Establish program-specific implementation thresholds through curriculum review and structured developer interviews¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study's strategy for defining fidelity begins with an expert review of student and teacher materials across structure, intended classroom interactions, and curriculum-embedded educative features, entered into a comparison spreadsheet with team calibration. Developers then answer written questions about essential features, fidelity thresholds, faithful adaptations, and readiness, covering four dimensions of scaffolded learning opportunities, including "opportunities to develop procedural fluency based on conceptual understanding." A broader goal is "to establish an implementation threshold for each program— a minimum characterization of what implementation should look like across districts and schools and classrooms that all use the same set of materials," followed by a 1-hour semistructured follow-up interview.

Design Implications¶

Context¶

Requirements¶

• Requires access to curriculum developer teams or, failing that, completion of protocol responses using available teacher and student materials

Constraints¶

• The report reports the limitation that the team could not get direct input from all four curriculum development teams contacted, and that materials specify essential features more clearly than thresholds and allowable adaptations

Target Learners¶

• curriculum developers, district leaders, and researchers studying middle-grades mathematics curriculum implementation

Target Learning Goals¶

• defining treatment and core program dimensions to operationalize implementation fidelity for efficacy studies

Affordances¶

• Official To Enacted Curriculum Translation Framework

Claims¶

• HQIM teacher guides differ substantially in the depth of educative guidance they provide for the same pedagogical practice [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Perry, R., Nucci, D., Walters, K., McKinney, D., Nielsen, S., & Hannan, M. (2026). Measuring what matters: Considerations for measuring the implementation of high-quality instructional materials in mathematics. WestEd. https://eric.ed.gov/?id=ED681340