Instructional Plan

Mission Statement:
Preparing, empowering, and inspiring all students to reach their maxmimum potential.

Vision Statement:
Los Lunas Schools will be the premier school district in the state of New Mexico by exemplifying high levels of learning for all students.

Content Areas:

Math, Science, English Language Arts, and Social Studies

Interdisciplinary Approaches: 

Elementary:

Elementary interdisciplinary approaches integrate PE, Art, Music, Band, Library, and Technology with core subjects. Literacy, math, science, and social studies concepts are reinforced through creative, hands-on learning experiences. This approach promotes engagement, supports diverse learning styles, and builds collaboration, critical thinking, and a love of learning.

Secondary:

Secondary interdisciplinary approaches connect elective courses—such as fine arts, CTE, technology, and humanities—with core academic subjects. This integration links classroom learning to real-world applications, fostering creativity, problem-solving, and deeper understanding across disciplines.

Graduation:

All students who graduate through Los Lunas Schools will have the opportunity to participate in real world learning and application of academics through work based learning opportunities.

Pacing Guides:

Accessible here

Curriculum Mapping:

Curriculum maps align standards, pacing, and assessments to ensure consistency and coherence across grade levels and subjects, supporting vertical and horizontal alignment throughout the district.

Instructional Materials:

High-quality, standards-aligned, and research based instructional materials support consistent instruction across classrooms.

Appendix E: Resources and Materials

 

Evidence-based teaching	methods
Explicit Instruction	Clear modeling, guided practice, and independent application
Small Group Instruction	Targeted support based on student needs
Cooperative Learning	Structured peer collaboration to enhance understanding
Inquiry-based Learning	Encouraging curiosity and exploration through questioning
Frequent and Targeted Feedback	Continues feedback to guide improvement
Independent Practice	Reinforcement of skills through structured practice
Goal-setting and Reflection	Empowering students to take ownership of learning
Mastering Learning	Ensuring profieciency before advancing to new content

Differentiation

• Inclusion model with lesson modifications and accommodations
• Centers and rotations for personalized learning
• Culturally relevant and responsive teaching
• Flexible grouping based on data and formative assessments
• Reflection and goal-setting to promote self-directed learning

Assessment Types:

Assessment type	Data Use
Formative Assessments	Ongoing checks for understanding to guide instruction
Summative Assessments	End-of-unit or benchmark evaluations of mastery
Diagnostic Assessments	Identification of student strengths and needs
Performance-based	Application of knowledge in authentic contexts

Data Analysis and Use:

• Regular data team meetings at school and district levels
• Use of data dashboards to monitor progress toward goals
• Differentiated instruction based on assessment results
• Continuous monitoring of subgroup performance to ensure equity

Formative Assessments District:

Assessment/Screener	grade levels	subject	assessment  window	data analysis window
Amira	K-2nd	Math, Reading	BOY: August-September MOY: December EOY: April-May	BOY: September-October MOY: January EOY: May-June
LETRS-Phonics and Word Survey	K-5th	Reading	BOY: August (1-5) MOY: December (K-5) EOY: May (K-5	BOY: September (1-5) MOY: January (K-5) EOY: May-June (K-5)
Avant STAMP	K-12th	Foreign Language	December-March	April-May
WIDA Screener	K-12th	English Language Acquisition	First 30 days of school or 2 weeks of initial enrollment in NM Schools	Immediately following Administration of Assessment
Dilexia Screener	1st	Reading	By the 40th day of school and within two weeks of initial NM enrollment	October
i-MSSA	3rd-8th	Math, Reading, Language	BOY: August-September MOY: December EOY: April-May	BOY: September-October MOY: January EOY: May-June
Progress Learning	9th-12th	Math, English, Language Arts	BOY: August-September (9-12) MOY: December (9-12) EOY: April-May (9-10)	BOY: September-October (9-12) MOY: January (9-12) EOY: May-June (9-10)
AP Exams	9th-12th	Various Content Areas	May	July
PSAT	10th	Math, English, Language Arts	October	November

