Bluebonnet Learning Transition Plan-Math

2025-2026

1. Action 1- Setting Goals
2. Action 2-Creating Conditions for Success
3. Action 3-Leading Internalization & PLCs
4. Action 4-Establishing Observation & Feedback Practices
5. Action 5-Aligning Assessment Strategy
6. Bluebonnet/Eureka Math Comparison

Action 1- Setting Implementation Goals

Implementation Framework: Varnett Public Schools' executive team and Academics department identified gaps in math instruction due to materials not adequately aligned with state standards. They jointly decided to adopt resources that better support student learning and achievement. As a result, Bluebonnet Learning Math will be introduced in the 2025–2026 school year as part of its initial implementation. Varnett Public Schools will adopt the following goals:

Bluebonnet Learning Implementation-By Spring 2026, 100% of K–5 math teachers across the district will consistently implement Bluebonnet Learning Math as a high-quality instructional material, as measured by monthly fidelity of implementation (FOI) observations conducted by the Academics department and support personnel. Each K–5 math classroom will be observed at least once per month, and progress will be monitored through monthly data reviews and implementation reflections during academic, leadership, and executive team meetings.

Stakeholder Investment- By the end of the 2025–2026 school year, 65% of teachers and campus leaders will demonstrate full support for the transition, implementation, and execution of Bluebonnet Learning Math instructional materials, as measured by stakeholder questionnaires administered in October and March. The Academics Department will disaggregate questionnaire data by campus within one week of each administration. Campus leaders will review and analyze the results to develop action plans that strengthen engagement and support for Bluebonnet Learning Math.

Teacher Practice-By the end of the 2025–2026 school year, at least 70% of teachers will consistently use the unit and/or lesson internalization protocols on a weekly basis during their designated PLC time, as measured by fidelity of implementation (FOI) forms completed during monthly walkthroughs of each K–5 math PLC by the Academics department and implementation support personnel. Monthly reviews of FOI data and implementation reflections will occur during academics, leadership, and executive team meetings to ensure ongoing support and continuous improvement.

Student Outcomes- By Spring 2026, 100% of K–5 students will be familiar with and actively engaged in grade-level content from Bluebonnet Learning Math, including its embedded routines and strategies, as observed through monthly classroom walkthroughs using the fidelity of �implementation (FOI) form conducted by the Academics department and support personnel. Implementation progress will �be reviewed through monthly data analysis and reflection meetings involving academics, leadership, and executive team members �to ensure student engagement and instructional alignment.

Action 2- Creating the Conditions for Success

Materials Access Planning- Seven Tasks Aligned Expectations

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�Schedules & Calendars Professional Learning Plan

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1. Order Instructional Materials- Executive Director of Teaching & Learning and Instructional Materials Coordinator

• Identify quantity by grade and campus
• Finalize student count
• Submit Bluebonnet Learning order via EMAT

2. Procure Math Manipulatives- Executive Director of Teaching & Learning. K-5 Math Content Specialists, and Instructional Materials Coordinator

• Review materials list by grade level
• Approve and finalize needed manipulatives
• Submit order by June 2025

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3. Receive & Inventory Materials- Academic Content Specialists, and Instructional Materials Coordinator

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• Track shipments and receive materials
• Inventory and separate by grade level
• Develop a distribution process

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4. Communicate Distribution Process-Executive Director of Teaching & Learning, Math Content Specialists, Campus Directors, and Instructional Materials Coordinator

• Notify stakeholders of material availability
• Share distribution plan with Campus Directors
• Directors inform teachers of material arrival

5. Ensure Campus Access-Campus Directors, Campus Instructional Coaches, and K-5 Math Content Specialists

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• Verify all staff have necessary materials
• Maintain campus-level inventory
• Plan for new hires and enrollment changes

6. Provide Access to Planning Tools- K-5 Math Content Specialists and Campus Instructional Coaches

• Train staff on using planning and support resources
• Schedule onboarding for new team members
• Share observation and analysis tools

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7. Coordinate Digital Access- Executive Director of Teaching & Learning and Director of Technology

• Confirm LMS integration with Director of Technology
• Set up teacher and student access
• Launch digital support by August 2025

Instructional Materials-Bluebonnet Learning Math will be the required Tier 1 instructional resource for all K–5 math classes, with no unapproved materials allowed. The Executive Director of Teaching & Learning will communicate this expectation to Campus Directors, while teachers will receive training between April–July 2025 and ongoing support from K–5 Math Content Specialists throughout the 2025–2026 school year.

Internalization Protocol- K–5 math teachers will follow Bluebonnet Learning internalization protocols during weekly PLCs, with support from Campus Instructional Coaches and annotated lesson plans submitted weekly. Expectations will be communicated through spring and summer 2025 trainings, with ongoing support and biweekly observations by campus and district staff.

Curriculum Embedded Assessments-K–5 math teachers will consistently administer Bluebonnet Learning Math assessments, with necessary accommodations based on student plans and fidelity monitored by Campus Instructional Coaches. Assessment expectations will be shared during spring and summer trainings, August PD, and reinforced through ongoing campus support.

