Teachers’ skills improved from 68% to 88%, and they were able to better engage the Syrian students and motivate group work. After USAID’s interventions the percent of teachers who faced problems dealing with psychological, behavioral and academic issues decreased from 37% to 28%. Furthermore, teachers’ skills increased from 67% to 87% in the Reading Club and from 59% to 82% in the Arabic Literacy Training. Reading clubs increased the quality and quantity of students’ extracurricular readings, and the Community- Parent School Coalition (CPSC) interventions helped in building positive relations between parents, teachers and the community. CISLE was extended for another three years, and evaluation information were taken into consideration: i.e., interventions starting at the beginning of the school year in order to give ample time to implement them during the academic semester; training workshops were customized to take into consideration teachers’ prior experience and increase practical exercises; and, institutionalizing the school coalitions.