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Dear Educator,
The central premise of the district reform initiative is that the district is the nexus for educational improvement as it provides the leadership along with the fiscal, human and technical resources to fully implement a solid instructional program for all students. The district's capacities for self-examination and its willingness to implement educational changes to promote the academic achievement of all students are prerequisites to deep and sustainable reform.
The reform process begins with a comprehensive needs assessment and continues with the identification, prioritization, and implementation of actions that have the potential to bring about dramatic improvements in district and school operations. An essential component of the needs assessment is the Academic Program Survey (APS), which includes key stakeholders' responses to targeted items.
You have been identified as a key stakeholder in the district, and are invited to participate in this survey. Your participation is extremely important to the district's efforts to build an educational system that supports student achievement.
If you have any questions regarding this survey, please call:
Leah Barta
Pivot Learning Partners
Wasco Union Elementary School District's CDE-approved DAIT provider
818-715-9865 |
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| What is your Educational Role? |
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Answer the following question by checking the appropriate answer.
I have been employed for ____ with the district. |
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| At what level of the system do you work/participate? |
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1. Instructional Program
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100% |
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1.1 The school/district provides the current* State Board of Education (SBE)-adopted, standards-based basic core instructional programs and materials in reading/language arts (RLA)/English language development (ELD), including ancillary materials for universal access. These programs are implemented as designed and documented to be in daily use in every classroom with materials for every student.
The SBE RLA/ELD 2008 and Mathematics 2007 adoptions and the previous SBE standards-based adoptions will meet the intent of this objective.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all students, including English learners (ELs), students with disabilities (SWDs), students with learning difficulties, and advanced learners in all grade levels, are provided the SBE-adopted basic core instructional program materials in RLA/ELD. These materials are implemented daily as designed to support the needs of all students.
• At all levels, teachers are using the adopted basic core and program ancillary materials designed for universal access/differentiated instruction to meet the needs of students, including strategic learners.
• All SBE-adopted programs have been designed with additional ancillary materials that are to be used with and beyond the basic program that include extra support for struggling readers and ELs. The ancillary materials are used for universal access. Universal access is a term that describes differentiated instruction that meets the needs of all students, including ELs, students with reading difficulties, SWDs, and advanced learners.
• Some SWDs may need special modifications and/or accommodations of curriculum or instruction, as specified in their individualized education program (IEP), to enable them to participate successfully in a basic core classroom.
Please select the most appropriate implementation status rating. |
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1.2 The school/district provides the current* 2008 SBE-adopted, standards-based, basic core instructional programs and materials in ELD or materials from the 2002 SBE standards-based core adoption and/or SBE-approved supplementary lists. These programs are implemented as designed and documented to be in daily use with materials for every identified EL student.
The SBE RLA/ELD 2008 and Mathematics 2007 adoptions and the previous SBE standards-based adoptions will meet the intent of this objective.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that ELs are provided either the 2008 SBE-adopted instructional program materials in ELD (Program 2 or 3 or for Program 1 districts, the locally adopted ELD materials) or for districts not adopting the 2008 SBE-adoption, materials from the previous SBE 2002 adoption and/or SBE-approved English learners’ Supplementary Materials lists. These materials are implemented daily as designed to support the assessed English proficiency needs of students.
• Students are appropriately placed into ELD using California English Language Development Test (CELDT) and all available English proficiency measures.
• Students at CELDT proficiency levels 1-3 need at least a separate ELD course, using ELD materials focused on building English language skills through SBE-adopted materials.
• Students performing at CELDT Levels 4 and 5 (Early Advanced and Advanced) may not need separate ELD courses, but should be in a RLA course that has specifically designated materials and/or strategies, which focus on building English language skills for mastery of content standards.
• For districts using the 2008 SBE-adopted RLA/ELD:
-At all grade levels, teachers use the ELD components of the 2008 SBE-adopted RLA/ELD program (Programs 2 and 3).
-For districts/sites adopting only Program 1, teachers use the ELD materials from the 2002 SBE basic core adoption or from earlier SBE-approved supplemental materials lists (AB 1802 materials, or other adopted supplementary materials).
• For districts using the 2002 SBE-adopted RLA/ELD:
-Teachers use the ELD materials from the 2002 SBE basic core adoption or from earlier SBE-approved supplemental materials lists (AB 1802 materials, or from earlier SBE-approved supplementary materials lists).
Please select the most appropriate implementation status rating. |
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1.3 The school/district provides the current* SBE-adopted RLA intensive intervention programs and materials in grades six through eight. These programs are implemented as designed and documented to be in daily use in every intervention classroom with materials for every identified student.
The SBE RLA/ELD 2008 and Mathematics 2007 adoptions and the previous SBE standards-based adoptions will meet the intent of this objective.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all students identified as needing intensive intervention in grades six through eight, including ELs and SWDs, who are two or more years below grade level in reading are provided the SBE-adopted intensive intervention materials that offer accelerated instruction at the students’ assessed level of need. These materials are implemented daily as designed.