Teaching Method Professional Development Options and Roles:

Instructional focus	what pd looks like	who is involved	pd example
Frequent and Targeted Feedback	Training teachers to give clear, actionable, and timely feedback to students.	Instructional coach, administrators, teachers	Teachers analyze student work and practice giving feedback using a rubric while a coach provides guidance
Independent Practice	Teachers learn strategies to design meaningful independent work aligned to learning targets and content standards	PD facilitator and teachers	In a PD session, teachers create independent practice tasks and peer-review them for rigor and alignment to learning targets and content standards
Small Group Instruction	Teachers receive training on student grouping strategies, targeted instruction, and data-driven decisions.	Intstructional coach, teachers	Teachers practice running a mock small-group reading lesson while the facilitator provides feedback
Note-taking	Teachers learn effective student note-taking methods and how to  model them	PD Facilitator and teachers	A PD session demonstrates a note-taking strategy such as Cornell Notes; teachers practice modeling technique as if teaching students
Cooperative Learning	Teachers explore structures that promote collaboration and accountability within the classroom	PD Facilitator and teachers	Teachers participate in a jigsaw activity to experience cooperative learning from the student perspective
Goal-Setting and Feedback	Teachers set instructional goals and receive coaching cycles to support them.	Teacher and instructional coach/administrator	A teacher sets a goal to improve questioning techniques; the coach observes, then gives targeted feedback.
Explicit Instruction	Teachers are trained to use peer modeling, guided practice, and checks for understanding.	PD facilitator, teachers.	Teachers rehearse a “modeling” segment of a lesson using thinkaloud strategies and receive peer feedback.
Mastery Learning	Teachers learn how to design instruction that ensures all students reach mastery before advancing.	PD facilitator, Teacher and instructional coach/administrator	In PD, teachers redesign a unit to include mastery checks and intervention plans for students who need reteaching.
New Teacher Induction Training	Structured support for beginning teachers including mentoring, training sessions, and classroom observations.	New teachers, mentor teachers, coach/administrator.	A new teacher attends an induction session on classroom management, then receives classroom-based feedback from a mentor.

Summative Assessments State and ESSA Accountability:

Assessment/screener	grade levels	subject	assessment window	data analysis window
ACESS/Alt ACESS	K-12th	English Acquisition	January-March	May-June
NM-MSSA	3rd-8th	Math, English Language Arts	March-April	June
DLM	3rd-12th	Math English Language Arts, Science	March-April	July
NM-ASR	5th, 8th, 11th	Science	March-April	July
SAT School Day	11th	Math, English Language Arts	April	May-June

Instructional Differentiation Professional Development:

