Our guest author is Jeanne Jeup, co-founder and CEO of the Institute for Multi-Sensory Education and a former first-grade teacher.
Change starts at the top with legislation, a constant force shaping how teachers teach and students learn. Navigating the intricate path from the inception of legislation to its effective implementation within classrooms is a multifaceted and demanding endeavor. By nurturing collaboration among educators, administrators, and policymakers, a trickle-down effect is created that can successfully bridge the immense gap between policy and practice. The majority of states that enacted reading legislation in the past four years recognize the role of science and evidence in reading reform.
The legislative landscape in reading education is complex and multifaceted. Due to the combined efforts of educators, parents, and state leaders, there has been a movement toward science-based reading instruction. This push brought about an onslaught of legislation to address the persistent reading deficits of all American students, namely those living in poverty and those from black, brown, and indigenous communities who are disproportionately affected.
The journey of reading education legislation begins with policymakers and educational experts collaborating to draft bills and set expectations. Well-intentioned from the start, the challenge lies in ensuring that these laws, once passed, are effectively communicated and implemented throughout the education system at large. As these policies filter down through the layers of the education system, from the state level to the district level and finally to the classroom, interpretation and implementation can vary significantly. Without an educator on the local classroom level who can communicate and take ownership of the changes, legislation becomes just words on a page without being put into practice. This leads to a disconnect between the intent of the legislation and its real-world application through clear and actionable implementation solutions.