Lazear Charter Academy - Oakland Unified School District

provide immediate feedback. Curricular resources for these small group lessons include the
Intervention Guide, the English Language Learner Support Guide, Challenge and Re-teach. These
guides provide teachers with materials to support students whose needs range from those needing
scaffolding to access the core curriculum to those needing compacting and enrichment to push them
beyond the core curriculum. Accelerated Reader will be utilized as a resource for fluency and
comprehension practice during workshop.
Procedures and Routines
Lazear Charter Academy believes that tightly focused classroom instruction allows for the highest
impact on student achievement. Classroom procedures and routines are vital to well-run classrooms
and this extends to instructional routines. When procedures and routines are in place, students can
attend to the new content. The Open Court curriculum includes a set of routine cards for components
of the program. EFC's Literacy Coaches have developed an EFC routine booklet, which builds on the
OCR routines and captures the scaffolds and practices of high performing EFC teachers. All EFC
teachers are trained on the EFC routines and procedures (see Instructional Framework in Appendix
A2).
Enhancements
Where grade level chairs have identified areas in the curriculum that do not meet the rigor of the
grade level standards, grade levels develop enhancements to bridge the gap. To date, EFC has
focused its enhancement work on the Essential Standards for Reading Comprehension.
Enhancements are based on teacher knowledge about comprehension instruction and best practices
like those found in LETRS (Moats), Strategies the Work (Harvey and Goudvis 2007), Results
(Sheffelbine et al.), and The Highly Engaged Classroom (Marzano 2010).
Assessment
Lazear Charter Academy will use the EFC English Language Arts benchmark assessments to identify
student needs and to monitor progress. Teachers will use a variety of formative and diagnostic
assessments including Accelerated Reader online quizzes, DIBELS, and other assessments used by
individual teachers (quizzes, exit tickets, observational monitoring logs, etc.).
Phasing of Implementation
While current EFC schools are in Phase Ill and moving towards Phase IV of implementation, we
recognize that the implementation plan for our programs must match student needs. For teachers
new to our instructional program and when student population is heavily weighted to the Far Below
Basic and Below Basic range on the CST, Phases I and II are prioritized. As described above, this
phasing in is important as teachers develop their own content knowledge about the Reading Process,
practice delivering the curriculum as written, and contribute to a coherent instructional program across
grades at the school.
Phase I Phase II Phase Ill Phase IV
Focus/ • Routines & • Flow of instruction • Enhancements • Developing
lmplementation
Procedures
• Pacing
(owning it)
• Connecting/
• Differentiation
of instruction
standards
based lessons
• Analysis of focusing (whole and (OCR as
benchmark instruction on small group) resource)
assessments standards • Using formative
• Workshop/ • Going beyond the assessments to
small group curriculum differentiate
structures are in • Using formative instruction
place assessments to • Full
differentiate implementation
instruction (whole of Results
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