Leading by doing takes an unwavering and visible commitment to an intentional, continuous improvement process. Teams at every system level distribute leadership to support effective practice so outcomes improve. Using a practice-based approach to improving mathematics outcomes, the Kentucky Department of Education (KDE) facilitated a continuous improvement process led by teachers and educators to improve mathematics outcomes for all students, especially students with disabilities. Four districts participated in Kentucky's first iteration of their Transformation Zone. In this brief, the authors highlight the stellar work of one of those districts: Madison County School District. Madison's administration collaborated with teachers and coaches to leverage instructional practice data. This facilitated the identification and provision of targeted support to enhance teaching methods. Everyone believed this effort would give students the skills to engage in mathematical thinking, especially students with disabilities. Using continuous improvement cycles, Madison strengthened the links between (a) teachers' use of effective instructional practice; (b) ongoing training, coaching, and data-based decision-making; and (c) improved mathematics outcomes (National Council of Teachers of Mathematics [NCTM], 2000). There is an indication that the two schools receiving intensive support in Madison's Transformation Zone (TZ) outperformed two schools that did not receive intensive support using Kentucky's Statewide Assessment Scores for Mathematics.