Curriculum and Instruction

Providing a guaranteed and viable Curriculum (what is taught) and Instruction (how it’s taught), ensuring that teaching and learning are consistently Rigorous, Inclusive, Meaningful, and Engaging (RIME) for all students that we serve.

About Curriculum and Instruction

The Office of Curriculum and Instruction at the School District of Philadelphia is dedicated to fostering academic excellence and equitable educational opportunities for all students. Our office plays a crucial role in shaping instructional programming across the district.

New Core Instructional Resources

In the 22-23 SY the Office of Curriculum & Instruction led a 5-phase process to adopt new core instructional resources as one of the evidence based strategies to accelerate academic achievement in ELA, Math, Science, English Language Development, and Supplemental Special Education.

Since then, the School District of Philadelphia has committed $70M toward implementing new, high-quality core instructional resources over the next five years. We will use a phased approach to implementing these new resources, starting with new K-12 math resources for the 2023-2024 school year. Visit the Math tab (on the left) to find more information and resources. Find more details about our commitment to new core instructional resources here.

Our Goals & Primary Responsibilities

Our goals are:

  • to provide a guaranteed and viable curriculum (what is taught)
  • to provide instruction (how it’s taught)
  • to ensure that teaching and learning are consistently Rigorous, Inclusive, Meaningful, and Engaging (RIME) for all students that we serve.

Our major focus is to support classrooms and students to achieve at the highest level. To achieve this, we utilize a collaborative process of developing inclusive curricula with and for School District of Philadelphia teachers.

Primary Responsibilities:

  • In the 22-23 SY we led a 5-phase process to adopt new core instructional resources as one of the evidence-based strategies to Accelerate Philly for (ELA, Math, Science, English Language Development, and Supplemental Special Education). We will approach implementation with a phased approach starting with Illustrative Math in the 23-24 SY.

  • Curriculum and Core Instructional Resources Adoptions and Collaborative Implementation

  • Aligning and vetting Supplemental Instructional Resources

  • Evidence-based Instructional Practices


English Language Arts (ELA)

Our approach to English Language Arts brings a fresh approach to reading and writing. We delve into complex texts and analyze them deeply, seeking to understand their meaning and the author’s purpose. We learn to ask questions, make connections, and draw conclusions based on the evidence provided in the text. Our goal is to enhance reading comprehension and writing abilities by emphasizing critical thinking, evidence-based reasoning, and effective communication.

Our Approach to Literacy

Our approach to literacy is text-centered, which involves providing scaffolded opportunities for students to deeply delve into complex, content based grade-level text through analysis, discourse, and writing. These scaffolded opportunities include a consistent and intentional focus on vocabulary development and building students’ general knowledge. By receiving high-quality ELA instruction every single day, students will be able to unpack rich, complex texts and formulate ideas that connect these texts to society and the world. Our curriculum focuses on elevating the 5 Pursuits named in Dr. Muhammad’s text, Cultivating Genius. In the School District of Philadelphia, educators highlight the intellect within students and themselves and teach in ways that create spaces for mutual empowerment, confidence, and self-reliance. We help to advance students’ joy by elevating beautiful and truthful images, representations and narratives about self and others as we pursue literacy proficiency for all students.

Programming for Students

  • Create a passion for reading,
  • Create excellent writing and grammatical skills
  • Enhance critical thinking and presentation of thoughts
  • Practice different types of writing, such as opinion pieces, informative essays, and narratives, to develop our communication skills
  • Engage in research projects, learning to gather information from various sources and cite them accurately
  • Participate in discussions, actively listening to others and respectfully expressing our own thoughts and opinions

Grade/Course Specific Overview:

Kindergarten → 1st Grade

  • Language development by exploring the alphabet, sounds, rhymes, and word matching.
  • Expanding vocabulary by engaging in stories and read-aloud books.
  • Improve social skills by asking questions, providing answers and commenting during peer discussions.
  • Experimenting with writing by using a combination of drawing, dictating, and writing letters to express information, ideas, and emotions.

