Leading by Doing - A Practice-Based Approach to Improving Mathematics Outcomes

Oct 15, 2026

Uploaded by Fahsai

Leading by Doing outlines a practice-based continuous improvement process used to improve mathematics outcomes, especially for students with disabilities, facilitated by the Kentucky Department of Education. The brief spotlights Madison County School District, where administration, teachers, and coaches used instructional practice data to identify targeted supports. Using improvement cycles, it strengthens links between effective instruction, ongoing training and coaching with data-based decisions, and improved student results, supported by Kentucky assessment score comparisons between Transformation Zone and non-Transformation Zone schools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

Unwavering Commitment to the Use of Continuous Improvement Cycles

Effective Practice: A Quality Standard

Distributed Leadership

Enabling Context: Linked Teams

A Collective Commitment to Accountability

January 2025 Leading by Doing: A Practice-Based Approach to Improving Mathematics Outcomes Kathleen Ryan Jackson and Megan Bookhout, National Implementation Research Network Gina Lakes and Steve Case, Madison County School District Jeff Gau, Oregon Research Institute Introduction Leading by doing takes an unwavering and visible commitment to an intentional, continuous improvement process. Teams at every system level distribute leadership to support effective practice so outcomes improve. Using a practice-based approach to improving mathematics outcomes, the Kentucky Department of Education (KDE) facilitated a continuous improvement process led by teachers and educators to improve mathematics outcomes for all students, especially students with disabilities. Four districts participated in Kentucky’s first iteration of their Transformation Zone. In this brief, we highlight the stellar work of one of those districts: Madison County School District. Madison’s administration collaborated with teachers and coaches to leverage instructional practice data. This facilitated the identification and provision of targeted support to enhance teaching methods. Everyone believed this effort would give students the skills to engage in mathematical thinking, especially students with disabilities. Using continuous improvement cycles, Madison strengthened the links between (a) teachers’ use of effective instructional practice; (b) ongoing training, coaching, and data-based decision-making; and (c) improved mathematics outcomes (National Council of Teachers of Mathematics [NCTM], 2000) . There is an indication that the two schools receiving intensive support in Madison’s Transformation Zone (TZ) outperformed two schools that did not receive intensive support using Kentucky’s Statewide Assessment Scores for Mathematics. When comparing two Madison elementary schools (one TZ and one non-TZ) from 2016-17 to 2018-19 using Kentucky State Assessment Scores for mathematics, the percentage of 3rd-5th grade students with a disability and IEP in the Proficient and Distinguished category (See Figure A and Supplemental Analysis): • Increased from 27% to 39% in TZ school. • Decreased from 33% to 15% in non-TZ school (Figure A; see the Supplemental Document for a complete description of the analyses and further results) . [sisep.fpg.unc.edu](sisep.fpg.unc.edu) As we all know, improved outcomes only come after educators’ unwavering and intentional efforts to use a continuous improvement process. Yet, the details are always in the how. Kentucky’s how is woven into the Formula for Success-it is their secret sauce with three key ingredients. Unwavering Commitment to the Use of Continuous Improvement Cycles EFFECTIVE PRACTICE X Key Ingredient \#1 A Quality Standard for Mathematics, Training, and Coaching: Co-created, used, and tested by educators EFFECTIVE IMPLEMENTATION Key Ingredient \#2 Distributed Leadership: • Teachers lead mathematics improvement • Implementation Teams lead systems improvement X ENABLING CONTEXT Key Ingredient \#3 Linked Teams • State, region, district, school, and teacher • Using Improvement Cycles to remove barriers and replicate successes SOCIALLY = SIGNIFICANT OUTCOMES A Collective Commitment to Accountability • Clear Aim • Monitoring progress • Adjusting supports • Scaling a proven process Effective Practice: A quality standard for mathematics instruction co-created by educators A quality standard for mathematics is the first key ingredient in Kentucky’s secret sauce. First, they set out to co-create a quality standard for mathematics practice, called Kentucky’s Math Practice Profile. Utilizing evidence-based mathematics research and the NCTM’s eight mathematical teaching practices, the team of Kentucky educators defined the core components of quality mathematics instruction so it was easily observed and measured in the classroom. All staff (teachers and administrator

FAQs

What is the core approach described in the document to improve mathematics outcomes?

The document centers on an intentional, visible continuous improvement process led through instructional practice cycles to strengthen mathematics outcomes for all students, particularly students with disabilities.

How did Madison County School District use data in its improvement work?

Madison’s administration collaborated with teachers and coaches to leverage instructional practice data, enabling targeted support that enhanced teaching methods through continuous improvement cycles.

What key ingredients does Kentucky’s “Formula for Success” emphasize?

It highlights three ingredients: a quality standard for mathematics instruction with training and coaching, distributed leadership across teams, and linked teams using improvement cycles to remove barriers and replicate successes.

Oct 15, 2026

Uploaded by Fahsai