• Intervention programs are multi-period, stand-alone, intensive programs that are designed to accelerate student learning two years for every year of instruction.
• The programs should position students to progress rapidly toward successful reentry into the basic core program at their appropriate grade level. Students who reenter the basic core program may need an additional period of strategic support.
• Districts are using either the SBE-adopted intensive intervention program from the SBE-adopted 2002/2005 lists or Programs 4 or 5 from the 2008 list.
Please select the most appropriate implementation status rating. |
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1.4 The school/district provides the current* SBE-adopted, standards-based, basic core instructional programs and materials in mathematics, including ancillary materials for universal access. These programs are implemented as designed and documented to be in daily use in every classroom with materials for every student.
The SBE RLA/ELD 2008 and Mathematics 2007 adoptions and the previous SBE standards-based adoptions will meet the intent of this objective.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all students, including ELs, SWDs, students with learning difficulties, and advanced learners in all grade levels are provided the SBE-adopted basic core instructional program materials in mathematics. These materials are implemented daily as designed to support the needs of all students.
• At all levels, teachers use the adopted basic core mathematics program and ancillary materials designed for universal access/differentiated instruction to meet the needs of students, including strategic learners.
• All SBE-adopted programs have been designed with additional ancillary materials that are to be used with and beyond the basic program. The ancillary materials are used for universal access. Universal access is a term that describes differentiated instruction that meets the needs of all students, including ELs, students with mathematics difficulties, SWDs, and advanced learners.
• Some SWDs may need special modifications and/or accommodations of curriculum or instruction, as specified in their IEP, to enable them to participate successfully in a basic core classroom.
Please select the most appropriate implementation status rating. |
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1.5 The school/district provides the 2007 SBE-adopted mathematics intervention program and materials in grades six and seven. These programs are implemented as designed and documented to be in use with materials for every identified intensive student.
Districts using the 2001 and 2005 SBE adoptions: Students who have been assessed and identified as needing intensive mathematics intervention should be provided additional time and support using the ancillary materials from the adopted program.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all identified intensive intervention students in grades six and seven, including ELs and SWDs, who are two or more years below grade level in mathematics are provided the SBE-adopted intervention materials at the students’ assessed level of need. These materials are implemented as designed and documented to be in use when additional intervention support is needed.
• For mathematics, grades four through seven, the 2007 SBE-adopted intensive intervention materials are not designed as a curriculum to replace basic core instruction.
• The intensive intervention materials are to be used as an addition to the basic core instructional program so that students learn foundational skills and concepts essential for success in a basic grade-level mathematics program.
Please select the most appropriate implementation status rating. |
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1.6 The school/district provides the 2007 SBE-adopted Algebra Readiness program and materials, including ancillary materials for universal access. This program is implemented as designed and documented to be in daily use for identified intensive intervention students in grade eight needing specialized instruction to acquire the pre-algebraic skills and concepts necessary to succeed in Algebra I.
Districts using the 2001 and 2005 SBE adoptions: Students who have been assessed and identified as needing intensive mathematics intervention should be provided additional time and support using the ancillary materials from the adopted program.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all students in grade eight, including ELs, SWDs, and students with learning difficulties needing specialized instruction to acquire the pre-algebraic skills and concepts necessary to succeed in Algebra I, are appropriately assessed and provided the SBE-adopted instructional program and materials in Algebra Readiness. These materials are provided to all identified students and implemented daily as designed.
• The Algebra Readiness program is a one period, stand-alone, intervention program to prepare students to enter into a grade-level Algebra I core classroom, supported by an additional class of strategic support the following school year.
• Some SWDs placed in an Algebra Readiness course may need special modifications and/or accommodations of curriculum or instruction, as specified in their IEP, to enable them to participate successfully in this classroom.
Please select the most appropriate implementation status rating. |
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2. Instructional Time
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100%
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2.1 Through the school’s master schedule, the school/district complies with and monitors daily implementation of instructional time for the most current SBE-adopted, standards-based, basic core programs for RLA/ELD. This time is given priority and protected from interruptions.
• Grades six through eight: 1.0 and up to 2.0 hours (or up to two periods)
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates for all RLA/ELD classrooms the appropriate daily instructional time in the SBE-adopted RLA/ELD basic core materials**. This provides all students, including ELs, SWDs, students with learning difficulties, and advanced learners sufficient instruction and practice to meet their instructional needs.
• This time is given priority and protected from interruptions.
** Note for the 2008 SBE-adopted RLA/ELD, this means Programs 1, 2 or 3.
Please select the most appropriate implementation status rating. |
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2.2 Through the school’s master schedule, the school/district complies with and monitors daily implementation of additional instructional time within the school day for students identified for strategic support in RLA, using the current SBE-adopted, standards-based, basic core program and ancillary materials. This time is given priority and protected from interruptions.
