture focused on results. Through an activity-based agenda, school leaders will focus on: • Recognizing and supporting effective instructional practices in the implementation of the Common Core Standards in Math (Part I) and ELA (Part II) • Understanding and supporting the integration of the ELA Anchor Standards into all academic content areas • Identifying and supporting strong core instruction that is responsive to individual student needs and includes differentiated instruction • Becoming proficient in performing teacher observations aligned to state the framework • Promoting and supporting coaching conversations to ensure teacher collaboration and growth • Using the New Mexico-customized PD Planning Tool to provide differentiated professional development opportunities for staff aligned to their needs • Collecting and analyzing data to monitor both teacher and student growth  Strategies to develop a collaborative school culture focused on results The two 2-day Leadership Academy sessions will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. Follow this link to register: http://pages.solution-tree.com/NM_2014_Leadership_Part_I.html

TAB 5

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

NEW MEXICO COMMON CORE REGIONAL MENTORING APPLICATION FOR PARTICIPATION (ONE application should include all CCPD TEAM members) District or Charter Name _________________________________ School Name (if appropriate) _________________________________ LEAD Contact Name_____________________ Email Address _______________Phone Number____________ TEAM MEMBER

Common Core Professional Development Team Members TITLE EMAIL ADDRESS

PHONE NUMBER

(Please print clearly and use additional sheets as needed) 

Expectations for Common Core PD Team and its members • Attend 2 days of training with your regional mentor (October & January) – NOTE: IT IS EXPECTED THAT THE SAME TEAM MEMBERS WILL ATTEND BOTH THE OCTOBER AND JANUARY MENTORING SESSIONS • Participate in the virtual learning community established for your mentoring region • Participate in other PED-sponsored NMCCPD Program opportunities deemed appropriate (2 day workshops in RtI, DI, Cultural Literacy; whole school participation in online course study) • Try the new skills you are learning and observe them in other classrooms • Bring new learning and skills back to your educational staff • Develop and/or support collaborative learning teams in your school • Facilitate the development of lessons, units, and assessments and share with the virtual learning community established for your mentoring region • Monitor the comprehensive implementation of the Common Core and the use of the Common Core PD Planning Tool for guidance in providing professional learning opportunities for all staff in your school/district • The Principal or Lead Administrator from EACH school participating in this NMCCPD Program Mentoring MUST also attend the two-part Leadership Academy (September & January)

PLEASE NOTE:  Participation in Year Three of the NM Common Core Mentoring Program will be by application only for schoolbased or district-based Common Core Professional Development Teams.  Only participating schools/districts will be able to register for the regional Content-Specific Workshops  Only participating schools/districts will be able to apply for selection to the Exemplary Schools Program For more information, please contact Yleana Baca at [email protected]

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

NEW MEXICO COMMON CORE REGIONAL MENTORING SIX REGIONS Two 1-day In-Person Mentoring Sessions per region (October & January) Three 2-day Content-Specific Workshops per region (November, January, February) TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the CCSS. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators; and · provide activities for building collaborative cultures to support data-informed decision making in the schools. During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation; and · discuss cultural literacy and the influence on learning. Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning PLEASE NOTE:  Participation in Year Three of the NM Common Core Mentoring Program will be by application only for schoolbased or district-based Common Core Professional Development Teams.  Only participating schools/districts will be able to register educators for the regional Content-Specific Workshops.  Only participating schools/districts will be able to apply for selection to the Exemplary Schools Program. For more information, please contact Yleana Baca at [email protected]

