academic program survey

Academic Program Survey

Kern County Superintendent of Schools Office

RSDSS Region 8


Academic Program Survey 2009

Revised significantlyDesigned to generate conversations and

thinking to assess current instructional program

Should be completed collaboratively—grade level/department teams or other small group formats


Academic Program Survey 2009

Sharper focus on addressing the needs of EL, SWD and other high priority students

Includes the most recent SBE-adopted instructional materials

Acknowledges the flexibilities provided in the 2009 CA budget (ABX4 2)


Essential Program Components

The APS addresses the nine Essential Components (EPCs) found to be implemented in schools with coherent instructional programs

There are separate documents for three grade spans: K-8 6-8 9-12 (focus on 9-10)


Essential Program Components

EPCs identified through the process of completing the APS as not at the full implementation level should lead to targeted action steps in SPSAs.

Although presented separately, the nine EPCs need to be developed and implemented as a system.


EPC #1: Instructional Program Materials

1.1 The school/district provides the current SBE-adopted basic core instructional programs and materials in RLA/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.


EPC 1.1 Focus Questions

What evidence do you have that all students at your school, including ELs and SWDs, are using SBE-adopted RLA materials daily?

What ancillary materials do teachers have to use with strategic and advanced learners?


EPC 1.1, continued

What evidence exists documenting that SWDs who need special modifications or accommodations are provided appropriate instructional materials to meet the needs specified in their IEP?

What procedures are being used to assess and place students in RLA programs, including strategic and intensive interventions?


EPC 1.1, continued

What specific assessments are being used to make decisions on student placement in RLA programs?


EPC 1.2

The school/district provides either the 2008 SBE-adopted basic core instructional programs and materials in ELD or materials from the previous SBE-approved lists. These programs are implemented as designed and documented to be in daily use with materials for every identified EL student.


EPC 1.2 Focus Questions:

What evidence do you have that SBE-adopted basic core instructional programs and materials for ELD are in daily use in all of your classrooms?

What evidence exists that SWDs who need special modifications or accommodations are provided appropriate ELD instructional materials to meet the needs specified in their IEP?

What assessments are being used to make decisions on student placement in RLA programs?


EPC 1.3

The school/district provides the current SBE-adopted RLA/ELD intensive intervention programs and materials in grades four 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.



What evidence do you have that SBE-adopted RLA/ELD intensive intervention programs are in daily use in all of your classrooms?

What evidence do you have that all students are assessed, placed and provided appropriate SBE-adopted instructional program materials?

What conclusions can be reached from the data listed in the Implementation column of APS 1.3 regarding the number of intensive students by grade levels?


EPC 1.3 Focus Questions, continued

What procedures are being used to assess and place students in RLA programs, including strategic and intensive interventions?

What assessments are being used to make decisions on student placement in RLA intensive intervention programs, including ELs and SWDs?


EPC 1.4

The school/district provides the current SBE-adopted 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.



What evidence do you have that all students at your school, including ELs and SWDs are using SBE-adopted mathematics materials daily?

What evidence do you have that SBE-adopted mathematics materials are in daily use in all of your classrooms?

What ancillary materials do teachers have to use with strategic and advanced learners?



What evidence exists documenting that SWDs who need special modifications are provided appropriate instruction materials to meet the needs specified in their IEP?

What procedures are being used to assess and place students in mathematics programs, including strategic and intensive interventions?

What assessments are being used to make decisions on student placement in mathematics programs, including strategic and intensive intervention?


EPC 1.5

The school/district provides the 2007 SBE-adopted mathematics intervention program and materials in grades four through seven. These programs are implemented as designed and documented to be in use with materials for every identified intensive student.

Districts using the 2001 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.



What evidence do you have to document that SBE-adopted mathematics intensive intervention programs and materials are in daily use in all of your classrooms?

What evidence is there that, for grades 4-7, the 2008 SBE-adopted mathematics intervention materials are being used in addition to and are not replacing core instruction?

What evidence do you have that all students at your school, including ELs and SWDs, are assessed and appropriately placed in mathematics programs?

