{"id":23126,"date":"2025-04-07T12:04:24","date_gmt":"2025-04-07T16:04:24","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=23126"},"modified":"2025-04-11T17:10:08","modified_gmt":"2025-04-11T21:10:08","slug":"illustrative-math-curriculum-implementation-evaluation-year-1","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2025\/04\/07\/illustrative-math-curriculum-implementation-evaluation-year-1\/","title":{"rendered":"Illustrative Math Curriculum Implementation Evaluation: Year 1"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text css=&#8221;&#8221;]This report summarizes the evaluation of the first year of the School District of Philadelphia&#8217;s implementation of the Illustrative Math curriculum, using data from surveys and focus groups with principals, Professional Learning Specialists, School-Based Teacher Leaders, and math teachers to identify facilitators and barriers to implementation within SDP\u2019s context.<\/p>\n<p>Key findings:<\/p>\n<ul>\n<li>Many participants felt Illustrative Math (IM) was a step in the right direction and observed benefits to students, including increased student engagement, confidence, and collaboration.<\/li>\n<li>Focus group participants indicated that Professional Learning Cycles (PLCs) were a key space to build teacher buy-in and trust in IM, and to shift from teacher-directed practices to inquiry-based learning.<\/li>\n<li>Survey data indicate that teachers used IM to lead daily instruction. Teachers reported that addressing foundational learning was a main challenge to lesson pacing, creating tensions between staying on pace and ensuring integrity of implementation.<\/li>\n<li>Teachers expressed that mixed messages about allowable modifications and supplemental materials was a barrier that undermined integrity of implementation.<\/li>\n<li>Teachers reported that time acquiring and preparing IM materials was a main barrier to effective lesson planning; they emphasized logistical and day-to-day challenges of operationalizing IM for their context.<\/li>\n<\/ul>\n[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; css=&#8221;&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2025%2F04%2FIllustrative_Math_Curriculum_Implementation_Evaluation_Year_1_Report_April-2025.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>This report summarizes the evaluation of the first year of the School District of Philadelphia&#8217;s implementation of the Illustrative Math curriculum, using data from surveys and focus groups to identify facilitators and barriers to implementation within SDP\u2019s context.<\/p>\n","protected":false},"author":103956,"featured_media":23129,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131,268],"tags":[],"class_list":["post-23126","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction","category-math"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/23126","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=23126"}],"version-history":[{"count":5,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/23126\/revisions"}],"predecessor-version":[{"id":23416,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/23126\/revisions\/23416"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/23129"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=23126"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=23126"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=23126"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}