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Dysart continues study of Spalding phonics after mixed results at pilot schools
Summary
District staff reported mixed DIBELS results from pilot use of the Spalding phonics program at Freedom and Countryside schools and outlined next steps including classroom observations, vendor follow-ups, staff surveys and potential multi-year implementation planning.
The Dysart Unified School District governing board heard an information update on the Spalding phonics program and directed staff to continue evaluating the curriculum after staff reported mixed results from two pilot sites.
Dr. Asai, presenting the update, said, "Spalding is currently used to teach phonics at Freedom and at Countryside. It is not used as our sole tier 1. Our tier 1 that really gets to those AASA standards is our HMH series." He told the board district staff met with the Spalding representative, learned of additional tier-2 resources and planned classroom learning walks with the vendor.
Staff described DIBELS outcomes for kindergarten through third grade at pilot sites: Freedom finished the year at about 91% (presenter characterized Freedom as a top-performing site), while Countryside showed lower results (about 68% in the year cited). Presenters noted measures change through grades (DIBELS composite in kindergarten, ORF fluency in first grade, maze/retell in second grade) and cautioned that instruments are not identical across grades, complicating direct comparisons.
District questions for the vendor included how Spalding maps daily lessons to Arizona state ELA standards, what diagnostic tools the program provides for identifying skill gaps, what tier-2 resources exist and how the program supports diverse learners including English learners and students with dyslexia. The Spalding representative agreed to provide more detail, supply learning-walk opportunities (district staff indicated interest in visiting Alhambra and Maricopa sites) and answer outstanding technical questions.
Connie (director of curriculum) and Rebecca Willie (reading coordinator) were identified as staff leads for follow-up work. The district plans to survey current Spalding teachers about implementation experience and all K–3 teachers about interest in Spalding. Dr. Asai told the board that teacher training and rollout are substantial undertakings: the district would expect a multi-year commitment, with vendor training and teacher professional development taking multiple summers and years to establish fidelity.
Board members asked for a standards-alignment map from the vendor, dates for proposed site visits, and a staff survey of both Spalding and the district's other phonics approaches (including the 95% supplemental materials) so the board can evaluate teacher interest and potential cost and training needs before any broader adoption. Staff committed to return with results of vendor responses, planned learning-walk dates, and survey results.
No adoption or policy change was proposed at the meeting; the board received the update and directed staff to continue fact-finding and report back.