If using the 2001 SBE adoptions, what evidence do you have that core



ancillary materials are being used daily to provide intensive mathematics intervention?

What specific materials are being used for intensive mathematics intervention?

What conclusions can be reached from the data listed in the Implementation column of APS 1.5 regarding the number of intensive students by grade levels?


EPC 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 grade eight intensive intervention students needing specialized instruction to acquire the pre-algebraic skills and concepts necessary to succeed in Algebra I.

Districts using the 2001 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.



What evidence do you have that all students at your school, including ELs and SWDs, are assessed and appropriately placed in mathematics programs?

What evidence do you have that SWDs who need special modifications or accommodations are provided appropriate instructional materials to meet the needs specified in their IEP?

What procedures are being used to assess and place students in mathematics programs, including Algebra Readiness?

What conclusions can be reached from the data listed in the Implementation column of APS 1.6 regarding the number of intensive students in grade 8?


EPC #2: Instructional Time

2.1 The school/district complies with and monitors implementation of instructional time for the current SBE-adopted basic core programs for RLA/ELD. This time is given priority and protected from interruptions.



What evidence do you have that all teachers are complying with recommended instructional time for the SBE-adopted RLA program?

How is the allocation of instructional time monitored at your school?

How is instructional time protected from interruption at your school?


EPC 2.2

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 basic core program ancillary materials.



Does the school’s schedule allocate additional instructional time beyond the basic core program to support strategic intervention?

What evidence do you have that all teachers are complying with recommended instructional time for RLA strategic support?

How is the allocation of instructional time for RLA strategic support monitored at your school?




What evidence exists to document that all high priority students in all grades have been identified and are receiving daily instruction for the recommended amount of time?

What evidence exists to document that the core adopted and ancillary materials serve as the predominant instructional program for strategic students?


EPC 2.3

The school/district complies with and monitors the daily implementation of additional instructional time within the school day for English Language Development (ELD) instruction for identified ELs using the either the 2008 SBE-adopted basic core materials instructional program and materials in ELD or materials from the previous SBE-approved lists. This time is given priority and protected from interruptions.



What evidence do you have that all teachers are complying with recommended instructional time for daily ELD?

How is instructional time for ELD monitored?

What evidence do you have that ELs who are also identified as SWDs receive 30-60 minutes of daily ELD instruction?


EPC 2.4

The school/district complies with and monitors daily implementation of instructional time for the current SBE-adopted intensive intervention programs in RLA. This time is given priority and protected from interruptions.



What evidence do you have that all teachers are complying with recommended instructional time for RLA intensive intervention? How is that monitored?

If using the 2008 RLA adoption, what evidence do you have that EL students who have been identified for intensive intervention receive embedded ELD instruction for 30-60 minutes daily?


EPC 2.5

The school/district complies with and monitors daily implementation of instructional time for the current SBE-adopted basic core programs for mathematics. This time is given priority and is protected from interruptions.



What evidence do you have that all teachers are complying with recommended instructional time for the SBE-adopted mathematics program?

How is the allocation of instructional time for mathematics monitored at your school?

How is instructional time for mathematics protected from interruption at your school?


EPC 2.6

The school/district complies with and monitors daily implementation of additional instructional time within the school day for kindergarten through grade eight students identified for strategic intervention support in mathematics, using the current SBE-adopted basic core ancillary program mathematics materials.



Does the school’s schedule allocate additional instructional time beyond the basic core program to support strategic intervention for mathematics?

What evidence do you have to document that all teachers are complying with the recommended instructional time for strategic mathematics intervention?




What evidence do you have to document that the SBE-adopted core materials and the core ancillary materials serve as the predominant instructional program for strategic intervention in mathematics? How is that monitored?

What conclusions can be reached from the data listed in the Implementation column of APS 2.6 regarding the number of strategic and HP Strategic students by grade levels?


EPC 2.7

The school/district complies with and monitors implementation of instructional time for the current SBE-adopted mathematics intervention materials for identified intensive intervention students needing specialized instruction to acquire the mathematics skills and concepts necessary to meet grade-level mathematics standards. For districts using the 2007 SBE-adoption: Grade eight: One period of Algebra Readiness daily for identified intervention students.



