Changing Instruction With Intention

The Center for Education Market Dynamics • August 07, 2024

Understanding the “why” behind math curriculum changes is crucial for aligning your adoption plan with your district’s needs and goals.

In the second installment of our Driving High-Quality Math Materials: A District Leader’s Guide series, Changing Instruction With Intention, delve into the strategic reasons behind updating math materials.

This article explores the key factors that necessitate a math curriculum change, including state policy updates, district concerns about current materials, and local advocacy efforts. It offers actionable insights on evaluating your current curriculum’s effectiveness, identifying gaps, and leveraging stakeholder feedback to ensure a successful transition to high-quality instructional materials (HQIM).

What was very clear is that we had something that was absolutely not fully aligned to research and evidence-based practices. We knew that what we were doing wasn’t going to work with our standards, and it wasn’t going to work with what the research says. But I don’t think we really knew what to do about it. And so that was really the initial catalyst—knowing that we had a materials gap.

– Director of Elementary Academics, Texas

In this article, district leaders can expect to learn about:

• Understanding and aligning with state policies and timelines around high-quality math curriculum and instruction.
• Evaluating and identifying gaps in current materials to guide upcoming selection and implementation processes.
• Engaging and collaborating with local advocates for informed decision-making to build trust, gain buy-in, and ensure alignment between all stakeholders.

Read Changing Instruction With Intention