This publication illustrates a sampling of Colorado schools that despite a variety of challenges are accomplishing achievement results that are noteworthy. These schools and others were identified through a statewide study of Colorado reading and writing conducted by the Colorado Department of Education Office of Learning and Results. The report, entitled "The State's Look at Literacy", compiles the findings of this statewide study and makes recommendations for ways that schools may replicate these reading and writing achievement results. Profiles of the schools that presented at the 2007 Colorado Reading Summit entitled, "Leveraging Literacy: Increasing Your Return On Investment", are included. School profiles summarize results, demographics and systemic educational practices contributing to positive results in reading and writing. A variety of data sources were used to identify schools to present at the Summit. Therefore, data on the schools included in this publication should not be used for comparison across these schools. In addition, data are presented on specific groups of students who are making gains or achieving over time. The data used in this process were cohort data based on the Colorado Student Assessment Program (CSAP) reading and writing scale scores from 2004 to 2006. The individual student scores were matched using the state assigned student identifier (SASID) for students who remained in the same district (not necessarily in the same school) from 2004 to 2006. Students included in the analyses at each school were students who achieved the normal grade progression over the three year period. For example, a fifth-grade student in 2006 had to have a valid score on the fifth grade CSAP in 2006, the fourth grade CSAP in 2005 and the third grade CSAP in 2004. Statistical significance was determined by statistically testing the difference between the 2004 standardized mean score and the 2006 standardized mean score for each school. Schools of various sizes were included in the analysis. The statistical significance test adjusts to the number of students included in each grade and school. The significance test also adjusts to the use of matched data over time. The data used in this process were the school's CSAP reading and writing percent proficient and advanced in 2004, 2005, and 2006. Schools that maintained 80% (or more) or 90% (or more) of their students scoring proficient or advanced three years in a row were considered. School profiles in this document are organized alphabetically and include: Alsup Elementary School; Cherokee Trail Elementary; Cheyenne Mountain Elementary School; Cotopaxi Junior/Senior High School; Del Norte Middle School; Fairview Elementary School; Greenwood Elementary School; Hackberry Hill Elementary School; Hulstrom Options K-8; Keller Elementary School; Las Animas Elementary School; Loveland High School; Mead Middle School; Roosevelt Edison Charter Elementary School; Shanner Elementary School; Spann Elementary School; Wiggins Elementary School; Willow Creek Elementary School; and Wyatt-Edison Charter School. An index organizes the presenting schools by district, geographic region, and school type.