strategy	pd example of inclusion support coach	pd example of academic coach	pd example of digital learning coach
Centers/Rotations	Focuses on ensuring that one or more center tasks contain modifications or accomodations (e.g., simplified voacabulary, reduced number of steps, guided sentence frames) for students with specific learning plans (IEPs/504s)	Focuses on differentiating the content/process within centers (e.g., three different levels of complexity for a math review center) based on pre-assessment data and academic standards	Focuses on integrating adaptive digital tools and platforms into centers, allowing students to access content at their independent, personalized pacing and providing automatic progress feedback
Small Group Instruction	Coaches teachers on how to effectively use intervention data to form strategic pull-out or push-in groups for students needing intensive, specialized support or specific accommodation implementation practice.	Coaches teachers on using formative assessment data to immediately group students for just-in-time reteaching, practice, or extension, focusing on refining high-leverage instructional moves within the small group setting	Helps teachers utilize digital tools during small groups to efficiently collect real-time data on student understanding and adjust the lesson instantly
Flexible Grouping	Ensures that grouping protocols are equitable and that students receiving intensive support are not always grouped by deficit, but are rotated into mixed-ability groups to benefit from peer models	Coaches the intentional design of groups, sometimes by readiness, sometimes by interest, to make sure grouping decisions are data-driven and tied directly to the learning objective of the lesson.	Supports the logistical use of learning management systems (LMS) or digital trackers to manage and communicate dynamic group changes weekly or daily.
Cooperative Learning	Focuses on embedding specific social-emotional skills (e.g., turn-taking, conflict resolution) within group roles, which supports students who may struggle with social interaction or executive functioning in a group setting.	Coaches teachers on structuring roles and tasks within the group to ensure equal and meaningful participation from all members and that the academic task itself requires collaboration to solve.	Facilitates the use of collaborative digital tools that allow all group members to contribute visibly and equally to the cooperative task.
Project-Based Learning (PBL)	Advises on modifying the scope or final product expectations for students with accommodations, ensuring the project remains meaningful while reducing excessive output demands.	Supports the design of the PBL tasks themselves, ensuring the project structure allows for differentiated scaffolds and resources based on student readiness levels	Guides the use of digital resources for research, content creation, and varied final products, helping students leverage technology to express their mastery in ways aligned with their interests
Culturally Relevancy/Responsiveness	Ensures that the chosen instructional materials, examples, and texts used for instruction are inclusive and avoid cultural bias, supporting diverse learners in accessing the curriculum through a comfortable lens	Coaches teachers on how to select and integrate student background knowledge and community experiences into the lesson content and discussion prompts to make learning highly relevant and engaging	Identifies and helps implement digital resources, videos, or simulations that provide multiple cultural perspectives on a topic, diversifying the voices and content sources presented in the classroom
Reflection and Goal-Setting	Works with teachers and students to set IEP/504 goals and monitor academic and behavioral progress toward them, linking student reflection back to formal goals	Focuses on training students to use academic data (test scores, task completion) to set realistic, measurable growth goals and reflect on the effectiveness of their study habits.	Implements digital portfolios or platforms that allow students to document and track their mastery over time and use digital checklists or rubrics for self-assessment against set goals.

Classroom Teacher Evaluation:

Classroom teachers are evaluated annually. The evaluation system is Elevate New Mexico.

Professional Development:

Provide ongoing training for teachers on best practices, new technologies, and effective instructional strategies. What does this look like? 

1. 10 Days of District and Site Based Professional Development
   1. District initiative trainings
   2. Menu of Options based on Teachers' personal professional growth
   3. Grade Level/Content Planning Time
2. Site-Based
   1. Departmental and site initiatives driven by our 90-Day Plan
      1. Ongoing embedded professional development
   2. Coaching cycles with Academic Coaches
   3. Digital Learning Coaches
   4. Inclusion Support Coaches
      1. Site specific additional PD opportunities
         1. SEL
         2. HQIM
         3. Best instructional practice
         4. PLC Process
            1. PED requirements
         5. LETRS (K-5 teachers, Special Education teachers and Instructional Coaches)
         6. LETRS for Administrators (All Elementary Site Administrators)
         7. AIMS (6-12 ELA teachers, Special Education teachers, and Instructional Coaches)
         8. Structured Literacy and Dyslexia for Diverse Learners 2.0 (1st grade teachers)
         9. Amira ISIP Educator Trainings (first year teachers K-2)

Encourage collaboration among staff. What does this look like?

Professional Learning Communities are an “ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve” (DuFour, et. al. 2016, p. 10). PLCs focus on the following:

• A Focus on Learning, A Collaborative Culture and Collective Responsibility, A Results Orientation
• Data Analysis
• Common Formative Assessments Development 
• Instructional planning and best practices
• Answering the four questions of the PLC:
  • What is it we want our students to know and be able to do?
  • How will we know if each student has learned it?
  • How will we respond when some students do not learn it?
  • How will we extend the learning for students who are already proficient?

Social and Emotional Learning (SEL) Team:  

The team collaborates with staff, families, and community partners to support a safe and caring school environment for all students and staff.

