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Implementation Challenges for Tier One and Tier Two School‐Based Programs for Early Adolescents
Author(s) -
LaRusso Maria D.,
Donovan Suzanne,
Snow Catherine
Publication year - 2016
Publication title -
new directions for child and adolescent development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.628
H-Index - 59
eISSN - 1534-8687
pISSN - 1520-3247
DOI - 10.1002/cad.20179
Subject(s) - tier 2 network , test (biology) , tier 1 network , curriculum , intervention (counseling) , psychology , reading (process) , mathematics education , academic achievement , medical education , computer science , pedagogy , political science , medicine , telecommunications , paleontology , the internet , psychiatry , world wide web , law , biology
Abstract This mixed‐method study examined the implementation and the challenges to implementation for participants in randomized controlled trials of two school‐based programs for early adolescents: the Tier One Word Generation (WG) program, and the Tier Two Strategic Adolescent Reading Intervention (STARI). Levels of implementation for WG and STARI varied substantially across teachers and classrooms, with mean levels of 40% for fourth‐ and fifth‐grade WG, 31% for sixth‐ and seventh‐grade WG, and 47% for STARI. The three most common implementation challenges for WG were lack of time, multiple new programs/curricula happening at the same time, and time lost to testing and test prep. The three most common implementation challenges for STARI were student misbehavior, student absences, and time lost to testing and test prep. In order to succeed, efforts to find programs that work and to improve educational outcomes must address these formidable problems in U.S. public schools.