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Essential Program Components

Nine essential program components supporting academic student achievement.

Introduction

The Essential Program Components (EPC) support academic student achievement in English/reading/language arts (ELA) and mathematics as measured through the grade-span Academic Program Survey (APS). The EPCs are designed to meet the needs of all students, including English learners (ELs) and students with disabilities, using standards-aligned (1997-adopted content standards or Common Core State Standards [CCSS]) basic core, intervention, and English Language Development (ELD) materials; appropriate instructional time and pacing schedules; professional development for teachers and administrators; assignment of fully credentialed, highly qualified teachers; ongoing instructional support using data obtained from a student achievement monitoring system; teacher collaboration; and fiscal support.

Nine Essential Program Components

  1. Use of standards-based/standards-aligned (kindergarten through grade twelve) ELA and mathematics instructional materials, including intensive interventions, and ELD materials.* These may include CCSS-aligned materials.

Elementary School Level: The school/district provides standards-aligned, basic core instructional programs, including ancillary materials for universal access, for Reading/Language Arts/English Language Development (RLA/ELD) (1997-adopted content standards or CCSS) and for mathematics (1997-adopted content standards or CCSS). The school/district also provides intensive intervention programs for identified students in Grades 4-8 in RLA/ELD and Grades 4-7 in mathematics. These programs are to be implemented as designed in every classroom with materials for every student.

Middle School Level: The school/district provides standards-aligned, basic core instructional programs in RLA/ELD (1997-adopted content standards or CCSS) and in mathematics (1997-adopted content standards or CCSS). The school/district also provides intensive intervention programs for identified students in Grades 6-8 in RLA/ELD and Grades 6-7 in mathematics. In Grade 8, students may be placed in CCSS grade 8, Integrated Mathematics I, Algebra I, or in a pre-Algebra/Algebra Readiness program based on placement assessment data. These programs are to be implemented as designed in every classroom with materials for every student.

High School Level: The school/district provides standards-aligned (1997-adopted content standards or CCSS) textbooks and instructional materials, including ancillary materials for universal access for all ninth and tenth grade ELA courses as well as intensive reading intervention courses for identified students; and for mathematics, standards-aligned (1997-adopted standards or CCSS) mathematics textbooks and instructional materials for all students enrolled in Algebra I in a traditional sequence or Mathematics I in an integrated sequence. These programs are to be implemented as designed in every classroom with materials for every student.

*ELD: Depending on the grade level and year of adoption, school/district may also use ELD materials found on the SBE-approved supplementary materials list (includes Assembly Bill 1802 materials) to provide ELD instruction to ELs.

  1. Implementation of adequate instructional minutes for basic core RLA and mathematics programs, intensive interventions, and strategic support courses as well as additional instructional time for structured ELD at all grade levels, as appropriate.

    Elementary School Level: The school/district allocates adequate instructional time as recommended in the California subject matter frameworks for the standards-aligned, basic core programs for RLA and mathematics and intensive interventions as well as additional time for strategic support and ELD for identified ELs. This time should be given priority and be protected from interruptions.

    Middle School Level: The school/district allocates adequate instructional time as recommended in the California subject matter frameworks for the standards-aligned, basic core programs for RLA and mathematics and intensive interventions as well as additional time for strategic support and ELD for identified ELs. This time should be given priority and be protected from interruptions.

    High School Level: Through the school's master schedule, the school/district allocates adequate instructional time for the adopted basic core grade-level 9th and 10th ELA and Algebra I programs and intensive interventions. In addition, the school/district allocates additional time as appropriate for strategic support, ELD for identified ELs, and support to master the required skills to pass the related components on the California High School Exit Examination. This time should be given priority and be protected from interruptions.

  2. Use of an annual district instructional/assessment pacing guide for grades K-8 and high school.

    Elementary School Level: The school/district prepares, distributes, and monitors the use of an annual district-instructional/assessment pacing guide for each grade level (kindergarten through grade eight) for the standards-aligned, basic core RLA/ELD, strategic support and intensive intervention programs and standards-aligned mathematics basic core, strategic, and Grades 4-7 intensive intervention programs in order for all teachers to follow a common sequence of instruction and assessment.

