# data[].attributes.body
1. Clear Expectations set by district and school leaders so the curriculum is implemented with fidelity.
2. Ongoing collaboration during text based planning to support teacher implementation and commitment to the vision.
3. Data Collection/Analysis-Looking at student work to measure change or need for further teacher/student supports. Conduct walkthroughs for fidelity checks and provide feedback.

# data[].attributes.body
1.Supporting high quality text and task selection.
2. Clear expectations from the district and school leaders that explains the "why" for proper implementation.
3. Ongoing and consistent CO-LABORing with one another.

# data[].attributes.body
Coach and admin determine what is essential for inplementation  then  2) coach and Literacy Action Plan take these essential pieces and plan what monthly implementation/strategies could look like-a teacher leader from each grade level will support this work and provide leader ship for each ELA team
3)Coach and admin determine what data to collect for progressive inquiry and then Literacy action plan members will sift through data and bring it back to the ELA teams to identify next steps or places to refine based on what admin/coach determined what is essential for first year of inplementation.

# data[].attributes.body
Establishing a day, time, and location for collaborative planning to take place each week. Covington

# data[].attributes.body
1. Teacher buy in to quality, alignment, and effectiveness of the text.

# data[].attributes.body
1. Clear expectations- making sure that all stakeholders understand the “WHY” & vision for implementation
2. Infrastructure- to establish conditions so that implementation can be carried out
3. Data Analysis- to monitor and make adjustments to  process

# data[].attributes.body
1) Protected planning time with coaches to learn the curriculum
2) Consistent communicated expectations for curriculum implementation paired with regular data review
3) Regular implementation checks in walkthroughs and planning sessions by instructional coaches and administrators

# data[].attributes.headline
1. Appropriate teacher training/support 

# data[].attributes.subject
1. Appropriate teacher training/support 

# data[].attributes.body
2. Positive student attendance
3. Successful method to measure student understanding

# data[].attributes.body
1. Clear messaging from district and school leaders. Create buy-in.
2. Realistic timeline. Teachers need space to make shifts.
3. TIME. For training.

# data[].attributes.body
1. Clear expectations- In order to achieve full implementation all stakeholders must be on the same page and buy into the program.
2. Ongoing Collaboration- Stakeholders need opportunities to share ideas, strategies, and successes related to program implementation.
3. Continuous Improvement- There must be opportunities for all stakeholders to receive support and change old habits.

# data[].attributes.body
1. Actionable and timely traiing on how to access and teach the curriculum/materials effectively. The training alongside the materials are key to effective implementation.
2. Teacher ownership of the curiculum. Moving from " I have to teach these materials," to "I want to teach these materials."

# data[].attributes.body
Buy in through meaningful education and learning from all stakeholders prior to rolling out new initiatives

# data[].attributes.body
1. Clear expectations around implementation: so teachers understand what quality implementation looks like
2. "We're in this together" approach: so teachers feel supported and understand that it is a learning process for all
3. Quality planning time to allow for trial and error: so teachers can bounce ideas off of each other and check for student learning along the way

# data[].attributes.headline
1)The principal must prime the staff first with the "why" of a high-quality curriculum

# data[].attributes.subject
1)The principal must prime the staff first with the "why" of a high-quality curriculum

# data[].attributes.body
2) A collaborative structure (i.e. weekly planning by content and grade level) is needed.

3) Additional time (i.e. a quarterly half-day to dive deeper and learn the texts, teachers being prepared at weekly planning meetings, etc.)
-CONLEY

# data[].attributes.headline
Real time for educators to learn, understand, and plan for implementation of new curriculum. Not just a PD overview.

# data[].attributes.subject
Real time for educators to learn, understand, and plan for implementation of new curriculum. Not just a PD overview.

# data[].attributes.body
1. Optimal Space
- Large number of students but not enough rooms.
2. Planning
- A time for educators and admin to collaborate and plan implementation.
3.

