If you have been using the repository you may have noticed that the reading program you are searching for may or may not be available from among the collection of programs listed. There are several reasons a reading program is not listed in the repository, including:

• The program has not been evaluated scientifically by the What Works Clearinghouse or Evidence for ESSA. An example of this is when an Evidence for ESSA search returns “No studies are known to have evaluated this program.”
• Studies that have been conducted do not meet ESSA standards. Read more about ESSA standards here. An example of this is when an Evidence for ESSA search returns “No studies met inclusion requirements.”
• You can search through the What Works Clearinghouse and Evidence for ESSA websites to see how a program has been evaluated.
• Studies have been conducted too recently to be reviewed by Evidence for ESSA or What Works Clearinghouse.
• These sites update their list of programs on a regular basis. FCRR updates the reading repository on an annual basis. You can also search Google Scholar for recently published studies.

Something to think about**

Lack of evidence does not equal lack of effectiveness

What does this mean? A program that has not; been evaluated may be effective. Similarly, if the study or studies conducted did not meet ESSA standards, that does not necessarily mean that the program itself is not effective. There is simply a lack of evidence. However, it is important to keep in mind results such as not find evidence for effectiveness.

Based on the available information you may want to Rethink how to proceed. We have provided some additional notes to help you Rethink below.

When you're facing a decision or situation where you have several options, it can be helpful to rethink your options to find a better path forward. This section provides some guidelines to help you make a decision about which reading program or programs to use. There are several options to consider if your program is not listed in the reading repository.

Studies were conducted to determine if the programs listed met evidence standards. As you prepare to select an appropriate program that best fits your organization's needs, consider the conditions in which the program will be implemented (e.g., student population, grade level, instructional method, etc.)

• If studies have been conducted that met evidence standards you could think about the conditions of the studies (e.g. student population, grade level, instructional methods) and how well they map onto the conditions under which the program will be implemented.
• Check which grade levels and student populations (e.g. struggling readers or English Language Learners) were included in these studies. Are they similar to the ones you will be working with? If so, you may want to give the existing conclusions strong consideration and Revise your plan.

If not, perhaps the program was designed for a different population than the one/s with which it was evaluated. It is always a good idea to check which populations and grade levels the program was designed to work with to see if they match those that you plan to use it with. There is a better chance that a program will work more effectively if these match.

• Are you planning to use the program at the same tier that the materials were designed for? Similar to student grade and population, following the recommended guidelines for grouping and implementation will likely improve effectiveness.
• Do you have the resources to use this program as designed?
• If the program was evaluated in a different setting or under different conditions than yours or a different setting and/or conditions from its design and it matches your setting and conditions you could decide to try using it with a plan to Reflect. Otherwise, you may want to Revise your plan.
• If no studies have been conducted you can also apply these same considerations. Was the program designed to work with the same grade level, population, and instructional method that you will be working with or have the resources to apply? If so, you could try using it with a plan to Reflect. If not, you could Revise your plan.

Finally, prioritize your criteria. Identify what's most important to you in this situation and then use that as a guide to evaluate your options. By focusing on your key priorities, you can eliminate options that don't meet your needs and narrow down your choices.

If the reading program you intended to use with your students is not listed in the repository and does not align well with the conditions in which you will be using it, it is indeed important to revise your plan. Here are some questions to help you think through the process of revising your plan:

1. Do you have an alternative program that is already available to you?
   • Check if there are any other reading programs listed in the repository that could serve as a substitute for the program that is not listed. These programs have been reviewed and may be suitable for your needs.
   • Additionally, consider if there are any other reading programs available to you that are not in the repository. In this case, you can use the Rethink guidelines to evaluate if the alternative program would be a better fit for your students.
2. Have you thoroughly assessed the alternative program's suitability?
   • If you have identified an alternative program, carefully examine its features, content, and alignment with your students' needs and the specific conditions in which you will be implementing it.
   • Consider how the alternative program addresses the same or similar goals as the original program and if it has evidence of effectiveness or positive outcomes.
3. Will the alternative program require any adjustments or modifications?
   • Determine if the alternative program needs any adaptations to better align with your students' needs or the specific context in which it will be implemented.
   • Assess whether additional support, resources, or professional development might be necessary to effectively implement the alternative program.
4. Seek input and collaboration:
   • Consult with other educators, administrators, or experts who have experience with the alternative program to gather insights and perspectives.
   • Engage in discussions with colleagues or professional learning communities to share experiences and gather recommendations for selecting and implementing reading programs.

Remember, it is important to choose a reading program that is well-suited to your students and the learning environment. Careful consideration, research, and collaboration will help you revise your plan effectively and select the most appropriate program for your needs. Once you have successfully revised and implemented your plan, take the time to Reflect on these changes.

Reflecting on the changes made to the plan after its revision and implementation is an invaluable step in the process. By engaging in reflection, educators can gain a deeper understanding of the impact of the revisions and gather insights into the effectiveness of the chosen reading program. Here are some key points to consider during the reflection process:

1. Assessing student progress and outcomes:
   • Reflect on how the revised plan and the selected reading program have influenced student learning and progress.
   • Analyze student performance data, assessments, and observations to determine if the chosen program has resulted in positive outcomes for the students.
   • Consider if the revised plan has effectively addressed the students' needs and if they have made noticeable improvements in their reading skills and comprehension.
2. Evaluating implementation strategies:
   • Reflect on the strategies and approaches used to implement the revised plan and the chosen reading program.
   • Consider whether the instructional methods, resources, and activities available aligned well with the program's recommendations.
   • Identify any challenges or successes encountered during the implementation and assess how they have influenced student engagement and progress.
3. Gathering feedback from students and colleagues:
   • Seek feedback from students about their experiences with the revised plan and the reading program.
   • Engage in conversations with colleagues or other educators who were involved in the implementation to gather their perspectives and insights.
   • Consider their feedback and suggestions for potential improvements or adjustments to further enhance the effectiveness of the chosen program.

• Identifying areas for growth and improvement:
  • Reflect on areas where the revised plan and the chosen program have been particularly successful.
  • Identify any areas that may require further attention or improvement, such as instructional strategies, differentiated support, or additional resources.
  • Consider how to address these areas of growth to continually refine and enhance the students' learning experiences.

By engaging in reflection, educators can gain a deeper understanding of the impact of their decisions and actions, leading to continuous improvement in their instructional practices. Reflecting on the changes made to the plan, and its subsequent outcomes, empowers educators to refine their approaches and provide even better support to their students in their reading development. Finally, consider whether you need to look back at the other Rs to continually Review, Rethink, Revise, and Reflect.