Our partners have reported that significant increases in student learning are inconsistent between schools and school systems -especially in economically disadvantaged areas.


Working with leaders to ensure effective standards implementation


WHAT WE KNOW: Increasing the effectiveness of professional learning is the leverage point with the greatest potential for strengthening and refining the day-to-day performance of educators. (from Learning Forward Standards for Professional Learning)


Learn more about:

Phase One is a basic introduction. Participants learn how to navigate the documents, understand the vocabulary that describes the Arizona College and Career Ready Standards, and prepare for the significant instructional shifts that are required for effective implementation.


Math for Teachers (2 day): Participants will learn to navigate the standards documents and prepare for content rigor and cognitive demand changes in instructional practice. Topics will include the following: introduction and overview; mathematical practices, focus, coherence, rigor, correct level of difficulty, Model Content Framework, and Mathematical Progressions.

Math for Leaders (1 day): Participants will engage in discussions and activities to deepen the knowledge of the major shifts in curriculum and instruction required to promote all students attainment of the standards. Topics will include the following: focus, coherence, rigor, mathematical practices, Model Content Framework, Mathematical Progressions, and development of PD topics and resources.

Math for Teacher Trainer of Trainer Leadership Institute (2 day): Participants receive resources and additional training in relation to the teacher and administrator Phase I training. Training will include requirements of implementing Phase 1 training and training strategies for teachers and administrators.

Phase Two gets into the details of effective implementation with specific instructional strategies, developing deep content knowledge, formative assessment, and support in re-engineering current resources to support more rigorous standards.


Math Formative Assessment (2 day): Teachers will analyze ACCS assessment prototypes to write assessment items that measure student progress at the formative level. Topics include the following: deconstruction of standards, task analysis, end of lesson assessment, instructional priorities, levels of cognition, and item construction.

Math EQuIP Training (1 day): Participants will use the state approved EQuIP rubric to assess exemplar and teacher created lessons and provide specific feedback for improvement of lessons. Topics will include the following: evaluation of lesson plans using EQuIP rubric and revising lessons.

Math Writing in the Classroom (1 day): Participants will examine the benefits to writing in math class and how to use the writings to deepen students’ conceptual understanding in mathematics. Topics will include the following: writing for a purpose, effective writing in math class, academic vocabulary, writing progressions, and evaluating student writing.

Math Questioning Strategies (1 day): Participants will create higher-level critical thinking questions to develop deeper conceptual understanding in mathematics and move toward constructed learning. Topics will include the following: generating literal, probing, justification, interpretive questions, and student discourse.

Math Revising Lessons and Units to Meet ACCS (3 days): Participants will use the EQuIP rubric to evaluate exemplar units and their own units. Topics will include the following: rigor, content progressions, mathematical practices, alignment, differentiation, and assessment.

Math 3rd-5th Grade Content Training (1 day): Participants will construct a deeper understanding of fractions with a special emphasis on learning progressions and relational thinking. Topics will include the following: connections among domains, mathematical practices, and mathematical tasks.

Math 6th-8th Grade Content Training (1 day): Participants will gain depth of content understanding. Topics will include the following: ratios and proportions, expressions and equations, interrelationships among domains, mathematical practices, and mathematical tasks.

Math K-2nd Grade Problem Solving (2 day): Participants will examine problem types and conceptual understanding of increase content rigor aligned with operations and algebraic thinking. Topics will include the following: problem types, problem solving, multiple strategies, questioning, analysis of student work, and observations of K-2 lessons. (This two-day workshop will be an introduction into Cognitively Guided Instruction.). 

Math for Leaders (2 day): Participants will develop expertise of classroom expectations and leadership strategies. Topics will include the following: analysis of pedagogy, PARCC prototypes and implications for instruction, EQuIP rubric, implementation timelines, and short-and- long-term planning.