2nd Grade –3rd Grade

  • Progress as independent readers and writers, building fluency and confidence.
  • Vocabulary expands through phonics and word root exploration, helping to understand the meaning of unfamiliar words.
  • Better word recognition and comprehension helps to tackle more complex stories and texts, expanding their knowledge across subjects like science, history, and the arts.
  • Writing becomes an outlet for students to express ideas using an expanding vocabulary, clear sentences and paragraphs across various topics.
  • Develop stronger speaking and listening abilities, mastering paraphrasing, clarification, explanation, and reporting of information encountered.

4th Grade → 5th Grade

  • Reading abilities develop allowing engagement with a diverse range of challenging fiction, informational texts, and other materials.
  • Understanding of subjects increases through research projects, analyzing and responding thoughtfully to historical, scientific, and artistic sources.
  • Variations in word meanings improve, by reading extensively and paying attention to vocabulary including synonyms, antonyms, idioms, and words with multiple interpretations.
  • Language skills are strengthened by utilizing roots, prefixes, and suffixes to decipher complex words.
  • Enhanced ability to provide clear and detailed explanations of both explicit and implied information found in books.
  • Through frequent writing assignments, they practice crafting effective summaries, book reports, essays, and character or event descriptions within specified time frames.

6th Grade → 8th Grade

  • Refined skills in analyzing, defining, comparing, and evaluating ideas through reading, writing, speaking, and listening.
  • Application of previously acquired skills to comprehend more challenging books and articles across various topics.
  • Develop the ability to cite specific evidence and utilize academic language and knowledge in their writing as they respond to texts.
  • Grasp a keen sense of discernment, questioning authors’ assumptions and assessing the accuracy of their claims.
  • Vocabulary expansion by incorporating new words into stories, reports, and essays.
  • Effectively support arguments by presenting relevant evidence in both written and spoken forms, enhancing the ability to reason and evaluate others’ use of evidence. These skills empower students across all their academic pursuits.

9th → 12th (English I-IV):

  • Deep comprehension of written materials and use of a broad range of textual evidence to support their inferences.
  • Ability to make connections between complex ideas within and across books, essays, articles, and other resources, exploring different aspects of the same topic.
  • Capable of evaluating intricate arguments independently and overcoming challenges confidently presented by complex written materials.
  • Expansion of cultural and literary knowledge through extensive reading of increasingly sophisticated literature and literary nonfiction, while gaining a deeper understanding of references and imagery.
  • Development of the skills to produce well-reasoned writings and presentations supported by evidence, demonstrating flexibility, concentration, and fluency.
  • Effectively practice articulating and defending claims, substantiating learned knowledge with appropriate examples and evidence, by actively writing and engaging in diverse conversations.
  • These literacy practices extend beyond English Language Arts and find relevance in other disciplines such as science, technical subjects, history, and social studies, allowing students to acquire knowledge and skills through the careful study of texts and topics.


Resources for Families

(coming soon)

Resources for Students

(coming soon)


Math instruction in the School District of Philadelphia is grounded in a vision of math classrooms as spaces that center students and foster curiosity, critical thinking, and joy. We are all mathematical thinkers, and we learn math by doing math – by solving problems and engaging in rich discourse with our peers. By centering students, we move away from the I Do, We Do, You Do model as the standard form of instruction. Students engage in sense-making and develop conceptual, procedural, and applied mathematics understandings. By engaging with rich and rigorous mathematics every single day, students are prepared to imagine and realize any future they desire.

New Core Instructional Resources

In 2023, Imagine Learning LLC/Illustrative Mathematics (IL/IM) became our primary math resource vendor. Learn more about IL/IM on their vendor website, or click below to find family and student resources.

Grade/Course Specific Overview:

Kindergarten (K)

  • Learn number names and counting sequences.
  • Count the number of objects and compare numbers.
  • Understand addition as “putting together” and “adding to”.
  • Understand subtraction as “taking apart” and “taking from”.
  • Build understanding of number facts that add up to 5.
  • Build a foundation of place value by working with numbers 11-19.

First (1st) Grade

  • Represent and solve problems involving addition and subtraction.
  • Understand and apply properties of operations and the relationship between addition and subtraction.
  • Add and subtract within 20 and work with addition and subtraction equations.
  • Extend the counting sequence and understand place value by using properties of operations to add and subtract.
  • Measure lengths indirectly and by iterating length units.

