Like many districts across the country, our district saw a concerning decline in student math achievement after the COVID-19 pandemic. We could see the gap growing, but we struggled to pinpoint why it was happening.
As Director of Curriculum & Instruction, I decided to take a deep dive into our math assessment data. When I broke it down by strand, I found the problem: key foundational concepts, like fractions, were consistently the weak point across all levels.
These skills are the building blocks for growth and success in mathematics, so we knew we had to take action to boost math achievement in our schools. If students don’t have a strong grasp on these early concepts, the gaps only widen over time.
Improving achievement begins with instruction
As we dug deeper to pinpoint the root of the issue, it became clear that this was not just a student deficit—it was also an instructional one.
Many of our teachers, like many educators nationwide, learned math themselves through a procedural approach, following a series of steps to get the right answer. This method works during the learning phase when math problems are simple, but it doesn’t scale well as learners advance to more complex math.
In the classroom, that meant that teachers often resorted to instruction focused on algorithms rather than conceptual understanding. Students often reached the right answer, but they didn’t understand the “why” behind it. Teachers had no trouble recognizing when students reached the wrong solution, but without the context of why the answer was wrong, teachers struggled to diagnose and address the underlying misconceptions.
Supporting teachers with a stronger foundation
It was clear that both our students and teachers needed support in mathematics, and we realized quickly that adopting a new curriculum or investing in technology would not be enough to solve this problem.
If we wanted to improve student outcomes in a meaningful, sustainable way, we needed to invest in our teachers. We needed to build our educators’ capacity to understand mathematics deeply and to respond to student thinking in real time.
That realization led us to implement the Ongoing Assessment Project (OGAP), a professional learning solution for mathematics. We were drawn to the program because of its solid foundation in research and its focus on how students actually learn.
It’s not a program that sits on top of instruction; it’s a deep professional learning experience that transforms how teachers understand math and think about math instruction. The program focuses on learning progressions, helping educators understand how mathematical concepts develop over time and how to meet students wherever they are in that progression.
Targeting implementation for the biggest impact
We began our implementation by focusing on the area where our data showed the greatest need: fractions. The first session was at a targeted group of schools, and in addition to our teachers, we invited instructional coaches and school leaders to participate in the training. This was intentional, supporting an extension of learning beyond individual classrooms to become part of the broader instructional culture across our district.
Even in the early days of our implementation, we saw a noticeable shift in how teachers approached math instruction. They became more focused on the “why” behind math concepts, asking students to explain their thinking and discuss their strategies with their peers. Students responded well to this shift, engaging in mathematics at a whole new level.
At the same time, something equally powerful happened among our educators. Instead of merely focusing on how to turn wrong answers into right ones, teachers began to examine students’ thinking and use that insight to improve future instruction.
In our professional learning communities, teachers and instructional coaches began leveraging real student work to decide next steps. This created a shared language and framework for discussing math, supporting a collaborative environment for impactful instructional change.
A Transformative Professional Learning Experience
Our educators now have a deeper understanding of mathematical progressions and are better equipped to identify and address misconceptions. This shift in how they see their role in the learning process has led to greater confidence in teaching math conceptually and adapting instruction based on student needs. Perhaps most importantly, they see themselves as learners—continuously refining their practice to better serve their students.
We are already seeing early signs that this initiative is making a difference. In some classrooms, we are seeing improvements in student performance and a reduction in the number of students struggling at the lowest levels.
Across our district—even in some schools that have yet to hold their professional trainings—student engagement is noticeably stronger. When students understand the “why” behind math, they are more willing to participate, take risks, and persist through challenges.
Lasting impact for math instruction
Professional development is often viewed as something separate from the day-to-day work of teaching. But when it is connected to real classroom practice and equips educators with a whole new mindset on instruction, it becomes a powerful driver of change.
Our district’s experience will continue to evolve, but the impact has already taken root. By focusing on teacher capacity, we are building a stronger foundation for math instruction and improved student outcomes.
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