1. Examining Teachers’ Experiences with the Adoption of Published Reading Programs at the Primary Grades: An Exploratory Study LeeAnn M. Trusela and Noelle C. Griffin UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards, and Student Testing (CRESST) CRESST Conference Los Angeles, CA September 10, 2004

2. CPDI Background 4-year study 2001-2002: UCOP/higher education collaboration, implemented through multiple providers developing different program models around core literacy content 2002-2003: CPDIs coordinated with California’s AB466 legislation and aligned with state adopted English language arts instructional materials

3. Evaluation Methodology/Overview Focus on 2002-2003 evaluation data Teachers involved in district-wide adoptions of published literacy programs School-level interviews (n=45) with teachers drawn from sample of statewide CPDI participants Observation of classroom instruction/implementation of adopted material programs

4. Sample School Criteria Curricular program adopted Demographics Similarity of make-up to other schools in district Range of geographic regions represented Range of student demographics and Academic Performance Index (API) scores

5. Demographic Characteristics of Sample Schools Average Range African American students 3%0-6% Asian/Pacific Islander students 4%0-8% Hispanic/Filipino students 60%9-98% White Students 32%1-79% English learners 40%9-83% Free/reduced lunch 56%9-92% Credentialed teachers 92%74-100% 2001 API (base) 640462-839 2002 API (growth) 661471-854 Note. Data source: California Department of Education website, www.api.cde.ca.gov.

6. General Trends/Findings Ease/difficulty of implementation of individual program components Patterns of program component use Teacher feedback on classroom utility

7. Difficulties Encountered in Program Implementation  Program pacing and scheduling  Use of prescribed supplemental program materials  Writing instruction component

8. Ease of Implementation  Phonics and comprehension instruction  Navigation of core teachers’ guides

9. Other Implementation Patterns  Program assessment use  Program supplementation

10. Teacher Feedback: Program Utility and Accessibility to Students  Issues of adaptability for students working outside grade level (above/below benchmark)  Lack of breadth and and quality  supplementation to program materials

11. Teacher Feedback: Program Utility and ELA Component Coverage Most teacher feedback idiosyncratic based on unique classroom experience Over 30% of teachers citing program writing components as most problematic

12. Concerns Regarding Program Writing Components  Depth/breadth of materials  Organization  Developmental patterning  Assessment/guidance strategies

13. Contextual Factors: Supports and Barriers to Implementation Program adaptability to English learner (EL) instruction Teacher beliefs/attitudes towards program adoption Successes/failures of professional development process

14. Program Adaptability to EL Instruction: Issues and Challenges  Varying student proficiency levels  Program pacing  Training/coverage of EL materials  Program content vs. teacher beliefs about EL instruction

15. How Can Teacher Beliefs Impact Program Adoption & Implementation?  Issues of teacher “buy-in” and effects on implementation  District roles/policies in program adoption & consequent impact on implementation  Teacher attitudes toward program(s) in general & impact on practice

16. Professional Development and Program Adoption: Successes and Areas for Improvement  Considerable overlap between areas teachers deemed lacking in training and areas of difficulty in implementation  Need for additional training/follow-up program support  Opportunities for practice  Opportunities for hands-on experience with program materials  Training with instructors who have used program materials in their own classrooms

17. Discussion/Implications of Evaluation Findings Research:  Investigate role of teacher beliefs in adoption & implementation of structured, published reading programs  School and district-level processes  Student achievement Practice:  Quality of professional development training and follow-up/support  Applicability/accessibility for varying student needs & skill levels  Teacher beliefs  School culture

18. www.cresst.org