Second (2nd) Grade

  • Represent and solve problems involving addition and subtraction,
  • Solidify their fluency of addition and subtraction within 20, and
  • Understand place value and use it to add and subtract.
  • These big three buckets of work can be taught together and a number line is one of the most powerful models to support this work.

Third (3rd) Grade

  • Develop understanding of multiplication and division and strategies for multiplication and division within 100.
  • Develop understanding of fractions, especially unit fractions (fractions with numerator 1).
  • Develop understanding of the structure of rectangular arrays and of area.
  • Describe and analyze two-dimensional shapes.

Fourth (4th) Grade

  • Use the four operations, addition, subtraction, multiplication and division, with whole numbers to solve problems.
  • Understand place value for multi-digit whole numbers.
  • Perform multi-digit arithmetic by using place value understanding and properties of operations.
  • Understand fraction equivalence and ordering to build fractions with whole numbers.
  • Understand decimal notation for fractions, and compare decimal fractions.

Fifth (5th) Grade

  • Understand the place value system.
  • Perform operations with multi-digit whole numbers and decimals to hundredths.
  • Use equivalent fractions to add, subtract, multiply and divide fractions.
  • Understand and explore concepts of volume, and relate volume to multiplication and addition.

Sixth (6th) Grade

  • Understand ratio concepts and ratio reasoning to solve problems.
  • Divide fractions by using previous understandings of multiplication and division.
  • Apply numbers to the system of rational numbers.
  • Learn algebraic expressions, solve one-variable equations, and inequalities.
  • Analyze quantitative relationships between dependent and independent variables.

Seventh (7th) Grade

  • Students will analyze proportional relationships and use them to solve real-world and mathematics problems.
  • They will apply and extend previous understandings of operations with fractions to add, subtract, multiply and divide rational numbers.
  • Students will use properties of operations to generate equivalent expressions.
  • They will solve real-life and mathematical problems using numerical and algebraic expressions.

Eighth (8th) Grade

  • Students will work with radicals and integer exponents.
  • They will understand the connections between proportional relationships, lines and linear equations.
  • Students will analyze and solve linear equations and pairs of simultaneous linear equations.
  • They will define, evaluate, and compare functions and use functions to model relationships between quantities.
  • Students will understand congruence and similarity using physical models, transparencies, or geometric software.

Algebra I

In Algebra I, students formalize and extend what they learned in the middle grades. This course offers more challenging content as well as strengthening the development of critical thinking skills. The different areas of focus are listed below:

  • Summarize and analyze data, using one-variable Statistics.
  • Compare and contrast data sets by using summary statistics and their graphical representations.
  • Analyze graphs as well as interpret them in the context of real-world situations.
  • Simplify algebraic expressions.
  • Solve one-variable equations and inequalities as well as graph the solution sets.
  • Solve systems of equations and inequalities with one or two variables; using a variety of graphical and analytical strategies.
  • Explore linear and exponential models individually before comparing and contrasting them.
  • Introduction to quadratic functions.
  • Use two-variable statistics to make inferences with mathematical tools such as correlation and regression.

Algebra II

In Algebra II, students focus on expanding their knowledge and skills with linear, quadratic, and exponential functions.

  • Learn polynomial, rational, and radical functions.
  • Work with expressions that define functions.
  • Expand and improve abilities to model situations that solve equations including quadratic equations over the set of complex numbers, and that solve exponential equations using the properties of logarithms.


In Geometry, students focus on formalizing and extending their geometric experiences from the middle grades.

  • Explore more complex geometric situations and deepen explanations of geometric relationships, moving towards formal mathematical arguments.
  • Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course.


In the School District of Philadelphia, every student, every year, will work as a scientist to make sense of the world, change it for the better. Students will be prepared to imagine and realize any future they desire.

