SPS Pilots an Inclusive Approach to Strengthening Elementary Math

SPS Pilots an Inclusive Approach to Strengthening Elementary Math 

Seattle Public Schools (SPS) is taking a new approach to elementary math instruction through its Inclusive Math Excellence Project.  

The initiative—which was launched during the 2025-26 school year by SPS’ Department of Highly Capable Services—aims to deepen conceptual understanding of math for all learners in grades 4-5 while also providing challenge, engagement, and extension. Teachers at select schools have been learning to use complex mathematically rich tasks aligned to the core math curriculum to create challenging math lessons that support all learners. 

This school year, 17 educators from Hawthorne, Madrona, View Ridge, West Woodland and Olympic Hills elementaries came together for “math labs” once a quarter. The educators themselves experienced lessons by Math for Love consultants, fine-tuned the lessons, and then observed and practiced the lessons in SPS classrooms. With support and resources from SPS’ Highly Capable team, educators brought what they learned back to their own classroom.  

“They’re great lessons,” said Ana Crossman, math lab participant and fourth grade teacher at View Ridge Elementary. “They’re so creative and bring in all kinds of sophisticated problem solving that’s super engaging for all students.”  

During a recent math lab, participating teachers gathered at Hawthorne Elementary School to learn about a new lesson on fractions and observe it in action. Students worked collaboratively to design and justify a fair tax plan—a task that required critical thinking, teamwork, and strong conceptual understanding.  

“What I think these lessons do best is make every student feel smart,” said Colby Dresbeck, fourth/fifth grade teacher at West Woodland Elementary. “There’s also a lot of practical application in the lessons, so everybody feels like they understand what’s going on. This levels the playing field a little bit, so we have less competition and more collaboration.” 

The project reflects a broader shift in how the district defines Highly Capable services in elementary math at neighborhood schools. Rather than relying solely on accelerated instruction, the initiative emphasizes deeper learning and problem-solving that builds understanding of math over time.  

SPS recognized the need for differentiated, inclusive math instruction for students at or above grade level. Paula Montgomery, SPS’ Director of Highly Capable Services, has seen how the math labs provide that needed support to educators and students.  

“In the math labs, students are clearly able to engage at the level that they need within these lessons,” said Montgomery. “Each of these lessons is designed to support educators in meeting the needs of a wide range of learners in a single classroom. In each of the lessons we see differentiation in action.” 

Since launching, the project has reached more than 400 students. Teachers report the approach not only builds rigor and persistence but also fosters joy and engagement in math. 

“I think this work is really important because it’s lessons like these that make kids go home and talk about what they’re learning in math,” said Dresbeck. “It’s just pure excitement.”  

The Department of Highly Capable Services plans to expand the initiative during the 2026-27 school year, continuing with upper elementary grades while introducing a similar model in grades 2–3.  

The long-term goal is to build consistency across schools and strengthen teaching practices that support all learners—whether they are at, above, or still working toward grade level. 

As the Inclusive Math Excellence Project grows, teachers and district staff hope it will help redefine math instruction across the SPS, creating classrooms where every student can think deeply and develop a lasting confidence in math.