Math Reform Implementation Index								Page 1 of 3
Developed by F. J. Merlino Greater Philadelphia Secondary Math Project Nov 2002
School: Classrooms:
	Index Rubric		High		Medium		Low
PART 1: BASIC LEVEL - The Tangibles	Add	Subtract	Add	Subtract	Add	Subtract	Add	Subtract
Student Textbooks
No textbooks for students		-50
Classroom sets only	10
Classroom sets with photocopies HW pages	20
Textbooks for each student	40
Teacher Editions
No Teachers Editions		-15
Teacher editions for each teacher	5
Teacher Editions with full supplemental materials	10
Classroom Assignments
Teacher floats between classrooms		-10
Teacher is assigned own class	15
Classroom Space
Space is severely over crowded		-10
Space is of adequate size to enable teacher movement between student groups	5
Desks are difficult to move into groups or are slanted		-5
Desks are flat or room has tables	5
No storage space for materials, manipulatives, etc		-5
Storage space is available and easily accessible	5
Instructional Materials
No graphics calculators for students		-20
Graphics calculators have to be borrowed and brought into each class		-5
Graphics calculators available for each student	10
Few if any consumable or manipulatives available		-15
Partially supplied with chart paper, overhead paper	0	0
Fully supplied	10
No overhead projector		-10
	Index Rubric		High		Medium		Low
	Add	Subtract	Add	Subtract	Add	Subtract	Add	Subtract
Overhead projector has to be borrowed for each class		-5
Overhead project in each class and works	5
Overhead graphic calculators not available		-5
Overhead graphics calculator available	5
Time
Class time 40 minutes or less per day		-20
Class time 45 minutes per day	0
Class time 50-60 minutes per day	10
Class time are double periods 80 minutes	5
Teacher Training
Teacher teaching a reform curriculum with no training		-40
Teacher had partial training some of the unit		-10
Teacher has been trained for one year in all units	10
Teacher has been fully trained in all four years	40
Teacher has been fully trained in all four years, has gone to leadership training and are now used as a presenter	50
Part 1 Total Positive or Negative	+170	-210

	PART 2: ADVANCED IMPLEMENTATION - The Intangibles		Index Rubric			High		Medium		Low
			Add		Subtract	Add	Subtract	Add	Subtract	Add	Subtract
	Supervision of Teachers
	Supervisor has not been to training nor is teaching the new curriculum				-15
	Supervisor had attended some training, but is not teaching the new curriculum		3
	Supervisor has attended training and is teaching the new curriculum		8
	Supervisor has been to training, is teaching the new curriculum acts as an instructional leader of reform		25
	Supervisor uses inappropriate teacher evaluation rubric				-5
	Supervisor uses appropriate teacher evaluation rubric		5
	Principal Leadership
	Principal is not a visible supporter of the program				-10
	Principal acts as an instructional leader		10
	Teacher Mentoring
	No mentoring of new teachers				-15
	Limited mentoring 4 times per year				0
	Full mentoring (8-12 times per year)		15
	Full mentoring (8-12 times per year) + joint planning with other teacher colleagues		25
	Instructional Practice
	Teacher dominates class time by lecturing				-20
	Teacher incoherently mixes activity with lecture				-5
	Teacher artfully and efficiently blends discovery- oriented activities, small group discussions, reflective writing and lecture in a well paced lesson.		45
	Alignment with High Stakes Tests
	Instruction and assessment are not explicitly aligned				-20
	Instruction and assessment are explicitly aligned		20
PART 2 Total Positive or Negative Score		130		-90
Combined Part 1 and Part 2 scores		300		-300