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DTSTART;TZID=America/New_York:20261005T130000
DTEND;TZID=America/New_York:20261005T140000
DTSTAMP:20261005T182332Z
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SUMMARY:Privacy and Safety: What if the Call is Coming From Inside the House?
DESCRIPTION:Events\n\n\n\n\nPresented by Jonathan Werner\, MLTI Ambassador Program Facilitator\, Maine Department of Education; Tali Horowitz\, Experienced Educator\, East Coast Education Director\, Common Sense Media; and James Chasse\, Infrastructure Specialist\, Learning Through Technology Team\, Maine Department of Education \nSponsored by Common Sense Education \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nMost district privacy and safety conversations stop at firewalls\, phishing simulations\, and IT protocol\, but the real risks that students and staff face can also live inside the network\, not just outside it. In this edWebinar\, Maine Department of Education's Jonathan Werner shares their innovative\, beyond-the-basics approach to privacy and safety protocols\, including the realistic tabletop drill scenarios they use to stress-test their systems and their people. \nThis isn't about generic IT training slides. It's about the scenarios that educators actually run into: a student sharing login credentials with a friend or a group chat screenshot that spreads faster than anyone can contain it. Hear how one district reimagined cybersecurity as a shared responsibility across IT\, instruction\, and family engagement\, and walk away with strategies you can adapt for your own school or district right away. \nLearn about: \n\nA broader definition of cybersecurity: concrete ways to expand your district's thinking beyond external hacking threats to include internal risks (student-to-student incidents\, insider misuse\, data handling gaps\, and more)\nProactive strategies for addressing internal risk: practical\, classroom-ready approaches that build digital literacy and reduce risk before it starts\nA real family engagement model: how to bring parents and caregivers into the conversation as partners in privacy and safety\, with resources you can share directly with families\n\nWhether you're an elementary to middle school classroom teacher\, tech coordinator\, or school or district administrator\, this edWebinar teaches practical\, tested strategies that you can put to work immediately. \n\n\n\n\n\n\n\n\nAbout the Presenters \nJonathan R. Werner brings his unique and diverse career path—spanning roles as a classroom teacher\, education attorney\, library and instructional technologist\, and technology integrator—to his mission of helping educators create transformative learning experiences. Now in his fourth year facilitating the Maine Department of Education’s MLTI Ambassador Program\, he has worked with more than 2\,500 educators to support their purposeful integration of technology. Jonathan’s work is rooted in a learner-first philosophy: preserving our humanity in a digital world while using technology to meaningfully enhance engagement and understanding. He looks forward to meeting you and welcomes conversations before\, between\, during\, and after sessions about how he can support you and your students. \n\n\n\n\n\n\n\n\n\n\nTali Horowitz is the East Coast Education Director at Common Sense Education\, where she works with educators and families to empower kids to meaningfully harness the power of media and technology for learning and life. She partners with state-level organizations\, school districts\, and community organizations to help integrate Common Sense Education resources. She provides educational leadership through consultation with school districts\, professional development (both in person and virtual)\, and conference presentations. Tali has been an educator for 20 years. Her passions include helping educators and families effectively navigate the digital world and building cultural competency. She has worked in a variety of educational settings\, including as an elementary school teacher in the New York City Department of Education and the San Francisco Unified School District. In 2013\, she received a Fulbright Fellowship to research culturally responsive pedagogy in New Zealand. In her free time\, she loves face-to-face interactions with friends and family. \n\n\n\n\n\n\n\n\n\n\nAs an Infrastructure Specialist with the Maine DOE’s Learning Through Technology Team\, James Chasse works with school districts and educational leaders across Maine to strengthen the technology foundations that support teaching\, learning\, and school operations. His work connects Maine schools with state and federal resources and practical strategies in cybersecurity\, network infrastructure\, incident response\, student data privacy\, technology planning\, and student cyber safety. He serves on the planning committee of the State and Local Cybersecurity Planning Grant\, a program of the Department of Homeland Security. The program has provided multifactor authentication and security awareness training for thousands of school personnel in Maine. \nJim's career reflects a unique progression through virtually every level of K–12 educational leadership. He has served as a teacher and coach\, technology coordinator\, principal\, and superintendent of schools\, including six years as a superintendent\, 18 years as a principal\, and five years as a technology coordinator. This broad experience gives him a distinctive understanding of both the instructional mission of schools and the increasingly complex technology systems required to support them. \nA recognized advocate for practical cybersecurity education\, Jim created K12 CyberStorm!\, a statewide tabletop exercise designed to help Maine schools prepare for and respond to cyber incidents. Now in its fourth year\, the initiative has brought together hundreds of educators\, administrators\, technology professionals\, and school leaders to practice decision making in realistic cybersecurity scenarios. \nWhether working with a superintendent\, technology director\, teacher\, or classroom of students\, Jim's central message is consistent: effective technology leadership is ultimately about people\, preparation\, and protecting the ability of schools to educate. \n\n\n\n\nJoin the Digital Learning & Leadership community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nCommon Sense Education develops high-quality digital citizenship programs and digital teaching resources\, providing educators and students with the digital learning tools they need to harness the power of technology for life.
URL:https://home.edweb.net/webinar/commonsense20261005/
CATEGORIES:Cybersecurity,Digital Literacy,Leadership/Administration,School Safety,Technology Infrastructure
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261005T140000
DTEND;TZID=America/New_York:20261005T150000
DTSTAMP:20261005T193147Z
CREATED:20260923T031408Z
LAST-MODIFIED:20261005T193147Z
UID:13241039-1791208800-1791212400@home.edweb.net
SUMMARY:Asset-Based Mathematics Instruction: Rewriting a Child’s Math Story
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Steven Shadel\, Experienced Educator\, Senior Director\, Senior National Content Specialist\, Great Minds; and Paul Spicer\, Former Educator\, Current Pre-Sales Product Specialist\, Great Minds \nSponsored by Great Minds \n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nIt's not uncommon in math classrooms to emphasize what students are missing rather than what they bring. This edWebinar explores how an asset-based approach shifts that lens\, recognizing that every student brings strengths\, experiences\, and resources that can serve as a foundation for new mathematical learning. \nThis  recorded session will help educators: \n\nUnpack how deficit thinking limits students' access to rigorous mathematics and shapes the way they see themselves as learners\nUnderstand why shifting to an asset-based perspective isn't just a philosophy\, it's a research-backed practice for building student confidence and mathematical identity\nLearn practical ways to put an asset-based lens into practice\n\nThis recorded edWebinar will be of interest to K-5 educators. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Steven Shadel is the Senior Director\, Senior National Content Specialist at Great Minds. He formerly served as Chief Knowledge Officer for Mathematics and Director of the Great Minds Schools initiative\, partnering with districts to transform instructional practice and establish model schools. His leadership in curriculum design\, implementation strategy\, and educator support has helped position Great Minds as a national thought leader in mathematics instruction. Dr. Shadel serves on the National Council of Supervisors of Mathematics Board and previously chaired the Illinois Council of Teachers of Mathematics. He holds a doctorate in educational leadership from Concordia University and brings nearly two decades of experience—as a classroom teacher\, school leader\, and district executive—dedicated to advancing equitable\, high‑quality math learning in classrooms across the country. \n\n\n\n\n\n\n\n\n\n\nPaul Spicer earned a bachelor’s degree in sociology from The Ohio State University and a master’s degree in education from Brooklyn College. Through his years of teaching experience in public schools\, combined with his leadership work with teachers\, he brings a wealth of knowledge in mathematics and language instruction. Presently\, Paul works at Great Minds\, where his experience in curriculum development and management informs his current pre-sales role supporting educators in implementing High-Quality Instructional Materials. \n\n\nJoin the Building Understanding in Mathematics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nAt Great Minds PBC\, we’re focused on ensuring all students have access to knowledge-rich instruction and all teachers have the resources to deliver it effectively. Built by teachers for teachers\, Eureka Math² gives educators the resources\, structure\, and supports to deliver engaging math lessons that help students excel. The curriculum is available for PK-Algebra I or Mathematics I classrooms nationwide. \nA research-proven program\, Eureka Math² delivers High-Quality Instructional Materials built to drive student outcomes. It helps teachers deliver rigorous\, grade-level instruction with confidence—while supporting all learners through consistent structure\, visual models\, and real-world application.
URL:https://home.edweb.net/webinar/math20261005/
CATEGORIES:Mathematics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261005T150000
DTEND;TZID=America/New_York:20261005T160000
DTSTAMP:20261027T221102Z
CREATED:20260922T223312Z
LAST-MODIFIED:20261027T221102Z
UID:13241016-1791212400-1791216000@home.edweb.net
SUMMARY:School Improvement: From Plans to Performance Across K-12 Districts
DESCRIPTION:Events\n\n\n\n\nPresented by Hillary Rinaldi\, Vice President\, Whiteboard Advisors; Jill Owens\, District Instructional Technology Coach\, Clarendon County School District (SC); and Will Krebs\, Former Educator\, Current Vice President\, Government Relations\, EdmentumModerated by Ross Romano\, Director\, Strategic Communications\, Edmentum \nSponsored by Edmentum \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\nRead the Article\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nLeaders whose schools were designated for improvement this year likely have access to critical funding they haven’t yet tapped—and a shrinking window to use it. Every fall\, states designate a new cohort of schools as low-performing\, opening eligibility for federal Title dollars\, including Title I School Improvement funds. Most leaders know the money exists\, but what matters most is accessing it quickly\, allocating it with a purpose\, and driving meaningful local results. \nSchool-level leaders and district administrators overseeing improvement plans\, funding allocation\, and instructional strategy will gain valuable insights from this edLeader Panel. Gain perspectives from experts who track funding policy\, help districts translate policy into funding strategy\, and have led implementation at the district level. The panelists move past a basic overview of the funds and resources available\, instead delivering practical guidance for leaders. They also highlight the common places where districts get stuck and what separates a plan that stays on paper from one that changes outcomes. \nThree takeaways: \n\nWhich funding streams to target and when—A clear picture of the dollars available to designated schools and the fall timeline for securing them before they expire\nHow to translate funding into instructional strategy—Practical guidance on aligning improvement dollars with initiatives like targeted intervention and personalized learning\, rather than treating funding and instruction as separate tracks\nA real district's playbook—A firsthand account from Clarendon County School District on the actions that have enabled measurable academic gains\n\nThis recorded edLeader Panel will be of interest to K-12 school leaders\, district leaders\, and education technology leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nHillary Rinaldi is a Vice President for Whiteboard Advisors. Her work bridges policy and politics\, focusing on strategy\, advocacy\, and research across the PK-12 education system. Hillary’s previous roles include Deputy Chief of Staff at the Tennessee Department of Education\, where she co-authored Tennessee’s plan for the Every Student Succeeds Act (ESSA) and oversaw the implementation of multi-million-dollar strategic initiatives connected to early literacy\, high-quality instructional materials\, and school improvement efforts across the state. Prior to TDOE\, Hillary worked as K-12 Policy Staffer for the Senate Health\, Education\, Labor\, and Pensions (HELP) Committee. She serves as the National Lead for the National Math Improvement Project\, a community of practice with six of the country’s largest school districts focused on strengthening math curricula\, instruction\, and student outcomes. Hillary earned her bachelor’s degree in political science and child development from Vanderbilt University and her master’s degree in education policy and organizational leadership from Stanford Graduate School of Education. \n\n\n\n\n\n\n\n\n\n\nJill Owens is an experienced educator and Instructional Technology Coach with more than 25 years in education. She currently supports teachers and administrators through professional development\, instructional technology integration\, software implementation\, and data-informed instruction. Throughout her career\, Jill has served as a classroom teacher\, reading remediation teacher\, digital resource coach\, and instructional technology coach\, giving her a strong understanding of both classroom instruction and district-level technology support. Jill holds a Master of Education in Divergent Learning from Columbia College and a Bachelor of Science in Early Childhood Education from Winthrop University. She has been recognized as the Carolina Consortium for Enterprise Learning Digital Resource Coach of the Year and is passionate about helping educators use technology purposefully to enhance teaching and learning. \n\n\n\n\n\n\n\n\n\n\nWill Krebs is Vice President of Government Relations at Edmentum\, where his work focuses on strategy and advocacy across state and federal K-12 education policy. Will's expertise spans state and federal education funding\, career and technical education\, workforce development\, and school improvement and accountability. Will began his career as a classroom teacher on the Navajo Nation in New Mexico\, where he taught sixth grade through 12th grade special education\, gifted education\, and coached football and basketball. He has held a variety of leadership positions at state departments of education in Indiana and Florida\, serving as Deputy Chief of Staff and Deputy Commissioner for the FL DOE.  \nWill has over a decade of experience leading policy\, government relations\, and community engagement work in the education sector. He is from a small farm town in Kansas and holds a Bachelor of Science degree in Psychology from Baker University in Baldwin City\, KS; a Master of Arts degree in Education Foundations\, Policy\, and Practice from the University of Colorado\, Boulder; a certificate in education finance from Georgetown University; and is a Ph.D. candidate in educational policy studies at the University of Kansas. He lives in Overland Park\, KS\, with his daughter\, who both enjoy native gardening\, riding bikes\, camping\, and building with Legos. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nRoss Romano is a marketing\, communications\, and media leader who currently serves as Director of Strategic Communications for Edmentum. In this role\, he oversees comprehensive strategy for all owned and earned channels\, including corporate communications\, web\, content marketing\, and social media. Prior to joining Edmentum\, he was the founder of the award-winning education consultancy September Strategies and Managing Director of full-stack edtech marketing agency MindRocket Media Group. In these roles and others over the past decade-plus\, he has supported communications and marketing efforts and served as a strategic advisor for more than 100 companies and non-profits in K-12\, and collaborated with countless school and district leaders. Ross is also the co-founder of the Be Podcast Network\, an education-centered community of 60+ series reaching more than two million educators globally. \n\n\n\n\nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nEdmentum believes that every student deserves the opportunity to thrive everywhere learning occurs—whether they seek to catch up\, stay on track\, or chart their own path. When you pair Edmentum’s comprehensive\, research-backed learning acceleration solutions—including digital curriculum and courses\, K-12 diagnostic-driven personalized intervention\, and virtual instruction—with empowered and supported educators\, you can change the direction of students’ lives. We partner with K-12 educators in all 50 states and 100+ countries worldwide to design\, implement\, and sustain the programs that deliver on this shared promise of learning acceleration for every student.
