The IMplementation Reflection Tool

Version 4.0 | Grades K–12

Introduction

Reflecting on curriculum implementation is the key catalyst for effective classroom use and positive student outcomes. Intentional reflection guarantees teams have dedicated time to plan for, monitor, and analyze the integrity and impact of implementation over time, identifying challenges and successes along the way. The IMplementation Reflection Tool (IRT) supports schools as they implement IM Certified® Math in their classrooms by providing guidance about what evidence may be collected and reflection questions by which to measure and discuss those indicators. Using evidence to monitor implementation progress allows instructional leaders and teachers the opportunity to understand specific actions that propel classrooms toward equitable and responsive implementation of IM Certified Math so that all children can know, use, and enjoy mathematics.

The design of this implementation tool allows for a variety of uses and offers schools the flexibility to focus on the indicators most aligned to their instructional priorities, create a plan to collect data, and report on those indicators accordingly. Selected indicators might change over time, based on feedback and implementation data; the IRT is intended to be an adaptable and ongoing tool for schools to use throughout their implementation journey.

Select this link to see how version 4.0 of the IMplementation Reflection Tool has changed.

IRT Spotlight.mp4

Spotlight on the IRT

Watch an overview to understand how leadership and intentional planning with the IRT will sustain your IM Certified Math implementation over time. Preview the purpose of each section and learn the structure of the tool to consider how you can use the IRT to foster meaningful, reflective implementation in your school.

How to use this tool

Use the implementation progressions outlined in each section to assess your implementation of IM Certified Math and identify goals for improvement by completing the following process:

Read through the Implementation Progressions individually and assess your implementation for each indicator, paying careful attention to the instructional practices described in each column.
Discuss your assessment with your team, including your rationale for your progression placements.
- The reflection questions provided with each indicator are useful for examining your implementation journey, guiding team discussions, and identifying the steps you’ve taken toward instructional improvement.
Determine which areas seem to be strengths and which offer the most significant opportunities for improvement.
Based on insights from your team’s reflection, prioritize one or two practices to sustain, and one or two opportunities for improvement.

Select a section of the IRT below to explore the indicators that lead to successful implementation of IM curriculum over time.

Section A

Section B

Section C

Systemic Leadership

Designed for school and district administrators, instructional leaders, and coaches, Section A provides insight into the systemic structures that support successful implementation of IM curriculum.

Collaborative Planning

Instructional coaches, content leads, and teachers will find practices in Section B intended to enable teams to engage in effective collaborative planning at the course, unit, and lesson levels.

Classroom Implementation

Section C outlines equitable instructional practices, lesson facilitation, and student learning behaviors useful to classroom teachers, instructional coaches, and school administrators.

Connected IM Certified Professional Learning Offerings

We are excited to offer two 3-hour IM Certified Professional Learning offerings on the IMplementation Reflection Tool. Reach out to IM directly or your IM Certified Partner to schedule.

Getting Ready for Classroom Observation with the IMplementation Reflection Tool

School leaders will use video to focus on student learning behaviors in a problem-based classroom, make connections between teacher moves and student learning behaviors, and reflect on how to support teaching in a problem-based classroom, grounded in the IMplementation Reflection Tool.

Calibrating for Classroom Observation with the IMplementation Reflection Tool

School leaders will use classroom video to connect evidence of teacher instructional moves and student learning behavior to the descriptors of several indicators in Section C of the IMplementation Reflection Tool. They will then calibrate with colleagues on which stage of implementation the evidence describes. Participants synthesize their learning by collaboratively selecting focus indicators specific to their school and staff needs and prepare for strong coaching conversations.

Download the IRT

Version History

Version 4.0 Crosswalk

Acknowledgements

We are grateful to the educators who welcomed us into their classrooms to learn with them. Countless conversations, observations, research, and resources helped shape the IRT. We recommend the following for additional reading:

Cobb, P., Jackson, K., Henrick, E., & Smith, T. M. (2018). Systems for instructional improvement: Creating coherence from the classroom to the district office. Harvard Education Press.

Forman, M.L., Strosich, E.L., & Bocala, C. (2023). The internal coherence framework: Creating the conditions for continuous improvement in schools. Harvard Education Press.

Matthews, J., DeLeon, L. G., Qiana Lachaud, T. L. McElveen, Chen, X-Y., Victor, T., Okai, E., Boomhower, K., Wu, J., & Cha, E. (2021). Belonging-centered instruction: An observational approach toward establishing inclusive mathematics classrooms. OSF Preprints. https://doi.org/10.31219/osf.io/n7bv2

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