This final report discusses the activities and outcomes of a project designed to investigate the sustainability of two federally funded intervention programs by school staff. The first, Eastlake High School Inclusion Program, implemented processes and instructional interventions designed to support the full inclusion of students with disabilities throughout the school community. One year after the federal grant ended, however, the program was no longer being implemented. The second program, the Sound Partners Program, is a supplementary, phonics-based one-to-one tutoring program for primary grade students at highest risk of reading failure. The program assigns tutors to work with students for 30 minutes a day, four days a week, for the entire school year. Sound Partners was designed to incorporate up-to-date research on effective early reading instruction for students at risk for reading disabilities. It was also specifically intended to enable paraprofessional tutors to teach critical beginning reading skills effectively to students who would not learn to read with classroom reading alone. This report discusses components of the Sound Partners program, activities during years 2-5 after the original federal grant ended, refinements to the program, and key characteristics of successful implementation. Extensive appendices include articles and materials related to the project. (Contains 48 references.) (CR)