DRAFT
01/28/2017
Statement of Model Practice
Priority 1: Basic Services
Summary:
All students have equal access to: instructional materials; quality teachers, support staff
and services; and healthy school environments. All teachers are appropriately assigned
and credentialed in the subject area(s) and grade(s) they are assigned to teach. All
students have sufficient access to standards-aligned instructional materials. School
facilities are maintained in good repair and promote the health and well-being of
occupants, conserve energy and water, and have clean indoor air.
Teachers
Desired Results:
Teachers are appropriately assigned and fully credentialed in the grades/subject area(s)
they are assigned to teach. Poor and minority students are not taught at
disproportionate rates than non-poor and non-minority students by inexperienced, outof-field, or ineffective teachers.
Model Practices:
Model practices may include, but are not limited to, the following:
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Teachers and administrators engaging in strong labor management
collaboration practices;
Ensuring that teachers’ credentials are up to date;
Conducting teacher assignment monitoring annually;
Site administrators conducting a root cause analysis annually and developing
an educator equity plan with actions that will ensure that at-risk students are
not taught at disproportionate rates than other students by inexperienced, outof-field, or ineffective teachers; and
Using the California Commission on Teacher Credentialing's Administrative
Assignment Manual and Updates and Revisions documents to assist with
ensuring teachers are legally and appropriately assigned.
Materials
Desired Results:
All students have access to and use standards-aligned instructional materials for all
content areas. English learners, students with disabilities, and students receiving
intervention services have appropriate and sufficient materials to support their learning.
DRAFT
01/28/2017
Model Practices:
Model practices may include, but are not limited to, the following:
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1-to-1 Device Initiatives;
Ensuring access to technology;
Implementation of Universal Design practices;
Multi-Tiered System of Supports (MTSS)
Offering a curriculum that is consistent with and supports diversity and
cultural understanding; and
Providing instruction in different learning modalities through the use of
meaningful manipulatives and embedded experiences.
Facilities
Desired Results:
Schools meet state and federal standards for safety, cleanliness, and adequacy,
including facilities that are in good repair and receive regular maintenance. Processes
exist, are understood, and well-implemented to actively track and respond to
deficiencies, which may include directing funding to purchase, hire, and/or contract for
assistance.
Model Practices:
Model practices may include, but are not limited to, the following:
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Developing a Facilities Master Plan to better understand current and longterm facility needs;
Implementation of regular preventive maintenance as a cornerstone to an
effective maintenance initiative;
Ensuring compliance with the Americans with Disabilities Act; and
Upgrading cafeteria and kitchen facilities to support students having access to
nutritious, quality meals.