Creators of high-quality instructional materials and accompanying professional learning
The Lawrence Hall of Science was approved for the PLPG in February 2024.
The "Types of support we offer" and "Our curriculum expertise" are evaluated and approved by Rivet Education; all other information is self-reported. We recommend that you confirm details with each partner directly.
Who we are
11-25% are non-white
Where we work
We have worked here
We are also willing to work here
Types of districts that we have experience working with
- Traditional District
- Fewer than 2,500 students
- 2,500 to 10,000 students
- 10,000 to 50,000 students
- 50,000 to 100,000 students
- More than 100,000 students
- Greater than 60% of economically disadvantaged students
- Greater than 20% of English language learners
- Greater than 20% of students with disability
- Greater than 80% students of color
This partner's approach and services
How we address equity
How we build district capacity
The Lawrence provides support for equity-driven HQIM implementation through systems-level capacity building for science through attention to key dimensions of systems capacity building and organizational change. We support organizations to develop their capacity to design policies, plans and learning supports to build and sustain a high quality, equitable, district-wide science program that supports the HQIM implementation. We support districts to implement science HQIM as a widely accepted district-wide priority among teachers, site leaders, partners and families, and design specifically for students situated at the margins within the district.
How we provide curriculum-aligned PL
A suite of supports that engage leaders in addressing key drivers, such as setting a coherent K-12 Science vision across the district. Workshops are always in support of a broader HQIM implementation vision and plan, and are part of a constellation of ongoing inputs, facilitation, and participant planning and reflection.
A key feature of our coaching is that it addresses the specific individual needs expressed by state leaders and agencies, university faculty and staff, districts and schools, community-based organizations, and others for the purpose of prioritizing equity-driven, HQIM implementation and related outcomes.
Collaborative structures, processes, and connections through support to district teams that reflect key stakeholders in the community, district, and broader support system (e.g., regional entities, local community colleges, community-based organizations, etc.), to build support for HQIM implementation and movement towards equity-driven, high-quality STEM education opportunities for learners.
We consult to address yearly priorities, milestones, needs, and challenges related to systems level HQIM implementation. Consultation serves to deepen the conversation around equitable plans and practices across the district with an emphasis on utilizing available research data to uncover areas of implementation challenge and to systematically remove barriers.