In 2005, the Office of Elementary and Secondary Education in the U.S. Department of Education issued a request for proposals (RFP) for programs to improve adolescent literacy. The RFP stated the following:
This program is aimed at improving the reading skills of middle school- and high school-aged students who are reading below grade level. Striving Readers supports the implementation and evaluation of research-based reading interventions for struggling middle and high school readers in Title I eligible schools that are at risk of not meeting or are not meeting adequate yearly progress (AYP) requirements under the No Child Left Behind Act, or that have significant percentages or number of students reading below grade level, or both.

The stated goals of the program are to improve the performance of struggling adolescent readers and to help build a strong scientific research base around specific strategies to help struggling readers (U.S. Department of Education, 2007).

In response to this RFP, the Chicago Public Schools (CPS) proposed and had approved the Chicago Striving Readers program. This five-year program aims to transform teaching and learning through a seamless, aligned approach to literacy instruction for Grades 6, 7, and 8 across 31 schools. The first group of 16 schools (Cohort I) began implementation in the summer of 2006. Cohort 2, comprised of 15 schools, was brought into the program during the summer of 2007.

The CPS Striving Readers (CPS-SR) project framework was designed to transform the teaching and learning of middle-grade comprehension-focused literacy strategies; and to drive long-term, systemic adolescent literacy improvement in the district through a research-based model of prevention and intervention. The CPS-SR model, based on a systematic analysis of data and research reviews, encompasses the optimal model for instruction strategies and infrastructural support services that will improve the reading achievement needs for CPS middle grades students. The framework provides a seamless, unifying, yet flexible system that redesigns how reading instruction is taught in grades 6, 7, and 8. 

Under the program model, students in Grades 6, 7, and 8 are to be assessed early in the school year and divided into tiers based on their reading skills, with the strongest students identified as Tier 1 and the weakest students identified as Tier 3. Tier 1 students receive all of the benefits of the general program (such as improved instruction from teachers receiving professional development and access to high quality learning materials). Within a 60 to 90 minute block of English language arts instruction, the Tier 2 and Tier 3 students receive 20 minutes of targeted instruction in small groups four days a week. In Grade 6, this targeted instruction is provided by the literacy intervention teacher (LIT), and in Grades 7 and 8, it is provided by the classroom teacher and depending on the school size and student population, also by the literacy intervention teacher. During whole group and targeted instruction, Tier 3 students receive the same intervention as Tiers 1 and 2, and also take part in 240 minutes of after school instruction per week.

The Chicago Striving Readers program has six key components, which are as follows:

1. Reading comprehension instruction for whole school, blended intervention that includes:

• A 60-90 minute literacy block with a whole-part-whole instructional framework that provides differentiated literacy instruction for all students, grades 6-8.

• A specific set of focused comprehension strategies and techniques used with all students across content areas.
• Gradual release model.
• Use of PRC2 framework, text sets and technology.

• Direct, explicit instruction in academic content vocabulary in all subjects using Robert Marzano’s Building Academic Content Vocabulary.  

2. Reading comprehension instruction for targeted intervention model for Tier 2 and 3 students, grades 6-8

• Targeted intervention for Tier 2 and Tier 3 students is provided by literacy intervention teachers (LITs) for students in Grade 6, and depending on school size, for students in Grades 7 and 8.    
• Teachers and Literacy Intervention Teacher collaboration in instructional planning and progress monitoring.
• Increased explicit and supported instruction—for approximately 20-30 minutes per day during the language arts block, four days a week.
• Explicit and scaffolded instruction in core comprehension strategies and techniques, vocabulary and word knowledge.
•  [This will be measured beginning in Year III] Technology integration:  Handheld software designed to support small group differentiated instruction and assessment.

3. Reading comprehension instruction for intensive intervention model for Tier 3 students, grade 6

• Intensive intervention for Tier 3 students for 240 minutes a week of additional instructional time after school, using the Achieving Maximum Potential (AMP) program. This intervention is provided by the LIT for students in Grade 6 and by classroom teachers for students in Grade 7 and Grade 8.
• Small groups setting: 15 to 1 teacher student ratio.

• Explicit and systematic instruction in seven core comprehension strategies: summarization, predicting, inferring, metacognition, visualization, questioning, and text structure (strategies introduced one at a time) during the additional 240 minutes of supported instruction.
• Teaching of high volume and depth of academic vocabulary.
• Guided fluency practice

4. Purposeful assessment that includes screening, diagnostic, and progress-monitoring tools and data driven instruction structured through a team-based system of leadership and support.
5. Highly motivating reading materials integrated with engaging technology and audio resources.
6. Integrated, progressive, high quality professional development