URL:https://home.edweb.net/webinar/leadership20261005/
CATEGORIES:edLeader Panel,Education Funding and Purchasing,Leadership/Administration,Learning Loss/Acceleration,Student Achievement
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261005T170000
DTEND;TZID=America/New_York:20261005T180000
DTSTAMP:20261026T200326Z
CREATED:20260923T034120Z
LAST-MODIFIED:20261026T200326Z
UID:13241043-1791219600-1791223200@home.edweb.net
SUMMARY:Current Education Technology Hurdles\, Accelerators\, and Enablers: CoSN’s 2026 Driving K-12 Innovation Report
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Doug Brubaker\, Superintendent\, Chesapeake Public Schools (VA); Dr. Karen Cheser\, Superintendent\, Durango School District (CO); Glenn Robbins\, Superintendent\, Brigantine Public School District (NJ); and Laura Geringer\, Project Director\, Driving K-12 Innovation\, CoSN (Consortium for School Networking)Moderated by Ann McMullan\, Project Director\, CoSN/AASA EmpowerED Superintendents Initiative\, CoSN (Consortium for School Networking) \nThis edLeader Panel series is presented by CoSN and AASA.Sponsored by ClassLink \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\nRead the Article\n\n\n\nLearn more about earning a CE certificate and our accessibility features. This program may qualify for CoSN CETL® Recertification. \n\n\n\n\n\n\n\n\n\nCoSN’s 2026 annual Driving K-12 Innovation Report is based on the collaborative work of an international advisory board of over 130 educators and technology experts. Together\, the group evaluated the current state of technology in education. Through the published report\, readers are provided with “A Roadmap for What’s Next." \nThis edLeader Panel provides an overview of the CoSN 2026 Driving K-12 Innovation Report\, which includes the Hurdles (obstacles)\, Accelerators (mega-trends)\, and Technology Enablers (tools) that were identified by the international advisory board and published in the 2026 report. The superintendent panelists share how each of those three topics plays out in their school districts. \nCoSN’s Project Director for the Driving K-12 Innovation Initiative and EdTech Innovation Committee join the superintendents and share the process behind the development of the report. She will also share the plans for the upcoming K-12 Innovation in Action Report.  \nThis recorded edLeader Panel is of high value to K-12 educators in both leadership and classroom roles. The broader school community will also benefit as\, together\, the panelists explore both the current state and the future of technology for teaching and learning and the best strategies for success. \nView all of the recent EmpowerED Superintendent edLeader Panels. \n\n\n\n\n\n\n\n\nAbout the Presenters \nOver a 31-year career in education\, Dr. Doug Brubaker has served as a teacher\, principal\, district-level leader\, and superintendent in school districts ranging in size from 7\,000 to 60\,000 students. He is completing his tenth year as a superintendent and his first as Superintendent of Chesapeake Public Schools\, a high-performing school system of 40\,000 students in Virginia. Highlights of his career have included implementation of stakeholder-developed strategic plans\, sustained gains in student achievement\, and voter approval of over $300 million in capital improvements. Dr. Brubaker has a bachelor’s degree from the University of Kansas\, an M.Ed. from Texas Christian University\, a Ph.D. from the University of North Texas\, and CoSN CETL certification. He serves on the CoSN/AASA EmpowerED Superintendents Advisory Panel. He and his wife\, Heather\, have been married for 28 years and have a daughter who attends school in the district. \n\n\n\n\n\n\n\n\n\n\nKaren Cheser\, Ed.D.\, is Superintendent of the Durango School District in Durango\, CO\, and the 2025 CoSN/AASA EmpowerEd Digital Superintendent of the Year. She previously served as Superintendent of Fort Thomas Independent Schools and Deputy Superintendent/CAO of Boone County Schools in Kentucky\, following earlier roles as teacher\, coach\, literacy/math specialist\, principal\, and district administrator. Dr. Cheser has driven innovation and workforce-readiness initiatives across SW Colorado and Northern KY\, including the Impact Career Innovation Center\, NKY MakerSpace\, and Ignite Institute. Her leadership includes national roles with EdLeader21\, CoSN\, and SEEC\, plus local board and chamber leadership in both regions. A 2025 Fulbright Leader for Global Schools\, she holds numerous honors\, including a 2021 Lifetime Achievement Award and 2013 KY District Administrator of the Year. She earned her Ed.D. from NKU. Dr. Cheser is a mom of two\, a wife to an entrepreneur\, and enjoys travel and coaching robotics. \n\n\n\n\n\n\n\n\n\n\nGlenn Robbins is the proud Superintendent of the Brigantine Public School District in Brigantine\, New Jersey. He has served as a public school superintendent in New Jersey since 2016. Prior to becoming a superintendent\, he was a middle school principal\, a high school assistant principal\, a high school social studies teacher\, and a high school varsity coach. He is also the best-selling author of Calm In The Chaos: Ancient Stoic Wisdom for Successful School Leadership\, I Won’t Back Down: How Educators Can Turn Rejection Into Redirection\, and Unclench Your Fist: The Leader’s Guide To Making The Hard Call (And Surviving It). He is also a sought-after speaker. Glenn has been recognized across the globe for his innovative school and district improvement methods and has been featured in numerous conferences\, books\, podcasts\, and other publications. Glenn is passionate about helping school leaders create schools where every student and educator can have the opportunity to succeed to their utmost potential. \n\n\n\n\n\n\n\n\n\n\nLaura Geringer is the Project Director for CoSN’s Driving K-12 Innovation Initiative and EdTech Innovation Committee. As founder of PumpkinBerry Consulting\, she helps education leaders bring clarity to complexity\, energize collaboration\, and design learning experiences that people want to be part of. She's known for her combination of ingenuity and organization: designing highly creative solutions and the processes that make them reality. With a master's in international higher education from Loyola University and a B.A. in film production from Northwestern University\, Laura has dedicated 15+ years to combining experience design and visual media in education. At PumpkinBerry\, Laura partners with learning-centric organizations to: design and guide processes that engage communities of practice\, facilitate innovation through collaborative experiences\, and produce strategic resources that drive impact. She also designs experiential learning escape rooms that are engaging and rigorous. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nAnn McMullan is Project Director for CoSN’s EmpowerED Superintendents Initiative\, created in partnership with AASA\, The School Superintendents Association. Ann served as Executive Director for Educational Technology in Klein ISD\, near Houston\, Texas\, until September 2013\, when she and her family moved to Los Angeles\, California. For 16 years\, Ann led the district team that provided professional development on technology and 21st century instructional strategies to 4\,000 educators serving 50\,000 students. She was Co-chair of the Texas Education Technology Advisory Committee\, which developed the Texas Long Range Plan for Technology. Today\, Ann works as a public speaker\, writer\, and consultant focused on leadership to meet the needs of today’s students. Ann serves on the edWeb.net Advisory Board. Ann is co-author of Life Lessons in Leadership. \n\n\n\n\nJoin the Super-Connected community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nAASA is the premier association for school system leaders and serves as the national voice for public education and district leadership on Capitol Hill. \n\n\n\n\n\n\n\n\n\n\nCoSN (the Consortium for School Networking) is the premier professional association for school system technology leaders. CoSN provides thought leadership resources\, community\, best practices and advocacy tools to help leaders succeed in the digital transformation. CoSN represents over 13 million students in school districts nationwide and continues to grow as a powerful and influential voice in K-12 education. \n\n\n\n\n\n\n\n\n\n\nClassLink is the identity and access management platform trusted by over 25 million students and staff in more than 3\,000 school systems worldwide. ClassLink simplifies access with single sign-on\, automates provisioning and rostering\, and strengthens security and governance across the school system. With analytics that connect edtech usage to student outcomes\, ClassLink helps education leaders manage technology with confidence and invest in what works. Learn more at classlink.com.
