Instructional Minute

For Amplify CKLA educators teaching grades K–2, the Amplify Hub features Knowledge Builder videos to further student engagement for each domain, a Sound Library to support the practice of sounds, and an E-reader Library to access student readers. Students in Grades 3–5 will see the Vocab App for independent practice and the Library for student readers.

As you embark on your journey with Boost Reading, we want to ensure you're familiar with the available educator and student demos. Visit the Demo tab in the top navigation bar and select the options that suit your needs. These demos are excellent resources to help you understand the program better and to provide a firsthand look at the student experience within Boost.

The Amplify Science implementation journey, observation look-for tool, and self-reflection protocol are helpful resources for teachers and leaders. They can help guide and strengthen your usage of Amplify Science, whether you’re a new or experienced user. You can access these resources in the PD Library under Instructional Approach.

In last week’s newsletter, we highlighted the power of sharing multiple pathways to help students see that there is more than one way to solve a problem. This week, we close out the series with a focus on inclusive language.

The words we use in the classroom shape how students see themselves as learners. Encouraging phrases like “You’re still learning this” or “Let’s try another strategy” foster belonging and confidence, while labels like “math person” or “not a math person” can limit students’ belief in their own potential. By intentionally choosing language that emphasizes growth, persistence, and capability, we send a powerful message: all students can achieve at high levels in mathematics.

Our new curricular tools support teachers in creating learning environments where every student feels seen, valued, and capable of success. When our language reflects belief in students, they begin to believe in themselves.

Inquiry comes full circle when students share their learning. By communicating their conclusions, they practice civic skills and learn to value multiple perspectives.

Examples:

• K–2: Create a class book where each student draws and explains one thing they learned about families around the world.
  

• 3–5: Host a “mini museum” where students present posters or artifacts from their research.
  

• 6–8: Organize a debate or town hall where students present solutions to a civic issue studied in class.
  
  

💡 Reflection Prompt:
What opportunities do your students have to share their ideas in ways that feel authentic and meaningful?

Use multiple, consistent data points to build a clear picture of student performance. Consider:

• Formative assessments: Exit tickets, quick checks, quizzes
  

• Summative data: Unit tests, end-of-course exams, performance tasks
  

• Diagnostic data: PSAT, SAT, interim benchmark assessments
  

• Classroom data: Participation, classroom assignments, project rubrics, student self-assessments

Tip: Use a simple data tracker (spreadsheet or digital dashboard) to visualize trends and flag students for specific needs.

Look for trends that answer key instructional questions:

• Which skills or standards are mastered, developing, or in need of reteaching?
  

• Are there patterns by student groups?
  

• Who needs enrichment or acceleration versus reteaching or scaffolding?
  
  

Practical tools:

• Color-code students by mastery levels (e.g., red = below, yellow = approaching, green = mastered).

• Use “heat maps” or item analysis reports to identify skill gaps across the class.

Based on your analysis, design supports within the core lesson rather than as add-ons.
Differentiation can occur through:

Example:
If data shows 30% of students missed a standard on analyzing tone, reteach the skill using small-group instruction with exemplars, while students who mastered it work on an extension activity applying tone analysis to a different text.

Build consistent classroom routines that make data use a normal part of instruction:

• Pre-assess: Start units with a short diagnostic to gauge readiness.
  

• Targeted Mini-Lessons: Re-teach key concepts based on formative results.
  

• Flexible Grouping: Regroup students regularly based on skill needs.
  

• Student Reflection: Have students track their own progress and set goals.
  
  

Pro Tip: Keep group sizes fluid—students should move in and out of support or enrichment based on ongoing data.

After implementing differentiated instruction, collect new data to see what worked:

• Reassess the same skill or standard after reteaching.
  

• Use student reflections to gauge confidence and engagement.
  

• Adjust instructional strategies or grouping as needed.
  

Reflection Questions for Teachers:

• Did differentiated supports close performance gaps?
  

• Which strategies led to the most growth?
  

How will I apply what worked to my next unit or lesson cycle?

Data-driven differentiation improves when it’s a team effort:

• Share strategies and student progress at department meetings.
  

• Compare data trends across classrooms to identify effective practices.
  

• Co-plan interventions or enrichment based on shared data patterns.

Tier 1 differentiation is proactive, not reactive.
Use multiple data sources for accuracy.
Keep grouping flexible and purposeful.
Involve students in understanding their own data.
Regular reflection ensures continuous improvement.

As we reach this point in the school year, we’d love to hear how the Instructional Minute is working for you. Your feedback helps us ensure that the newsletter continues to be timely, relevant, and useful in supporting your work. Please take a few minutes to complete our short survey and let us know what’s been helpful and what we can improve.

Thank you to all of those who joined the K-8 Math Steering Committee last month! We have included the minutes from that meeting HERE.

K-8 Math Steering Committee meets on the last Tuesday of every month!

The K-8 Science Steering Committee is working on rebuilding. More information to come!

Celebration of Success and Effort

• A supportive classroom culture celebrates both individual and collective successes. Students are recognized not just for their achievements but also for their effort and progress.

• Regular celebration of learning helps to motivate students and build a sense of pride in their work.

• A teacher might praise a student’s improvement in math or commend the class for their collaboration during a project. This recognition reinforces positive behavior and effort.

For more information on Classroom Culture & Climate, check out our brand new Lansing School District educator's Guide located here on the district's staff forms page!

""Teamwork" towards a "common vision" is the "fuel that allows common people to attain uncommon results"."

These guidelines are in place to ensure that all students have access to a guaranteed and viable curriculum—one where every learner receives the essential content and skills needed for success.

Intention to daily instructional minutes supports learning retention, builds routines, and ensures equity across classrooms and schools.

By adhering to the daily instructional minutes, we create:

• Consistency – Students know what to expect and can build stronger learning habits.

• Equity – Every child has access to the same high-quality learning opportunities.

• Progression – Skills and content build in a logical, intentional sequence.

Your commitment to this practice ensures that our students benefit fully from the curriculum we’ve adopted and are better prepared for future success. Thank you for your dedication to maintaining this consistency for all learners.

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: