It’s early in the school year. You’re reviewing student math work and noticing some red flags—math concepts that should be solid just aren’t there. But when you check their file, you see As and Bs from last year. So what now? In this episode, we unpack the tension many educators face: How do you trust your math professional judgment while navigating a system that sends mixed messages? How do you raise concerns for math progress without being seen as “the bad guy”? And how do you advocate for ...