• Grades six through eight: 30-45 minutes (or up to one period) additional strategic support at each grade level linked to a grade-level core course.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates sufficient additional time and periods to support identified strategic students, including ELs, SWDs, and students with learning difficulties. The district/school uses assessments and placement criteria to determine the instructional needs of strategic students and the intensity of support offered to these students.
• This time is given priority and protected from interruptions.
• Students identified in need of strategic support are defined as students demonstrating proficiency in Reading/English-language arts standards no more than two years below grade level.
• Strategic learners are assessed and require additional instructional time beyond the basic core.
- For high priority strategic students, the support is a period in addition to the basic core program to pre/re-teach concepts and skills taught in the grade level course.
- Some strategic students may have occasional trouble within the day-to-day basic core English-language arts (ELA) instruction. These students may not need additional strategic time beyond the basic core period. In this case, teachers are to provide these students additional targeted differentiated instruction using the basic core ancillary materials to support their achievement of grade-level skills and concepts in their basic core ELA classroom.
• The SBE adopted standards-based basic core materials and the core ancillary materials serve as the predominant instructional program provided to meet the instructional needs of identified strategic students so that they can participate in and progress through daily lessons in the basic core program with their peers.
• This instructional time does not replace the additional 30-60 minutes of ELD to build students’ language proficiency.
Please select the most appropriate implementation status rating. |
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2.3 Through the school’s master schedule, the school/district complies with and monitors the daily implementation of additional instructional time within the school day for ELD instruction for identified ELs, using either the 2008 SBE-adopted, standards-based, basic core instructional programs and materials in ELD or materials from the 2002 SBE standards-based adoption and/or SBE-approved supplementary materials lists. This time is given priority and protected from interruptions.
• Grades six through eight: 30-60 minutes (or up to one period)
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates 30-60 minutes of daily ELD instructional time in either the 2008 SBE-adopted basic core instructional programs and materials in ELD (Programs 2 or 3 or for Program 1 districts, the locally adopted ELD materials) or for districts not adopting from the 2008 SBE list, materials from the previous SBE 2002 adoption and/or SBE-approved English learners’ Supplementary Materials lists. These ELD instructional minutes are in addition to instructional time in the basic core program, are given priority, and protected from interruptions.
• ELs are appropriately placed into ELD using CELDT and all available English proficiency measures.
• Students at CELDT proficiency levels 1-3 need at least a separate ELD course focused on building English language skills.
• Students at CELDT proficiency levels 4 and 5 (Early Advanced and Advanced levels) may not need separate ELD courses, but should be in a Reading/Language Arts course that has specifically designated materials and/or strategies, that focus on building English language skills for mastery of content standards. Examples of designated ELD master schedule offerings include:
- A separate period of ELD.
- ELD during SBE-adopted intensive intervention Program 5.
- An ELD strategic support class.
- A grade-level English class with in-class ELD support.
• Districts that have adopted from the 2008 SBE-adopted materials list should be using the ELD materials in Programs 2 or 3; or if using Program 1, ELs should be provided daily ELD instruction at the appropriate language proficiency levels from the previous SBE 2002 adoption and/or SBE-approved supplementary materials lists.
• Districts not adopting from the 2008 list should provide daily ELD instruction at the appropriate language proficiency levels using materials from the previous SBE 2002 adoption and/or SBE-approved supplementary materials lists.
• ELs who are also identified as SWDs must receive 30-60 minutes of daily ELD instruction.
Please select the most appropriate implementation status rating. |
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2.4 Through the school’s master schedule, the school/district complies with and monitors the daily implementation of instructional time for the current SBE-adopted intensive intervention programs in RLA. This time is given priority and protected from interruptions.
• Grades six through eight: 2.5 to 3.0 hours (or up to 3 periods)
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates the appropriate instructional time in uninterrupted blocked classes for all identified intensive intervention students, including ELs and SWDs. The SBE-adopted RLA/ELD intensive intervention reading programs materials are utilized on a daily basis to support the needs of all intensive intervention students.
• This time is given priority and protected from interruptions.
• Students in need of intensive intervention are defined as students demonstrating proficiency in reading/language arts two or more years below grade level.
• The master schedule allocates appropriate instructional time for implementation of the intensive intervention programs (2008 SBE-adopted Programs 4 and 5 or 2002/2005 SBE-adopted intensive intervention programs) as stated in the framework and designed by publishers (two to three periods within the master schedule).
• The master schedule reflects that ELs assessed and identified for intensive intervention receive the appropriate recommended minutes of instruction daily in the intervention program (2008 SBE-adopted Program 5 or materials from the previous 2002/2005 SBE-adopted materials lists).
