The first group of measures focuses on key aspects of the classroom learning environment (what we refer to as the classroom measures) that prior research has linked to student learning.
Implementing instructional improvement strategies in school districts and other educational organizations that target the core of mathematics teaching and learning is difficult work. One challenge is that there are few tools practitioners can use to engage in frequent, systematic, disciplined inquiry regarding the implementation of particular strategies in and across various contexts. Practical measures (PMs) support this type of inquiry. We are developing a system of PMs, routines for using the measures, and representations of the resulting data to support instructional improvement in middle-grades math.
The measures below focus on key aspects of the classroom learning environment that prior research has linked to student learning. For professional learning measures, click here.
PMs in a nutshell
Are specific to improvement goals.
Use language that is relevant and meaningful to practitioners.
Are easy to implement.
Provide frequent, rapid feedback.
Directly inform efforts to track and improve practice.
Can be easily embedded in professional learning.
Are not meant to be used for accountability or high-stakes, evaluation purposes.
This short student survey provides information about students' experiences with whole-class discussion in a specific lesson. The survey was designed to take 2-3 minutes to complete.
Launch of the Task
This short student survey provides insight into students’ experiences with the teacher’s introduction to (or launch of) a mathematical task. We designed the survey to be administered immediately after a task is introduced and to take about 1 minute to complete.
Small Group Work
This short student survey provides information about students' experiences of key aspects of small group work. The survey was designed to take about 2-3 minutes to complete.
Rigor of the Task
This short checklist is designed to be used by a coach or district leader with a teacher to discuss the rigor of the task(s) selected for a lesson. This checklist is completed by teachers, coaches or district math specialists before the lesson is implemented.