K-12 Mathematics Program Program Improvement and Innovation Plan

Relevant details and data for the K-12 Mathematics Program.

Program Overview

The Fairfax County Public Schools (FCPS) Mathematics program is aligned with the Virginia Department of Education (VDOE) Science Standards of Learning (SOLs).


The mathematics program for students in grades K-6 is designed to make sure that students learn the foundational concepts of:

  • Number and number sense
  • Operations and mathematical fluency
  • Geometry
  • Data analysis
  • Measurement
  • Patterns
  • Functions
  • Algebra
  • Problem solving

Students also develop proficiency in reasoning and communicating mathematically, and applying mathematical skills to solve real-world problems.

The purpose of the mathematics program is to provide a rigorous curriculum and appropriate learning experiences so that all students:

  • Master the objectives in the Virginia Standards of Learning (SOL)
  • Become mathematical problem solvers.
  • Learn to communicate mathematically.
  • Learn to reason mathematically.
  • Look for and make mathematical connections.
  • Translate flexibly between the use of symbols and other models to solve tasks arising in everyday life, society, and the workplace.
  • Use technology strategically and appropriately.


The curriculum in the mathematics middle school program includes:

  • Algebra
  • Data analysis
  • Geometry
  • Measurement
  • Numerical reasoning


  • Acquire the content knowledge and processing skills to ensure success with high school mathematics.
  • Develop proficiency in mathematical reasoning, communicating mathematically, making connections, and using a variety of representations.
  • Engage in the use of manipulatives, current technologies, and a variety of strategies and materials.

The program emphasizes the application of problem-solving strategies and focuses on preparing all students for high school credit-bearing courses.


The high school mathematics program is designed to make sure that students learn the fundamental concepts in computation, algebra, geometry, and data analysis. Students must also develop proficiency in:

  • Mathematical reasoning.
  • Mathematical communication.
  • Connecting and applying mathematical skills to model and solve real-world problems.

Students are prepared for college and career by developing competency in mathematics and a variety of problem-solving situations, real-world applications, and the use of technology. Advanced programs challenge students and provide college credit.

Scope of Impact (2021-22)

School Level Number of Sites Number of Students Served
ES 142 91,117
MS 26 28,755
HS 27 59,402

Actions and Measures

Updated for the 2022-2023 school year.

Goal 1

By the end of  SY 2022-23 Virginia Standards of Learning (SOL) pass rates will increase by 11% points for all students and by 21% points for English Learners.


  • Partner across offices in a coordinated approach to improve tier 1 instruction by:
    • Supporting schools in crafting School Improvement and Innovation Plans (SIIPs) that focus on the instructional practices outlined in the FCPS Framework for Student-Centered Mathematics Instruction.
    • Strategically deploying central office resource teachers to support schools in implementing the instructional practices outlined in the FCPS Framework for Student-Centered Mathematics Instruction.
    • Design and deliver professional development for all secondary mathematics teachers on the instructional practices outlined in the FCPS Framework for Student-Centered Mathematics Instruction.
  • Pilot revised curriculum guides for grades 3 and 4 that include more detailed teacher notes on daily lessons including scaffolds, interventions, and extensions.
  • Continue to integrate the digital learning tool ST Math in grades K-8.
  • Refine and streamline recommended intervention curriculum and resources by providing professional development for leaders and teachers on the implementation of Multi-tiered Systems of Support (MTSS) in mathematics including school structures and instructional practices.
  • Continue to expand Add+Vantage Math Recovery® (AVMR) professional development with the goal of ensuring all elementary schools have critical mass of qualified teachers:
    • Provide targeted training and implementation support to 56 schools
  • Ensure all elementary schools have an AVMR-trained resource teacher  with a minimum of 1-4 teachers trained.


  • School Improvement and Innovation Plans (SIIPs) will reflect a school-level focus on instructional shifts identified in the FCPS Framework for Student-Centered Mathematics Instruction.
  • Artifacts from centrally delivered professional development workshops, and teacher coaching will reflect focus on the instructional shifts identified in the FCPS Framework for Student-Centered Mathematics Instruction.
  • AVMR Teacher participation data and survey results will be monitored throughout the school year. Survey results will be used to measure teacher reported self-efficacy, outcome beliefs and professional development will be tailored to address teacher needs. 
  • At the end of the school year, summative SOL results will be used to examine gaps among various reporting groups as well as trends over time.

Goal 2

By the end of SY 2022-23 participation of underrepresented groups in Algebra 1 by 8th grade will increase by 4% points in the following reporting groups:

  • Black Students
  • English Learners
  • Economically Disadvantaged Students
  • Hispanic Students


  • Partner with College Success Programs to launch the Algebra Access Network Improvement Community, a network of five schools that will increase the diverse representation of students who participate and are proficient in Algebra 1 by the end of eighth grade.
  • Partner with the Advanced Academic Office expand the E3 Network from 10 to 20 schools. Improve intensity of support for network schools as they implement Engaging, Enhanced, and Extended Mathematics or E3.  The purpose of E3 is to broaden the access for third and fourth graders to a more rigorous curriculum in elementary mathematics by raising the rigor for all students through an enhanced program of studies that layers more opportunities for depth and complexity through flexible delivery of Advanced Academic extensions.
  • Expand Advanced Mathematics access and opportunity ensuring all elementary schools have a process for screening, identifying, serving, and reporting advanced mathematics services.
  • Begin the rollout of the FCPS Mathematics Program Principles; six principles that outline success in the areas of:
    • Equity
    • Curriculum and Planning Instruction
    • Assessment and Addressing Student Needs
    • Teaching and Learning
    • Professionalism and Collective Responsibility
    • Implementation and Continuous Improvement
  • Continue to expand the usage of Student Mathematics Profile, a rubric that describes student habits of mind and mathematical thinking processing that Portrait of a Graduate students exhibit.


  • Course enrollment data in Algebra 1 and advanced mathematics courses will be analyzed to examine if open enrollment practice has increased participation for traditionally under-represented groups. We will compare enrollment data by reporting groups and over time. 
  • Analyze course enrollment data and school reported service delivery of advanced mathematics services.
  • Analyze implementation of E3 within the 20 network schools.  
    • Mathematics Student Profile data will be analyzed to determine areas of student growth.
    • Growth measures will be in place to ensure all students are making gains when exposed to more rigorous standards. 
    • Feedback from school leaders, teachers, and families will be analyzed to determine areas of improvement.
    • Progress Report data will be used to determine the degree at which students received content extensions.