Building Advisory Committee: 

The Building Advisory Committee works together to support school improvement and safety by sharing ideas, reviewing needs, and helping make decisions that benefit students, staff, and families.

Building & District Implementation Team:

The team collaborates with schools to promote equitable access, provide appropriate support, and ensure all students learn and thrive together in an inclusive environment.

Site Leadership Teams:
The Site Administrative Team provides leadership and support for school operations, instruction, and student success through collaboration and shared decision-making.

Guiding Coalition Teams:
The Guiding Coalition Team, made up of teacher leaders and site leaders, works collaboratively to align instruction, support school goals, and promote continuous improvement for all students with a specific focus on 90 day DASH Plans.

Family and Community Engagement

(Jen/Cathy C/Mary M/ Charlotte D)

What strategies will we implement to involve families in the educational process, such as workshops and regular communication? 

1. Regular communication through Newsletters, Remind, District News/website, school site websites, Social Media
2. Parent Meetings (NAE, Title I), Parent Conferences, IEPs, Open Houses, Pre-K Parent Involvement SEL Nights, Athletics, Activities, Parent Teacher Organizations, Booster Clubs, Math/Science Nights, Literacy Nights, Parent University/Trainings, McKinney Vento, Positive Principal Phone Calls, Staff and Student Shoutouts.  

What community organizations will we partner with to support student learning and well-being?

1. Meta, Adelante, Division of Vocational Rehabilitation, YDI, Work Force Solution, Partners in Ed., HB2 (tutoring), RAC, Pueblo of Isleta Department of Ed., Early Intervention Agencies, CYFD, NM School for the Blind and VIsually Impaired, NM School for the Deaf, Foster Grandparents, local law enforcement agency, UNM-VC, CNM, ENMU, NMSU, Counseling World, Special Olympics.
2. Future partnerships could include:  Counseling Services to include Addiction, Trauma, Mental Health, Trade Organizations

Resources and Materials:

What are our instructional materials for ELA, math, science and social studies?

Elementary Resources and Materials:

subject	core instructional materials	supplementary materials
English Language Arts	Amplify	Amira, Heggerty, Just Right Readers, NewsELA, Language Live, Learning A to Z
Math	Envisions, MidSchoolMath (Pilot)	VMath, Amira Istation
Science	Twig Science	NewsELA
Social Studies	McGraw Hill Impact Social Studies	NewsELA
Life Skills	TeachTown	N/A

MIddle School Resources and Materials:

subject	core instructional materials	supplementary materials
English Language Arts	Amplify	NewsELA, Language Live
Math	Envisions, MidSchoolMath (Pilot)	Math IXL
Science	Twig Science	NewsELA
Social Studies	McGraw Hill	NewsELA
Life Skills	TeachTown	N/A

High School Resources and Materials:

subject	core instructional Materials	supplementary Materials
English Language Arts	MyPerspectives	Amira, Heggerty, Just Right Readers, NewsELA, Language Live, Learning A to Z
Math	Envisions (Alg 1 & Geo, Alg 2) Statistics Pre-Calcus AP Calculus Math Analysis	Math IXL, Transmath
Science	Inspire Science (Bio), Experience (Chem/Phys), BioZone Saavas (Anatomy, AP Chem, AP Bio), McGraw Hill (Zoology)	NewsELA, Gizmos
Social Studies	McGraw Hill (World History and U.S. History), Saavas (Government), Cengage (Economics)	NewsELA
Life Skills	TeachTown	N/A

What technology is available to our students and staff? 

