Instructional Minute

Traditional tests can’t capture the depth of inquiry. Performance tasks, reflections, and discussions allow students to show understanding in authentic ways.
Examples:

• K–2: Students draw and explain what they discovered about their community.

• 3–5: Students create timelines, journals, or posters to share evidence-based conclusions.

• 6–8: Students write position papers or present solutions to civic issues.

💡 Reflection Prompt:
How can assessment in social studies reflect both what students know and how they think?

Last week, we focused on celebrating mathematical thinking and elevating student voices in the classroom. This week, we turn to another key practice: connecting math to students’ lives and interests.

When students see math as meaningful and relevant, they are far more likely to engage deeply and view themselves as capable learners. Making these connections helps students understand that math is not an isolated subject—it’s a tool they can use to make sense of their world, whether that’s through real-life scenarios, cultural contexts, or topics they care about.

This can look like weaving in examples from students’ communities, drawing on their experiences during discussions, or offering tasks that reflect their interests. These moves help students see that math belongs to them, and that their own stories and backgrounds are valuable resources in problem-solving.

Our new math curricular tools support this work by providing rich contexts and opportunities for students to connect new ideas to the world around them.

When students recognize themselves and their experiences in mathematics, their sense of identity and agency grows in powerful ways.

This week, we’re highlighting one of the most powerful ways to strengthen classroom instruction: creating intentional opportunities for student voice and academic dialogue. When classrooms shift from teacher-led talk to student-driven thinking, learning becomes more active, authentic, and memorable.

Purposeful questioning opens the door. Open-ended prompts, “what if…” scenarios, and follow-up questions invite students to share ideas, take risks, and make their thinking visible. But it’s the dialogue that follows—the back-and-forth exchanging of interpretations, evidence, and perspectives—that pushes understanding deeper.

When students build on one another’s ideas, challenge a claim respectfully, or craft a question of their own, they’re developing the very skills we want for college, career, and citizenship: reasoning, collaboration, curiosity, and confidence. And when every learner has structured access to the conversation, from the quiet thinkers to the eager sharers, we move closer to classrooms that feel equitable and alive.

As you plan upcoming lessons, consider asking yourself:
Where in today’s learning will students’ voices take the lead?
How am I designing moments where dialogue can move thinking forward?

Centering student voice doesn’t just change participation—it changes the learning experience.

We want to make you aware of an issue with NWEA reports. There may be a delay in viewing student scores in the Class and Student Profile reports due to extended processing time on NWEA’s platform from the previous testing day.

We are in communication with NWEA, and this is a known issue they are actively working to resolve. This may affect all or some of your teachers. If you are currently experiencing this delay, please know that all student scores have been successfully recorded in the system and will be available for preview as soon as processing is complete.

Thank you for your patience and understanding.

Thank you to all of those who joined the K-8 Math Steering Committee last month!

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!

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

Obstacles and others can stop you temporarily; you are the only one who can do it permanently.

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: