As a result of our intense negotiations with the DOE over our concerns with the NYC Solves curriculum, the DOE is releasing key policy updates to all middle and high school math teachers and principals. These updates are a step in the right direction as we continue to push the DOE to respect your time and expertise while providing you with the support you deserve. 

The following letter, which spells out these changes, is being sent jointly by the UFT, the DOE and the principals’ union today. 

Please contact your chapter leader and/or your UFT district rep immediately if you don't see changes in your school.

Sincerely, 

Michael Mulgrew
UFT President

Dear Colleagues, 

Implementing a new curriculum is a significant undertaking, and we deeply appreciate the extraordinary efforts of our educators. We are committed to continuous engagement with educators in the field and our labor partners. Part of what makes curriculum implementation challenging is balancing the need for teachers to modify the curriculum for their students without sacrificing rigor and coherence. 

In response to recent feedback from the field, we are updating key policies to address concerns related to pacing flexibility, the purpose and use of cool downs, and professional learning. 

The updates are categorized into four key areas: 

Flexibility in Pacing to Support Teaching and Learning 

The pacing guide is designed to provide structure, not rigid mandates. 

Educators can use planning time to make modifications and adaptations to the curriculum based on the needs of their students to ensure access for all. Educators are encouraged to use professional discretion, with flexibility of up to two weeks, to meet the unique needs of their students. They should prioritize completing each unit over every activity in every lesson and plan by section rather than by lesson. 

Section-level planning guides and narratives help teachers understand the overarching goals and learning progression within each section. Educators should use these resources along with the specific needs of their students to adjust pacing within unit structures. These adjustments to pacing will not result in any punitive measures. When a section or unit requires more time, teachers should review their future pacing to make adjustments, ensuring that students are exposed to all units and sections in the curriculum. 

Assessments will be streamlined for teachers to focus on student instruction. 

Streamlining Data and Clarifying the Purpose and Use of Cool‑Downs 

Cool-downs are used daily for planning purposes to inform instruction and provide teachers with information for student feedback. 

The completion of cool-downs may vary based on instructional timing and the selection of other Illustrative Math activities. 

Teachers are not required to record the data from cool-downs as they are used to inform instructional decisions. 

Duplicative tasks must be eliminated, freeing teachers to focus on delivering instruction. To ensure teachers can focus on their primary role of instructing students, they should not be doing data entry and spreadsheets. 

Spreadsheets should not be used to collect or record this data. 

Professional Learning 

Professional learning will be provided to support educators in understanding how the curriculum can be effectively modified to meet the diverse needs of their specific student population. Paraprofessionals working within math classrooms will be included in these workshops. Future professional learning opportunities will be adjusted to address lesson and unit pacing challenges, as well as the suggested modified units. 

Teacher professional learning, coaching, and collaboration are critical to success. Every effort should be made to maximize current professional learning times and minimize the loss of instruction. There is an understanding in that the best coaching that takes place is working alongside a teacher in their classroom. 

Extra Supports and Flexible Resources for Students 

Future professional learning, guidance, and coaching will focus on several key areas to support students: 

• Emphasizing the Use of “Extra Supports” Materials and Unit Adaptation Packs. 
• Providing Specific Training and Guidance: Educators will receive training on how to effectively use these materials to support student learning. 
• Offering Professional Learning Opportunities: These sessions will focus on differentiating instruction to meet the diverse needs of learners, ensuring that every student can succeed. 

Educators can make decisions focused on supporting students with diverse learning needs. This can be done identifying practices that support English Language Learners (ELLs) in the mathematics classroom. 

Professional learning opportunities will be made available in response to feedback received regarding curriculum resources to meet the needs of ELLs in addition to students with disabilities. 

Therefore, flexibility and the use of other outside resources are acceptable and encouraged. 

Thank you for your partnership, expertise, and dedication to our students. 

Sincerely, 

Melissa Aviles-Ramos, New York City Schools Chancellor 
Michael Mulgrew, UFT President 
Henry Rubio, Council of School Supervisors and Administrators President