For Grade 8, does the schedule indicate that Algebra Readiness is a stand-alone program?

If using the 2001 SBE-mathematics adoptions, what evidence indicates that students are provided additional time and support predominantly through the ancillary materials of the adopted program?


EPC #3: Lesson Pacing Guide

3.1 The school/district prepares, distributes, and monitors the use of an annual district instructional/ assessment pacing guide documented to be in use for each grade level (kindergarten through grade eight) for the current SBE-adopted RLA/ELD and intensive intervention programs in order for all teachers to follow a common sequence of instruction and assessment.

3.2 The school/district prepares, distributes, and monitors the use of an annual district instructional/assessment pacing guide documented to be in use for each grade level (kindergarten through grade eight) for the current SBE-adopted mathematics program in order for all teachers to follow a common sequence of instruction and assessment.


EPCs 3.1.& 3.2 Focus Questions

What is the structure and content of your RLA and mathematics pacing guides?

Do your pacing guides in RLA and mathematics include information on when each lesson is expected to be taught and the sequence of content instruction?

What evidence exists to document that the pacing guides for RLA and mathematics are in use by all teachers for RLA and math instruction at all grade levels at your site? How is the implementation of the pacing guides monitored in classrooms at your school?

What is the process for modifying the RLA and mathematics pacing guides?


EPCs #4.1 & 4.2: Principal’s Instructional Leadership Training 4.1 The district provides the principal and vice-principal(s) with a

40-hour administrative training, Module I in leadership, support and monitoring needed for the full implementation of the current SBE-adopted RLA/ELD basic core and intervention program materials through a knowledgeable, experienced provider. The district also validates that each administrator completes a 40-hour structured practicum based on the implementation of the RLA/ELD instructional materials and the Essential Program Components (EPCs).

4.2 The district provides the principal and vice-principal(s) with a 40-hour administrative training, Module I in leadership, support and monitoring needed for the full implementation of the current SBE-adopted mathematics core and intervention program materials through a knowledgeable, experienced provider. The district also validates that each administrator completes a 40-hour structured practicum based on the implementation of the instructional materials and the EPCs.


EPC 4.3

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.


EPCs 4.1, 4.2 & 4.3 Focus Questions

What conclusions can be reached from the data in the Implementation columns of APS 4.1 and 4.2 about your administrative team’s instructional leadership training?

What is the district’s system and process for monitoring professional development of principals and vice-principals?

What is the district system for providing on-going professional development and support beyond the administrator training practicum? How are topics/issues identified?

What is the district system for tracking administrative participation in the on-going professional development and support activities?


EPC #5: Credentialed Teachers & Professional Development

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).



If the percentage of fully credentialed, highly qualified teachers is not 100%, what is the district’s plan and timeline for the school to be staffed with fully credentialed, highly qualified teachers per the requirements of ESEA?


EPC 5.2

The school/district provides teachers of RLA/ELD (in all grade levels and programs, including special education and ELD) with a 40-hour instructional materials professional development program provided by a knowledgeable and experienced provider for the current SBE-adopted RLA/ELD and/or SBE-adopted intensive intervention instructional program in use at the school. The school/ district also validates that each teacher completes an 80-hour structured practicum based on the implementation of the instructional materials and the EPCs.


EPC 5.3

The school/district provides teachers of mathematics (in all grade levels and programs, including special education) with a 40-hour instructional materials professional development program provided by a knowledgeable and experienced provider for the current SBE-adopted mathematics instructional program in use at the school. The school/district also validates that each teacher completes an 80-hour structured practicum based on the implementation of the instructional materials and the EPCs.


EPC 5.2 & 5.3 Focus Questions

Who is responsible for monitoring teacher professional development for your site and where in your district can the information be accessed?

What is the process for monitoring follow-up practicum hours?

What constitutes appropriate activities in the 80-hour practicum to ensure they are focused on the implementation of the instructional materials and the EPCs?


