Introduction
The Essential Program Components (EPC) support academic student achievement in English/reading/language arts and mathematics as measured through grade-span Academic Program Survey (APS). The EPCs are designed to meet the needs of all students, including English learners and students with disabilities through State Board of Education (SBE)-adopted standards-based and/or standards-aligned (grades nine through twelve) instructional materials including interventions and English Language Development materials, appropriate instructional time and pacing schedules, professional development for teachers and administrators, assignment of fully credentialed highly qualified teachers, ongoing instructional support in the use of data obtained from a student achievement monitoring system, teacher collaboration, and fiscal support.
Nine Essential Program Components
- Use of standards-based 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 intensive interventions and * English Language Development materials.
Elementary School Level:
The school/district provides the current SBE-adopted basic core instructional programs, including ancillary materials for universal access, for Reading/Language Arts/English Language Development (RLA/ELD)(2002, 2005 [follow-up] or 2008 adoptions) and for mathematics (2001, 2005 [follow-up] or 2007 adoptions). The school/district also provides the current SBE-adopted intensive interventions for Grades 4-8 in RLA/ELD and Grades 4-7 and Grade 8 Algebra Readiness in mathematics. These programs are to be implemented as designed and documented to be in daily use in every classroom with materials for every student.
Middle School Level:
The school/district provides the current SBE-adopted basic core instructional programs in Reading/Language Arts/ English Language Development (2002, 2005 [follow-up], or 2008 adoptions) and for mathematics (2001, 2005 [follow-up], or 2007 adoptions). The school/district also provides the current SBE-adopted intensive interventions for Grades 6-8 in RLA/ELD and Grades 6-7 and Grade 8 Algebra Readiness in mathematics. These programs are to be implemented as designed and documented to be in daily use in every classroom with materials for every student.
High School Level: The school/district provides the current district adopted, standards-aligned textbooks and instructional materials, including ancillary materials for universal access for all ninth and tenth grade English/Language Arts courses as well as an SBE-adopted intensive reading intervention course; and for mathematics SBE-adopted mathematics textbooks in all classrooms for all students enrolled in Algebra Readiness, Algebra Strategic Support and Algebra I. These programs are implemented as designed and documented to be in daily use in all classrooms with materials for every student.
Note: For English/Language Arts, state-monitored high schools are to select high school level (articulated) texts and programs from publishers listed on the core and intensive intervention SBE-adopted materials lists for grades 7 and 8.
*English Language Development: 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 English Learners.
- Implementation of instructional minutes for basic core Reading/Language Arts and mathematics programs, intensive intervention and strategic support courses as well as additional instructional time for structured English Language Development at all grade levels.
Elementary School Level: The school/district complies with and monitors the daily implementation of instructional time for the adopted RLA and mathematics basic core programs, the intensive interventions as well as additional time for strategic support and ELD for identified English Learners. This time should be given priority and be protected from interruptions.
Middle School Level: The school/district complies with and monitors the daily implementation of instructional time for the adopted RLA and mathematics basic core programs, the intensive interventions as well as additional time for strategic support and ELD for identified English Learners. This time should be given priority and be protected from interruptions.
High School Level: Through the school's master schedule, the school/district complies with and monitors the daily implementation of instructional time for the adopted grade-level 9th and 10th ELA and Algebra I programs, the intensive interventions as well as additional time for strategic support, ELD for identified English Learners, and support to master the required skills to pass the related components on the California High School Exit Examination (CAHSEE). This time should be given priority and be protected from interruptions.
- 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 documented to be in use for each grade level (kindergarten through grade eight) for the SBE-adopted basic core RLA/ELD, strategic support and intensive intervention programs and SBE-adopted mathematics basic core, strategic, and Grades 4-7 and Algebra Readiness 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 to be in use for each grade level (sixth through grade eight) for the SBE-adopted basic core RLA/ELD, strategic support and intensive intervention programs and SBE-adopted mathematics basic core, strategic, and Grades 6-7 and Algebra Readiness 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 current district-adopted ELA Grade 9 and 10 core, strategic support and the intensive reading intervention courses and for the current SBE-adopted Algebra I, Algebra I strategic support and Algebra Readiness courses in order for all teachers to follow a common sequence of instruction and assessment.
- Instructional materials based professional development and ongoing targeted professional development and support for instructional leaders to ensure the full implementation of the district adopted program and the EPCs.
Elementary School Level: The principal and vice-principal(s) are engaged in professional development focused on the SBE-adopted RLA/ELD and mathematics basic core and intervention program materials, including instructional leadership skills.
Middle School Level: The principal and vice-principal(s) are engaged in professional development focused on the SBE-adopted RLA/ELD and mathematics basic core and intervention program materials, including instructional leadership skills.
High School Level: The principal and vice-principal(s) are engaged in professional development focused on the standards-aligned reading/language arts instructional materials for grades 9-10, SBE-adopted RLA/ELD intervention program materials, and SBE-adopted Algebra I and Algebra Readiness, including instructional leadership skills.
- Fully credentialed, highly-qualified teachers, per the requirements of the Elementary and Secondary Education Act (ESEA) and professional development on standards-aligned/SBE-adopted instructional materials.
Highly Qualified Teachers: All classrooms are staffed with fully credentialed, highly qualified teachers per the requirements of the ESEA. 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.
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 instructional materials professional development focused on the standards-aligned/SBE-adopted basic core RLA/ELD and mathematics programs, and/or SBE-adopted reading or mathematics intensive intervention instructional programs in use at the school.
- Implementation of ongoing instructional assistance and support for R/LA, ELD and mathematics teachers through the use of content experts, specialists, and instructional coaches.
The schools/district provide instructional assistance and ongoing support to all teachers of RLA/ELD and mathematics. Specifically, elementary, middle, and ninth and tenth grade RLA, intensive reading intervention, K-7 mathematics, Algebra I, and Algebra Readiness teachers receive ongoing support offered by the school and district. 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.
- For all grade levels, implementation of a student achievement monitoring system that provides timely data from common formative and curriculum-embedded 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 SBE-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.
- 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 reading and language arts and mathematics, including strategic and intensive intervention, special education, and ELD teachers to analyze, discuss, and utilize the results of the school/district assessment system to guide student placement, instructional planning and delivery, and progress monitoring, within the SBE-adopted RLA/ELD and mathematics programs.
- 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 (SPSA).
