California Department of Education May 2016

Academic Program Survey

Middle School Level

California Department of Education May 2016

Academic Program Survey

Middle School Level

EPC / REVISED Citations
1. Instructional Program /

Objective 1.1

Adopted list for Reading/Language Arts/ELD programs, Type 1, 2, or 3, may be accessed on the CDE State Board Adopted Instructional Materials Web page at
Adopted lists for 2002, 2005 and 2008 may be accessed on the CDE State Board Adopted Instructional Materials Web page at
Reading/Language Arts Framework for California Public Schools,2007, pp. 290-291, the preceding Web link is no longer valid and has been moved to
“Full range of learners in classrooms, with specific attention being given to language arts instruction and the learning needs of English learners, special education students, students with learning difficulties, and advanced learners.” Reading/Language Arts Framework for California Public Schools, 2007, pp. 6.
“Students with disabilities may be appropriately placed in a core program but may need special modifications of curriculum or instruction, as specified in their IEP, to enable them to participate successfully in a core classroom.” Reading/Language Arts Framework for California Public Schools, 2007, pp. 265.
Reading/Language Arts Framework for California Public Schools, 2007,pp. 265-270.
Guidance relating to the sufficiency of instructional materials for Special Education Students may be accessed on the CDE Instructional Materials FAQ Web page, question 29, at
Guidance relating to the sufficiency of instructional materials for English learners may be accessed on the CDE Instructional Materials FAQ Web page, question 30, at
Information relating to the Williams Resolution settlement on instructional material funds may be accessed on the CDE Instructional Materials Sufficiency Information Web page at [Note, the preceding Web link is no longer valid, please refer to the CDE Instructional Materials FAQ Web page at
Riverside CountyOffice of Education, Show Me the Research. Research studies on the efficacy of recent, standards-aligned instructional materials to increase student achievement, 2006.
Wise, et al., Independent Evaluation of the CaliforniaHigh School Exit Examination (CAHSEE): 2008 Evaluation Report.
Newman, F.M., Smith, B., Allensworth & Bryk, A.S., School Instructional Program Coherence: Benefits and Challenges, 2001.
1.2 /

Objective 1.2

Adopted list for Reading/Language Arts/ELD programs, Type 2 or 3, may be accessed on the CDE State Board Adopted Instructional Materials Web page at
Adopted lists for 2002, 2005 and 2008 may be accessed on the CDE State Board Adopted Instructional Materials Web page at

“Full range of learners in classrooms, with specific attention being given to language arts instruction and the learning needs of English learners, special education students, students with learning difficulties, and advanced learners.” Reading/Language Arts Framework for California Public Schools, 2007,pp. 6, 9, and 10.
Reading/Language Arts Framework for California Public Schools,2007,pp. 270-274.
Guidance relating to the sufficiency of instructional materials for Special Education Students may be accessed on the CDE Instructional Materials FAQ Web page, question 29, at
Guidance relating to the sufficiency of instructional materials for English learners may be accessed on the CDE Instructional Materials FAQ Web page, question 30, at
Information relating to the Williams Resolution settlement on instructional material funds may be accessed on the CDE Instructional Materials Sufficiency Information Web page at [Note, the preceding Web link is no longer valid, please refer to the CDE Instructional Materials FAQ Web page at
AB 1802 English Learner’s Supplemental Materials: [Note, the preceding Web link is no longer valid.]
1.3 /

Objective 1.3

Adopted list for Reading/Language Arts/ELD programs, Type 4 or 5, may be accessed on the CDE State Board Adopted Instructional Materials Web page at
Adopted lists for 2002, 2005 and 2008 may be accessed on the CDE State Board Adopted Instructional Materials Web page at
“Even with the highest-quality classroom instruction, some students have difficulty progressing according to grade-level expectation. For those students…instructional support and age-appropriate materials delivered explicitly, systematically and with urgency, are essential….” Reading/Language Arts Framework for California Public Schools, 2007, pp. 15.
Reading/Language Arts Framework for CaliforniaPublic Schools,2007, pp. 264-265, 300-303, and 340.
1.4 /

