NYCPS introduced Illustrative Mathematics in 2024 as part of its NYC Solves initiative. IM Math is a research-based, standards-aligned approach to math instruction that has helped students across the country outperform national proficiency trends.
New York, N.Y. (Feb. 6, 2025)—In a letter to New York City Public Schools (NYCPS) staff on Feb. 6, the nation’s largest school district announced it will update its policies to address teacher concerns about the implementation of the NYC Solves initiative. Launched in 2024, NYC Solves aims to ensure that all New York City students develop the math skills necessary for educational, career, and lifetime success. As part of the initiative, the district adopted IM Math, a curriculum designed by Illustrative Mathematics and used by more than 2.5 million students nationwide.
“Implementing a new curriculum is a significant undertaking, and we deeply appreciate the extraordinary efforts of our educators,” the letter said. “We are committed to continuous engagement with educators in the field and our labor partners. Part of what makes curriculum implementation challenging is balancing the need for teachers to modify the curriculum for their students without sacrificing rigor and coherence.”
Designed by the country’s most respected math minds, IM Math is a research-based, standards-aligned approach to math instruction that encourages students to draw from their current understanding of math, their lived experiences, and the world around them to solve problems. Every lesson contains a warm-up, interactive activities that promote classroom discussion, and a cool-down problem.
“We built IM Math on the principle that all students are capable of learning grade-level mathematics, and our intention has always been to make this curriculum flexible enough that teachers can adapt it to meet students’ needs,” said William McCallum, co-founder and CEO of Illustrative Mathematics. “We embrace the feedback from NYCPS teachers asking for more support, and we will continue to work closely with NYCPS to incorporate that feedback and get teachers what they need.”
In the letter, NYCPS provided updates to the following key areas:
- Flexibility in pacing to support teaching and learning: Educators are encouraged to use professional discretion, with flexibility of up to two weeks, to meet the unique needs of their students.
- Streamlining assessments for teachers to focus on student instruction: Duplicative tasks and data entry must be eliminated so teachers can focus on instruction.
- Professional learning: Professional learning will be provided to support educators in understanding how the curriculum can be effectively modified to meet the diverse needs of their specific student population.
- Extra supports and flexible resources for students: Educators will receive training on how to effectively use supplementary materials like Unit Adaptation Packs to support student learning.
You can read the full letter below.
For more information about how Illustrative Mathematics is working to support students and teachers in New York City, please visit https://illustrativemathematics.org/nyc/.
Dear Colleagues,
Implementing a new curriculum is a significant undertaking, and we deeply appreciate the extraordinary efforts of our educators. We are committed to continuous engagement with educators in the field and our labor partners. Part of what makes curriculum implementation challenging is balancing the need for teachers to modify the curriculum for their students without sacrificing rigor and coherence.
In response to recent feedback from the field, we are updating key policies to address concerns related to pacing flexibility, the purpose and use of cool downs, and professional learning.
The updates are categorized into four key areas:
Flexibility in Pacing to Support Teaching and Learning
The pacing guide is designed to provide structure, not rigid mandates.
Educators can use planning time to make modifications and adaptations to the curriculum based on the needs of their students to ensure access for all. Educators are encouraged to use professional discretion, with flexibility of up to two weeks, to meet the unique needs of their students. They should prioritize completing each unit over every activity in every lesson and plan by section rather than by lesson.
Section-level planning guides and narratives help teachers understand the overarching goals and learning progression within each section. Educators should use these resources along with the specific needs of their students to adjust pacing within unit structures. These adjustments to pacing will not result in any punitive measures. When a section or unit requires more time, teachers should review their future pacing to make adjustments, ensuring that students are exposed to all units and sections in the curriculum.
Assessments will be streamlined for teachers to focus on student instruction.
Streamlining Data and Clarifying the Purpose and Use of Cool‑Downs
Cool-downs are used daily for planning purposes to inform instruction and provide teachers with information for student feedback.
The completion of cool-downs may vary based on instructional timing and the selection of other Illustrative Math activities.
Teachers are not required to record the data from cool-downs as they are used to inform instructional decisions.
Duplicative tasks must be eliminated, freeing teachers to focus on delivering instruction. To ensure teachers can focus on their primary role of instructing students, they should not be doing data entry and spreadsheets.
Spreadsheets should not be used to collect or record this data.
Professional Learning
Professional learning will be provided to support educators in understanding how the curriculum can be effectively modified to meet the diverse needs of their specific student population. Paraprofessionals working within math classrooms will be included in these workshops. Future professional learning opportunities will be adjusted to address lesson and unit pacing challenges, as well as the suggested modified units.
Teacher professional learning, coaching, and collaboration are critical to success. Every effort should be made to maximize current professional learning times and minimize the loss of instruction. There is an understanding in that the best coaching that takes place is working alongside a teacher in their classroom.
Extra Supports and Flexible Resources for Students
Future professional learning, guidance, and coaching will focus on several key areas to support students:
- Emphasizing the Use of “Extra Supports” Materials and Unit Adaptation Packs.
- Providing Specific Training and Guidance: Educators will receive training on how to effectively use these materials to support student learning.
- Offering Professional Learning Opportunities: These sessions will focus on differentiating instruction to meet the diverse needs of learners, ensuring that every student can succeed.
Educators can make decisions focused on supporting students with diverse learning needs. This can be done identifying practices that support English Language Learners (ELLs) in the mathematics classroom.
Professional learning opportunities will be made available in response to feedback received regarding curriculum resources to meet the needs of ELLs in addition to students with disabilities.
Therefore, flexibility and the use of other outside resources are acceptable and encouraged.
Thank you for your partnership, expertise, and dedication to our students.
Sincerely,
Melissa Aviles-Ramos, New York City Schools Chancellor
Michael Mulgrew, UFT President
Henry Rubio, Council of School Supervisors and Administrators President