URL:https://home.edweb.net/webinar/supers20261005/
CATEGORIES:Artificial Intelligence,Digital Learning,Digital Literacy,edLeader Panel,EmpowerED Superintendent Series,Leadership/Administration,Technology for Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T100000
DTEND;TZID=America/New_York:20261006T110000
DTSTAMP:20261019T230910Z
CREATED:20261016T155210Z
LAST-MODIFIED:20261019T230910Z
UID:13242221-1791280800-1791284400@home.edweb.net
SUMMARY:An Education Service Agency Model: Regional Professional Learning Opportunities for Educators Maine
DESCRIPTION:Events\n\n\n\n\nA conversation hosted by Lisa Schmucki\, Founder and CEO of edWeb.net\, with Jennifer Nickerson\, Director of Curriculum\, RSU #22 (ME) \nThere is no CE certificate for this program. \n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\n\n\n\n\nIn this interview with Jennifer Nickerson\, Director of Curriculum for the Penobscot River Education Partnership (PREP)\, you’ll  learn how a regional service agency has revolutionized educator professional growth by launching an PREP PLC on edWeb to improve collaboration and professional learning for educators in the region. Jennifer Nickerson started with an in-service PD Day for the region and expanded the program into a year-round professional learning network serving over 37 school districts\, higher education partners\, and pre-K–12 educators.
URL:https://home.edweb.net/webinar/prep20261006/
CATEGORIES:PLC Interview,Professional Development
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T130000
DTEND;TZID=America/New_York:20261006T140000
DTSTAMP:20261006T190232Z
CREATED:20260923T041659Z
LAST-MODIFIED:20261006T190232Z
UID:13241048-1791291600-1791295200@home.edweb.net
SUMMARY:What Dyslexia Is\, What It Isn’t\, and Why It Matters
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Kelli Sandman‑Hurley\, Author and Founder\, Dyslexia Training InstituteModerated by Cherie Pye\, Manager\, Product Marketing\, Voyager Sopris Learning \nSponsored by Voyager Sopris Learning \n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nVoyager Sopris Learning’s Dyslexia Awareness Week begins with a powerful\, myth‑busting edWebinar led by Dr. Kelli Sandman‑Hurley\, one of the nation’s most trusted voices in dyslexia education. In this kickoff session\, Dr. Sandman‑Hurley gives educators a clear\, accurate understanding of what dyslexia really is—and what it is not. She dispels common misconceptions\, share real stories from students and adults with dyslexia\, and demonstrate how these experiences can reshape the way teachers recognize and respond to reading difficulties. \nThe session opens with a fascinating dyslexia simulation that helps educators experience what struggling readers often feel. From there\, Dr. Sandman‑Hurley explains why accurate knowledge matters: how misunderstandings can delay support\, how early identification changes learning trajectories\, and how effective intervention across all tiers ensures students with dyslexia get what they need to thrive. Her insights\, grounded in years of work with learners of all ages\, highlight the urgency of getting dyslexia right—and the hope that comes when we do. \nWhether you’re a classroom teacher\, specialist\, or school leader\, this recorded session will equip you with practical strategies\, renewed clarity\, and a deeper understanding of how to support students with dyslexia through effective instruction and intervention. \nWhat To Learn: \n\nWhat dyslexia actually is—and the most common myths that get in the way\nHow dyslexia feels for students through an interactive simulation\nHow to recognize dyslexia in real classroom situations\nWhy early identification matters for long‑term reading success\nHow accurate understanding improves intervention and prevents students from slipping through the cracks\n\nThis record edWebinar will be of interest to PreK-12 teachers\, literacy coaches\, intervention specialists\, school leaders\, and district leaders. \nThis edWebinar is part of Dyslexia Awareness Week: Understanding Dyslexia\, Empowering Educators\, Transforming Outcomes. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Kelli Sandman-Hurley is the author and Founder of the Dyslexia Training Institute. She is a national speaker\, advocate\, and expert witness for students and their families. She co-created and produced “Dyslexia for a Day: A Simulation of Dyslexia\,” as well as writing the well-received books Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System; Dyslexia & Spelling: Making Sense of it All; and The Adult Side of Dyslexia. Dr. Sandman-Hurley earned a doctorate in literacy with a specialization in dyslexia from San Diego State University and the University of San Diego. Her love of language led her to earn an additional MA degree in linguistics from San Diego State University as well as a TESOL certificate from UC San Diego. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nCherie Pye\, Manager\, Product Marketing at Voyager Sopris Learning\, is committed to helping K–12 educators access solutions that truly support teaching and learning. She brings more than 15 years of experience in edtech and publishing\, turning educator feedback into clear\, meaningful communication that makes each program’s purpose unmistakably clear for teachers\, interventionists\, coaches\, and administrators. Cherie’s work is grounded in listening deeply to educators\, understanding their realities\, and advocating for solutions that help them accelerate learning\, strengthen instruction\, and create more equitable outcomes for students. \n\n\nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/readers20261006/
CATEGORIES:Dyslexia,Early Literacy,English, Language Arts, Writing,Reading Skills
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T140000
DTEND;TZID=America/New_York:20261006T150000