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

NEW MEXICO COMMON CORE REGIONAL MENTORING Expectations for Members of School District CCPD Teams  Roles and Responsibilities of Common Core PD Team from Participating Schools/Districts Educators identified to become part of the school or district Common Core PD Team have a unique opportunity to join a cohort of other New Mexico educators committed to high levels of learning for all New Mexico students. They will receive world class, state-provided professional development from established authors who will train, model and mentor deep understanding of the Common Core and the facilitation skills to successfully translate that training into continuous improvement for their school. Common Core PD Team members are asked to make the following commitments: • Attend 2 days of training with your regional mentor (October & January) – NOTE: IT IS EXPECTED THAT THE SAME TEAM MEMBERS WILL ATTEND BOTH THE OCTOBER AND JANUARY MENTORING SESSIONS • Participate in the virtual learning community established for your mentoring region • Participate in other PED-sponsored NMCCPD Program opportunities deemed appropriate (2 day workshops in RtI, DI, Cultural Literacy; whole school participation in online course study) • Try the new skills you are learning and observe them in other classrooms • Bring new learning and skills back to your educational staff • Develop and/or support collaborative learning teams in your school • Facilitate the development of lessons, units, and assessments and share with the virtual learning community established for your mentoring region • Monitor the comprehensive implementation of the Common Core and the use of the Common Core PD Planning Tool for guidance in providing professional learning opportunities for all staff in your school/district • The Principal or Lead Administrator from EACH school participating in this NMCCPD Program Mentoring MUST also attend the two-part Leadership Academy (September & January)  Attributes and Skills Expected from Common Core PD Team Members Common Core PD Team members are expected to work closely, both in-person and virtually, with their Common Core Mentor and the other educators participating from their region. An effective CCPD Team member will model continuous learning and building of knowledge and skills in the following areas: • fundamentals of learning team work and team development • facilitation skills and strategies • working effectively with adult learners • monitoring the change process Common Core PD Team Members will have the expertise to successfully work with other educators in their school/district to guide teams in the work of: • deconstructing the standards • developing meaningful learning targets reflecting the shifts in math and ELA practices • designing effective differentiated instruction for all that is responsive to the challenges of culture, poverty, and language • constructing and analyzing formative assessments collaboratively • developing school-wide targeted interventions to respond quickly when students are not learning at appropriate levels PLEASE NOTE:  Participation in Year Three of the NM Common Core Mentoring Program will be by application only for schoolbased or district-based Common Core Professional Development Teams.  Only participating schools/districts will be able to register for the regional Content-Specific Workshops  Only participating schools/districts will be able to apply for selection to the Exemplary Schools Program For more information, please contact Yleana Baca at [email protected]

TAB 5

NEW MEXICO COMMON CORE MENTORING PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement REGION ONE (Southwest Area): Kim Bailey, Mentor (In-person sessions in October & January and a virtual learning community) SESSION ONE: Friday, October 17, 2014 SESSION TWO: Tuesday, January 20, 2015 Las Cruces Public Schools Professional Development Center 505 S. Main Street, Las Cruces, NM 88001 575.527.5800 TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the Common Core Standards. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators · provide activities for building collaborative cultures to support data-informed decision making in the schools During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation · discuss cultural literacy and the influence on learning Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning About Kim Bailey: Kim is Director of Instructional Support and Professional Learning for the Capistrano Unified School District in California. Her leadership has been instrumental in uniting and guiding educators throughout the district’s 58 schools in their journey to becoming professional learning communities. Kim’s education background spans 37years, and her work at Capistrano has won national praise. The National School Boards Association (NSBA) recognized Kim’s leadership in coordinating and implementing the district’s Professional Development Academies. The academies received the distinguished NSBA Magna Award and the California School Boards Association Golden Bell Award. Kim has served on the Committee on Accreditation for the California Commission on Teaching Credentialing. She holds degrees in education and special education. Kim is a co-author of two books: Common Formative Assessment: A Toolkit for Professional Learning Communities at Work and Collaborating for Success with the Common Core. This is Kim’s third year supporting the educators in Region 1 through the New Mexico Common Core Professional Development Program.

