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How Research Can (and Should) Inform Response to Intervention
Wednesday, September 20, 2017 @ 4:00 pm - 5:00 pm EDT
Presented by Maya Gat, Co-Founder and Chief Executive Officer, Branching Minds; and Vic Vuchic, Chief Innovation Officer, Digital Promise
Hosted by Susanne Nobles, Partnerships Director, Learner Positioning Systems, Digital Promise Global
Sponsored by Digital Promise
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Learner diversity in classrooms has grown tremendously over the past 30 to 40 years. However, our education system has been slow to support millions of students who are bright, capable, and eager to learn, but are held back by traditional pathways designed for the mythical “average.” One way school districts have sought to support these students is Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS). Yet, educators report difficulty implementing RTI/MTSS practices with fidelity.
In this edWebinar, Maya Gat, Co-Founder and Chief Executive Officer, Branching Minds; and Vic Vuchic, Chief Innovation Officer, Digital Promise explore how learning science research can help us better support all learners and how RTI/MTSS can be guided by what we know about learners. First, explore Digital Promise Global’s Learner Positioning Systems™ (LPS), a free web app steeped in learning science research to help educators understand how learners vary. Then see how an online platform, Branching Minds, streamlines and coordinates the implementation of RTI/MTSS, while most importantly using learning science research to personalize intervention to meet individual students’ needs.
About the Presenters
Maya Gat is the co-founder and chief executive officer at Branching Minds, where she focuses on building partnerships with districts and product design. She has over 17 years of experience working with children, youth, and adults as an educator in various capacities both inside and outside of the school system. She previously taught children ages 2-3, and students in grades 2-4 in New York City. Ms. Gat has also taught English and mathematics internationally to children, teenagers, and adults in Istanbul, Turkey and has written math curriculum in Jerusalem, Israel. She led youth advocacy groups in Pennsylvania, and directed after-school programs in California, Florida, and New York.
Vic Vuchic, Chief Innovation Officer, Digital Promise, is a seasoned thought leader in education technology and philanthropy. He is an expert in learning science, innovation, and scaling what works and has launched game-changing initiatives that have increased access to education and improved learning for tens of millions of learners in the Americas, Europe, Asia and Africa. Prior to Digital Promise Global, Vic consulted with a number of foundations and organizations on education technology, innovation and philanthropy. Prior to consulting, Vic developed strategies and managed over $100 million in technology-focused grants at the Hewlett Foundation to launch and grow the Open Educational Resources movement and create and advance the Deeper Learning strategy.
About the Host
Susanne’s focus at Digital Promise Global (DPG) is identifying and communicating the best learning and instructional strategies for learners of all ages and all learning differences. She manages DPG’s Learner Positioning Systems’ partnerships with product developers, recommending integration of personalized learning research and collaborating with them to solve instructional design challenges and define development roadmaps. She also manages the instructional strategies research for each learner model. Prior to coming to Digital Promise Global, Susanne was a teacher and administrator for 20 years, leading and advising 1:1 programs at middle, secondary, and collegiate levels, as well as teaching English and advising yearbook staffs.
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The third installment in Digital Promise Global’s Making Learning Personal For All series, “Supporting Research-Based Personalization for Reading Success,” provides an overview of the learning science research behind learning to read. As a supplement to the research summaries presented on the LPS website, this report details each area of LPS’s K-3 Reading research and provides links to full annotated bibliographies for each Factor.