Transcript Slide 1

Program Improvement
Update
Foundations for writing the LEA
Addendum
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Acronyms Resource List
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API – Academic Performance Index
APS – Academic Program Survey
AYP – Adequate Yearly Progress
CDE – California Department of Education
DSLT – District/School Liaison Team
EPC – Essential Program Components
HQT – Highly Qualified Teacher
LEA – Local Education Agency (district)
PI – Program Improvement
SBE – State Board of Education
SED – Socioeconomically disadvantaged
SES – Supplemental Education Services
SPSA – Single Plan for Student Achievement (School Plan)
SWD – Students with disabilities
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Gathering the data
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Academic Program Survey
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Teams of teachers at the 4 Program Improvement sites
Teams of teachers at 3 non-Program Improvement sites
Site administrators of remaining 5 school sites
District Assistance Survey
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Cabinet
Site administrators
Parents
CTAB representatives
Classified
Management
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Organization of the Nine EPCs on
the Academic Program Survey
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Student Achievement
Descriptors
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Benchmark – students are progressing and being
successful with grade level standards within the core
curriculum
Strategic – students may have occasional difficulties
with the curriculum on a day-to-day basis and may
need additional time and instruction to support their
achievement of grade level skills within the regular
curriculum
Intensive – students that are two or more years
below grade level and need accelerated instruction
to reenter the core curriculum
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The APS Rubric Scale
4 - Fully 100% of the students, 100% of the time
(EXPLICITLY including EL and SpEd
students)
3 - Substantially –At least 75% of the…
2 - Partially – At least 50% of the…
1- Minimally – Less than 50% of the…
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Elements included in the
District Assistance Survey (DAS)
A. Governance and Leadership
B. Alignment of Standards-based Curriculum, Instruction and
Assessment
C. Fiscal Resources
D. Parent and Community Involvement
E. Human Resources
F. Data Systems and Monitoring
G. Professional Development
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District Assistance Survey
Rubric
4-Systemwide Implementation 100%
3-Partial Implementation 75%
2-Initial Planning 50%
1-No (or few) Steps Taken to Implement
25%
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EPC 1: Instructional Program
DAS B: Curriculum, Instruction and
Assessment
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State Board Adopted Core Materials
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We have the materials
Not consistently using them
APS rating of 2
DAS rating of 1
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State Board Adopted ELD Materials
APS rating of 3
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State Board Adopted ELA Intervention
APS rating of 1
DAS rating of 1
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Grades 4-7
State Board Adopted Math Intervention
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Grades 4-7
APS rating of 1
DAS rating of 1
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EPC 2: Instructional Time
DAS B: Curriculum, Instruction and
Assessment
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Recommended time for ELA
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APS rating of 2
Recommendation for grades 1-3 is 2.5 hours
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Recommended time for Math
APS rating of 3
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Support time for strategic students
APS rating of 1
DAS rating of 1
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Common entry and exit criteria
Within the school day
Beyond the core program
EPC 2: Instructional Time
DAS B: Curriculum, Instruction
and Assessment
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Recommended time for ELD - elem APS rating of 3
middle APS rating of 1
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Support time for intensive students APS rating of 1
 Do not have the adopted program DAS rating of 1
 Math support needs to be within
the day
EPC 3: Lesson Pacing Guide
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A district-wide pacing guide that
reflects the full implementation of the
adopted curriculum in ELA and Math
Documents common instruction
and assessments in written form
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APS rating of 1
APS rating of 1
Calendar for common curriculum embedded assessment
Current district benchmarks are paced to essential standards and
follow a common calendar
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EPC 4: School Administrator Instructional Leadership Training
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Professional development for
APS rating of 1
Principal and Vice/Assistant Principal
 Focus on SBE-adopted curriculum
materials
EPC 5: Credentialed Teachers and Professional Development
Opportunity
 All teachers have met the HQT
APS rating of 3
requirements
 Professional development for teachers
APS rating of 1
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Focus on SBE-adopted curriculum
materials
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EPC 6: Ongoing Instructional Assistance and Support For
Teachers
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School and district provide ongoing
teacher support to implement SBD
adopted materials
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APS rating of 1
Training Experts and Coaches
EPC 9: Fiscal Support
APS rating of 2
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Prioritize allocation of resources for full implementation of nine Essential
Program Components (EPCs)
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Resources aligned to the Single Plan for Student
Achievement (SPSA) and the
Local Education Action (LEA) plan
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EPC 7: Student Achievement Monitoring System
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Timely data from common assessments
aligned with the adopted materials
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APS rating of 2
Data types include:
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Entry & Exit levels
Diagnostic
Curriculum embedded
Formative
Summative
EPC 8: Monthly Collaboration for Teachers Facilitated by
Principal
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Opportunities to analyze, discuss and
use results assessments
APS rating of 1
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Human Resources
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Principal/Teacher Assignments
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Highly skilled principals and
teachers are recruited and placed
at underperforming schools
Evaluations of all certificated staff
are linked to curriculum, instruction
and assessment
Administrator and teacher support
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DAS rating 2
DAS rating 2
Ongoing support systems are in place
especially for those new to the profession
and/or placed in underperforming schools.
The LEA provides competitive salaries, wages,
and benefits to classroom personnel
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Parent and Community Involvement
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Communication with parents and community member DAS rating 2
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The LEA has systems in place for timely two-way
communication about student achievement, academic
expectations, accountability requirements, and how parents
can help their student’s academic success
Family/Parent involvement programs
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Parent/family involvement policies and
programs are at all schools
Parents/families participate in instructional
program and budget decisions affecting the
and categorical programs
DAS rating 1
core
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Governance and Leadership
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Vision, mission, values and beliefs
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The vision, policies, and priorities are
focused on the academic achievement of all students
The local governing board sets policies and
aligns the budget to support the implementation
of the LEA Plan
District culture
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DAS rating 2
DAS rating 2
The organizational culture supportes educational
reform based on research-based instructional program.
A culture of shared values and norms are observed at all
levels of leadership
The LEA effectively uses a two-way communication
system providing information to all stakeholders
Governance and Leadership
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Policies supporting EPCs
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LEA has policies to fully implement the
State Board of Education’s approved 9 Essential
Program Components
Data driven decisions
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DAS rating 1
DAS rating 2
All schools have the infrastructure to collect and
interpret student achievement data in order to establish
and communicate priorities and strategies for improved
student achievement
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Strengths based on the
survey results
1. Instructional Program
English language development (ELD)
2. Instructional time
Core math at middle schools
ELD – elementary sites
5. Credentialed teachers
Highly Qualified Teachers
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Areas to consider in the LEA
Addendum for action
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Instructional Program
State Board of Education (SBE) instructional programs
for intensive students in grades 4-7 in Math and ELA
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Instructional time
Math support for intensive and strategic students
ELD minutes at the Middle Schools
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Pacing Guides
Needed for adopted pacing guides aligned to SBE
programs in Math and ELA
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Areas to consider in the LEA
Addendum for action
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Core program professional development for site
administrators
Leadership training on curriculum,
data, community involvement, fiscal
resources
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Core program professional development for teachers
Data Collection
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Common curriculum embedded assessments
Entry and exit criteria for intervention and support programs
Monthly collaboration meetings
Family/Parent involvement programs
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