If a new math program shows little to no growth after three months, what should the leadership team do next?

Developing a plan for monitoring the program more frequently is the most appropriate course of action following a lack of growth in the new math program after three months. This approach allows the leadership team to gather more comprehensive data about the implementation and its effectiveness over time.

By increasing the frequency of monitoring, the team can determine specific areas in which students are struggling, identify underlying issues with program delivery, or assess whether adequate resources and support are being provided. This proactive approach not only aids in understanding the program's impact but also allows for real-time adjustments and interventions that can lead to improved student outcomes.

Frequent monitoring can also foster a culture of continuous improvement, where feedback is used to refine teaching practices and learning strategies within the program. This helps ensure that any necessary modifications can be made promptly, rather than reacting to stagnant growth levels after a longer period of implementation. Thus, ongoing assessment becomes crucial in making informed decisions about the program's future.