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.authorVang, Mai Chou
dc.contributor.authorKasad, Zareen
dc.contributor.authorYoung, Viki M.
dc.date.accessioned2021-01-15T18:04:47Z
dc.date.available2021-01-15T18:04:47Z
dc.date.issued2020-10
dc.description.abstractDigital 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.sponsorshipU.S. Department of Education granten_US
dc.identifier.urihttp://hdl.handle.net/20.500.12265/110
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectliteracyen_US
dc.subjectearly literacyen_US
dc.subjectsmall group instructionen_US
dc.subjectdifferentiationen_US
dc.subjectcontinuous improvementen_US
dc.subjectonline assessmenten_US
dc.subjectcoachingen_US
dc.subjectvirtual coachingen_US
dc.subjectevaluationen_US
dc.subjectscaleen_US
dc.subjectprofessional learningen_US
dc.titleImplementing and scaling Differentiated Literacy System: A case of evaluators’ voices channeling outside-in and bottom-up perspectives for equity and continuous improvementen_US
dc.typePresentationen_US

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