1. Essential Concept Instructional Guide (ECIG) School District of Lee County Intensive Reading: LANGUAGE!

2. Congratulations!!!!!! “A” School District 47 “A” schools → 60 “A” schools Improved from 34 th state student achievement ranking to 22 nd in the state

3. Congratulations!!!!!! Lee County is 23 rd in the state for Levels 3-5 Reading scores. Lee County is 13 th in the state for reading gains. Lee County is 18 th in the state for making reading gains with the lowest 25% students.

4. Advantages of the Alternate Block System Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008) Grades and Grade point averages increase (Zepeda and Smith, 2006) Teachers have more time to develop Key Concepts (Huff-1995) Teachers report more time for Differentiated Instruction (Bryant and Claxton, 1996) Teachers can have students apply new concepts immediately (Huff,1995)

5. Advantages of the Alternate Block System – cont. Improved interaction with students (Adams and Salvaterra, 1998) Positive student discipline gains (Canady and Retting, 1997) Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996) 80% of students more positive about the block schedule Would not return to non-block (Huff, 1995) 72% of Secondary Schools in the US have some sort of Block Schedule (Queen, 2009)

6. Essential Support Systems for Block Scheduling (Queen, 2009) Curriculum Alignments which identify the scope an sequence of what is to be taught (Academic Plans) Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG) Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG) Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

7. Essential Support Systems for Block Scheduling (Queen, 2009)-cont. Teachers should have a minimum of five strategies for student activities (Cadre resources) Students practice the skill or concept under the teacher's direction (ECIG) Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG) Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.) Entire classroom time needs to be used for instruction (ECIG)

8. Instructional Transitions I DOWE DO YOU DO Higher Order Thinking Entice, Enlighten, Engage, Extend, Enact Plan - Do - Study - Act Monitoring Responsibility for Learning Teaching to Learning TEACHERSTUDENT

10. Differences in Plans Daily Plans Short term Difficult to track progress, strategies, and structures over time Instructional practices can often be unspecified Generated by skills Breadth not depth Usually tied to resources Instructional Guide Long-range view Easy to track progress, strategies, and structures over time Instructional practices get careful consideration Generated by essential concepts and Systematic, Explicit Teaching Model Depth not breadth Lasting – not tied to resources

11. Elements of the ECIG Logically sequenced, integrated content Appealing to multiple learning styles Engaging events of instruction Aligned with standards Incorporates school initiatives Based on SBRR Incorporates movement Identifies available resources Follows Systematic, Explicit Instruction Model

12. Direct Instruction Guided Practice Higher Order Thinking Assess/ Introspection

13. Primacy-Recency Effect By dividing the learning time into segments, there is more prime learning time than down time. Research has shown a positive correlation between the amount of movement the classroom teacher used and the percentage increase of students' test scores (Gilbert, 1997).

14. Primary-Recency Effect During a learning episode, we remember best what comes first, second best what comes last and least what comes just past the middle. An adolescent normally can process an item in working memory intently for 10-20 minutes then: 1. Focus drifts and mental fatigue sets in. 2. Boredom with the item occurs. 3. Depth not Breadth!

15. Three or More Activities Per ECIG  Need not be equal in length  Large/small group – Interactive activity  Individual productivity – Introspective activity  Teacher-centered – Introduction  Informational, Instructional Activity  Vary the amount and time of activities

16. ECIG Momentum Considerations A. Time Management 1. Use a timer 2. Use a time schedule (display) 3. Allow students some control of class time use B. Provisioning 1. Have all materials ready and in place 2. Plan Ahead C. Movement 1. Plan for movement 2. Share responsibility and expectations for movement with students

17. Components of ECIG: Curriculum and Unit Alignments Let’s define each one of the Lesson Alignments boxes and where the information will come from.

18. Elements of ECIG : Unit Alignments Schedule What Why Explain/Model Support/Corrective Feedback Perfect Practice Self-Monitor/Application Introspection/Learning Processes Reflection

19. Why is a Planned Schedule Important? Ensures required instructional content is covered at the necessary rate Is critical part of differentiation Predicts grade level achievement Protects students from the “tyranny of time”

20. Elements of ECIG Date: What is the length of unit? The teacher is in the “I DO” phase of the learning model; the teacher determines the length of instructional time based on the needs of students.

21. Date This section will be listed by unit and lesson.

22. Time and Order Each of the Lesson Alignment Columns requires an estimation of the time that will be spent on that component of the lesson. There is also a block that can be used delineate the order of activities within a component of the lesson.

