Created in Canva
CONNECTIONCURRCULUMTHE LEARN & USE ISSUECURRICULMFOR THE KNOWHELPFUL TIPS Ed Tech and beyond
TABLE OF CONTENTSMATHCURRICULUM & PROFESSIONAL DEVELOPMENTENGLISH LANGUAGE ARTSSCIENCESOCIAL STUDIES0503040607MULTILINGUAL LEARNERSINSTRUCTIONAL TECHNOLOGY0809CURRICULUM STAFF10, 11
Curriculum & Professional DevelopmentI Do It (Modeling) You actively demonstrate and model the skill, strategy, or concept. Students observe, listen, and possibly take notes as you think aloud, showing exactly how you approach the task. We Do It (Guided Practice) You and students work together on similar tasks. You gradually release control while providing support, prompts, and feedback as needed. You Do It Together (Collaborative Practice) Students work with one another on tasks while you circulate, observe, and provide targeted support. The focus shifts to peer learning and accountability. You Do It Alone (Independent Practice) Students demonstrate mastery by completing tasks independently. This is where you determine true understanding through assessment and identify students who need additional support.The Gradual Release of Responsibility (GRR) model is a research-based instructional framework that shifts learning ownership from teacher to student through carefully scaffolded strategies. By breaking instruction into four phases, you can create a clear pathway for students to move from dependence to independence. Whether you are teaching reading, math, science, or any subject, GRR helps ensure students develop both confidence and competence in their learning.Start Small: Choose one lesson this week and intentionally plan all four phases. Don’t try to overhaul everything at once. Master one skill or strategy using GRR, then expand. Use Think-Alouds During “I Do It”: Make your thinking visible. Narrate your decision-making process so students understand not just what you’re doing, but why. Build in Observation Time: During “We Do It” and “You Do It Together”, resist the urge to jump in too quickly. Observe student work, listen to peer conversations, and use that data to decide when students are ready for independence. Create a Visual Anchor Chart: Post a simple visual reminder of the four phases in your classroom. Reference it regularly so students understand the progression and anticipate what’s coming next. References and Tools for Your Continued Learning Video: Keys to Great Teaching: Gradual Release of Responsibility Article: Gradual Release of Responsibility Instructional Framework Article: The Role of Cognition in the Gradual Release of Responsibility Model Understanding the Four Phases of GRR Quick Implementation Tips
to our current curriculum practices. To help deepen our understanding we seek guidance from the Michigan Dyslexia Handbook: A Guide to Accelerating Learner Outcomes in Literacy (published by the Michigan Department of Education). The Science of Reading is defined as follows: "The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the globe, and it is derived from thousands of studies conducted in multiple languages."any educators have been hearing recently in the news the term the Science of Reading. Kalamazoo Public Schools has been diligently working to continuously link the Science of Reading researchELAkey when reading so that time is spent on building understanding instead of laboring over sounds and syllables in words. The goal is to not only build decoding skills to read the words but also develop vocabulary and background knowledge for future reading comprehension (diagrams). Middle School (6–8) As students transition from "learning to read" to "reading to learn," the Science of Reading research from Scarborough (2001), supports word recognition and meaning. Teachers should explicitly instruct students in analyzing Greek and Latin roots, prefixes, and suffixes, which will assist in understanding complex, multisyllabic vocabulary across disciplines (diagrams). High School (9–12) In high school, the Science of Reading informs literacy across all subjects, teaching students how to critically read, evaluate, and write about texts. By combining subject-specific academic vocabulary with complex, grade-level texts, high schoolers learn to analyze multiple sources, evaluate arguments, and develop evidence-based responses (see figure 1). MThis definition opens research from various disciplines and works to demystify how students learn to become successful readers. The shift for K– 12 instruction is toward explicit, systematic, and evidence-based methods. Here is how the Science of Reading translates into daily classroom practice in Kalamazoo Public Schools across elementary, middle, and high school: Elementary School (K–5) In elementary school, instruction focuses on turning reading from a labor-intensive process into an automatic one while building core background knowledge. Teachers replace picture guessing with explicit, systematic phonics and phonemic awareness to help students connect speech sounds (phonemes) to letters (graphemes) for fast, automatic word recognition. Automatically is thefigure 1
For the 2026–27 school year, foundational math materials and resources will remain unchanged across all levels. The primary updates focus on continuous assessment tools and curriculum evaluation: Curriculum Updates: We do have an elementary math curriculum pilot going on throughout the district. This process started last year, and we will continue the work this school year. Assessment Platforms: Elementary and middle school grades will continue using Illuminate for their math assessments, while high school courses will transition to Formative for the upcoming school year.Math
SciencePlease see this opportunity from the Air Zoo. Bring free, innovative STEAM programming to your community this school year! Apply now to become a host site for the Air Zoo Explorers: Beyond Earth Community Outreach Program. Thanks to generous support from Stryker, we are able to offer this free STEAM-focused program to libraries, schools, and community youth organizations across Kalamazoo County. Our 2026 programming will take place between September and March, with priority given to those sites interested in a 2026 program who submit the inquiry form on or before September 11th . This event seeks to engage youth ages 6–12 and their families in hands-on space science inquiry designed to spark creativity, collaboration, and career exploration.Each event runs approximately 1.5 hours and includes: Engaging station activities Technology integration Extension resources for your organization to continue STEAM exploration This event can be a stand-alone event or part of a larger family engagement event. The Air Zoo will provide all materials, trained educators, and promotional support. The host sites need to provide tables and volunteers to assist with facilitating the station activities. We are limited to 16 programs, so please submit your interest form today! If you are interested in hosting an Air Zoo Explorers event at your site, please complete our brief interest form. If you have any additional questions about the program, please do not hesitate to reach out! awalker@airzoo.org.
