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Following prior efficacy findings for the Zoology One program, the research team surveyed 28 treatment-group teachers and interviewed 19, examining which curriculum components and materials were sustained and how teachers’ fidelity during the RCT and years of teaching experience predicted sustainment. Findings inform support needs for durable implementation once study supports end.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-sustainment-of-an-evidence-based-kindergarten-literacy-curriculum-report-brief/583942/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-sustainment-of-an-evidence-based-kindergarten-literacy-curriculum-report-brief/583942.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study after the randomized controlled trial?","Question",{"text":112,"@type":113},"To examine teachers’ continued use of the Zoology One kindergarten literacy curriculum one year after their participation in the RCT, including which components and materials they sustained.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ sustainment and related predictors measured?",{"text":117,"@type":113},"The study used surveys from 28 teachers and interviews with 19 treatment-group teachers, alongside RCT data on teachers’ fidelity and their years of teaching experience.",{"name":119,"@type":110,"acceptedAnswer":120},"What resources did treatment-group teachers receive during the RCT?",{"text":121,"@type":113},"They received in-person professional development, 10 in-school coaching sessions from a curriculum publisher coach, and materials including a curriculum guide and related materials to implement as intended.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583942,1792231306,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","1 EXAMINING SUSTAINMENT OF AN EVIDENCE-BASED KINDERGARTEN LITERACY CURRICULUM  \nExamining sustainment ofan evidence-based  \nkindergarten literacy curriculum  \nREPORT BRIEF  \nRyan Fink Katarina Suwak  \nGwendolyn Lawson Maurice Spilliane  \nMay 2023  \n(THIS PAGE LEFT INTENTIONALLY BLANK)  \nExamining sustainment ofan evidence-based kindergarten literacy curriculum  \nREPORT BRIEF  \nAbout This Study  \nOur team previously conducted an efficacy evaluation of Zoology One: Kindergarten Research Labs, a kindergarten curriculum that integrates literacy instruction and science exposure. Two cohorts of kindergarten students and their teachers participated in a randomized controlled trial (RCT) during the 2016-17 and 2017-18 school years. In each of those school years, kindergarten teachers assigned to the Zoology One condition were expected to implement the Zoology One curriculum and received training, coaching, and materials to support their implementation. Findings revealed that Zoology One students outperformed control students in reading comprehension, letter naming-fluency, and motivation to read. The full set of findings from the RCT can be found here.  \nThe study discussed here aims to better understand teachers’ continued use of the curriculum one year after their participation in the RCT. We surveyed 28 teachers and interviewed 19 of those teachers from the treatment group in the spring one year after their participation in the RCT. Surveys and interviews asked teachers about the extent to which they continued to use various components and materials from the Zoology One curriculum. We also used data about teachers’ fidelity to Zoology One collected during the RCT, as well as teachers’years of teaching experience to examine the extent to which these variables predicted sustainment.  \nThe research reported here was supported by the Institute of Education Sciences, U. S. Department of Education, through Grant [R305A160109] to the University of Pennsylvania.  \nIntroduction  \nThe role that curriculum plays in student academic outcomes is often the subject of research studies which then inform education policies at the state, district, and schoollevels about which curricula to adopt and implement (Slavin, 2003) . These curricula can vary widely across classrooms, schools, districts, and states (Vaughn, Scales, Stevens, Kline, Barrett-Tatum, Van Wig, Yoder, & Wellman, 2021), and although teacher autonomy regarding curriculum adoption has waned over the past few decades (Sparks & Malkus, 2015), many teachers in this study retained some level of control over which instructional materials they used.  \nTeachers who participate in efficacy studies evaluating a curriculum are expected to implement the assigned curriculum and are often provided with resources to support them in doing so (e.g., professional development, coaching, and access to classroom materials) . However, once the study ends and many of these supports are removed, teachers are left with choices regarding the extent to which they continue implementing (i.e., sustain) the curriculum. This provides an opportunity to understand the extent to which teachers sustain a curriculum, and what adaptations they make once they are no longer required to implement it nor offered implementation supports. It also provides an opportunity to examine which teachers are most likely to sustain implementation.  \nAddressing questions regarding sustainment are important to inform the development of new curricula and to identify the types of supports necessary for sustained implementation. Previous research has identified potential predictors of sustainment, including teachers’ fidelity of implementation during the original project period (Sanford DeRousie & Bierman, 2012) and teachers’years of experience (Clements, Sarama, Wolfe, & Spitler, 2015) . However, findings regarding these factors have been mixed (see Clements et al., 2015; Sanford DeRouise & Bierman, 2012), and it is therefore important to c","cbCaihyKWVg9CwwO","https://ap.wps.com/l/cbCaihyKWVg9CwwO","pdf",1244672,"English","# About This Study\n## Introduction\n# The RCT","[{\"question\":\"What is the purpose of this study after the randomized controlled trial?\",\"answer\":\"To examine teachers’ continued use of the Zoology One kindergarten literacy curriculum one year after their participation in the RCT, including which components and materials they sustained.\"},{\"question\":\"How were teachers’ sustainment and related predictors measured?\",\"answer\":\"The study used surveys from 28 teachers and interviews with 19 treatment-group teachers, alongside RCT data on teachers’ fidelity and their years of teaching experience.\"},{\"question\":\"What resources did treatment-group teachers receive during the RCT?\",\"answer\":\"They received in-person professional development, 10 in-school coaching sessions from a curriculum publisher coach, and materials including a curriculum guide and related materials to implement as intended.\"}]","Examining Sustainment of an Evidence-Based Kindergarten Literacy Curriculum - Report Brief | PDF",1792049132,25]