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FAQs
FAQs
This is a non-evaluative resource to enhance classroom observation, reflection, and feedback.
What Is the IM Implementation Reflection Tool?
What Is the IM Implementation Reflection Tool?
What Is the IM Implementation Reflection Tool?
What Is the IM Implementation Reflection Tool?
a non-evaluative resource to focus and enhance classroom observation, reflection, and feedback
a source of inspiration and support for ways that schools can work together to self-assess and improve teaching and learning over time
a clear communication to leaders and teachers about what high performance looks like in curriculum planning, curriculum use, lesson facilitation, and student learning behaviors
a guidance document for district administrators leading the implementation of the IM curriculum
Why is the purpose of the IM Implementation Tool?
Why is the purpose of the IM Implementation Tool?
Why Use It?
Why Use It?
It describes the key components of an IM Curriculum implementation “with integrity” as intended by IM
It is a tool to facilitate deep reflection and meaningful conversations around the implementation journey over time
It serves as a catalyst for implementation improvement
Why is SBUSD focusing on only 4 of the indicators?
Why is SBUSD focusing on only 4 of the indicators?
SBUSD's IM Implementation Indicators
SBUSD's IM Implementation Indicators
Why this indicator? These are Teacher practices at the Classroom level promoting students’ math fluency
Why this indicator? These are Teacher practices at the Classroom level promoting students’ math language
Student Communication of Mathematical Ideas
Why this indicator? Student Learning Behavior at the Classroom level promoting students’ explanation and engagement
Lesson Planning: Using Evidence of Student Learning
Why this indicator? Teacher planning at the PLC level promoting meeting learning targets
How do I take the IM Implementation Self-Assessment?
How do I take the IM Implementation Self-Assessment?
How To Use the IM Implementation Reflection Tool
How To Use the IM Implementation Reflection Tool
Reflect on your day-to-day teaching practices using the progression rubric for each indicator below
Converse with colleagues by analyzing and discussing your strengths and opportunities
Act with specific steps for practices to keep up and practices to improve
Shifting Your Instructional Practices Takes Bravery, Effort, and Time.
This is a non-evaluative resource to enhance classroom observation, reflection, and feedback.
What are our results of the previous IM Implementation Self-Assessments?
What are our results of the previous IM Implementation Self-Assessments?
Results SBUSD's IM Implementation Self-Assessment
Results SBUSD's IM Implementation Self-Assessment
Want the Complete Set of IM Implementation Indicators?
Want the Complete Set of IM Implementation Indicators?
Check out all the indicators at the Classroom, Team, and School levels.
Section C. Classroom Implementation
Section C. Classroom Implementation
IM’s approach to problem-based learning requires a substantial shift in the daily habits and practices of teachers, which means the journey to implementation integrity in the classroom takes time.
Part C1. Use of Key Curricular Resources
Part C1. Use of Key Curricular Resources
The teacher uses learning goals and targets, the IM design structure, and math content and language routines as key instructional resources in the lesson.
Progression of Practice
For Teacher Practices (C1 and C2)
C1.1 Use of Learning Goals and Targets
C1.1 Use of Learning Goals and Targets
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About Learning Goals (teacher and student facing) and Learning Targets and the assessments for Pre-unit, Sections, Lessons and End-of-Unit.
Use This Tool: Go to your Grade Level resources to find the Learning Goals or Lesson Targets for your current or upcoming Unit.
Act Now: Here's how to prepare upcoming Lesson Goals and Targets embedded in your next 5 lessons
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C1.2 Use of IM’s Design Structure
C1.2 Use of IM’s Design Structure
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About problem-based learning design of the curriculum and the purpose of each part of the daily lesson
Use This Tool: Structure of a Lesson as a reminder of what is the purpose of each part of the lesson
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C1.3 Use of Instructional Routines
C1.3 Use of Instructional Routines
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About all 10 Instructional (Warm-up) Routines and how they help develop student's mathematical fluency
Use This Tool: Download your card deck of Instructional Routines to keep by your teacher's guide
Act Now: Here's how to prepare upcoming Warm-ups embedded in your next 5 lessons
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C1.4 Use of Math Language Routines
C1.4 Use of Math Language Routines
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About all 8 MLRs
Use This Tool: Download your card deck of MLRs to keep by your teacher guide
Act Now: Here's how to prepare upcoming MLRs embedded in your next 5 lessons
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
Part C2. Lesson Facilitation
Part C2. Lesson Facilitation
The teacher cultivates a positive, inclusive, and equitable learning environment, launches activities, questions, engages students in meaningful discussions, values student thinking, monitors and supports students, and synthesizes student learning.