23. Direct Instruction Direct Instruction typically starts a unit or a new skill within the unit and/or anytime that students need more instruction to gain more understanding. (i.e. assessment shows need for additional instruction). It includes the building of adequate Background Knowledge for students in need of such support. Direct instruction is explicit and systematic. What, Why, Model/Explain

24. Elements of the ECIG What: What are the Sunshine State Standards and Essential Concepts that aligned in the Academic Plan that the students will learn? The teacher is in the “I DO” phase of the learning model; students understand what the content, strategy or process is for learning.

25. What? The needs to be written with the end in mind. -What is the Essential Concept? -What is expected level of complexity? - How will the Essential Concept be applied?

26. What? The What? will be a paraphrase of the transition statement for each step in the lesson. There will be six statements per lesson. The What? should become Lesson Objectives that are shared as Advanced and Post Organizers.

27. Elements of the ECIG: Direct Instruction Why: Why should the student learn the Essential concept? Why is Essential Concept going to make the student a better reader? The teacher is in the “I DO” phase of the learning model; students understand what the content, strategy or process is for learning; teacher sets purpose or anchors the content, strategy and/or process for learning.

28. Why? The Why? sets the rationale for learning. The rationale may be based on the challenges that student encounters in the academic arena and will encounter in the world of work.

29. Elements of the ECIG: Direct Instruction Explain/Model: How am I going to explicitly teach the Essential Concept? The teacher is in the “I DO” phase of the learning model; the teacher explicitly and systematically instructs the Essential Concepts for students.

30. Explain/Model Explain/Model will include the activities in which the purpose is direct instruction. This is the “I Do” section. You will need to read through each step’s activities to determine if the purpose is direct instruction.

31. Elements of the ECIG: Guided Practice Guided Practice is Perfect Practice and Support/Corrective Feedback. Feedback is constructive and supportive. Practice is not an assessment. Students are able to try the new skill/concept without penalty and with the level of support that ensures success.

32. Elements of the ECIG: Guided Practice Support/Corrective Feedback: As the student begins to apply what I have directly instructed, how can I scaffold/guide instruction to help students succeed? Teachers/Students begin the “We Do” phase of the learning process where the students try to apply the content, strategy and/or processes for learning with teacher support.

33. Support/Corrective Feedback In Support/ Corrective Feedback, the teacher is still directly involved but the purpose is to begin to guide the student through applying the learned Essential Concept. This begins the “We Do.” You will need to read through each step’s activities to determine if the purpose is direct instruction.

34. Guided Practice Perfect Practice: As the student independently practices what has been directly instructed and practiced with support, what kind of support does the student need to successfully practice to achieve mastery? Supplants the teacher support; students tries content, strategy and/pr process with the support of answers, notes, study guides, models, textbooks, etc.

35. Perfect Practice Initially, Perfect Practice will be implemented by classroom activities. Students will be provided with activities and support. As we increase our knowledge of Perfect Practice, we will be adding classroom activities and moving to perfect practice homework.

36. Perfect Practice Sample Unit 13 Lesson 9 Step 5 Supporting Details and Transition Words Read the sentence below: Bicycles have many purposes. Write 3 supporting detail sentences that include transition words that would explain the multiple purposes bicycles have. Supporting Detail:­­­ _________________________________________ _______________ _____________________________________________ __________________________ Supporting Detail: _________________________________________ _______________ _____________________________________________ __________________________ Supporting Detail:­­­­­­­­­­­ _________________________________________ _______________ _____________________________________________ __________________________ Back = AnswersFront = Questions Unit 13 Lesson 9 Step 5 Supporting Details and Transition Words Read the sentence below: Bicycles have many purposes. Write 3 supporting detail sentences that include transition words that would explain the multiple purposes bicycles have. Answers will vary. Supporting Detail: One purpose for a bicycle is for transportation.__________________ ___________________________________________ ____________________________ Supporting Detail: Another purpose for a bicycle could be for exercise.___________ ___________________________________________ ____________________________ Supporting Detail:­­­­­­­­­­­ A final purpose for bicycles would be for fun.__________________ Refer to Book C Student Text page 302 for additional support.

37. Perfect Practice: Student Study Cards Front of Card What is a GERUND? Back of Card What is a VERB FORM ENDING IN –ING THAT IS FORMED WHEN THE PRESENT PARTICIPLE FORM OF A VERB IS TRANSFORMED INTO AN ACTIVITY?

38. Elements of the ECIG: Higher Level Thinking Webb’s Depth of Knowledge is an example of how students may self monitor their use of higher level thinking skills with each concept they are learning.