NEW MEXICO COMMON CORE MENTORING PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement REGION TWO (Southeast Area): Chris Jakicic, Mentor (In-person sessions in October & January and a virtual learning community) SESSION ONE: Monday, October 13, 2014 SESSION TWO: Tuesday, January 27, 2015 Best Western Sally Port Inn 2000 North Main Street; Roswell, NM 88201 575.622.6430 TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the Common Core Standards. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators · provide activities for building collaborative cultures to support data-informed decision making in the schools During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation · discuss cultural literacy and the influence on learning Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning About Chris Jakicic: Chris Jakicic, EdD, served as principal of Woodlawn Middle School in Illinois from its opening day in 1999 through the spring of 2007. Under her leadership, the staff shifted toward a collaborative culture focused on learning and implemented formative assessment practices to shape their instructional strategies. Student motivation and performance increased. Dr. Jakicic began her career teaching middle school science before serving as principal of Willow Grove Elementary School in Illinois for nine years. At Willow Grove, she helped teachers develop high-performing collaborative teams to increase student learning. Through her work with teachers and administrators across the country, Dr. Jakicic shares practical knowledge about how to use data conversations to interpret classroom information for effective instruction. She provides specific, practical strategies for teams who want to make the best use of their limited common planning time to write effective assessments at the rigor of the Common Core State Standards. Chris is a co-author of five books: Common Formative Assessment, Collaborating for Success with the Common Core, The Collaborative Teacher, Teacher as Assessment Leader, and Principal as Assessment Leader. This is Chris’s third year supporting the educators in Region 2 through the New Mexico Common Core Professional Development Program.

NEW MEXICO COMMON CORE MENTORING PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement REGION THREE (Central Area): Nicole Dimich Vagle, Mentor (In-person sessions in October & January and a virtual learning community) SESSION ONE: Wednesday, October 22, 2014 SESSION TWO: Wednesday, January 28, 2015 Central NM Workforce Training Center 5600 Eagle Rock Avenue NE, Albuquerque, NM 505.224.5200 TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the Common Core Standards. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators · provide activities for building collaborative cultures to support data-informed decision making in the schools During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation · discuss cultural literacy and the influence on learning Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning About Nicole Dimich Vagle Nicole Dimich Vagle has a passion for education and lifelong learning which has led her to extensively explore, facilitate, and implement innovative practices in school improvement. Nicole was a high school reform specialist where she worked closely with school and district staff to support the implementation of small learning communities and coaching in assessment and literacy. A former middle and high school English teacher, Nicole was also a program evaluator and trainer at the Princeton Center for Leadership Training in New Jersey. As a featured presenter at conferences throughout North America, Nicole empowers educators to build capacity for and implement formative assessment practices, common assessment design and analysis, data-driven decisions, student work protocols, and motivational strategies. Nicole earned a master of arts in human development from Saint Mary’s University and a bachelor of arts in English and psychology from Concordia College. She is pursuing a doctorate. Nicole is the author of the newly-published book Design in Five and is co-author of three other books: Motivating Students, Teacher as Assessment Leader, and Principal as Assessment Leader. This is Nicole’s second year supporting the educators in Region 3 through the New Mexico Common Core Professional Development Program.

NEW MEXICO COMMON CORE MENTORING PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement REGION FOUR (Northwest Area): Mary Kim Schreck, Mentor (In-person sessions in October & January and a virtual learning community) SESSION ONE: Wednesday, October 29, 2014 SESSION TWO: Friday, January 30, 2015 San Juan College 4601 College Blvd, Farmington, NM 87402 505.566.3296 TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the Common Core Standards. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators · provide activities for building collaborative cultures to support data-informed decision making in the schools During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation · discuss cultural literacy and the influence on learning Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning About Mary Kim Schreck Mary Kim is a consultant, author, and well-known speaker who has more than three decades of experience with literacy instruction at the high school level. Over the years, thousands of teachers have attended her motivating, fast-paced workshops and keynotes that blend current, research-based information on student literacy, engagement, creativity, differentiation, and effective teaching practices into seamless messages. Her ability to relate to teachers’ needs to translate abstract mandates such as the CCSS into terms that apply to both their classrooms and their students’ circumstances has proved to be her strength as a presenter and an author. Mary Kim is the author of Transformers: Creative Teachers for the 21st Century (nominated for the Delta Kappa Gamma International Educator’s Book Award), You’ve Got To Reach Them To Teach Them, From Tired to Inspired: Fresh Strategies to Engage Students in Literacy and four books of poetry. She has also written articles for national and state education journals. This is Mary Kim’s third year supporting the educators in Region 4 through the New Mexico Common Core Professional Development Program.

