This paper outlines various aspects of the Learning Improvement Group (LIG). The LIG is described as a model for organizing existing resources to meet basic skills needs of students. Reference is also made to the identification of both student and teacher reading/learning needs in self-renewing schools. Suggestions are made regarding the organization and assessment of LIG. Various assessment approaches and specific assessment strategies are described. Taken into consideration is the time required for these assessment procedures and the individuals who would be best suited for making the assessments. Also discussed are the budget needs of an LIG and its role in curriculum development. Sample forms that teachers would be asked to complete in analyzing student needs and their own teaching styles are included. (EB)