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Recommends attending to provider resistance to evidence-based practice in preplanning and early implementation, and when insufficient adherence or resistance-related low fidelity leads to implementation failure.
Uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively drive improved program outcomes.
Focuses on assessing readiness for change as key to ensuring success of new educational initiatives; shares change readiness rubric to help schools/districts successfully lead change.
Captures early-grade reading material practices RTI has developed for responding to contexts with high linguistic diversity and low operational capacity for producing/distributing instructional materials.
Reviews definitions and benefits of innovation districts, poses questions for developing innovation districts, and outlines challenges in creating innovation districts and measuring progress.