50%
of Texas high school graduates meet college readiness benchmarks in math.
Bluebonnet Math
Accelerator
Customized K-5 Math Curricular Resources
About Us
SustainED Leaders is a nonprofit organization led by dedicated educators committed to advancing student success through impactful, research-based practices. Our team has extensive experience as teachers, principals, and district leaders across diverse communities in Texas which helps us to deeply understand the unique challenges that educators face.
Our Belief
At SustainED Leaders, we believe every child has unlimited potential and every educator is capable of greatness. We empower leaders and teachers to implement research-based curriculum and evidence-based practices that accelerate all students’ learning. By working side by side with educators, we help schools achieve lasting improvement in teaching and learning.
Our Purpose
We partner with schools and districts to create sustainable improvement in teaching and learning, fostering environments where students and educators reach their full potential.
Our Origins
Born from the conviction that sustainable school improvement begins with exceptional daily instruction, SustainED Leaders was founded when a group of practicing Texas educators set out to expand their impact beyond their own campuses. Our team combines decades of instructional leadership with expertise in high-quality instructional materials and evidence-based teaching practices. Rather than simply providing cookie-cutter solutions, we work to design and develop customized solutions that support all educators in meeting the needs of diverse learners.
We are Texas educators.
We are partners in progress.
Bluebonnet Math Accelerator Project
Across the state of Texas, more than half of students perform below-grade level in math and are still struggling to reach pre-COVID achievement levels. While the introduction of Bluebonnet Learning has offered all students access to high-quality instructional materials, many students enter each year with unfinished learning that makes grade-level content difficult to access.
As a Texas-based non-profit organization, SustainED Leaders is committed to partnering with and supporting educators to accelerate math learning for all students. Over the past decade, our team has worked side-by-side with district and school leaders, and teachers in supporting the implementation of Eureka Math, Carnegie Math, and now, Bluebonnet Learning. Through spending thousands of hours in schools and classrooms, we have identified common challenges.
We believe Texas educators should have access to high-impact resources that strengthen Tier 1 math instruction and math reteach and interventions so that all students are able to develop deeper conceptual understandings and master essential mathematical skills.
The Bluebonnet Math Accelerator was created to provide educators with customized instructional resources that preserve the coherence and integrity of Bluebonnet Learning and meet the unique needs of all learners.
The Bluebonnet Math Accelerator is a free, open source collection of customized instructional resources that complements Bluebonnet Learning and provides customized Tier 1, reteach and intervention solutions that support every child in achieving accelerated math learning.
Our Supporters
- Commit Partnership
- The Meadows Foundation
- The M.R. and Evelyn Hudson Foundation
The Challenge
Students are performing below grade level in mathematics across the state of Texas, and there has been little to no progress in mathematics achievement post-pandemic.
55%
of Texas students are below grade level in math on the STAAR exam
A 21-point decline has been recorded in the percentage of Texas eighth grade students at or above Basic in math on the National Assessment of Educational Progress (NAEP) since 2011
21-Point Decline
in NAEP Grade 8 math performance since 2011.
10%
of parents believe their child is performing below grade level in math.
Source: Solving for X in Texas: Math Trends and Challenges, Texas 2036
Accelerating Math Instruction
Over the past decade, our team has supported the implementation of high-quality instructional materials (HQIM) in Title I schools across the state of Texas. Through this work, we’ve experienced several recurring challenges:
Accelerated Math Learningfor 100% of students
Challenge 1
Customizing Tier 1 Instruction
Supporting every learner to engage meaningfully in rigorous grade-level mathematics
Solutions
- Customized Lesson Slides
- Spiraled Practice
Both challenges must be addressedconcurrently
Challenge 2
Systematic Reteach & Interventions
Supporting all learners to achieve mastery of grade-level content and foundational skills
Solutions
- Reteach Lessons
- Additional TEKS-Aligned Practice
- Additional Fluency Practice
The How
Finding Time In The School Day
Strengthening Tier 1: Allocating additional time to allow for scaffolding, engagement and discussion, and additional practice and feedback helps to strengthen math learning for all students.
Providing Reteach & Intervention: Finding additional time for reteach lessons and interventions to support all learners to close learning gaps and strengthen mastery of foundational mathematical skills.
Tier 1 Instruction
Current State
60
Minutes
SustainED Recommended
75–90
Minutes
Reteach & Intervention
Current State
0
Minutes
SustainED Recommended
30–45
Minutes
Customizing Tier 1 Instruction(Bluebonnet Learning K-5 Math)
Supporting All Learners
Many students, particularly below-grade-level students, struggle to access an on-grade-level curriculum because of learning gaps from prior grade levels.