    Middle School Level: The school/district prepares, distributes, and monitors the use of an annual district instructional/assessment pacing guide documented for each grade level (sixth through grade eight) for the standards-aligned basic core RLA/ELD, strategic support, and intensive intervention programs and standards-aligned mathematics basic core, strategic support, and intensive intervention programs in order for all teachers to follow a common sequence of instruction and assessment.

    High School Level: The school/district prepares, distributes, and monitors the use of an annual district instructional/assessment pacing guide for the standards-aligned ELA Grade 9 and 10 core, strategic support and the intensive reading intervention courses and for the standards-aligned Algebra I, Algebra I strategic support, and Algebra intervention courses in order for all teachers to follow a common sequence of instruction and assessment.

  3. Instructional materials-based professional development and ongoing targeted professional development and support for instructional leaders to ensure the full implementation of the district-adopted programs and the EPCs.

    Elementary School Level: The principal and vice-principal(s) are engaged in professional development focused on leadership, support and monitoring to fully implement the standards-aligned RLA/ELD and mathematics basic core and intervention program materials, including CCSS-aligned materials in use at the school, and to ensure the full implementation of the EPCs.

    Middle School Level: The principal and vice-principal(s) are engaged in professional development focused on leadership, support and monitoring to fully implement the standards-aligned RLA/ELD and mathematics basic core and intervention program materials, including CCSS-aligned materials in use at the school, and to ensure the full implementation of the EPCs.

    High School Level: The principal and vice-principal(s) are engaged in professional development focused on leadership, support and monitoring to fully implement the standards-aligned RLA/ELD instructional programs for Grades 9-10, reading intervention programs, including CCSS-aligned materials in use at the school, and to ensure the full implementation of the EPCs.

  4. Fully credentialed, highly-qualified teachers, per the requirements of the Elementary and Secondary Education Act (ESEA) and professional development on standards-aligned instructional materials. 

    Highly Qualified Teachers:
    All classrooms are staffed with fully credentialed, highly qualified teachers per the requirements of the ESEA.

    Implementation of Instructional Materials-Based Professional Development: Teachers of RLA/ELD (K-10) and mathematics K-8 through Algebra I (in all grade levels and programs, including special education and ELD) are engaged in professional development focused on standards-aligned, basic core RLA/ELD and mathematics programs, reading or mathematics intensive intervention instructional programs, and/or CCSS-aligned instructional programs in use at the school.
  1. Implementation of ongoing instructional assistance and support for RLA/ELD, mathematics, and intensive intervention teachers. Suggested support includes the use of content experts, specialists, and/or instructional coaches.

The school/district provides instructional assistance and ongoing support to all teachers of RLA/ELD, mathematics, and intensive interventions. Possible options for providing support include trained coaches, content experts, and specialists who are knowledgeable about the adopted program, and work inside the classrooms to support teachers and deepen their knowledge about the content and the delivery of instruction.

  1. Implementation of a student achievement monitoring system that provides timely data from common formative and summative assessments for teachers and principals to use to monitor ongoing student progress, identify student needs, inform instruction, and determine effectiveness of instructional practices and implementation of the adopted programs.

    The school/district uses an ongoing assessment and monitoring system that provides timely data from common assessments based on the adopted RLA/ELD and mathematics basic core and intensive intervention programs. Student achievement results from assessments (i.e., entry-level placement and/or diagnostic; progress monitoring, including frequent formative and curriculum-embedded; and summative assessments) are used to inform teachers and principals on student placement, diagnosis, progress, and effectiveness of instruction.

  2. Implementation of monthly structured teacher collaboration for all RLA/ELD and mathematics teachers by grade level (K-8) and common course and department levels (9-12) facilitated by the principal.

    The school/district facilitates and supports a one-hour structured collaboration meeting (preferably two) per month in order for all teachers of RLA/ELD and mathematics, including strategic and intensive intervention, special education, and ELD teachers to analyze, discuss, and utilize the results of the school/district assessments to guide student placement, instructional planning and delivery, and progress monitoring in the instructional programs used at the school.

  3. Implementation of Fiscal Support aligned to full implementation of EPCs.

    The school/district’s general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in RLA/ELD, mathematics, and the Single Plan for Student Achievement.
Questions:   District Innovation & Improvement Office | 916-319-0836
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