school with one or more low-performing schools (in Rincon-Gallardo & Fullan, 2016). 10.5 That members of the provincial education sector seek professional relationships and partnerships dedicated to students’ learning improvement that extend beyond our provincial boundaries. Strong connections to jurisdictions with stronger learning performances as well as those with common challenges will yield new, more powerful approaches to pedagogy, leadership, and implementation. Conclusion The formative assessment of the implementation of Saskatchewan Reads focused on the implementation efforts of three school divisions. As an appreciative study, strong classroom and leadership practices were observed and have been shared in this report. Saskatchewan Reads and Saskatchewan Reads for Administrators are highly valued by staff in the three divisions and will be central in achieving the provincial student reading achievement goal. This study sets forth ten general and other more specific designed to address the challenges identified in this study. Enacting these recommendations will assist in the full and successful implementation of Saskatchewan Reads and in achieving the goal of having at least 80% of Saskatchewan students reading at or above grade level by 2020. Saskatchewan Reads is off to a good start and holds great promise. The sector must persist in its efforts to develop classroom and leadership practices that will bring Saskatchewan Reads to life and thus ensure our students’ learning success.
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