C2.1 Cultivating a Positive and Inclusive Math Community
C2.1 Cultivating a Positive and Inclusive Math Community
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: To support students in developing a productive disposition about mathematics and to help them engage in the mathematical practices, it is important for teachers to start off the school year establishing norms and building a mathematical community. In a mathematical community, all students have the opportunity to express their mathematical ideas and discuss them with others, which encourages collective learning. The first unit in each grade level provides lesson structures that establish a mathematical community, establish norms, and invite students into the mathematics with accessible content.
Use This Tool: In Unit 1for Lessons 1 - 6, find the Math Community descriptions in the lesson plans. Use the Math Community Poster to get the year started (and revisit throughout the year).
Act Now: Explore the Teacher Moves in this "Creating a Classroom Culture". Choose 1 Teacher Move to incorporate into your math lessons this week.
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.2 Equitable Access to Meaningful Learning
C2.2 Equitable Access to Meaningful Learning
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About how to ensure the "Vital Student Action: All Students Participate" (e.g., all genders, EMLs, SWDs) not just the hand-raisers.
Use This Tool: For each lesson this week, read the "Supports for English Language Learners" and "Supports for Students With Disabilities" that are activity-specific and embedded in each lesson plan.
Act Now: Choose 1 Teacher Move to incorporate into your math lessons this week.
Assign rotating roles, and provide routines for collaboration so that every student is actively engaged in each task, and has experience in all roles over time.
When students are confused, ask them to show where they got lost or ask a question that can help them move forward (more than “I don’t get it” or “How do you do it?”).
Check to see if there are recognizable patterns between participation and prior achievement or social groups (for example, EL, race/ethnicity, or gender).
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.3 Launching Activities
C2.3 Launching Activities
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About the structure of a Problem-based Math lesson and the purpose of an Activity Launch
Act Now: Here's how to prepare upcoming Activity Launches embedded in your next 5 lessons
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.4 Engaging Students in Meaningful Small Group Discussions
C2.4 Engaging Students in Meaningful Small Group Discussions
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.5 Teacher Questioning
C2.5 Teacher Questioning
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More: In an IM lesson plan, you can find a section called Advancing Student Thinking. This section offers look-fors and questions to support students as they engage in an activity. Effective teaching requires being able to support students as they work on challenging tasks without taking over the process of thinking for them (Stein, Smith, Henningsen, & Silver, 2000). As teachers monitor during the course of an activity, they gain insight into what students know and are able to do. Based on these insights, the advancing student thinking section provides teachers questions that advance student understanding of mathematical concepts, strategies, or connections between representations.
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.6 Valuing Student Thinking
C2.6 Valuing Student Thinking
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.7 Monitoring Student Thinking to Structure Discussions
C2.7 Monitoring Student Thinking to Structure Discussions
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C2.8 Facilitating Synthesis of Mathematical Ideas
C2.8 Facilitating Synthesis of Mathematical Ideas
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
Part C3. Student Learning Behaviors
Part C3. Student Learning Behaviors
Students demonstrate engagement and belonging to the learning community via effective independent and collaborative problem-solving, communication of mathematical ideas, and productive struggle.
Progression of Practice
For Student Learning Behaviors (C3)
C3.1 Student Independent Problem-Solving
C3.1 Student Independent Problem-Solving
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About creating a Mathematical Community where all students contribute independently and collaboratively
Act Now: Try one of these moves to get students started.
When students are confused, ask them to show where they got lost or ask a question that can help them move forward (more than “I don’t get it” or “How do you do it?”).
Do a 3-Reads MLR.
Model Thinking-aloud as a way to show the process of problem solving, trying different approaches, and revising your thinking.
