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Thursday, October 15, 2026 @ 3:00 pm - 4:00 pm EDT
What Makes Literacy Implementation Work? Turning Evidence Into Student Growth
Presented by Wiley Blevins, Ed.D., Author, Educational Consultant, and Researcher; William P. Stropkaj, Ed.D., Superintendent, Keystone Oaks School District (PA); Shannon Varley, Ed.D., Assistant to the Superintendent for Student Achievement, Keystone Oaks School District (PA); Steven Ross, Ph.D., Associate Dean for Faculty Affairs, Professor, and Director of the Center for Research and Reform in Education, Johns Hopkins School of Education; Michael A. Cook, Ph.D., Assistant Research Scientist, Center for Research and Reform in Education, Johns Hopkins School of Education; and Eleni C. Giorgos, Research Assistant, Center for Research and Reform in Education, Johns Hopkins School of Education
Moderated by Nicole Stephen, Senior Director, Professional Learning and R&D, William H. Sadlier, Inc.
Sponsored by Sadlier
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How can schools translate evidence-based literacy practices into meaningful gains for students? In this edWebinar, literacy expert and program author Dr. Wiley Blevins, district leaders, and independent researchers will examine how one district strengthened foundational reading instruction through consistent implementation, targeted support, and evidence-based improvement.
Dr. Blevins will share the research and instructional principles behind the program and discuss what effective implementation looks like in practice. District leaders will describe the instructional routines, leadership decisions, and professional learning that supported implementation across their schools. They will also explain how they used WIN (“What I Need”) blocks to provide targeted reading instruction based on assessment data and students’ identified skill needs.
Researchers from Johns Hopkins University will discuss how they independently examined the district’s implementation and student outcomes through classroom observations, educator feedback, and achievement data. They will also address the broader role of evidence in education today, including why independent evaluation matters, how educators can interpret research findings responsibly, and how schools can use research alongside local data and professional expertise to inform instructional decisions.
Together, the presenters will connect instructional design, district implementation, research, and classroom practice. Attendees will leave with practical insights to strengthen implementation, provide responsive student support, and use evidence to guide continuous improvement. By the end of this edWebinar, attendees will be able to:
- Identify instructional conditions that support strong foundational literacy implementation
- Describe how one district used WIN blocks and assessment data to target student needs
- Explain the role of independent research in examining implementation and student achievement
- Apply research findings and lessons from the district’s experience to their own literacy planning and instruction
This edWebinar is designed for K-12 classroom teachers, reading specialists, instructional coaches, school leaders, and district administrators. Attendees will have an opportunity to submit questions during the session.
About the Presenters
Wiley Blevins, Ed.D., studied at the Harvard Graduate School of Education and Bowling Green State University and has his doctorate in education. He is an author, educational consultant, and researcher with deep expertise in literacy instruction and reading intervention. Dr. Blevins has taught in both the United States and South America, bringing a global perspective to his work. He is widely recognized for his contributions to phonics and early literacy and has authored numerous professional books and instructional resources used in classrooms nationwide. Through his consulting and research, Dr. Blevins supports educators in implementing evidence-based practices that accelerate reading growth for all learners.
William P. Stropkaj, Ed.D., has been an educator for 39 years and has served in a variety of roles, including teacher, building administrator, assistant superintendent, and Superintendent of the Keystone Oaks School District, a position he has held since July 2012. Prior to being named Superintendent, Dr. Stropkaj served as the Assistant Superintendent for Elementary Education and Curriculum in the North Allegheny School District. In addition, he served as a Middle School Principal, Elementary Principal, and Federal Programs Coordinator in the Montour School District. He taught in the Deer Lakes School District and Sto-Rox School District while teaching various mathematics courses and physics. Dr. Stropkaj has bachelor’s and master’s degrees from Duquesne University and his doctorate in educational leadership from the University of Pittsburgh. He is a certified mathematics and physics teacher, holds both an elementary and secondary principal certification, and has his superintendent’s letter of eligibility. In addition, Dr. Stropkaj is an adjunct professor at local universities in the Pittsburgh region.
With 32 years of experience as a high school English teacher and curriculum director, Shannon Varley, Ed.D., is the proud Assistant to the Superintendent for Student Achievement in the Keystone Oaks School District. In her 12th year in the district, she directs curriculum, instruction, assessment, professional development, federal programs, ESL, gifted, and induction. Beginning in 2020, the district began planning and implementing structured literacy in the district, a collaboration among teachers, principals, the central office, and partners like Sadlier.
Steven Ross, Ph.D., is a Professor and Director of the Center for Research and Reform in Education (CRRE). He has authored six textbooks and over 140 journal articles on educational technology, mathematics and STEM interventions, at-risk learners, educational reform, and extended learning time programs. He has testified on school restructuring research before the U.S. House of Representatives, has consulted for the National Science Foundation on project evaluation design, and serves as a technical advisor and researcher on current federal and state initiatives evaluating out-of-school learning, technology use, and principals.
Michael A. Cook, Ph.D., is an Assistant Research Scientist at the Center for Research and Reform in Education at Johns Hopkins University. He specializes in quantitative research and analysis methods in the fields of program evaluation and educational psychology, with expertise in quantitative research design, multilevel modeling, structural equation modeling, and psychometrics. While at CRRE, he has worked on a wide variety of school-based program evaluation studies, focusing on a variety of subjects across literacy, mathematics, and social and emotional learning (SEL). He currently oversees CRRE’s Quantitative Analysis Unit.
Eleni C. Giorgos is a Research Assistant at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University. She specializes in qualitative research and analysis methods in program evaluation, with expertise in ethnographic methods, survey design, and narrative analysis. While at CRRE, she has worked on a broad range of school-based program evaluation studies encompassing mathematics, literacy, teacher training, community schools, and educational technology.
About the Moderator
Nicole Stephen is an experienced educator and educational leader with a master’s degree in educational leadership. She began her career as a teacher in Springfield Public Schools and joined William H. Sadlier, Inc. in 2016. Since then, she has served in various roles supporting educators, schools, and districts. Most recently, Nicole has stepped into a role connecting professional learning with research and development, ensuring that educators receive effective implementation support and that Sadlier’s programs remain focused on improving student outcomes.
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