We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with the intensive interventions they need to become proficient readers by third grade. Good classroom instruction should meet the needs of most students, but an efficient system for providing high quality, intensive interventions is required to meet the needs of all students. The Principal plays a key role in helping to organize the school to provide intensive interventions for students who need them, and this guide provides information critical to developing and implementing an effective school level intervention program. These guidelines should not be interpreted rigidly as the "only way" to provide effective interventions for K-3 students. Rather, they are meant to suggest some guiding principles, along with some examples of how those principles can be operationalized to develop an effective school level system for meeting the instructional needs of all students. [These guidelines were produced by Just Read, Florida! and the Florida Center for Reading Research.]