Specifications include, but are not limited to: The target goal for the pilot year is that all students participate in one project. During the course of the year, the selected teams of teachers and leaders participate in a series of professional learning sessions. Teachers will adapt, adopt, or design projects that they implement with students through participation in BIE’s Career Pathways PBL 101 workshop. Teams are supported throughout the year with two sustained support visits, where customized 201 modules are delivered. These modules include critiques and revisions of teacher projects, instructional strategies to assist facilitation of projects, and the examination of student work resulting from projects. Pilot participants convene for training, as specified by the project timeline. During these professional developments, district teams share their practices and learning, and—when possible—engage in cross-pilot campus site visits. In addition to the face-to-face training, BIE provides virtual support through coaching calls with leadership teams and online coaching for teachers as they implement their projects. BIE also collects data through participant surveys and targeted focus group interviews. Two to four school districts will be selected to participate, supporting implementation at up to two schools per district. Special consideration will be given based on academic needs, capacity to participate in all project events, and demonstrated commitment to the project agreements and memorandum of understanding. The selected teams of teachers and leaders and the district implementation team will commit to the following: • Attending workshops and working with BIE to assess and design systems to support the implementation of high-quality PBL • Creating a school leadership team of three to five members, comprised of the principal, other administrators, teacher leaders, and/or instructional support staff. The team works together to ensure that the conditions and structures are put in place to support the teachers involved in the pilot. • Participating at the Leadership Launch workshop in November —either superintendent or assistant superintendent is attendance at the workshop is required. • Developing a strategic plan ensuring that in subsequent years, following the pilot, all students engage in at least two high-quality projects per year • Adapting, adopting, or designing at least one project and implementing this project with students through participation in BIE’s Career Pathways PBL 101 workshop, during the pilot year • Participating in two on-site support visits by BIE, which will focus on the critique and revision of projects, instructional strategies to assist facilitation of projects, and the examination of student work resulting from these projects • Collecting evidence of the learning process to share with others in the region or state and sharing best practices through documenting learnings and attending at least one site visit at another pilot campus • Participating in weekly calls with BIE to ensure implementation and support work between workshops (district implementation team) • Participating in associated data collection and research related to the pilot • Paying for at least five days of release time for teachers or leaders to attend workshop events • Paying for all costs associated with travel—including per diem, mileage, accommodations for teachers/leaders to attend sessions, workshops, and site visits