• English Learners in intensive reading intervention programs designated for English Learners will also receive embedded ELD instruction as per program design. Program 5 (Intensive Reading Intervention for ELs) or the intensive reading intervention materials designated for English Learners from the previous 2002/2005 SBE-adopted materials lists meet the recommended 30-60 minutes of ELD daily instruction.
Please select the most appropriate implementation status rating. |
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2.5 Through the school’s master schedule, the school/district complies with and monitors daily implementation of instructional time for the current SBE-adopted, standards-based programs for mathematics. This time is given priority and protected from interruptions.
• Grades six through eight: 50-60 minutes (or one period)
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates for all mathematics classrooms the appropriate daily instructional time in the SBE-adopted mathematics basic core materials. This schedule provides all students, including ELs, SWDs, students with learning difficulties, and advanced learners, sufficient instruction and practice to meet their instructional needs.
• This time is given priority and protected from interruptions.
Please select the most appropriate implementation status rating. |
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2.6 Through the school’s master schedule, the school/district complies with and monitors daily implementation of additional instructional time within the school day for students identified for strategic intervention in mathematics, using the current SBE-adopted, standards-based, basic core and ancillary program materials.
• Grades six and seven: 30-60 minutes (or up to one period) additional strategic support at each grade level linked to a grade-level basic core course.
• Grade eight: 30-60 minutes (or up to one period) additional strategic support linked to a grade-level Algebra I course.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates sufficient additional time and periods to support identified strategic students, including ELs, SWDs, and students with learning difficulties. The district/school uses assessments and placement criteria to determine the instructional needs of strategic students and the intensity of support offered to these students.
• For grades six and seven, strategic students are defined as demonstrating proficiency of mathematics standards within two grade levels and are unable to master grade-level standards.
• For grades six and seven, strategic students are assessed and need additional instructional time beyond the basic core.
- For high-priority strategic students, support is an additional period to pre/re-teach concepts and skills taught in the grade-level course.
- Some grade six and seven students may have occasional trouble within day-to-day grade-level standards instruction. These students may not need additional strategic time beyond the basic core period. In this case, teachers are to provide these students additional targeted differentiated instruction using the basic core ancillary materials to support their achievement of grade- level skills and concepts in their basic core mathematics classroom.
• For grade eight, strategic students are defined as demonstrating proficiency at or above the grade seven mathematics standards but are unable to master Algebra I standards.
• For grade eight, strategic students are assessed and need additional instructional time beyond the basic core.
- For high-priority strategic students, support is an additional period to pre/re-teach concepts and skills taught in the grade-level Algebra I course.
- Some grade eight strategic students may have occasional trouble within day-to-day grade-level standards instruction. These students may not need additional strategic time beyond the basic core period. In this case, teachers are to provide these students additional targeted differentiated instruction using the basic core ancillary materials to support their achievement of grade-level skills and concepts in their basic core mathematics classroom.
• For grades six through eight, the basic core adopted materials and the basic core ancillary materials serve as the predominant instructional program provided to meet the instructional needs of identified strategic students so that they can participate in and progress through daily lessons in the basic core program with their peers.
Please select the most appropriate implementation status rating. |
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2.7 Through the school’s master schedule, the school/district complies with and monitors implementation of instructional time for the current SBE-adopted mathematics intervention materials or program for identified intensive intervention students needing specialized instruction to acquire the mathematics skills and concepts necessary to meet grade-level mathematics standards.
• Grades six through eight: 30-60 minutes (or up to one period) additional intensive support at each grade-level basic core course when additional intervention support is needed.
• Grade eight: one period of Algebra Readiness daily for identified intervention students.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school’s master schedule allocates sufficient instructional time or periods for identified intervention students needing specialized instruction to acquire the grade-level or pre-algebraic skills and concepts necessary to succeed in Algebra I. The district/ school uses assessments and placement criteria to determine the instructional needs of intervention students.
• For grades six and seven, students needing intensive intervention are defined as demonstrating proficiency of mathematics standards below two grade levels and are unable to master grade-level standards.
• For grade eight, mathematics intensive intervention students are defined as those students who are achieving below seventh grade mathematics standards.
For districts using the 2007 SBE adoptions:
• For grade four through seven intensive intervention materials are not designed as a curriculum to replace basic core mathematics instruction. The intensive intervention materials are to be used when additional intervention support is needed.
• For grade eight, the Algebra Readiness program is a one-period, stand-alone, intensive program to prepare students to enter into the grade-level Algebra I core classroom supported by an additional class of strategic support the following school year.
For districts using the 2001 and 2005 SBE adoptions:
• Students who have been assessed and identified as needing intensive mathematics intervention should be provided additional instructional time and support using the ancillary materials from the adopted program.
