This report describes a study undertaken to refine the guidelines of the Wisconsin Design for Reading Skill Development and to suggest general procedures for implementing any skill-centered approach to teaching reading. The first part of the report sets forth the purpose and focus of the study, with a literature review to define the nature of educational change. The second part describes the staff roles and procedures used in the subject schools. The third part summarizes suggested implementation procedures and recommendations on inservice training, scheduling, instruction, testing, and skill applications. A list of applicable instructional materials is appended. (AEA)