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1 Program Improvement Update Foundations for writing the LEA Addendum.

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Presentation on theme: "1 Program Improvement Update Foundations for writing the LEA Addendum."— Presentation transcript:

1 1 Program Improvement Update Foundations for writing the LEA Addendum

2 2 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

3 3 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

4 Organization of the Nine EPCs on the Academic Program Survey 4

5 5 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

6 6 6 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…

7 7 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

8 8 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%

9 9 9 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 1 State Board Adopted Math Intervention APS rating of 1 Grades 4-7 DAS rating of 1

10 EPC 2: Instructional Time DAS B: Curriculum, Instruction and Assessment Recommended time for ELAAPS rating of 2 Recommendation for grades 1-3 is 2.5 hours Recommended time for MathAPS rating of 3 Support time for strategic studentsAPS rating of 1 Common entry and exit criteria DAS rating of 1 Within the school day Beyond the core program

11 EPC 2: Instructional Time DAS B: Curriculum, Instruction and Assessment Recommended time for ELD - elemAPS 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

12 12 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

13 13 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

14 14 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 14

15 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 15

16 16 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

17 17 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

18 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

19 19 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

20 20 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

21 21 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

22 22 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

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