| In 2002, 197 schools throughout the Los Angeles Unified School District began participation in the Reading First Grant to improve reading instruction and increase student achievement. Grant eligibility was limited to schools the farthest behind academically. Participation was optional and required teachers, administrators, and coaches to commit to following a rigorous set of actions (Reading First Assurances) designed to improve student achievement in reading/language arts.; This study investigated implementation of the Reading First Grant at schools where students were making significant academic achievement gains and at schools where there was little or no growth. Principals, coaches, and teachers were surveyed to gain an understanding of how the Assurances were being implemented in both high- and low-performing schools. Principal interviews were conducted to provide insight into the leadership needed to ensure that Reading First actions were put into practice simultaneously and relentlessly. Teacher and coach focus groups provided practitioner perspective on how the Reading First Grant was being implemented at school sites and identified needed support by teachers and coaches to improve implementation and student achievement.; Key components of successful reading program implementation include the use of high quality instructional materials, professional development that is directly linked to the instructional materials used by teachers, pacing to ensure equal access to the core program for all students, and effective use of periodic assessment data to guide reflective teacher practice and administrative decisions about the on-going professional development needs of teachers.; Study data indicated that high-performing schools are led by principals who are knowledgeable about effective reading instruction and instructional coherence and who support the school's reading program and Reading First. These principals build a collaborative school culture that supports teacher learning and recognizes teacher leadership. High-performing schools establish clear indicators of accountability for improved student learning. The ability of schools to establish high expectations for full-implementation of effective reading materials is of crucial importance in ensuring that all children learn to read. |
