Implementation Matters: The ROI of HQIM

States have encouraged using ARP/ESSER funds to purchase high-quality instructional materials (HQIM) because there is general consensus that better materials can have a substantial impact on students’ learning outcomes. But simply acquiring HQIM is not enough to ensure results. What lessons have districts learned about implementing HQIM with quality and fidelity? What role can state agencies play in ensuring there is a return on investment from all these new purchases?
 

 The Accelerated Learning Work Group hosted a panel session to hear from districts with experience in successful implementation of HQIM to share lessons learned and discover ways SEAs are supporting quality implementation. Here are short videos of the experiences they shared:
 

Laying the Groundwork for Effective Implementation of HQIM – Vanessa Hilton from Pasco County, Florida shares lessons about effective adoption of HQIM in a large district, beginning with engaging teachers in selection of materials and training in standards. She describes the district’s systematic approach to piloting, selecting teacher ambassadors, and creating various professional development formats.
 

How to Avoid the “Hang-over”—HQIM Sparks Changes in Systems – Brent Conway from Pentucket Regional School District in Massachusetts discusses overcoming the challenges of resistance to fully implementing new curricular materials. He emphasizes taking into account how HQIM implementation interacts with existing systems (e.g., assessment, teacher evaluation, and scheduling).
 

SEA Signals and Supports for Quality Implementation of HQIM – Marissa Payzant from the Nebraska Department of Education describes how a state education agency (SEA) can support local implementation of HQIM in an environment of strong local control. Through its participation in CCSSO’s High Quality Instructional Materials and Professional Development Network (IMPD), Nebraska piloted a number of strategies.
 

Collaborating with Regional Partners for Quality Implementation – Kerry Martinez from the Ohio Department of Education provides information about the agency’s initiatives to ensure that HQIM are selected and implemented, including engaging the support of intermediate organizations.
 

For many excellent resources about HQIM, visit CCSSO’s IMPD, and look for additional products that the CCNetwork’s Accelerated Learning Work Group is preparing.