• MacBooks
• iPads
• Interactive Flat Screen Panels

Site Specific:

• Immersive Technology
• Designing and Creation
• Robotics Peripherals
• Assistive Technology

Budgets Supporting Resources:

• Instructional Materials
• Structured Literacy
• IDEA B
• Title I
• 3-Mil
• Operational

Focus Areas:

• Standards-based instruction
• Data-driven decision-making
• Differentiation and inclusion
• Literacy and numeracy across the curriculum
• Technology integration
• Culturally responsive teaching

Delivery Models:

• District-wide professional learning days
• School-based PLCs (Professional Learning Communities)
• Coaching and mentoring programs
• Online learning modules and webinars
• Peer observation and feedback cycles

Teaching Method Professional Development Options and Roles:

 

Instructional Differentiation Professional Development:

Strategy	Professional Development Example of an Inclusion Support Coach	Professional Development Example of an Academic Coach	Professional Development Example of a Digital Learning Coach
Centers/Rotations	Focuses on ensuring that one or more center tasks contain modifications or accommodations (e.g., simplified vocabulary, reduced number of steps, guided sentence frames) for students with specific learning plans (IEPs/504s).	Focuses on differentiating the content/process within centers (e.g., three different levels of complexity for a math review center) based on pre-assessment data and academic standards.	Focuses on integrating adaptive digital tools and platforms into centers, allowing students to access content at their independent, personalized pacing and providing automated progress feedback.
Small Group Instruction	Coach teachers on how to effectively use intervention data to form strategic pull-out or push-in groups for students needing intensive, specialized support or specific accommodation implementation practice.	Coach teachers on using formative assessment data to immediately group students for just-in-time reteaching, practice, or extension, focusing on refining high-leverage instructional moves within the small group setting.	Helps teachers utilize digital tools during small groups to efficiently collect real-time data on student understanding and adjust the lesson instantly.
Flexible Grouping	Ensures that grouping protocols are equitable and that students receiving intensive support are not always grouped by deficit, but are rotated into mixed-ability groups to benefit from peer models.	Coaches the intentional design of groups, sometimes by readiness, sometimes by interest, to make sure grouping decisions are data-driven and tied directly to the learning objective of the lesson.	Supports the logistical use of our district-adopted learning management systems (LMS) or digital trackers to manage and communicate dynamic group changes weekly or daily.
Cooperative Learning	Focuses on embedding specific social-emotional skills (e.g., turn-taking, conflict resolution) within group roles, which supports students who may struggle with social interaction or executive functioning in a group setting.	Coach teachers on structuring roles and tasks within the group to ensure equal and meaningful participation from all members and that the academic task itself requires collaboration to solve.	Facilitates the use of collaborative digital tools that allow all group members to contribute visibly and equally to the cooperative task.
Project-Based Learning (PBL)	Advises on modifying the scope or final product expectations for students with accommodations, ensuring the project remains meaningful while reducing excessive output demands.	Supports the design of the PBL tasks themselves, ensuring the project structure allows for differentiated scaffolds and resources based on student readiness levels.	Guides the use of digital resources for research, content creation, and varied final products, helping students leverage technology to express their mastery in ways aligned with their interests.
Culturally Relevance/ Responsiveness	Ensures that the chosen instructional materials, examples, and texts used for instruction are inclusive and avoid cultural bias, supporting diverse learners in accessing the curriculum through a comfortable lens.	Coach teachers on how to select and integrate student background knowledge and community experiences into the lesson content and discussion prompts to make learning highly relevant and engaging.	Identifies and helps implement digital resources, videos, or simulations that provide multiple cultural perspectives on a topic, diversifying the voices and content sources presented in the classroom.
Reflection and Goal-Setting	Works with teachers and students to set IEP/504 goals and monitor academic and behavioral progress toward them, linking student reflection back to formal goals.	Focuses on training students to use academic data (test scores, task completion) to set realistic, measurable growth goals and reflect on the effectiveness of their study habits.	Implements digital portfolios or platforms that allow students to document and track their mastery over time and use digital checklists or rubrics for self-assessment against set goals.

Digital Citizenship:

Students are taught responsible, ethical, and safe use of technology, including digital communication, research, and collaboration.

