With the implementation of RTI, educators are attempting to find models that are the best fit for their schools. The problem solving and standard protocol models are the two most common. This study of 65 students examines a new model, the dynamic skills protocol implemented in an elementary school starting in their fourth quarter of kindergarten through second grade. The dynamic skills protocol was part of a primary grades reading program, the Growing Literacy Collaborative. The universal screener was DIBELS and progress monitoring was the Phonics Screener for Intervention, Version 2.1 (PSI). Intervention groups were based on skill needs and a flexible grouping model. The progress monitoring screener assessed the specific skill taught in the intervention group. The PSI was examined for its predictive validity for Illinois Standards Achievement Test (ISAT). An important component of implementation of a model is the teacher's expectancy and values. Accordingly, the perspectives of five teachers were examined. The results of a single t-test comparing the average reading score for the program group in third grade on ISAT standardize reading test scores to the state average on ISAT reading indicated no significant difference. The results of an independent t-test comparing the program group's third grade ISAT reading to the previous cohort, who had not had the program, showed statistically significant differences with the program group performing higher than the previous cohort with a low to moderate effect size. Logistic Regression and Receiver Operating Characteristics were utilized to determine the predictive validity of the PSI for ISAT in fall and spring of first and second grade. All logistic regressions were statistically significant indicating PSI's predictive validity for ISAT. The classification accuracy and AUC decreased from first grade to second grade. Using content analysis, the teacher interviews were analyzed for expectancy and value of the program. The finding was that the teachers who differentiated in their classroom indicated that the program was effective in improving reading skills and the teachers who did not differentiate classroom instruction indicated that the program was not effective. The study results support implementing a dynamic skills protocol and skill-based progress monitoring screener. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]