2024-2025 Program and Budget Handbook

Attachment A

Guidance on Selecting Supplemental Instructional Resources for Tier 1, Tier 2, and Tier 3 Schools are responsible for ensuring that any purchase of supplemental resources to support Tier 1, effective first instruction, Tier 2, strategic instruction and intervention, and Tier 3 intensive instruction and intervention are evidence-based. Selection of these supplemental resources must be based on data and evidenced based for the population served. Schools need to use a two-pronged approach to determine the appropriateness of any supplemental resource before purchasing. First, ensure the resource is research based. Second, ensure it meets the guidelines for the provision of effective academic intervention. To effectively implement evidence-based differentiated intervention, schools are to use the following structures: • Focus: Targeted standards aligned instructional cycles that support students’ learning needs. • Group Size: Small group size of no more than 4-6 students. • Frequency and Duration: A minimum of three times per week for 30-60 minutes per day, or about 50 hours over a semester. Additionally, break periods (e.g., winter break, spring break, etc.) may be utilized to deliver intensive week-long small group sessions focusing on one subject with a highly effective teacher. • Delivery: While in-person support is recommended, virtual and hybrid models may also be effective. • Attendance: Expect students to participate in 90% of the sessions to show the most improvement. Step 1: Validating Research-Based Resources The following criteria were designed to support schools in making purchasing decisions that reflect student needs and are evidence-based. Criteria for Selecting Supplemental Resources: 1. Is there evidence/research regarding the effectiveness of the supplemental resource being considered? (A website for identifying evidence: ― What Works Clearinghouse , Evidence for ESSA ) 2. Does the evidence align with the LAUSD demographics and instructional setting? (i.e., student-teacher ratio, minutes of instruction) 3. Is the resource aligned to California content standards? 4. Does the program have evidence of accelerating student growth? 5. What professional development and coaching support are available for effective implementation of the resource? Step 2: Guidelines for Effective Academic Intervention Resources The following questions are designed to guide decisions about purchasing supplemental instructional resources. All resources considered should accelerate student growth. • How will training for the program be implemented? • How much time needs to be allocated to use this program – 30 minutes, 1 hour, more? • What specific skills/standards does it address? • Does it include explicit instruction? • How does it provide for academic engaged time including high levels of student engagement? • How is student performance feedback provided?

Appendix C-2