# data[].attributes.headline
3 conditions for successful curriculum implementation

# data[].attributes.subject
3 conditions for successful curriculum implementation

# data[].attributes.body
1. Time for teachers to learn the curriculum and time to plan how to map out the year with it
2. Materials and technology site licenses working, ready, and in teachers hands before the school begins.
3. Clear district contacts for supporting schools and teachers when there are questions or challenges

# data[].attributes.headline
Instructional Leadership Team made up of teachers, coaches, and admin together to set learning goals, implement professional learning, encourage peer observation, and evaluate efficacy.

# data[].attributes.subject
Instructional Leadership Team made up of teachers, coaches, and admin together to set learning goals, implement professional learning, encourage peer observation, and evaluate efficacy.

# data[].attributes.body
1. Data Collection- Analysis- Reflection - this needs to involve all stakeholders teachers, students, parents, coaches, administration, etc.
2. Continuous Improvement - we need to meet often to discuss next steps and create action steps
3.  Clear Expectations - fidelity and accountability are a must.

# data[].attributes.body
We already have great opportunities and alignment of our PD sessions offered at AMS. We need to stay the course and continue the support teachers with feedback that aligns with PDs and check-ins to evaluate/ allow for reflection around the areas of focus

# data[].attributes.body
As the principal I need a quality program for my teachers to use to deliver instruction to ensure all students are getting the same exposure. I need the district to train all my teachers in best practices instead of the coach doing this heavily lift. This would ensure that across the district all ela teachers received the same degree of training. I need things to stay the same long enough for teachers to become comfortable and confident with the ELA practices and materials, too much change weakens implementation.

# data[].attributes.headline
1. The implementation of teacher collaboration done the right way as opposed to just teacher planning

# data[].attributes.subject
1. The implementation of teacher collaboration done the right way as opposed to just teacher planning

# data[].attributes.body
2. Modeling of what collaboration and planning should look like.
3. Observing other teachers at OMS and at other schools for ideas and to see how certain things are implemented.

# data[].attributes.headline
An "All In" approach from school leadership.

# data[].attributes.subject
An "All In" approach from school leadership.

# data[].attributes.body
90% adoption at least...and with a positive attitude

# data[].attributes.body
1. Designated time and place for continual planning, PD, LASW, etc... to occur at the school within the daily work schedule
2.  Creating the culture for peer observations and learning from each other.
3.  Grace and space to try and make mistakes.  We are all learning this next school year.  It will not be perfect from the get go. We learn from our mistakes!

# data[].attributes.body
Culture of trust, collaboration and continued improvement

# data[].attributes.body
1) Shared beliefs- After reading my article (#4) in the Jigsaw, it was clear that buy in and ownership were the biggest indicators of implementation with fidelity. Implementation with 90% fidelity or higher showed the greatest impact in student learning.
2) Clear communication about expectations- What does fidelity look like? Sound like feel like?
3) High structures of support- Supported planning with coaches, co-teaching/modeling, vertical and grade level PLC opportunities, ongoing professional development opportunities where teachers can share resources across the district

# data[].attributes.body
1. 100% buy-in from all involved stakeholders.
2. Consistent and quality ongoing PD.
3. Belief and trust from the district that this curriculum will actually be here longer than 1-3 years.

# data[].attributes.body
2.  Quality training at the district and school level.
3.  Ongoing curriculum support for coaches and teachers.

# data[].attributes.body
1. Standards-aligned curriculum: teachers will want to make their own content if they feel like the curriculum is not well-aligned
2. Consistent teacher beliefs throughout the building: we need to be on the same page to successfully implement new curriculum
3. Effective/adequate professional development: teachers will need adequate support to properly implement

# data[].attributes.body
1. Walkthroughs in ELA classes to observe implementation
2. Collaborative planning with coaches and teachers
3. Use the curriculum in PDs

# data[].attributes.body
1. Administrative support so teachers feel confident in seeking information and asking questions.
2. Collaboration opportunities to enable all staff to benefit from the learning and experience of others.
3. Professional Learning opportunities to increase competency, fluency, and knowledge of teachers.