39. Components of the ECIG: Higher Order Thinking Self-Monitor/ Application: How am I going to ask the student to demonstrate mastery of the Essential Concepts? Student begins the “You Do” phase of the learning process; student independently applies the content, strategy and/or process for learning (assessments, projects, higher order questioning, etc)

40. Self-Monitor/Application  Content Mastery Assessments  Content Mastery Retakes  Summative Assessment  Progress Indicator Assessment  Self-assessment  Multi-media Project  Research Projects Self- Monitoring/ Application includes, but is not limited to:

41. Self-Monitor/Application Consider questions like: -What did I learn? -What did I do with what I learned? -How well did I use/apply what I learned? -What else could I have done with what I learned?

42. Self-Monitor/Application The three types of Self- Monitor/Application ensures that there is always something for the students to work toward.  Due Now (within class period)  Due Later this Week  Due Long Term

43. Introspection/Learning Processes Reflection The student uses metacognitive/think aloud skills to self-evaluate their learning. Student/teacher introspection and reflection dialog will result in  Most effective teaching practices  Most effective learning strategies

44. Introspection/Learning Processes Reflection Introspection/Learning Processes Reflection requires the student to assess What helped me with the learning? How did I learn it? What didn’t work or inhibited my learning? What would have helped me learn more successfully?

45. Components of ECIG: Curriculum Alignments Curriculum Power Standards Unit Reading Standards Movement Strategies ESOL/ESE Strategies Florida Goal 3 Standards

46. Where Do I start? Start at the Essential Knowledge Concepts. The Essential Knowledge Concepts will always be the Six Steps of LANGUAGE!

47. Standard Alignment The Standards Alignment will be taken from the Academic Plan for each of the following books:  Books A/B  Books C/D  Books E/F

48. Reading Standards/Strategies The Reading Standards have been included in the Standards Alignment above.

49. Interactive Learning Strategies Research has shown a positive correlation between the amount of purposeful movement the classroom teacher used and the percentage increase of students' test scores (Gilbert, 1997).

50. Interactive Learning Strategies Movement Strategies should be based on:  Purpose  Group Type  Activity

51. Interactive Learning Strategies Purpose may include but is not limited to:  Learning Cycles  Cooperative Groups  Group Investigation  Peer Tutoring  Teams, Games and Tournaments  Jigsaw  Learning Together  Long Term Learning Groups

52. Interactive Learning Strategies Group Type may include but is not limited to:  Interest  Ability  Teacher Choice  Student Need  Random

53. Interactive Learning Strategies Activity Type may include but is not limited to:  Fluency Drills  Phonemic Awareness Drills  Manipulatives  Folder Activities  Technology  Simulate It  Present It

54. Possible ESOL Strategies The Possible ESOL Strategies will come from two sources:  The completed Instructional Guide will suggest ESOL strategies that are embedded in the curriculum.  The students’ LEP Plan will recommend strategies that will need to be incorporated into the Implementation Guide.

55. Possible ESE Strategies The Possible ESE Strategies will come from two sources:  The completed Instructional Guide will suggest ESE strategies that are embedded in the curriculum.  The students’ IEP will recommend strategies that will need to be incorporated into the Instructional Guide.

56. Florida Goal 3 Standards Florida Goal 3 Standards seek to identify applied technology processes and abilities that can be used in all subject areas of instruction and assessment and the world of work. Teacher should directly address these processes and abilities and even call them by name.

57. Florida Goal 3 Standards You have been provided the Florida Department of Education document that describes each of the FL Goal 3 Standards. The FL Goal 3 Standards instructed will be identified in this section and should also be embedded in the daily progression of instruction.

58. Assessing Your ECIG Does the unit target my standards? Does my unit meet the requirements of the Academic Plan? Does my unit target all the areas of the Systematic, Explicit Instruction Model? Does my unit include movement and/or engaging activities? Does my unit include instructional strategies and/or initiatives of my school?

59. Assessing Your ECIG Do I need to adjust my timeline and/or plan? What does my data show? What are the strengths of the unit? What are some weaknesses of the unit? Are there any threats to my success? Was there learning? Was there retention?

60. Teacher Introspection/Learning Process Reflection In addition to the previous questions, the teacher needs to ask the same questions as the student but with student learning as the focus.

61. Teacher Introspection/Learning Process Reflection What helped the students with the learning? How did the students learn it? What didn’t work or inhibited the students’ learning? What would have helped the students learn more success-fully?