Improving classroom teacher instruction in literacy for high-needs children has been the focus of much research (Garet et al., 2008; Risko et al., 2008; Snow et al., 1998) but has generally been unsuccessful. The ELEVATE TRI program uses the professional development model used by the few programs that have produced highly effective classroom teachers in literacy (Risko et al., 2008; Vellutino & Scanlon, 2002). We plan to serve schools in the Roanoke River Valley Education Consortium, including K-2nd grade in Hertford (Riverview elementary school) and Warren Counties (Miriam Boyd, South Warren and Vaughn elementary schools). The project will increase the effectiveness of K-2 classroom teachers in the instruction of reading (especially for struggling readers) through intensive professional development in summer institutes and biweekly coaching of teachers by highly skilled literacy consultants. Unique to this project is the use of highly cost effective webcam technology. UNC literacy coaches will actually observe and give feedback to classroom teachers as they watch classroom teachers working with struggling readers one-on-one via webcam. This has been shown to be highly effective in many rural counties around the country, including those in North Carolina. It is expected that teachers will show improved knowledge of literacy practices and improved instruction for both struggling and non-struggling readers. Struggling readers will demonstrate significant growth in literacy over one year and even more growth by the end of the second year. Teachers will be able to continue the intervention after 2 years with consultation from the TRI staff.