# data[].attributes.body
1. Clear Expectations- when faculty have clarity in expectations they are eager to engage in new strategies. Admin/Coach follow up is important for optimal conditions as well.
2. Ongoing Collaboration- Continue collaboration as a reflection tool to achieve optimal conditions.
3. Professional Learning with curriculum materials- Providing teachers with the tools necessary to utilize the curriculum is a must!

# data[].attributes.body
*Continue current collaboration- engage with more student work to analyze and promote higher level and more personalized data conversations.
*Clear expectations- promotes accountability and buy-in
*Smaller level professional learning to promote vulnerability and trust within more engaging and personal conversations.

# data[].attributes.body
Continued weekly collaborative planning

# data[].attributes.body
1. 90% or more of the faculty must fully adopt the initiatives if we want to see measurable outcomes for students.
2. Changes become ongoing habits of teachers and school practices.

# data[].attributes.body
Systematic continuous PD that allows for building on area as well as practice.

# data[].attributes.body
Clear expectations for EL teachers in the implementation of the new curriculum.

# data[].attributes.body
1. On going training tailored to each teacher’s needs (Rationale: Meeting teachers where they are)
2. Consistent high quality feedback (Rationale: Provides teachers with an outside perspective from our admin, LTDS, and other teachers)
3. Space and time for teachers to dig into the work and learn from one another (Rationale: We learn more and faster by working as a team.)

# data[].attributes.headline
Data analysis collection, what does an intentional data analysis look like: rationale:  to design next steps.

# data[].attributes.subject
Data analysis collection, what does an intentional data analysis look like: rationale:  to design next steps.

# data[].attributes.body
Continue structured collaboration time focused around the new curriculum/ Place on an academic calendar for the year. Rationale: Teachers make it their own to increase student achievement

# data[].attributes.body
1. school leadership buy in
when teachers see admin/leadership supporting the curriculum - they follow
2.  ongoing PD
PD should be on going and not only at the beginning of the year
3.  PD curriculum specific
PD should support the curriculum, but can model how other school initiatives support the curriculum.

# data[].attributes.headline
Administrative Support & Designated time for collaborative planning.

# data[].attributes.subject
Administrative Support & Designated time for collaborative planning.

# data[].attributes.body
This will be essential for teachers to take a deep dive into the new curriculum and plan for implementation.

# data[].attributes.body
Training & an opportunity for the teachers to review materials ahead to prepare themselves mentally for a change from a curriculum with which they are now comfortable \;
Time to plan & collaborate with their teams & coaches over the summer
All materials are made available on time
Faculty buy-in

# data[].attributes.headline
Time: we need to to give teachers, admin, and coaches time to dig into the new curriculum. Giving this time will often need to be creative and done outside of the normal school day and school year

# data[].attributes.subject
Time: we need to to give teachers, admin, and coaches time to dig into the new curriculum. Giving this time will often need to be creative and done outside of the normal school day and school year

# data[].attributes.body
Clear expectations and messaging:

# data[].attributes.body
Teachers  engage in differientiated PD that is connected to the students and the curriculum

Funding quarterly collaboration /planning/pd  led by coaches that include EE, EL, and grade level teachers

Creating schedules that support content collaboration for the entire school

# data[].attributes.headline
Optimal Condition:            Cross grade level planning and opportunities such that all teachers have some knowledge of how the curriculum progresses from grade level to grade level and the same understanding of the curriculum layout itself 

# data[].attributes.subject
Optimal Condition:            Cross grade level planning and opportunities such that all teachers have some knowledge of how the curriculum progresses from grade level to grade level and the same understanding of the curriculum layout itself 

# data[].attributes.body
1. Professional Development
2. Collaboration
3. Consistency
4. Fidelity

# data[].attributes.body
Collaborative culture of sharing best practices

# data[].attributes.body
1. Teacher buy-in to new curriculum/set aside old way of thinking
2. Collaborative planning
3. curriculum specific professional development

