Presented by Peggy Price, Former Educator, Current Director of the Orton-Gillingham Institute, Stern Center for Language and Learning
Moderated by Leigh Buettler, Former Educator, Current Director of Professional Learning, Stern Center for Language and Learning
Presented by Dr. Susan B. Neuman, Professor of Teaching and Learning, Specializing in Childhood Education and Early Literacy Development, New York University
Moderated by Cassondra Mantovani, Vice President of Revenue & Operations, Voyager Sopris Learning®
Presented by Dr. Joseph Levine, Internationally Renowned Science Educator, Author, and Communicator
Presented by Austen Hecker, Ed.D., Coordinator, America Reads Tutoring Program, and Outreach Specialist, Virginia Literacy Partnerships, University of Virginia; and Christa Haring, Ph.D., CCC-SLP, Research Scientist, Virginia Literacy Partnerships, University of Virginia
Moderated by Stephanie Roselli, Executive Editor, Gryphon House
The school-to-prison pipeline runs right through reading classrooms, said Hilderbrand Pelzer III, author of Unlocking Potential, school leader for over 30 years, and award-winning educator who organized one of the largest correctional education programs in the U.S.
Presented by Cindy Mudroch, Educational Consultant, Special Education Teacher, and Author
Moderated by Laura Wilhelm, Ed.D., VP of Professional Learning Services, Kaplan Early Learning Company
Presented by Dr. Mitchell Brookins, Former Teacher, Current Educational Consultant, Brookins Consulting
Moderated by Pam Austin, Professional Learning Facilitators Manager, Voyager Sopris Learning
Presented by Dr. Sharon Vaughn, Professor and Executive Director, Meadows Center for Preventing Educational Risk, University of Texas at Austin; and Dr. Young-Suk Kim, Professor, School of Education, University of California, Irvine
Presented by Ashley Marlow, Elementary Math Coach and Director of Operations, All Learners Network; and Chris Singleton, Former Teacher, Current Chief Finance Officer, All Learners Network
A shocking number of students across all grade levels are not demonstrating proficiency in math, to the point that more Ivy League students than ever require remedial math, and the problem can be traced to how math is taught. What can teachers do to address this pressing issue?