The results of a pilot study of a reading tutor program that had as its focus the creation of a suitable reporting system for insuring adequate implementation of the program are discussed in this paper. The use of learning resource teachers (LRTs) to train tutors, select tutees, monitor implementation, and establish home-based reinforcement is assessed. The problems with implementing a cross-age tutoring program without using outside resources are examined, including the necessity both for a suitable reporting system and for an expert in tutoring to review the records, monitor tutor performance, and take quick action to correct problems as they arise. The report concludes that cross-age tutoring should not be regarded as a time-saving program, but as a more cost-effective one. Appended are the forms developed for the program, including a tutor record sheet, an LRT weekly report form, a tutor efficiency checklist, a list of responsibilities of the ALRT (the LRTs' supervisor), a student progress chart, and an ALRT review report. (AEA)