Academic Program Survey, Essential Program Components

Districts and schools in California are responsible for meeting state accountability mandates through the Academic Performance Index (API), and federal accountability mandates through Adequate Yearly Progress (AYP).  Districts with schools in API deciles 1 and 2 can volunteer to participate in the High Priority Schools Program (HPSG) to address improved student achievement.  Districts and schools that fail to meet AYP targets and that fall into Program Improvement  (PI) are also mandated to take specific actions to improve student achievement.  In addition, any district and school that is meeting current student achievement improvement targets is encouraged to actively pursue strategies that will continue to promote improved student achievement.

Districts and schools in HPSG or PI are urged to revise the Single Plan for Student Achievement (SPSA) and  Local Education Area Plan (LEAP) based upon results of a self-assessment.  Assembly Bill 2066 requires that districts conduct a self-assessment using materials and criteria based upon current research provided by the California Department of Education (CDE).  The assessment identifies areas in need of improvement in district operations, programs, and services.  The California State Board of Education (SBE) endorsed two self-assessment tools to aid in this process: the Academic Program Survey (APS).  The nine Essential Program Components (EPCs) contained in both the APS were identified to assist schools and provide them areas on which to focus for improvement.  APS surveys and rating descriptions for elementary, middle, and high schools can be found online at:  http://www.cde.ca.gov/ta/lp/vl/improvtools.asp.

The APS asks schools and districts to examine improvement of student achievement in English/language arts and mathematics.  The nine components include:

• Instructional Program:  use of SBE-adopted (K-8) or standards-aligned (9-12) English/language arts and mathematics instructional programs, including reading intervention programs.
• Instructional Time:  adherence to instructional minutes for English/language arts and mathematics (K-8) and access to standards-aligned courses in English/language arts and mathematics and pacing guides (9-12).
• Principals’ Instructional Leadership Training:  Senate Bill (SB) 430 training on SBE-adopted instructional programs in English/language arts and mathematics.
• Teachers’ Professional Development Opportunities:  fully credentialed teachers and teacher participation in SB 472 training on SBE-adopted instructional programs in English/language arts and mathematics.
• Student Achievement Monitoring System:  use of data to monitor student placement/progress through curriculum-embedded assessments used to modify instruction.
• Ongoing Instructional Assistance and Support for Teachers:  use of content experts and instructional coaches.
• Monthly Teacher Collaboration by Grade/Content Level:  collaboration on results from common curriculum-embedded assessments.
• Lesson Pacing Schedule (K-8)/Intervention (9-12):  use of pacing schedules/intervention classes in English/language arts and mathematics.
• Fiscal Support:  funding to provide support for all nine EPCs.

For more information about the APS and EPCs and for assistance for implementing these tools in schools and districts contact:  Mike DeRoss at 842-8404 or Martie Hagarty at 842-8415.

Updated for school year 2009-10.