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There are quite a few documents to support teachers, including a YAG, Scope & Sequence, standards alignment, TEKS summaries, and ELPS summaries.

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There is a Student Work Analysis Protocol and observation tools available.

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I notice that it includes RBIS and instructional mindsets, as well as supporting all learrners.

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I notice that:

The RBIS is the foundation for Instructional Design.

The lesson execution is structured into Engage, Develop, Demonstrate.

Structured into whole group (Learning Together) and small group (Learning Individually)

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Incorporation of ELPS

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There are lessons or resources for at least 165 school days.

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I wonder where specific times spent for each element and adjustments based on available time are located?

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I love that there are resources for all stakeholders. For example, the Content Organization document, Internalization Protocols (for Modules/Topics and Lessons), and Student Work Analysis Protocols for teachers and admin and Family Engagement resources.

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Very comprehensive.  Supports all learners.

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Very comprehensive.  Supports all learners.

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I wonder what systems campuses will need to establish that provide fidelity of implementation. For example, if a PLC schedule is not in place, there is not protected time to execute an internalization protocol.

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I wonder how you explain a gradual release model like the I Do, We Do, You Do to a teacher who is using these resources?

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My first wonder was what is the difference between program and course implementation.

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My first wonder was what is the difference between program and course implementation.

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The organization of materials is consistent across grade levels.

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The organization of materials is consistent across grade levels.

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Instructional approach and design are here which will help with shift in idealogy.

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There is quite some information. I wonder how instructional leaders can better guide teachers through assimilation of the material.

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I notice that this is a very comprehensive guide.

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Together learning days and individual learning days, which is important.

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I wonder how teachers can prioritize elements of the lesson to have enough time for each element.

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-organized with teacher notes

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I wonder how some of the notes at the beginning of the lesson relate to the specific standard to be addressed. They seem more general. For instance, where it says "Common Misconceptions", it refers to not needing reading for math.

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There are consistent questions to support student discourse (gathering, probing, reflecting/justifying).

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The intro lesson aligns the standard with ELPS. It also provided students the opportunity to discuss prior knowledge.

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I noticed suggested time stamps. :) Too much time on wrong things is something I see in classrooms.

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I like that there are questions to support discourse

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There are several places where suggestions are made for "chunking the activity."

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The model used in this lesson is ENGAGE, DEVELOP, and DEMONSTRATE with specific time stamps for each. The guide also gives the process for problem-solving and the required resources.

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The problem solving symbols are a great resource for visual learners.

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I like that kids will self-assess and can share what they learned and what they will do with their learning.

Teachers are going to need to create their own exemplars.

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My wondering is what will students use to determine their level of mastery on the skill identified in the reflection.

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I like this self assessment and reflection. Great tool to check for understanding.

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The reflection rubric can be used for small group instruction and / or tutorials.

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I noticed that the pacing can be designed for either 150 instructional days or 165 instructional days

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I like the:

Content organization to help administrators lead vertical alignment meetings.

Family components to inform families what their student is learning.

Depth of key concepts to show teachers where a TEKS is in being fully taught. Once the TEKS has been taught fully teachers can see which student(s) may need additional support to master that TEKS.

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I wonder how the problem solving method is introduced and used throughout the program.

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I noticed the support for facilitating productive struggle and a collborative classroom

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It provides:

Time stamps for the lesson components

Prompts to suggest that teachers select engaging activities

Questions

Differentiation strategies

Questions to promote student discourse

Chunking assignment suggestions

Step by step guide to leading students through problem solving

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I noticed:

great lesson and design

supports for students

small chunks

metacognition enforced throughout the lesson cycle

opportunities for productive struggle

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Intentional supports

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It's like the science of teaching math and understanding the structure and they why behind the structure.

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The emphasis on students' use of language to describe the problem, approach, and solution aligns with the rigorous Diploma Program papers #1 & 2 once they are in 11th/12th grade

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This further supports teacher with how to navigate their grade level materials and content.

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I notice the coherence within the implementation guide aligned to the RBIS that supports consistency.

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For teachers and leaders who have attended RBIS Math training, they will see alignment in this curriculum

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How to support students who lack fluency? Why the structure is different from K-5 Bluebonnet.

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Detailed support for the Instructional Delivery

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I wonder if the metacognition and self-reflection strategies are built up throughout the curriculum or if they would require standalone mini-lessons the first year of implementation

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I wonder how we might set expectations for reviewing these documents prior to meeting as a PLC to allow for deeper discussion that focuses on priority areas for instruction.