Achievement Gaps and the Lost COVID-19 Generation

Presented by Michael D. Toth, Education Author, Applied Research Center leader, and CEO of Learning Sciences International (LSI); and Meg Bowen, Executive Director, Core Instruction at Learning Sciences International (LSI)

Sponsored by Learning Sciences International

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The COVID-19 pandemic has led to the largest disruption of education ever, according to a recent U.N. report. New research predicts that disadvantaged students will be a full year behind on academics, with advantaged students six months behind. Achievement gaps can translate to adult skill gaps and dire long-term economic impacts if nothing is done—especially for students from disadvantaged families and a high percentage of students of color. If virtual instruction continues unchanged, we could have a “lost COVID-19 generation.”

Watch education author and Applied Research Center leader Michael D. Toth and Executive Director Meg Bowen in this recorded edWebinar to learn why traditional core instruction does not translate to effective virtual instruction. The more effective approach is acceleration through re-envisioned Tier 1 core instruction—virtual or in brick-and-mortar classrooms. Every educator should know the essential aspects of strong virtual core instruction and be able to flow from remote learning to physical classrooms—before an entire generation of students falls even farther behind.

This recorded edWebinar will be of interest to K-12 school and district leaders, curriculum directors, and teachers.

About the Presenters

Michael D. Toth is Founder and CEO of Learning Sciences International (LSI) and leads LSI’s Applied Research Center. Michael was formerly the president of the National Center for the Profession of Teaching, a university faculty member, and director of research and development grants. He is an expert in research-based school improvement models, shifting instructional methodologies, root causes analysis for school issues, and building 21st century skills in students.

Michael is actively involved in research and development, gives public presentations, and advises education leaders on issues of leadership and teacher effectiveness, school improvement, and professional development systems. He is the award-winning author of Who Moved My Standards? Joyful Teaching in an Age of Change and co-author of Teacher Evaluation That Makes a Difference: A New Model for Teacher Growth and Student Achievement with Robert J. Marzano, and the Essentials for Standards-Driven Classrooms: A Practical Instructional Model for Every Student to Achieve Rigor with Robert J. Marzano and Carla Moore.

An ardent advocate for equity, Meg Bowen, M.Ed. has spent more than 30 years in the field of education serving students, teachers and administrators in North Carolina, Virginia, Maryland and Florida. A graduate of the University of North Carolina Charlotte and James Madison University, Meg completed doctoral coursework in curricula at the University of Maryland. Meg has developed curricula and supported its implementation in both elementary and secondary settings. After serving for several years as Assistant Principal and Principal, she became the director of elementary curriculum for one of the nation’s largest school districts. Meg served on the Board of Directors for the Early Learning Coalition and on the Board of Advisors for the Children’s Movement, reflecting her dedication to early childhood and social justice. She feels her work with Learning Sciences International (LSI) aligns perfectly with her passion for ensuring all students have access to a rigorous and engaging curriculum.

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Thousands of educators have partnered with LSI to implement tailored transformation approaches for student successes.

Our vision for education is to:

• Close the achievement gap
• Equip all students with the social, emotional, and cognitive skills they need to thrive in the 21st century.
• Expand equity by giving every child access to rigorous core instruction that empowers learners to free themselves from generational poverty.

We will not rest until we see a smile on every teacher’s face and every K-12 student succeeding.