Instructional Minute

In Amplify CKLA, you explicitly teach students foundational skills based on a specific scope and sequence. Boost Reading works in tandem with this instruction, providing students personalized practice to reinforce their core learning.

Amplify CKLA and Boost Reading also share the same vocabulary list and knowledge topics and generally follow the same skills progression, all to ensure that students are getting the consistent reinforcement or enrichment they need.

Now is a great time to check into your Teacher Dashboard to see how students are progressing with Boost Reading. Here are a few helpful areas to focus on:

• Check the Insights tab to see whether students are mastering subskills, hitting Trouble Spots, and more.

• Make sure your students are meeting weekly usage goals.

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

Formative assessments are tools used to gauge student progress throughout the learning process. If the students are not clear on the learning target, it becomes difficult for the teacher to assess progress accurately. Clear targets help students and teachers know what "success" looks like, so formative assessments can be more purposeful and reflective of student understanding.

• What does a student need to know and understand to attain mastery of this standard?
• What skills, if any, are required for mastery of this standard?
• What products, if any, would students need to be proficient in creating to master this standard?

• Knowledge Targets: represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline.
• Reasoning Targets: specify thought processes students are to learn to do well within a range of subjects.
• Skill Targets: those where a demonstration or physical skill-based performance is at the heart of the learning.
• Product Targets: describe learning in terms of artifacts where creation of a product is the focus of the learning target. The specifications for quality of the product itself are the focus of teaching and assessment.

Math:

• I can recognize acute, obtuse, and right angles.

ELA:

• I can identify nouns and verbs

Social Studies:

• I can compare and contrast points of view from a historical event.

Science:

• I can draw conclusions from experiment results.

Science:

• I can measure properties of objects using balances and thermometers.

Health/Physical Education:

• I can perform CPR correctly.

Math:

• I can construct the inscribed and circumscribed circles of a triangle.

ELA:

• I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Students learn more from their mistakes than their success (Boaler, 2016), and making mathematical mistakes is part of authentically doing mathematics (National Council of Teacher of Mathematics (National Council of Teachers of Mathematics, 2014; Smith & Stein, 1998).

Some suggestions on making a shift to viewing mathematical mistakes (celebrating mathematical mistakes):

While your students are working on a task (independently) pause them before they come to a solution. Students will have imperfect drawings, equations, and mathematical notations as they create strategies. We refer to these messy written artifacts that capture their mathematical thinking prior to their arrival at a solution as strategy work. Ask students to share a mistake they made during their strategy work that will help them get back on track. This technique begins the shift toward asset-based views of mistakes because students see their mistake as valuable in their journey toward a solution. Focusing on the strategy work centers the process rather than only the solution. "This gives you opportunities to ask questions like, "What worked well for you? What did not? Regardless of getting correct or incorrect solutions, students will pivot toward reflecting on what they did and why they did it.

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

K-8 Science:

• April 9th
• May 14th

K-8 Math:

• No March meeting
• April 17th
• May 20th

K-8 ELA:

• April 8th
• May 6th

9-12 Math:

• March 20th
• April 17th
• May 15th

9-12 ELA:

• April 1st
• May 6th

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.