Lilja Lions

For many years, schools across the country often responded to students who struggled by giving them easier work. While well intentioned, research has shown that this approach can unintentionally widen learning gaps. When students spend less time engaging with grade-level content, they have fewer opportunities to develop the knowledge and skills needed for future success.

At Lilja, we are making an intentional shift.

Rather than lowering expectations, we are increasing support.

This means all students will engage with grade-level standards while receiving the scaffolds they need to be successful.

Scaffolds help students access challenging learning without changing what they are expected to learn.

Think of scaffolds like training wheels on a bicycle. They provide temporary support while children build confidence and independence. Eventually, the supports come off, but the learning remains.

Our goal is simple:

Every child can think deeply. Every child deserves rigorous learning. Every child belongs in grade-level instruction.

Educational researchers have found that students make the greatest academic gains when they are given access to grade-level curriculum paired with high-quality instruction and appropriate scaffolds.

Students should not have to "earn" access to grade-level learning.

Instead, educators ask:

"What support does this student need to successfully engage with today's learning?"

This shift reflects decades of research showing that high expectations, combined with intentional instructional supports, lead to stronger academic growth than reducing the complexity of the work.

Children often rise to the level of the expectations we hold for them.

Students may all be working on the same grade-level standard, but teachers will provide different supports depending on what students need.

Examples include:

• Vocabulary previews before reading.

• Visual supports and graphic organizers.

• Teacher modeling.

• Partner discussions.

• Sentence starters for writing and speaking.

• Manipulatives in math.

• Small-group instruction before independent work.

• Strategic questioning to guide thinking.

Importantly, the learning goal remains the same.

Students are not expected to all learn in the same way, but they are all given access to the same important ideas.

Sometimes children come home saying:

"Everyone had the same assignment."

That is intentional.

What may not be visible is all of the individualized support provided throughout the lesson.

When your child struggles, avoid assuming that the work is "too hard."

Instead, consider asking:

• "What helped you get started?"

• "What support did your teacher give?"

• "What strategy worked best for you?"

These conversations reinforce that support is a normal part of learning, not a sign that someone is behind.

At home, continue encouraging independence. Rather than completing work for your child or providing answers immediately, help them think through the next step.

Kindergarten

• What helped you understand something new today?

• Who helped you learn today?

• How did you help someone else?

Grades 1 & 2

• What strategy helped you today?

• What made today's lesson challenging?

• What are you getting better at?

Grade 3

• What support from your teacher helped you today?

• What did you learn that everyone in your class was learning?

• What are you proud you figured out?

Grade 4

• What challenged your thinking today?

• What scaffold helped you become more independent?

• What did you accomplish that you couldn't have done a few months ago?

Books & Movies About Believing in Yourself

Kindergarten

📚 Whistle for Willie by Ezra Jack Keats

📚 The Little Engine That Could

🎬 Cars

Grades 1 & 2

📚 Rosie Revere, Engineer

📚 The Thing Lou Couldn't Do

🎬 Zootopia

Grade 3

📚 Ada Twist, Scientist

📚 Fish in a Tree (family read-aloud)

🎬 Akeelah and the Bee

Grade 4

📚 Out of My Mind by Sharon Draper

📚 Wonder by R.J. Palacio

🎬 Mighty Ducks

One of Lilja's core values is Inclusivity. Inclusivity means more than making everyone feel welcome, it means ensuring every child has meaningful access to rich learning experiences.

This year, you will continue to see us maintain high expectations while providing high levels of support. We believe these two ideas go hand in hand.

Together, we can help children understand that needing support is not a weakness, it is a natural part of learning. With encouragement, perseverance, and the right scaffolds, every child can engage in rigorous, grade-level learning and continue to grow as a confident, capable learner.

Thank you for partnering with us as we continue building a school where every student belongs, every student is challenged, and every student has the opportunity to thrive.

• October 7th Early Release- Wear Red or your Lilja Gear!

• October 8th Open House (6-7pm)

• October 12th No School

• October 21st Curriculum Night (virtual)

At Lilja, we believe students thrive when positive behaviors are noticed, acknowledged, and celebrated.

One way we do this is through our Compliment System. Staff members recognize students and classes when they demonstrate our Lion PRIDE values. Compliments contribute to classroom celebrations and school-wide goals, helping us build a positive culture together.

Recognition is not about rewards alone. It helps students understand which behaviors contribute to a safe, respectful, and inclusive learning environment.

Specific praise helps children connect their actions to their values, reinforcing why those behaviors matter. Over time, this encourages intrinsic motivation, as children begin to make positive choices because they value being respectful, dependable, empathetic individuals, not just because they expect praise or rewards.

Thank you for helping us celebrate the positive choices our students make every day.

The Lilja PBIS Team