Since the original design of QPVI took advantage of the regional service center model used in Texas, implementation in states without a similar system required creative approaches.
QPVI preservice training was implemented in 2007 with master's degree students as part of their practicum or fieldwork class.
QPVI supports the translation of knowledge (Canadian Institutes of Health, 2005) of research and federal and state mandates into classroom practices.
To move that action from a onetime event to ongoing and sustainable improvement, changes must be made in the infrastructure of QPVI.
Someone at the state level (usually at the state department of education or a special-purpose school) must be committed to making the arrangements necessary to establish and maintain one or more pilot sites for QPVI.
One person must act as the coordinator of QPVI activities for the state, including maintaining contact with all sites and, most often, being involved in implementing QPVI in at least one site.
Each state has the freedom to design and implement QPVI as appropriate within its particular service delivery model.
Sites have addressed these concerns by recognizing and valuing the time needed to collect additional data; providing teachers with the necessary tools and resources; and scheduling monthly meetings among supervisors, staff, and trained QPVI facilitators.