1. GEAR UP New Mexico COLLEGE READINESS SYSTEM REQUIRED ELEMENTS

2. Rigorous Curriculum and Instruction  Ensure all student have access to rigorous (as defined by as defined by higher cognitive demand) curricula and instruction designed to meet the ACT College and Career Readiness Standards (CCRS).  Hess, K., (2006) “Exploring cognitive demand in instruction and assessment.” Available at http://www.nciea.org/publications/DOK_ApplyingWebb_KH0 8.pdf. http://www.nciea.org/publications/DOK_ApplyingWebb_KH0 8.pdf

3. Assessment and Accountability  Articulate and implement assessment and accountability systems that cover formal and informal assessment policies and practices to meet ACT’s CCRS.  Relevant data are routinely used by school staff and students to make decisions about student progress toward college and career goals.  Data systems are used to track collective and individual teacher and student data to inform CCRS strategies and initiatives.

4. Teacher Effectiveness and Professional Growth  Development that recognizes a teacher’s need for deep content and pedagogical knowledge and skills and include a broad set of recruitment, induction, professional growth, and retention policies and practices.  Create a system of professional development and include it in the CPIP.  Conduct bi-weekly site team meetings using GUNM’s site team report.  Conduct monthly content/learning community planning sessions using GUNM’s

5. Organization and Structure  Creating a college going culture through school environment, attitudes, and practices that encourage students and their families to obtain information, tools, and perspective to enhance access to success in post-secondary education.  Schools provide evidence of college going environment, e.g., college pennants, college corner bulletin boards, etc.  Schools provide evidence of college going attitudes, e.g., teachers are overheard having conversations with students/families about when they continue their education not if.  Schools provide evidence of college going practices, e.g., ongoing and consistent messages about high expectations.

6. Sustainability  Identify and commit adequate resources for supporting the creation of a college going culture and continuous high school improvement strategies and initiatives resulting from participation in the GU 2012 grant.  Provide family-focused support and engagement.  Involve school and community stakeholders to leverage their interests, skills, and resources for—and create a sense of ownership of—high school improvement strategies and initiatives.  Effective Leadership that requires a team of high-quality instructional and organizational leaders that improve student achievement.

7. Behavioral/Non-cognitive “soft skill” development  Ensure all students have access to the skills to navigate institutions of higher education, e.g., self- confidence, self-advocacy, self- determination.

8. Site Team  ELA/Math teacher  Program Coordinator  Principal/Assistant Principal (authority to make decisions)  Counselor  Instructional Support  Tutors/mentors  Students?  Parents?  Higher Education Instiuttion  Community Members

9. Next Steps  Complete CPIP  Determine the collection of evidence/artifacts of implementation  Define Roles/Responsibilities of site team  Put Bi-weekly meetings on calendar  Create Site plan  Assessment and Accountability  Professional Development  Choose one relevant to your district