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Read the "Welcome to Strong Foundations Implementation" and "Product Advisor 101" sections in the PA Playbook. 

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Read the "Welcome to Strong Foundations Implementation" and "Product Advisor 101" sections in the PA Playbook. 

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What does this clarify or reinforce for you about this role and the work you will be doing to support LEAs?​

How will this role impact students’ access to daily rigorous, grade-level content and instruction?​

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What about these protocols do you find most helpful?​

What questions or wonderings do you have about each protocol? ​

What experience do you have with internalization best practices that can help support other PAs in this work? ​

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What have you done in the past to create joy with your teachers and/or students?​
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What have you done in the past to build trust with coaches, teachers, and/or students?

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When have you experienced strong transformational or adaptive leadership?

What was the impact on your personal beliefs and practices? On the organization as a whole?​

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What might you want to know about an LEA before you begin this work with them? ​

During your initial meeting with an LEA, what might be some questions you would want to ask to help you gain an understanding of the LEA?

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Respond to the reflection questions about the HQIM Implementation Framework. 

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Respond to the reflection questions about the HQIM Implementation Framework. 

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What do you notice about the focus areas within each phase of implementation?​

How can a Product Advisor support the role-specific actions of coaches and teachers?​

How might this resource inform the way you collaborate with Implementation Advisors?

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What about these protocols do you find most helpful?​

What questions or wonderings do you have about each protocol? ​

What experience do you have with internalization best practices that can help support other PAs in this work? ​

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This clarifies the types of support we will provide: professional learning, flexible, and additional supports. I'm curious about what the additional supports can be. This role will build capacity in coaches and teachers so that students receive access to rigorous, grade-level content and instruction.

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I love the level of support for every part of the LEA! Fidelity to the program becomes likely. Great for kids!

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It provides clarification on the role of the PA and the IA, as well as the significant impacts of each role. I'm most excited about building relationships with coaches and teachers in order to bring about best practices of learning opportunities for students in the classroom.

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PA role reinforces the importance of providing tailored, high-quality support to LEAs through strategic professional learning and flexible coaching aligned to their implementation phase. I'm most excited about helping educators grow in their use of Bluebonnet Learning and seeing that impact translate into improved instruction and student outcomes across Texas.

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This section provides clear examples of what the PA's role and responsibilities are including examples of flexible supports and the number that is required to complete.

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Clarifies the types of optional supports that can be provided for an LEA and steps for initial certification as a product advisor.

As a product advisor, the student impact will come through teacher growth as they engage with the product and professional development to internalize instruction.

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This clarifies the type of support we will be providing to teachers and coaches, as well as the frequency. I am excited to work side-by-side with LEA's to support our students and set them up for success. 

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This clarifies the type of support we will be providing to teachers and coaches, as well as the frequency. I am excited to work side-by-side with LEA's to support our students and set them up for success. 

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This clarifies that the product advisor plays a crucial role in implementation of HQIM. Teachers will look to the PA for guidance on how to ensure students receive on grade level content on a daily basis within their campus context.

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I appreciate the clarity on the supports we are to provide to schools.

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For the Pre-launch phase, the focus is on establishing clear expectations and communication of who is doing what in the system.  For the Initial phase, the focus is on internalization and implementation with fidelity. For the Deeper Implementation phase, the focus is on analyzing evidence, using scaffolds, and tailoring teacher supports.

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The gradual implementation from internalizing to fully applying is so solid! Not as overwhelming.

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I appreciate the intentionality of knowing where and how to support each stakeholder--district leader, campus leader, instructional coach, and teacher--needs during each of the phases. Providing equitable and clearly defined supports to ALL LEAs. 

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I appreciate the intentionality of knowing where and how to support each stakeholder--district leader, campus leader, instructional coach, and teacher--needs during each of the phases. Providing equitable and clearly defined supports to ALL LEAs. 

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This helps PA better understand the components of each phase. Understanding each phase and where our LEAs stand will help customize support.

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The framework provides a scaffold that leads into deeper implementation of the HQIM.

The product advisor works with the IA to support the district in brining their implementation plan to fruition. PA must understand district context guide.

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In each phase the role and expectation of the stakeholders is clear. The progression from one phase to the next shows a clear progression of implementation.

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t starts by building familiarity witht he product and protocols. Then develops into ensuring fidelity of implementation. Then shifts the cognitive lift to the teachers during the deeper implementation stage.

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Creating an environment in which teachers feel supported and understand why they are implementing the HQIM curriculum.

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Each phase builds on the last—starting with choosing materials and building buy-in (Adoption), preparing systems and staff (Pre-Launch), ensuring faithful use (Initial Implementation), and then refining support based on student and teacher needs (Deeper Implementation).

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Adoption: Shared understanding of connection between the HQIM and RBIS

Pre-launch: Investment by stakeholders

Initial: Implementing with fidelity

Deeper: Meet the needs of ALL teachers and students

Knowing the phase the LEA is currently experiencing, will help a PA customize supports.

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Thorough guidance on what is expected in each phase. All focused on supporting teachers in internalizing and implementing successfully. 