DTSTAMP:20261006T214930Z
CREATED:20260923T120140Z
LAST-MODIFIED:20261006T214930Z
UID:13241063-1791295200-1791298800@home.edweb.net
SUMMARY:Relationships and Responsiveness: Tier 1 Belonging in Mental and Behavioral Health Support
DESCRIPTION:Events\n\n\n\n\nPresented by Leslie Santiago\, MSW\, PPSC\, School Social Worker and Mental Health Clinician\, Sojourner Truth Independent Study\, Oakland Unified School District (CA); Dr. Monica L. Coverson\, LMSW\, LSSW\, CCPT\, Former District Leader of Social Work and Trauma-Informed Schools\, Current Executive of Partner Impact\, Sown To Grow; and LaKisha Hoffman\, MSW\, PPSC\, Senior Advisor of SEL Pedagogy\, Social Work\, and Healing-Centered Support\, Sown To Grow \nSponsored by Sown To Grow \n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nProactive mental and behavioral health support doesn't start with a referral. It starts with relationships and a culture of trust. When you focus on a Tier 1 environment where students feel known and feel comfortable opening up\, the signs of struggle surface early\, before they escalate. \nIn this edWebinar\, we explore how schools can embed healing-centered strategies and belonging-building practices into everyday classroom routines. When we do this well\, needs get noticed sooner\, students get connected to responsive care faster\, and caring relationships build lasting student resilience. \nYou don't need to be a trained clinician to make a difference. We share lightweight\, role-appropriate strategies that help every adult in the building feel confident supporting students within their scope of practice. When Tier 1 is strong\, every tier above it works better: fewer crises\, clearer referrals\, and support staff spending their time where it's needed most. \nWatch trained social workers and educators to learn about: \n\nThe H.O.P.E. framework for healthy outcomes from positive experiences and relationships\nThe C.A.R.M.A. model for creating affirming and healing-centered classrooms\nBelonging-building routines and resources you can easily implement\nTier 1 structures built on trusting relationships to help you proactively notice and support student needs\n\nThis recorded edWebinar will be of interest to K-12 teachers\, school and district leaders\, school social workers and counselors\, and any mental and behavioral health professionals at the school or district level. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenters \nLeslie Santiago is a bilingual\, bicultural\, dedicated mental health advocate committed to promoting awareness\, reducing stigma\, and empowering individuals to prioritize their well-being. She serves as the School Social Worker for Sojourner Truth Independent Study in Oakland Unified School District (CA). Outside of advocacy\, she enjoys exploring the outdoors\, capturing moments through photography\, and learning about history and the stories that shape our world. \n\n\n\n\n\n\n\n\n\n\nDr. Monica Coverson brings over 25 years of expertise in the areas of school social work\, child trauma\, and child welfare. In Metro Nashville Public Schools\, she managed a staff of 50 social workers serving over 83\,000 students as the Director of Social Work and Trauma-Informed Schools. Additionally\, Dr. Coverson oversees the TN Safe Schools Department\, which focuses on decreasing school violence and disruptive behavior\, and is a Field Liaison for the University of Tennessee\, College of Social Work\, and a part-time therapist for Nashville Emotional Wellness Counseling. Dr. Coverson holds a bachelor’s degree in child development and family studies from Middle Tennessee State University\, a Master of Social Work degree from Western Kentucky University\, and a Doctor of Education from Lipscomb University. She holds certifications as a Clinical Trauma Professional\, Youth Mental Health First Aid Instructor\, and Olweus Bullying Prevention Trainer. \n\n\n\n\n\n\n\n\n\n\nLaKisha Hoffman has 20 years of experience in mental health and public education\, including as a teacher\, assistant principal\, mental health director\, and school social worker. Through her work\, she honors the resiliency of the communities she serves while providing them with the resources for healing and transformation. At the Child Mind Institute\, LaKisha developed a national portfolio of school- and community-based mental health programs\, partnering across clinical\, operational\, and external teams to expand reach\, strengthen sustainability\, and improve how mental health services\, training\, and resources were delivered to schools and communities. LaKisha currently serves as a Senior Advisor for Sown To Grow on social-emotional learning pedagogy\, social work\, and healing-centered support. \n\n\nJoin the Social-Emotional Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nSown To Grow is a student support platform helping every student feel seen\, supported\, and able to learn at their best. We partner with schools and districts to improve social\, emotional\, and academic health through easy and engaging check-ins that center student experiences in proactive support. Students are invited to reflect on their feelings and experiences through an interactive journal. This Tier 1 routine helps students build belonging and key life skills\, with actionable pathways for identifying and supporting Tier 2 and 3 needs. \nAdmins get real-time well-being data\, MTSS recommendations\, early warning alerts\, Tier 1 and 2 curricula\, pre/post assessments\, supportive PD\, and powerful artifacts of student growth. \nSown To Grow is designed by educators and funded by the U.S. Department of Education\, National Science Foundation\, and Digital Promise. This simple reflection routine has been proven to increase student belonging\, behavior\, and attendance by helping schools proactively support students.
