Oak Flat teachers show new small-group and project-based practices to board

Oak Flat teachers presented a classroom report to the Big Spring School District board on April 7, describing changes to instructional design intended to raise student outcomes and engagement. "Students are applying math and science skills in context that make sense in their daily lives with their families or out in our community," one presenter said while explaining a grocery-store game used to teach counting and making change. The presentation included examples from kindergarten through fifth grade and short video excerpts of student work and interviews.

Teachers described several specific strategies: weekly center days that mix kindergarten students by ability to target math skills; use of small reading groups and push-in learning-support staff for fluency and comprehension; peer buddy projects to increase inclusion; and the Lego Spike Essential kit to teach programming and engineering vocabulary. Presenters said they use student surveys and pre/post assessments to measure impact, and that some teams have documented learning gains. "Some students even identified that although one activity may have been more fun, an activity that was less fun was actually more impactful on their growth as learners," a teacher told the board.

Board members offered praise following the presentation, citing direct observations in classrooms and thanking staff for focusing on inclusion and practical applications of learning. No board action was taken; the item was placed on the record as a staff report and recognition of Oak Flat’s work.