California adopts Imagine IM California math curriculum

When we unified our product teams just over a year ago, I knew California’s K–8 Math Adoption would be a major milestone. But even in my most optimistic vision for year one, I didn’t expect the level of cohesion we found across a project this complex. The work we’ve done together with Illustrative Mathematics has been some of the most focused, instructionally grounded, and cross-functional collaboration I’ve seen in my career. We're proud of what we’ve built and of the impact we’re starting to see for California educators and students. More soon. https://lnkd.in/gGJDQDMg

Classroom Mathematics California by i-Ready has been officially approved by the California State Board of Education as part of the 2025 Mathematics Instructional Materials Adoption. Built from the ground up for California classrooms, this new core math program supports educators in bringing the California Mathematics Framework to life through discourse-rich lessons, embedded ELD supports, and meaningful data connections. As part of i-Ready’s connected ecosystem, Classroom Mathematics California links assessment insights directly to instruction, helping every student grow with confidence. Learn more: https://bit.ly/4oWz579 View website: https://bit.ly/43lBCPT #ClassroomMathematicsCalifornia #iReadyCA #EdTech #MathEducation

Big news for math education in California! The High-Quality Instructional Materials Learning Partners Coalition celebrates the approval of 64 new math materials that: ✔ Align with the CA Math Framework and state standards ✔ Center equity and access ✔ Support all students—especially multilingual learners and students of color—for deeper learning. Read the coalition’s full statement: https://lnkd.in/gRaP2xPc #MathEquity #HQIM #CaliforniaEducation #EdEquity

🎉 Big news for California educators! #OpenUpMath K-8 - California Standards has officially been approved by the California Department of Education, and the curriculum will be available starting in the 2026/27 school year! ✨ Designed to support diverse learners and aligned with the California Mathematics Framework, our curriculum emphasizes understanding, creativity, and collaboration, helping every student build reasoning, confidence, and a positive math identity. We’re beyond thrilled to empower California students and educators with high-quality, standards-aligned resources that celebrate curiosity and problem-solving. Read the full announcement: https://bit.ly/482gRui

I am thrilled to celebrate this milestone with our team at Open Up Resources — one that has been years in the making and rooted in thoughtful collaboration and care. Getting Open Up Math K–8 – California Standards approved by the California Department of Education wasn’t just about checking boxes. It was about designing something meaningful, intentional, and deeply aligned to what California students and teachers deserve. Every decision, every revision, every late-night conversation was anchored in one question: How will this positively impact classrooms? This approval means that, beginning in 2026–27, children across California will have access to a curriculum that supports sense-making, centers belonging, and builds confident mathematicians. Teachers will have materials that honor their expertise, lift up diverse learners, and bring the spirit of the CA Math Framework to life. I’m incredibly proud—and even more energized for what this means for kids, for teachers, and for the future of math teaching and learning in California. Read more below!

BIG NEWS FOR MATH EDUCATION IN CALIFORNIA! The High-Quality Instructional Materials Learning Partners Coalition celebrates the approval of 64 new math materials that: ✔ Align with the CA Math Framework and state standards ✔ Center equity and access ✔ Support all students—especially multilingual learners and students of color—for deeper learning. Read the coalition’s full statement: https://lnkd.in/g-RR9zHW #MathEquity #HQIM #CaliforniaEducation #EdEquity

🧮 The MATH Principle: Model, Apply, Test, Hone Developed through years of reflective classroom practice, the MATH Principle offers a structured yet flexible framework for teaching and learning mathematics. It emphasizes guided modeling, meaningful application, formative testing, and continual honing—encouraging mathematics as a discipline of practice rather than memorization. Now published in the Open Science Framework (OSF), it seeks to support teachers, educators, and researchers in designing learning experiences that build both understanding and persistence. 🔗 https://lnkd.in/gWy2kZFt #MathematicsEducation #TeachingFramework #ReflectivePractice #MATHPrinciple #OSF

📉 What does it really mean when your child is “1–2 years behind” in math? Parents hear this phrase all the time from schools or test reports, and it can sound overwhelming. But being “1–2 years behind” rarely means a child needs to start over. In most cases, it simply means a few essential math skills are missing. Once we identify those missing skills, we can rebuild them in a focused and encouraging way. Recent research from TNTP and the Annenberg Institute found that students actually learn faster when they continue with grade-level work while filling in gaps just before new material is introduced. This approach, called learning acceleration, helps students move forward rather than get stuck in review. That’s the foundation of how I work with my math students in grades 4 through Algebra 1. Short, consistent tutoring sessions, personalized feedback, and progress you can see. If you’ve ever wondered what “1–2 years behind” really means or how to help your child catch up, this post explains it all in plain language.

A recent study examined how kids’ patterns of physical activity and sedentary time relate to academic performance (especially in math). The findings challenge us to rethink the “sit-still and learn” model: less sitting + more movement = better learning conditions. For educators, administrators, and parents alike, this means: classroom design, schedule breaks, and lesson structure. See more here: https://hubs.la/Q03Rvgq00

A recent study examined how kids’ patterns of physical activity and sedentary time relate to academic performance (especially in math). The findings challenge us to rethink the “sit-still and learn” model: less sitting + more movement = better learning conditions. For educators, administrators, and parents alike, this means: classroom design, schedule breaks, and lesson structure. See more here: https://hubs.la/Q03Rvfnt0