NEW MEXICO COMMON CORE MENTORING PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement REGION FIVE (Northeast Area): Jeanne Spiller, Mentor (In-person sessions in October & January and a virtual learning community) SESSION ONE: Thursday, October 30, 2014 SESSION TWO: Thursday, January 29, 2015 High Plains Regional Education Cooperative 101 North Second Street, Raton, NM 87740 575.445.7090 TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the Common Core Standards. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators · provide activities for building collaborative cultures to support data-informed decision making in the schools During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation · discuss cultural literacy and the influence on learning Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning About Jeanne Spiller: Jeanne Spiller is director of professional development for Kildeer Countryside District 96 in Illinois. Her work focuses on implementation of the Common Core State Standards. She guides the process of unpacking, powering, scaling, and pacing the CCSS for English language arts for numerous schools, districts, and teacher teams. Her work with teachers and administrators for District 96, as well as with several school districts, is focused on the development of aligned assessments and assessment practices that help teachers determine how to approach instruction. Jeanne has served as a classroom teacher, building staff developer, team leader, and middle school assistant principal. She is president of the Illinois affiliate of Learning Forward. Jeanne earned a master's degree in educational teaching and leadership from St. Xavier University and a master's degree in educational administration from Loyola University. This is Jeanne’s third year supporting the educators in Region 5 through the New Mexico Common Core Professional Development Program.

NEW MEXICO COMMON CORE MENTORING PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement REGION SIX (Charter Schools): Laurie Robinson-Sammons, Mentor (In-person sessions in October & January and a virtual learning community) SESSION ONE: Wednesday, October 22, 2014 SESSION TWO: Wednesday, January 28, 2015 Central NM Workforce Training Center 5600 Eagle Rock Avenue NE, Albuquerque, NM 505.224.5200 TWO IN-PERSON SESSIONS: The in-person Mentoring Sessions are intended for school-based Common Core Professional Development Teams who want to drill deeper with the instructional, curricular, and assessment shifts necessary for students to be successful with the Common Core Standards. During the first ONE DAY session in October, regional mentors will: · review the use of the newly-created New Mexico PD Planning Tool; · review the PD opportunities available through the NMCCPD Program and determine attendance for school’s educators · provide activities for building collaborative cultures to support data-informed decision making in the schools During the second ONE DAY session in January, regional mentors will: · highlight instructional shifts necessary to implement Common Core and related assessments; · review use of formative assessments; · reinforce the Response to Intervention (RtI) and Differentiated Instruction (DI) connection to Common Core implementation · discuss cultural literacy and the influence on learning Mentors will also highlight success stories in building professional learning communities, using conferencing and coaching skills effectively, and planning school-improvement initiatives with a focus on managing organizational change and personal transitions. Updates on PARCC Implementation will be threaded throughout each discussion and activity. VIRTUAL LEARNING COMMUNITY: DURING THE SCHOOL YEAR, through the use of scheduled webinars and online discussions, mentors will continue to support participating Common Core Professional Development Teams through: · The sharing of tools, strategies and resources; · The use of discussion boards to answer critical questions; · Assisting in the selection of ongoing PD opportunities for their teachers –either at statewide events or at regional specialized content workshops · The sharing of activities for whole school professional learning About Laurie Robinson-Sammons: Laurie uses her expertise and passion for education by helping schools develop sustainable, site-based professional learning communities, which includes fidelity to the standards, a consistent analysis of student work, effective interventions, and differentiated teaching strategies. Laurie has served as an outreach specialist and adjunct professor at the University of North Dakota and has partnered with hundreds of school districts in the United States and Canada to develop accurate and dependable summative and formative assessments centered around essential learning outcomes and leading to standardsbased reporting and specific student-feedback tools. Laurie’s career has taken her inside the classroom as a K–9 teacher and middle school reading specialist. She is former district curriculum coordinator of Grand Forks Public Schools in North Dakota. The leadership she provided in this position is the culmination of 35 successful years as a student-focused educator. This is Laurie’s second year supporting the educators in Region 5 through the New Mexico Common Core Professional Development Program.

