Imagine a school district administrator in the fctional California district of "Rosewood," who is concerned about her 5th grade students' profciency in math. Fifth grade math achievement scores have been static in the district and teachers say that many 5th graders are struggling with multiplication, even though it was supposed to be introduced in 3rd grade through the California Common Core State Standards: Mathematics (CCSS-M). Rosewood's district math team has tried to address principals' and teachers' concerns with multiplication, but those efforts don't seem to be moving the needle for students. The Rosewood administrator is ready to dedicate more resources toward improving 5th grade student math learning, and wants to be effcient in seeking technical assistance (TA) to help solve this district challenge. How might this administrator go about identifying and obtaining relevant and appropriate technical assistance?
Under California's funding structures, districts have autonomy to purchase technical assistance in prioritized need areas.1 That freedom can be both a blessing and curse, as there are thousands of consultants, nonprofts, and resources available in the multimillion-dollar technical assistance marketplace -- almost all of which promise to help districts solve their problems, but very few of which have been vetted by any authority.
The 10 districts in the Math in Common (MiC) community of practice regularly faced the kind of scenario unfolding in Rosewood. That is, they often needed to seek out TA to help them address issues related to implementing the CCSS-M -- ranging from improving the alignment of their textbooks' lessons, to supporting better standards-aligned instruction for English learners, to reconfguring teacher professional learning communities (PLCs) to help teachers effectively implement the standards. But unlike most California school districts, MiC participants received signifcant support on making TA decisions through MiC's community of practice. Their experience highlights a major issue in standards implementation across the state: Districts need to be thoughtful, and well supported, in identifying and accessing TA that will help them bring standards to life in their local contexts and ultimately improve student achievement.
As MiC's evaluator, WestEd examined districts' experiences with standards implementation in a comprehensive series of formative and summative evaluation reports spanning 2013–2019. This brief summarizes our learning from these reports on the successes and challenges that districts encountered.