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This project works to improve the reading outcomes of students with reading disabilities using a systems change approach based on Improvement Science (IS) (Bryk et al., 2015) and the Concerns Based Adoption Model (CBAM) (Hall & Hord, 2015) framework. The project builds teacher, school, and district capacity to implement Multi-tiered Systems of Support (MTSS). The key dimensions of MTSS in reading include improved reading instruction, early identification of children at risk of reading failure, early intervention, and the use of assessment to monitor progress and measure outcomes. By leveraging the principles of Improvement Science and CBAM, this Model Demonstration Project aims to develop a framework and tools to guide schools in successfully adopting MTSS to reduce reading problems in their schools.

The FREE RESOURCES tab is where you’ll find a wealth of valuable materials developed through a collaborative effort between our dedicated research team and participating schools. We invite you to explore and utilize these resources in your own professional development endeavors, whether it’s for presentations, trainings, or any other educational sessions. Our aim is to share the knowledge and insights gained from our research, empowering educators like you to enhance your practice and positively impact student outcomes. We encourage you to dive into these resources, adapt them to suit your needs, and share them with your colleagues. By leveraging these tools and strategies, you can contribute to the ongoing improvement of education and support the growth of your fellow educators. Join us in this journey of continuous learning and development, and together, let’s make a difference in the lives of our students.

AIIPaT Dyslexia is supported in part by the Model Demonstration Project PR: H326M190008 from the Office of Special Education Programs. Dissemination of research-based information about dyslexia is supported by several sources. The content disseminated here is solely the responsibility of the authors and does not necessarily represent the official views of the OSEP, the U.S. Department of Education, or any of our other funding agencies.