Master Schedules:

Campus Directors and Campus Instructional Coaches, and other designated staff, will develop master schedules that identify the appropriate instructional minutes for Bluebonnet Learning Math.

Bluebonnet Learning Math: Grades K-5 – minimum 60 minutes daily

Instructional Calendar- Campus Directors and Instructional Coaches will create an instructional calendar that includes weekly 45-minute PLCs focused on collaborative planning, internalization, and instructional support for teachers.

Student work analysis protocols and process-Teachers will use Bluebonnet Learning student work analysis protocols during all math PLCs, supported by modeling from K–5 Math Content Specialists. Expectations will be communicated during August PD and reinforced throughout the year via campus leadership and ongoing PLC observations.

RBIS Training- RBIS training, led by the technical provider with support from K–5 Math Content Specialists and district leaders, will take place in July, September, October, and November for LASO Committee members. Training logistics and materials will be coordinated by the technical provider and K–5 specialists, with tech support provided at each location.

Materials Training- Once materials are received, K–5 Math Content Specialists will create onboarding videos introducing Bluebonnet Learning’s design and implementation strategies, accessible year-round via the Academics Google Classroom. These sessions will support K–5 math teachers, coaches, interventionists, and directors using aligned resources from the program.

Design Training- In March–April 2025, K–5 Math Content Specialists will lead training and work sessions using demo access to Bluebonnet Learning Math to deepen understanding of its design principles, building on prior experience with similar Great Minds materials. 4o

Lesson Internalization- K–5 Math teachers will engage in weekly unit and lesson internalization during PLCs, facilitated by Campus Instructional Coaches using Bluebonnet Learning protocols. Teachers may also request additional support, using instructional materials, protocols, and relevant resources like student work.

Student Work Analysis- K–5 Math teachers will engage in student work analysis at least once every six weeks during PLCs, facilitated by Campus Instructional Coaches using Bluebonnet Learning protocols. Additional sessions may occur as needed, using student work and analysis protocols.

Observation & Feedback-K–5 Math classrooms will be observed at least biweekly by Content Specialists and Campus Instructional Coaches using the Bluebonnet Learning observation tool, with feedback provided to teachers. Observations will be scheduled collaboratively and use the teacher edition of the Bluebonnet Learning materials.

Ongoing Support-Ongoing, job-embedded, curriculum-based professional learning opportunities will take place during the weekly facilitated internalization sessions and more targeted support periodically during Professional Learning Communities (PLCs). There will also be opportunities outlined when feedback is given after the K-5 math teacher observations.

Additional Training-Training on expectations, implementation goals, and change management will be led by district and campus leaders throughout the year during leadership meetings, PLCs, and RBIS sessions. K–5 Math Content Specialists will provide ongoing support using exemplars and Bluebonnet Learning materials to guide implementation.

Action 3- Leading Internalization & Professional Learning Communities (PLCs)

Analyzing PLC Practices Structures for Internalization & PLCs Supporting All Learners

Current State Summary – PLC/Teacher Planning & Preparation

Varnett Public Schools provides weekly protected PLC time, typically led by Campus Instructional Coaches or other experts. This reflects a district-wide commitment to collaborative planning.

Strengths:

• Regularly scheduled and protected PLC time
• Access to instructional leadership and external support

Areas for Improvement:

• Many PLCs lack clear objectives
• Inconsistency in PLC structure across campuses

Short-Term Focus:

• Train Instructional Coaches to lead more focused, outcomes-driven PLCs
• Set clear, aligned expectations for PLC implementation across campuses

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Keys to Success:

In Progress:

• A clear vision for PLCs is being developed and will align with Bluebonnet Learning Math implementation and lesson internalization protocols.

In Place but Needs Refinement:

• Protected time exists (45 minutes weekly), but additional sessions tied to the assessment calendar and revised master schedules for cross-campus collaboration are recommended.
• Ownership is shifting with the new curriculum; Campus Instructional Coaches and Directors need clearer roles and stronger content knowledge.
• Use of time in PLCs should be more structured, with agendas focused on internalization, lesson rehearsal, and anticipating misconceptions.

Not Yet Fully Implemented:

• Educative practices like “at-bats” and data analysis are planned, but their success depends on refining the other components.

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Vision for Unit and Lesson Internalization

The goal is for all K–5 math educators and instructional coaches to deeply understand the standards, purpose, and pedagogy of each unit and lesson—shifting from simply delivering lessons to responsive, intentional teaching that supports rigorous, grade-level learning for all students.

Roles & Responsibilities:

• Teachers use protocols to unpack lessons & plan supports.
• Specialized Teachers ensure alignment for diverse learners.
• Coaches lead internalization, model planning, & give feedback.
• Leaders support scheduling, resources, and monitoring.