Science in Our Classrooms:

  • Science is powered by student ideas: Learning is ignited and illuminated by students’ changing ideas about science.
  • Students are the scientists: Students do most of the scientific thinking, communicating, and investigating in the classroom.
  • Learning is three-dimensional: Students meet research-based state and national standards by engaging Science Practices to understand the specific Science Ideas using the thinking tools of Science Concepts.
  • Phenomena drive the learning: Students’ science learning is motivated and sustained by the need to make sense of phenomena: puzzling, observable events that require the mastery of science ideas to explain fully.
  • Understanding is developed over time: Curriculum and instruction are intentionally planned to support students as they revise and refine their understanding of science ideas, practices, and concepts over time, whether over the course of a unit, throughout a school year, or across their K-12 journey.
  • Instruction is equitable and responsive: Science classrooms are culturally and linguistically responsive, leveraging the brilliance and diverse experiences of our students as resources to help everyone learn science.

What are the standardized tests?

coming soon

What are the AP options?

coming soon


Resources for Families

How Can I Help My Child Learn and Grow in Science?

Studies show that family involvement is one of the biggest predictors of success in school. That’s why parental involvement is so important. Seek opportunities to explore science at home and in the community with your child. Encourage them to keep asking questions, just like scientists. Let them know you don’t have all the answers, and together try to find them. We also encourage you to get involved at your child’s school and connect with teachers to learn more about changes in science instruction as they occur and help inspire children by exploring careers in STEM fields.

Click Here to check out the National Science Teaching Association’s parent page. You’ll find tips to support science learning at home, links to student competitions, recommendations for science trade books, and much more.

Resources for Students

coming soon

Social Studies

The Social Studies department in the Office of Curriculum and Instruction of the School District of Philadelphia is dedicated to supporting the continued development of students who can think critically, question thoughtfully, listen deeply, reason soundly, and have a passion to engage in the world informed by an understanding of community responsibility.

We will do this by implementing inclusive and culturally responsive curriculum, facilitating ongoing meaningful professional development, developing authentic community partnerships, and creating opportunities for student-led activism and service-learning projects.

Programming for Students (coming soon)

Resources for Families

(coming soon)

Resources for Students

(coming soon)


The Nutrition Team (a.k.a. Eat Right Philly) is fully funded through a federal grant – Pennsylvania Supplemental Nutrition Assistance Program Education (PA SNAP-Ed). We use a Collective Impact approach alongside six external organizations in order to reach as many schools as possible. Our goal is to help students and families make healthy food choices within a limited budget and choose physically active lifestyles consistent with the current Dietary Guidelines for Americans and USDA’s MyPlate.

Programming for Students

The Eat Right Philly Program supports schools in creating a healthy environment for students to learn and grow. Programs offered include engaging nutrition lessons that support the School District of Philadelphia’s Academic Framework; Project-based learning initiatives; Nutritious food tasting opportunities; Hands-on gardening experiences; and health and wellness promotional school-wide events. Eat Right Philly staff ensure that students are learning the importance of making healthy food and physical activity choices that lead to behavior change in a supportive and inclusive environment.

Resources for Families

Find free food in Philly – Use this link to for the City of Philadelphia Food Finder

Our program isn’t just for students – we also work to engage parents and caregivers to improve their knowledge and skills around eating healthy and being active.

Our Family Wellness Site has a Recipe Index, which we are adding to all the time. Check out our Sweet Potato & Black Bean Quesadillas – one of our favorites. Then, explore our Families Move Together page for ideas to get your whole family up and moving.

Resources for Staff

Schools are a key environment for encouraging healthy student behaviors, which in turn impact academic achievement. That’s why a large part of our work involves supporting schools and staff in improving wellness for their students.

Our School Wellness Site has plenty of fun and interactive resources staff can use – including lessons on nutrition, materials for movement break activities and information on farm field trips available for classroom and schools.

Our External Partners

The Eat Right Philly team includes School District of Philadelphia staff within the Office of Curriculum and Instruction, as well as staff from the six community organizations. We all work collaboratively to serve as many schools and students as possible. Although there are unique aspects to how we each deliver programming, we all work toward the same goals by performing similar activities – educating students and families, supporting schools in creating healthier environments, and improving access to healthier choices in communities.

To find out which organization provides programming in your school – click on the  “Find Your School’s Provider” section. You can access each organization’s contact information by hovering over their logo below.

This institution is an equal opportunity provider. This material was funded by USDA’s Supplemental Nutrition Assistance Program (SNAP) through the PA Department of Human Services (DHS). To read the full funding and nondiscrimination statement, click here.