URL:https://home.edweb.net/webinar/sel20261006/
CATEGORIES:Behavior Challenges and Support,Culture of Belonging,Mental Health and Wellness,Social-Emotional Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T170000
DTEND;TZID=America/New_York:20261006T180000
DTSTAMP:20261006T220052Z
CREATED:20260923T122004Z
LAST-MODIFIED:20261006T220052Z
UID:13241067-1791306000-1791309600@home.edweb.net
SUMMARY:Empowering Youth Through Real-World Challenges: Powerful Learning in Action
DESCRIPTION:Events\n\n\n\n\nPresented by Karie Huttner\, Design Thinking and Technology Teacher (6-8)\, Savanna Oaks Middle School (WI); Jose Gonzalez\, 21st Century Learning Specialist and Verizon Senior Lab Mentor\, Davis Middle School (CA); and Dr. Kelly McNeil\, Experienced Educator\, Senior Learning Experience Designer\, Digital Promise \nSponsored by Digital Promise \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nStudents are capable of far more than completing classroom assignments. When learning connects to authentic challenges that matter to their communities and the world\, students have opportunities to become researchers\, designers\, collaborators\, problem solvers\, and changemakers. \nIn this edWebinar\, hear from educators who use Challenge-Based Learning (CBL) and the Sustainable Development Goals to move learning beyond the classroom and into the real world. Through classroom stories\, student projects\, and practical examples\, explore how students can identify meaningful issues\, investigate possibilities\, design and test solutions\, and share their work with authentic audiences. Attendees will leave with strategies for creating learning experiences that strengthen student agency\, deepen purpose\, foster global citizenship\, and empower young people to see themselves as capable of making a difference. \nThis recorded edWebinar will be of interest to elementary through high school teachers\, librarians\, and school leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nKarie Huttner is a dedicated Design Thinking and Technology Teacher (Grades 6-8) with 29 years of diverse educational experience. Her rich background spans years in bilingual elementary education as well as serving as a K-5 educational technology coach. Through this journey\, Karie discovered early on how modern digital tools empower learners to find their voice\, spark agency\, and express ideas creatively across languages and subject areas. Today\, she transforms her middle school classroom into an active innovation lab\, guiding students through human-centered design\, rapid prototyping\, and hands-on problem solving. By combining her deep elementary foundation with advanced STEM principles\, Karie fosters an inclusive\, growth-minded environment where failure is embraced as part of the iterative learning process. Passionate about cultivating thoughtful digital citizens and resilient creators\, Karie remains committed to preparing every student to navigate and shape a rapidly changing world. \n\n\n\n\n\n\n\n\n\n\nJose Gonzalez is a nationally recognized educator with 25 years of experience and currently serves as the 21st Century Learning Specialist at Davis Middle School in the Compton Unified School District. Passionate about Project-Based Learning\, he empowers students through voice\, choice\, and real-world problem solving centered on the United Nations Sustainable Development Goals and sustainability. His mission is to develop globally minded learners who use technology and 21st century skills to address issues such as climate change and community sustainability. Under his leadership\, students have earned international recognition as winners of the Ciena World Solutions Challenge (2024\, 2025\, and 2026) and have presented at ISTE Live\, Verizon Innovative Learning Schools conferences\, and the King Kamehameha STEM Conference. Jose has represented the United States internationally at Teacher Tech Summit events and served on a World Bank education technology panel. He is a T4 Global Ambassador\, and his students have collaborated with peers in Brazil\, India\, and Laos. \n\n\n\n\n\n\n\n\n\n\nDr. Kelly McNeil is a Senior Learning Experience Designer at Digital Promise\, where she designs and facilitates professional learning at the intersection of AI\, games\, and emerging technologies in education. Her work focuses on helping educators move beyond tool use to designing meaningful\, human-centered learning experiences that foster agency\, curiosity\, and connection. Dr. McNeil specializes in playful professional learning and supports educator communities in exploring how AI can enhance\, rather than replace\, teaching and creativity. Her research examines how co-designed\, immersive learning experiences influence educator beliefs and practices\, with a focus on learner variability and inclusive design. She has led national initiatives\, facilitated educator networks\, and presented at conferences including ISTE\, FETC\, and SXSW EDU. Dr. McNeil is passionate about elevating educator voice and bridging research and practice in evolving learning ecosystems. \n\n\n\n\nJoin the Digital Promise Future of Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nDigital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators\, researchers\, technology leaders\, and communities to design\, investigate\, and scale innovations that support learners\, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being\, fulfillment\, and economic mobility. For more information\, visit the Digital Promise website and follow Digital Promise for updates.
URL:https://home.edweb.net/webinar/digitalpromise20261006/
CATEGORIES:Inquiry-Based Learning,Problem-Based Learning,Real World Literacy,STEM/STEAM,Student Agency and Voice
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261006T190000
DTEND;TZID=America/New_York:20261006T200000
DTSTAMP:20261029T195329Z
CREATED:20260918T163733Z
LAST-MODIFIED:20261029T195329Z
UID:13240701-1791313200-1791316800@home.edweb.net
SUMMARY:Math Fact Automaticity: Students Can’t Think Deeply If They’re Still Counting
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Brian Poncy\, Professor and Director for the School Psychology Program\, Oklahoma State University; Susan Baker\, Director\, Mathematics\, Fulton County Schools (GA); and Sean Healey\, NSSI Mentor Teacher\, Director of Schools\, KIPP SoCal \nSponsored by The National Summer School Initiative (NSSI) \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\nRead the Article\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nDistricts have invested heavily in stronger math curricula and instruction. Yet student math outcomes remain stubbornly low. What are we missing? \nOne overlooked piece may be fact automaticity. When students must devote significant mental effort to basic calculations\, they have less capacity available for the complex reasoning and problem solving we expect in grade-level mathematics. And while conceptual understanding matters deeply\, understanding a strategy is not the end goal—students must ultimately be able to access foundational knowledge accurately and efficiently when they need it. \nIn this edLeader Panel\, watch NSSI\, leading researcher Dr. Brian Poncy\, and district mathematics leader Susan Baker in a conversation about what the research tells us about automaticity\, where common approaches to fact fluency may fall short\, and what district leaders can do differently. \nWhether you're shaping curricula\, leading instructional improvement\, or making district-level investment decisions\, gain a clearer understanding of why automaticity matters\, practical routines and tools you can put to work right away\, and a simple way to tell whether your own system is building the foundations students need. This recorded edLeader Panel will be of interest to elementary through high school teachers\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Brian Poncy is a Professor and Director for the School Psychology Program at Oklahoma State University. His research focuses on academic interventions and behavioral principles of learning\, specifically in the area of mathematics. He received his doctorate at the University of Tennessee-Knoxville (2006) and is a co-author of the book Effective Math Interventions: A Guide to Improving Whole Number Knowledge. Dr. Poncy also created Facts on Fire\, a set of open-source materials to support teachers in the assessment and implementation of empirically validated interventions to increase early numeracy and computation skills (www.factsonfire.com). He is a recipient of the 2005 Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association and the School Psychology Review 2015 Honorable Mention Article of the Year. \n\n\n\n\n\n\n\n\n\n\nSusan Baker is celebrating her 29th year serving Fulton County Schools and her 11th year as Director of Mathematics. Throughout her distinguished career\, she has served as an AP Calculus teacher\, mathematics department chair\, and district STEM program specialist. Susan has presented nationally for the National Council of Teachers of Mathematics (NCTM) and partnered with RMC Research to develop a comprehensive Numeracy Framework for Fulton County Schools. Her contributions extend statewide through her service on Georgia’s Every Student Succeeds Act (ESSA) Accountability Committee and as a member of the state mathematics working committee that helped create the Georgia Standards of Excellence (GSE). Susan remains deeply committed to advancing mathematics education and supporting high-quality learning experiences for every student. \n\n\n\n\n\n\n\n\n\n\nA returning Mentor Teacher with NSSI\, Sean Healey is a Director of Schools at KIPP SoCal Public Schools\, where he coaches and manages school leaders across a portfolio of elementary and middle schools in Los Angeles and San Diego. His work focuses on strengthening instructional quality\, developing leadership teams\, and improving academic outcomes and overall school health. Previously\, Sean spent ten years at Uncommon Schools\, serving as a founding math teacher\, instructional leader\, principal\, and Director of Strategy and Operations for High School Curriculum and Assessment. He began his career teaching ninth- and eleventh-grade math with Teach For America in Philadelphia and later managed the organization’s recruitment team. Sean is an alumnus of the All Means All Inclusive School Leadership Program and earned his B.A. in international relations and M.S.Ed. from the University of Pennsylvania. \n\n\n\n\nJoin the Building Math Proficiency community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nNSSI is a nonprofit that accelerates learning and deepens teacher practice through joyful\, academically rigorous summer programs.