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Thorough guidance on what is expected in each phase. All focused on supporting teachers in internalizing and implementing successfully. 

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Coach and Teacher levels of buy-in

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What is the culture of the LEA and of the campuses?

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Are all teachers RBIS trained?

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1. I would want to know if they had used the product previously, if so how did teachers and administration feel about using the HQIM curriculum. 2. What level of fidelity was used when implementing the product ? 

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1. I would want to know if they had used the product previously, if so how did teachers and administration feel about using the HQIM curriculum. 2. What level of fidelity was used when implementing the product ? 

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Do they have structured PLCs?

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Important to discuss logistics- what/when for PD. Check for buy-in and suggestions for creating this in the specific LEA. What do they see as strengths and possible needs...

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I would like to see their instructional framework and implementation plan that was created with the SF Planning grant if they were part of the process prior.

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I would want to know what the district's vision and expectations are for implementation and if they are initial or deeper implementation.

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How many teachers in the LEA are new to teaching? To the content area? To their current grade-level?

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Did they use any of the CER materials?

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It would be helpful to know if they engaged with Amplify in the past. Understanding their familiarity with lesson and unit internalization.

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It would be important to know the year or years of implementation? Is it a district or campus that is in initial or deeper implementation?

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I would want to know about previous curriculum that has been used; level of experiences of teachers; leadership structure

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I’d want to know the LEA’s current phase of implementation, their goals, existing support structures, and any challenges they’ve faced so far. Understanding their schedule, staffing, and professional learning plan would also be helpful.

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What are their beliefs about PLCs.

What is their experience and attitude of HQIMs they have worked with.

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Years of experience with HQIM. Access to assessment data. 

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Years of experience with HQIM. Access to assessment data. 

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What is the level of buy in from leaders, coaches and teachers?

What initial training has been implemented?

Does everyone have their materials? Has the school calendar been updated in regard to time during the day to teach the HQIM?

What were they using previously?

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Leadership serves as the guide for all stakeholders to buy in or buy out. It starts from the top to engage and steer the beliefs, and the outcomes will come along with success.

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Open communication and focus on process instead of perfection

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Transformational leadership - the leader led with compassion and understanding. We slowly grounded ourselves in the work and we learned and grew together. She was involved in the work with us so it felt collaborative and not just something we "had" to do.

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Leaders that are calm, hold expectations, and support the cause impact everyone.

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Leaders who are able to prioritize and recognize what steps will lead to the biggest gains.

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Allowing the leadership to reflect after observations/learning walks and lesson plans side by side can be impactful in transforming mindsets.

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Strong systems, communication, accountability, and grace. 

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Strong systems, communication, accountability, and grace. 

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Joy: establish a rapport, be willing to listen 

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Joy: establish a rapport, be willing to listen 

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Trust - sharing personal experiences for camaraderie and let them know we're in it together.

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Celebrate success! Know each other. Foster listening. Set norms.

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To create joy - provide affirmations and keep a positive vibe.

To build trust - stay the coach and not the evaluator.

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To create joy, we can play some fun music, do an engaging icebreaker to get to know each other and build relationships. To create trust, once can be vulnerable as well. Model for them and be open to feedback.

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Walking the path together is an automatic joy maker! It's about community.

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To build trust: model healthy conflict

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Joy - build relationships. This is huge. In my classroom we were a "family" and acted as such. This in turn built the trust.

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Using "we, our" language to solidify that you are a part of their district, campus, and class village. 

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Using "we, our" language to solidify that you are a part of their district, campus, and class village. 

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Joy: Make learning enjoyable

Trust: Create a safe learning environment for all

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I love the guidance of what needs to be covered and the purpose for each step in the coach guide. I also like the "Going Deeper" section for when teachers are ready for it.

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I wonder how to make going through the protocol feel organic and not like a Q & A session.

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I noticed there is protocol for K-3 and one for 4-5. 

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I noticed there is protocol for K-3 and one for 4-5. 

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Going through the materials as they are laid out and addressing the protocol questions will alleviate flipping back and forth. Also, asking questions that are specific to the unit/lesson will ensure bringing key ideas together during internalization. Preparation for technical and adaptive components is essential for successful internalization.

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I think the time stamps, the listed practices to do in each section help walk the coach through this process. The protocols will help build and establish systems during PLCs.

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The "Going Deeper" bullet points can be turned into questions or conversation starters.

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This tool helps in objectively discussing the lesson execution. It also aligns with the internalization components.

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I love the before, during, and after structure of the observation tool. It ensures we know what to expect before going in and coaching afterwards.

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I noticed that there is differentiated observation for Y1 and Year 2+ Advanced.

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I noticed that there is differentiated observation for Y1 and Year 2+ Advanced.

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Wondering what the ideal number of people would be considered when doing walkthroughs in each classroom. How many are too much? A lot of references including all coaches and PA is written in plural form.

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I appreciate bullets of best practices for observation. Almost as if we are calibrating and setting our ground rules for observation.

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I appreciate bullets of best practices for observation. Almost as if we are calibrating and setting our ground rules for observation.

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Asset-based approach!! Building trust and joy!

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Developing routines for sustainability