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C3.2 Student Collaborative Problem-Solving
C3.2 Student Collaborative Problem-Solving
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About helping students collaboratively problem solve.
Use This Tool: From the link above, choose one of the 8 teacher moves to work on with your students
Act Now: Write one (or two) of these prompts on a post-it and keep it with you when teaching your next lesson. Use the prompt as you work with groups of students:
Show and discuss work generated by students when working with mathematics concepts. Questions that may be used to prompt students:
“Did anyone approach the problem a different way?”
“How is your thinking different from theirs?”
“What does their way of thinking help you understand?”
“Do you think their method would work with this kind of problem? Why or why not?”
Try only responding to questions from groups when no one in the group can answer the question and everyone in the group can ask it.
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C3.3 Student Communication of Mathematical Ideas
C3.3 Student Communication of Mathematical Ideas
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About Engaging More Students Participate and Having Students More Fully Explain Their Reasoning
Use This Tool: Use the MLR 8: Discussion Supports to find helpful sentence frames and prompts that encourage students to say a second sentence or to more fully explain their thinking.
Act Now: Try 1 of these Teacher Moves to help all students participate:
Assign rotating roles, and provide routines for collaboration so that every student is actively engaged in each task, and has experience in all roles over time.
When students are confused, ask them to show where they got lost or ask a question that can help them move forward (more than “I don’t get it” or “How do you do it?”).
Check to see if there are recognizable patterns between participation and prior achievement or social groups (for example, EL, race/ethnicity, or gender).
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
C3.4 Productive Struggle
C3.4 Productive Struggle
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About helping students persevere when they come to a challenge problem.
Use This Tool: Use MLR 6: Three Reads to help students slow down and make sense of story problem
Act Now: Try 1 of these Teacher Moves to help all students persevere:
Ask a student who has given a wrong answer additional questions to explore their thinking. Demonstrate curiosity about that thinking.
Have students share their thinking and attempts even when they have not found a viable solution.
When some groups are “finished” earlier than others, ask them to analyze their work and seek places to revise their explanation so more students will understand it, or look for an alternative approach.
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
Section B. Team Implementation
Section B. Team Implementation
By adopting some key habits of effective individual and team lesson planning and learning, teachers may be better able to identify the key learning goals of each lesson, adhere to pacing guides, and enact the lessons in a way that leverages students’ strengths.
Part B1. Individual Planning and Lesson Design
Part B1. Individual Planning and Lesson Design
Teachers use teacher materials and evidence of student learning to inform lesson planning, use assessments for feedback and learning, and supplement the curriculum appropriately and with integrity.
Progression of Practice
For Individual Planning and Lesson Design (B1)
B1.1 Lesson Planning: Using Teacher Materials
B1.1 Lesson Planning: Using Teacher Materials
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B1.2 Lesson Planning: Using Evidence of Student Learning
B1.2 Lesson Planning: Using Evidence of Student Learning
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About the embedded PLC Activities in IM K-5
Use This Tool: Download this Math PLC Activity protocol that can be a guide for your Pre, During, and Post PLC Activity work.
Act Now: Here's how to prepare for an upcoming Math PLC Activity
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B1.3 Effective Use of Assessments for Feedback and Learning
B1.3 Effective Use of Assessments for Feedback and Learning
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About Learning Goals (teacher and student facing) and Learning Targets and the assessments for Pre-unit, Lessons (Cool-downs), Sections (Checkpoints), and End-of-Unit.
Use These Tools:
For each unit, use IM Pre-Unit practice problems to check students' readiness for an upcoming unit. If needed, use the Unit-Adaptation Guides and Centers (especially stages bordered in red) to support students' unfinished learning.
Each lesson in grades 2–6 includes a Cool-down (analogous to an exit ticket) to assess whether students understood the work of that day’s lesson. In grade 1, cool-downs are included frequently, but not in every lesson. In kindergarten, cool-downs are included rarely.
Response to Student Thinking: When appropriate, guidance for unfinished learning, evidenced by the cool-down, is provided in two categories: next-day support and prior-unit support.
