CDE HS APS (TEMPLATE)

Brought to you by SpringBoard Schools: CDE's Academic Program Survey (APS) FOR HIGH SCHOOLS

Dear ,

XX School District has been identified as a recipient of District Assistance and Intervention Team (DAIT) services. The central premise of the DAIT initiative is that the district is the nexus for educational improvement. It provides the leadership, along with the fiscal, human, and technical resources, to fully implement a solid instructional program for all students. The district’s capacities for self-examination and its willingness to implement educational changes to promote the academic achievement of all students are prerequisites to deep and sustainable reform.

The DAIT process begins with a comprehensive needs assessment and continues with the identification, prioritization, and implementation of actions that have the potential to bring about dramatic improvements in district and school operations. An essential component of the needs assessment is the Academic Program Survey (APS), which includes key stakeholders’ responses to targeted items.

You have been identified as a key stakeholder in the district, and are invited to participate in this survey. Your participation is extremely important to the DAIT process.

If you have any questions regarding this survey, please call
Anne Danenberg
Springboard Schools
(District's) (CDE-approved) DAIT provider
415-348-5502

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What is your Educational Role?

Answer the following question by checking the appropriate answer

I have been employed for _______ with the district.

California Department of Education
Academic Program Survey--High School Level

Please rate each Essential Program Component (EPC) item according to the following scale:

Minimal level of implementation
Few = 25% of students / rarely = 25% of the time

Partial level of implementation
Some = 50% of students / inconsistently = 50% of the time

Substantial level of implementation
Most = 75% of students / consistently = 75% of the time

Full level of implementation
All = 100% of students / uniformly = 100% of the time

EPC 1: Instructional Program
▪1.1 Full implementation means that all students have, and are using on a daily basis, state standards-aligned textbooks and instructional materials in 9th and 10th grade English/reading language arts courses.

▪1.2 Full implementation means that all identified students have, and are using on a daily basis, SBE-adopted English/reading language arts intensive intervention textbooks and instructional materials.

▪1.3 Full implementation means that all students have and are using on a daily basis, SBE-adopted, standards-aligned textbooks and instructional materials in Algebra 1 or intervention mathematics courses.

EPC 2: Student Access to High School Standards-aligned Core Courses
▪2.1 Full implementation means the school’s master schedule and English/reading language arts course pacing guides reflect instructional time sufficient to provide all students appropriate access to the core English/reading language arts courses and instruction needed to master the skills tested on the CAHSEE. This includes multiple class periods of English/reading language arts (i.e., intensive intervention, strategic intervention).
▪2.2 Full implementation means the school’s master schedule and mathematics pacing guides reflect instructional time sufficient to provide all students appropriate access to the necessary mathematics courses and instruction needed to master Algebra 1 and the skills tested on the CAHSEE.

	Minimally	Partially	Substantially	Fully
2.1 The school’s master schedule and English/reading language arts course pacing guides reflect an effective use of instructional time and provide all students appropriate access to the core English/reading language arts instruction needed to master the required skills to pass the language arts and writing components of the CAHSEE. This includes multiple class periods of English/reading language arts, i.e., intensive intervention, strategic intervention.

2.2 The school’s master schedule and mathematics course pacing guides reflect an effective use of instructional time and provide all students appropriate access to the necessary mathematics courses and instruction needed to master Algebra I and the required skills to pass the related components on the CAHSEE. This includes multiple class periods of intervention mathematics, i.e., intensive intervention, strategic intervention.

EPC 3: School Administrator Training Program
▪ Full implementation means that the school’s principal and vice-principal(s) have completed AB 430 Administrator Training Program, Module 1 including 40 hours of training institute in one of the multiple combinations of English/reading language arts and/or Algebra 1 and/or mathematics in use at their school and 40 hours of structured follow-up practicum which is aligned to the full implementation of the adopted instructional program and the Essential Program Components.

	Minimally	Partially	Substantially	Fully
3.1 The district provides the school’s principal and vice principal(s) with the AB 430, Administrator Training Program, Module 1 on Leadership and Support of Student Instructional Programs, through a State Board of Education (SBE)-approved provider. Module 2 and Module 3 are optional but recommended. The training institute features the school’s adopted English/reading language arts program including the intervention program for English/reading language arts or the school’s program for the SBE-adopted Algebra 1 and locally adopted intervention mathematics program in use at their site. (* The LEA must assure that each principal and vice principal(s), for which funding has been received, completes 80 hours of Institute Training and 80 hours of practicum within two years.)

EPC 4: Teachers Professional Development Opportunities
▪4.1 Full implementation means that all classrooms have highly qualified teachers appropriately credentialed for their assignment(s).
▪4.2 Full implementation means that all of the school’s 9th and 10th grade English/reading language arts teachers have completed an approved SB 472 40 hour initial materials-based professional development institute provided through a SBE-approved provider and 80 hours of follow-up practicum that is aligned with the effective implementation of the adopted program and the goals of school/district professional development plan.
▪4.3 Full implementation means that all of the school’s Algebra 1 mathematics teachers have completed an approved SB 472 materials-based professional development institute on Algebra 1 and all of the school’s intervention mathematics teachers have completed an approved SB 472 professional development on the instructional materials in use at their site, including 80 hours of follow-up practicum that is aligned with the effective implementation of the adopted program and the goals of the school/district professional development plan.

