Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform

Barrett-Tatum, Jennifer; Ashworth, Kristen E.

doi:10.1007/s10833-020-09392-1

Cited by 5 publications

(4 citation statements)

References 31 publications

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“…Our conceptual framework is guided by the understanding that “policies are enacted within social, cultural, political, and financial parameters that influence the interpretation and the implementation of the policy into schools and the classroom” (Barrett‐Tatum & Ashworth, 2021, p. 358) and that each level involves both envisioning and enactment of policy (Schulte, 2018). We posit that the policy framework that guides teachers' everyday decisions around curriculum and instruction of ELs is hierarchal yet multidirectional (see Figure 1), which often results in multiple interpretations and subsequent implementations by teachers.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

English language development specialists' views on emergency remote teaching

Leider

Tigert

2022

TESOL Journal

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In March 2020, the COVID-19 pandemic disrupted education across the globe. In the United States, many local education agencies (LEAs) rapidly transitioned to delivering instruction virtually or with physical assignment packets. Hodges, Moore, Lockee, Trust, and Bond (2020) called this emergency remote teaching: "a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances" (para. 5). This emergency remote teaching (ERT) was

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Section: Conceptual Frameworkmentioning

confidence: 99%

English language development specialists' views on emergency remote teaching

Leider

Tigert

2022

TESOL Journal

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“…Further, while district initiatives responding to accountability policies including changes to curriculum, instruction, and teacher beliefs have at times been successful (Spillane et al, 2018; Woulfin, 2015), researchers have also found evidence that central office administrators, principals, and/or teachers may rush implementation of new district initiatives in ways that have unintended and, at times, negative consequences (Anagnostopoulos & Rutledge, 2007; Au, 2007). Ultimately, we know too little about how the high-stakes policy environment filters through the level of the district office to couple with the day-to-day practices by teachers in classrooms (Barrett-Tatum & Ashworth, 2021).…”

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confidence: 99%

Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability

et al. 2023

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Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.

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“…Within the multi-tiered system of support framework, teachers plan, implement, and evaluate evidence-based curriculums and practices through each tier of instruction. Literacy coaches have been found to have extensive knowledge of literacy instruction and evidence -based practices that they are able to share with teachers and administrators (Barrett-Tatum & Ashworth, 2020;Calo et. al., 2015;Schachter et.…”

Section: Literacy Coachesmentioning

confidence: 99%

“…Drago-Severson (2009) defines collaborative learning as a place "where educators support and challenge each other to grow" (p.7). Literacy coaches are able to create an effective learning environment, where teachers can learn from one another to improve their practice (Barrett-Tatum & Ashworth, 2020;Vanderburg & Stephens, 2010;Woulfin & Coburn, 2012). Barrett-Tatum & Ashworth (2020) observed literacy coaches spending several hours a week meeting with professional learning communities, grade-level teams, and individual teachers to try and help them develop lesson plans and strategies to differentiate instruction to meet the needs of students.…”

Section: Literacy Coachesmentioning

confidence: 99%

The successes and challenges of implementing multi- tiered systems of support in urban elementary schools

Serrato

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Multi-Tiered Systems of Support is a framework utilized by schools when implementing evidence -based teaching practices to target the academic and social emotional needs of students. This action research study sought to investigate the successes and challenges educators experience when implementing MTSS in urban elementary schools. Participants and data collected in Cycle 1 consisted general education teachers working in an elementary school setting who offered insight into the perceptions, experiences, preparedness, and supports on the implementation and use of MTSS. Action steps were designed, implemented, and evaluated in Cycle 2 to provide support for educators in order to coordinate instructional practices and improve tiered instruction. The Professional Learning Community Series was delivered to a cohort of elementary educators and focused on MTSS components including literacy curriculums and resources, formative and summative assessments, and progress monitoring techniques. Three sessions were developed and co-facilitated by the participating educators from one urban school district. Evaluating the results of the Action Research study included a thorough assessment of the intended learning outcomes -improving teaching strategies and knowledge for the implementation of MTSS. The participants provided critical feedback that assisted the evaluation process. The study concluded that the implementation of MTSS can be successful when done do with fidelity and support, access to on-going professional development, and opportunities to communicate and collaborate with colleagues. Implications for the organization included creating structures that support the MTSS implementation, providing educators choice and voice in professional learning and professional development opportunities, and promoting communication and improving collaboration.

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Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform

Cited by 5 publications

References 31 publications

English language development specialists' views on emergency remote teaching

English language development specialists' views on emergency remote teaching

Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability

The successes and challenges of implementing multi- tiered systems of support in urban elementary schools

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