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I see that there's evidence that Geo Leads have built COEs' capacity for DA, but was there also evidence that they are calibrating DA across their regions?

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I like that question. The assumption is that what Geo leads share as a promising practice is a practice that actually makes its way to students. That has many other consideration, particularly the Local Supt.

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Curious if GeoLeads connected LEAs with local partners that were outside of the statewide system of support? With what frequency do COEs leverage these local resources?

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Curious if GeoLeads connected LEAs with local partners that were outside of the statewide system of support? With what frequency do COEs leverage these local resources?

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The question below is great. I do imagine connecting dots between SSOS/Geo lead action impacting COE action, impacting Local Superintendent Action, impacting principal Action, impacting teacher action, impacting students is a stretch. What are your thoughts on the possibility of making that connection?

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Will SSOS/Geo look at a case study similar to 21CSLA recommendation? What is plan to include student level data?

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Will SSOS/Geo look at a case study similar to 21CSLA recommendation? What is plan to include student level data?

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These evaluations are at structures and systems far removed from students. How far down do you think you can/should collect data (e.g., COEs, LEAs, students?)

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Are there SMART goals connected to the report outs? Seems like they are just goals without measurements. Where can we see SMART goals with data/outcomes/measurement?

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What are the goals?

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How will you incorporate student Dashboard data in future evaluations of 21CSLA? Will you employ a matched sample to compare LEAs with leaders participating in 21CSLA and non-participants?

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New TBD Equity Lead connects with 21 CSLA

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New TBD Equity Lead connects with 21 CSLA

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I can see a potential connection between TBD Equity Leads focused on supporting LEAs receiving the Equity Multiplier funds with 21 CSLA given the focus on Equity.

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With only a subset of schools included because scores were around the cut-off: the conclusion is, for that subset, it is simply DA assignment that is linked to student outcomes, correct?

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I'll trust you on that RDD equation, Sean!

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What makes material high quality? What is it being measured against?

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Intervention Design for Learning Acceleration

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Intervention Design for Learning Acceleration

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Are there details that can be shared about the specific strategies that the professional learning teams are emphasizing? Is it as specific as tutoring or on-line supplemental tools or summer learning support or extended time in the school day (double blocks), etc? I realize it varies by content and grade. These details would be helpful.

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Daniel, as you and your team look back at how the project was designed, are there designs in this project that if designed differently would have helped make the evaluation of the Quality of materials while increasing the Quantity of materials more efficient/better/robust?

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With the professional learning as still in the "blue box," are there ways to collect preliminary impact data, like on teacher actions? Or is there a certain time to do so?

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That's an amazing logic model, Elizabeth!

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Which LASG grantees had the greatest challenges recruiting PL participants?

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What strategies have you employed to ensure that grantees collect student outcome data that allows you to meaningfully measure impact?