Key Conditions:

• Weekly protected planning time
• Standardized protocols and templates
• Full access to Bluebonnet Learning materials
• Ongoing professional development
• Feedback systems to guide improvement

Communication Plan:

• Launch with PD and internalization protocols
• Reinforce through weekly updates and leader modeling
• Collect feedback to refine and ensure shared ownership

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Roles & Responsibilities for Supporting Internalization

Teachers: Engage in regular internalization routines (e.g., unpacking standards, annotating lessons), participate in weekly PLCs to plan for misconceptions and scaffolds, and develop aligned lesson materials with support from content experts.

Specialized Teachers: Collaborate with general education teachers to ensure instructional alignment, identify accommodations/modifications, and support strategies for diverse learners.

Instructional Coaches & Leaders (including Campus Directors and Content Specialists): Facilitate PLCs using internalization protocols, build teacher content knowledge, provide feedback and coaching, and ensure planning aligns with instructional goals.

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Priorities to Support Effective Internalization

Improve PLC Facilitation: Train campus leaders to lead focused, goal-oriented PLCs using clear agendas and protocols.

Ensure Consistency: Establish system-wide expectations for PLC structure, tools, and norms.

Clarify Objectives: Define specific PLC goals tied to internalization—unpacking materials, anticipating misconceptions, and planning supports.

Align Support: Coordinate external partners (e.g., Region 4, content specialists) to reinforce PLC goals.

Monitor Progress: Use walkthroughs, artifacts, and feedback to assess and adjust PLC implementation.

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Systems and Structures to Support the Vision

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Protected PLC Time: Maintain weekly, purpose-driven PLCs scheduled before instruction, with agendas focused on internalization (unpacking content, misconceptions, scaffolds).

Standardized Protocols: Use consistent planning tools and internalization protocols across campuses to guide lesson analysis and differentiation.

Leadership Development: Provide ongoing training for campus leaders to facilitate effective, outcomes-driven PLCs and monitor quality.

Aligned External Support: Coordinate support from Region 4 and HQIM partners to align with PLC goals and build internal capacity.

Monitoring Systems: Collect and review artifacts, conduct walkthroughs, and use feedback to refine systems and target support.

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Embedded Supports and Instructional Guidelines

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• Bluebonnet Learning Supports: Teachers will review and prepare embedded supports (e.g., videos, scaffolds) from the teacher guide at least 1–2 days before each lesson for use by themselves, coaches, and administrators.
• Engagement Strategies: During internalization, teachers will plan Tier 1 engagement (e.g., think-pair-share, whiteboard responses) and identify Tier 2/3 supports such as flexible grouping and small group interventions.
• Instructional Flexibility: Teachers will follow the district scope and sequence while using student data to adjust pacing and scaffolds, maintaining fidelity to Bluebonnet Learning and ensuring instruction is standards-aligned and student-centered.

Action 4- Establishing Observation and Feedback Practices

Observation Expectations Observation and Feedback Cycles

Leaders at The Varnett Public Schools, both at the district and campus levels, utilize FOI Learning Walk tools to conduct instructional rounds that gather evidence of implementation fidelity and progress toward established goals. Additionally, K-5 Math Content Specialists, Campus Directors, and Campus Instructional Coaches use the Bluebonnet Learning observation tool to facilitate ongoing cycles of observation and feedback, promoting continuous improvement in teaching practices aligned with Bluebonnet Learning Math instructional materials. They go beyond surface-level observations, seeking clear, tangible evidence that teachers have deeply internalized the units and lessons they deliver.

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• School Leaders and Instructional Coach Training and Practices
• Coaching Model
• Feedback Cycle Process
• Ongoing, Job-Embedded Support
• Measuring Impact

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Action 5- Aligning Assessment Strategy

Analyzing Assessment Practices:

• The Varnett Public Schools will develop a vision for assessments to communicate the importance of high-quality curriculum-embedded assessments that can be used to inform instructional choice, identify and plan embedded supports for students, and to identify customizations in future lessons.
• The K-5 math scope and sequence will be followed explicitly with frequent opportunities for curriculum-embedded formative and summative assessments. Using the district’s assessment calendar, the teachers will have designated time to prepare for instruction, administer the curriculum-embedded assessment with fidelity, and to routinely analyze student work.
• Bluebonnet Learning Math curriculum-embedded assessments will be used with little to no modifications. Any adjustments to the Bluebonnet Learning Math assessment questions can include definitions, cognates, etc. for students who need language support. Additionally, any changes must be communicated to the K-5 Math Content Specialists, Campus Directors, and Campus Instructional Coaches to ensure compliance with parents’ access to the materials.

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Structures for Assessment Practices:

• Priority action for curriculum-embedded assessments
• Priority action for student work analysis
• Next steps that focus on high-impact changes to support effective assessment practices.

Bluebonnet Learning & Eureka Side-by-Side

Bluebonnet Learning & Eureka Side-by-Side

Bluebonnet Learning & Eureka Side-by-Side

Bluebonnet Learning & Eureka Side-by-Side