Essential Program Components for Instructional Programs
The Essential Program Components (EPC’s) are designed to meet the needs of
all students through: SBE-adopted and standards-aligned instructional materials,
including interventions, appropriate instructional time and pacing schedules,
professional development for teachers and administrators, assignment of fully
credentialed teachers, use of data obtained from a student achievement
monitoring system, instructional support, teacher collaboration and aligned
fiscal support.
- Use of SBE-adopted (K-8) or standards-aligned (9-12) English-language arts
and mathematics instructional materials, including intervention materials
- Elementary and Middle School Levels: The school/district provides the
most recent SBE-adopted core instructional programs, including
interventions, for reading/language arts (2002-08 adoption) and
mathematics (2001-07 adoption), documented to be in daily use in every
classroom with materials for every student.
- High School Level: Schools/districts provide state standards-aligned
English-language arts textbooks in all classrooms for all students
enrolled in ninth and tenth grade English-language arts, as well as SBE-adopted
mathematics textbooks in all classrooms for all students enrolled in
remedial math and Algebra 1 courses.
- Instructional time (adherence to instructional minutes for
reading/language arts and mathematics (K-8) and high school access to
standards-aligned core courses.
- Elementary and Middle School Levels: The school/district complies with
and monitors implementation of required instructional time for the adopted
programs for reading and language arts. This time should be given priority
and be protected from interruptions.
- High School Level: A school’s master schedule and English-language
arts and mathematics course pacing schedules reflect effective use of
instructional time. Master and pacing schedules provide all students
access to English-language arts instruction and mathematics instruction
needed to master the skills necessary to pass the language arts, writing,
and mathematics components of the CAHSEE.
- Principals’ instructional leadership training Assembly Bill (AB) 75
training on SBE-adopted instructional materials.
The district provides the school’s principal and vice-principal(s) with
the AB 75 Principal Training Program, Module 1, on Leadership and Support of
Student Instructional Programs, through a SBE-authorized provider. AB 75
training for the K-8 principal features the school/district adopted
reading/language arts, mathematics, and intervention programs. The 9-12
Principal Training Program features the district’s adopted intensive
intervention program for reading/language arts and/or is focused on the SBE-approved
Pre-Algebra, Algebra 1, and local mathematics program in use at the schoolsite,
and includes 40 hours of training and 40 hours of practicum.
- EPC #4 has three parts:
First, the district staffs the majority of its elementary, middle school,
and secondary classrooms with fully credentialed teachers. The district
provides a substantial number of fully credentialed ninth and tenth grade
English-language arts, intervention teachers, and mathematics teachers
(Algebra 1, and remedial mathematics). The district has a plan to have fully
credentialed teachers in every classroom within three years.
Second, a majority of K-8 teachers attend the AB 466 Professional
Development Program (40 hours of institute and 80 hours of practicum). The
training features the district’s adopted core program and/or intervention
programs for reading/language arts and the district’s adopted basic
programs for mathematics for each teacher’s grade level and program.
Third, ninth and tenth grade English-language arts teachers are supplied
with AB 466 training. Pre-Algebra, Algebra 1, and mathematics teachers are
provided with professional development focused on SBE-adopted instructional
materials for Algebra 1. Remedial mathematics teachers are provided
professional development on instructional materials used at their site.
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Student achievement monitoring system (use of data to monitor student
progress on curriculum-embedded assessments and to modify instruction)
The school/district has an assessment and monitoring system (e.g., every
6-8 weeks) which may include curriculum-embedded assessments available as
part of the adopted program. These assessments inform teachers and
principals on student progress and effectiveness of instruction in all
reading/language arts and mathematics classrooms. These curriculum-embedded
assessments are based on the adopted reading/language arts and mathematics
programs. The purpose of these assessments is to provide timely data to
teachers and principals to make decisions that will improve instruction and
student achievement. In addition, they will provide a basis for the
monitoring system.
-
Ongoing instructional assistance and support for teachers (use of content
experts and instructional coaches)
Schools/district provide instructional assistance and support to all
teachers of reading/language arts and/or mathematics. Elementary and middle
school teachers, and ninth and tenth grade English-language arts and
mathematics (Algebra 1, and remedial mathematics) teachers receive ongoing
support offered by the school and district. Possible options for providing
support include: coaches/content experts who work inside the classroom to
support teachers and deepen their knowledge about the content and delivery
of instruction; and specialists who have experience coaching teachers and
who are knowledgeable about the adopted program.
-
Monthly teacher collaboration by grade level (K-8) and department (9-12)
School/district facilitates and supports teacher grade level
collaboration on a regular and frequent basis for elementary, middle and
high school English- language arts and mathematics teachers to focus on the
use of curriculum- embedded assessment data, and review data to strengthen
implementation of the adopted English-language arts and mathematics
programs. Time must be built into the calendar so that staff has regular
opportunities to meet by department and subject matter, review the results
of embedded assessments together, discuss the data in meaningful ways,
examine the implications, make instructional decisions and plan lesson
delivery.
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Lesson and course pacing schedule (K-8) and master schedule flexibility
for sufficient numbers of intervention courses (9-12)
Elementary and Middle School Levels: The school/district prepares and
distributes an annual district/schoolwide pacing schedule for each grade
level (K- 8) for the reading/language arts and mathematics program in order
for all teachers to know when each lesson is expected to be taught and in
what sequence to ensure content coverage.
High School Level: School/district provides (a) SBE-adopted intervention
programs, offered as a separate, extended-period class, for all students
requiring intensive intervention in English/language arts, i.e., those who
are unable to demonstrate proficiency in sixth grade standards, and (b)
appropriate instructional strategies for those students requiring strategic
intervention, i.e., students at or above the sixth grade reading/language
arts standards but unable to pass the English/reading/language arts portion
of the CAHSEE.
School/district provides (a) intervention programs offered as a separate,
extended- period class, for all students requiring intensive intervention in
mathematics, i.e., those who are unable to demonstrate proficiency in
seventh grade mathematics standards, and (b) appropriate instructional
strategies for those students who are unable to demonstrate proficiency in
Algebra 1 and/or are at risk of failing the mathematics portion of the
CAHSEE.
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Fiscal support
The general and categorical funds of the school or district are used
appropriately to support the English/reading/language arts and mathematics
program goals in the school plan.
Date last updated: November 17, 2005
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