Skill-page pathway: content questionnaire

From Michael Wu to Kelly Norris

We are rebuilding each skill page around the Track A pathway, with resources beside the stage where they are used. A few things only you know are needed before it can be built for real.

Open the prototype in another tab first if you have not seen it.

Answers save as you go, so you can stop and come back. Skip anything you are unsure of.

Your name

Routines at each stage, per skill

For each skill, which Explicit Instruction routine or routines belong at stage 3, the daily boost?

This is the callout teachers click on the day they start. Naming the routine sends them to the right page; naming the sheet sends them to page one.

Magnitude Comparison

Counting, Quantifying and Number Recognition

Number Sequence

Decomposing Numbers

Addition and Subtraction

Magnitude Estimation

Comments (optional)

Routines at each stage, per skill

For each skill, which Review and Practice routine or routines belong at the daily practice part of stage 3?

Magnitude Comparison

Counting, Quantifying and Number Recognition

Number Sequence

Decomposing Numbers

Addition and Subtraction

Magnitude Estimation

Comments (optional)

Routines at each stage, per skill

At stage 4, the repeated cycles, are the routines the same as stage 3 or different ones?

The fact sheet shows "reteach and model" and "language and representations" again at stage 4. If they point to the same routines the callouts repeat; if not we need the second set.

Same routines as stage 3Different routines (list them below)Depends on the skill (explain below)

Comments (optional)

Routines at each stage, per skill

Should a routine callout open the PDF at that routine's page, or open the whole sheet?

Page-anchored links work in most browsers but not all, and break if a sheet is re-paginated. Whole-sheet links are safer but less helpful.

Open at the routine's pageOpen the whole sheetNo preference

Comments (optional)

Routines at each stage, per skill

Do any of the six skills need the diagram itself to differ, not just the callouts?

Different callouts are easy; different boxes and branches are a different build. An example would settle it.

No, only the callouts differYes, some skills need different boxes or branches (describe below)Not sure yet

Comments (optional)

Routines at each stage, per skill

Where does the skill's Implementation Summary belong once the pathway is on the page?

Keep it at stage 1 as "the whole pathway on one page"Move it somewhere else (say where below)Drop it from the page

Comments (optional)

Ochre links

Which Ochre resource type belongs at which stage?

The prototype assumes Unit Plan materials sit with "reteach and model" at stage 3, and Daily Review sits with daily practice at stages 3 and 4, following the site's existing note about when to use each.

That assumption is rightDifferent placement (describe below)

Comments (optional)

Ochre links

How should the Ochre callouts show and hide?

Report links can already carry the curriculum, so many teachers would never see a choice.

Only after a teacher chooses their curriculumAlways visible, with a "not using Ochre" optionSomething else (describe below)

Comments (optional)

Ochre links

Once the Ochre callouts sit beside the stages, can the bottom "For schools and teachers using Ochre curriculum materials" section be removed entirely?

Yes, remove itKeep it as wellNot sure

Comments (optional)

Ochre links

When will the Ochre mapping spreadsheet be ready, and does it cover all three curricula and both year levels?

69 of the 81 Ochre records on the site are placeholders waiting on it. The layout can ship before the mapping, but most callouts would show placeholders until then.

Diagram wording

Is the transcribed Track A text below correct? Type any corrections in the box.

It was read from a screenshot. Anything unmarked goes onto the site exactly as written here.

1. Classwide skill flagged, from the ENSSA report
2. Has this skill been introduced? Timing check
   - Coming soon: preview the lesson; don't start the boost yet
   - Yes, begin: continue below
   - Not scheduled: check sequencing; brief targeted pre-teaching
3. Start, daily boost: includes a brief explicit-instruction opener by default (comprehensiveness, see Intensification Guide)
4. Repeat for a minimum of 3 to 4 cycles before the next decision
   - Run a cycle (5 days)
   - Collect the data point: teacher judgement. Accuracy, independence, efficiency
   - Continue with another cycle; intensify if needed, see the Intensification Guide
5. After the minimum run, where does the class stand?
   - Whole class secure: move to cumulative review
   - Secure, but a small group or individual persists: move the rest to cumulative review; refer that group or individual to the diagnostic pathway (Track B)
   - Most of the class still not resolving: professional judgement, team conversation, not automated
6. Persistent need? Track B (in development)

Comments (optional)

Diagram wording

Which stage labels should teachers see on the page?

The numbered short labels in the prototype ("1 · Skill flagged")The fact sheet headingsSomething else (say what below)

Comments (optional)

Diagram wording

How should Track B appear while it is in development?

Greyed placeholder at stage 5, as in the prototypeDon't show it until it existsSomething else (describe below)

Comments (optional)

Anything else?

Is there anything about the pathway, the resources, or how teachers use them that we haven't asked and should know before building?

Last step

Send your answers

You can go back and change anything, and send again later.