Introduction
The Essential Program Components (EPC) support academic student achievement in English/reading/language arts and mathematics as measured through grade-span Academic Program Surveys (APS). The EPCs are designed to meet the needs of all students through State Board of Education (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 highly qualified teachers, use of data obtained from a student achievement monitoring system, instructional support, teacher collaboration, and fiscal support.
Nine Essential Program Components
- Use of State Board of Education (SBE)-adopted (kindergarten
through grade eight) or standards-aligned (grade nine through
twelve) English/reading/language arts and mathematics instructional
materials, including intervention materials
Elementary School Level: The school/district provides the most recent SBE-adopted core instructional programs, including accelerated interventions, for reading/language arts (2002 and 2005 [follow-up] adoptions) and mathematics (2001and 2005 [follow-up] adoptions), documented to be in daily use in every classroom with materials for every student.
Middle School Level: The school/district provides the most recent SBE-adopted core instructional programs in English/reading/language arts (2002 and 2005 [follow-up] adoptions) and mathematics (2001 and 2005 [follow-up] adoptions), documented to be in daily use in every classroom with materials for every student.
High School Level: The school/district provides state standards-aligned English/reading/language arts textbooks in all classrooms for all students enrolled in ninth and tenth grade English/reading/language arts courses, including SBE-adopted English/reading/language arts intervention program textbooks for appropriate students, as well as SBE-adopted mathematics textbooks in all classrooms for all students enrolled in remedial mathematics, Pre-Algebra and Algebra 1 courses.
- Instructional time (adherence to instructional minutes
for English/reading/language arts and mathematics (K-8) and high school
access to standards-aligned core courses)
Elementary School Level: The school/district complies with and monitors implementation of instructional time for the adopted core programs for reading/language arts, reading intervention, core mathematics, as well as provides additional time for students needing mathematics intervention. This time should be given priority and be protected from interruptions.
Middle School Level: The school/district complies with and monitors implementation of instructional time for the adopted programs for core English/reading/language arts, reading intervention, core mathematics, as well as provides additional time for students needing mathematics intervention. This time should be given priority and be protected from interruptions.
High School Level: The school's master schedule and English/reading/language arts and mathematics course pacing schedules reflect effective use of instructional time and provide all students access to English/reading/language arts, reading interventions, mathematics, Pre-Algebra, and Algebra I courses and instruction needed to master the required skills to pass the related components on the California High School Exit Examination (CAHSEE).
-
School Administrator Training Program- Assembly Bill (AB) 430 (Chapter 364, Statutes 2005) on SBE-adopted instructional materials
Elementary School Level: The district provides the school's principal and vice-principal(s) with AB 430 Administrator Training Program (ATP), Module 1, Leadership and Support of Student Instructional Programs, through an SBE-authorized provider. Modules 2 and 3 are optional but recommended. This requirement is fulfilled when the principal(s) completes 40 hours of training institute and 40 hours of practicum in the school/district-adopted reading/language arts (elementary school core program K-6), including interventions, and mathematics programs.
Middle School Level: The district provides the school's principal and vice-principal(s) with AB 430 Administrator Training Program (ATP), Module 1, Leadership and Support of Student Instructional Programs, through a SBE-authorized provider. Modules 2 and 3 are optional but recommended. The training institute features the district's adopted English/reading/language arts program, or the English/reading/language arts intervention program, and the district's SBE-adopted mathematics program. The ATP, Module 1, includes 40 hours of training institute in the district's adopted E/R/LA core or E/R/LA intervention programs and mathematics program, and also includes 40 hours of structured follow-up practicum.
High School Level: The district provides the school's principal and vice-principal(s) with AB 430 Administrator Training Program (ATP), Module 1, Leadership and Support of Student Instructional Programs, through an SBE-authorized provider. Modules 2 and 3 are optional but recommended. The training institute features the school's adopted English/reading/language arts program, including the interventions programs for E/R/LA or the school's program for SBE-adopted mathematics program, Pre-Algebra, and Algebra 1 in use at their site. The ATP, Module 1, includes 40 hours of training institute in one of the multiple combinations of English/reading/language arts and mathematics in use at their site and 40 hours of structured follow-up practicum.
-
Fully credentialed, highly qualified teachers and AB 466 (Chapter 737, Statutes of 2001) (Senate Bill [SB] 472, pending) Professional Development Program on SBE-adopted instructional materials
Essential Program Component (EPC) #4 has two parts.
- Fully credentialed, highly qualified teachers by June 2007.
Requirements for No Child Left Behind (NCLB) Teacher Compliance: Teachers of core academic subjects must have: a bachelor’s degree; hold an appropriate credential or intern certificate (must be currently enrolled in an approved California Commission on Teacher Credentialing [CCTC] intern program); and demonstrate subject matter competence.
- District providers teachers of English/reading/language arts and mathematics with the appropriate AB 466 (SB 472, pending) Professional Development Program through a SBE-authorized provider.
A majority of K-8 teachers attend 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 English/reading/language arts and district's adopted core programs for mathematics for each teacher's grade level and program.
Ninth and tenth grade English/reading/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 (AB 466). Remedial mathematics teachers are provided professional development on instructional materials used at their site.
-
Student achievement monitoring system (use of data to monitor student progress on curriculum-embedded assessments and modify instruction)
The school/district has an assessment and monitoring system (e.g., every six to eight 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 English/reading/language arts and mathematics classrooms. These curriculum-embedded assessments are based on the adopted English/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)
The schools/district provide instructional assistance and support to all teachers of English/reading/language arts and mathematics. Elementary, middle, and ninth and tenth grade English/reading/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 the 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) facilitated by the principal
The school/district facilitates and supports teacher grade-level collaboration on a regular and frequent basis for elementary, middle, and high school English/reading/language arts and mathematics teachers to focus on the use of curriculum-embedded assessment data and data review to strengthen implementation of the SBE-adopted English/reading/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 (preferably two, one-hour meetings per month).
- Lesson and course pacing schedule (K-8) and master
schedule flexibility for sufficient numbers of intervention
courses (9-12)
Elementary School Level: 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 and in what sequence each lesson is expected to be taught to ensure content coverage.
Middle School Level: The school/district prepares and distributes an annual district/schoolwide pacing schedule for each grade level (K-8) for the English/reading/language arts and mathematics programs in order for all teachers to know when and in what sequence each lesson is expected to be taught 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/reading/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 I and/or are at risk of failing the mathematics portion of the CAHSEE.