Please select the most appropriate implementation status rating. |
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3. Lesson Pacing Guide
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100%
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3.1 The school/district prepares, distributes, and monitors the use of an annual district instructional/assessment pacing guide for each grade level (six through eight) for the SBE-adopted RLA/ELD and intensive intervention programs in order for all teachers to follow a common sequence of instruction and assessment.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the annual district instructional/assessment pacing guides are in daily use in all reading, language arts, and ELD classrooms to fully implement the SBE-adopted RLA/ELD and intensive intervention programs by grade level and/or program level (and by tracks if a year-round school).
• Use of the pacing guide ensures that all students receive a common sequence of grade-level instruction and common assessments. Data analysis of common assessments in teacher collaboration informs instructional planning and decision-making.
• The basic core course-pacing guide is the foundational pacing guide for the strategic support class. The strategic support teacher uses the basic core course pacing guide and intensifies the focus on key standards ensuring: 1) an alignment to the grade-level RLA/ELD course being taught; 2) the use of the adopted basic core program ancillary materials; 3) time for pre/re-teaching; and 4) time to address specific skill needs of students.
Please select the most appropriate implementation status rating. |
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3.2 The school/district prepares, distributes, and monitors the use of an annual district instructional/assessment pacing guide for the SBE-adopted mathematics programs (grades six through eight) in order for all mathematics teachers to follow a common sequence of instruction and assessment.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the annual district instructional/assessment pacing guides are in daily use in all mathematics classrooms to fully implement the SBE-adopted mathematics programs by grade level (and by tracks if a year-round school schedule).
• Use of the pacing guide ensures all students receive a common sequence of grade-level instruction and common assessments. Data analysis of common assessments in teacher collaboration informs instructional planning and decision-making.
• The basic core course-pacing guide is the foundational pacing guide for the strategic support class. The strategic support teacher uses the basic core course pacing guide and intensifies the focus on key standards ensuring: 1) an alignment to the grade-level Reading/Language Arts/ELD course being taught; 2) the use of the adopted basic basic core program ancillary materials; 3) time for pre/re teaching; and 4) time to address specific skill needs of students.
Please select the most appropriate implementation status rating. |
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4. School Administrator Instructional Leadership Training
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100%
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4.1 The district provides the principal and vice-principal(s) with professional development focused on leadership, support and monitoring needed for the full implementation of the SBE-adopted RLA/ELD basic core and intervention program materials and SBE-adopted mathematics programs in use at the school through a knowledgeable, experienced provider.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means the district validates that the principal and vice-principal(s) are engaged in professional development focused on the SBE-adopted RLA/ELD basic core or intervention program materials and SBE-adopted mathematics program materials. The professional development provided by a knowledgeable, experienced provider will focus on the following:
• The ancillary materials available to differentiate instruction for ELs and SWDs, advanced/benchmark and struggling strategic learners;
• Curriculum Framework language and the academic content standards addressed in the materials;
• The use of the instructional/assessment pacing guide;
• Leadership strategies to support and monitor the use of a variety of formative and summative assessments including state, placement and common standards-based curriculum embedded and benchmark assessments, to determine student placement/exit, ongoing progress monitoring and program effectiveness;
• Structured teacher collaboration time to analyze and use assessment data to inform classroom and school-wide practices; and
• A professional development system to advance teachers to a level of fully and skillfully implementing all components of the adopted program; and the understanding and use of research-based practices to plan and deliver instruction to meet varying student needs.
Please select the most appropriate implementation status rating. |
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4.2 The district provides and monitors on-going targeted professional development and support beyond the administrator training practicum to increase the principal’s and vice-principal’s instructional leadership skills to monitor and support the full implementation of the EPCs.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the district provides on-going targeted professional development to increase the instructional leadership skills of the principal and vice-principal(s) to support and monitor the full implementation of the EPCs.
Targeted professional development and support may include:
• Development, use, and monitoring of classroom observation protocols to include:
-Full and skillful implementation of instructional materials including use of ancillaries as per the district pacing guide.
-The effective implementation of targeted research-based instructional strategies to meet the needs of all students including ELs and SWDs.
• Data team protocol training to lead subject area/course level teachers in the analysis and use of data including formative, curriculum embedded ongoing assessments, district benchmarks, state summative data to inform classroom and school-wide practices.
• Training on facilitating meetings, having difficult conversations and on providing teachers with constructive instructional feedback.
• Participation in English language learner professional development to highlight instructional practices to support ELs in learning academic content standards.
• Training on Response to Instruction and Intervention (RtI2) including support on providing tiered intervention.
• Implementation and monitoring of standards-based IEP.
• Training in effective communication with teachers, parent, and community stakeholders about implementation of instructional materials.
• Supporting and training general, special education, and intervention teachers to use common, ongoing, standards-aligned, formative assessments to collaborate about the progress of common students and adapt and adjust instruction to support struggling learners.
