How California Montessori Project Kept Their Math Instructional Vision at the Center of Their Adoption Process

For California Montessori Project (CMP), selecting new math instructional materials wasn’t simply about finding a high-quality program. It was about finding the right high-quality materials for their students, teachers, and Montessori context.

As a California charter network committed to providing a Montessori education, California Montessori Project knew that their adoption process needed to reflect what they believe about how students learn mathematics. Led by Jeremy Akiyama, Director of Assessment and Mathematics Instruction, they started their work with CalCurriculum in our spring 2025 workshop series, and then continued on with support through UnboundEd the following school year. They began by developing a clear instructional vision that would serve as the north star for every stage of their adoption process:

At CMP, our students are mathematicians who engage in a high-quality Montessori education that cultivates curiosity, resilience, and a deep understanding of mathematical concepts. Through rigorous problem-solving, meaningful collaboration, and mathematical communication, students develop the confidence and foundational skills necessary to thrive in grade-level and accelerated pathways in high school and beyond.

Rather than developing their vision and then moving on to materials selection, CMP kept returning to it throughout the adoption process. The vision helped the network answer a critical question: What does “high quality” need to look like in our specific instructional context?

Turning the vision into criteria for materials investigation

The first step was translating the vision into concrete priorities for instructional materials. CMP wanted materials that could support the flexibility inherent in their Montessori model, including whole-group instruction, small-group work, and mathematics instruction that moves students through a spiral of concrete to representational to abstract learning. 

The adoption committee developed an instructional materials evaluation rubric with specific indicators for Montessori alignment. By grounding the rubric in their instructional vision, CMP developed a framework that would help identify materials that best met the needs of their context. The question was no longer simply, “Is this a high-quality program?” Instead, the committee could ask, “How well does this program support the kind of mathematics teaching and learning we envision for our students?”

Using the vision to ground the pilot feedback

CMP used its rubric to investigate the final sets of instructional materials, looking closely at how each program aligned with their priorities. Then, the network also invited teachers to pilot the four final contenders. Pilot teachers were asked to consider their experience with the materials through the same lens that had guided the adoption process.

Their pilot survey explicitly asked teachers to assess the degree to which the materials aligned with CMP’s mathematics instructional vision; and, importantly, to provide evidence supporting their ratings. Teachers also reflected on their experience implementing the materials using CalCurriculum’s Hexagon Discussion and Analysis Tool, considering factors such as the materials’ usability, supports, and fit within their local context.

This created a throughline from vision to evidence: the vision reflects what CMP values, and the values helped to drive their decision-making.

Selecting the right fit to align with their vision

Ultimately, the process helped CMP identify the materials that most strongly aligned with their context-specific mathematics instructional vision.

Keeping their vision at the center also created greater consensus among teachers and leaders. Rather than relying on individual preferences or isolated experiences, stakeholders had a shared framework for discussing what they were seeing and why it mattered.

For CMP, the lesson was clear: The strongest adoption processes begin with clarity about what students need and what high-quality instruction should look like in a particular context.

A strong instructional vision gave California Montessori Project a north star. It helped them winnow their options, develop meaningful evaluation criteria, investigate materials more deeply, structure their pilot feedback, and ultimately select the materials that were the best fit for their students and their Montessori approach.

In other words, the instructional vision wasn’t just the starting point for the adoption, it was the thread that guided their entire process.

If you want support with developing a strong content-specific instructional vision, check out our prior blog for guidance and related resources!