EDGE+Training+-+Framework

Edge Training

[|Framework] (laying the foundation for the training)

 * Blueprint for organizing instructions so that all students meet/exceed Language Arts standards
 * Works as a guide for teachers and publishers (to publishers: this is what you must include)
 * **[|Click here to view the framework]**
 * **Guiding principles of the framework:**
 * Stresses alignment of curriculum
 * Stresses balanced & comprehensive (i.e.--give students what they need)
 * Specific skills must be taught and learned (across all academic principles)
 * Make 1st instruction the best instruction
 * All learners work toward the same standards
 * All students can learn
 * **Key Components of Effective Language Arts Instruction pages 12-24 (using the 3-2-1 Jigsaw strategy) (use these components to evaluate if your program is doing its job)**
 * Assessment
 * Should determine curriculum, progress, and mastery
 * Should be the basis for instruction--not the goal for instruction
 * Instruction
 * Standard curriculum
 * Opportunities for enrichment/acceleration
 * Remediation
 * Differentiation (this doesn't mean "watering down", this is making curriculum accessible to all students)
 * Instructional Time
 * The time in class needs to be engaging
 * Offer students with special needs additional instructional time outside of the classroom
 * It's not just quantity but also quality
 * Instructional Programs and Materials
 * Incorporate specific strategies
 * Effective programs and instruction for all students
 * Instructional Grouping and Scheduling
 * Must be flexible--group size and group participants must be adjusted--change groups often
 * Supplement groups with tutoring
 * Group students in order to ensure maximum learning (teacher assigns groups)
 * Incorporate independent activities--not just group work
 * "The purpose of instructional grouping and scheduling is to maximize opportunities to learn." (p. 16)
 * Differentiated Instruction
 * Tailor instruction to meet current level of knowledge and skills
 * Give students more opportunities to learn (including after school)
 * Students need to help all students learn
 * Instructional and Management Practices
 * To the max: instructional time, student engagement, and effectiveness
 * Plan and pace your instruction--there is a purpose to every minute in the classroom (there should be no time for students to become bored and get off track)
 * Establish and explicitly teach expectations and enforce them consistently
 * Professional Development
 * Continuing training and education is critical for an effective program
 * Analyze and refine instruction
 * Apply what is learned
 * Administrative support is key
 * The goal is becoming more effective in the classroom
 * Stay current on new research and instructional strategies
 * Quality schools increase student achievement
 * Administrative Practices
 * Work with teachers to create a plan based on assessment
 * Organize personnel to maximize instruction
 * Help teachers and students get the materials they need
 * Parent & Community Involvement
 * Common early in a child's education--but drops off during/after middle school
 * Parent involvement needs to be encouraged
 * Teachers apply learning to examples in the students' community
 * Make connection to local businesses and organizations
 * Motivation (for whatever reason, it's all about reading)
 * Show students the link between amount of reading and vocab development
 * Provide appropriate reading materials (readable and interesting)
 * Give students skills necessary for successful reading
 * Reading for pleasure should be promoted in every classroom
 * Provide access to a wide variety of books at a variety of reading levels
 * Teacher-directed reading instruction is vastly superior in enabling students to develop the skills they need to be proficient and independent readers (so don't rely too heavily on independent reading to develop vocabulary)
 * Effort
 * Motivation and effort are linked to achievement
 * Talent does not immediately lead to success, effort is needed
 * More effort leads to improvement
 * High expectations must also come with responsibility to organize instruction to be its most effective
 * Proficiency in Academic Language
 * Think of it as a foreign language
 * Hearing Academic Language is not enough to learn it
 * Proficiency in decoding and encoding is not sufficient for comprehension
 * Definition of Academic Language: Language of literacy and books, tests, and formal writing