The district has been engaged in a pilot process for new math instructional materials in grades K-12 during the 2024-2025 school year. This initiative aims to evaluate potential resources for future adoption by providing teachers and students with the opportunity to experience and provide feedback on the materials.

The K-5 pilot of Reveal Math officially launched in the second quarter on November 4, 2024. Prior to implementation, pilot teachers participated in a professional development session on October 18, with an additional virtual training session on November 25 focused on the program’s web-based components. Ongoing support continues through classroom visits and feedback collection from teachers, students, and families.

The middle and high school pilot began with teachers implementing materials at the beginning of the year. Their initial training took place over the summer. For the first semester, teachers piloted Reveal Math, with observations focusing on instructional strategies, student engagement, and program effectiveness.

Beginning in the second semester, K-8 pilot teachers transitioned to Illustrative Mathematics powered by Kiddom. High School started piloting EnVision. Initial training for this phase took place on January 31 during the district DPPD Day, and teachers began using the materials on February 10. The pilot will continue until the end of May, allowing teachers to assess how the program supports student learning across grade levels.

Throughout this phase, teachers will receive ongoing support, including classroom visits and collaboration opportunities, to ensure effective implementation. Feedback will be gathered from teachers, students, and administrators to compare Illustrative Mathematics with Reveal Math for K-8 and Reveal Math with EnVision for 9-12 and determine the best instructional fit for the district.

Classroom visits have been conducted throughout the pilot to observe implementation, student engagement, and instructional strategies. A key focus has been on how each program supports student discourse, problem-solving, and conceptual understanding. Feedback is being collected from teachers, students, parents and administrators to assess the strengths and challenges of each curriculum.

As the pilot continues, the district will analyze collected data, including teacher feedback, student performance, and survey responses, to inform a final adoption decision. Please join the monthly Math Steering Committee Meetings to learn more about the Math Pilot. All are welcomed to attend. Find dates to the next Steering Committee Meeting in each week Instructional Minute.

Thank you to all participating teachers, administrators, students, and families for your dedication to this important initiative. Your insights are invaluable in shaping the future of math instruction in our district!

Kindergarten Block Teams-Building Math and SEL Skills Through Purposeful Play

March 20, 2025 I 7:00-7:30PM ET

Are your block centers gathering dust, or have they become places where kids just knock things down? Learn how to transform them into hubs of learning and creativity! Join us for an interactive session where we'll explore how you can use block centers to teach math and social-emotional learning (SEL) through purposeful play. Inspired by NCTM's Building a Tower problem, you'll explore Block Teams- weekly activities where students engage in math practices and collaborate to design and build structures inspired by landmarks around the world. Open to all!

Sign Up Here!

Please note that this professional development opportunity is entirely optional, and additional hours will not be compensated.

Download now

Passage-based Writing –Students read a passage • Literary OR Informational •Various genres as prescribed by the standards –Students respond to prompt after reading the passage •using informative/explanatory writing

See attachment for an example of the constructed response portion of the 4th Grade M-STEP Assessment. This example provides the passage-based writing in which students read a passage (literary or informational) and respond to the prompt after reading the passage using either informative/explanatory writing. The example also provides student responses that are scored against the writing rubric.

Register now

Can't make it live? No worries! Register for every session you're interested in and we'll send you the recording and resources for each.

Please note that this professional development opportunity is entirely optional, and additional hours will not be compensated.

Understanding the distinction between formative and summative assessment.

Think about the extent to which formative feedback is part of your assessment for learning process using the questions below. Complete this reflection independently or as a department.

• Is feedback to students linked directly to the intended learning target?

• Does feedback point out strengths and/or information to guide improvements linked to the learning target?

• Does feedback occur during (not after) the learning process?

• Is time intentionally given for students to act on the feedback they receive to further their learning?

• Does intervention feedback avoid doing all of the thinking for the student?

• Does intervention feedback limit correctives to the amount of advice the student can act on in the time given?

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

We appreciate you for joining our Classroom Management Professional Learning Series! Your dedication to creating positive, engaging learning environments does not go unnoticed. We hope the strategies and insights shared empower you to foster even stronger connections with your students and enhance classroom success.

Thank you for your commitment to continuous growth and excellence in education. Stay tuned for more opportunities to learn and collaborate!

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.