Four actionable steps for district leaders moving from adoption to effective, equitable HQIM implementation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Drawing on its seven-district cross-case findings, the report recommends four steps for district leaders: invest time in building shared instructional principles before curriculum selection, as Maple and Oak did; treat expectation-setting as an ongoing practice using learning walks, coaching cycles, and professional learning sessions; plan now for the sustainability of support roles, since the loss of even one position can destabilize an implementation effort; and, as implementation matures, shift attention to how equitably students are experiencing the curriculum by examining subgroup achievement data and auditing supports.

Design Implications¶

Context¶

Requirements¶

• Ongoing structures for professional learning and coaching
• Sustained commitment and intentional planning across phases of implementation

Constraints¶

• The report notes implementation is neither linear nor self-sustaining and requires deliberate, layered attention at every level of the system

Target Learners¶

• Grades 6–8 mathematics students in districts adopting high-quality instructional materials

Target Learning Goals¶

• Consistent and equitable implementation of adopted mathematics curricula

Affordances¶

• Hqim Implementation Chain Phased Multilevel

Related Strategies¶

Examples¶

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Key Sources¶

• 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