TAB 6

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

REGIONAL COMMON CORE SPECIALIZED CONTENT WORKSHOPS Three 2-day workshops will be conducted in EACH of the six Common Core Regions on specialized content as determined by both results from SURVEY MONKEY and from the districts’ and schools’ use of the PD Planning Tool (a total of eighteen 2-day workshops). NEEDS ASSESSMENT- SURVEY MONKEY: In early July, a survey was sent to all participants of Year Two Common Core Regional Mentoring Sessions and Content Webinars, all K-3 Plus Coordinators, and all K-3 Principals asking them to rank order the following PD Topics: 1) Data-Informed Instruction 2) Creating High-performing Collaborative Teams 3) Effective Instruction in the Classroom 4) Mapping the Common Core for Curriculum Alignment and Pacing Guides 5) Ensuring College & Career Readiness for Secondary Students 6) Differentiated Instruction 7) Ensuring Success with the Common Core for Students with Disabilities 8) Implementing the Common Core in Science & Social Studies 9) Using Technology in the Classroom The responses to this survey were analyzed and the three top PD topics for each region have been identified. The selection of the content for the three workshops for each region will be further defined by the results of the use of the PD Planning Tool. NEEDS ASSESSMENT- PD Planning Tool: At the Essentials for Superintendents Forum to be held on August 21 and the Leadership Academy to be held on September 4 & 5, leaders from across the state will be introduced to the newly developed PD Planning Tool. This instrument will allow schools and districts to determine where they are along a continuum of Common Core Implementation and to identify top Professional Development topic areas for exploration. PARTICIPANTS Common Core specialized content workshops will be open to all teachers/educators from the districts / charter schools who have chosen to send a Common Core PD Team to the two regional mentoring sessions in October & Janaury AND to the Leadership Academy in September & January. LOCATIONS: NMPED is currently looking for districts and/or schools who would be willing to “host” these content workshops at their location. A per diem stipend will be available for selected sites to offset the cost of snacks and beverage (TIP: we have heard that Consumer and Family Science Departments are very interested in having the students prepare the food and beverage for these events!). Depending on the location, we will determine a MAXIMUM NUMBER OF PARTICIPANTS and take registrations on a FIRST COME FIRST SERVE BASIS from educators in the districts/schools participating in the Mentoring Program. If you are interested in being a “host” site for one of these workshops (to be held in November, January, and February, please contact Yleana Baca at [email protected] by September 12.

RESULTS FROM SURVEY OF PARTICIPANTS IN SIX COMMON CORE MENTORING REGIONS New Mexico Common Core Professional Development Program - July 2014 Survey sent on 7/1/14 to 742 recipients who REGION 1 REGION 2 REGION 3 REGION 4 REGION 5 were participants in Year Two Mentoring (Southwest) (Southeast) (Central) (Northwest) (Northeast) Reminder email sent on 7/8/14; 27 of 101 30 of 128 51 of 199 38 of 130 17 of 73 Second Reminder email sent on 7/14/15 responded responded responded responded responded 197 responded to survey (27%) (27%) (23%) (26%) (29%) (23%) TOPIC SUM of top SUM of top SUM of top SUM of top SUM of top three choices three choices three choices three choices three choices (%) (%) (%) (%) (%) Data Informed Instruction 70.36 70.00 62.00 60.52 64.71

