A system for developing assessment-reteaching cycles referenced to instructional outcomes is projected to enhance the effectiveness of elementary school mathematics textbooks. Salient precycle and paracycle features of the system are outlined. Procedures and activities to set the stage for instructional cycling are described, such as: translating the substance of activities provided in a mathematics textbook into instructional outcomes and performance modes, partitioning serially listed outcomes into 20-25 units, and developing criterion exercises for selected outcomes and performance modes in each unit. (Author)