The purpose of this document is to provide guidance for all stakeholders around the idea of mathematics pathway acceleration. Acceleration deserves thoughtful attention to ensure that students are challenged and that they are mastering the full range of mathematical content and skills, without omitting critical standards. Acceleration is defined as moving at a faster rate through a defined mathematics pathway than grade level peers. Mathematics pathways are a set of courses designed to prepare students for post-secondary success.

The use of highly effective instructional practices in mathematics is the most productive way to improve a studentÕs mathematics achievement. When used in concert with effective instruction, personalized learning (PL) software is an invaluable tool that educators can use to both improve their instruction and more fully meet each studentsÕ needs.

The secondary supplemental mathematics course is designed to provide just-in-time, customized support for students during the school day who would benefit from extra scaffolded instruction in addition to their core mathematics course. Despite being an elective mathematics course that does not carry mathematics credit, it should be taught by a certified mathematics teacher because it is intended to increase student understanding and achievement by increasing time and intensity on grade level core standards. Instructional strategies that are used in the just-in-time support course should align with NCTMÕs effective Mathematics Teaching Practices and value each learnerÕs mathematical identity.

A schoolÕs fundamental purpose is student learning. As such, some students may need extended time and support to learn critical skills and knowledge at high levels. Other students may need enrichment. A Multi-Tiered System of Support (MTSS) is a framework focused on three instructional tiers (Universal, Targeted, and Intensive) engineered to meet student needs using a systematic approach.

Mathematics is essential to navigating our data-filled and technologically-driven society. Every Utah learner is entitled to the acquisition of competent mathematics knowledge for skills, and dispositions and the inherent empowerment associated with such achievement. Currently, 50% of Utah’s third grade students are mathematically proficient and that percentage decreases to 43% by eighth grade (USBE, 2019). Therefore, Utah’s PK–12 Mathematics Framework is designed to serve as an evidence-based guide for educators to initiate productive growth and change in mathematical opportunities, achievement and outcomes for students in line with Utah’s Portrait of a Graduate.