Giving Compass' Take:

Chula Vista School District is using Levered, an adaptive math instruction program to help close the math achievement gap.

How can math programs help inform personalized learning?

Read about how educators are encouraging a growth mindset for better math outcomes.


As principal at Chula Vista School District’s Salt Creek Elementary, Lalaine Perez saw the need to better support a growth mindset around math in the years following the transition to California’s new Common Core standards. Although the district had successfully implemented conceptual approaches to math instruction for several years, the shifts in the new standards were challenging for some students.

The result was a large achievement gap in math. “We knew we needed to do something to support all students,” says Perez, “especially English learners and students with disabilities.”

Help arrived thanks to a phone call from Mitch Slater, an educator with 20 years of experience as a classroom teacher, math intervention specialist and administrator. Slater had developed Levered—an adaptive math instruction program—and he was looking for California schools to pilot the program in their fourth grade classrooms.

Perez listened to Slater describe his platform's alignment with the common core and ELL teaching approaches, as well as features that support differentiation and collaborative pencil and paper activities. She jumped at the opportunity to pilot the program in her school.

Specifically, Perez and Ruiz point to four ways that Levered helps teachers meet students where they are and then propel them toward extraordinary gains in math learning:

  1. Tools to support English language learners
  2. Built-in differentiation options
  3. Next-level blended learning
  4. Creating equitable learning opportunities

Read the full article about math program by Wendy McMahon at EdSurge.