Districts use multiple forms of data—learning walks, state assessment items, dashboards, and diagnostics—to give teachers feedback and refine IM implementation over time¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Sycamore used learning walks and released MCAS items as data-driven professional learning, having teachers honestly check whether they had covered, skipped, or watered down material. → Hannan 2026 q2 i? Willow teachers used a common protocol to examine dashboard data and develop action plans that became the basis for classroom visits and collaborative hall chats. → Hannan 2026 (2)

Evidence¶

Hannan 2026¶

Hannan, M., Rainier, S., & Perry, R. (2026). Beyond curriculum adoption: What district leaders are saying about using Illustrative Mathematics. WestEd. https://eric.ed.gov/?id=ED681318

q2 · i? · qualitative · r2

Spotlight interview: learning walks described as "120,000 percent not evaluative" supported vertical alignment, and the MCAS gut-check exercise connected curriculum implementation to state assessment outcomes and coherence.

"Sycamore’s curriculum coordinator described using questions that had been released from the Massachusetts Comprehensive Assessment System (MCAS) as a form of data-driven professional learning, which she called a “gut check.”"

Hannan 2026 (2)¶

Hannan, M., Rainier, S., & Perry, R. (2026). Beyond curriculum adoption: What district leaders are saying about using Illustrative Mathematics. WestEd. https://eric.ed.gov/?id=ED681318

q2 · i? · qualitative · r2

Spotlight interview: Willow's data-based learning cycle paired teacher action plans with principal building-level plans, forming the basis for classroom visits and collaborative "hall chats" after visits.

"Teachers used a common protocol to examine district dashboard data, diving into the prior year’s achievement test results; considering 3- to 4-year trends; and later reviewing results for particular standards, questions, and student subgroups."

Discussion¶

Related Claims¶

• District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time — related
• Coursemojo's color-coded engagement dots served as a real-time diagnostic that coaches reported enabled in-the-moment scaffolding and small group pulls — related
• Interviewees most frequently cited the absence of coaching and professional learning support after initial installation as the source of implementation variation — related
• Coaches reported that usage dashboards grounded coaching conversations in evidence rather than perception and prompted reality checks on implementation — a broader claim this one bears on
• Officials report the new framework's transparency and annual dashboards reduced surprise and stress and enabled focus on continuous improvement — related