Presented by:
Dr. Lila Bronson – Assistant Superintendent of Ed. Services
Shannon Baker – Coordinator of Curriculum, Assessment and Evaluation

• Program Improvement Year 3 District
• 28 schools
• 56.5% ELA Proficiency (2010-11)
• 51.6 % Math Proficiency (2010-11)

• Three year plan – Spring 2012 – Spring 2015
• Four Phases
• Phase I – Awareness and Dissemination of Information (2012-
2013)
• Phase 2- Transition (Summer 2013, 2013-2014)
• Phase 3-Implementation: Putting Standards Into Practice (2013-
2014)
• Phase 4- Transformation (2014-2015)
3

• Key Features of the Plan:
• Stakeholder Involvement in all phases
• Procedures for the communication and dissemination of information to all stakeholder groups
• Formation of district and school teams to support implementation of the standards
• Revise Units of Study for CCSS- Curriculum development (K-
12 – ELA and Math)
• Alignment of curriculum, instructional materials, and assessments
• Professional development through Principal Leadership
Academy PD Modules and Lesson Study
• Identification of CCSS curricular materials
• Upgrade of technology infrastructure in preparation for
SBAC

Norwalk
La Mirada
Unified
School
District’s LEA
Plan
Initiatives

st
• Shift to personalized learning using innovative strategies
• Digital Interventions
• iReady- Computer Adaptive Diagnostic Assessment and instructional licenses in ELA and Math (K-9)
• Reading Plus- Computer Adaptive Literacy Program- Special
Education and ELLs (4-12, ELL, SPED)
• E2020 Virtual Learning Solutions- Independent study and alternative pathways to graduation credit
• I-Lit- 9 th grade ELA intervention support on iPads
• Model Technology Classrooms

Phase 1 – Awareness and Dissemination of Information (2012-2013)-SBAC
• Preparation of technology infrastructure for Smarter Balanced
Assessment system (SBAC) through increased student access
• Spring 2012- Inventory of the District Computers to determine # that meet the minimum specs for SBAC
• Summer 2012- Technology technicians visit all computer labs to upgrade them to the latest version of Safari or Firefox or Internet
Explorer
• Summer 2012-Built 3 new 40 station computer labs, 1 in each comprehensive high school
• Fall 2012-All MS (6 sites) and Elementary (17 sites) computer labs were upgraded with memory or older models replaced so labs were available for assessments and interventions
• Winter 2012- Built 2 more MS labs making two labs available at every MS

Phase 1 – Awareness and Dissemination of Information (2012-2013)-SBAC
• Spring 2012- Develop parameters, policies, and funding for the iPad
I:I initiative in each middle school
• Summer 2012- Purchase and prepare iPads, and train MS iPad teachers
• Fall 2012- Distribute iPads for parent purchase or District loan, hold parent trainings, teacher iPad training
• Winter 2012-13-Review the iPad parent purchase/District loan program and determine ways to expand the program for 2013-14
• Spring 2013- Additional training for new and veteran teachers as well as those from other sites using iPads instructionally.

Phase 1 – Awareness and Dissemination of Information (2012-2013)-SBAC
• Fall 2012 – Chavez Elementary School Pilot Computer Based
Testing through ETS
• Winter 2013 – Meeting with SBAC pilot school principals, district administration, instructional technology personnel
• Spring 2013 – Foster Road Elementary, Glazier Elementary,
Moffitt Elementary, and La Pluma Elementary pilot SBAC assessment
• What we are learning so far:
• Preparation is extensive – computers ready, installation of software, scheduling and logistics
• Student expressed interest, but some were tired after engaging with the tasks

Phase 1 – Awareness and Dissemination of Information (2012-2013)
Goal – Form Teams:
• Form teams using an application process that includes members from all stakeholder groups to assist with planning for implementation of the Common
Core Standards and the dissemination of information. Teams provide input about the district vision and assist with the planning of professional development for: curriculum development, use of instructional materials, development of assessments, incorporation of instructional best practices, and technology integration
• District Common Core Implementation Team – six district administrators, seven site administrators, three coaches, eight teachers, one parent, union president
• Common Core Curriculum Teams: ELA, Math, Science, Social Studies, ELD – five district administrators, 20 site administrators, 17 coaches, 41 teachers
• Student Study Team: Two students from each high school (one ASB and one
AVID student)
• Kindergarten Common Core Curriculum Team – Designing pilot curriculum units based on the Common Core Standards

District Organization Chart –Common Core Implementation

Phase 1 – Awareness and Dissemination of Information (2012-2013)
Goal: Communicate with Stakeholders
Communication Tool #1 – News Letters for Staff and Parents

Phase 1 – Awareness and Dissemination of Information (2012-2013)
Goal: Communicate with Stakeholders
Communication Tool #2 – District Website (http://nlmusd.org)