Response to Intervention in Mathematics (2 day): Participants will learn about what Response to Intervention (RtI) is and is not. Participants will learn successful components of mathematics focused Response to Intervention models.  Strategies to assist intervention and enrichment for students based on data will be discussed. Time will be provided to begin planning a Mathematics RtI model specific to the participant’s site’s needs. This workshop can be offered as two separate one-day workshops and is relevant to administrators, teacher leaders, and teachers.

  Click to download this look at Math 20/20

Click to download this look at Math 20/20

Math 20/20 Initiative makes a measurable, positive impact on the lives of Arizona’s students and teachers everyday.

Math 20/20 engages teachers and school leaders by taking a systemic approach to transforming the teaching and learning of math based on Arizona’s College and Career Ready Standards for Mathematics.

The unique combination of grade-level specific professional learning for teachers, teacher leaders, and administrators is accompanied by ongoing implementation coaching and student materials to offer school districts the opportunity to embed quality mathematics teaching into the system’s culture.

In partnership with Arizona’s Regional Service Centers, Math 20/20 seeks to transform the quality of math education throughout Arizona.

The Need and Our Approach

The pressure to improve student performance has never been greater. Teachers need the tools, strategies and support to teach for results.

Math 20/20 focuses on grade-level cohorts across a district to thoroughly implement math-specific content and pedagogy for that grade level. It also equips leaders to support teachers in implementing a transformative vision for teaching math.

Math 20/20 grade level courses include:

  • Components for all district and school leadership
  • 50 hours of professional learning for all teachers and teacher leaders
  • 8 hours of professional learning for district and site-based leaders

Implementation Coaching includes:

  • Sustainable model that maintains the progress of teachers and teacher leaders
  • Classroom coaching for teachers and leaders
  • Workshops and seminars for teachers and leaders

Math 20/20 features grade-level specific professional learning for all teachers involved in the program.

During the initial professional learning course, teachers participate in six full-day workshops during the school year that include:

  • Deep examination of grade-level content standards
  • Integration of the Standards for Mathematical Practice
  • Discussions and activities that develop specific mathematical content knowledge and related pedagogical implications
  • Implementation of classroom tasks and analysis of student work

Curriculum and Resources

Math 20/20 incorporates customized features that include the use of district curriculum documents, such as pacing guides and curriculum maps.

It also integrates well with district-adopted math resources and makes connections to teacher evaluation pedagogy.

A Focus on Teachers


In the Math 20/20 grade level courses, teachers gain in-depth knowledge of math-specific content and pedagogy while learning how best to integrate district components with their new learning.

Professional Reading

Teachers study John Van de Walle’s Teaching Student-Centered Mathematics to support mathematical content knowledge and application. They gain critical skills needed to notice, analyze and respond to students’ thinking and performance.

Content Planning

Teachers engage in activities that directly transfer to classroom practice. This includes grade level discussions focused on integration of newly learned strategies. Teachers use these resources with the “Mining Mat” to identify ways to achieve effective implementation.

Evaluation Instrument

The district teacher evaluation instrument is directly linked to mathematical pedagogy. This ensures participants know how the pedagogy connects to district expectations and how to facilitate learning through critical thinking, questioning and student academic conversations.


During all sessions, teachers engage in activities focused on standards-based learning, allowing time to anticipate student strategies. Teachers also rehearse the pedagogy that guides student learning and learn how to better analyze student thinking and misconceptions.

 In two district planning sessions, district leaders and the Math 20/20 facilitator collaboratively design effective Math 20/20 learning opportunities for teachers and site leaders.Later, a series of four, two-hour sessions that align with the timeframe of the teacher workshops, will ensure your leadership team has mastered the Math 20/20 workshop content.

In two district planning sessions, district leaders and the Math 20/20 facilitator collaboratively design effective Math 20/20 learning opportunities for teachers and site leaders.Later, a series of four, two-hour sessions that align with the timeframe of the teacher workshops, will ensure your leadership team has mastered the Math 20/20 workshop content.

