What happens when a state’s literacy reform policy allows for ownership and individualized diversification of the policy’s instructional mandates at the level of district and school? How do systems and individuals experience the change in reform and respond to both the power and the pressures of having to design and implement their own literacy assessment and intervention accountability plans? This research highlights the variety of pathways and interpretations the policy took within and across districts and individual schools across the state. Interviews with 29 teachers, reading coaches, and administrators in 10 schools from 4 unique districts across the state describe their unique experiences with their district and school accountability plans and the actual reform implementation that followed. Educators at each school experienced the policy’s preparation and implementation differently as each district and school had a hand in creating their own plan to meet reform requirements. Implications from this research address the issues of inequities and imbalance of power experienced by educators within a system’s educational reform movement.

中文翻译：

---

将教育政策转移到教育者的现实生活中：一个州的涓滴、自下而上的扫盲干预改革途径

当一个州的扫盲改革政策允许在学区和学校层面对政策的教学任务进行所有权和个性化多样化时，会发生什么？系统和个人如何经历改革的变化并应对必须设计和实施自己的扫盲评估和干预问责计划的权力和压力？这项研究强调了该政策在全州各地区和个别学校内部和之间采取的各种途径和解释。对来自全州 4 个独特地区的 10 所学校的 29 名教师、阅读教练和管理人员进行了采访，描述了他们在地区和学校问责制计划以及随后的实际改革实施方面的独特经历。由于每个地区和学校都参与制定自己的计划以满足改革要求，因此每所学校的教育工作者对政策的准备和实施都有不同的体验。这项研究的意义解决了教育工作者在系统教育改革运动中所经历的不平等和权力不平衡问题。