IMPLEMENTING A DIRECT INSTRUCTION BLOCK

A Solution to Differentiation Elimination in EL Education

STATISTICALLY SPEAKING: SMART GOAL: By May of 2020, 60% of students below grade level will Performance Results
During the 2018-2019 school year, 39% of the third-grade students were score at least a 70% or above on the end of unit assessment/performance Baseline - Mock EOG
proficient in reading. This means that 51% of those students struggle task.
with reading comprehension, phonics and decoding. Students at our 15
school and across the district continue to have these academic struggles 10
in reading as they matriculate through elementary, middle and high HYPOTHESIS: If we intentionally incorporate direct instruction and 5
school. A high-quality curriculum and classroom instruction is not remediation to teach reading skills, phonics, and decoding, students will
enough to combat the deficits many of our students have and many be able to access the rigorous text in the EL Education curriculum resulting
0
I (Far Below II (Below Basic) III (Basic) IV (Above V (Advanced)
teachers. We must be intentional by taking action to help our students
in increased student achievement on assessments. Basic) Basic)
overcome their reading struggles in the primary grades to make them
more successful in middle and high school. Main Idea Assessment
rd
3 GRADE SCHEDULE 15

9:20 – 10:05 DIB Time 45 mins 10

Teacher #1 – Reading Skills 5
Teacher #2 – Reading Skills
0
Teacher #3 – Phonics/Decoding
I (Far Below II (Below III (Basic) IV (Above V (Advanced)
Teacher #4 – Phonics/Decoding Basic) Basic) Basic)

10:05-11:20 Inst. Block #1 – Reading 75 mins

El Education Curriculum Figurative vs. Literal Language Assessment
10
11:20 - 12:05 SPECIALS 45 mins
5
12:05 - 12:35 RECESS 30 mins
0
12:40 - 1:10 LUNCH 30 mins I (Far Below II (Below III (Basic) IV (Above V (Advanced)
Basic) Basic) Basic)
1:10 - 3:45 Inst. Block #2 – Math/Sci 155 mins
3:00 - 3:45 FOCUS 45 mins RECOMMENDATIONS:
• Dissect EL Education Curriculum for all grade levels and
DIB TIME LESSONS: 2/18-2/24, 2/24-2/28, 3/2-3/6, 3/9-3/13 create list of skills addressed or expected of students to
“We are seeing more access the text and perform successfully.
engagement when
• Continue small group instruction in groups no larger than
teaching EL lessons.”
“Students have Historical Performance Data of 3rd Grade • Create an instructional schedule that allows for direct/explicit
responded well to instruction and remediation for students who lack
DIB time and hate foundational skills.
when it ends.” 3RD GRADE • Provide pre-assessment and post-assessments on skills
taught during DIB time.
2016-2017 47% • Focus on providing direct instruction targeted at building
foundational reading and language arts skills.
• In addition to teaching foundational skills, remediating
2017-2018 44% students who struggle with phonics and decoding from
grades K-2.
• Enrichment should be planned for students who score a 4 or
2018-2019 39% 5 as they appear to regress by being in the skill-based groups.