READ 180 was adopted by a school district in Southern Alabama (SDSA) in response to students' low state reading and comprehension scores statewide. However, after years of implementation, it is unclear whether the READ 180 curriculum and the instructional practices characteristics of the READ 180 have been implemented with fidelity across district…

The purpose of this study was to evaluate the implementation of the "Phonics First"® program within one district to inform district level curriculum team decisions and program planning moving forward. As a level 4 Directed State Support district, the studied district was looking for ways to close the achievement gap and raise overall…

LXD Research analyzed data from over 3,200 students in grades K-2 who participated in using the 95 Phonics Core Program in a school district in MO during 2021-2022. The demographic breakdown of this sample included 75% White students, 23% Low Income students, 9% ESL students, 13% SPED students. Schools in the district were paired for similar ELA…

This article describes the challenge of engaging educators in professional development (PD) that is timely and relevant to their work, and effective in stimulating instructional changes to improve student learning. The authors highlight the competing needs and goals for PD that create tensions among the external accountability demands, school…

Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students' reading levels…

Reading is at the heart of education and it is the basic skill upon which all others are built. Reading difficulties underlie much of the differences in academic achievement between students with specific learning disabilities in reading and non-disabled students; addressing these challenges when children are young is the key for long-term success…

The purpose of this study was to examine the perceptions of technology implementation of middle school teachers in one of the largest school districts in Alabama. This study examined if the use of technology had a positive influence on students' academic performance (reading and mathematics). Although several other studies are equivalent to this…

The present evaluation study sought to determine how LightSail is implemented within schools in three public school districts, Evergreen Public Schools (EPS), Denver Public Schools (DPS), and Oakland Unified School District (OUSD). Case studies conducted in a subsample of schools within the three districts included classroom observations,…

This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation…

The purpose of this study was to determine how teachers in an urban school district implemented Comprehensive Literacy Improvement Program (CLIP) and balanced literacy framework in second through fifth grade classrooms by exploring the evidence of implementation of guided reading strategies. Instructional delivery, training methodology, phonemic…

This three-year qualitative study examined how district personnel interpreted the Common Core State Standards (CCSS) in English language arts for bilingual teachers' Spanish literacy instruction and the changes that four dual-language (DL) teachers (K-2) made in their Spanish literacy instruction in response to their participation in professional…

Literacy By 3 is a comprehensive, literacy initiative implemented in Houston Independent School District's (HISD's) kindergarten- through fifth-grade classrooms during the 2014-2015 school year. Literacy By 3 is a combination of six reading strategies: (1) guided reading; (2) reading to self (independent or silent sustained reading); (3) read to…

Bilingual programs continue to expand in school districts across the United States to address the growing numbers of students whose home language is other than English. The Response to Intervention (RTI) framework was used to guide this qualitative study, the purpose of which was to identify the extent to which the five elements of RTI exist in…

Achievement of adequate yearly progress (AYP) is crucial for all students due to the increased rigor of Common Core Standards and Keystone graduation requirements. Logically then, programs that can help students achieve AYP should be implemented to their fullest potential. This study investigated whether the Reading Apprenticeship (RA) framework…

In 2017-2018, the Houston Independent School District (HISD) launched Achieve 180, a program centered upon a comprehensive action plan to increase student achievement at 45 schools, including the 27 schools that received the Texas Education Agency Campus Accountability rating of "Improvement Required" (IR) in 2016-2017 and 18 former IR…