Objective 1.4

The adopted list for all current basic mathematics programs, including Algebra I, may be accessed on the CDE Mathematics Primary Adoption Web page at
Mathematics Framework for California Public Schools. A discussion of mathematics instructional materials, 2006, pp. 338-373.
Riverside CountyOffice of Education, Show Me the Research. Research studies on the efficacy of recent, standards-aligned instructional materials to increase student achievement, 2006.
Wise, et al., Independent Evaluation of the CaliforniaHigh School Exit Examination (CAHSEE): 2008 Evaluation Report.
F.M. Newman, B. Smith, Allensworth & A.S. Bryk, School Instructional Program Coherence: Benefits and Challenges, 2001.
Guidance relating to the sufficiency of instructional materials for Special Education Students may be accessed on the CDE Instructional Materials FAQ Web page, question 29, at
Guidance relating to the sufficiency of instructional materials for English learners may be accessed on the CDE Instructional Materials FAQ Web page, question 30, at
Information relating to the Williams Resolution settlement on instructional material funds may be accessed on the CDE Instructional Materials Sufficiency Information Web page at [Note, the preceding Web link is no longer valid, please refer to the CDE Instructional Materials FAQ Web page at
1.5 /

Objective 1.5

The adopted list for all current basic mathematics programs, including Algebra I, may be accessed on the CDE Mathematics Primary Adoption Web page at
Mathematics Framework for California Public Schools. A discussion of mathematics instructional materials, 2006, pp. 338-364.
1.6 /

Objective 1.6

The adopted list for all current basic mathematics programs, including Algebra I, may be accessed on the CDE Mathematics Primary Adoption Web page at
Mathematics Framework for California Public Schools. A discussion of mathematics instructional materials, 2006, pp. 338-339, and 365-366.
“The 16 standards that are the target of the algebra readiness program…are purposefully limited in number to provide publishers and teachers the flexibility and time to rebuild foundational skills and concepts that may be missing from earlier grades.” Mathematics Framework for California Public Schools, 2006, pp. 365.
EPC / REVISED Citations
2. Instructional Time / Objective 2.1
Reading/Language Arts Framework for CaliforniaPublic Schools,2007, pp. 15, and 290-291.
Riverside CountyOffice of Education, Show Me the Research. Research studies on the effect of protected instructional time in core academics to student achievement, 2006.
K. Cotton, Educational Time Factors. Regional Educational Laboratories, School Improvement Research Series IV, 1990.
2.2 / Objective 2.2
Reading/Language Arts Framework for California Public Schools. References to specific number of minutes for instructional time, 2007, pp. 12-16, 263-265, and 290-291.
2.3 /

Objective 2.3

Reading/Language Arts Framework for California Public Schools,2007, pp. 290-291.
2.4 /

Objective 2.4

Reading/Language Arts Framework for California Public Schools,2007, pp. 290-291, and 300-303.
2.5 /

Objective 2.5

Mathematics Framework for California Public Schools. A discussion of mathematics instructional materials, 2006, pp. 9-11 and 235.
Riverside CountyOffice of Education, Show Me the Research. Research studies on the effect of protected instructional time in core academics to student achievement, 2006.
K. Cotton, Educational Time Factors. Regional Educational Laboratories, School Improvement Research Series IV, 1990.
2.6 /

Objective 2.6

Mathematics Framework for California Public Schools. A discussion of mathematics instructional materials, 2006, pp. 235.
“For students whose achievement is below grade level in mathematics, an increase in instructional time from 60 to 90 or 120 minutes may be appropriate.” Mathematics Framework for California Public Schools, 2006, pp. 235.
2.7 / Objective 2.7
Mathematics Framework for California Public Schools. A discussion of mathematics instructional materials, 2006, pp. 9-11 and 235.
“For students whose achievement is below grade level in mathematics, an increase in instructional time from 60 to 90 or 120 minutes may be appropriate.” Mathematics Framework for California Public Schools, 2006, pp. 235.
EPC / REVISED Citations
3. Lesson Pacing Guide /

Objective 3.1

Reading Language Arts Framework for California Public Schools. References to the need for a pacing schedule, 2007, pp. 304.
3.2 /

Objective 3.2

Mathematics Framework for California Public Schools. References to the need for a pacing schedule, 2006, pp. 203.
EPC / REVISED Citations
4. School Administrator Instructional Leadership Training /

Objective 4.1

Reading/Language Arts Framework for California Public Schools. Reference to site administrator need to provide professional development, 2007, pp. 282.
Mathematics Framework for California Public Schools. Reference to site administrator need to provide professional development, 2006, pp. 244 and 245.
Hatchuel, Tabernik and Associates, Evaluation Study of California School Assistance and Intervention Team Process, 2008, pp. 74-75, 99-103, 106-108, and 112-114.
Riverside CountyOffice of Education, Show Me the Research. Effects of strong principal leadership, 2006.
R.C Hughes, Creating a New Approach to Principal Leadership: The National Institute of School Leadership has Borrowed from the Leadership Practices of Other Professions to Build an Innovative Program for Principals, 2005.
T. Waters, R.J. Marzano, and B. McNulty, Balanced Leadership: What 30 Years of Research Tells us About the Effect of Leadership on Student Achievement, 2003.
4.2 /

Objective 4.2

Mathematics Framework for California Public Schools. 2006, pp. 244-245.
Hatchuel, Tabernik and Associates, Evaluation Study of California School Assistance and Intervention Team Process, 2008, pp. 74-75, 99-103, 106-108, and 112-114.
Riverside CountyOffice of Education, Show Me the Research. Effects of strong principal leadership, 2006.
R.C Hughes, Creating a New Approach to Principal Leadership: The National Institute of School Leadership has Borrowed from the Leadership Practices of Other Professions to Build an Innovative Program for Principals, 2005.
T. Waters, R.J. Marzano, and B. McNulty, Balanced Leadership: What 30 Years of Research Tells us About the Effect of Leadership on Student Achievement, 2003.
EPC / REVISED Citations
5. Credentialed Teachers and Professional Development Opportunity /

Objective 5.1

Full descriptions and discussion for Highly Qualified Teachers are found at the California Commission on Teacher Credentialing Web site at (Outside Source)
5.2 /

Objective 5.2

Reading/Language Arts Framework for California Public Schools, 2007,pp. 18 and 277-279.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process, 2008, pp. 65 and 90.
Riverside CountyOffice of Education, Show Me the Research. Studies of standards-based content-specific professional development for teachers, 2006.
W.A. Firestone, M.M. Mangin, M.C. Martinex, and T. Polovsky, Content and Coherence in District Professional Development: Three Case Studies, 2005.
G.J. Whitehurst, Research on Teacher Preparation and Professional Development, 2002.
5.3 /

Objective 5.3

Mathematics Framework for California Public Schools. 2006, pp. 241-242 and 247-251.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process, 2008, pp. 65 and 90.
Riverside CountyOffice of Education, Show Me the Research. Studies of standards-based content-specific professional development for teachers, 2006.
W.A. Firestone, M.M. Mangin, M.C. Martinex, and T. Polovsky, Content and Coherence in District Professional Development: Three Case Studies, 2005.
G.J. Whitehurst, Research on Teacher Preparation and Professional Development, 2002.
EPC / REVISED Citations
6. Ongoing Instructional Assistance and Support for Teachers /

