Admin Instructional Framework — Wayne STEM Academy

Instructional Philosophy & Framework — WSA Academic Model

Core Belief "Learning is a function of instruction — not the learner."

Core Framework: Direct Instruction

WSA uses Engelmann & Carnine's Direct Instruction model as the foundation for all literacy and mathematics instruction, K–5. This is not one option among many — it is the school's primary academic program, and the reason every other framework exists: to support the conditions in which DI can be delivered with complete fidelity.

Literacy

Reading Mastery

Grades K–5 · Engelmann & Carnine

Mathematics

Connecting Math Concepts

Grades K–5 · Engelmann & Carnine

Why Direct Instruction? — Five Philosophical Principles

All children can be taught.

All children can improve academically and in terms of self-image.

All teachers can succeed if provided with adequate training and materials.

Low performers must be taught at a faster rate than typically occurs if they are to catch up to their peers.

All details of instruction must be controlled to minimize misinterpretation and maximize the reinforcing effect of instruction.

Four Features That Ensure Faster, More Efficient Learning

Feature 1

Scholars placed at skill level

Grouped by instructional level — not grade. Walk to Read / March to Math. Instruction targets each scholar's exact point of need.

Feature 2

Structure ensures mastery

~20% new material per lesson, ~80% review. Skills taught in isolation, then integrated. No scholar advances without mastery.

Feature 3

Pacing adapts to each scholar

Reteaching for those who need it. Acceleration for those ready. Flexible regrouping — quarterly as standard, any time based on data.

Feature 4

Constant positive reinforcement

Success built into the program structure. Choral and individual responses create engagement. Confidence grows through genuine mastery.

MTSS — The Support Continuum

MTSS at WSA is the systematic infrastructure that ensures DI principles reach every scholar at the level of support they need. When core instruction has been delivered correctly and a scholar still requires additional support, that is not a deficit in the learner — it is an instructional signal. Full operational detail is in Section 06: MTSS & Scholar Support.

Tier 1

Core — All Scholars

DI instruction through Walk to Read and March to Math. Delivered at instructional level with mastery-based progression. Every scholar, every day.

Tier 2

Targeted Intervention

Additional small-group support beyond core. Round 1 is teacher-managed. Round 2 is SSIT-managed with formal documentation and parent notification.

Tier 3

Intensive Support

Individualized, intensive support for scholars with the most significant needs. SSIT-managed with monthly review and evidence-based program selection.

Complementary Frameworks — Organized by the 3 Cs

WSA integrates evidence-based frameworks that create the conditions in which DI can be delivered with fidelity. Each is organized around the 3 Cs — the same lens that organizes instruction, behavior, and leadership. The full treatment of each framework and its specific techniques is in the document.

C	Framework(s)	What it does at WSA
Connection	Cooperative Discipline · TLAC Relationship Techniques · Arbinger Institute	Builds belonging, dignity, and trust — the prerequisite for everything else. Addresses the root function of behavior, not just its surface symptom.
Contribute	TLAC Participation Techniques · DI Scholar Contribution · Cooperative Discipline Community Roles	Ensures every scholar is an active, visible participant — not a passive recipient. Cold Call, Call & Response, and choral response keep everyone accountable.
Capable	TLAC Instructional Excellence · DI Mastery System · Tough Kid · 5 Elements of Culture	Delivers rigorous instruction that builds genuine competence. No Opt Out, Right is Right, and mastery-based progression ensure real skill — not the appearance of it.
Leadership	Covey 7 Habits · Maxwell iLead · Arbinger Institute · Crucial Conversations	Leadership development mirrors what scholars need — Connection, Contribution, and Capability. The same framework applies to adults. Full treatment in Section 03.