At Howell Elementary School in the Erlanger-Elsmere Independent school district, a shift in mathematics instruction began with a realization: Teachers were working hard to design their own curriculum, but the lack of alignment K-5 was leaving gaps in student learning. Data revealed a “massive need” for a cohesive path forward. To address this, a district math ad hoc committee spent months researching high-quality instructional resource (HQIR) options. Unanimously, the group selected Illustrative Math, an HQIR chosen specifically for its focus on mathematical practices and “student-centered cognitive grappling” that would push students toward deeper understanding.
The Challenge of Stepping Back
Adopting the new resource required a significant pedagogical shift. The goal was to allow teachers to “step back” and give students ownership, replacing an overreliance on teacher-directed instruction with more productive struggle. The district leadership team noted that the biggest challenge was asking teachers to watch their students grapple with learning rather than immediately intervening. However, the buy-in came from seeing the results. Once teachers witnessed students arriving at mathematical conclusions with partners and on their own, they leaned further into the practices.
“The biggest hurdle for me has been shifting from teacher-directed instruction to students leading discussions and grappling with concepts,” said Missy Cooper, a 5th-grade teacher. “This has had a positive impact though, and after three years of consistently teaching [the HQIR], I am seeing the benefits firsthand.” Cooper added that the lesson notes provided by the HQIR were especially helpful for teachers who may not feel that math is their personal strength, ultimately growing their confidence alongside their students.
Refining Implementation through Data
Implementation was a multi-year, data-informed process. In year one, the school focused on teaching the resource with fidelity to understand the rationale behind the instructional decisions. When data showed pacing was slower than anticipated, leadership adjusted. By year two, the school integrated KDE’s curriculum-based professional learning protocols. Professional learning communities (PLCs) began using unit and lesson internalization protocols and student work analysis to deepen their planning, while Instructional Practice Guide walkthroughs provided targeted feedback.
This monitoring process eventually highlighted a specific need regarding math fluency. The school’s initial response—traditional timed math fact quizzes—did not yield the desired growth. Instead of doubling down on ineffective practices, the school sought new learning. Two teachers joined the Kentucky Center for Mathematics’ K-5 Numeracy Counts Academy, and the principal joined the PIMSER Numeracy Counts Administrator Academy. They brought their learning back to the staff in the form of a book study, sparking vertical conversations about fluency that now span all grade levels.
Student Identity and Support
The shift to an HQIR has fundamentally changed how students view themselves as learners. Cooper noted that even students who typically struggle with math are now seeing themselves as mathematicians, demonstrating a willingness to try harder to succeed. This shift is evident even in the youngest classrooms. Jessica Holleman, a kindergarten teacher, has observed that her students now “try harder to find ‘different’ answers” during the ‘notice and wonder’ portion of lessons, showing increased confidence and engagement.
When gaps in understanding do arise, teachers now utilize specific resources within the HQIR designed to support “unfinished learning.” This allows educators to access planning guides, activity suggestions and supplementary lessons that ensure every student stays connected to grade-level content while receiving the specific support they need to master the material.
Conclusion
Howell Elementary School’s data-driven professional learning has directly impacted and improved the student experience. Educators are using data to guide instructional shifts. They selected a high-quality resource and are continuing to refine fluency practices through targeted training. This intentionality is creating a classroom culture focused on deep learning, and they are committed to ensuring that every student has the support to thrive as a confident mathematician.
