Primary barriers to success include inconsistent implementation by teachers and staff, high staff turnover creating conditions of continuing need for inservice, and inadequate monitoring as a result of competing priorities within the typical school curriculum. Areas of continuing concern include maintaining order in a constantly changing environment, addressing beliefs that special education remains a place, not a process, establishing ownership for innovation and change, supporting change in context of district inflexibility, dealing with constraints of site-based management in absence of power, separating children from programs to support individualized learning environments. Primary facilitators of success include frequent monitoring of progress to illustrate improvements and need for change in the processes of teaching and learning, stepwise implementation plans building on success in a small number of classrooms, and adequate capacity within a school to take advantage of technology-based interventions. Controlling for context of the material, sentence structure, and story content influences the difficulty level of reading passages. Effective reading approaches involve previewing material to be read, listening to accurate and fluent reading, answering factual, inferential, and leading questions, reading appropriate material, and reviewing the material successfully.
Ongoing intervention requires support from classroom assistants or peers.
Software and equipment costs vary depending on available technology supports. About Project Field Sites At the Charlotte site, Windsor Park elementary school participated. Resource room services were provided primarily for students with learning disabilities. Effectiveness Project findings suggest significant improvement. First, the demographics of discipline referrals have changed.