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Dear middle school educator,
Richland 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 Richland's (CDE-approved) DAIT provider 415-348-5502 |
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At what level of the system do you work? |
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What is your Educational Role? |
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Answer the following question by checking the appropriate answer I have been employed for _______ with the district.
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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
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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).
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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.
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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.)
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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.
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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.
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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.
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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.
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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).
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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).
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