• Coaching for the principal and vice-principal(s) to fully implement the various EPC objectives.
Please select the most appropriate implementation status rating. |
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5. Credentialed Teachers and Professional Development Opportunity
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100%
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5.1 The school/district staffs all classrooms with fully credentialed, highly-qualified teachers, per the requirements of the Elementary and Secondary Education Act (ESEA).
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all classrooms have fully credentialed, highly-qualified teachers appropriately credentialed for their assignment.
Please select the most appropriate implementation status rating. |
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5.2 The school/district provides teachers of RLA/ELD (in all grade levels and programs, including special education and ELD) with instructional materials-based professional development focused on SBE-adopted RLA/ELD and/or SBE-adopted intensive intervention instructional program in use at the school.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all teachers of RLA/ELD and intensive intervention are engaged in instructional materials-based professional development focused on the SBE-adopted RLA/ELD program and/or intensive intervention program in use at the school.
The professional development focuses on the content, structure, lesson planning, pacing, and instructional delivery of the SBE-adopted materials, including the ancillary materials available to differentiate instruction for ELs and SWDs, advanced/benchmark and struggling strategic learners; curriculum Framework language and the Academic Content standards addressed in the materials; the use of variety of assessments including placement and common standards-based curriculum embedded/formative assessments for student placement/exit and progress monitoring; protocols for collaborative data conversations; and the need for ongoing professional development at the school site to skillfully implement all components of the adopted program and understand and use research-based practices to plan and deliver instruction to meet varying student needs. Some activities might include:
• Data team protocol training to analyze and use data to inform classroom and school-wide practices.
• Participation in subject area/course level team meetings: weekly/monthly collaborative time to discuss and use student achievement results to determine student progress, the degree to which the adopted curriculum is being implemented, the effective use of research-based practices, and to plan, deliver and adjust instruction.
• Coaching Participation: Classroom coaching tied directly to the skillful implementation of all components of the adopted program, which may include content support as well as research-based strategies for effective delivery of instruction.
• Participation in English language learner professional development to highlight instructional practices to support ELs in learning academic content standards.
• Teacher-led Demonstration Lessons: Reflection and summary sheets from an exemplary classroom lesson of the adopted curriculum provided by a coach or mentor.
• Curriculum-Embedded Technology Support: Use of technology tools provided with the adopted curriculum to enhance curriculum knowledge and implementation.
• Training on RtI2 including support on providing tiered intervention.
• Implementation and monitoring of standards-based IEP.
• Training for general, special education and intervention teachers to use common, ongoing, standards-aligned, formative assessments to collaborate about the progress of common students and adapt and adjust instruction to support struggling learners.
Please select the most appropriate implementation status rating. |
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5.3 The school/district provides teachers of mathematics (in all grade levels and programs, including special education) with instructional materials-based professional development focused on the SBE-adopted mathematics program and/or intensive intervention program in use at the school.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that all teachers of mathematics, Algebra I, and Algebra Readiness are engaged in instructional materials-based professional development focused on the SBE-adopted mathematics program and/or intensive intervention program in use at the school.
The professional development focuses on the content, structure, lesson planning, pacing, and instructional delivery of the SBE-adopted materials, including the ancillary materials available to differentiate instruction for ELs and SWDs, advanced/benchmark and struggling strategic learners; Curriculum Framework language and the academic content standards addressed in the materials; the use of variety of assessments including placement and common standards-based curriculum embedded/formative assessments for student placement/exit and progress monitoring; protocols for collaborative data conversations; and the need for ongoing professional development at the school site to skillfully implement all components of the adopted program and understand and use research-based practices to plan and deliver instruction to meet varying student needs. Some activities might include:
• Use of the SBE adopted grade four through seven intensive intervention instructional materials along with the basic core program.
• Data team protocol training to analyze and use data to inform classroom and school-wide practices.
• Participation in subject area/course level team meetings: Weekly/monthly collaborative time to discuss and use student achievement results to determine student progress, the degree to which the adopted curriculum is being implemented, the effective use of research-based practices, and to plan, deliver, and adjust instruction.
• Coaching Participation: Classroom coaching tied directly to the skillful implementation of all components of the adopted program, which may include content support as well as research-based strategies for effective delivery of instruction.
• Participation in English language learner professional development institute to highlight instructional practices to support ELs in learning academic content standards.
• Teacher-led Demonstration Lessons: Reflection and summary sheets from an exemplary classroom lesson of the adopted curriculum provided by a coach or mentor.
• Curriculum-Embedded Technology Support: Use of technology tools provided with the adopted curriculum to enhance curriculum knowledge and implementation.
• Training on RtI2 including support on providing tiered intervention.
• Implementation and monitoring of standards-based IEP.
• Training for general, special education, and intervention teachers to use common, ongoing, standards-aligned, formative assessments to collaborate about the progress of common students and adapt and adjust instruction to support struggling learners.
