The Proficiency Project Framework
How we teach the Illustrative Mathematics curriculum using explicit instruction
Pro Tip: Bookmark or print this page so that you always have quick access. If you’re looking for quick access to the framework, scroll past the Introduction.
Introduction
When our district implemented a new curriculum, we were told to implement it with fidelity. While we were excited to see our math classrooms come alive with engagement, there was a disconnect between how active students were during class and how much they actually learned from the lesson.
After reading hundreds of journal articles, dozens of books, watching hours of lectures, and practicing and observing what worked (and didn’t work) in classrooms, we came up with a framework to help teachers implement problem-based curricula using explicit instruction.
What is Explicit Instruction?
“Explicit instruction is a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes instructional design and delivery procedures.”
—Anita L. Archer, Explicit Instruction: Effective and Efficient Teaching (2010)
What is The Proficiency Project Framework?
Rooted in the principles of explicit instruction, our framework bridges the gap between problem-based learning and structured teaching to ensure every student can access and succeed in grade-level math.
Each lesson prioritizes:
Retrieval and Fluency Practice: Students begin each lesson with a Do Now and math facts routine to improve automaticity.
Modeling and Explaining: Teachers explicitly demonstrate new concepts and strategies with intentional scaffolds.
Guided Practice: Students apply learning with targeted support and real-time feedback.
Independent Practice: Students apply and practice new skills to develop the fluency needed for true mastery.
The Proficiency Project Framework Overview
Below, you’ll find a breakdown of each component in the framework. These descriptions are designed to support planning, implementation, and coaching, so every educator can confidently implement the framework in their classrooms.
The Proficiency Project Framework has three components:
Retrieval & Fluency
Teacher-Led Instruction
Independent Practice
✏️ A Few Reminders as You Use the Framework
Planning and preparation are essential to your students’ success. Plan your lessons, practice to stay within time, and prepare to address common misconceptions.
Adjust to accommodate your schedule. The time suggestions are flexible; use what fits your class period and student needs.
Your professional judgment matters. Use the framework to guide your instruction, not restrict it.
Consistency is key. The more you use the framework, the more natural it becomes for you and your students.
Retrieval Practice & Fluency (15 Minutes)
Do Now (5-10 minutes)
Purpose: A Do Now can serve as retrieval practice by prompting students to recall previously learned concepts, reinforcing memory and strengthening long-term retention.
Implementation:
1 or 2 problems from yesterday, last week, or last month (spiral as needed)
Use a timer to keep track of time
Review answers and provide immediate feedback
Fact Fluency (5-10 minutes)
Purpose: Fact fluency allows students to automatically recall basic math facts, freeing up working memory for more complex problem-solving.
Implementation:
5-minute fluency sprints
Choral response and fast-paced games
Track student progress and celebrate personal bests
Teacher-Led Instruction (45 Minutes)
Teacher-led instruction makes up the majority of your instructional minutes. This portion of the lesson utilizes the Illustrative Mathematics lesson with the support of the Skill Focus Graphic Organizer.
Components:
Objective / Student Facing Learning Goal (3 minutes or less)
Warm-Up / Activity 1 (5 minutes)
Skill Focus (10 minutes)
Activity (15 minutes)
Synthesis (5 minutes)
Cool Down (5 minutes)
Learning Goal (3 minutes or less)
Purpose: Reviewing the learning goal helps students understand the purpose of the lesson, focus their attention on the most important concepts, and take ownership of their learning.
Implementation: Briefly introduce and annotate the lesson’s learning goal with students, clearly connecting the goal to prior knowledge.
Warm-Up [K-5] / Activity 1 [6-8] (5 minutes)
Purpose: The Warm-Up activates prior knowledge, promotes mathematical thinking, and creates a low-stakes entry point into the lesson.
Implementation: Only spend 5 minutes of instructional time on this component.
Launch the activity
Provide students with think / work time (about 1 minute)
Allow for students to engage with other students utilizing instructional routines like Turn and Talk (about 1-2 minutes)
Collect student responses on the board and synthesize by connecting the material to the lesson’s learning target (2 minutes)
Skill Focus / Explicit Instruction (10 minutes)
Purpose: The Skill Focus Graphic Organizer is an instructional tool that helps teachers deliver explicit instruction. It breaks down standards into clear, teachable steps using modeling and guided practice.
Implementation:
Complete the organizer on the smart board or projector. Use think-alouds to model examples so that students can follow along
Include 1-2 examples and 1-2 non-examples
Use mini whiteboards, choral response, and/or hand signals to check for understanding - students should be engaged throughout the entire Skill Focus
Embed strategic (low- and high-level) questioning without interrupting the flow of instruction
Lesson Activity / Guided Practice (15 minutes)
Purpose: Lead students through an aligned task from the curriculum using modeling, scaffolding, and strategic (low- and high-level) questioning.
Implementation:
Be intentional about which activity you select by choosing the activity most aligned with the learning goal, standard, and lesson cool down.
Guided practice: Work through the first problem with the whole group if a majority of students lack background knowledge.
Allow students to work together to solve the remaining problems. Monitor the room to check for understanding and provide immediate feedback.
Review answer as a class. Highlight and discuss student work samples to build understanding and confidence
Synthesis (5 minutes)
Purpose: The synthesis brings the class back together to reflect on key ideas, make connections, and solidify understanding of the lesson’s learning goal.
Implementation:
Address common misconceptions you noticed during the lesson
Invite reflection or note-taking (students can copy the Skill Focus)
Reassess understanding with a quick check before moving into the Cool Down
Cool Down (5 minutes)
Purpose: The Cool Down assesses whether students understood the day’s learning goal and provides formative data to inform next steps in instruction.
Implementation:
Do not skip this step. Students should complete the Cool Down in class everyday.
Collect the Cool Down and go over the answer. This will address any lingering misconceptions before students head into Independent Practice.
Collect, review, and grade promptly. Use data from the Cool Down to assess learning: Did at least 70% of students solve the problem correctly?
Independent Practice (15-20 minutes)
Purpose: Independent practice gives students the opportunity to apply new skills or concepts on their own and work towards mastery.
Implementation: Students complete additional practice problems directly aligned with the learning target and priority standard.
Use additional practice problems from the IM unit textbook
Assign Khan Academy practice problems. (Struggling students can complete supporting standards needed to access grade level content. Example: If you are working on 3-digit addition with regrouping, struggling students may need to focus on single-digit addition without regrouping).
If students are behind grade level, allow them to work independently on skills that can be completed accurately at their level.
🚀 Ready to Try the Framework in Your Classroom?
Whether you're planning a full week or just tomorrow’s lesson, use this tool to bring clarity, structure, and purpose to your instruction.
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