District Developments

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Remember that Proficient means that most — but not necessarily all — students are intellectually engaged in challenging content, activities and assignments are well-designed to support learning goals, and students have some choice in how they engage. The teacher uses a variety of instructional strategies and groupings. Specifically, 3c is looking at:

Rich Learning Experiences

• Students demonstrate agency and critical thinking in completion of tasks and activities that require high levels of intellectual engagement.

Collaboration and Teamwork

• Student collaboration is a key component of learning and engagement, and students take initiative to collaborate in new or unplanned ways that further their learning and make it more engaging and meaningful.

Use of Instructional Materials and Resources

• Instructional materials and resources are used effectively to support intellectual engagement and deep learning of the content.

Opportunities for Thinking and Reflection

• Individual lessons, activities, and tasks as well as instructional pathways, have multiple and effective opportunities to think, reflect, and consolidate understanding.

What’s an example of how we engage students in their learning at each grade band?

PreK - 2 Classroom: During a lesson on plant life cycles, the teacher sets up four stations — seeds in soil, roots in a clear cup, a sprouting plant, and a flowering plant. Students rotate through stations with a simple recording sheet, drawing what they observe and circling the label that matches each stage. The teacher circulates, asking questions like "What do you think this plant needs to grow?" Most students are visibly engaged, comparing their drawings to their partners' and making connections to a book read earlier in the week.

Grades 3-5 Classroom: In a math lesson on fractions, the teacher presents three real-world scenarios (splitting a pizza, dividing land on a map, sharing ribbon equally) and students choose one to solve, then represent their solution in at least two ways — a diagram, an equation, or a written explanation. Small groups share solutions with another group and discuss similarities and differences. The teacher uses a mini-whiteboard check-in to gauge understanding before the debrief. Students are on-task and most can articulate their reasoning.

Grades 6-8 Classroom: In an ELA/SLA class studying argument writing, students read two short op-eds on whether schools should ban smartphones. After annotating independently, they participate in a structured academic controversy: pairs argue one side, then switch sides, then work together to write a nuanced claim that acknowledges both perspectives. The teacher models the process briefly, then steps back to facilitate. Most students are engaged in substantive discussion, using textual evidence, and the written claims show genuine grappling with complexity.

Grades 9-12 Classroom: In an Environmental Science class, students investigate a local water quality dataset provided by the county. In groups, they select a variable to analyze, create a graph, interpret a trend, and propose one evidence-based recommendation to the "town council" (the class). Each group briefly presents and fields questions from peers acting as council members. The teacher has pre-assigned roles within groups to ensure participation and uses a rubric students helped refine. Most students are intellectually engaged; discussion extends beyond the task as students connect findings to prior units on ecosystems.

Reviewed by Dr. Andrew Vondran

Have you ever felt like you’re spread too thin? Like there’s simply too much on your plate, and in trying to do everything for everyone, nothing gets your full attention? You’re not alone. Many of us fall into the habit of saying “yes” to everything, only to find ourselves overwhelmed and stretched beyond what is sustainable.

Essentialism: The Disciplined Pursuit of Less offers a powerful reminder that doing less, but better, is often the key to greater impact. The book challenges us to take a step back and carefully evaluate where we are spending our time and energy. What truly matters? What actually moves the needle for our students, our teams, and ourselves?

McKeown emphasizes the importance of focusing on what is essential and letting go of what is not. By being realistic about what we can take on, we protect our time, energy, and ability to produce high-quality work. One of the most impactful takeaways is the idea that saying “no” is not a weakness. It is a strength. In a profession where we often feel the need to do it all, setting boundaries allows us to better serve what matters most.

As we head into a particularly busy time of year, I encourage you to reflect on what is truly essential in your work. While it’s easy for intentions to fade as the week progresses, even small, consistent efforts to prioritize what matters most can make a meaningful difference.

Would you be interested in sharing a leadership book review with our staff? If you've read a good book or article related to leadership, we'd love to hear about it. Please fill out this google form to be considered for a future issue of District Developments.

The March poll asked what you're doing to prepare for Spring. We're working on ourselves and enjoying the spring weather because 45% of us said we're working out and walking outside.

Meanwhile 32% of you escaped by going on a spring break trip.

Check out our Shop Super Local site to see the offerings from our creative colleagues.

D75 Shop Super Local

D120 Shop Super Local

You'll notice there are D75 and D120 versions available – don't worry, the content is identical! We've simply set up domain-specific access to ensure your personal business information stays secure and isn't visible to anyone outside our districts.

**If you'd like to add your small business to this site, fill out the Shop Super Local form.

The mission is expected to travel 4,100 miles beyond the far side of the Moon, breaking the Apollo 14 record for the farthest distance traveled in space by humans.

This mission will include Jeremy Hansen (first Canadian), Victor Glover (first Black person to travel to deep space), Christina Koch (first woman), and Reid Wiseman.