Please select the most appropriate implementation status rating. |
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6. Ongoing Instructional Assistance and Support for Teachers
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100%
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6.1 The school/district provides instructional assistance and ongoing support to all teachers of RLA/ELD, including strategic and intensive intervention. Some possible options include trained coaches, content experts, and specialists who are knowledgeable about the adopted program, and work inside the classrooms to support the teachers and deepen their knowledge about the content and the delivery of instruction.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school/district provides RLA/ELD and intervention teachers ongoing, targeted support through trained and experienced coaches, content experts, specialists, or other teacher support personnel with subject-matter expertise. The coaches/content experts who work primarily within the classroom assist with the full and skillful implementation of the district’s adopted RLA/ELD and intensive intervention instructional programs to improve student achievement.
• The ongoing instructional assistance includes ensuring all teachers are trained to an advanced level on research-based practices and instructional delivery through onsite professional development and demonstration lessons, including observation and feedback for next steps.
• Support includes assisting teachers with planning and preparation, teacher collaboration, student goal setting, progress monitoring, data analysis, intervention placement and monitoring, and strategies for instructing intervention students, ELs, SWDs, benchmark and advanced learners.
• The coaches/content experts are trained in and knowledgeable about the current adopted program and are provided with ongoing professional development and support to assist them in strengthening the instructional practices of teachers.
• The principal structures and monitors the use and impact of coaching services on students’ achievement.
Please select the most appropriate implementation status rating. |
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6.2 The school/district provides instructional assistance and ongoing support to all teachers of mathematics, including strategic and intensive intervention. Some possible options include trained coaches, content experts and specialists who are knowledgeable about the adopted program and work inside the classrooms to support the teachers and deepen their knowledge about the content and the delivery of instruction.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school/district provides mathematics and intervention teachers ongoing, targeted support through trained and experienced content experts, coaches, specialists, or other teacher support personnel with subject matter. The coaches, content experts, and specialists who work primarily in the classroom assist with the full and skillful implementation of the district’s current adopted mathematics instructional programs to improve student achievement.
• The ongoing instructional assistance includes ensuring all teachers are trained to an advanced level on research-based practices and instructional delivery through onsite professional development and demonstration lessons, including observation and feedback for next steps.
• Support includes assisting teachers with planning and preparation, teacher collaboration, student goal setting, progress monitoring, data analysis, intervention placement and monitoring, and strategies for instructing students who need intervention, ELs, SWDs, benchmark and advanced learners.
• The coaches/content experts are trained in and knowledgeable about the current adopted program and are provided with ongoing professional development and support to assist them in strengthening the instructional practices of teachers.
• The principal structures and monitors the use and impact of coaching services on students’ achievement.
Please select the most appropriate implementation status rating. |
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7. Student Achievement Monitoring System
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100% |
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7.1 The school/district uses an ongoing assessment and monitoring system that provides timely data from common assessments based on the SBE-adopted RLA/ELD and intensive intervention programs. Student achievement results from assessments (i.e., entry-level placement and/or diagnostic; progress monitoring, including frequent formative and curriculum-embedded; and summative assessments) are used to inform teachers and principals on student placement, diagnoses, progress, and effectiveness of instruction.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the district provides and supports an easily accessible electronic data management system, and the school is uniformly administering, scoring, analyzing, and using student achievement data from entry-level and/or diagnostic assessments, progress monitoring assessments (including frequent formative and curriculum-embedded assessments), and summative assessments, on a timely basis.
• The data from these assessments are disaggregated and used to determine student placement and/or diagnosis of readiness for grade-level standards-based instruction, monitor ongoing student progress, identify individual student needs, inform decisions regarding classroom and school-wide instructional practice, and determine the effectiveness of instructional practices and implementation of the adopted programs.
• For the ongoing monitoring system, data is collected and used and teachers are trained to disaggregate and analyze student data to assist with identifying patterns of performance and modifying instruction to meet the needs of all students, including ELs and SWDs.
• Common formative assessments are given at least every six to eight weeks to monitor student progress. More frequent formative assessments will assist teachers in collaborating and to identify the most immediate student needs.
Please select the most appropriate implementation status rating. |
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7.2 The school/district uses an ongoing assessment and monitoring system that provides timely data from common assessments based on the SBE-adopted basic core mathematics and intensive intervention programs. Student achievement results from assessments (i.e., entry-level placement and/or diagnostic; progress monitoring, including frequent formative and curriculum, embedded; and summative assessments) are used to inform teachers and principals on student placement/diagnoses, progress, and effectiveness of instruction.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the district provides and supports an easily accessible electronic data management system, and the school is uniformly administering, scoring, analyzing, and using entry-level and/or diagnostic assessments, progress monitoring assessments (including frequent formative and curriculum-embedded assessments), and summative assessments on a timely basis.
