In recent years, two school districts in the Montérégie region in Quebec have implemented a response-to-intervention model to support the development of literacy in kindergarten and the first two years of the elementary grades. This implementation was guided by the coaching model developed by Guay and Gagnon (this issue). A narrative account of the application of this coaching model in these two school districts and the development of tools and teaching material are presented in the present article. Finally, we summarize the gains and obstacles encountered in this project. This account is intended to offer some guidance to educational leaders in charge of implementing a response-to-intervention model.