Navigating HQIM Implementation at Scale: Insights From Rivet Education

The Center for Education Market Dynamics • September 05, 2024

Guest Author: Rivet Education

In this interview with Rivet Education, we dive deep into the challenges and solutions surrounding high-quality instructional materials (HQIM) implementation at scale. Rivet Education shares their insights on the most significant hurdles districts face, and how they support educators in overcoming those challenges to ensure consistent and effective use of math HQIM. For district leaders looking to drive meaningful and sustained instructional improvement, our conversation offers valuable insights.

What are the biggest hurdles to districts using HQIM effectively at scale, in Rivet’s view? How does this impact your work?
Adopting HQIM is one of the most impactful moves a district can make—so it’s frustrating to see so many districts struggle right out of the gate. They may question their choice of materials, when really it’s a set of all-too-common implementation missteps that are the root of the problems.

Educators are learners at heart—it’s what makes them good teachers. However, too few teachers and leaders report receiving meaningful, actionable professional learning that supports their skillful implementation of HQIM. Our 2024 Supply and Demand of Curriculum-Based Professional Learning report included a recent analysis of state-level HQIM and CBPL policies, showing that 60% of states focus on HQIM, but only 50% require CBPL.

Additionally, district leaders report that budget constraints and lack of time for professional learning also preclude them from implementing CBPL consistently. We have observed that most professional learning is led by in-house staff, which can be challenging when new HQIM are adopted; the internal expertise isn’t there yet. This means teachers don’t get the support they need to succeed starting on day one.

Rivet works to solve this problem by defining high-quality CBPL and supporting state and local leaders in implementing it for educators. Part of our charge is understanding the CBPL landscape: what educators want, what the market provides, what’s working and what’s not.

How does Rivet Education work to support best practices for HQIM implementation to ensure consistent and effective use?
Implementing HQIM requires a fundamental shift in teacher practice, professional learning, systems, structures, and policies. Without a clear roadmap for navigating the implementation journey, these enabling conditions become serious roadblocks to improving student learning. Our work focuses on three core components to help scale the use of HQIM:

1. Providing a roadmap for HQIM implementation. Our Instructional Materials Implementation Tool reflects the best practices and actions correlated with successful implementation and outlines the HQIM implementation journey. For each phase of implementation, the tool includes the key actions and corresponding success criteria for district leaders, school leaders, and teachers to help them determine, “Are we on track?”
2. Defining high-quality CBPL and evaluating professional learning providers against this definition. We do this through the Professional Learning Partner Guide, a searchable guide that helps states and school systems find a provider that meets the bar for high-quality CBPL. Only the providers that pass all three gateways (evaluating their content and HQIM expertise, professional learning materials, and ongoing processes to improve their services) are included.
3. Consulting with state and local education agencies to help them understand, execute, and monitor the curriculum implementation journey.

What is the biggest challenge you hear about building instructional coherence when aligning assessments, instructional tools, and professional learning initiatives with HQIM?
In the early stages of implementation, districts often struggle with a lack of deep HQIM knowledge to guide alignment. Proposing additional spending on professional learning on top of the HQIM cost is often a hard sell; as a result, many choose not to invest in professional learning beyond the initial curriculum training. This often falls short of preparing teachers to effectively implement the curriculum from day one, or helping leaders build instructional coherence. Additionally, we often see districts continuing to use old tools (like observational rubrics) alongside new materials, which can create confusion and frustration when language, goals, and content don’t align.

What recommendations do you have for states and districts that are setting multi-year goals and monitoring progress to sustain and strengthen HQIM implementation over time?
First and foremost, understand that HQIM implementation is a multi-year journey. Successfully implementing HQIM requires a pronounced shift in approach and sustained effort from educators at all system levels. Any goals should align with the phases of implementation.

We recommend that states and districts communicate a clear instructional vision across roles. This keeps work on track and facilitates decision-making and prioritization.

Professional learning must be a core component of any implementation plan. It should be differentiated by role and experience with the HQIM.

Finally, don’t underestimate the communication required throughout the implementation journey. As this work is ultimately about change management, investment needs to come from all levels within state agencies, district teams, and schools. It is also important for the implementation team to honor the voices of all stakeholders in order to reflect on and refine the key levers that will enact change.

Thank you to the Rivet Education team for sharing their valuable insights on the critical challenges and best practices for implementing high-quality instructional materials at scale. Their expertise sheds light on the importance of strategic professional learning and alignment, offering district leaders actionable steps to ensure long-term success with HQIM. We appreciate their contributions to advancing educational quality and supporting educators in making meaningful instructional improvements. To learn more about the selection and implementation processes of adopting math HQIM, read our six-part series, Driving High-Quality Math Materials: A District Leader’s Guide.