September 2025 President's Message

From Framework to Classroom: A Call to Action on Instructional Materials

Welcome to the 2025-2026 school year! September marks a period of exciting transition. As the rhythm of summer gives way to new academic routines, I know that families across California are navigating this shift, and our dedicated educators are working tirelessly to prepare for the year ahead. 

In these crucial first few weeks, our collective focus is on creating learning environments that are welcoming, safe, and ready to spark joyful and meaningful mathematics experiences for every student. This work lays the foundation not only for a successful semester, but for lifelong habits of confident mathematical exploration.

This year holds a particularly significant opportunity for our mathematics community. Several school districts are embarking on a critical instructional materials adoption that will shape mathematics teaching and learning for years to come. This process will consider three types of programs: basic grade-level materials for kindergarten through grade eight, Algebra I, and Integrated Mathematics I. 

Please mark your calendars for key dates in this process: 

• September 17–18, 2025: Instructional Quality Commission (IQC) adoption recommendations​​​​​​​

• ​​November 5–6, 2025: State Board of Education (SBE) public meeting, comments, and final action​​​

As schools and districts engage in this selection process, we must choose materials that authentically promote the vision of the California Mathematics Framework. As I recently wrote in an EdSource article, this is about more than just checking boxes for standards alignment; it's about selecting resources that bring the Framework’s principles to life. A crucial part of this work is ensuring that materials meet the needs and celebrate the assets of all students—especially our multilingual learners, who are a vibrant and vital part of California’s classrooms.​​

High-quality instructional materials are a powerful lever for equity. As we evaluate potential programs, we must ask critical questions. Do these materials honor and build upon students’ diverse backgrounds? Do they integrate language and literacy development directly into the mathematics content, helping students master both academic language and mathematical concepts simultaneously?​

Guidance from education advocates, like The Education Trust-West, highlights several core components of high-quality materials for our multilingual learners. These resources must:

• Align with the CA Math Framework to ensure a cohesive educational experience.

• Provide robust supports and scaffolds, such as differentiation strategies that allow all students to access rigorous, grade-level content without simplification.

• Be informed by culturally and linguistically sustaining pedagogy, recognizing that our students' languages and cultures are assets in the learning process.

• Provide educators with clear guidance on how to facilitate implementation and effectively teach the language and vocabulary students need to engage in mathematical discourse.

This adoption presents an opportunity for us to be intentional about promoting equity. It's an opportunity to equip our teachers with tools that help them create classrooms where every student feels seen, valued, and empowered to succeed in mathematics. I encourage every member of the CMC community to stay informed and engaged as this process unfolds. Together, let’s make this school year one of growth, connection, and joyful mathematical discovery for every student.

In the service of students,

Dr. Ma Bernadette Andres-Salgarino, NBCT

President, California Mathematics Council