Delivering consistent grade-level instruction is essential for improving student outcomes. In a large, diverse district like ours in Austin, Texas, that can be difficult to achieve.
For years, our elementary teachers relied on a multitude of resources to teach math. Different curricula, online materials and teacher-created resources were used across classrooms and schools. While well-intentioned, this approach created inconsistencies and ultimately inequities in students’ learning experiences.
In Austin Independent School District, one of our strategic goals is to improve third grade numeracy. Specifically, we aim to increase the percentage of third graders at grade level or above on the STAAR Mathematics Assessment from 39% in 2024 to 55% by 2029.
We are now in year two of our five-year plan and are already seeing progress. By building consistency across K-8 classrooms, we have created a common language for instruction and aligned expectations for learning. Teachers no longer spend hours searching for materials, which has reduced stress. This consistency has also strengthened collaboration and made it easier for teachers to receive targeted support from leaders and instructional coaches.
Here are six key lessons from this work:
Conduct a curriculum audit to establish a clear starting point
Before making changes, we needed an honest picture of what was happening in classrooms. In 2023, my small but dedicated team conducted a comprehensive audit of our elementary curriculum materials.
We found that teachers were using an array of core and supplemental programs, along with resources they created or found online. We also realized that our district already had access to high-quality instructional materials through a program called STEMscopes Math, but it was used primarily as a supplement and implementation varied widely.
The audit helped us make a clear decision. We decided that STEMscopes Math would become the core math curriculum for grades K-8 beginning in 2024-25.
Fully commit to the curriculum district-wide
To prepare for the rollout, my team rewrote our district curriculum documents to align with the lessons in our newly adopted math curriculum. Instead of relying on a loose collection of curated activities, teachers would now have cohesive instructional units to guide teaching and learning throughout the school year.
We also invested in professional learning. Before the school year began, teachers practiced lessons together, experiencing the lessons from both the teacher’s and the student’s perspectives. This built confidence and clarity.
Make time for teacher collaboration and leader support
In addition to a common curriculum, structured collaboration is essential for maintaining consistency. This is why professional learning community time is built into every school’s daily schedule.
Teachers meet to discuss upcoming units, review learning goals, anticipate misconceptions and discuss student progress. This collaborative time has led to much deeper instructional conversations, allowing teachers to learn from one another as they share challenges and strategies that strengthen classroom practice.
Leadership support is equally important. We expanded professional learning for principals and assistant principals, as well as for the instructional coaches who support Title I schools. Each month, these instructional leaders participate in training focused on upcoming math content and effective instructional practices so they can conduct classroom observations and provide focused feedback, coaching and support for teachers.
When teachers, campus leaders and coaches are working from the same instructional playbook, it becomes easier to stay aligned with district goals.
Prioritize authentic, hands-on learning experiences for students
During the pandemic, instruction was heavily screen-based. Moving forward, we wanted to provide more opportunities for hands-on learning and collaboration.
Our curriculum addresses this through the 5E instructional model, an inquiry-based framework that reflects what strong STEM instruction should look like. Although many teachers did not learn math this way, they are seeing how powerful it can be.
- Engage – Our teachers begin lessons with an engaging task to spark curiosity and connect to prior knowledge.
- Explore – Students then explore ideas through hands-on activities and real-world problem-solving. These explorations allow students to engage in productive struggle. Instead of passively listening to the teacher talk, they are actively thinking about, discussing and applying math concepts. The teacher facilitates, but students are the ones doing the math.
- Explain – Students articulate their thinking through journals and activities such as “Show What You Know.” This helps them connect their hands-on experiences with the content while also reinforcing their learning.
- Elaborate – To meet students’ individual needs, teachers differentiate instruction through small group work, center and station activities and independent practice that strengthens or stretches their understanding.
- Evaluate – Teachers gauge students’ understanding through a variety of diagnostic, formative and summative assessments, along with student self-reflections, so they know where to take their instruction next.
This structure encourages student agency and connects learning to the learner, which deepens understanding. As a result, our classrooms are filled with richer conversations, more flexible thinking, and greater perseverance when students encounter challenging problems.
Students also enjoy math more. Instead of simply complying with directions, they are genuinely engaged in learning.
Provide differentiated resources and language support
In our district, children come from a wide range of economic levels and backgrounds. More than half of our students are economically disadvantaged. Nearly one-third are emergent bilingual because more than 100 languages are spoken in our community. Language supports are crucial to ensure opportunity and reduce barriers so all students can fully engage with rigorous grade-level content.
Whether students are multilingual learners or native English speakers, they are all language learners in math. To support varying levels of proficiency and language development, teachers and students have access to a range of tools, including digital and physical manipulatives, visuals and language support. These resources make math content and academic vocabulary more accessible for all learners.
Stay the course — and celebrate progress
System-wide change takes time, but early results are encouraging. In our first year of implementation, the percentage of third graders performing at or above grade level on the STAAR increased from 39% in 2024 to 42% in 2025. Nearly every student group showed improvement. Students are also demonstrating growth on new district assessments we implemented this year.
Beyond the data, the shift is visible in classrooms. Students and teachers feel more confident in math. Students are more engaged. There is less anxiety and more momentum.
Two years ago, math instruction in our district moved in many different directions. Today, with consistent content, collaboration and strong instructional support, we are moving forward together. While we still have work to do, we’re excited about what’s ahead.
Opinions expressed by SmartBrief contributors are their own.
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