US/Global 
CAN
Evidence of Excellence
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DEMOGRAPHICS
25,513
- 51.9% Free and reduced lunch
- 10.3% English learners
- 12.4% students with special needs
Chino Valley Unified School District's CHALLENGE
Chino Valley Unified School District (CVUSD) initially adopted the Professional Learning Communities (PLC) at Work® process in 2008. Led by Solution Tree PLC expert Austin Buffum, who provided a foundation for the district, educators began to build the culture necessary for continuous school improvement. But despite the strong initial launch, inconsistencies across the district’s 35 school sites ultimately led to a “PLC lite” approach. By 2017, teachers were expressing dissatisfaction, citing a lack of perceived value in the dedicated time.
Current Superintendent Dr. Norm Enfield recognized the need for revitalization. As a result, district leadership, including then Assistant Superintendent Dr. Grace Park and the teachers’ association leadership attended the 2017 Summit on PLC at Work in Iowa. It became clear that to drive meaningful change, CVUSD needed expert guidance and a renewed focus. With math scores lagging behind English language arts performance, particularly at the secondary level, leadership identified mathematics as a critical area for improvement, paving the way for targeted support from the Mathematics at WorkTM process.
IMPLEMENTATION
In the 2017–2018 school year, CVUSD took a crucial step toward systemic improvement in mathematics instruction by collaboratively identifying 10–12 essential standards per grade level and course. This process, involving input from teachers and district leadership, aimed to establish a guaranteed and viable curriculum across all 35 school sites.
Building upon this foundation, the 2017–2018 school year marked the beginning of the district’s work with author Sarah Schuhl, who introduced key Mathematics at Work practices and strategies. One cornerstone resource was her book Mathematics Assessment and Intervention in a PLC at Work®, coauthored with Timothy D. Kanold, Mona Toncheff, Bill Barnes, Jessica Kanold-McIntyre, Matthew R. Larson, and Georgina Rivera, which provided a framework for targeted interventions. In 2018–2019, the district began the process of establishing essential standards, which were fully implemented in 2019–2020. That same year, the district developed Essential Standards Assessments (ESAs), enabling teachers to monitor student progress and ensure alignment with those standards throughout the year.
To enhance instructional practices, the district adopted the Math CAP framework, emphasizing conceptual understanding, application, and procedural fluency. To support this, Sarah developed an accessible online resource hub, a Padlet, filled with engagement strategies and instructional materials for teachers. Additionally, the district utilized resources such as Mathematics Instruction and Tasks in a PLC at Work® to improve instructional delivery.
In March 2020, as the pandemic forced school closures, the district’s established essential standards and collaborative structures proved invaluable. Teachers were equipped to deliver synchronous instruction and utilize built-in intervention time, minimizing instructional disruption.
Upon returning to in-person learning in the 2021–2022 school year, the district continued its work with Sarah, focusing on proficiency maps, unit plans, and Common Formative Assessments. The district strategically utilized pandemic learning loss funds to extend the school day by 30 minutes, dedicating this time to targeted student support. Starting with secondary schools, the district gradually extended the Mathematics at Work training to lower grades.
In the 2024−2025 school year, CVUSD welcomed its seventh cohort of PLC Guiding Coalitions. Observations of teachers across the district, in all content areas, sharing PLC artifacts during structured collaboration revealed tremendous growth from the program’s inception.
“It makes a real difference when you have someone who speaks the language of math teachers. Sarah Schuhl’s background allows her to connect with them on a deeper level. This builds a foundation of respect and trust because they know she’s not just knowledgeable, but truly understands their challenges.”
RESULTS
Chino Valley Unified School District’s strategic implementation of Mathematics at Work has driven consistent progress in student achievement. The district’s targeted efforts have resulted in measurable gains, demonstrating a positive trend in mathematics proficiency.
Teachers report a significant shift in classroom dynamics. They observe increased student engagement, with students actively collaborating and critically thinking to solve problems—a departure from the previous “sit-and-get” model. The district has also seen a rise in teacher collaboration, with educators sharing best practices, intervention strategies, and assessment data across school sites.
This enhanced collaboration has fostered a unified approach to instruction, ensuring consistent rigor and support for all students.
Why Mathematics at Work™?
Our experts will help you establish a reflect, refine, and act formative learning process for students, teachers, and mathematics education leaders. Establish math strategies for assessment, intervention, homework, and lesson designs that ensure every student can learn mathematics.
OUR PROMISE: No other professional learning company provides our unique blend of research-based, results-driven services that improve learning outcomes for students.
