Burke Basic School focuses on a back-to-basics curriculum emphasizing character values. We provide a highly structured instructional presentation that complements our classroom and school behavior expectations. Our core belief is that all students can master reading fluency and comprehension, written mechanics and expression, and math computation and reasoning with high-quality direct instruction. Beyond this core belief is the expectation that all students will cultivate a love for learning and a passion for knowledge.

Student Identification and Assessment

Beginning with the 2021-2022 School Year, we have elected to use the STAR Comprehensive Suite by Renaissance to assess our students. This research-validated assessment fulfills the state requirements for Move On When Reading. It allows us to be data-driven in supporting our students’ needs and communicating student performance to parents. Each student is assessed at least three times a year in the following areas:

  • Reading (This includes decoding, comprehension, fluency, etc.)
  • Math (This includes foundational computation skills, math reasoning, and problem-solving)
  • Written expression (This includes spelling, grammar, mechanics, and written composition)

These assessments support our early identification process and allow the school to intervene sooner to support students in all grades. Students who need to meet grade level expectations are afforded various supports that align with our multi-tiered support system.  Students who are not meeting grade level expectations academically, behaviorally, or both are provided opportunities during the school day to receive the following (if they are eligible and meet the criteria):

  • Interventions:
    • Tier 1 interventions with the general education teacher and supported by paraprofessionals
    • Tier 2 Interventions with trained paraprofessionals
    • Tier 3 interventions with a seasoned interventionist
    • Tier 4 interventions with special education teachers and licensed staff
  • Tutoring:
    • Students at risk for not meeting state proficiency levels on the state are provided opportunities to receive extra support from highly trained general education teachers after school

Progress Monitoring and Reassessment

All students’ progress is monitored between assessment periods at least once a month to ensure they continue performing at or above grade level (the blue and green zones). Students who need strategic intervention (the yellow zone) are progress monitored bi-weekly. Students who need intensive intervention (the red zone) are progress monitored weekly. When students are below grade level, they are placed in the intervention tiers are provided with a brief diagnostic assessment to help the interventionist identify the core missing skills to get that student back on track. Every 6-12 weeks, students complete a new diagnostic to determine if they continue to need intervention or are ready to exit the intervention process. Students who are not progressing after 20 weeks of intervention are referred to the special education department for additional evaluation and specialized services.

Academic Technology

Burke Basic School has embraced technology for learning. We have four highly equipped labs that serve our growing student population. We currently have a 1 to 3 ratio of Chromebooks to students. Students engage regularly with core intervention programs using high-quality assessment systems such as Lexia Core for Reading, Lexia English for EL Instruction, Learning A-Z Suite (supplements and complements our core reading and writing instructional materials), Freckle Math, and computer-based assessment that mimics the state assessment experience. We use technology to enhance the direct instruction process and ensure all students become 21st-century learners.

Back-to-Basics Curriculum

Over the last 100 years, the educational system in the United States has gradually declined in academic rigor and expectations. Burke Basic School has adopted the high-quality reading and math expectations used in the 1800s and early 1900s. These materials provide a more rigorous instructional level, with lessons emphasizing strong moral values and high-quality character. Our focus is to provide students with a strong foundation in reading, writing, and math. We use curricular materials that align with Arizona College and Career Readiness Standards, the English Language Proficiency Standards, and Move on When Reading requirements.

Our Current Curricular Materials Include:

English Language Arts:

Amplify Curriculum

The Amplify Curriculum is a comprehensive, research-based educational program that supports K-8 students in literacy, science, and mathematics. It emphasizes student engagement through interactive, inquiry-driven lessons, and utilizes digital tools and resources to enhance learning. At Burke Basic School, we use the  Amplify CKLA (Core Knowledge Language Arts) focuses on building foundational reading skills and background knowledge across various domains.

