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Here is an example of what might be a starter for the connective tissue: https://docs.google.com/presentation/d/1mZSb9nW7clagiferDh8r28-BzuKDDk5EooykwNQeEMA/edit?slide=id.g365c872acb7_0_3227#slide=id.g365c872acb7_0_3227

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Leader depth of knowledge of the content needs to be much higher up to the cabinet level --specifically principal supervisor (conditions within)

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Vision of excellence in classroom to cabinet implementation of HQIM

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Truly narrow prioritization -- winning at a particular thing and leadership time (and all related professional development activity) should be prioritized accordingly

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Priority planning (overlap with Coherence work?) - very narrow focus, not just "HQIM" in general

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We are losing with HQIM because people are following the curriculum, but we need to be more specific

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Examples and non-examples pique folks' interest; the difference maker is the "stamp"

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Different systems will be ready for different levels of detail (so maybe not rollout general codification)

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Vertical professional development to better leverage dollars and align across the system

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Difference-makers sit on top of learning/understanding the actual curriculum (what I need to think about when I'm planning and executing the curriculum)

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In Richmond, for EL re-organized/simplified the lessons to align with the difference-makers (need for making the curriculum more user friendly)--cut through the noise