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  2. 2008
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  5. CDE MiddleAPS Cutler-Orosi Nov2008
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Dear educator,

Cutler-Orosi 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
Cutler-Orosi's (CDE-approved) DAIT provider
415-348-5502
 
 
 
At what level of the system do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
Other
 
 
 
 
What is your Educational Role?
 
Teacher
 
School Level Administrator
 
District Office personnel
 
Classified Staff
 
Other
 
 
 
 
Answer the following question by checking the appropriate answer


I have been employed for _______ with the district.

 
Less than 3 years
 
3 to 5 years
 
6 to 10 years
 
11 to 15 years
 
More than 15 years
 
Not Applicable
 
 
 
California Department of Education
Academic Program Survey--Middle 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
Full implementation means that all students, at all grade levels, and in all program levels, including students who require intervention have and are appropriately using on a daily basis, the most recent SBE-adopted instructional program materials in mathematics (as listed on the CDE Web site).

Minimally Partially Substantially Fully
1.1: The school/district provides the most recent State Board of Education (SBE)-adopted core instructional programs and materials in reading/language arts including strategic interventions documented to be in daily use in every classroom, with materials for every student.
1.2: The school/district provides the most recent SBE-adopted reading/language arts intensive intervention programs and instructional materials, documented to be in daily use in every reading intervention classroom, with materials for every identified student.
1.3: The school/district provides the most recent SBE-adopted core instructional program and materials in mathematics, documented to be in daily use in every classroom, with materials for every student, including students who require intervention.
 
 
EPC 2: Instructional Time
Full implementation means that all classrooms, for reading/language arts, interventions and mathematics programs have the appropriate time allocations for all students and provide for additional time for those in need of more instruction and practice.
Minimally Partially Substantially Fully
2.1 The school/district complies with and monitors implementation of instructional time for the adopted programs for English/reading language arts. This time should be given priority and be protected from interruptions. Grades 6-8 = 1, 1.5, or 2 hours daily.
2.2 The school/district provides the following time for English/reading language arts students identified for intensive reading intervention programs: (Refer to Reading/Language Arts Frameworks for California Public Schools pp. 290-291.) Grades 6-8 = 2.5 to 3.0 hours daily.
2.3 The school/district provides the following daily time allocations for mathematics: Grades 6-8 = 60 minutes.
2.4 The school/district provides additional time for mathematics students identified for intensive intervention programs. Grades 6-8 = 30 minutes daily.
 
 
EPC 3: School Administrator Training Program
Full implementation means that the school principal and the vice principal(s) have completed the AB 430 Administrator Training Program, Module 1 including 40 hours of institute training in the school/district adopted E/R/LA core or reading/language arts intensive intervention programs and the district’s mathematics program and includes 40 hours of structured follow-up practicum which is aligned to the full implementation of the adopted instructional program and the Essential Program Components. (The local educational agency (LEA) must assure that each principal and vice principal(s) for which AB 430 funding has been received completes 80 hours of Institute Training and 80 hours of practicum within two years.)

Minimally Partially Substantially Fully
3.1 The district provides the school’s principal and vice principal(s) the AB 430 Administrator Training Program, Module 1, Leadership and Support of Student Instructional Programs, through a SBE-approved provider. Module 2 and Module 3 are optional but recommended. The training institute features the district’s adopted English/reading language arts (E/R/LA) program, or the reading/language arts intensive intervention program.
3.2 The district provides the school’s principal and vice principal(s) the AB 430 Administrator Training Program, Module 1, Leadership and Support of Student Instructional Programs, through a SBE-approved provider. Module 2 and Module 3 are optional but recommended. The training institute features the district’s program for SBE-adopted mathematics program.
 