• The data from these assessments are disaggregated and used to determine student placement and/or diagnosis of readiness for grade-level, standards-based instruction, monitor ongoing student progress, identify individual student needs, inform decisions regarding classroom and school-wide instructional practice, and determine effectiveness of instructional practices and implementation of the adopted programs.
• In mathematics, the use of frequent and timely assessment data is critical to determine when students need the additional differentiated instructional time utilizing the SBE-adopted intervention materials.
• For the ongoing monitoring system, data collection (including electronic) is used and teachers are trained to disaggregate and analyze student data to assist with identifying patterns of performance and modifying instruction to meet the needs of all students, including ELs and SWDs.
• Common formative assessments are given at least every six to eight weeks to monitor student progress. More frequent formative assessments will assist teachers in collaborating and to identify the most immediate student needs.
Please select the most appropriate implementation status rating. |
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8. Monthly Collaboration by Grade Level or Program for Teachers Facilitated by the Principal
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100%
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8.1 The school/district facilitates and supports a one-hour structured collaboration meeting (preferably two) per month in order for subject-matter/course-level teachers to analyze, discuss, and utilize the results of the school/district assessment system to guide student placement, instructional planning and delivery, and progress monitoring within the adopted RLA/ELD programs.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school/district, through the principal or designee, uniformly provides and supports structured opportunities to collaborate monthly on a continuous and frequent basis (preferably at least twice monthly) for all teachers of reading and language arts, including strategic and intensive intervention, special education, and ELD teachers.
• Teachers are trained in collaboration meeting protocols.
• Collaboration meetings frequently include using and analyzing timely results from the common school/district assessments:
- Entry-level placement and/or diagnostic;
- Progress monitoring, including frequent formative and curriculum-embedded assessments; and
- Summative benchmark assessments.
• Collaborative discussions are centered on strengthening the implementation of the adopted instructional programs, lesson design, and delivery, including the use of research-based strategies, to support the mastery of content standards for all students, including ELs and SWDs.
Please select the most appropriate implementation status rating. |
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8.2 The school/district facilitates and supports one-hour structured collaboration meeting (preferably two) per month in order for subject matter/course-level teachers to analyze, discuss, and utilize the results of the school/district assessment system to guide student placement, instructional planning and delivery, and progress monitoring within the adopted mathematics programs, including Algebra I and Algebra Readiness.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the school/district, through the principal or designee, uniformly provides and supports structured opportunities to collaborate monthly on a continuous and frequent basis (preferably at least twice monthly) for all teachers of mathematics, including strategic and intensive intervention, special education, and ELD teachers.
• Teachers are trained in collaboration meeting protocols.
• Collaboration meetings frequently include using and analyzing timely results from the common school/district assessments:
- Entry-level placement and/or diagnostic;
- Progress monitoring, including frequent formative and curriculum-embedded assessments; and
- Summative benchmark assessments.
• Collaborative discussions are centered on strengthening the implementation of the adopted instructional programs, lesson design, and delivery, including the use of research-based strategies, to support the mastery of content standards for all students, including ELs and SWDs.
Please select the most appropriate implementation status rating. |
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9. Fiscal Support
Please rate the implementation status of each Essential Program Component (EPC) item according to the following scale:
Minimally - Less than 50%
Partially - At least 50%
Substiantially - At least 75%
Fully - 100% |
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9.1 The school/district general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in RLA/ELD and the Single Plan for Student Achievement (SPSA).
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the allocation and coordination of district and school site general and categorical funds to support implementation of the EPCs in RLA/ELD are aligned and prioritized in the SPSA.
• The SPSA is aligned with the goals and activities in the LEA Plan.
• The district, working in conjunction with the school, provides ongoing support, fiscal and in-kind resources to implement fully and sustain the strategic priorities identified by the school/district in the APS, and applied in the SPSA.
• The district requires that SPSA expenditures detail EPC alignment.
• District general and categorical budgets and LEA Plan demonstrate on-going commitment to continue support for EPC-related school reform.
Please select the most appropriate implementation status rating. |
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9.2 The school/district general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in mathematics and the SPSA.
Use the following criteria and clarifications to make your decision about how to rate the current site level implementation status.
Full implementation means that the allocation and coordination of district and school site general and categorical funds to support implementation of the EPCs in mathematics are aligned and prioritized in the SPSA.
• The SPSA is aligned with the goals and activities in the LEA Plan.
• The district, working in conjunction with the school, provides ongoing support, fiscal and in-kind resources to implement fully and sustain the strategic priorities identified by the school/district in the APS, and applied in the SPSA.
• The district requires that SPSA expenditures detail EPC alignment.
• District general and categorical budgets and LEA Plan demonstrate on-going commitment to continue support for EPC-related school reform.
Please select the most appropriate implementation status rating. |
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