 

Amplify Curriculum integrates writing across its subjects, particularly in Amplify CKLA (Core Knowledge Language Arts), where writing instruction emphasizes composition, grammar, and the writing process. Students engage in diverse writing tasks—narrative, informational, and opinion-based—while learning to structure coherent paragraphs, essays, and reports. Writing is reinforced through text-based prompts, encouraging critical thinking and evidence-based arguments.

 

McGuffey’s Readers, 1836

The original 1836 version of the fabled reading instruction books which for three-quarters of a century were used by four-fifths of all American school children. Some 120 million sets were sold. No other books ever had so much influence over so many children over such a long period.

 

Learning A-Z, RAZ-Plus & Foundations A-Z

RAZ Plus (Reading A-Z) is an evidence-based, research-validated, blended literacy program that combines reading resources and personalized instruction for K-6 students. It offers a vast library of leveled eBooks, quizzes, and interactive activities to develop reading comprehension, vocabulary, and fluency. Teachers can assign reading materials based on individual student levels, track progress through assessments, and provide targeted instruction. The program supports differentiated learning with tools for English Language Learners and students requiring additional reading practice. RAZ Plus integrates with classroom management systems and provides reports to monitor student growth and engagement. We use the ELL edition to support the language acquisition of our English Learners.

 

Foundations A-Z is a comprehensive phonics and foundational literacy program for K-5 students. It focuses on building essential reading skills through systematic phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction. The curriculum includes interactive lessons, decodable books, and practice activities that cater to different learning styles. Foundations A- Z emphasizes a sequential, skill-based approach to reading development, helping students progress from foundational skills to more advanced literacy. Teachers are provided with assessments, progress-tracking tools, and differentiated instruction resources to meet the needs of diverse learners.

 

 

Mathematics

Math In Focus

Math in Focus is a K-8 math curriculum based on Singapore Math. It emphasizes a deep understanding of mathematical concepts through problem-solving and visualization. It follows a concrete-pictorial-abstract approach, where students use hands-on tools, visual representations, and abstract thinking to grasp math concepts. The curriculum focuses on mastery of key topics, encouraging critical thinking and real-world application. It supports differentiation through varied instructional strategies, practice exercises, and assessments. Math in Focus aligns with Arizona College and Career Readiness Standards, emphasizing conceptual understanding and procedural fluency.

 

High-Quality Teaching Practice: First Instruction, Best Instruction

All students learn best when provided with explicit and systematic instruction that directly teaches the core academic concepts and skills in a clearly defined sequence designed to grow throughout the year and from grade to grade. We prioritize direct instruction of a logical sequence of concepts and skills and intentionally extend this in a cross-curricular sequence to support students’ learning of math, reading, and writing knowledge. We do not leave learning core concepts to chance or random discovery. The best instruction is the first instruction. To support all students, we implement a variety of teaching methods to support high-quality instruction. Our teachers are trained annually on best practices for providing instructional quality, including (not limited to):

  • Direct Instruction: A teacher-led approach where the instructor explicitly teaches concepts or skills through clear, structured lessons, often involving lectures or demonstrations.
  • Modeling: The teacher demonstrates a process or skill, showing students step-by-step how to complete a task or solve a problem and providing a clear example for students to follow.
  • Guided Practice: Students practice a new skill or concept with teacher support, receiving immediate feedback and corrections as they work through tasks together.
  • Cooperative Group Learning: Students work in small groups to collaborate on tasks, sharing ideas and learning from each other to achieve a common goal or complete a project.
  • Application: Students apply what they have learned to new or real-world situations, deepening their understanding by transferring knowledge to different contexts.
  • Independent Practice: Students practice skills or concepts on their own, reinforcing learning and developing mastery without direct teacher assistance.
  • Gradual Release of Responsibility is an instructional model where the teacher shifts from direct instruction to student independence over time. This approach helps students build confidence and competency, moving from teacher-led direct instruction to independent, self-directed learning. The process follows four stages:
    • “I do” – the teacher models the skill.
    • “We do” – the teacher and students practice together.
    • “You do it together” – students collaborate with peers to apply the skill.
    • “You do it alone” – students independently demonstrate mastery.