EPC 5: Student Achievement Monitoring System
▪5.1 Full implementation means all teachers of 9th and 10th grade English/reading language arts, are uniformly using placement, ongoing curriculum embedded and summative assessments, and the data from these assessments are used to determine student placement; monitor ongoing student progress; inform instructional practice in the classroom; identify individual student needs and determine effectiveness of instruction.

▪5.2 Full implementation means all teachers of Algebra 1 and intervention mathematics are uniformly using placement, ongoing curriculum embedded and summative assessments, and the data from these assessments are used to determine student placement; monitor ongoing student progress; inform instructional practice in the classroom; identify individual student needs and determine effectiveness of instruction.

	Minimally	Partially	Substantially	Fully
5.1 The school/district has an assessment and ongoing monitoring system (i.e., entry-level placement, progress monitoring--formative--and summative assessments) to inform teachers and principals on student placement, progress, and effectiveness of instruction in 9th and 10th grade English/reading language arts classes. These standards-aligned curriculum embedded assessments for both placement and formative assessment typically are found in the high school editions of locally adopted English/reading language arts textbooks and instructional materials. The purpose of these assessments is to help teachers and principals make decisions that will correctly place students, and improve instructional and schoolwide practices on an ongoing basis to increase student achievement.

5.2 The school/district has a similar placement, assessment and monitoring system for Algebra I and intervention mathematics courses.

EPC 6: Ongoing Instructional Assistance and Support
▪6.1 Full implementation means that all 9th and 10th grade English/reading language arts teachers, including intervention teachers, receive ongoing instructional support in the appropriate use of the adopted materials offered by the school/district.

▪6.2 Full implementation means that all Algebra 1 and intervention mathematics teachers receive ongoing instructional support in the appropriate use of the adopted materials offered by the school/district.

	Minimally	Partially	Substantially	Fully
6.1 The school/district provides instructional assistance and support to teachers of English/reading language arts. Some possible options include: coaches/content experts who are knowledgeable about the adopted program, who work inside the classroom to support teachers and deepen their knowledge about the content and the delivery of instruction, and specialists who have experience coaching teachers and who are knowledgeable about the adopted program.

6.2 The school/district provides instructional assistance and support to teachers of Algebra 1 and intervention mathematics. The possible options are the same as above with specialists in mathematics.

EPC 7: Teacher / Department and Subject Matter Collaboration
▪ Full implementation means that the principal or designee uniformly provides collaborative opportunities, on a continuous and frequent basis, (e.g., twice monthly) using curriculum-embedded assessment data, for English/reading language arts and mathematics teachers to focus on the use of curriculum-embedded assessment data, and data analysis to strengthen implementation of the adopted English/reading language arts, Algebra 1, and mathematics programs.

	Minimally	Partially	Substantially	Fully
7.1 The school/district facilitates and supports teacher department/subject matter collaboration in order to plan and discuss lesson delivery, based on assessment data for the adopted programs in English/reading language arts.

7.2 The school/district facilitates and supports teacher department/subject matter collaboration in order to plan and discuss lesson delivery, based on assessment data, for the adopted programs in Algebra 1 and mathematics.

EPC 8: Intervention Programs for Students Below Grade Level
▪8.1 Full implementation means that the high school: a) uniformly offers separate, extended period class featuring a State Board of Education (SBE)-adopted intervention program for English/reading language arts, for all students who are identified as requiring intensive intervention in English/reading language arts, b) has universal access and ancillary instructional materials from the SBE-adopted core English/reading language arts program, including instructional strategies for those students requiring strategic intervention, i.e., students at or above the 6th grade reading/language arts standards but unable to pass the English/language arts portion of the CAHSEE.
▪8.2 Full implementation means that the high school: a) uniformly offers separate extended-period classes featuring intervention programs for all students requiring intensive intervention in mathematics, i.e., those who are unable to demonstrate proficiency in seventh grade mathematics standards, and b) has appropriate instructional strategies, including shadow classes, for all students requiring strategic intervention, i.e., students at or above the 7th grade mathematics who are unable to pass the mathematics portion of the CAHSEE.

EPC 9: Fiscal Support
▪ Full implementation means that all of the goals stated in the school plan for English/reading language arts, Algebra 1, mathematics, and intervention programs have the necessary funding to be successfully implemented (e.g., if obtaining coaches is a goal, there are funds dedicated first to purchase textbooks and instructional materials and then to pay for coaching services that support implementation of adopted materials).

	Minimally	Partially	Substantially	Fully
9.1 The school/district general and categorical funds are used appropriately to support the English/reading language arts and intervention program goals in the school plan.

9.2 The school/district general and categorical funds are used appropriately to support the Algebra 1, mathematics, and intervention program goals in the school plan.

Please contact [email protected] if you have any questions regarding this survey.