URL:https://home.edweb.net/webinar/mathskills20261006/
CATEGORIES:edLeader Panel,Mathematics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261007T130000
DTEND;TZID=America/New_York:20261007T140000
DTSTAMP:20261007T181605Z
CREATED:20260923T043342Z
LAST-MODIFIED:20261007T181605Z
UID:13241052-1791378000-1791381600@home.edweb.net
SUMMARY:Dyslexia and Its Profiles: A Practical Guide for Teachers and School Leaders
DESCRIPTION:Events\n\n\n\n\nPresented by Casey Harrison\, Author of Teaching Beyond the Diagnosis: Empowering Students with Dyslexia\, Educator\, Dyslexia Expert\, and Founder of The Dyslexia Classroom and Wimberley (Texas) Dyslexia and Learning CenterModerated by Cherie Pye\, Manager\, Product Marketing\, Voyager Sopris Learning \nSponsored by Voyager Sopris Learning \n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nDyslexia manifests differently in each student\, and these distinctions are significant for instructional and support strategies. Although dyslexia is defined by well-established primary characteristics\, there is considerable variability in the expression\, severity\, and impact of these characteristics\, as well as in students’ responses to instruction and intervention. A single-deficit explanation does not sufficiently account for every learner. Understanding dyslexia as existing along a continuum enables recognition of the unique patterns of strengths and needs that shape each student’s learning profile. \nIn this second Dyslexia Awareness Week edWebinar\, Casey Harrison helps educators understand the variability of dyslexia using accessible language\, with a focus on instructional implications. The session examines how these differences present across individual learners\, reasons why some individuals continue to exhibit signs of dyslexia following intervention\, the nature of long-term patterns\, and strategies for ensuring students receive appropriate support across instructional tiers throughout their academic careers and as they transition beyond the K–12 environment. \nCasey also provides an overview of ongoing discussions about the 21st Century Dyslexia Act and the potential implications of proposed changes to the representation of dyslexia within the Individuals with Disabilities Education Act (IDEA) for educators. Currently\, dyslexia is explicitly identified within the broader category of Specific Learning Disability (SLD) under IDEA. This discourse will highlight the importance of specificity in identification\, while emphasizing that identification is only one aspect of understanding an individual learner’s needs. Casey will relate this discussion to the dyslexia continuum\, examining the connections among identification\, individual learning profiles\, and evidence-based instructional decision-making. \nEducators will gain a clearer understanding of: \n\nWhat dyslexia looks like in real students and why its characteristics can vary for learners\nHow dyslexia exists along a continuum of strengths and needs and may present differently as children grow\, receive instruction and intervention\, and encounter changing academic demands\nWhy naming dyslexia matters for instruction and intervention while recognizing that a diagnosis alone does not tell us exactly what an individual student needs next\nHow proposed changes to the way dyslexia and SLD are represented and documented within IDEA could influence support for students with learning differences\n\nThis recorded session will help teachers\, specialists\, and school leaders develop more effective and accurate support systems by moving beyond identification toward a deeper understanding of individual learners. By acknowledging dyslexia’s variability and linking each student’s learning profile to instructional decision-making\, educators can more precisely determine the next steps needed for student success. \nThis edWebinar is part of Dyslexia Awareness Week: Understanding Dyslexia\, Empowering Educators\, Transforming Outcomes. \n\n\n\n\n\n\n\n\nAbout the Presenter \nCasey Harrison is the founder of The Dyslexia Classroom and Wimberley (Texas) Dyslexia and Learning Center. She is a Certified Academic Language Therapist (ALTA)\, a Licensed Dyslexia Therapist (Texas\, ALTA)\, a Certified Structured Literacy Dyslexia Specialist (IDA)\, and a qualified teacher with more than 27 years of experience. Casey is a national presenter and author of Teaching Beyond the Diagnosis: Empowering Students with Dyslexia (released in 2025). \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nCherie Pye\, Manager\, Product Marketing at Voyager Sopris Learning\, is committed to helping K–12 educators access solutions that truly support teaching and learning. She brings more than 15 years of experience in edtech and publishing\, turning educator feedback into clear\, meaningful communication that makes each program’s purpose unmistakably clear for teachers\, interventionists\, coaches\, and administrators. Cherie’s work is grounded in listening deeply to educators\, understanding their realities\, and advocating for solutions that help them accelerate learning\, strengthen instruction\, and create more equitable outcomes for students. \n\n\n\n\nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/readers20261007/
CATEGORIES:Dyslexia,Early Literacy,English, Language Arts, Writing,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261007T140000
DTEND;TZID=America/New_York:20261007T150000
DTSTAMP:20261007T200915Z
CREATED:20260923T132838Z
LAST-MODIFIED:20261007T200915Z
UID:13241071-1791381600-1791385200@home.edweb.net
SUMMARY:Visualizing Math: How Digital Feedback Drives Sensemaking and Collaboration for Multilingual Learners
DESCRIPTION:Events\n\n\n\n\nPresented by Oscar Perales\, Ed.D.\, Experienced Educator\, Speaker\, and STEM Product Specialist\, Amplify \nSponsored by Amplify Desmos Math \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nHow can we make secondary math more accessible and collaborative for multilingual and English learners? View the edWebinar recording for an interactive exploration of how responsive digital feedback can transform math from a passive subject into an engaging\, shared experience. We examine how student-centered digital tools empower learners to safely test predictions\, explore different strategies\, and make sense of their thinking in real time.  \nedWebinar viewers will discover how these dynamic visual environments create a low-stakes\, cooperative space where all students can confidently share their ideas\, build strong math identities\, and achieve lasting math proficiency. This edWebinar is of interest to middle and high school teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nOscar Perales\, Ed.D.\, is an experienced speaker\, curriculum designer\, and STEM Product Specialist at Amplify. He’s passionate about using technology in the classroom to empower the teaching and learning experience\, providing opportunities for discourse in a visually creative way\, and encouraging every student to find their voice and take ownership of their thinking. Dr. Perales works with educators across the country to improve instructional techniques and optimize the use of innovative digital resources. His expertise in curriculum design\, instructional strategies\, and data-driven decision making has helped students of all backgrounds and abilities achieve positive outcomes. \n\n\n\n\nJoin the Building Understanding in Mathematics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nAmplify is dedicated to collaborating with educators to create learning experiences that are rigorous and riveting for all students. Teaching is always challenging\, often exhausting\, and sometimes exhilarating. At Amplify\, we want teachers to experience more exhilaration—more great classroom moments\, more great days when you’re reminded why you became a teacher. Whether you teach literacy\, science\, or math\, we create high-quality programs that make it easier for you to deliver inspiring\, impactful lessons that celebrate and develop the brilliance of your students.
