Notice_Wonder_Secondary.Math_Product_Training by Nancy Moncada

nancy568 — 2025-09-22 19:51:18 UTC

nancy568 — 2025-09-22 19:51:44 UTC

nancy568 — 2025-09-22 19:53:20 UTC

nancy568 — 2025-09-22 19:53:32 UTC

nancy568 — 2025-09-22 21:31:48 UTC

nancy568 — 2025-09-22 21:34:36 UTC

Course Level Alignment Documents

2025-10-06 15:11:00 UTC

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

Coaching Tools

2025-10-06 15:12:01 UTC

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

2025-10-06 15:12:14 UTC

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

kimberlythompson10 — 2025-10-06 15:12:25 UTC

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)

Strategies for Supporting EB students

veronicaramirez23 — 2025-10-06 15:12:29 UTC

Incorporation of ELPS

It covers all TEKS

2025-10-06 15:13:54 UTC

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

time

2025-10-06 15:14:06 UTC

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

Alignment

2025-10-06 15:14:20 UTC

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.

Very comprehensive. Supports all learners.

2025-10-06 15:14:27 UTC

2025-10-06 15:14:54 UTC

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.

Gradual Release

2025-10-06 15:15:07 UTC

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?

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

2025-10-06 15:15:35 UTC

The organization of materials is consistent across grade levels.

2025-10-06 15:16:09 UTC

2025-10-06 15:16:31 UTC

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

2025-10-06 15:17:16 UTC

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

2025-10-06 15:17:35 UTC

I notice that this is a very comprehensive guide.

I notice ...

2025-10-06 15:18:08 UTC

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

2025-10-06 15:18:28 UTC

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

For Teachers

2025-10-06 15:20:36 UTC

2025-10-06 15:31:36 UTC

-organized with teacher notes

2025-10-06 15:31:55 UTC

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.

2025-10-06 15:32:14 UTC

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

2025-10-06 15:33:07 UTC

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

2025-10-06 15:33:28 UTC

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

veronicaramirez23 — 2025-10-06 15:33:45 UTC

I like that there are questions to support discourse

2025-10-06 15:34:20 UTC

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

I notice

2025-10-06 15:34:28 UTC

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.

2025-10-06 15:34:52 UTC

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

2025-10-06 15:36:37 UTC

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.

2025-10-06 15:37:36 UTC

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

veronicaramirez23 — 2025-10-06 15:38:11 UTC

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

2025-10-06 15:38:15 UTC

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

Pacing

rcooper133 — 2025-10-20 15:26:29 UTC

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

2025-10-20 15:27:17 UTC

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.

Problem solving method

rcooper133 — 2025-10-20 15:28:58 UTC

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

mariana_maldonado1 — 2025-10-20 15:29:26 UTC

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

2025-10-20 15:44:09 UTC

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

rcooper133 — 2025-10-20 15:48:38 UTC

I noticed:

great lesson and design

supports for students

small chunks

metacognition enforced throughout the lesson cycle

opportunities for productive struggle

Supports for all Learners

tanishamalone — 2025-11-19 16:14:05 UTC

Intentional supports

kaseybechtold — 2025-11-19 16:14:40 UTC

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

Alignment to IB exams

2025-11-19 16:14:59 UTC

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

kaseybechtold — 2025-11-19 16:15:03 UTC

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

2025-11-19 16:15:40 UTC

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

RBIS alignment

2025-11-19 16:15:48 UTC

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

kaseybechtold — 2025-11-19 16:15:54 UTC

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

tanishamalone — 2025-11-19 16:16:17 UTC

Detailed support for the Instructional Delivery

2025-11-19 16:16:54 UTC

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

PLC's

2025-11-19 16:19:34 UTC

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.