EPC # 6: On-going Instructional Assistance and Support 6.1 The school/district provides instructional assistance and

ongoing support to all teachers of RLA/ELD and intensive intervention. Some possible options include: trained coaches, content experts, and specialists who are knowledgeable about the current adopted program, and work inside the classrooms to support teachers and deepen their knowledge about the content and the delivery of instruction.

6.2 The school/district provides instructional assistance and ongoing support to all teachers of mathematics. Some possible options include trained coaches, content experts, and specialists who are knowledgeable about the current adopted program and work inside the classrooms to support teachers and deepen their knowledge about the content and the delivery of instruction.


EPC 6.1 & 6.2 Focus Questions

How is instructional assistance provided to teachers at your school to support their delivery of instruction in the board-adopted RLA and mathematics programs?

What criteria are used to select the coaches/content experts?

How is instructional assistance structured and prioritized? Where, when and with who does it occur?

What are the roles of the RLA and mathematics coaches/content experts in the classroom?

What conclusions can be reached from the data listed in the Implementation Status columns of APS 6.1 and 6.2 regarding the degree to which your coaches have specialized training or content knowledge?


EPC #7: Student Achievement Monitoring System 7.1 The school/district uses an ongoing assessment and monitoring

system that provides timely data from common assessments based on the current 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, diagnosis, progress, and effectiveness of instruction.

7.2 The school/district uses an ongoing assessment and monitoring system that provides timely data from common assessments based on the current SBE-adopted basic core mathematics and intensive intervention programs. Student achievement results from assessments (i.e., entry-level diagnostic; progress monitoring, including frequent formative and curriculum-embedded; and summative assessments) are used to inform teachers and principals on student placement, diagnosis, progress, and effectiveness of instruction.


EPCs 7.1 & 7.2 Focus Questions

What is the district data management system?

How frequently are students assessed in RLA and mathematics?

What evidence exists that common formative assessments are being uniformly administered across the school?

How is assessment results disseminated to teachers and other instructional support providers?


EPCs 7.1 & 7.2 Focus Questions, continued

What assessments are utilized to inform teachers and principals on student diagnosis, placement, progress monitoring and the effectiveness of instruction for RLA and mathematics?

How do teachers use formative assessment data to modify instruction as appropriate to student needs, including for English learners and students with disabilities? What evidence exists to demonstrate that this occurs?


EPC #8: Monthly Collaboration

8.1 The school/district facilitates and supports a one-hour structured collaboration meeting (preferably two) per month in order for 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 current SBE-adopted RLA/ELD programs.

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



What training does the school/district provide to teachers regarding data analysis to inform instruction?

What does the data from the Implementation columns of APS 8.1 and 8.2

indicate regarding the collaboration of teachers in your school?

What evidence exists documenting how this collaborative time is used?


EPCs 8.1 & 8.2 Focus Questions, continued

How do teachers use curriculum-embedded assessment data collaboratively to make instructional decisions about the implementation of adopted RLA and mathematics programs to support the mastery of content standards for all students, including ELs and SWDs?

What evidence do you have that this collaborative process impacts RLA and mathematics (including Algebra I and Algebra Readiness) classroom instruction and student progress?


EPC # 9: Fiscal Support

9.1 The school/district’s 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).

9.2 The school/district’s general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in mathematics and the SPSA.



What evidence exists documenting that your general and categorical funds are coordinated, prioritized, and allocated in the Single Plan for Student Achievement (SPSA) to align with the full implementation of the EPCs in RLA/ELD and mathematics?

How do you ensure that the SPSA is aligned with the district LEA Plan?


In closing…

The conversations are what matter most.Support your ratings with evidence.Analyze results/responses school-wide

and disaggregated when possible.Use the results of the survey to assist in

identifying areas for action in the SPSA.


KCSOS/RSDSS Contacts for Support

Cathie Barraza636-4593 [email protected]

Kathy Caric 636-4642 [email protected]


APS Download

http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/esea-requirements.htm#tools

Draft form for 2009-10

Under State Program Self-Assessment Tools Webinars

academic program survey

Documents