# data[].attributes.headline
Administrative inclusion, not just support of implementation

# data[].attributes.subject
Administrative inclusion, not just support of implementation

# data[].attributes.body
A day each quarter dedicated to a deep dive into the quarters curriculum to ensure backwards planning can be utilized

# data[].attributes.body
1. Planning Time
2. Professional Development
3. District communication and expectations

# data[].attributes.body
Support from leadership - admin, coaches and teachers - to help answer questions when they arise

# data[].attributes.body
1. Explaining the purpose for the district adopting new materials
*Clear expectations

2. Collaboration from all literacy/EL and maybe even SS and Science teachers.

3. Admin support
*Protected planning time
*Implementation check using the walk through rubric

# data[].attributes.body
Increases teacher capacity and confidence in teaching content

# data[].attributes.body
1. Buy in from majority of faculty/staff/admin.
2. Aligned curriculum.
3. Adequate training.

# data[].attributes.body
Establish norms and expectations for the work that will take place and what the next steps are for implementation. Covington

# data[].attributes.body
Tend to the1)hearts and 2)minds of teachers by 3)sharing the philosophy and research behind the new curriculum.    Without trust and buy-in by educators, the students will not get the instruction and growth they need.

# data[].attributes.body
1.Enough time for training and continued collaborative planning that is more than just one hour per grade level per week.
2.Teachers need to know the philosophy and research behind the "why" of what we are doing for the change to my perspectives.
3. a clear road/protocol for collaborative planning to provide cohesiveness and equity across the middle schools.

# data[].attributes.body
Intentional feedback in a timely manner. Being specific about goals and steps to meet them.

Admin and teacher supports: both admin and teachers need to have a clear understanding of curriculum and how it should be implemented

Continued school based PD: needs assessment, observed trends and intention PD based on those observations

# data[].attributes.body
Culture of high expectations for learning and behavior

# data[].attributes.body
1. Professional learning facilitated by coach and expert teachers

2. A forward-looking collaborative "spirit"

3. A comprehensive understanding of the new curriculum and implementation with fidelity

# data[].attributes.headline
dedicated focus on professional converstations around the curriculum being implemented

# data[].attributes.subject
dedicated focus on professional converstations around the curriculum being implemented

# data[].attributes.headline
Dedicated time to work together on planning and data dives/team meetings.

# data[].attributes.subject
Dedicated time to work together on planning and data dives/team meetings.

# data[].attributes.body
As an IB school, we will need teams to plan ATL implementation within the new curriculum.

# data[].attributes.body
1. Collaborative planning. Rationale: Working together to provide equitable access for all students.
2. Teacher buy-in. Rationale: People don't like programs forced on them and will not implement curriculum and teaching practices with fidelity if they do not believe in them.
3. Training on materials. Rationale: Every time a new curriculum is adopted, there is a lot of training the first year and then support falls off. With the amount of teacher turnover and teachers transferring from one school to another, we need consistent and ongoing support for teachers so that materials don't end up sitting in closets.

# data[].attributes.body
1.PD throughout the year to help teachers "make it their own".
2. Curriculum specific planning weekly.
3. Instructional shift to high quality complex text and all reading, writing, and speaking is grounded in evidence from the text.

# data[].attributes.body
Ongoing time and space for differentiated professional learning opportunities for teachers around both the technical and pedagogical features of the curriculum

# data[].attributes.headline
We need teacher trust and buy in, optimal collaboration and communication school wide, and a set time/date/plan for training/professional development/learning

# data[].attributes.subject
We need teacher trust and buy in, optimal collaboration and communication school wide, and a set time/date/plan for training/professional development/learning

# data[].attributes.body
Feedback cycles - provide timely/effective feedback

# data[].attributes.body
Ongoing training and support for teachers- to continue to increase competency, fidelity, and confidence in implementation.
Time for teacher collaboration- for teachers to have time to collaborate, provide feedback, and support one another.
Engaging materials for students- materials that are relevant and relatable to our students. Students learn best when material can be understood in the context of their own environment.

