PCI Education sought scientifically based evidence on the effectiveness of the "PCI Reading Program--Level One" for students with severe disabilities. During the 2007-2008 academic year. Empirical Education conducted a randomized control trial (RCT) in two Florida districts, Brevard and Miami-Dade County Public Schools. For this experimental study, the authors randomly assigned teachers to two groups: a group trained on and using the "PCI Reading Program--Level One" ("PCI" group) and a control group using their existing reading program. The specific question addressed in this research is whether students whose teachers were given the "PCI Reading Program--Level One" achieve higher sight word assessment scores in reading than students of teachers not having it. The authors' were also interested in whether effects differed for specific subgroups of students: those who score low on the sight word or phonological pretests, those in lower or higher grades, and those whose teachers were more experienced in Special Education. This paper investigates the level of implementation that could be achieved and the level of interest generated among the teachers. As an initial study of this program (Levels Two and Three are still in development) the goal was to determine whether or not it helps severely disabled students succeed in learning the specific skills on which it is focused. Because the outcome measure, sight word recognition, was closely aligned to the program (Level One is focused on sight words) this paper considers this an efficacy study in examining whether the program achieves its stated goals rather than whether it makes a difference in more generally defined reading skills. [For the full report, see ED539945.]