Health, Safety & Physical Education

The Office of Health, Safety & Physical Education exists to support the students and staff in The School District of Philadelphia by providing curricular and instructional guidance and supports. Physical Education works to advance physical literacy through use of the thoughtful practice of movement related activities. Health Education focuses on content and skill development to create health literate individuals.

Instructional Time Expectations for Health and Physical Education












30min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk


30min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk 45min 1x/wk

PE= Physical Education

  • Minutes listed above are the minimum requirements for these content areas and grade levels.
  • Expected minutes are based on available programs offered at the school.
  • Health education may be taught by the classroom teacher in Grades K-5. Grades 6-8 should receive instruction by a certified Health and Physical Education teacher.

Health Education

National Standards

  • STANDARD 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • STANDARD 2 – Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • STANDARD 3 – Students will demonstrate the ability to access valid information and products and services to enhance health.
  • STANDARD 4 – Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • STANDARD 5 – Students will demonstrate the ability to use decision-making skills to enhance health.
  • STANDARD 6 – Students will demonstrate the ability to use goal-setting skills to enhance health.
  • STANDARD 7 – Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
  • STANDARD 8 – Students will demonstrate the ability to advocate for personal, family, and community health.
Joint Committee on National Health Education Standards. (2007). National Health Education Standards, Second Edition: Achieving Excellence. Washington, D.C.: The American Cancer Society.

General Learning Outcomes/experiences for students in Health Education

coming soon

Physical Education

National Standards

  • STANDARD 1 – The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
  • STANDARD 2 – The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
  • STANDARD 3 – The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
  • STANDARD 4 – The physically literate individual exhibits responsible personal and social behavior that respects self and others.
  • STANDARD 5 – The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
SHAPE America. (2013). National Standards for K-12 Physical Education. Reston, VA: Author.

General Learning Outcomes/experiences for students in Physical Education

  • K-5: instruction and movement related to the development of motor skills
  • 6-8: instruction and movement related to continued development of motor skills and small-sided games
  • 9-12: instruction and movement related to continued development of motor skills and individual, small and/or large-sided games

Activity Categories and suggested content

*These are suggestions and not intended to limit the variety offered to students. Offerings may vary based on individual school resources and facilities.

  • Dance And Rhythm– creative movement/dance, ballet, modern, ethnic or folk, Hip Hop, Latin, line, ballroom, social, square, Drums Alive
  • Fitness Activities– Pilates, resistance training, yoga, running, fitness walking, cardio-kick (without contact), Zumba and exergaming
  • Lifetime Sports: Invasion Games- rugby, basketball, lacrosse, hockey, soccer, handball, speedball, guard the pin
  • Lifetime Sports: Net/Wall Games- volleyball, handball, badminton, tennis, pickleball.
  • Lifetime Sports: Fielding/Striking Games- baseball, softball, kickball, cricket
  • Lifetime Sports: Outdoor Pursuits- geocaching, hiking, canoeing, kayaking, Adventure activities
  • Individual Performance Activities: gymnastics, skating (roller/ice), track and field, wrestling
  • Individual Performance Activities: Target Games- bowling, bocce, horseshoes, croquet, shuffleboard, golf, archery

Whole School, Whole Community, Whole Child (WSCC)

The Health, Safety and Physical Education (HSPE) Office works closely with our Offices of Nutrition Education, and Student Health Services to focus on development of the Whole Child (CLICK HERE for Centers for Disease Control explanation of Whole School, Whole Community, Whole Child model). We work to expand understanding and implementation of the SDP Student Wellness Policy.


The goal of STEAM is the development of literacy in individual subjects as well as in specific transdisciplinary competencies necessary to empower students to tackle the challenges of today and build our tomorrow.

As we live in a continually evolving science and technology-based society, the District must help students develop

  • core subject knowledge, creativity,
  • the ability to think computationally,
  • a fluency with data,
  • an awareness of social and cultural perspectives,
  • the capability to transfer knowledge and skills across disciplines,
  • the power to understand and express their identities, and
  • skills in problem-solving, communication, and collaboration.

