RISE project initiated collaborative discussions to understand the unique needs and challenges faced by learners, teachers, and principals among the partner schools. Ten Grade 1 teachers and five principals from partner schools were selected to participate in the discussion. This initiative aimed to provide a valuable opportunity to gather insights into the specific challenges related to reading instruction, which the project could use as a starting point for upcoming activities.

The focus group discussion questions for principals and Grade 1 teachers covered several common themes regarding reading programs, implementation methods, access to materials and resources, challenges encountered in program execution, and sources of reading materials. However, the questions differed in focus. The principal-specific questions included inquiries about support from the division or region regarding reading programs. In contrast, the Grade 1 teacher-specific questions explored areas such as support received from the school, challenges faced in teaching reading, the effectiveness of instructional materials, professional development needs, parental engagement strategies, and methods for monitoring student progress. 

The data revealed a range of challenges and opportunities related to reading literacy programs in the region. Teachers reported challenges such as limited resources, inadequate training, and insufficient parental support. They expressed a desire for new reading programs, additional resources and training, and assistance from pre-service teachers. They also emphasized the need for support in monitoring and assessing students' reading progress, suggesting the provision of standardized tools and increased support from the school, including materials, resources, and professional development opportunities. While schools are actively promoting reading literacy through various initiatives, they face challenges regarding resource availability, teacher capacity, and student engagement. The reliance on online sources and teacher-made materials highlights the need for more standardized and readily available resources. Additionally, the procurement process for reading materials may require improvement to ensure adequate access for all students.

These information will help the team develop a customized program that effectively addresses the issues currently faced by the existing reading programs in the region. The information gathered can assist in tailoring the reading aid program and project objectives to meet the most pressing concerns, ensuring a smoother and more effective rollout of the project.