REGION 6 (Charter) 34 of 111 responded (31%) SUM of top three choices (%) 70.59

Developing High-Performing Collaborative Teams

51.85

40.00

37.26

47.38

47.06

47.06

Effective Instruction in the Classroom

51.85

73.33

68.63

68.42

70.59

41.18

Mapping the Common Core for Curriculum Alignment and Pacing Guides

51.85

36.67

29.40

28.94

35.29

32.35

Ensuring College and Career Readiness for Secondary Students

7.41

6.66

13.72

10.52

17.64

14.70

Differentiated Instruction

37.04

53.34

50.98

44.73

29.41

38.23

Ensuring Success with the Common Core for Students with Disabilities

18.52

6.67

19.60

15.78

11.76

11.76

Implementing the Common Core in Science and Social Studies

0.00

6.67

7.84

7.89

5.88

14.70

Using Technology in the Classroom

11.11

6.67

11.76

15.78

17.64

29.41

TAB 7

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

NEW MEXICO EXEMPLARY SCHOOLS PROGRAM Secretary of Education Skandera and the New Mexico Public Education Department repeatedly emphasize the need for New Mexico schools to use effective data collection and analysis to inform instruction and to focus on growth. A proven effective practice to improve achievement is to provide viable models to emulate. The New Mexico Exemplary School Program is an opportunity to identify ten schools that have experienced growth and have collected evidence of exemplary performance in one or more areas. Selected schools will be matched with an expert Solution Tree consultant who will work with them onsite for two days to provide additional support as they refine their practices. Experts can be used in any of the following ways: • Provide in-school workshops • Work with grade level or specific content area teams • Review specific work products, observe within building, conduct focus groups and deliver progress report • Consult with leadership group • Observe and coach individual teachers or teacher teams • Facilitate faculty work groups In June, New Mexico educators will be invited to attend the Exemplary Schools Showcase where the ten schools will share best practices and their journey toward exemplary status. In addition, noted national experts and PED consultants will present keynotes and breakout sessions to ensure schools have the knowledge, tools, and resources to continue their own improvement journey. Finally, Solution Tree will work with each Exemplary School to develop an Evidence of Effectiveness brochure highlighting both the efforts of the school and the results. This is a time for the educational community to recognize and celebrate success and to provide a blueprint for all schools to use as they refine their own improvement goals. The 10 showcased schools can continue to exhibit leadership as they host teams from other schools who would like to observe effective practices in action. NOTE: Acceptance into the Exemplary Schools Program is by application only. In order to apply for the Program, a school must have a Common Core PD Team participating in the Regional Mentoring and a school-based leader participating in the Leadership Academy. For more information regarding the Exemplary Schools Showcase, please contact Yleana Baca at [email protected]

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

NEW MEXICO EXEMPLARY SCHOOLS PROGRAM APPLICATION PORTFOLIO FOR NEW MEXICO EXEMPLARY SCHOOL STATUS

School ______________________________District (if applicable) _________________________________ Principal ___________________Email Address_____________________ Cell Phone __________________ School phone _______________________ School Address ______________________________________

This is your opportunity to tell the “story” of your school including the challenges you have overcome, your action plan, strategies that have had an impact, key attributes of success, and growth in student learning. Checklist of information that must be included with this application:    

Data Picture Completed New Mexico Common Core Implementation and PD Planning Tool PD Provided 2012-2014 SMART Goal Sheet for 2014-15

Application package should be returned to: Yleana Baca New Mexico Public Education Department 300 Don Gaspar Avenue Santa Fe, NM 87501 For more information regarding the Exemplary Schools Program, please contact Yleana Baca at [email protected] NOTE: Acceptance into the Exemplary Schools Program is by application only. In order to apply for the Program, a school must have a Common Core PD Team participating in the Regional Mentoring and a school-based leader participating in the Leadership Academy . New Mexico Exemplary Schools Program Application 2014-15

In each section listed below, please describe how you have used data to inform curricular, instructional, and assessment decisions, including the use of resources, in your school. Refer to the information you created in each of the four separate documents which must be submitted with this application:  Data Picture  Completed New Mexico Common Core Implementation and PD Planning Tool  Description of PD Provided 2012-2014  SMART Goal Sheet for 2014-15

SECTION 1: Challenges Our Schools Has Faced (insert narrative here)

SECTION 2: Story of Our Greatest Successes (insert narrative here)

SECTION 3: Areas We Need to Strengthen (insert narrative here)

SECTION 4: Why We Are Seeking Exemplary School Status and How We Would Use 2 Days With Experts (insert narrative here)

