Bridging Vision and Practice: District Leaders Share How IM® Math Supports High-Quality Math Education
Some of the nation’s largest school districts—including New York, Los Angeles, and Philadelphia—are seeing measurable success with IM Math. Does the IM curriculum align with your district’s vision for high-quality math education? Join us for an exclusive on-demand webinar featuring a distinguished panel of educators as they explore the many ways a problem-based instructional model enhances student achievement and teacher instruction. Gain valuable insights as they share best practices, real-world experiences, and key takeaways from implementing IM Math in their schools. If you are a district leader, math coach, or math educator, this webinar is for you!
WHAT YOU’LL LEARN:
- IM’s Problem-Based Instructional Model – Explore whether a problem-based instructional model like IM Math supports your district’s vision for high-quality math education and student success.
- Best Practices for Success – Discover proven strategies from experienced educators on effectively implementing IM Math to support student learning and teacher development.
- Overcoming Implementation Hurdles – Gain valuable perspectives on navigating the complexities of curriculum adoption, ensuring alignment with district goals and fostering a smooth transition to achieve measurable results as quickly as possible.
MEET THE HOSTS
Catherine Castillo, EdD
Sr. Implementation Specialist at Illustrative Mathematics
Neal Tucker
Director of Marketing
MEET THE PANELISTS
Melanie Cifonelli
Director of Math, Syracuse City School District
Melanie Cifonelli is in her 37th year at Syracuse City School District and currently serves as the Director of Mathematics. She previously served as a classroom teacher and mathematics coach. Melanie has collaborated with experts in the field to organize and implement professional learning for her team and the district. Melanie believes all students can learn mathematics deeply and have the right to engage in tasks that require high levels of reasoning. When tasks are paired with pedagogies that lift student voice, support connection making, and encourage sense making within a community of learners, students not only solidify mathematical understanding but also build belief in themselves as doers of mathematics.
Grace Gleaves
Secondary Lead Math District Coach, Metro Nashville Public Schools
Throughout her 13 years in education, Grace has taught high school math, built virtual math courses, and been an assistant principal. In her current role as a district lead coach, she focuses on building the capacity of school-based coaches and teachers in deepening their mathematical identities as well as their students.
Heather McMillin
Lead Numeracy Specialist, Metro Nashville Public Schools
Heather McMillin has been a public school educator for 28 years in a variety of settings, but her passion is serving students in high-need communities. Focusing on mathematics, Heather is currently part of a small team in Nashville, TN, that supports priority schools to shift the narrative for students; they have successfully “graduated” three secondary schools from priority status post-COVID. She believes every student CAN learn and be successful.
April J. Mouton, PhD
Associate Vice President, Product Development at Illustrative Mathematics
April J. Mouton, PhD, received a BA in political science and minors in mathematics and African studies from the University of California, Davis. She received her MEd in counseling education, K–8, administrative, and pupil personnel credentials from San José State University. She has served as a mathematics and cultural studies teacher, administrator, and consultant for 23 years. April earned her doctorate in school improvement from Texas State, which focused on demystifying mental health, culturally responsive teaching, identity formation curriculum integration, leveraging ancestral knowledge, and equity forward systems.
