Jennifer Cullen, Math Instructional Coach/Interventionist, Hortonville Area School District
How do you transform math instruction to reach every student—from those who struggle to those who soar? We recently sat down with Jennifer Cullen, an experienced instructional coach and interventionist for the Hortonville Area School District in Wisconsin, who has seen firsthand the powerful impact of Illustrative Mathematics’ problem-based curriculum. From unexpected shifts in student achievement to changes in educator mindsets, she shares how IM Math is reshaping classrooms for both teachers and students.
How does your work as an instructional coach relate to the overall implementation of IM Math in your school community?
While evaluating curricula, we were looking for something that was going to deepen problem-solving skills but also give us rich tasks. We had heard from other schools in our area that the Illustrative Mathematics curriculum was really powerful. So we piloted a few units of IM Math alongside our other finalist, and the teams overwhelmingly thought the IM curriculum was a better choice.
Now in our third year of using IM® K–5 Math, we’ve seen significant growth. The first year was a learning year for us, figuring out how to help students catch up enough and fill in some gaps to get them to be successful. But now that our second-graders have used the curriculum since kindergarten, teachers just can’t believe how much kids are talking and how much they know.
I’m also an interventionist in our school. Previously, we had so many struggling students that I could only support those scoring below the 9th percentile. Now, I’m able to support students up to the 20th percentile. In our school of 600 students, we now have only four or five students scoring below the 10th percentile, which is just crazy. So IM Math has shifted us in a way that I just wasn’t expecting—not only has it raised the rigor for gifted students, but it’s also provided greater support for our students who struggle. It’s been such an amazing program for us.
Have you noticed any common themes in the positive feedback from teachers about how the IM curriculum is impacting their classroom culture or student success?
There has been a pretty big shift in teachers’ thinking. Many were so used to delivering a mini lesson, teaching a concept, and then having students practice. But with IM Math, they’re realizing that the process works differently—they launch a problem, let students explore, and then at the end, in the synthesis, is when we do the teaching. At first, everyone was kind of like, “I don’t know about this. I see kids making a lot of mistakes and misconceptions.” But what we’re learning is that in the misconceptions and the moments of productive struggle, that’s where the most valuable learning happens.
The number one comment I hear from teachers since we adopted IM Math is, “I can’t believe they can do this.” I hear it at every grade level. As an instructional coach, you know in your heart that students can do difficult things. But teachers are so used to getting a variety of levels in their classrooms that—due to time constraints or other pressures—they often end up teaching to one type of student and differentiating when they can. IM Math, however, is so high in rigor that you can put things in place for students who might struggle, like bring in a tool or an anchor chart or a visual, and then students can do things that they just never thought they could do.
Can you share specific IM methods that have been most effective in helping teachers foster positive math mindsets in students?
The Warm-ups have really changed how students think about math. For a long time, I think students saw math as just a question with one right answer. But the Warm-ups—like What do you notice? What do you Wonder?—allow for so many different ways of thinking. That also carries over into other routines, such as the Number Talks, where students realize that not everyone solves problems the same way. So the Warm-ups have been especially helpful in making everyone feel like mathematicians. And that’s probably the number one biggest hurdle for me as a math coach: How can I get our students to feel like they’re powerful in math?
The Warm-ups also provide a consistent structure from day to day. Students start with a Warm-up, move into two or three activities, and finish with a Cool-down. That familiar routine—across grade levels, year after year—is pretty powerful in itself because we know elementary kids thrive on structure.
The second part of that is that students are just so excited. In the past, some kids liked math time and some didn’t. But no matter how many classrooms I’ve visited since we implemented IM Math, the moment the Warm-up appears on the screen, students run to the mat and sit down. You don’t have to say, “Come on over, it’s time to start.” They’re waiting and ready!
When reflecting on the student experience before and after implementing IM Math, have there been any students who stand out to you—either in a positive way or in facing challenges?
I think where I see it the most is with our students with special needs. One student in particular comes to mind. Before we implemented IM Math, our instruction was heavily worksheet-based, and I had worked with her in intervention for many years. But when the IM curriculum came along, it was like her entire world opened up. Suddenly, it wasn’t just about doing problem after problem—it was more about thinking. And that shift alone made her feel excited and confident in math for the first time.
Actually, I have a letter up on my bulletin board in front of me, where she wrote, “I wouldn’t be this good at math. I’m amazed at myself. I’m unstoppable. I can overcome obstacles.” And that truly is a testament to how the IM curriculum focuses on thinking rather than just getting the correct answer. Because the more she was thinking, the more accurate her answers became.
To me, that’s the biggest shift I’ve seen: Students who’ve struggled in math no longer feel like they struggle. Instead, they recognize that everyone struggles at some point. There was always this sort of feeling that some kids were just good at math and some kids weren’t, but I don’t really hear that anymore. Of course, there are still students who experience some math anxiety, and we work through that. But the mindset of “you’re either good at math or you’re not” has nearly disappeared. Kids don’t say that at all.
We also have a building-wide math goal focused on fact fluency. So kids will stop me in the halls and tell me about their math progress. While part of that enthusiasm comes from having a visible school-wide math goal, students aren’t just telling me about fact fluency, they’re genuinely excited to share what they’re learning in math—and that’s something that never happened before we began using IM Math.
Thank you to Jennifer Cullen for sharing her experience and insights on the impact of IM Math. Her perspective highlights the meaningful shifts happening in IM Classrooms across the country—from increased engagement among teachers and students to a deeper understanding of math. The changes in classroom culture, instructional practices, and student confidence she describes illustrate the power of a problem-based approach. We appreciate her time and dedication to helping us see how IM Math is making a difference in her school community.
Next Steps/Call to Action:
Adopting high-quality instructional materials like IM Math is a powerful step toward ensuring equitable learning experiences for all students. Curious about what the IM journey can look like? Check out the following blog post:
If you’ve already adopted IM Math and want to ensure an organized and thoughtful rollout, don’t miss these helpful blog posts:
- Getting Started with IM Certified® Math
- Supporting Teachers During Implementation of Illustrative Mathematics: Big Ideas For Coaches and Teacher Leaders
Jennifer Cullen
Math Instructional Coach/Interventionist, Hortonville Area School District
Jennifer Cullen is a math instructional coach and interventionist for the Hortonville Area School District. She also speaks and works with schools nationwide that are looking for solutions to increase math scores and develop a deep conceptual understanding of math. Her special passion is engaging teachers and students in ways to make fact fluency stick for good. You can find out more or contact her at https://beyondtraditionalmath.com.
