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District focus on mathematics

The district’s role in systemic mathematics instruction

Systemic mathematics instruction is part of an equitable, multi-level system of supports. Schools have the instructional expertise, but creating systems that can be sustained over time requires district involvement and support.

Districts support schools by:

  • Creating a vision for an equitable, multi-level system of supports
  • Establishing an equitable, multi-level system of supports as a priority
  • Securing funding and allocating resources for the implementation of an equitable, multi-level system of supports
  • Making the equitable, multi-level system of supports highly visible
  • Providing a structure (both at the district and school levels) to guide and sustain implementation
  • Promoting the use of a district-wide instructional framework with agreed upon, evidence-based practices

Districts empower and support schools’ implementation

Recognizing that schools are trying to meet the needs of ALL learners, effective district teams empower and support each school through the process of building their systems. 

District teams should include:

  • Designated decision-making personnel from the district (not necessarily the superintendent)
  • Teachers or student support personnel who are mathematics experts
  • Parent and/or community representation, including representatives from any underserved student population

Collaboratively and with input from schools, district teams will:

  • Develop a multi-year district implementation action plan strongly tied to the district’s goals
  • Ensure schools regularly assess their implementation
  • Provide adequate training and support for school staff to implement (for example, coaches or trainers)
  • Engage with stakeholders and the community
  • Implement evidence-based practices and strategies that encourage the sustainability of the system despite staff turnover
  • Evaluate district-wide implementation by using schools’ system self-assessments and student assessment data

Assisting schools to measure implementation through a mathematics lens

Continual self-assessment is critical to the successful implementation of an equitable, multi-level system of supports. Schools measure their systemic mathematics implementation using the School-wide Implementation Review (SIR). Districts can help by making sure system assessments remain a priority for their schools, year after year. Visit our implementation calendar or review six practical ways to maximize system assessments.