The STEAM office is focused on developing systems of support for schools and networks that are interested in growing STEAM opportunities for their students. This includes curriculum development collaboration, professional learning, resource sharing, makerspace development, and extracurricular programming.

STEAM Overview

STEAM – an acronym encompassing science, technology, engineering, the Arts, and math – is an interdisciplinary approach to education grounded in the development of identity, intellect, criticality, skills, and joy. The goal of STEAM is the development of literacy in the individual subjects as well as in specific transdisciplinary competencies necessary to empower students to tackle the challenges of today and build our tomorrow. While the District has no standardized structure for a STEAM program, many schools have developed STEM or STEAM classes, built makerspaces, or developed interdisciplinary projects across classes.

The primary goal of SDP STEAM is to develop STEAM literacy in order to create successful, fully engaged citizens of the world. The SDP defines STEAM Literacy using Ghouldy Muhammed’s Historically Responsive Literacy framework including the following five dimensions: identity, criticality, skills, intellect, and joy.

  • Identity – Students who are literate in STEAM have developed social and cultural awareness, investigated and validated a sense of who they are and what they want to do, envisioned themselves in STEAM roles, and taken steps to realize their visions
  • Criticality Students who are literate in STEAM have developed an understanding of power, inequality, equity and oppression. Students who are literate in STEAM are provided the tools, understanding, and practices necessary to investigate and act upon systems of oppression
  • Skills – Students who are literate in STEAM have developed proficiency in the following core competencies: collaboration, communication, computational thinking, critical thinking, creativity, data and digital literacy, design thinking, ethical work, problem solving, STEAM mindset, and transfer
  • Intellect – STEAM literacy means having the ability to investigate and act on the challenges facing students’ communities, both local and global. This ability requires students to meet standards in science, math, ELA, Art, computer science, and technology.
  • Joy – Creating, designing, expressing, investigating, collaborating, and tackling problems facing our world are powerfully joyous experiences. Students who are literate in STEAM have gained the ability to find joy in these activities.


STEAM – Science, Technology, Engineering, the Arts, and Mathematics

STEM – Science, Technology, Engineering, and Mathematics

Makerspace – According to Diana Rendina of Renovated Learning, a makerspace can be defined as “a place where students can gather to create, invent, tinker, explore and discover using a variety of tools and materials.”

Resources for Families


  • – Collection of vetted STEAM activities for a variety of ages
  • Make Code – Learn how to use the BBC Micro:bit
  • Coding: Scratch,
  • Tinkercad – Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding. There is also a wonderful simulation system called Sim Lab.
  • STEM Projects from MIT – Variety of advanced STEM projects
  • Unreal Engine Learning Kit – Use this free real-time 3D creation tool to design and simulate physical systems, including lessons to create a virtual rube goldberg device




Special Education

Recognizing and cultivating the genius of every student with a disabilitiy. Through specially designed instruction there will be an instructional focus to support students with disabilities in English Langage Arts: Structured Literacy, High Leverage Practices, Universal Design for Learning and Dynamic Learning Maps Through specially designed instruction there will be an instructional focus to support students with disabilities in the area of mathematics: deepen understanding through student discourse and dialouge, math voabulary, problem solving and the use of the CRA model (concrete, representation, abstract) process; Specially Designed Instruction Social-Emotional-Learning (SEL) will be embeded in the curriculum to support all students with disabilities, in particular those with an “Emotional Disturbance” through the use of research based and evidence based practices.

Student Programming:

Through specially designed instruction there will be an instructional focus to support students with disabilities in the area of:

  • mathematics: deepen understanding through student discourse and dialogue,
  • math vocabulary: problem-solving and the use of the CRA model (concrete, representation, abstract) process
  • Specially Designed Instruction

Resources for Families

(coming soon)

Resources for Students

(coming soon)

Family Support Video Library

Select your student’s grade level to view Math Family Support Videos

Virtual Introduction to Imagine Learning LLC/Illustrative Mathematics

Contact Us

Phone: 215-400-4210
Fax : 215-400-4212
440 North Broad Street
2nd Floor , Suite 251 Portal C
Philadelphia, PA 19130
Hours (M-F 7:30am-4:30pm)

For questions regarding any of the following offices, please use the email addresses listed below:

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