It is true that most states and the federal government did not spend time developing effective implementation plans for schools — and it is not likely that they will in the future. Therefore, schools and districts need to be coached in ways to plan and deliver school improvement strategies differently than in the recent past. The Carnegie team has put forth six principles of improvement science, and I have been applying these to schools and districts I have encountered in my consulting and teaching. I am finding that even where creative leaders are putting strategic plans, quality reviews, theories of action into place, they unintentionally fail to embed improvement science strategies such as focusing strongly on the user’s perspective, identifying the real root causes of problems, paying attention to variation to achieve differentiation and instilling quick tests of change as a continuous measurement strategy. These small cycle strategies assure and build continuous improvement in any and all well intentioned implementations because they provide relevant information early and adjust accordingly. Once we invest in this fast type of disciplined learning, we will begin to get the student outcomes we desire.