Common Challenges
A Small Number Of Learners Carry The Cognitive Load During Lessons
Common challenges:
- Teachers carry most of the cognitive load in lessons
- Many students have difficulty engaging and assuming cognitive load during math lessons
- Teachers experience challenges scaffolding and differentiating the learning experience for all learners
- Teachers struggle to find time to scaffold, support, and engage diverse learners
Insufficient Opportunities To Practice & Receive Feedback
Common challenges:
- Learners may only complete, partially complete, or incorrectly complete a small number of math problems while not receiving feedback on learning
- Students have a difficult time applying curriculum-specific strategies when solving, reasoning, and discussing different problem types, e.g. STAAR problems
- Students need more practice opportunities and targeted feedback to strengthen mathematical reasoning, achieve a deeper understanding, and increase mastery of math content and skills
Supporting All Learners To: Access Bluebonnet Learning K-5 Math
By making targeted customizations grounded in the science of learning, all learners, particularly below-grade-level learners, are better able to access and engage in daily lessons and achieve greater mastery of content and skills.
SustainED Leaders’ Bluebonnet Accelerator resources are designed with targeted customizations to the Bluebonnet Learning K-5 math curriculum to increase access and mastery for all students.
| Challenges (Tier 1 Instruction) | Customization | Example Resource |
|---|---|---|
| Scaffolding for StudentsBelow-grade-level students struggle to access on-grade-level lessons and activities and carry the cognitive load during lessons | Chunking InstructionChunking instruction to reduce unnecessary cognitive load while preserving conceptual coherence for all students | Customized Lesson Slides(opens in a new tab) |
| Lack of Student EngagementTeachers often carry too much of cognitive load during the lesson in an attempt to support struggling students | Cognitive Engagement + Mathematical DiscourseAdditional engagement, practice, and discourse strategies support 100% of students to engage in rigorous thinking during each lesson | Customized Lesson Slides(opens in a new tab) |
| Lesson PacingTeachers oftentimes fall behind on pacing when trying to provide sufficient time for all students to practice, discuss, and receive feedback | Extend Lesson Block + PacingExtend the lesson from 60 minutes to 75–90 minutes and embed timers throughout slide decks to maintain quick pacing | Customized Lesson Slides(opens in a new tab) |
| Insufficient Practice + FeedbackStudents need more opportunities to practice math problems and receive targeted feedback that strengthens overall mastery of content and skills. | Structured and Deliberate Practice + Embedded Formative AssessmentIncrease time for structured practice, formative assessments, and targeted feedback that addresses misconceptions | Customized Lesson Slides(opens in a new tab) |
| Need for TEKS-Aligned PracticeStudents benefit when they can apply their learning from the curriculum to solve multiple problem types, e.g. STAAR-aligned | TEKS-Aligned PracticeProvide TEKS-aligned practice and learning experiences that increase mastery of all TEKS | Customized Lesson Slides(opens in a new tab) |
Systematic Reteach & Interventions
Challenges For Below-Grade-Level Students
Currently, more than 50% of K-8 students in Texas are performing below grade level (as measured by Meets on STAAR in 2026). Each of these students needs targeted interventions to close gaps from previous grade levels and increase mastery of foundational skills. Additionally, many students often achieve partial mastery of Tier 1 lessons and need supplemental reteach lessons and spiraled practice to achieve mastery of all TEKS.
Common Challenges
- Students have learning gaps from prior years and need targeted and systematic interventions
- While the curriculum has some spiraling and interleaving, students need additional spaced and interleaved practice to increase mastery and retention of content and skills
- Not all students achieve mastery of concepts and skills by the end of every lesson and need targeted reteach lessons to increase overall mastery
- Students need additional fluency practice to strengthen mastery and achieve automaticity of foundational math skills
Supporting All Learners To: Increase Mastery Of Content & Foundational Skills
When below-grade-level learners have accumulated numerous gaps in conceptual understanding, problem-solving, and foundational fluency from prior grade levels, they need targeted and systematic interventions to close those gaps. These students also experience difficulties in mastering Tier 1 lessons the first time they are taught and benefit from systematic reteaching and spaced and interleaved practice to achieve mastery of all TEKS.
