This paper focuses on three key questions that district and school leaders face as they transition from a traditional comprehensive high school to smaller personalized learning communities:
1) what conditions at the building and district level are critical for successful implementation;
2) what are the essential components and activities of the planning and capacity building phase; and
3) what are the specific impacts these planning activities have on implementation timing and quality?
The authors present learnings on a wide range of challenges and issues from their work partnering with schools and districts as technical assistance providers, and concludes with six key lessons learned.
