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Yes, 4 to 7 schools

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School leader readiness

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Helping people to know not just the “what” but, more importantly , the “why”

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Ongoing/Frequent and collaborative On the Job professional learning structures

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no systems level during the day collaboration structures

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Teacher surveys collected at the end of each PD ask teachers what they want more support with and what they might be willing share with other teachers. This data drives the design of future PD and directs the flow of scaling efforts to some extent.

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SDUSD has scaled up by implementing Amplify Desmos to all middle schools. We have also scaled out by bringing in elementary schools with Illustrative Math.

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What are the conditions for success - to help schools self evaluate

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hard to get the department to agree - come to consensus

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adding more schools every year. In year 2 we also scaled out - adding HS

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Curriculum Adoption Committee looked at EdReport ratings to help decision making.

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Our district has scaled up by adding new middle school to using the HQIM.  Some schools in the district have scaled out by adding the IM to the elementary schools.

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Our district has scaled up by adding new middle school to using the HQIM.  Some schools in the district have scaled out by adding the IM to the elementary schools.

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All schools were already utilizing the HQIM at middle school, and elementary was also already using and high schools have other adopted HQIM. Iready isn’t available at high school level

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The district I support decided to scale out and the HS adopted the same curriculum I've been supporting implementation with at the MS level.

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In our Region within LAUSD we’ve added schools that now use IM while supporting the next level of deeper learning by the schools currently using it. To meet schools where they are, we have them in cohorts by year of implementation

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RGCG ISD - the district has allocated $ and human resources to support HQIM adoption in the ES.   

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RGCG ISD - the district has allocated $ and human resources to support HQIM adoption in the ES.   

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MS success indicators to support ES efforts - teacher retention, student test scores, teacher participation rates in required and opt-in PD.

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MS success indicators to support ES efforts - teacher retention, student test scores, teacher participation rates in required and opt-in PD.

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The district saw the growth in the student experience at the middle school level with the adopted curriculum and decided they wanted high school students to have the same opportunities (i.e. students doing the heavy lift in the math class, student-to-student conversations). They, however, did not do the full implementation support/roll-out that we did with the middle schools, so there has been less traction and teacher buy-in.

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End of year Summative, diagnostic and formative

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End of year Summative, diagnostic and formative

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We use satellite and map data to help set the sense of urgency. We should add more student voices as part of that data collection

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Ensuring that there are new leaders (teachers, mostly) to sustain the HQIM MS work so that other leaders can allocate sufficient energy in the scaled out ES HQIM

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Ensuring that there are new leaders (teachers, mostly) to sustain the HQIM MS work so that other leaders can allocate sufficient energy in the scaled out ES HQIM

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The same level of support that was provided for early adopters--they can't be expected just to replicate what was done well at other campuses. It's a great place to start, but there needs to be learning/support done at every campus around the new curriculum.

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To scale up we have to help schools with the building a strong why.

To scale out, we have have to use data and research to design supports that are relevant and timely