By the Illustrative Mathematics team
In February, a group of Illustrative Mathematics (IM) leaders spent a day at PS 121, an elementary school in NYC Public Schools District 11 located in the Bronx.
The purpose of the visit was straightforward but meaningful. We wanted to see IM® Math in action and learn directly from the educators leading this work every day. These moments help keep our decisions grounded in what matters most—the lived experiences of teachers and the learning of students.
We were joined by PS 121’s principal and three assistant principals, District 11 leaders, and central office staff supporting the district with NYC Solves. Together, we observed classrooms, shared honest conversations, and reflected on what it truly takes to support strong, joyful math teaching and learning at scale.
School and District Context
Influenced by the direction and support of NYC Solves, PS 121, in the Bronx, intentionally selected IM Math to anchor its math improvement efforts. While this year marks the school’s official launch of IM Math, the work itself did not begin overnight.
District 11’s math journey began in 2019 and has been shaped by intentional curriculum selection, aligned professional learning, and sustained, visionary leadership at both the district and school levels. PS 121’s implementation of IM Math reflects the district’s long-term commitment to coherence and continuous improvement.
PS 121’s Path to IM Math
The school’s transition to IM Math followed a thoughtful, multi-phase process designed to build understanding, confidence, and alignment.
What We Saw in Classrooms
IM leaders observed math instruction from kindergarten through fifth grade—and across grade levels, a shared instructional vision was immediately apparent.
Classrooms were marked by:
- problem-based instruction centered on student thinking
- thoughtful, high-quality teacher facilitation
- productive struggle, discourse, and sensemaking
- clear coherence between lesson goals, tasks, and instruction
Several moments stood out . . .
In one kindergarten classroom, students participated in a notice and wonder discussion with remarkable focus—sharing ideas, listening carefully to peers, and collaboratively making sense of mathematics.
In a fifth-grade classroom, a student thoughtfully identified and explained a classmate’s mistake, not to correct or embarrass, but to support the class’s collective understanding.
“If you hadn’t told me this was their first year with a new curriculum, I wouldn’t have known,” remarked Kristin Umland, CEO and cofounder of Illustrative Mathematics. “The clarity of instruction and the depth of student thinking spoke to something bigger than materials. It spoke to a shared commitment to helping students truly understand mathematics.”
Learning from Teachers and Leaders
Over lunch, IM leaders sat down with teachers and school leaders to talk through what they’d seen in classrooms and what it takes to make strong implementation possible. Educators spoke candidly about what’s working well with IM Math, where they’re still building confidence, and the kinds of supports that matter most.
These conversations reinforced a core belief: High-quality curriculum alone is not enough. Strong instruction emerges when curriculum, leadership, professional learning, and coaching work together. At PS 121, those elements are clearly intertwined.
Early Signs of Student Growth: 11-Point Increase from BOY to MOY
PS 121 leaders also shared early student learning data from the NWEA MAP Math screener. The results showed an 11 percentage-point increase from the beginning to the middle of the year—rising from 39% of students at or above the 41st percentile to 50%.
School leaders noted that mid-year scores often dip. At PS 121, they saw meaningful growth instead. For a first-year implementation, this progress was deeply encouraging.
Conclusion
School visits like the one to PS 121 ground our work at IM in the daily realities of teaching and learning. They show us how decisions made beyond classrooms show up in daily instruction, and how impactful it is when systems, leaders, and teachers move forward together.
“Moments like these remind me why we do this work,” said LaToya Byrd, Sr. Vice President of Client and Partner Success at Illustrative Mathematics. “When students are listening closely to one another, explaining their reasoning, and revising their thinking, you can see a different story unfolding, where every student knows they are capable of doing meaningful mathematics.”
PS 121 is a powerful example of what’s possible when coherence is prioritized, educators are supported to learn together, and students are given consistent opportunities to make sense of mathematics.
At IM, our mission to build a world where all learners know, use, and enjoy mathematics isn’t just a tagline. It’s what drives our product decisions and our commitment to supporting teachers and leaders long after adoption.
Experiences like this one keep that mission rooted where it belongs—in classrooms, with students and teachers at the center.
Next Steps
Interested in learning more about how NYCPS District 11 is seeing real results with IM Math? Check out these other stories:
How IM® Math Supported a 24.8-Percentage-Point Math Gain in NYCPS District 11
Inside Two NYCPS District 11 Schools Where IM® Math Is Helping Drive Meaningful Gains
Wondering what strong implementation could look like in your own school or district? Schedule a call with a member of our Client and Partner Success team, or email us at [email protected]. We’re happy to discuss your district’s goals, answer questions, and collaborate on a plan for what strong, sustainable IM Math implementation could look like in your district.