# data[].attributes.body
1. Time to pre-plan with materials
2. Making sure that we are set as possible ahead of time of what features will / won't be available and to make sure they are working in a timely fashion

# data[].attributes.body
Provide teachers a platform to allow teacher ideas to be implemented and welcomed. Stay away from the "Out with the Old, in with the New Mindset"

# data[].attributes.body
1. Time for teachers to plan together.
2. PD for teachers.
3. Quality PLCs

# data[].attributes.body
Self-reflection--how do teachers explain student success and failure?  Do they believe change is possible?

# data[].attributes.body
Planning with the curriculum and state standards in mind

# data[].attributes.body
1. Clear expectations
2. Fidelity checks for the school-wide expectations
3. Complex text that engage all learners that relate to the real world

# data[].attributes.body
We need a focused, realistic approach that engages teachers and allows them the opportunity to take ownership over how we implement the curriculum.

# data[].attributes.body
1. Time to get teachers trained/ comfortable enough with curriculum to implement it successfully
2. Clear guidance from district/ el office on what it looks like to use the curriculum with EL students (particularly L1 and 2)
3. Time/ structure to collaborate as a team

# data[].attributes.headline
Time for teachers to work with coaches and learn ho

# data[].attributes.subject
Time for teachers to work with coaches and learn ho

# data[].attributes.body
Followup, feedback, and ongoing classroom support from coaches, librarian, and administration.

# data[].attributes.body
all staff members need to be on board with fidelity.

# data[].attributes.body
We need to continue adhere to the IB Framework and focus on:
- quality assessment
- conceptual understanding
- integration of ATL skills

# data[].attributes.body
Clear Expectations- this ensures all stake holders are on the same page

Continued Collaboration- to be sure the high quality materials and practices are being implemented

Data collection-  this is important to make sure that we have check and balances

# data[].attributes.headline
Evaluation on the actual process of the implemetation instead of the value of the curriculum.

# data[].attributes.subject
Evaluation on the actual process of the implemetation instead of the value of the curriculum.

# data[].attributes.headline
Leaders engage alongside teachers in planning as well as teaching

# data[].attributes.subject
Leaders engage alongside teachers in planning as well as teaching

# data[].attributes.body
Collaborative planning with ELA teachers to have the content knowledge available to deliver the content.

# data[].attributes.body
Planning time for teachers

# data[].attributes.body
As an IB school, our teams will need time to evaluate current unit plans and align the new curriculum to the unit plans or they will need to write new unit plans if needed.

# data[].attributes.body
Has to be aligned to standards.

# data[].attributes.body
Ensuring all teachers utilize the district training to have common understandings across gl and schoolwide.

# data[].attributes.body
3. Scheduling that allows teachers to conduct peer observations as well as the time and attention to student work protocols.

# data[].attributes.headline
Ongoing productive professional development built on shared leadership. 

# data[].attributes.subject
Ongoing productive professional development built on shared leadership. 

# data[].attributes.headline
through review of new initiatives, and the consideration of removing "old" initiatives.

# data[].attributes.subject
through review of new initiatives, and the consideration of removing "old" initiatives.

# data[].attributes.body
1. Teacher buy in for new curriculum
2. Space for feedback from teachers/staff
3. Continued collaboration

# data[].attributes.body
1.The opportunity and time to build teacher leaders with feedback and support in the process is protected.
2.Time and funds to build culture and climate to reduce anxiety and build respectful working relationships.
3.Provide reteach tools to bridge elementary instruction to middle school application.

# data[].attributes.headline
Equitable Access understanding in the classroom.

# data[].attributes.subject
Equitable Access understanding in the classroom.

# data[].attributes.body
Effective teaching strategies using Focus Standards and data analysis.
Trust and positive intent.

# data[].attributes.body
In order for quality implementation we must have faculty buy in to improve fidelity and success (measurable gains).

# data[].attributes.body
Optimal Conditions
Tend  to the hearts and minds of teachers by sharing the philosophy and research behind the new curriculum.