Volume: XIIIIssue: 23February 2, 2026
As we head into the spring stretch, we’re at a point in the year where information is no longer scarce, it’s abundant. Between benchmarks, MAP data, report cards, and attendance patterns, we have more than enough insight to help us make smart instructional decisions. The question now is how intentionally we use it.
Before having performance conversations with students, I encourage you to set aside focused time during prep, or collaborative planning to really study what your students’ data is telling you. Look for patterns, inconsistencies, growth moments, and surprises. Be mindful of the stories we sometimes tell ourselves about student performance and pause to interrogate them. Approach the data with curiosity and problem-solving, not conclusions.
Just as important: bring students into the conversation. Ask them to reflect on what feels hard, what feels easier than it used to, and where they think they’re growing. Many students carry fixed or negative beliefs about their abilities; counter that by anchoring conversations in evidence from their work and progress they may not yet recognize.
At this time of year outreach to families also becomes especially important. Families should not be surprised by where students are academically at the end of the year. Use what you are learning from your data and student conversations to proactively communicate with caregivers - sharing strengths, areas for growth, and specific ways families can support learning at home. These conversations are most effective when they are grounded in clarity, partnership, and a shared commitment to student success.
As the pressure to “get through” content increases this time of year, it’s essential to keep balance at the center of our planning.
We absolutely need to continue teaching grade-level content and skills.
And we also need to consistently pause and ask students to use what they’ve learned - to explain it, apply it, and revisit it.
Instruction without opportunities to check understanding doesn’t serve students well. If we don’t intentionally build moments to see what students are retaining, we risk mistaking exposure for learning.
Please plan to include regular opportunities for students to demonstrate understanding and reflect on their learning. These moments help clarify what needs reinforcement and where we can confidently move forward.
During the spring term, students should be assessed at least once per week. These assessments can be brief and embedded into instruction, but they should provide meaningful feedback for both teachers and students. Reach out to your planning partners and/or ILT leads to align on structures and strategies that make this manageable and effective.
Thank you for continuing to approach this work with thoughtfulness, professionalism, and care for your students’ growth.
UPCOMING DATES
- FEB03: Hiring Committee Meeting
- FEB04: MS Author visit
- FEB05: SYEP Application Party
- FEB11: Virtual Hiring Fair
- FEB12: PTA Dinner
- FEB16-20: Midwinter Recess
- FEB26: Black History Month Extravaganza
UPCOMING TRIPS
- Step 1: Read the DOE FAQ on Field Trips
https://infohub.nyced.org/docs/default-source/default-document-library/faqs-regarding-school-trips.pdf - Step 2: Get Pre-Approval from Kiri
- Step 3: Complete the Trip Form (ALL TABS)
https://docs.google.com/spreadsheets/d/1U3i3fgENVCpX6MA51r_1jsmxVavRm12-oaB9ieiNA8Q/edit?usp=sharing - Step 4: Share form (anyone with link can view) with Kiri
- Attend a community norms–setting meeting this Tuesday, February 3rd, during high school lunch
- Complete the Google interest form