Welcome back to school! Social Studies education is key in developing knowledgeable citizens. Here are a few updates from our back-to-school PD: Elementary Skinny guides have been updated to reflect the new calendar year. Grade 4 has adopted the TCI curriculum for the 26-27 school year. All pacing documents can be found in the shared drive under Grade 4 Social Studies. Middle School Common assessments have been developed for 9-week increments. New optional assessments have been shared and will continue to be discussed and finalized for students to use to demonstrate student mastery of skills. High School Assessments have moved to the Formative platform.SOCIAL STUDIESAnnenberg Classroom – Elementary Video Modules: Short animated videos explaining the Bill of Rights, basic rules, and fairness in a community. Middle School (6–8) iCivics – Comparative Constitutions & Race to Ratify (6–8): Interactive digital games and lesson plans exploring how the Constitution established a balance of power and created compromise among states. Library of Congress – Debating the Amendments (6–12): Primary source sets allowing students to examine early drafts of the Bill of Rights and debate which protections were most critical. Center for Civic Education – We the People Middle School Lessons: Structured lessons focused on civic participation, historical debates, and the core principles of democracy. High School (9–12) National Constitution Center – Interactive Constitution & Constitution 101 (9–12): High school modules featuring nonpartisan essays by legal scholars comparing varying interpretations of constitutional articles and Supreme Court precedents. National Archives – DocsTeach: Constitutional Debates (9–12): Primary source analysis tools using George Washington’s annotated drafts, petitions, and historical legislation. Annenberg Classroom – Landmark Supreme Court Cases: Full- length documentaries and analytical guides examining key amendments, civil liberties, and landmark legal rulings.Constitution Day As we approach September 17, here is a reminder regarding our annual observance of Constitution Day. As an educational institution receiving federal funding, we conduct educational programming about the U.S. Constitution each year. Beyond federal requirements, Constitution Day provides a meaningful opportunity to help our students understand how the foundational principles established in 1787 shape their rights, responsibilities, and everyday lives today. Constitution Day traces its roots to September 17, 1787, when 39 delegates signed the final draft of the U.S. Constitution at the Constitutional Convention in Philadelphia. In 1952, Congress designated September 17 as "Citizenship Day" to recognize all native-born and naturalized citizens, but the modern holiday was born in 2004 when Senator Robert Byrd championed an amendment renaming it "Constitution Day and Citizenship Day." Signed into law by President George W. Bush, the legislation mandated that all federally funded educational institutions and government agencies hold annual educational programming on or around September 17 to honor the nation's founding document.K–12 Resources To support your classroom planning, here are instructional resources organized by grade band: Elementary School (K–5) National Constitution Center – Preamble Challenge (K–5): Read-aloud scripts, Preamble word scrambles, and visual activities exploring the six goals of government. National Archives / DocsTeach – The Constitution at Work (K– 5): Simple document analysis activities connecting historical images and early symbols directly to specific sections of the Constitution.
s we begin a new school year, remember: every teacher who teaches a multilingual learner is also supporting language development. Our multilingual learners bring languages, experiences, cultures, perspectives, and knowledge that enrich our classrooms. Our goal isn't to simplify learning—it is to create access to rigorous learning while students continue developing English. Your ML Coaches Are Here to Partner With You Connect with your ML Coach for : Co-planning and instructional strategies Making grade-level content accessible Increasing student talk and academic language Understanding WIDA proficiency levels and student strengths Supporting newcomers Planning scaffolds without lowering expectations See It in Action What does strong instruction for multilingual learners actually look like? Watch real classrooms and educators putting language + content learning into practice: WIDA — Standards in Action: Classroom Videos One Thought for the First Weeks of School Before asking, “How much English does this student know?” try asking: “What does this student already know, and how can I give them access to show me?” Start with strengths. Create access. Build language through content. And remember—you have a partner in your ML Coach.A MULTILINGUAL LEARNERS
A complete list of purchased, recommended and approved instructional programs and tools! Updated for the current school year. AI Guidance for Teaching and Learning A quick guide to define acceptable and non-acceptable AI use for teachers and students. More defined uses and policy information will be provided in the coming months. Welcome to the 2026-2027 school year! Take a few minutes to explore the two resources below. 2026-27 KPS Instructional Technology Toolkit I n T e c h INSTRUCTIONAL TECHNOLOGY
CURRICULUM TEAM DR. ANGELA THOMAS CURRICULUM & PROFESSIONAL DEVELOPMENT DIRECTOR thomasal2@kalamazoopublicschools.net NINA LESUER ELA AND SOCIAL STUDIES COORDINATOR milleral@kalamazoopublicschools.net WESSAM ABDELAZIZ MULTILINGUAL LEARNERS COORDINATOR abdelazizwi@kalamazoopublicschools.net DIRECTOR & COORDINATORS
ALEX MILLER INSTRUCTIONAL TECHNOLOGY COORDINATOR milleral@kalamazoopublicschools.net KRISTEN MILLER MATH & SCIENCE COORDINATOR millerkm@kalamazoopublicschools.net TONJA WASHINGTON DISTRICT MENTOR COACH washingtont@kalamazoopublicschools.net CURRICULUM TEAM DIRECTOR & COORDINATORS