• Scroll through the Amplify CKLA Knowledge Scrapbook for culminating events and celebration activity photos and videos that will create valuable moments for your students in the remaining months of school!

• View student writing samples in the PD Library to see how other CKLA students have developed writing skills across each grade.

• Simplify your bulletin board planning using images that align to each CKLA Knowledge Domain in this downloadable and printable Canva collection.

Here’s a snapshot of some of the reports you can access today:

• The Writing Prompts report pulls the AWE scores from Formative Writing Prompts across an entire unit.
• The Solos report pulls raw scores for all selected-response questions (multiple choice, drag and drop, etc.) in Solo reading assignments.
• The Exit Tickets report pulls the raw scores on selected-response questions from all Exit Tickets in a unit.
• The Reading Assessments report pulls submissions data from the selected-response questions in the Unit Reading Assessment.

Using keywords in mathematics can be problematic because it can lead students to rely on superficial clues rather than developing a deeper understanding of the problem, often resulting in incorrect solutions when faced with complex or non-standard word problems, hindering their critical thinking and problem-solving skills; essentially, it teaches them to find quick fixes instead of reasoning through the situation.

Key reasons why keywords can be problematic:

Misleading context:

Many words can have different meanings depending on the context, making a single "keyword" unreliable for determining the correct operation.

Oversimplification of complex problems:

Multi-step problems rarely have clear keywords, leaving students without a strategy when faced with more intricate situations.

Consider the following problem: Julie left $9 on the table. Her brother left $6 on the table. How much money was left on the table? Use of the word “left” might indicate to some that the solution to this problem is obtained with subtraction; however, this is an addition situation because two quantities are being joined together.

Each unit within Amplify Science for grades 6–8 features custom-written science articles from UC Berkeley’s Lawrence Hall of Science. When students engage with the digital version, they can use interactive annotation tools and take advantage of the read-aloud function to enhance their learning experience. Watch this video to learn more.

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

Assessment of student learning plays an important new role in teaching: no longer signaling the end of instruction, it is now recognized to be an integral part of instruction. While assessment of learning has always been and will continue to be an important aspect of teaching (it’s important for teachers to know whether students have learned what teachers intend), assessment for learning has increasingly come to play an important role in classroom practice. And in order to assess student learning for the purposes of instruction, teachers must have a “finger on the pulse” of a lesson, monitoring student understanding and, where feedback is appropriate, offering it to students.

A teacher’s actions in monitoring student learning, while they may superficially look the same as those used in monitoring student behavior, have a fundamentally different purpose. When monitoring behavior, teachers are alert to students who may be passing notes or bothering their neighbors; when monitoring student learning, teachers look carefully at what students are writing, or listen carefully to the questions students ask, in order to gauge whether they require additional activity or explanation to grasp the content. In each case, the teacher may be circulating in the room, but his or her purpose in doing so is quite different in the two situations.

Similarly, on the surface, questions asked of students for the purpose of monitoring learning are fundamentally different from those used to build understanding; in the former, the questions seek to reveal students’ misconceptions, whereas in the latter the questions are designed to explore relationships or deepen understanding. Indeed, for the purpose of monitoring, many teachers create questions specifically to elicit the extent of student understanding and use additional techniques (such as exit tickets) to determine the degree of understanding of every student in the class. Teachers at high levels of performance in this component, then, demonstrate the ability to encourage students and actually teach them the necessary skills of monitoring their own learning against clear standards.

But as important as monitoring student learning and providing feedback to students are, however, they are greatly strengthened by a teacher’s skill in making mid-course corrections when needed, seizing on a “teachable moment,” or enlisting students’ particular interests to enrich an explanation.

Assessment Criteria:
It is essential that students know the criteria for assessment. At its highest level, students themselves have had a hand in articulating the criteria (for example, of a clear oral presentation).

Monitoring of Student Learning:

A teacher’s skill in eliciting evidence of student understanding is one of the true marks of expertise. This is not a hit-or-miss effort, but is planned carefully in advance. Even after planning carefully, however, a teacher must weave monitoring of student learning seamlessly into the lesson, using a variety of techniques.

Feedback to Students:

Feedback on learning is an essential element of a rich instructional environment; without it, students are constantly guessing at how they are doing and at how their work can be improved. Valuable feedback must be timely, constructive, and substantive and must provide students the guidance they need to improve their performance.

Student Self-Assessment and Monitoring of Progress:

The culmination of students’ assumption of responsibility for their learning is when they monitor their own learning and take appropriate action. Of course, they can do these things only if the criteria for learning are clear and if they have been taught the skills of checking their work against clear criteria.

• The teacher paying close attention to evidence of student understanding
• The teacher posing specifically created questions to elicit evidence of student understanding
• The teacher circulating to monitor student learning and to offer feedback
• Students assessing their own work against established criteria

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!

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.