IN MATH: SMALL DOABLE ROUTINES

MATH THAT STICKS

A Focused, Research-Aligned Instructional Rhythm That Helps Teachers:

• Strengthen retrieval and accuracy

• Make success criteria explicit

• Teach strategies clearly and efficiently

• Scaffold toward independent reasoning

• Check understanding in real time

• Release students to aligned, meaningful practice

This structure protects time for thinking by first ensuring students have the knowledge and skills to effectively transfer their learning.​

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WHAT MAKES THIS WORK DIFFERENT

• Small, Doable & High Impact:  We teach routines that teachers can implement today with students and stick with for an entire course.  

• Linking Learning & Student Agency:  Agency grows when students can access, practice, and apply new learning. We embed confidence-building routines directly into core instruction so students build ownership while learning, not after.

• Explicit, Not Passive: We teach strategies, representations, and language clearly, so students aren’t left guessing what matters.

• Fluency as Access: Procedural fluency is developed to reduce cognitive load, not increase pressure.

• Knowledge-Forward, Asset-Based: We treat student knowledge as something to be built, not something to be exposed as missing.

• Compatible with High-Quality Curriculum: We don’t replace materials, we strengthen how they’re taught.

IN SCIENCE: KNOWLEDGE-RICH LITERACY FOR SENSE MAKING 

SCIENCE THAT STICKS

We Support Teachers To:

• Build core background knowledge intentionally

• Teach students how to read scientific texts. 

• Write explanations and arguments using disciplinary structures

• Use talk to develop and consolidate knowledge, not replace it

The result is improved science literacy, stronger explanations, and deeper conceptual coherence and enhanced curiosity and confidence. 

WHAT MAKES THIS WORK DIFFERENT

• Small, Doable & High Impact:  We teach routines that teachers can implement today with students and stick with for an entire course.  

• Linking Learning & Student Agency:  Agency grows when students can access, practice, and apply new learning. We embed confidence-building routines directly into core instruction so students build ownership while learning, not after.

• Explicit, Not Passive: We teach strategies, representations, and language clearly, so students aren’t left guessing what matters.

• Fluency as Access: Procedural fluency is developed to reduce cognitive load, not increase pressure.

• Knowledge-Forward, Asset-Based: We treat student knowledge as something to be built, not something to be exposed as missing.

• Compatible with High-Quality Curriculum: We don’t replace materials, we strengthen how they’re taught.

IN ENGLISH AND SOCIAL STUDIES:

RIGOROUS READING, WRITING, AND TALKING 

LITERACY THAT STICKS

We Support Teachers To:

• Build core background knowledge intentionally

• Teach students how to co-construct clarity of expectations 

• Use reading, writing, and talking routines that build surface, deep, and transfer level knowledge.

The result is improved literacy, stronger explanations, and deeper conceptual coherence and enhanced curiosity and confidence. 

WHAT MAKES THIS WORK DIFFERENT

• Small, Doable & High Impact:  We teach routines that teachers can implement today with students and stick with for an entire course.  

• Linking Learning & Student Agency:  Agency grows when students can access, practice, and apply new learning. We embed confidence-building routines directly into core instruction so students build ownership while learning, not after.

• Explicit, Not Passive: We teach strategies, representations, and language clearly, so students aren’t left guessing what matters.

• Fluency as Access: Procedural fluency is developed to reduce cognitive load, not increase pressure.

• Knowledge-Forward, Asset-Based: We treat student knowledge as something to be built, not something to be exposed as missing.

• Compatible with High-Quality Curriculum: We don’t replace materials, we strengthen how they’re taught.