Program Improvement Update

1 Program Improvement Update Foundations for writing the LEA Addendum


Program Improvement Update. Foundations for writing the LEA Addendum. Acronyms Resource List. API – Academic Performance Index APS – Academic Program Survey AYP – Adequate Yearly Progress CDE – California Department of Education DSLT – District/School Liaison Team - PowerPoint PPT Presentation

Transcript of Program Improvement Update

Page 1: Program Improvement Update


Program Improvement Update

Foundations for writing the LEA Addendum

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Acronyms Resource List 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 Academic Program Survey

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 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

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

State Board Adopted Core Materials APS rating of 2 We have the materials DAS rating of 1 Not consistently using them

State Board Adopted ELD Materials APS rating of 3

State Board Adopted ELA Intervention APS rating of 1 Grades 4-7 DAS rating of


State Board Adopted Math Intervention APS rating of 1 Grades 4-7 DAS rating of


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EPC 2: Instructional TimeDAS B: Curriculum, Instruction and Assessment

Recommended time for ELA APS rating of 2 Recommendation for grades 1-3 is 2.5 hours

Recommended time for Math APS rating of 3

Support time for strategic students APS rating of 1 Common entry and exit criteria DAS rating of 1 Within the school day Beyond the core program

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EPC 2: Instructional TimeDAS B: Curriculum, Instruction and Assessment

Recommended time for ELD - elem APS rating of 3

middle APS rating of 1

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

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EPC 3: Lesson Pacing Guide

A district-wide pacing guide that APS rating of 1

reflects the full implementation of the

adopted curriculum in ELA and Math Documents common instruction APS rating of 1

and assessments in written form 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

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

Focus on SBE-adopted curriculum materials

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EPC 6: Ongoing Instructional Assistance and Support For Teachers

School and district provide ongoing APS rating of 1

teacher support to implement SBD

adopted materials Training Experts and Coaches

EPC 9: Fiscal Support APS rating of 2 Prioritize allocation of resources for full implementation of nine Essential

Program Components (EPCs)

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 Timely data from common assessments APS rating of 2 aligned with the adopted materials

Data types include: Entry & Exit levels Diagnostic Curriculum embedded Formative Summative

EPC 8: Monthly Collaboration for Teachers Facilitated by Principal Opportunities to analyze, discuss and APS rating of 1 use results assessments


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Human Resources Principal/Teacher Assignments DAS rating 2

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 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

Communication with parents and community member DAS rating 2 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 DAS rating 1 Parent/family involvement policies and programs

are at all schools Parents/families participate in instructional

program and budget decisions affecting the core and categorical programs

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Governance and Leadership Vision, mission, values and beliefs DAS rating 2

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 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

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Governance and Leadership

Policies supporting EPCs DAS rating 1 LEA has policies to fully implement the

State Board of Education’s approved 9 Essential Program Components

Data driven decisions 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

Instructional Program

State Board of Education (SBE) instructional programs for intensive students in grades 4-7 in Math and ELA

Instructional time

Math support for intensive and strategic students

ELD minutes at the Middle Schools

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

Core program professional development for site administrators Leadership training on curriculum,

data, community involvement, fiscal

resources Core program professional development for teachers Data Collection

Common curriculum embedded assessments Entry and exit criteria for intervention and support programs

Monthly collaboration meetings Family/Parent involvement programs