Implementing and scaling Differentiated Literacy System: A case of evaluators’ voices channeling outside-in and bottom-up perspectives for equity and continuous improvement

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dc.contributor.author Vang, Mai Chou
dc.contributor.author Kasad, Zareen
dc.contributor.author Young, Viki M.
dc.date.accessioned 2021-01-15T18:04:47Z
dc.date.available 2021-01-15T18:04:47Z
dc.date.issued 2020-10
dc.identifier.uri http://hdl.handle.net/20.500.12265/110
dc.description.abstract Digital Promise is supporting the implementation and scaling of Differentiated Literacy System (DLS), a tool and instructional coaching for K–3 teachers to meet individual students’ literacy needs. Based on interviews with over 200 teachers, principals, and district leaders, we bring forward our voices as evaluators by highlighting uncomfortable truths that lie at the crux of DLS’ desired impact on education. We place primacy on teachers’ “bottom-up” perspectives as those charged with creating instructional change. With a continuous improvement stance, we go beyond reporting findings to draw clear and actionable implications for DLS. The summary below presents key findings and recommendations that focus on organizational policies, structures, and practices to better support DLS and improve consistency in service quality for schools. en_US
dc.description.sponsorship U.S. Department of Education grant en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise en_US
dc.subject literacy en_US
dc.subject early literacy en_US
dc.subject small group instruction en_US
dc.subject differentiation en_US
dc.subject continuous improvement en_US
dc.subject online assessment en_US
dc.subject coaching en_US
dc.subject virtual coaching en_US
dc.subject evaluation en_US
dc.subject scale en_US
dc.subject professional learning en_US
dc.title Implementing and scaling Differentiated Literacy System: A case of evaluators’ voices channeling outside-in and bottom-up perspectives for equity and continuous improvement en_US
dc.type Presentation en_US


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