New Mexico Exemplary Schools Program Application 2014-15

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

EXEMPLARY SCHOOLS PROGRAM APPLICATION DOCUMENT “SMART” GOALS FOR PD AND SCHOOL IMPROVEMENT FOR 2014-2015 School ___________________________________________ District (if applicable) _______________________________________ Principal ________________________ Email Address_________________________ Cell Phone ____________________________ School phone _______________________ School Address ___________________________________________________________ Please complete this worksheet indicating the SMART GOALS you have established for the professional learning for your staff for the 2014-15 School Year. Use additional sheets as necessary. S - Strategic and Specific SMART Goals

M - Measurable

A – Attainable

Strategies and Action Steps

R – Results Oriented

Designation of Responsibilities

Time Frame

T – Time-bound Outcomes/ Evidence of Effectiveness

For more information regarding the Exemplary Schools Program, please contact Yleana Baca at [email protected] NOTE: Acceptance into the Exemplary Schools Program is by application only. In order to apply for the Program, a school must have a Common Core PD Team participating in the Regional Mentoring and a school-based leader participating in the Leadership Academy .

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

EXEMPLARY SCHOOLS PROGRAM APPLICATION DOCUMENT DATA PICTURE (p. 1 of 2) School Name Student Achievement Results

ELA Math

20112012

Student Engagement Data Average Daily Attendance Percentage of Students in Extracurricular Activities Percentage of Students Using School’s Tutoring Services Percentage of Students Enrolled in Most Rigorous Courses Offered Percentage of Student Graduating Without Retention Percentage of Students Who Drop Out of School Percentage of Students Involved in Leadership or Community Service Percentage of Students in Tier 2 Interventions Percentage of Students in Tier 3 Interventions Percentage of Students Failing Grade or 2 Courses or More in a School Year

20122013

Number

20132014

Facts About Our Data

Facts About Our Data

Discipline

NEW MEXICO EXEMPLARY SCHOOLS PROGRAM- DATA PICTURE (pg. 2 of 2) Number

Facts About Our Data

Number of Referral/Top 3 Reasons for Referral Number of Parent Conferences Regarding Discipline Number of In-School Suspensions Number of Out-of -School Suspensions Number of Expulsions School Report Card Data Grade for 2012-2013 Grade for 2013-2014 Survey/Perception Data Student Satisfaction or Perception Assessment Parent Satisfaction or Perception Data Staff Satisfaction or Assessment Data Demographic Data Percent Free and Reduced Lunch Percent Mobility Percent Special Education Percent English Learners Percent White (not Hispanic origin) Percent Hispanic Percent Black Percent Native American

Number

Facts About Our Data

Number

Facts About Our Data

Number

Facts About Our Data

NEW MEXICO COMMON CORE PD PROGRAM Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

EXEMPLARY SCHOOLS PROGRAM APPLICATION DOCUMENT Description of Professional Development in which our school has taken part in 2012/13 and 2013/14 School ___________________________________________

District (if applicable) ________________________________________________

Principal ___________________________ Email Address____________________________ Cell Phone ________________________________ School phone _______________________ School Address _____________________________________________________________________

Please include the following for each PD activity (online courses, ongoing mentoring or coaching, workshops, conferences, action research, book studies, webinars) included: • Description of activity • Whole school, team, leadership or individual participation • Provided internally, through PED or other organization • Outcomes or Impact Use additional sheets if necessary.

School:

Time Period

Description of Professional Development in which our school has taken part in 2012/13 and 2013/14 Principal: Description of Activity

Whole School/ Individual

Team/ Provider (internal/ PED/REC/ other)

Outcomes or Impact

TAB 8

Bring Your PD to The Next Level Apply for the Opportunity to Join the Whole-School Online PD Program The Program: The School-Based/District-Endorsed Blended Online PD Program focus on 40 schools selected through Whole-School PDwill Program a rigorous application process and will build on the successful Gallup-McKinley implementation. The School-Based Blended Model engages teachers and instructional leaders in a deep, sustained, collaborative professional learning program focused on Common Core, Support for Diverse Learnings, or Response to Intervention.

