Align Support Structures
and Resources to IM Math

The IM curriculum is built on the belief that all students can access and learn grade-level mathematics. Systems must support access to grade-level learning and problem-based instruction so all students can realize their potential. Aligning structures, such as bell schedules, grading and promotion policies, lesson plan requirements, and collaborative planning time, to IM's approach allows teachers to use the curriculum with integrity. Aligning resources, such as instructional staff, educational technology, and materials used for Tier 2 and 3 instruction, to IM's approach ensures resources support a successful implementation.

1. Analyze current instructional support resources.

"Attending to access and equity also means recognizing that mathematics programs that have served some groups of students, in effect privileging some students over others, must be critically examined and enhanced, if needed, to ensure that they meet the needs of all students.

Abundant research has documented the significant outcomes that are possible when schools and teachers systematically address obstacles to success in mathematics for students from historically underserved populations. The question is not whether all students can succeed in mathematics but whether the adults organizing mathematics learning opportunities can alter traditional beliefs and practices to promote success for all. ”

~ Principles to Actions, pp. 60–61

How

A. Read What Does IM Think about Unfinished Learning and Supporting Students with a Variety of Entry Points? (Grades 6–12) to learn more about extra time and materials recommendations.

B. Using the design of IM Certified Math as a guide, determine whether any supplemental programs or resources are needed.

Determine if current programs and tools align to IM Math (e.g., ed-tech tools, supplemental practice, intervention resources, diagnostic and/or interim assessments). If not, determine whether they will be replaced or discontinued.
Select and order any needed supplemental programs and resources.

C. Review the school budget to decide how to allocate funds for implementation.

Is there an instructional coach currently on staff to support implementation or will you need to find one?
Which IM Certified Professional Learning will you purchase? Which PL will you design internally?

Additional Resources

From the IM Blog:

2. Refine the school schedule.

"Support for access and equity requires, but is not limited to, high expectations, access to high-quality mathematics curriculum and instruction, adequate time for students to learn, appropriate emphasis on differentiated processes that broaden students' productive engagement with mathematics, and human and material resources."

~ Principles to Actions, p. 60

"Two approaches used by high-performing school systems to support teachers' continual growth and ensure mathematical success for all students are to provide time for collaboration among teachers and to place coaches in schools to support teachers in implementing effective instructional practices."

~ Principles to Actions, p. 103

How

A. Maximize the amount of time students spend learning math.

Build in at least 60 minutes of core math instruction for K–5 lessons and 45–55 minutes for 6–12 lessons.
Determine when and where students will use IM Math centers and practice problems (e.g., time added to the schedule for math instruction, dedicated center days, RTI time, assessment days, revision tasks).

B. Ensure there is time built into the schedule for:

Tier 2 and Tier 3 instruction
Individual and collaborative planning for classroom and instructional support teachers
Professional learning for district, school, and instructional leaders; coaches; classroom and instructional support teachers; and paraprofessionals
Teacher coaching and feedback

C. Select the school-wide professional learning days that will be used for IM-specific teacher PL.

D. Meet with the instructional coach to develop and discuss a coaching schedule.

Determine how teachers will be selected for coaching and develop a process for teacher support (e.g., planning, modeling, co-teaching, reflecting).

E. Create grade-level pacing guides.

Provide time for teachers and instructional leaders to develop pacing guides for each grade level.
Review the school calendar to determine the number of instructional days.
When instructional days do not allow for all lessons, use the unit dependency charts and the section-level guidance to make decisions about which activities or lessons can be omitted and still meet the section learning goals.
Encourage teachers to use the Guidance for Pacing to address common pacing challenges.

Additional Resources

From the IM Blog:
- Planning Lessons for a Block Schedule
6 –12 Block Schedule Guidance
IM webinar Pacing for Rigor

3. Review and refine school structures and policies.

"Decisions about students must be informed by and based on evidence from multiple data sources and not only one large-scale assessment. Results from large-scale mathematics assessments are one source of information and provide a snapshot of student mathematical knowledge on a particular set of problems on a particular day. By contrast, ongoing formative and summative assessments provide a moving picture of student understanding and offer evidence of students’ progress toward established learning goals. Formative assessments, in particular, help to show the progress of learning or stumbling blocks in learning and offer feedback to students and teachers about areas for improvement."

~ NCTM Position Statement: The Effective and Appropriate Use of Large-Scale Assessments in Mathematics Education to Guide Systemic Improvement and Equitable Student Learning

How

A. Review math courses and pathways to ensure all students have equitable access to grade-level learning with appropriate supports.

- Learn more about the impact of ability grouping and tracking on students' experience learning math in NCTM's Catalyzing Change.
- Use the IM Guidance for Accelerating Students in Mathematics to analyze and make changes to current courses and course pathways.

B. Review and refine instructional interventions to ensure they support grade-level learning.

C. Review teacher assignments to ensure that teaching responsibilities are balanced across courses and that teachers responsible for support courses also teach the connected mainstream course when possible (6–12).

D. Review grading and promotion policies to ensure they match the school's vision for math teaching and learning.

Additional Resources

Extra Support Materials for Algebra 1 Units
Catalyzing Change in School Mathematics Key Recommendations
Grading Principles and Guidelines
Starting the Conversation about Grading
Grading and Reporting Student Learning
From the IM Blog:
- IM 6–12 Math: Grading and Homework Policies and Practices
- Extra Supports for Algebra 1: The Gateway Resources

4. Share the expectations for using IM Certified Math with all instructional staff.

“Teachers must be supported to use high-quality instructional materials effectively. We know from numerous studies that the adoption of high-quality curriculum materials does not automatically result in teachers’ development of high-quality instructional practice. Pull-out PL, teacher collaborative meetings, and one-on-one coaching should include activities designed to address teachers’ concerns about the appropriateness of ambitious instruction for all their students. These activities might also address how high-quality instructional materials align with the district vision for mathematics instruction and how they can be used to support all students in attaining rigorous learning goals.”

~ Systems for Instructional Improvement, p. 156

How

A. Provide expectations for integrity of implementation that position teachers as experts:

to ensure adaptations connect and build on student experiences and strengths while maintaining cognitive demand for grade-level learning
to highlight equitable instructional practices
to support the work of collaborative teams in planning and assessing impact on student learning

B. Provide access to the district pacing guide and assessment schedule.

C. Share expectations for implementation with all instructional staff including:

expected instructional time for math (materials are written for at least 60 minutes in K–5 and 45–55 minutes in 6–12)
use of supplemental materials and assessments, if selected
expectations for setting up and revising norms for a positive and inclusive classroom community

Additional Resources

Back

The IMplementation Reflection Tool

References

Align Support Structures and Resources to IM Math

1. Analyze current instructional support resources.

How

Additional Resources

2. Refine the school schedule.

How

Additional Resources

3. Review and refine school structures and policies.

How

Additional Resources

4. Share the expectations for using IM Certified Math with all instructional staff.

How

Additional Resources

Align Support Structures
and Resources to IM Math