Phase 1 – Awareness and Dissemination of Information (2012-2013)
Goal – Design Professional Development
• Develop professional development modules for site administrators. Administrators experience the PD as participants and then present the information to staff members.
Outcomes for the modules are as follows:
• Understand the rationale of the vision and design of the Common Core Standards
• Know the design and organization of the CCSS document
• Become familiar with the instructional shifts associated with rigorous instruction that are required by the Common Core Standards
• Recognize the vertical alignment inherent in the design of the Common Core Standards
• Learn about the Smarter Balanced Assessment System (SBAC): key features, assessment types, timeline for implementation, and considerations for item development
• Review sample performance tasks and discuss implications for instruction and collaboration
• Learn to “crosswalk” the California State Standards and the Common Core Standards
• Understand the technology demands required by the Common Core Standards and the
Smarter Balanced Assessments

Phase 1 – Awareness and Dissemination of Information (2012-2013)

Phase 2 – Transition
(Summer 2012 Continuing Into 2013)
Goal: Organize a Summer Institute for School Common Core Teams
• School teams attend a five-day institute that will be centered around three focus areas in literacy and mathematics, project based learning and technology integration. On the fifth day teams will meet to create an implementation plan for their site.
• Focus areas for literacy (all ELA, Social Studies, and Science classes)
• Close Reading
• Writing Arguments
• Technology Integration
• Focus areas for math
• Problem solving and developing perseverance
• Constructing mathematical arguments
• Technology Integration
Elementary Common Core Team
 School Principal
 Literacy Lead
 Math Lead
 Technology Integration Lead
Secondary Common Core Team
 School Principal
 Assistant Principal – Curriculum and
Instruction
 ELA Lead
 Social Studies Lead
 Science/CTE Lead
 Math Lead
 Technology Integration Lead

Goal: Select District Common Core Coaches
Grades Levels & Content Focus
• Grades K-2 (Literacy)
• Grades K-2 (Math)
• Grades 3-5 (Literacy)
• Grades 3-5 (Math)
• Middle School (Literacy)
• Middle School (Math)
• High School (Literacy)
• High School (Math)
Job Responsibilities
• Design and facilitate professional development for administrators and teachers
• Train Common Core School Leads to facilitate the Lesson Study process
• Lead curriculum revision work with groups of teachers
• Provide input on the selection of instructional materials
• Support individual schools with the implementation of Common Core standards through demonstration lessons and coaching

Goal – Revise curriculum to incorporate the Common Core
Standards
• A subset of teachers from each Common Core Curriculum Team and the
District Core Coaches will meet to create/revise curriculum based on the
Common Core Standards. This work will be organized and planned by the Curriculum Teams during their Spring 2013 meetings.
• The Curriculum Development Process includes the following steps:
• Determine instructional implications for teachers and learning implications for students as required by the Common Core by unpacking the standards
• Determine the depth of knowledge required by each standard
• “Crosswalk” the California State Standards and the Common Core Standards
• Revise district units of study to incorporate the shifts in standards and instruction that have been previously determined
• Choose new instructional materials if needed
• Design formative and summative assessments that align to the Smarter
Balanced assessment sample items

Phase 3 – Implementation: Putting
Standards Into Practice (2013-2014)

Phase 3 – Implementation: Putting
Standards Into Practice (2013-2014)
Goal: Roll out learning from Summer Institute to Teachers
• Rollout #1 – Lesson Study
• Common Core Leads from school teams will be trained to facilitate the lesson study process by the District Common Core
Coaches
• The leads and coaches will use the lesson study process at sites during the year to help teachers plan and analyze lessons based on the Common Core Standards using new instructional materials
• The lessons developed during Lesson Study will be centered on the focus areas highlighted during the Summer Institute

Phase 3 – Implementation: Putting
Standards Into Practice (2013-2014)
Goal: Roll out learning from Summer Institute to Teachers
• Rollout #2 – Professional Development Modules
• Common Core School Teams meet monthly and share knowledge with staff members using district developed PD modules
• Teachers put learning from professional development into their instructional practice with support from School Common Core
Leads, District Common Core Coaches, and site administrators
• Teachers plan collaboratively in grade level or content teams using new curriculum documents and instructional materials
• Teachers use district created summative assessments modeled after SBAC items to assess learning and adjust instruction
• Teachers create formative assessments collaboratively using a variety of SBAC item types
• Teachers integrate technology into instructional practice and student learning opportunities

Phase 4 – Transformation (2014-2015)
Goals:
• Common Core School teams will use a needs assessment to determine a site focus for the continued implementation of the Common Core Standards.
• Common Core School Teams will refine processes for collaboration, curriculum and lesson planning, assessment development, and implementing instructional shifts based on staff need
• Staff will prepare for first administration of the Smarter
Balanced Assessments