Instructional Minute

Our work continues to center on sharpening our focus on results and strengthening our collaborative culture. As teams, this means getting clear on what students must learn, using common assessments to gather meaningful evidence, and working together to respond to student needs. This also requires a shift from independence to interdependence, moving from discussion to shared commitment and collective responsibility for student learning.

• From one-time workshops → ongoing, job-embedded learning

• From infrequent PD days → continuous learning as part of daily work

• From whole-staff presentations → team-based collaboration and action research

• From learning by listening → learning by doing

• From individual learning → collective learning in teams

• From teacher satisfaction → evidence of student learning impact

• From many short-term initiatives → sustained focus on a few priorities

“Professional development alone does not improve schools. Professional learning that is collaborative, ongoing, and focused on results does.” - Solution Tree

“The purpose of professional learning is not simply to disseminate information but to transform practice.” - Solution Tree

Step 1: PLAN (ideally with a team or coach)

Focus: One small instructional move, not everything

What they do:

• Identify a clear learning target

“Students will be able to explain how fractions are equivalent.”

• Choose one strategy to try (not 5)
  Examples:

• Ask higher-order questions

• Use turn-and-talk

• Model thinking aloud

• Decide what evidence to collect

• Exit ticket (1–2 questions)

• Student work sample

• What students say during discussion

• Script 1–2 key moments:

• “What exact question will I ask?”

• “Where will I check for understanding?”

Next Level of Understanding:

Step 2: TEACH (during the week, in real classrooms)

Focus: Try the one planned move + collect evidence

Step 3: REFLECT (20–40 minutes, same week)

Focus: What did students learn? What will I adjust?

One concern we often hear is whether Reveal/ALEKs can truly support personalized learning for students. The answer is yes.

Reveal includes tools and strategies that help teachers differentiate instruction, provide intervention and enrichment, support flexible learning pathways, and meet the needs of diverse learners.

This resource will help you explore practical ways to personalize learning using Reveal's tools in your classroom.

https://drive.google.com/file/d/1sYzSz6NO6klOZSXGUvuR-rcu1r4r4cRh/view?usp=drive_link

We encourage you to explore the resource at your own pace and reflect on which strategies could have the greatest impact for your students.

We are looking forward to seeing you at the next Math Steering. Please look for an email from Ms. Sarah Kentner. The K-8 Math Steering Committee meets on the last Tuesday of every month!

We are looking forward to seeing you at the 9-12 English Steering Committee Meeting , which takes place virtually the last Thursday of the month. Please look for an email from Steering Chair Suzy Khoury to join virtually.

We are looking forward to seeing you at the next 9-12 Math Steering Committee Meeting, which takes place virtually the second Thursday of the month. Please look for an email from Steering Chair Liz Ballinger or Nicole Minor to join virtually.

The K-8 Science Steering Committee will be held on the last Thursday of every month

at 4:15 pm. Please look for an email from Steering Chair Catherine Cole Adams to join virtually.

The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website. *Please note that pacing for Illustrative Math powered by Kiddom and Reveal Math will become available as the year progresses.

The document attached outlines 9-12 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

A resource to use as you see fit.

The newsletter is created each week by the Instructional Division: