Many studies have documented a large decline in students' mathematics achievement during and after the coronavirus disease 2019 (COVID-19) pandemic. The question facing school districts now is how to help students recover. Since fall 2020, RAND researchers have repeatedly surveyed and interviewed district leaders who are members of the American School District Panel (ASDP). A small portion of these data collections have focused on mathematics. In this report, the authors use these survey and interview data to build a national picture of how school districts across the country were approaching mathematics during and after the COVID-19 pandemic. They draw on a framework describing coherent instructional systems to motivate and organize this report. This report is a first look at district leaders' perspectives on some, but not all, of the enabling conditions and components that make up a coherent mathematics instructional system. The findings from these survey items can contribute to the national conversation about how best to help students recover unfinished mathematics learning.