Instructional Minute

Each internship follows three key phases:

• Research: Student interns investigate and gather information to understand the problem they are solving.
• Design: Using their research, student interns plan, build, test, and analyze their designs.
• Proposal: Student interns write a proposal explaining how their design meets the project criteria, using evidence from their research and testing.

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Timely intervention can significantly enhance student growth and confidence. Our latest research shows that Amplify CKLA students who start the year at below benchmark reading levels are 34% more likely to meet benchmark by end of year when using Boost Reading for personalized practice, compared to students who did not use Boost Reading.

Why choose Boost Reading?

• Tailored learning experience: Our K–5 personalized digital learning program adapts to each student’s unique literacy journey, supporting growth precisely when and where they need it.
• Focus on small-group instruction: By streamlining personalized practice, Boost Reading frees you to concentrate on small-group instruction, maximizing your classroom effectiveness.
• Seamless integration: Aligned with Amplify CKLA, Boost Reading delivers a cohesive literacy system, ensuring that each student receives the comprehensive instruction they deserve.

When we want to determine if students have understood a concept just taught, we might ask a few oral questions. If we only call on students who raise their hands, we will not likely obtain a representative sample from which to make an accurate generalization about the whole class's level of understanding.

Here are some suggestions that maximize the instructional value of questions by maximizing engagement, and that also maximize the accuracy of the information by maximizing the sample size:

• In a group setting, don't call on a student to answer before asking the question. Asking the question first and then inviting responses increases the chances that all students will stay engaged.
• In a group setting, call on both volunteers and nonvolunteers. There are a number of simple systems for doing this. Many teachers put students' names on popsicle sticks or tongue depressors, keep them in a cup, and draw out a name at random after asking the question.
• Ask students to discuss their thinking in pairs or small groups. Designate a reporter to speak on behalf of the group, ask the group to designate a reporter, or call on one person in the group randomly. You can also number the groups and draw a number at random.
• Ask all students to write a response, then collect and read them aloud. Ask students to listen for similarities and differences. Use the responses as a springboard for their further questions and discussion. You may also be able to use common misconceptions and incorrect answers as the distractors for a multiple-choice item you create to measure this learning target on a summative assessment.

In the traditional model of questioning in the classroom, teachers typically wait less than one second after posing a question before calling for a response. This limited amount of think time encourages responses that are brief and right-answer oriented; rather than reflective and thought out, even if the question calls for mental processing.

Increasing the wait time from three and seven seconds results in an increase in:

1. The length of student responses
2. The number of unsolicited responses
3. The frequency of student questions
4. The number of responses from (lower-achieving students)
5. Student-student interactions
6. The incidence of speculative responses

When students first experience extended wait time, they have a tendency to respond by waiting rather than by thinking. It is a good idea to explain that the pause isn't really "wait" time in the sense that we're all waiting for a count of seven before firing of responses. Instead it is "think" time: the intent of the pause is to give each student time to ponder the question and formulate a response, which may be an answer, a question, or a comment that offers further reflection on the question.

To Help students notice and learn:

• Did anyone notice that...?
• Remember jhow you used to... Now you... Notice the difference?
• What kind of... is this?
• What... surprised you?

To establish student control:

• How did you figure that out?
• What problems did you come across today?
• How are you planning to go about this?
• What parts are you sure (not sure) about?

To help students transfer:

• How else...?
• What's that like?
• What if things changed...?

To help students confirm knowing:

• How do you know we got this right?
• I hadn't thought about it that way. How did you know?
• How could we check?
• Would you agree with that?

Students learn more from their mistakes than their success (Boaler, 2016), and making mathematical mistakes is part of authentically doing mathematics (National Council of Teacher of Mathematics (National Council of Teachers of Mathematics, 2014; Smith & Stein, 1998).

Some suggestions on making a shift to viewing mathematical mistakes (celebrating mathematical mistakes):

While your students are working on a task (independently) pause them before they come to a solution. Students will have imperfect drawings, equations, and mathematical notations as they create strategies. We refer to these messy written artifacts that capture their mathematical thinking prior to their arrival at a solution as strategy work. Ask students to share a mistake they made during their strategy work that will help them get back on track. This technique begins the shift toward asset-based views of mistakes because students see their mistake as valuable in their journey toward a solution. Focusing on the strategy work centers the process rather than only the solution. "This gives you opportunities to ask questions like, "What worked well for you? What did not? Regardless of getting correct or incorrect solutions, students will pivot toward reflecting on what they did and why they did it.

On March 20th, NCTM hosted a virtual learning opportunity geared towards Classroom Conversations — Kindergarten Block Teams: Building Math and SEL Skills Through Purposeful Play. Don't worry if you weren't able to attend! Below is a link to the recording of this session:

Building Math and SEL Skills

Create custom targeted question sets to improve instruction. This resource has thousands of real test questions, allows the user to filter questions, and then export into a PDF if needed. Follow the link below for access!

SAT, PSAT 8/9, PSAT 10 Educator Question Bank

K-8 Science:

• April 9th
• May 14th

K-8 Math:

• April 17th*
• May 20th

K-8 ELA:

• April 8th
• May 6th

9-12 Math:

• April 17th*
• May 15th

9-12 ELA:

• April 1st
• May 6th

*Please note that K-12 Math will be meeting together on April 17th at 4:30 pm. If you have any questions regarding this, please do not hesitate to reach out to Yvonne Thomas or Lisa Dean.

Click on the above title to view the evaluation documents for staff!

Below you can find the new, updated required instructional minutes by grade level and content area. Each grade level also includes a sample schedule.

Teachers are encouraged to monitor student progress regularly using formative assessments and adjust pacing as needed based on classroom data. However, teachers should aim to stay within two weeks of the pacing outlined in the guides to maintain alignment with district-wide goals. While we do not adjust pacing for snow days, the pacing is a guide and the expectation is to stay within the established two-week time frame.

The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

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.