Objective 6.1

Reading/Language Arts Framework for California Public Schools. References for providing assistance to teachers, 2007, pp. 263-374.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of implementing coaching,2008, pp. 68 and 96.
International Reading Association, Standards for Middle and High School Literacy Coaches, 2006.
Riverside CountyOffice of Education, Show Me the Research. Coaching and Teacher Efficacy Studies, 2006.
J.A. Ross, Teacher Efficacy and The Effects of Coaching on Student Achievement, 1992.
B. Joyce, and B. Showers, Improving Inservice Training: The Messages of Research, 1980.
M. Grinder, ENVoY: A Personal Guide to Classroom Management, 1996.
6.2 /

Objective 6.2

Mathematics Framework for California Public Schools. References for providing assistance to teachers, 2006, pp. 244 and 245.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process, 2008, pp. 68 and 96.
Riverside CountyOffice of Education, Show Me the Research. Coaching and Teacher Efficacy Studies, 2006.
J.A. Ross, Teacher Efficacy and he Effects of Coaching on Student Achievement, 1992.
B. Joyce, and B. Showers, Improving Inservice Training: The Messages of Research, 1980.
M. Grinder, ENVoY: A Personal Guide to Classroom Management, 1996.
EPC / REVISED Citations
7. Student Achievement Monitoring System /

Objective 7.1

Reading/Language Arts Framework for California Public Schools. References to systematic monitoring of student progress and effectiveness of instruction, 2007, pp. 252-257.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of using assessment monitoring for improving achievement among English Learners,2008, pp. 59-60, 65, 67-68, 78-79, 96, 126, and 133.
Riverside CountyOffice of Education, Show Me the Research. Research on the effectiveness of the use of data to guide instruction, 2006.
M. Schmoker, The Results Fieldbook: Practical Strategies from Dramatically Improved Schools, 2001.
R.I. Bangert-Drowns, et al., Effects of Frequent Classroom Testing,1991.
7.2 /

Objective 7.2

Mathematics Framework for California Public Schools. References to systematic monitoring of student progress and effectiveness of instruction, 2006, pp. 222-223.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of using assessment monitoring for improving achievement among English Learners,2008, pp. 59-60, 65, 67-68, 78-79, 96, 126, and 133.
Riverside CountyOffice of Education, Show Me the Research. Research on the effectiveness of the use of data to guide instruction, 2006.
M. Schmoker, The Results Fieldbook: Practical Strategies from Dramatically Improved Schools, 2001.
R.I. Bangert-Drowns, et al., Effects of Frequent Classroom Testing,1991.
EPC / REVISED Citations
8. Monthly Collaboration by Grade Level or Program Level for Teachers Facilitated by the Principal /

Objective 8.1

Reading Language Arts Framework for California Public Schools. References to the role of the principal to provide time for monthly grade level meetings, 2007, pp. 283.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of collaboration on improving instruction, 2008, pp. 71 and 96.
Riverside CountyOffice of Education, Show Me the Research. Research on the effectiveness of implementing collaboration, 2006.
Louis & Marks, Does Professional Community Affect the Classroom?, 1998.
Schmoker & Wilson, Total Quality Education: Profiles of Schools that Demonstrate the Power of Deming’s Management Principles, 1992.
8.2 /

Objective 8.2

Mathematics Framework for California Public Schools. References to the role of the principal to provide time for monthly grade level meetings, 2006, pp. 244 and 247-248.
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of collaboration on improving instruction, 2008, pp. 71 and 96.
Riverside CountyOffice of Education, Show Me the Research. Research on the effectiveness of implementing collaboration, 2006.
Louis & Marks, Does Professional Community Affect the Classroom?, 1998.
Schmoker & Wilson, Total Quality Education: Profiles of Schools that Demonstrate the Power of Deming’s Management Principles, 1992.
EPC / REVISED Citations
9. Fiscal Support / Objective 9.1
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of school progress correlated to fiscal support, 2008, pp. 57-58, 77, and 100.
9.2 / Objective 9.2
Hatchuel, Tabernik and Associates, Evaluation Study of CaliforniaSchool Assistance and Intervention Team Process. Effectiveness of school progress correlated to fiscal support, 2008, pp. 57-58, 77, and 100.

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