Instructional Technology Tools:

• Interactive Flat Panels:
  Used for presenting, annotating, and connecting devices
• iPads and MacBooks:
  Used for note-taking, accessing materials, and creating digital projects
• Learning Management Systems (LMS):
  Platforms for assignments, communication, and feedback
• Digital Assessment Tools:
  Online quizzes and formative assessment platforms

Family Engagement Strategies:

• Regular communication (Newsletters, Remind, websites, social media)
• Parent meetings (NAE, Title I)
• IEPs, conferences, Open Houses
• SEL Nights, Literacy Nights, Math/Science Nights
• Parent University/trainings
• McKinney-Vento supports
• Athletics, Activities, PTO/Booster Clubs

Community Partnerships:

Meta, Adelante, DVR, YDI, Workforce Solutions, Partners in Ed, HB2 (tutoring), RAC, Pueblo of Isleta DOE, early intervention agencies, CYFD, NMSBVI, NMSD, Foster Grandparents, local law enforcement, UNM-VC, CNM, ENMU, NMSU, Counseling World, Special Olympics

Future Opportunities: Mental health, trauma, addiction support; trade organizations

Commitment to Equity:

Los Lunas Schools ensures that every student has access to high-quality instruction, resources, and opportunities regardless of background, ability, or circumstance.

Inclusive Practices:

• Implementation of the inclusion model in all schools
• Culturally responsive curriculum and instruction
• Support for English Learners and students with disabilities
• Equity audits and data reviews to identify and address disparities

Monitoring and Evaluation:

• Regular review of school and district data
• 90-Day Plan progress monitoring through NM DASH
• Annual goal-setting and reflection cycles
• Stakeholder surveys and feedback loops

Accountability Framework:

• Alignment with state and federal accountability systems
• Transparent reporting of progress toward district goals
• Continuous refinement of instructional practices based on evidence

Implementation of this plan is supported through school-based leadership teams, instructional coaching, professional learning communities, and district monitoring processes.

Assessment/screener	Grade levels	subject	assessment window	data analysis window
Amira Indicators of Student Progress (ISIP)	K-2nd	Math Reading	BOY: August-September MOY: December EOY: May-June	BOY: September-October MOY: January EOY: May-June
LETRS - Phonics and Word Reading Survey	K-5th	Reading	BOY: August (1-5) MOY: December (K-5) EOY: May (K-5)	BOY: September (1-5) MOY: January (K-5) EOY: May-June (K-5
Avant STAMP	K-12th	Foreign Language	December-March	April-May
WIDA Screener	K-12th	English Language Acquisition	First 30 days of school or 2 weeks of initial enrollment in NM Schools	Immediately following administration of the assessment
Dyslexia Screener	1st	Reading	By the 40th day of school and within two weeks of initial NM enrollment	October
i-MSSA	3rd-8th	Math Reading Language	BOY: Aug-Sept MOY: Dec EOY: Apr-May	BOY: Sept-Oct MOY: Jan EOY: May-Jun
Progress Learning	9th-12th	Math Reading Language Arts	BOY: Aug-Sept (9-12) MOY: Dec (9-12) EOY: Apr-May (9-10)	BOY: Sept-Oct (9-12) MOY: Jan (9-12) EOY: May-Jun (9-10)
AP Exams	9th-12th	Various Content Areas	May	July
PSAT	10th	Math English Language Arts	October	November

assessment/screener	grade levels	subject	assessment window	data analysis windo
ACCESS/Alt ACCESS	K-12th	English Acquisition	January-March	May-June
NM-MSSA	3rd-8th	Math, English Language Arts	March-April	June
DLM (Alternative Assessment)	3rd-12th	Math, English Language Arts, Science	March-April	July
NM-ASR	5th, 8th, 11th	Science	March-April	July
SAT School Day	11th	Math, English Language Arts	April	May-June

 

Quarterly Board Reports:

• September
• December
• March
• May

District Report Card:

Released by NM PED by November 15 annually.

Summative Assessment Board Presentations:

November/December (dependent on state release)

• Elevate New Mexico
• Principals/Assistant Principals - Excel New Mexico