In 2010-11, the Literacy Design Collaborative (LDC) framework was piloted in six districts, a teacher network, and a network of schools. In most cases, school districts applied for and received grants to implement LDC; in others, regional intermediaries served as the grantee and as primary organizer of the work; and, in still others, national networks were the grantee and the organizer. In this report, which draws largely on data from the six districts, Research for Action (RFA) identifies the conditions and contexts for successful use of the tools, and examines the actions that district and school-based leaders can take to support teachers' adoption and effective implementation of the literacy tools. It provides specific recommendations to guide local leaders as they gear up to help year one teachers deepen their use of the LDC tools and assist teachers who are just joining the initiative to efficiently gain the expertise and skills they need to successfully implement the tools. This report addresses the following research questions: (1) What are district and school-based educators doing to support robust implementation of the LDC instructional and assessment tools so that the initiative's intended early outcomes are achieved?; and (2) What district and school-based conditions and practices hold particular promise for assuring intended outcomes for teachers and students, as well as for sustaining and scaling up the initiative? Appended are: (1) Survey Measures; (2) Methodology for LDC Research; and (3) References. (Contains 6 tables, 9 figures and 2 footnotes.) [For "Establishing a Strong Foundation: District and School-Level Supports for Classroom Implementation of the LDC and MDC Frameworks. Executive Summary," see ED539593.]