Backward-Design Template for
School Reform in Mathematics
Team Name(s) __________________________________________________
Stage 1 – Desired Results
What is our vision for mathematics? What do we want to accomplish as a result
of this initiative?
Understanding(s): Essential Question(s):
What understandings and attitudes do What essential questions about teachers, administrators, parents, teaching, learning, results, and change policy-makers, and others need for should guide our improvement actions?
these goals to be met?
What knowledge and skills will teachers, administrators, policymakers, parents, and students need for this vision to become a reality?
Stage 2 – Assessment Evidence
Direct Evidence: Indirect Evidence:
What will count as evidence of What other data (e.g., achievement success? gaps; instructional gaps, staff
understandings, attitudes and What are the key observable indicators practices; organizational capacity) of short- and long-term progress? should be collected?
Stage 3 – Action Plan
What short- and long-term actions will we take to achieve our goals (in
curriculum, assessment, instruction, professional development, policy, resource
allocation, and job appraisal)?
What strategies will help us achieve the desired results?
Who will be responsible? What resources will be needed?