Our Measures

Implementing instructional improvement strategies in school districts and other educational organizations that target the core of mathematics teaching and learning is incredibly challenging. 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 support this type of inquiry.


We are developing a system of practical measures, routines for using the measures, and representations of the measures to support instructional improvement in middle-grades math.


Our practical measures:

  • 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

Access the Measures

To access the measures, you will be asked to complete a short survey to let us know a bit about  how you plan to use the surveys. In return, we ask that you track any changes you make and tell us the rationale for these changes. We will periodically follow up and request that we can post the adapted measure on our website.


Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America's schools can get better at getting better. Cambridge, MA: Harvard Education Press.

Small Group Discussion

This short student survey provides information about students' experiences with key aspects of discussion during small group work. The survey was designed to take about 2-3 minutes to complete.

Launch of the Task

This short student survey provides insight into students’ experiences with 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.

Whole-Class Discussion

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.

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. We see this tool as working in tandem with the discussion tools, as the quality of discussion depends on the rigor of the mathematical task.

Solberg, L., Mosser, G., & McDonald, S. (1997).  The three faces of performance measurement: Improvement, accountability, and research. Journal on Quality Improvement, 23(3), 135-148.