Oak Flat teachers present instructional-design pilot showing targeted groupings and student feedback

Oak Flat teachers told the Big Spring School District board they are using teacher-led instructional design to refine lessons and track student progress. "Our goal for this year's board report was to share the voices of several teaching teams so that the board and community could get a sample of some of the work we are doing with instructional design this year," said Amanda Weber, a BSDA representative from Oak Flat. Presenters described strategies including weekly center days that group children by skill level, peer buddy systems for students with disabilities, and the use of Lego Spike in science to foster collaboration and problem-solving.

Teachers said the teams test changes with student evidence—surveys, observations and pre/post assessments—and then use that evidence to decide whether adjustments improved students' skills. Presenters gave examples: kindergarteners practicing addition and subtraction in a grocery-store simulation, a 4th-grade 'genius hour' project that paired students with peers to build understanding and social connection, and first-graders acting as engineers in a light-and-sound unit. The board praised the presentation: the chair said it showed a strong level of student interaction and teachers' willingness to try new approaches.

The report emphasized inclusion and engagement: staff noted some students initially felt nervous about joining new groups but later reported excitement and increased confidence. The district and presenters said the work is tied to district curricular resources for early grades and is intended to close gaps for students needing extra support.