Leading the Way in Math Instruction: Douglas County School District’s Journey Toward Coherence and Excellence

Douglas County School District (DCSD), located in the south Denver metro area of Colorado, encompasses roughly 90 schools and serves as an educational home for approximately 60,000 students and nearly 4,000 certified staff members. Educators at the district take its motto of “Learn Today, Lead Tomorrow” to heart and see themselves as leaders in instructional innovation

“I think one of the most exciting things about Douglas County is that we are on the cutting edge of the new practices,” said third grade teacher Kimberly Geary. “Not throwing anything out that isn't working, but just adding on that next layer and improving and always continuing to grow.”

Over the past several years, DCSD has undertaken a district-wide transformation of math instruction aimed at creating consistency, embracing best practices, and improving student learning outcomes. This effort has required not only logistical coordination across a large and diverse school community but also a significant mindset shift for educators.

The district’s strategy for math transformation included implementing enVision® Mathematics as its unified curriculum in a way that honors teacher input, fosters collaboration, and supports both students and educators every step of the way.

Transforming Math Instruction

Before this transformation began, math instruction in DCSD consisted of varied instructional approaches. While individual schools or teachers might have seen successes, the lack of coherence across schools and grade levels made it difficult to ensure that all students were building skills in a consistent, connected way.

“It was very hodgepodge and each school could choose their own math curriculum,” said first grade teacher Jeanetta Byrd. “Two elementary schools might not be using the same program. And so then feeding into middle school and high school, they were coming from all these different math backgrounds.”

District leaders were also learning more about shifting trends in the way mathematics should be taught effectively in the classroom as promoted by the National Council of Teachers of Mathematics (NCTM) Effective Teaching Practices. According to these best practices, math instruction should be moving away from a teacher-centered model and toward a more student-centered framework that encompasses mathematical discourse, reasoning, and conceptual understanding.

The district needed a common math curriculum to foster coherence in both classroom instruction and professional collaboration, while also enabling the implementation of NCTM's best practices for effective math instruction.

Building Coherence Through Vision, Curriculum, and Support

In 2020, DCSD embarked on a rigorous math curriculum adoption process that started with the creation of a shared vision. Rather than dictate a top-down approach, DCSD leaders engaged and collaborated with school leaders, teachers, and other stakeholders to create a vision for what they collectively believed an effective program should look like.

“It really does start with a sound vision, and allowing stakeholders to be a part of the creation of that vision so that it is something we're doing together,” said Curriculum, Instruction, and Assessment Coordinator Nathan Burgard.

The selection criteria emphasized three key areas:

• Focus and coherence with Colorado’s state standards.
• Rigor as defined by conceptual understanding, procedural skill and fluency, and application.
• Usability for teachers, students, and families.

After creating its vision and subsequent criteria for a high-quality math curriculum, the district selected Savvas enVision Mathematics as its K–8 curriculum. enVision’s three-step lesson structure — Solve and Share, Visual Learning Bridge, and Assess and Differentiate — offered a consistent pathway for instruction.

District leaders liked that enVision’s lesson structure aligned well with the NCTM Effective Teaching Practices, a set of eight research-based strategies to create a student-centered learning environment where students engage in meaningful learning, develop conceptual understanding, and become mathematically proficient. This, they said, makes it easier for educators to apply these research-based approaches in daily lessons.

“We have really rallied around those eight [NCTM] teaching practices,” said Nathan. “Because that ends up being the day to day in the life of the enVision teacher.”

Implementation with an Emphasis on Professional Learning and Collaboration

Recognizing that adopting a new curriculum was only part of the work, DCSD prioritized professional learning. Training sessions introduced teachers and leaders to enVision’s structure and resources, but also helped them identify which components were essential and which were additional resources to use selectively.

This approach helped prevent teachers from getting overwhelmed and kept the focus on the most impactful elements. For example, the three-step lesson structure was required, while some enrichment activities could be used at teacher discretion based on student needs.

“We have had tremendous support through professional development,” said fourth grade teacher Kathryn Mannion. “And it's not that they pushed it all at one time, but they let us get our teeth in, they let us try to figure it out. So the district has done a really great job in rolling out this program.”

Throughout implementation, district leaders maintained an open feedback loop. Teachers’ insights about how lessons worked in practice informed ongoing adjustments to training and resource use. This responsiveness reinforced trust between district leadership and educators, making it clear that the implementation was a shared effort aimed at real classroom impact.

Measurable Gains and Cultural Shifts

DCSD’s investment is paying off. Between the 2023 and 2024 school years, some schools have recorded year-over-year increases of around 11 percent in the proportion of students performing at or above grade level in math, as measured by their diagnostic assessments. State assessment results (CMAS) have also shown steady increases in the number of students meeting or exceeding expectations.

“We have some schools seeing some incredible gains in mathematics as it relates to this work,” said Nathan, the district curriculum, instruction, and assessment coordinator.

Beyond the numbers, DCSD has seen a shift in teacher confidence and instructional culture. Teachers report feeling more energized about teaching math, speaking less during lessons, and giving students more space to think, reason, and explain their ideas. Classrooms are buzzing with discourse, with students engaging in rich mathematical conversations that deepen their understanding.

“From the shift that we've made, one of the biggest positives and celebrations is student engagement and the confidence they have in math,” said Kathryn about her fourth grade class. “The kids are not scared to tackle a problem, whether they fully understand the concept or not. They're excited to learn.”

The coherence provided by a unified curriculum has also transformed PLC meetings. Rather than spending time clarifying what each teacher is teaching, teams now start with shared lesson structures and focus on analyzing student work, comparing results, and strategizing instructional responses.

Looking Back and Moving Forward

The district’s leaders believe that a high-quality curriculum is a vital tool, but its impact depends on thoughtful implementation and ongoing teacher support. They also believe that prioritizing two to three core goals has been key. This clarity has allowed them to sustain momentum, adapt to the shift in math instruction based on feedback and data, and celebrate meaningful progress along the way.

With a shared vision, consistent high-quality resources, and a commitment to ongoing improvement, Douglas County School District is ensuring that its 63,000 “mathematicians” are better prepared for success — not just in math class, but in life beyond K–12 education.

“We're really proud of the progress that we've made as it relates to math programming, and [we] certainly are excited about our opportunities that lie ahead,” said Nathan