Additionally, novice teachers supporting below-grade-level learners need more explicit guidance and support in helping to close learning gaps for all learners.
| Challenge (Reteach & Intervention) | Solutions | Resources |
|---|---|---|
| Low Mastery After Completing Lessons, Topics, and ModulesStudents complete lessons, topics, and modules and have only achieved partial mastery of concepts and skills | Reteach LessonsStudents receive targeted, coherent reteach lessons that are designed to address misconceptions and increase mastery of TEKS | Reteach Lesson Slide Decks(opens in a new tab) |
| Students Have Weak Math FluencyStudents are weak with math fluency and have not achieved automaticity in foundational math fluency and computational skills | Additional Math FluencyStudents engage in supplemental math fluency practice to build automaticity | Supplemental Math Fluency(opens in a new tab) |
| Students Forget What They LearnStudents achieve partial mastery of concepts and skills and often forget what they have previously learned | Spaced & Interleaved PracticeSpiraled practice supports students to increase mastery of concepts and skills while developing long-term memory of mathematical content | Spiraled Practice(opens in a new tab) |
| Need for TEKS-Aligned PracticeStudents can benefit from additional TEKS-aligned practice to deepen understanding and mastery | TEKS-Aligned PracticeSupports students to apply learning to additional TEKS-aligned problems and question types | STAAR-Aligned Practice(opens in a new tab) |
The Solutions: Bluebonnet Math Accelerator Resources
Tier 1 Instruction
Enhanced
Slide Decks
Addresses low student engagement and the need for embedded differentiation in Tier 1 lessons.
- Engagement strategies
- Timers
- Embedded supports
- TEKS-aligned questions
Spiraled
Practice
Increase students' mastery of previously learned concepts and skills and strengthen long-term mastery by engaging them in spaced and interleaved practice.
- Mixed practice of concepts and skills
- Interleaved practice to strengthen long-term memory
Reteach & Intervention
Reteach
Decks
Addresses misconceptions and increases mastery of TEKS based on formative assessment data.
- Focuses on readiness TEKS with explicit instruction (I Do/ We Do/ You Do)
- Additional practice opportunities for students
- Coherence with Bluebonnet Tier 1 Lessons
TEKS-Aligned
Practice
Familiarizes students with the specific format and rigor of the STAAR assessment.
- Targeted multi-step problems requiring strategic thinking and application of conceptual understanding
Supplemental
Fluency Intervention
Building students' mathematical fluency to achieve automaticity of foundational math skills.
- Utilizes K-5 Bluebonnet math fluency to strengthen foundational skills
- Strengthens math fluency and automaticity in elementary and secondary math
Duncanville ISD K-5 Math Case Study
Partnership Overview
SustainED Leaders partnered with Duncanville ISD during the 2025–2026 school year to implement the Bluebonnet K-5 Math curriculum with the goal of accelerating math learning and achievement for all students.
Implementation Of Bluebonnet Accelerator Resources
In supporting teachers to implement Bluebonnet Math K-5, nearly all 3rd-5th grade teachers across the district utilized SustainED Leaders’ Bluebonnet Math Accelerator resources to strengthen Tier 1 instruction and deliver data-driven reteach lessons and math interventions.
Personalized Implementation Support
Our team partnered with senior district leaders to design, implement, and manage instructional systems and deliver professional learning that supported schools in implementing the curriculum. Additionally, we worked side-by-side with school leaders and teachers to provide real-time coaching, lead lesson internalization PLCs, and plan and implement data-driven interventions. Our team’s intensive, side-by-side coaching and support empowered school leaders and teachers to drive instructional improvement through consistent observation-feedback cycles and the development of sustainable systems.
Duncanville ISD Math Case Study:Cohort Performance Growth
Preliminary Math K-5: 2024-2025 (Grade 3) to 2025-2026 (Grade 4)
District Cohort Performance (Math)
Growth in Performance Level on a Year-over-Year Basis
+5 pts
51%
56%
+10 pts
26%
36%
+11 pts
7%
18%
Approaches
Meets
Masters
Lighter bar = 2024–25 (Gr 3)Darker bar = 2025–26 (Gr 4)
| Campus | Approaches | Meets | Masters | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 2024–25 (Gr 3) | 2025–26 (Gr 4) | Growth | 2024–25 (Gr 3) | 2025–26 (Gr 4) | Growth | 2024–25 (Gr 3) | 2025–26 (Gr 4) | Growth | |
| HastingsElementary | 68% | 71% | +3 | 45% | 48% | +3 | 18% | 31% | +13 |
| FairmeadowsElementary | 58% | 73% | +15 | 26% | 53% | +27 | 5% | 37% | +32 |
| HardinElementary | 53% | 60% | +7 | 27% | 39% | +12 | 7% | 18% | +11 |
| Acton LeadershipAcad. | 41% | 48% | +7 | 16% | 25% | +9 | 3% | 14% | +11 |
| AlexanderElementary | 43% | 40% | -3 | 18% | 18% | 0 | 4% | 4% | 0 |
| BilhartzElementary | 35% | 42% | +7 | 17% | 24% | +7 | 3% | 11% | +8 |
| MerrifieldElementary | 53% | 41% | -12 | 30% | 36% | +6 | 10% | 10% | 0 |
| HymanElementary | 61% | 64% | +3 | 37% | 43% | +6 | 7% | 18% | +11 |
| DanielElementary | 43% | 42% | -1 | 19% | 22% | +3 | 5% | 11% | +6 |
| DISTRICT | 51% | 56% | +5 | 26% | 36% | +10 | 7% | 18% | +11 |
Source: Duncanville ISD cohort growth data. Percentages shown are students at or above each performance level.
