Dr. McGrath insists that, “Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills.” Another essential area of best practice is the collection of formative performance data. These student data serve as a “dip-stick” approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.