 
EPC 4: Credentialed Teachers and Professional Development Opportunity
Full implementation means that all classrooms have fully credentialed, highly qualified teachers appropriately credentialed for their assignment: All of the English/reading language arts and mathematics teachers have completed an approved SB 472, initial professional development program of 40-hours and 80-hour of follow-up practicum that is based on the district’s adopted English/reading language arts and mathematics programs.
Minimally Partially Substantially Fully
4.1 The school/district staffs all classrooms with fully credentialed, highly qualified teachers, per the requirements of the No Child Left Behind (NCLB) Act of 2001.
4.2 The school/district provides the school’s teachers (in all grade levels/programs) the SB 472 Professional Development Program through a SBE-approved provider. The institute training features the district’s adopted program and/or intervention program for reading/language arts for each teacher’s grade level or program level.
4.3 The district provides the school’s teachers (in all grade levels) the SB 472, Professional Development Program through a SBE-approved provider. The institute training features the district’s adopted core program for mathematics for each teacher’s grade level or program level.
 
 
EPC 5: Student Achievement Monitoring System
Full implementation means the school is uniformly using entry-level placement, ongoing curriculum-embedded assessments and summative assessments. 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 in reading/language arts and mathematics programs. Electronic data collection is used to assist teachers to review data, analyze for patterns of performance, and modify instruction where needed.
Minimally Partially Substantially Fully
5.1 The school/district has an assessment and ongoing monitoring system (i.e., entry-level placement, progress monitoring both formative and summative assessments), to inform teachers and principals on student placement, progress, and effectiveness of instruction. These curriculum-embedded assessments for both placement and formative assessment are based on the adopted reading/language arts program. The purpose of these assessments is to provide timely data to teachers and principals to make decisions that will correctly place students, improve instruction and student achievement. In addition, the assessments will provide a basis for the monitoring system.
5.2 The school/district has a similar placement, assessment and monitoring system for mathematics programs.
 
 
EPC 6: Ongoing Instructional Assistance and Support for Teachers
Full implementation means that the school/district provides appropriate ongoing instructional assistance (e.g., content experts/coaches, specialists, other teacher support personnel) to support all teachers in delivering reading/language arts and mathematics instruction using the adopted materials.
Minimally Partially Substantially Fully
6.1 The school/district provides instructional assistance and support to teachers of reading/language arts. Some possible options include: coaches/content experts who are knowledgeable about the adopted program, and who work inside the classrooms 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 mathematics. The possible options are the same as above with specialists in mathematics.
 
 
EPC 7: Monthly Collaboration by Grade Level or Program Level for Teachers Facilitated by the Principal
Full implementation means that the school/district, through the principal or designee, uniformly provides opportunities on a continuous and frequent basis (e.g., twice monthly) for teachers to collaborate and focus on the use of curriculum-embedded assessment data, and data analysis to strengthen the implementation of the adopted reading/language arts and mathematics programs.
Minimally Partially Substantially Fully
7.1 The school/district facilitates and supports teacher grade level (6-8) collaboration in order to plan and discuss lesson delivery (based on curriculum-embedded assessment data) for the adopted program in reading/language arts (e.g., use of regularly scheduled meetings focused on lesson delivery--preferably two, one-hour meetings per month).
7.2 The school/district facilitates and supports teacher grade level (6-8) collaboration in order to plan and discuss lesson delivery (based on curriculum-embedded assessment data) for the adopted program in mathematics (e.g., use of regularly scheduled meetings focused on lesson delivery--preferably two, one-hour meetings per month).
 
 
EPC 8: Lesson Pacing Schedule
Full implementation means that there is an annual district/schoolwide pacing guide that is in use in all of the adopted English/reading language arts programs and the mathematics programs by grade level or program level (and by tracks if on a year-round schedule).
Minimally Partially Substantially Fully
8.1 The school/district prepares and distributes an annual district/schoolwide pacing guide for each grade level (6-8) for the reading/language arts program in order for all teachers to know when each lesson is expected to be taught and in what sequence to ensure content coverage.
8.2 The school/district prepares and distributes an annual district/schoolwide pacing guide for each grade level (6-8) for the 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.
 
 
EPC 9: Fiscal Support
Full implementation means that all of the goals stated in the school plan for reading/language arts, 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 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 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 mathematics and intervention program goals in the school plan.
 
Please contact [email protected] if you have any questions regarding this survey.
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