A Focus on Leaders

During the initial grade level course, principals and other leaders examine their roles as math leaders. This supports research that states effective learning environments require that principals and other leaders possess the skill necessary to promote and support meaningful mathematics teaching and learning (NCTM, 2012).

Every leader must be equipped with the supervisory skills to ensure their teachers can make quality mathematics accessible to all students.

This requires exposure to and practice with tools that assist leaders to monitor and coach their teachers in standards-based mathematics and give attention to both the content standards and mathematical practices as they pertain to their evaluation system.

The Math 20/20 leadership support system includes two district-level planning sessions and four administrator professional development sessions.

Satisfied Partners

Based on the latest research, Math 20/20 focuses on providing teachers
with a deep understanding of the mathematical knowledge they are expected to teach.

To date, Math 20/20 has been implemented in 34 Arizona school systems.

“The instruction my teachers received from the Math 20/20 team has taught them how to provide more opportunities for their students to engage in higher-level thinking and discussion of math content. It is exciting to see students persevering through difficult math problems and defending their answers as they explain their reasoning to one another using the proper math terminology.”

-Chuck Starkey
Principal, Whittier Elementary, Mesa Public Schools


“I thoroughly enjoyed having reserved, specific time with a math expert to walk-through classrooms. I was especially thankful that I have a staff who are eager for the feedback and who are always looking for ways to evolve using the Task-Based Learning rubric. The rubric is a nice tool that helps us take the subjectivity and opinion out of the walk-through experience.”

-Jennifer Gray
Principal, Liberty Elementary, Liberty Elementary District

“Math 20/20 training changed teaching from a focus on algorithms to a focus on understanding. Just this week, I watched a teacher teach division with decimal divisors and dividends. Students were using manipulatives and drawing pictures, and really understanding why the quotient ended up being larger than both the dividend and the divisor! This is a huge change from only teaching students to multiply the divisor and dividend by a power of ten to clear the decimals.”

-Dr. Joyce Cook
Principal, Red Mountain Ranch, Mesa Public Schools

Additional Components of Math 20/20

Clear Roles & Expectations

One of the keys to Math 20/20 success is that everyone involved has clearly defined roles, commitments, and responsibilities. Your team will know exactly how they fit into the programs implementation, and what to do to ensure success.

Inexpensive & Cost Effective

Math 20/20 is extraordinarily effective AND cost efficient. By working in partnership with Local Education Agencies in Arizona, costs are kept unusually low. Give us a call today for a detailed cost analysis for your specific organization and see how to get the most impact for your valuable dollars.

Implementation Coaching

Once Math 20/20 has been implemented in your organization, a valuable investment has been made. In subsequent years of implementation, Math 20/20 Implementation Coaching uses a series of planning sessions and workshops to ensure that your teachers and leaders continue to grow, and their previous levels of achievement are continued.

Student Practice Materials

Developed by experts, Math 20/20’s student practice materials can be used by teachers to supplement their local adopted instructional resources. They are written for Arizona’s math standards, and give students practice with assessment-aligned problem formats.


Math Power is a math guide for families to help students in 1st through 6th grade master math concepts. This book was designed for parents and families who want to help their children make sense of math. Instead of memorizing facts and formulas, students are being challenged to think about what a math problem is asking them to solve; the thinking is as important as getting the right answer, so use Math Power to help them engage with mathematics. The math concepts included within build from simple to complex. Sometimes it helps to review the simpler concepts before trying to solve the tougher problems. Use this book to learn or review in any order that suits you, whatever it takes to get to that “Aha” moment.

Links to purchase coming soon.

Darcy Moody bkg.jpg

Contact Standards Coordinator Darcy Moody (right)

darcy.moody@mcesa.maricopa.gov  | 602-506-6520


Contact Math 20/20 Administrator Sylvia Olmos (left)

slyvia.olmos@mcesa.maricopa.gov | 602-506-4996  

Sylvia Olmos.JPG