Improvements in students’ reading achievement require continued learning not just by the students, but also by their educators. As discussed during the edLeader Panel “Putting Your Literacy Data to Work, from Classroom to Central Office,” all the adults involved in the literacy development process, from administrators to coaches, teachers, and paraprofessionals, need to continue learning from the research, each other, and their students.
National literacy rates remain at an all-time low, and many schools are shifting to more core phonics curricula for their existing ELA programs. During the edLeader Panel “A Revolution in PK-2 Literacy: Invest in Prevention and Do Less Intervention,” three pathfinding school leaders revealed how to revolutionize your district.
Presented by Dr. Julia B. Lindsey, Foundational Literacy Expert and Consultant
Moderated by Dr. Amanda Alexander, Chief Academic Officer, Scholastic
Presented by Sam Deffes, M.Ed., Professional Learning Literacy Advisor, Learning Without Tears; and Yasmin Lynch, M.A., Bilingual National Presenter, Learning Without Tears
Presented by Jackie Mader, Senior Early Childhood Reporter, The Hechinger Report; Dr. Nicol Russell, Vice President of Implementation Research, Teaching Strategies; and Ryan Lee-James, PhD, CCC-SLP, Chief Academic Officer, Atlanta Speech School (GA), and Director, Rollins Center
Presented by Dr. David Miyashiro, Superintendent, Cajon Valley Union School District (CA); Ed Hidalgo, Career Development Advisor, Educators Cooperative; Saki Dodelson, CEO and Founder, Beable Education; and Dr. Susan Gertler, Co-Founder and Chief Academic Officer, Beable Education
Moderated by Dr. Donna Wright, Retired School Superintendent, and Education Planner and Consultant
Presented by John Arthur, Sixth-Grade Teacher, Meadowlark Elementary School (UT), and 2021 Utah Teacher of the Year; and Jacqlyn Spell, Principal, Meadowlark Elementary School (UT)
Moderated by Dr. Brandy Bugni, State and Regional Outreach Manager, Lexia
Multilingual students come to the classroom with unique cultural experiences and language practices. When recognized and built into instruction, learners see that their cultural and linguistic uniqueness is valued, relevant, and crucial to how and what they learn.