0:57
Speaker B
35:30 - 36:27
"what are the risks of proceeding with an implementation that had to skip the core early steps. And I would list those as usually we would like to create a comprehensive task force to develop implementation goals and objectives and then pilot it at a certain number of schools and then do an intimate fidelity evaluation of those schools, then have that create a reiteration mechanic so that the scaling mechanism has a way of hearing upon itself."
“what are the risks of proceeding with an implementation that had to skip the core early steps. And I would list those as usually we would like to create a comprehensive task force to develop implementation goals and objectives and then pilot it at a certain number of schools and then do an intimate fidelity evaluation of those schools, then have that create a reiteration mechanic so that the scaling mechanism has a way of hearing upon itself.”
- Speaker
- Speaker B
- Timestamp
- 35:30 – 36:27
- Community
- Alaska News
- Captured at
- May 20, 2026
From the transcript
Um, I just would like to hear from your perspective, what are the risks of proceeding with an implementation that had to skip the core early steps. And I would list those as usually we would like to create a comprehensive task force to develop implementation goals and objectives and then pilot it at a certain number of schools and then do an intimate fidelity evaluation of those schools, then have that create a reiteration mechanic so that the scaling mechanism has a way of hearing upon itself. And then finally create a scaling blueprint. Those are things that a good curriculum coordinator would love to have, and the board has tasked you to do something without those. Could you help us understand the risks so that we can be very kind in the future watching a system that is struggling to be built?
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