Program Evaluation Of Foundational Skills Reading Curriculum Implementation

Ryan Carter Gard-Harrold

The issue evaluated was a reading curriculum training implemented for all teachers, kindergarten through second grade, in 37 elementary schools in one district. The procedures for implementing the new curriculum did not effectively solicit feedback from stakeholders (teachers) to ensure their buy-in and engagement, and training was not consistent district-wide. Results of the evaluation could offer recommendations to improve future implementations. The purpose of the program evaluation of the foundational reading skills curriculum was to gather insight into stakeholders’ perceptions of program implementation and training for a new reading curriculum in a school district in Central Florida. The overarching question was, What are stakeholders’ perceptions of implementation of the new reading curriculum introduced into a school district in Central Florida? Two evaluation questions were asked to guide data collection: (a) What were stakeholders’ perceptions of the commitment and engagement required of them in implementing a new reading curriculum, and (b) what were the views of the stakeholders relative to the training involved in the implementation of the new reading program? Using Stake’s responsive evaluation approach, teacher perceptions were gathered to gain insight into ways to improve the implementation of new initiatives in the Central Florida district of study. All teachers in the district’s 37 elementary schools were invited to participate in an anonymous questionnaire to provide feedback relative to the professional development offered during implementation. Of the 750 teachers invited, 260 returned questionnaires. Teachers also were asked to provide feedback regarding the professional learning community implementation of the foundational skills component of the reading curriculum. In addition, professional development learning logs and professional learning community reflection forms were reviewed. A coinvestigator was utilized to ensure any identifying information was removed before responses were submitted to the researcher. The data were analyzed to discover trends in stakeholders’ perceptions of program implementation. The findings of the program evaluation indicated overall stakeholder satisfaction with the professional development model. Stakeholders were less satisfied with the efficacy of the professional learning community. The professional development model and professional learning community should be aligned rather than working in isolation. The professional learning community may not be meeting teachers’ needs. Suggestions for ongoing communication between stakeholders and program facilitators were proposed. The goal of gaining insight into the perceptions of stakeholders was achieved as part of the program evaluation. However, the unforeseen impact of the COVID-19 pandemic and its impact on instruction and professional development created limitations. The program evaluation and its subsequent recommendations will be provided to district administrators, who will determine whether to disseminate the information. District leaders will evaluate the benefits of the recommendations and provide them as potential options for future program implementations. District leaders will provide the potential options for program implementation change in school leadership meetings with school principals. School principals will communicate changes in practice to teachers and adjust school level implementation of new programs based on the recommendations from the evaluation.

Program Evaluation Of Foundational Skills Reading Curriculum Implementation

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Program Evaluation Of Foundational Skills Reading Curriculum Implementation

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