School Validation and Improvement Project (SVIP)

SVIP provides technical assistance through processes designed to guide schools and districts in assessing and prioritizing barriers to learning for both State and Federal Accountability Systems. The SVIP unit, as one of two Regional Technical Assistance Centers for the Quality Education Investment Act, also works to provide and coordinate documentation of successful school improvement practice, and share information on successful practice with schools, districts and chartering authorities in the region.

SAIT
It is the intent of the School Assistance and Intervention Team (SAIT) process, through its work with districts and state-monitored schools, to provide assistance to schools in the Immediate Intervention/Underperforming Schools Program (II/USP) and the High Priority Schools Grant Program (HPSGP) by clearly articulating places where there are gaps and deficiencies in the school program. Once the school understands where effort should be directed, and what the nature of that effort is, the school can begin to take the necessary steps to make the school program one where students can meet and exceed the standards. SAIT Providers work with a District/School Liaison Team (DSLT) to evaluate the school's program with respect to nine Essential Program Components (EPCs) and usher the school through its improvement process, giving ongoing feedback as to progress, and facilitating the delivery of support services. Provides schools and their respective districts with a consistent set of expectations, recommendations, and coherent procedures to enhance schools' ability to improve student achievement as evidenced by meeting API targets.

Academic Reviews
The goal of this process is to provide schools with detailed information on the specific issues underlying the inability to make AYP and to recommend specific actions and resources required to improve the instructional program for all students. These reviews provide strategic guidance and support services to identified PI schools that result in improved teaching and learning. Schools will effectively analyze the impact of Vision & Leadership, Curriculum & Instruction, Assessment & Accountability, and School Culture for the purpose of improving teaching and learning. Academic Reviews are a three-part process that include: A self-assessment conducted by school stakeholders who have been trained by the SVIP (School Validation and Improvement Project) unit. A validation visit conducted by a review team led by SVIP. The team includes representatives from LACOE, District Office and Bargaining Units. Together, the team members have expertise needed to assess leadership and management, the core instructional program, Special Education programs and programs for English learners and standard English learners. Select review team members will assist Schools to use the key findings from the validation visit to effectively develop, implement, monitor and revise the action steps written into their Single School Plan.

QEIA
Funding under the Quality Education Investment Act (QEIA) of 2006 supports specified activities to improve academic instruction and students' academic achievement. School districts and other local educational agencies applied for funding to be used to help schools exceed their growth targets, reduce pupil-to-teacher ratios, reduce pupil-to-counselor ratio, and increase the number of highly qualified teachers. The Los Angeles County Office of Education was identified as one of two Regional technical centers to support participating districts and schools during initial QEIA implementation. This center is housed within the Division for School Improvement with the SVIP unit and works to provide documentation of successful school improvement practice, share information on successful practice with schools, districts and chartering authorities in the regions. In addition, the Los Angeles County Office of Education will monitor requirements for:

Class size reduction
Student-to-counselor ratios
Teacher and counselor qualifications
Average teaching experience
Success in meeting API growth targets
Professional development requirements
Williams v. CA requirements
Meeting requirements within statutory timelines
Schools participating under alternative option using school-specified measures

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