Honestly, this seems like a great way to articulate one's goals with any complex project. As a teacher, I could imagine using this framework to describe a new c

Honestly, this seems like a great way to articulate one's goals with any complex project. As a teacher, I could imagine using this framework to describe a new curriculum. > What are you trying to do? Articulate your objectives using absolutely no jargon. I'm trying to improve reading skills for all students. > How is it done today, and what are the limits of current practice? Currently, students are grouped by ability (”reading level") for reading instruction. This means that students who are considered below grade level are rarely exposed texts at grade-level complexity. > What is new in your approach and why do you think it will be successful? Instead of grouping students by ability, I will create mixed-ability student groups to read grade-level texts with all students. I will provide differentiated support for students who cannot yet read selected texts independently. This approach is supported by Young's (2022) research, which detailed greater reading level gains for emerging readers. > Who cares? If you are successful, what difference will it make? Students who are considered below grade level in reading will show increased gains compared to the previous approach. > What are the risks? This approach requires more reading instruction expertise from teachers. Teachers who are unable to adequately support below-grade-level readers risk further delaying these readers' progress. Because this is a change to widespread and currently accepted instructional practices, it is likely that many teachers and parents will resist changes to the program, either explicitly or by falling back to previous practices. > How much will it cost? The only significant cost is in teacher professional development, which I estimate to be $X for the first academic year and $Y in subsequent years. > How long will it take? The new approach will be rolled out within the first 2 months of the school year, with ongoing professional development throughout the year. > What are the mid-term and final “exams” to check for success? We will continue to rely on the same reading assessments we have been using. We will also conduct qualitative evaluations of teachers' and students' attitudes toward the program in November, February, and June.