The following look-forssupport teachers and principals in having discussions about instructional decision-making. Each section illustrates how teachers show fidelity to the scope and sequence of the program while responding to student needs using sound instructional practice. First-year implementers are generally at the beginningend of the continuum, while second-year implementers are expected to make more instructional decisionsintentionally.

Planning for Learning

Does the teacher begin to/intentionally:

  • Plan at the module level; understand how the content develops through the series of lessons? (Especially important with new TEKS)
  • Use resources provided to build deeper teacher content knowledge? For instance, each Stepping Stones module provides
  • Mathematics Focus and Research into Practice
  • Learning Targets
  • MathED videos
  • Plan the module collaboratively?
  • Plan for where and how discourse will occur Ex. Student will turn and justify here. We’re listening for…
  • Use the assessment to guide to backwards plan instruction:
  • Formative pretests
  • Summative check-ups, interviews, etc.
  • Quarterly Test

Conversation Starters:

  • Describe the big math ideas for this module.
  • Which assessments have you and your team chosen to guide your instruction for this module? Why did your team choose those assessments?
  • Describe how you and your team build consistency in the implementation of lessons.

Teaching for Learning

Step 2: Starting the Lesson &Step 3: Teaching the Lesson (this section is the “mini-lesson” for whole group instruction)

Does the teacherbegin to/intentionally:
  • Is there evidence that the “teacher notes” have been examined prior to delivery of the lesson?
  • Use some/all of the lesson support pieces? For example, Flare, Staticware, etc.
  • Engage students in Starting the Lesson or Teaching the Lessonusing cooperative learning?
  • Use the instructional space flexibly?
  • Ask questions that illuminate students’ understanding?
/ Do the students:
  • Have an opportunity to share thinking and/or strategies with the teacher or with each other?
  • Partner talk with specific purpose during the whole group lesson?
  • Experiencea change of state (talk to a partner; stand up to participate; or have some sort of “brain break”) about every 10 minutes?

Step 3: Teaching the Lesson: Step In(Guided Practice using the Student Journal)

Does the teacherbegin to/intentionally:
  • Use some/all of the Step In Discussion?
  • Model and/or provide concrete materials as needed?
  • Guide students in starting the Step Up section of the Student Journal?
  • Design the work-time so students can work with a partner?
  • Ask questions that illuminate students’ understanding?
/ Are the students:
  • Individually accountable for responding in a large group?
  • Working independently or with a partner?
  • Talking with purpose about their thinking with partners or the teacher? Critiquing the reasoning of others?
  • Using manipulatives/tools (base ten blocks, numeral expanders; ten frames; unifix cubes; number tracks; hundreds charts etc…)
  • Experiencinga change of state (talk to a partner; stand up to participate; or have some sort of “brain break”) about every 10 minutes?

Step 3: Step Up and Step Ahead: (IndependentPractice with Student Journal and/or Differentiation Activities)

Does the teacherbegin to/intentionally:
  • Purposefully uncovering the math rather than covering it?
  • Decide whether students will work independently or with a partner?
  • Allow students an initial period of “productive struggle.” This is NISD Solo time.
  • Ask questions that illuminate students’ understanding?
  • Have the capacity to confer with individuals or partners?
  • Have the capacity to teach small groups?
  • Have routines for students to reflect back on learning the Student Journal?
  • Have routines for students to learn independently beyond Student Journal/maximize instructional time?
/ Are the students:
  • Engaging in an initial period of “productive struggle”?
  • Sometimes working independently and sometimes with a partner?
  • Talking about their thinking with partners or the teacher?
  • Using manipulatives (numeral expanders, unifix cubes, number tracks, Deca cards, etc…)
  • Engaged in fluency practice after self-reflecting on the Student Journal
  • Engaged in practice using tools and activities that are reflective of the Texas Essential Knowledge and Skills goals?

Closing for Learning

Step 4: Reflecting on andassessing theLearning

Does the teacherbegin to/intentionally:
  • Stop and gather students with enough time for closing? (10-15 minutes)
  • Ask questions to solicit student thinking, strategies and understanding of the task?
  • Purposefully select students to verify and/or justify their thinking?
  • Give and solicit specific feedback about the math and/or the work-time?
  • Listen-in on student partner-sharing?
  • Use the time for formative assessment (discussion or exit item)?
/ Are the students:
  • Sharing their thinking with the group or a partner as a result of the task completed?
  • Comparing work with peers or teacher in order to assess whether it is correct?
  • Completing some sort of exit task?

Differentiating the Learning

In addition to refining the Lesson Steps described above, an effective teacher creates routines that allow for small group instruction; independent practice; problem-solving and investigations; and frequent review of concepts and skills.

Does the teacher begin to/intentionallyprovide opportunities for:
  • Review?
  • Daily Math Review
  • Ongoing Practice (including fluency practice)
  • Practice?
  • Ongoing Practice
  • Fundamentals games
  • Use of Extra Practice differentiation
  • Problem-Solving?
  • Investigations
  • Problem-Solving
  • Prioritize Major Clusters for students who require Tier 2 intervention?
  • Use the assessment to guide instruction:
  • Formative pretests
  • Summative check-ups, interviews, etc.
  • Quarterly Test
  • Collect a wider variety of assessment information (formative, summative, formal, informal) to show development of mastery over time (as opposed to one grade derived from one assessment at the end of the unit)
  • Have a plan for how to structure support when students require more instruction or practice?