Stakeholders: teachers and literacy coaches Students and parents

Recommendations: Use in intervention settings and small group settings with students whose deficits will be served by what this program offers. Continue teacher professional development to ensure the program is implemented with Fidelity, and when discussing the passages with students, teachers can increase rigor of questioning to activate higher order, thinking skills

Tammy, Frank, Nicole, Jorge, Scott

Recommended Actions and Considerations

• Increase training for teachers participating in the program.

• Pre assessment and assessment need to be strengthened to initially identify student participants in need of greater comprehension gains.

• Evaluate assessment process and increase rigor of the exams and/ir reevaluate exams on what material is tested.

• Perhaps invest or look into security processes (LightSpeed, etc.) to close loopholes in cheating and gammon system.

Stakeholders: grade level reading teachers, principal, parents of prospective students, curriculum specialist in reading, assessment specialist at district level

Observations/Recommendations:

• Program effectiveness may rely too heavily on teachers supporting the program

• To impact reading fluency, school should an adopt one-on-one high-dosage tutoring

• Consider technological skills of students and teachers

• Consider technological access

• Provide professional development for the teachers and tutors who will support the program

• Build a parent engagement element to the program