Duncanville ISD Math Case Study:Cohort Performance Growth
Preliminary Math K-5: 2024-2025 (Grade 4) to 2025-2026 (Grade 5)
District Cohort Performance (Math)
Growth in Performance Level on a Year-over-Year Basis
+19 pts
44%
63%
+8 pts
24%
32%
0 pts
10%
10%
Approaches
Meets
Masters
Lighter bar = 2024–25 (Gr 4)Darker bar = 2025–26 (Gr 5)
| Campus | Approaches | Meets | Masters | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 2024–25 (Gr 4) | 2025–26 (Gr 5) | Growth | 2024–25 (Gr 4) | 2025–26 (Gr 5) | Growth | 2024–25 (Gr 4) | 2025–26 (Gr 5) | Growth | |
| HastingsElementary | 52% | 70% | +18 | 30% | 42% | +12 | 16% | 17% | +1 |
| FairmeadowsElementary | 53% | 67% | +14 | 33% | 40% | +7 | 20% | 17% | -3 |
| HardinElementary | 47% | 71% | +24 | 22% | 31% | +9 | 8% | 8% | 0 |
| Acton LeadershipAcad. | 61% | 75% | +14 | 37% | 38% | +1 | 10% | 14% | +4 |
| AlexanderElementary | 36% | 61% | +25 | 11% | 37% | +26 | 0% | 9% | +9 |
| BilhartzElementary | 35% | 64% | +29 | 19% | 32% | +13 | 9% | 10% | +1 |
| MerrifieldElementary | 29% | 46% | +17 | 11% | 19% | +8 | 4% | 4% | 0 |
| HymanElementary | 52% | 51% | -1 | 32% | 25% | -7 | 18% | 4% | -14 |
| DanielElementary | 19% | 47% | +28 | 8% | 23% | +15 | 0% | 4% | +4 |
| DISTRICT | 44% | 63% | +19 | 24% | 32% | +8 | 10% | 10% | 0 |
Source: Duncanville ISD cohort growth data. Percentages shown are students at or above each performance level.
Research Appendix
Automaticity & Cognitive Load
Neural bases of automaticity Servant M, Cassey P, Woodman GF, Logan GD. J Exp Psychol Learn Mem Cogn. 2018 Mar;44(3):440-464. doi: 10.1037/xlm0000454. Epub 2017 Sep 21. PMID: 28933906; PMCID: PMC5862722.
Deliberate Practice
The Role of Deliberate Practice in the Acquisition of Expert Performance Ericsson, Karl & Krampe, Ralf & Tesch-Roemer, Clemens. (1993). Psychological Review. 100. 363-406. 10.1037//0033-295X.100.3.363.
Spaced and Interleaved Practice
Interleaved practice enhances memory and problem-solving ability in undergraduate physics Samani J, Pan SC. NPJ Sci Learn. 2021 Nov 12;6(1):32. doi: 10.1038/s41539-021-00110-x. PMID: 34772951; PMCID: PMC8589969.
Active Learning
The Effect Of Active Learning Method On Students' Academic Success, Motivation And Attitude Towards Mathematics Omarbek Nurbavliyev, Serkan Kaymak, Bakhyt Sydykov (2022). Journal of Language and Linguistic Studies, 18(2), 701-713; 2022. Submission Date: 24/01/2022.
Research-Based Math Instruction
Adding It Up: Helping Children Learn Mathematics National Research Council. 2001. Washington, DC: The National Academies Press.
Texas Math Trends
Solving for X in Texas: Math Trends, Challenges, and Opportunities for the Lone Star State Texas 2036. (2024). Austin, TX: Texas 2036.
Work with SustainED Leaders
Resources are a starting point. Lasting gains come from how they are used. Contact us to learn how we can support your district, school and classroom.