This report summarizes the evaluation of the first year of the School District of Philadelphia’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’s context.

Key findings:

• 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.
• 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.
• 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.
• Teachers expressed that mixed messages about allowable modifications and supplemental materials was a barrier that undermined integrity of implementation.
• 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.