Heading into a new school year with a literacy intervention in place means navigating two implementation stages: Installation (Getting Started) and Initial Implementation. Knowing where to focus time and energy during each stage can make the difference between launching smoothly and struggling to gain traction.
The checklist below organizes high-impact actions connected to the Installation (Getting Started) stage. It sequences them as a countdown from the work that can be done now through the final week before school starts.
Now Through Mid-Summer: Build the Structure
Scheduling and Structure
- ☐ Protected intervention blocks carved out of master schedule (minimum recommended dosage met)
- ☐ Intervention delivery model confirmed (e.g., push-in, pull-out)
- ☐ Group sizes determined based on student need and available staffing
Materials and Technology
- ☐ All program materials ordered and delivery confirmed
- ☐ If technology is needed, devices and technology requirements secured
- ☐ If technology is needed, IT infrastructure and connectivity verified in spaces where program will be used
- ☐ Rostering and access (e.g., logins) completed for educators and students
Before Staff Return: Prepare Your Leaders
Leadership Preparation and Coaching
- ☐ Implementation plan confirmed and understood across district and school levels
- ☐ Leaders trained to recognize what strong implementation of the designated program looks like in classrooms
- ☐ Leaders prepared to actively support teachers, not just monitor data
- ☐ Coaching structures established and first coaching sessions scheduled
Data Systems and Monitoring
- ☐ Data points and success metrics agreed upon before launch
- ☐ Data review cadence confirmed in leadership team meetings and PLCs
- ☐ Baseline data plan in place—when it will be collected, by whom, and how it will be used
Orientation and PD Days: Prepare Your Teachers
Communication and Expectations
- ☐ Program goals and rationale communicated, including context for why the intervention was selected
- ☐ Implementation expectations clearly articulated: frequency, duration, and essential program components
- ☐ Rostering and group assignments finalized and shared with teachers
- ☐ Key stakeholders (e.g., families, general education teachers, support staff) informed of the intervention plan and their role
Professional Learning
- ☐ Initial professional learning delivered to all teachers before the program launches
- ☐ Training and onboarding plan created for new staff who join after initial training
Final Week Before School: Verify Readiness
- ☐ Materials are in classrooms and in teachers’ hands
- ☐ Any technology has been tested in the room(s) where it will be used
- ☐ Coaching sessions scheduled (within first 30 days)
- ☐ First data review sessions scheduled (within first 2-4 weeks)
- ☐ Any unresolved barriers (e.g., scheduling gaps, training needs, technology issues) are addressed
Once school begins, the focus shifts to getting the program in use, then ensuring consistent use routines are established and student gains are becoming visible. During the early weeks of school, it’s valuable to ensure that intervention time remains protected, leaders are visible and supportive in classrooms, and any barriers are quickly addressed.
Installation-stage preparation doesn’t guarantee that everything will go without bumps, but proactive planning that starts now will lay a strong foundation for what comes next, after students return to the building and a new year of literacy and learning begins.
Looking for a comprehensive roadmap to support successful implementation throughout the year? Download EPS Learning’s new implementation science guide, Driving Literacy Outcomes Through Effective Implementation—it's a practical resource for leaders at every level.
