Introduction

General Design for Improving Learning OutcomesHome, school,and communitypartnershipsLeadershipand coordinationStandardsand targetsInterventionand specialassistanceBeliefs andUnderstandingsMonitoring andassessmentSchool andclassorganizationProfessionallearning teamsClassroomteachingstrategies(Hill & Crévola, 1997, p. 3)These beliefs and understandings reside at the centre of all successful plans forimproving student achievement in mathematics. Educators who share thesebeliefs know that all students can achieve success in math, and they find ways toprovide structured, effective mathematics instruction for all students, regardlessof differences in the students’ academic, cultural, socioeconomic, or linguisticbackgrounds. School and board administrators who share these beliefs allocatetime, resources, and staffing to math programs and to professional learning activitiesthat focus on effective mathematics instruction. Educators at all levels recognizethat high standards are achieved through knowledge-building, practice, andprofessional discussions based on research – research found in the professional literatureas well as that conducted within the school and the board themselves.Finally, educators at all levels hold themselves accountable for the improvementof student learning.• Leadership and coordination– Educational leaders are well-informed about the components of an effectivemathematics program.– A school-level plan provides the road map for improvement in the teaching andlearning of mathematics in the primary and junior grades. Once developed, it isreviewed regularly and adjusted as necessary.– Professional learning activities are directly linked to the school improvement plan.– School and board administrators as well as classroom teachers participate inprofessional learning activities.Achieving and Sustaining Improvement 5