Instructional time is valuable and should be protected from interruption. It is used wisely and
efficiently to maximize student engagement and learning. Sufficient time is allocated to instruction
in ELA/literacy, ELD (as needed), and other content areas. In self-contained classrooms, adequate
time is allocated to the language arts so that students
gain proficiency in the CA CCSS for ELA/Literacy and,
as appropriate, the CA ELD Standards. In other words,
sufficient time is provided for teaching and practicing new
skills related to each of the key themes of ELA/literacy and
ELD instruction: Meaning Making, Language Development,
Effective Expression, and Foundational Skills of reading.
In addition, sufficient time is allocated to STEM subjects
(science, technology, engineering, and mathematics), history/
social studies, the arts, world languages, health, and physical
education. Strategic integration of the language arts with other content areas maximizes curricular
offerings in both and provides occasions for inquiry-based and other 21st century modes of learning.
In departmentalized settings, literacy is a priority in every subject, and cross-disciplinary planning
and instructional opportunities, including 21st century learning, are promoted. (See chapter 10 for a
discussion of 21st century learning.)
At all levels, instructional planning considers the assessed needs of students when creating
schedules and classroom settings in which students receive excellent first instruction and specific
and effective interventions as needed. Considerations of student motivation and engagement are
also taken into account as curricula are adopted and calendars are established. The link between
deep content knowledge and proficiency in reading, writing, speaking, listening, and language is
well established. (See Duke, Pearson, Strachan, and Billman 2011 and Wilkinson and Son 2011 for
discussions on this topic.) The challenge is to promote effective cross-disciplinary approaches that
increase student achievement while honoring the integrity of each discipline. The challenge also is to
provide students with special learning needs the additional time and support needed to be successful
while not eliminating their access to the full range of curricula. Extended learning opportunities,
including homework, before and after school programming, summer and vacation sessions, additional
time within the school day (e.g., lunch or break periods),
and community literacy activities support students’ learning
needs and enrich their development. To meet the needs of
all students, existing structures, schedules, and calendars are
reexamined, and non-traditional approaches are employed.
Balancing all these variables when designing effective
instructional programs requires shared responsibility: the
commitment and participation of all school staff, families, and
the community. Shared responsibility is discussed earlier in
this chapter and in chapter 11.
Instructional time is valuable
and should be protected from
interruption. It is used wisely
and efficiently to maximize
student engagement and
learning.The challenge is to promote
effective cross-disciplinary
approaches that increase
student achievement while
honoring the integrity of each
discipline.Essential Considerations Chapter 2 | 103