Your Role as a District Champion: District Champions are district level administrators who can inform and encourage schools in their district about the value of the program as well as the application process. District Champions will recommend the order of importance of each of the available content areas for course selection during the application process to ensure schools remain aligned with key district priorities.

Share with a School-Based Program Leader: School-Based program leaders keep participating teachers engaged and on track by supporting teachers and facilitating collaborative work focused on the online course. As a District Champion, work with your school-based program leader to apply! Visit: info.kdsi.org/online-pd

How to Apply Today: KDS will develop and implement a rigorous application process in order to recruit schools with a commitment to blended online professional development.

Course Offerings Include: Based on the priorities of the Public Education Department of New Mexico, KDS will offer applicants a choice of 3 content areas:

Support for Diverse Learners

Response to Intervention

Implementation of Common Core

Margarita Calderon

Austin Buffum

Meesha Brown

Learn more & apply today! info.kdsi.org/online-pd

Bring Your PD to The Next Level Apply for the Opportunity to Join the Whole-School Online PD Program The Program: The School-Based/District-Endorsed BlendedOnline PD Program focus on 40 schools selected through Whole-School PD will Program a rigorous application process and will build on the successful Gallup-McKinley implementation. The School-Based Blended Model engages teachers and instructional leaders in a deep, sustained, collaborative professional learning program focused on Common Core, Support for Diverse Learnings, or Response to Intervention.

Your Role as a School-Based Program Leader: School-Based program leaders keep participating teachers engaged and on track by supporting teachers and facilitating collaborative work focused on the online course.

Identify a District Champion: District Champions are district level administrators who can inform and encourage schools in their district about the value of the program as well as the application process. District Champions will recommend the order of importance of each of the available content areas for course selection during the application process to ensure schools remain aligned with key district priorities. Share this with your Professional Development Directors, English Learner or Special Education Directors, Technology Directors or other leaders in the district! Visit: info.kdsi.org/online-pd

How to Apply Today: KDS will develop and implement a rigorous application process in order to recruit schools with a commitment to blended online professional development.

Course Offerings Include: Based on the priorities of the Public Education Department of New Mexico, KDS will offer applicants a choice of 3 content areas:

Support for Diverse Learners

Response to Intervention

Implementation of Common Core

Margarita Calderon

Austin Buffum

Meesha Brown

Learn more & apply today! info.kdsi.org/online-pd

Creating a Culture of Collaboration Among NM Schools to Successfully Implement the CCSS and Raise Student Achievement

Whole-school Participation in Online Course Study Course Selection Common Core • • • • • •

Assessment and the Common Core Standards, Kay Burke Common Core in ELA: Instructional Shifts for Effective Implementation (K-2, 3-5, 6-8, 9-12), Meesha Brown Common Core in Math: Instructional Shifts for Effective Implementation (K-2, 3-5, 6-8, 9-12), Meesha Brown Common Core State Standards for School Leaders, Meesha Brown Common Core Teaching Writing, Meesha Brown (K-5, 6-8, 9-12) Making Student Thinking Visible, Jon Saphier

Support for Diverse Learners • • • • • •

Teaching Reading and Comprehension for English Learners, Margarita Calderon Becoming a Culturally Responsive Teacher, Gary Howard No Nonsense Nurturer, Lee Canter and Kristyn Klei Borrero Motivating and Engaging Students, Robert Marzano and Debra Pickering Best Practices for Teaching African-American Boys, By Dr. Jawanzaa Kunjufu Making Student Thinking Visible, Jon Saphier

Response to Intervention • • • • •

Pyramid Response to Intervention, Austin Buffum, Mike Mattos, and Chris Weber Supporting Struggling Students with Rigorous Instruction, Dr. Robyn Jackson Motivating Underachievers with Response to Intervention and Differentiated Instruction, Carolyn Coil Differentiation and the Brain, Carol Ann Tomlinson and David Sousa Making Student Thinking Visible, Jon Saphier

For more information concerning the whole school participation in online course study http://info.kdsi.org/online-pd , please contact Erin Walker at [email protected]

Tabs will be filled as we move through the Leadership Academy Parts One and Two. PARCC and Contact sheets will be inserted by 08/29/2014