One of the ways that we engage students in learning is utilizing the Workshop Model (Direct Instruction). See the diagram below as a reminder.

How students are grouped for instruction (whole class, small groups, pairs, individuals) is one of the many decisions teachers make every day There are many options; students of similar back­ground and skill may be clustered together, or the more-advanced students may be spread around into the different groups. Alternatively, a teacher might permit students to select their own groups, or they could be formed randomly. Grouping of students should occur during these areas of the model:

• Checks for Understanding
• Guided Practice
• Formative Assessment
• Debrief

• Purposeful Planning and Grouping: Effective small group instruction necessitates careful planning and strategic student grouping. Small groups are fluid. They move and change with the time, topic, and needs of the learners.
• Establishing Routines and Expectations: Clear communication and consistent routines are crucial for successful small group implementation. Teachers must explicitly teach routines, including expectations for behavior, noise level, and movement. Teachers may want to use visual guides and checklists to reinforce expectations and minimize disruptions.
• Engaging Independent Learners: While the teacher works with a small group, the remaining students must be engaged in meaningful independent work. Well-planned independent activities aligned with learning goals is key. Options like reading, writing, research projects, or learning stations ensure continued learning for all.
• Leveraging Student Leadership: Empowering students as leaders can enhance both the effectiveness and the classroom culture surrounding small group work. Selected students can facilitate group discussions, encourage on-task behavior, and foster a supportive community.
• Data-Driven Differentiation: Small groups enable teachers to provide targeted instruction and differentiate learning experiences based on student needs. Flexible grouping by ability, strategy/skill, or interest, allows for more focused instruction and individualized feedback.

Continuous observation and flexibility in grouping ensure that instruction remains responsive to individual student growth and changing learning needs. For more information and to see teacher examples of student-grouping, check out the EducationWeek article "What Are the Best Strategies for Small-Group Instruction?" by Larry Ferlazzo.

Danielson, Charlotte. Implementing the Framework for Teaching in Enhancing Professional Practice. Alexandria, VA :ASCD, 2009.

Dive into a quick video and discover how much you can learn in just a few moments!

Dive into our Stay One Step Ahead on-demand webinar series! You will find implementation best practices for grades PreK–5.

With these on-demand webinars, you’ll be able to:

• Master the key components of new CKLA units for your specific grade level.
• Gain practical tips and innovative techniques from program experts.
• Feel confident observing an Amplify lesson.

As we progress through the school year, this is the perfect time to pause and celebrate the hard work and passion for science that you and your students bring every day!

Download digital classroom posters, featuring artwork from Amplify Science units, to help your students reflect on what they have learned, accomplished, and loved in science class this year.

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

Elicit student thinking:

• Tell us your thinking.

Support student thinking:

• What were you thinking when you decided to ______?
• Use wait time: Take your time… We’ll wait…

Extend student thinking:

• Now that you have solved the problem in that way, can you think of another way to work on this problem?
• How is your way of solving different from _______'s way?

Increase participation of other students in the conversation:

• Restate someone else’s reasoning: Can you repeat what ___________ just said in your own words?
• Apply own reasoning to someone else’s: Do you agree or disagree? Why?

Probe specific math topics:

• How can we check to be sure that this is the correct answer?
• Is that true for all cases?

Clever is our digital classroom and single-sign on (SSO portal). It automatically adds student rosters to our digital curriculum programs. It allows everyone to sign on to programs with just a click. No more remembering dozens of usernames and passwords, or sharing out class codes to get students onto LSD educational programs. You can also customize your digital classroom to engage with students and families.

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.

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.