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Program Improvement (PI) Training Materials
The California Department of Education is making available these training materials to provide information to districts and schools in PI status, as well as non-PI districts with guidance, tools and resources for assistance as they work to meet the identified needs of their schools and the requirements of the No Child Left Behind Act of 2001.

Essential Program Components
This document provides the context for the improvement tools listed below.

Academic Program Survey
This survey is the first step a school and district take in assessing the school's status with respect to the nine Essential Program Components that support academic achievement in reading/English-language arts and mathematics. The survey document gives a description of what the full implementation of each component might look like as related to the School Assistance and Intervention Team (SAIT) criteria. The Academic Program Survey is grade-span specific, being tailored to the elementary, middle, and high school grades.
Academic Program Survey 2008 Mathematics Addendum
This addendum incorporates the changes in mathematics instruction defined in the 2006 Mathematics Framework for Public Schools. This addendum should be used by schools adopting mathematics instructional materials beginning with the 2008-2009 school year.
Academic Program Survey Rating Description
The Academic Program Survey Rating Description for each grade span further distinguishes among the several rating levels a school will use in assessing its instructional program on the basis of the nine Essential Program Components. The verification of the self-assessment is the initial task of SAIT before the team can craft a set of recommendations for the school to follow in improving student achievement.

District Assistance Survey (DOC; 315 KB; 14 pp.)
The purpose of the District Assistance Survey is to help a district analyze the nature and coherence of its operations in support of a coherent, school-level instructional program that improves student achievement. Because student achievement in reading/language arts and mathematics is central to student success in other areas, this survey analyzes district support for schools in these primary areas of student literacy. The survey is designed to reveal how a district supports schools in seven categories that directly impact student achievement:

  1. Standards-based Curriculum, Instruction, and Assessment
  2. Professional Development
  3. Human Resources
  4. Data Systems/Data Analysis/Ongoing Monitoring
  5. Parent and Community Involvement
  6. Fiscal Operations
  7. Governance and Leadership

English Learner Subgroup Self Assessment
The English Learner Subgroup Self Assessment tool will help LEAs to analyze and revise their LEA Plan in order to improve outcomes for their English learners.

Least Restrictive Environment Self Assessment (PDF; Outside Source)
The least restrictive environment is a self-assessment tool to help districts examine their practices in supporting educational options for students with disabilities.

Resilience/Youth Development Module (Secondary School) (PDF; Outside Source)
The CHKS is a district-level data collection that enables districts to comply with Title IV Safe and Drug-Free Schools and Communities funding requirements. The CHKS gathers data on behaviors such as physical activity and nutritional habits; alcohol, tobacco, and other drug use; school safety; and environmental and individual strengths and assets.

Staff School Climate Survey (PDF; Outside Source)
The California Healthy Kids Survey (CHKS) is a voluntary, anonymous, confidential student and school staff student report of attitudes, health risk behaviors, and protective factors. The survey gathers information on behaviors such as physical activity and nutritional habits; alcohol, tobacco, and other drug use; school safety; and environmental and individual strengths.

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