The processes, procedures, and strategies below are some of the ways districts are working to ensure the fidelity of the LTF training program and that LTF strategies and materials are implemented in the classroom.

1. Inventory science labs using the LTF school-provided equipment lists to identify and address barriers to implementation.
2. Survey middle and high school campuses to determine the availability or need for graphing calculators to address a barrier to implementation. 
3. Provide LTF orientation for adminstrators to ensure support and buy-in on the campus level.
4. Plan for the district curriculum staff to attend LTF training to facilitate the development or revision of the Pre-AP curriculum to include LTF materials.
5. Plan for content specialists to attend LTF training to support teachers.
6. Develop a plan for providing LTF training to new teachers each year.

1. Incorporate LTF lessons and assessments into the district curriculum.
2. Utilize LTF diagnostics in common assessments for Pre-AP classes.
3. Require teachers to participate in district-based online forums and blogs directed at discussing how LTF materials and resources are being implemented and are impacting instruction.
4. Observe teachers with an emphasis on discerning how strategies and lessons from training are being used in the classroom.
5. Require participating teachers to observe at least two other classes a year being taught by a fellow teacher attending training.
6. Develop content-based or multi-disciplinary professional learning communities of teachers on campuses to support one another between trainings.
7. Utilize certified LTF trainers are mentors in the disctrict.
8. Train a corps of exemplary teachers to become LTF certified trainers to support district implementation and provide teacher support.
9. Schedule a follow-up meeting with participating teachers 3-4 weeks after training to determine challenges to implementation and share successes. Solicit surveys and self-reflective writing from teachers participating in training on a regular basis.
10. Track changes in Pre-AP enrollment numbers from the year before training begins for a five year period to determine impact on increasing the pipeline to AP and other college prep courses.