Act Now: Here's how to prepare upcoming Lesson Goals and Targets embedded in your next 5 lessons
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B1.4 Timely and Strategic Use of Supplemental Materials
B1.4 Timely and Strategic Use of Supplemental Materials
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B1.5 Pacing
B1.5 Pacing
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B1.6 Use of Principles of Universal Design for Learning to Support SwDs and ELs
B1.6 Use of Principles of Universal Design for Learning to Support SwDs and ELs
Action steps to help you move one...column...to the ➡ of where you are now
Learn More: About all the Supports for Students With Disabilities and the Supports for English Language Learners embedded in lessons
Act Now: Try 1 of these Teacher Moves this week to support EMLs to produce language:
For everyday words that have precise mathematical meaning, provide multiple contexts where the word is useful and have students explain what it refers to in that context. Ask them to use the word to make connections between the different representations.
Encourage students to use language to construct meaning from representations with prompts such as: “Explain where you see (length, ten, oranges) in the (figure, equation, table). How do you know it represents the same thing?”
Every student speaks, listens, reads, and writes.
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
Part B2. Team Collaborative Planning and Professional Growth
Part B2. Team Collaborative Planning and Professional Growth
Teachers of mathematics participate in iterative collaborative planning sessions to establish shared goals, conduct shared planning and lesson design, collect and use evidence of student learning, and reflect upon their teaching effectiveness.
Progression of Practice
For Team Collaborative Planning and Professional Growth (B2)
B2.1 Collaborative Planning Sessions for Professional Growth
B2.1 Collaborative Planning Sessions for Professional Growth
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B2.2 Shared Goals for Improving Practice
B2.2 Shared Goals for Improving Practice
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B2.3 Shared Planning and Lesson Design
B2.3 Shared Planning and Lesson Design
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B2.4 Collecting and Using Evidence of Student Learning
B2.4 Collecting and Using Evidence of Student Learning
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
B2.5 Reflecting on Teaching Effectiveness
B2.5 Reflecting on Teaching Effectiveness
COMING SOON: Action steps to help you move one...column...to the ➡ of where you are now
Learn More:
Use This Tool:
Act Now:
Reflect On Your Process: What are new successes? What are new opportunities? Questions you now have?
Section A. School Implementation
Section A. School Implementation
There are many decisions made and actions taken at the school level that can facilitate or inhibit an effective curriculum implementation.
Even in instances when the school’s parent district may lead a strong adoption process, provide guidance about teaching practices, or offer ample professional learning to all current teachers, it is the school-level factors that are the most important levers that affect the day-to-day teaching practices and behaviors that impact student outcomes.
Therefore, effective implementation leadership at the school level is critical.
Progression of Practice
For Curriculum Vision, Planning, and Implementation (A1)
For IM Professional Learning and Supports (A2)
Want to know how your site is progressing in its IM implementation?
Want to know how your site is progressing in its IM implementation?
IM Implementation at the School Level Takes Leadership.
This is a non-evaluative resource to enhance classroom observation, reflection, and feedback.
Part A1. Curriculum Vision, Planning, and Implementation
Part A1. Curriculum Vision, Planning, and Implementation
The school has clarified the roles of its instructional leaders, established and communicated its vision and expectations, established plans for implementation, established a process to ensure consistent use, and uses feedback and observations to evaluate and improve use.
A1.1 School Instructional Leadership
A1.1 School Instructional Leadership
A1.2 Overall Instructional Vision, Prioritization, Expectations, and Communication
A1.2 Overall Instructional Vision, Prioritization, Expectations, and Communication
A1.3 Sequencing
A1.3 Sequencing
A1.4 Curriculum Implementation and Evaluation
A1.4 Curriculum Implementation and Evaluation
Part A2. IM Professional Learning and Supports
Part A2. IM Professional Learning and Supports
The school offers high-quality professional learning (PL) opportunities, including access to IM Certified PL resources, and has aligned its systemic support processes to facilitate teacher growth.
A2.1 General Professional Learning and Support
A2.1 General Professional Learning and Support
A2.2 Access to IM Certified PL Resources
A2.2 Access to IM Certified PL Resources
A2.3 Alignment of Key Systemic Support Resources
A2.3 Alignment of Key Systemic Support Resources
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