URL:https://home.edweb.net/webinar/math20261007/
CATEGORIES:Bilingual and Multilingual Language Acquisition,ELL/ESL Language Acquisition,Mathematics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261008T120000
DTEND;TZID=America/New_York:20261008T130000
DTSTAMP:20261016T214626Z
CREATED:20260923T134452Z
LAST-MODIFIED:20261016T214626Z
UID:13241075-1791460800-1791464400@home.edweb.net
SUMMARY:Games as Real-World Career Skills Builders: Leveling Up
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Ed Gomes Jr.\, English as a Second Language\, Literature\, and Linguistics Teacher\, Secretariat of Education/Faculdade São Bernardo\, São Paulo\, Brazil; Laura Khalil\, Founder\, Once Upon a Roll; and Nick Schiner\, Former Educator\, Current Director\, Peer-to-Peer Professional Learning\, Digital Promise \nSponsored by Digital Promise \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nGames aren’t just entertainment; they’re learning environments. In this edWebinar\, viewers hear from educators connecting playing games\, making games\, and real\, transferable skills and competencies. From gameplay that builds problem-solving\, collaboration\, empathy\, and resilience to game design that grows systems thinking\, empathy\, and project management\, this session offers a practical lens for spotting and supporting career-ready skills already at play in games. \nThis edWebinar recording is of interest to PreK-12 teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Ed Gomes Jr. holds a doctorate and master’s degree in modern languages and literatures from Mackenzie Presbyterian University\, alongside postgraduate qualifications from The College of Saint Rose (NY)\, UMESP\, and USP. He earned bachelor's degrees in Portuguese/English education and translation/interpretation from UMESP. Active in academia and language education since 1998\, Dr. Gomes is a tenured public school teacher for the State of São Paulo and currently works in the Secretariat of Education of São Paulo in the Educational Materials Department. His expertise spans teaching English and Portuguese as a foreign language\, native Portuguese instruction\, and simultaneous/consecutive interpreting. \n\n\n\n\n\n\n\n\n\n\nLaura Khalil (KUH-lil) is the Founder of Once Upon a Roll\, where she solves a defining modern challenge: building genuine human culture in the age of AI. She uses tabletop roleplaying games to create a training ground for teams to practice the hard stuff—like communication\, leadership\, and collaboration—before high-stakes moments happen in real life. With 13+ years consulting for Fortune 500 companies like GE\, Intel\, and Intuit\, as well as federal agencies like the CDC\, Laura knows that AI can replace tasks\, but it can't replace authentic human connection. By blending game design\, behavioral science\, and storytelling\, she trades dry workshops and trust falls for active\, immersive play that makes lasting change feel good to practice. \n\n\n\n\n\n\n\n\n\n\nNick Schiner is the Director of Peer-to-Peer Professional Learning at Digital Promise. Nick began his career as a classroom educator with Baltimore County Public Schools\, teaching fourth and fifth grade before moving into the role of Elementary Technology Integration Specialist. After his time in the classroom\, he served as Team Leader on the district’s Innovative Learning Team\, where he oversaw efforts to help teachers integrate technology meaningfully and design hands-on\, authentic learning experiences grounded in constructionism and constructivism. He holds a Bachelor of Science in Elementary Education from Towson University and a master’s degree in educational technology from Johns Hopkins University. \n\n\n\n\nJoin the Digital Promise Future of Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nDigital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators\, researchers\, technology leaders\, and communities to design\, investigate\, and scale innovations that support learners\, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being\, fulfillment\, and economic mobility. For more information\, visit the Digital Promise website and follow Digital Promise for updates.
URL:https://home.edweb.net/webinar/digitalpromise20261008/
CATEGORIES:Career Education,College and Career Readiness,CTE: Career and Tech Ed,Game-Based Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261008T130000
DTEND;TZID=America/New_York:20261008T140000
DTSTAMP:20261008T182703Z
CREATED:20260923T044357Z
LAST-MODIFIED:20261008T182703Z
UID:13241056-1791464400-1791468000@home.edweb.net
SUMMARY:When Awareness Becomes Action: Changing Outcomes for Students with Dyslexia
DESCRIPTION:Events\n\n\n\n\nPresented by Clarice L. Jackson\, Literacy Advocate\, Dyslexia Consultant\, Supreme Court–Trained Mediator\, Trainer\, and Certified Orton-Gillingham Classroom EducatorModerated by Cherie Pye\, Manager\, Product Marketing\, Voyager Sopris Learning \nSponsored by Voyager Sopris Learning \n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nVoyager Sopris Learning’s Dyslexia Awareness Week concludes with an inspiring and action-focused edWebinar led by Clarice L. Jackson\, nationally recognized literacy and dyslexia advocate\, educator\, consultant\, author\, and longtime champion for struggling readers and their families. \nFor nearly three decades\, Clarice has worked alongside students\, families\, educators\, policymakers\, and communities around one central question: Once we know a child is struggling to read\, what are we going to do about it? \nBuilding on the foundational knowledge shared throughout Dyslexia Awareness Week\, Clarice challenges educators to move beyond awareness and into action. Understanding dyslexia matters\, but awareness alone does not change a child’s reading trajectory. What changes outcomes is what happens next: early identification\, evidence-aligned instruction\, effective intervention across all tiers of support\, progress monitoring\, knowledgeable educators\, engaged families\, and systems prepared to respond when students struggle. \nDrawing from her work as Founder and Executive Director of the Voice Advocacy Center\, Founder and President of Decoding Dyslexia Nebraska\, President of The Reading League Nebraska\, and Convener and Host of the Black Literacy Matters® National Conference\, Clarice explores how instruction\, intervention\, policy\, and family-school partnerships intersect to shape outcomes for students with dyslexia. \nClarice also draws from her published Reconstruction Literacy Paradox framework and her scholarship\, Literacy as Exodus: The Reconstruction Literacy Paradox and the Collapse of Educational Will\, published in The Midwest Quarterly. Her work raises an important question for education today: If we know more about how children learn to read than ever before\, do we have the educational will to ensure that every child receives the instruction and intervention they need? \nThrough powerful experiences from students and families\, Clarice demonstrates what can happen when struggling readers are seen\, families are heard\, and educators have the knowledge and tools to act. Her message is simple and urgent: Awareness is the beginning. Action is what changes lives. When what we know becomes what we do\, we can change not only how a child reads\, but the trajectory of that child’s education and future. \nWhat To Learn: \n\nHow to move from dyslexia awareness to meaningful action in classrooms and schools\nWhy effective intervention across all tiers of support matters for students with dyslexia\nHow early identification\, evidence-aligned instruction\, intervention\, and progress monitoring work together\nHow educators and families can become effective partners in supporting student success\nHow systems and policies shape access to identification\, instruction\, and intervention\nWhich instructional practices make the greatest difference for struggling readers\nWhy timely\, evidence-based intervention can change a student’s educational trajectory\nHow educators can turn what they know about dyslexia into what they do for students\n\nThis recorded edWebinar will be of interest to PreK-12 teachers\, literacy coaches\, intervention specialists\, school leaders\, and district leaders. \nThis edWebinar is part of Dyslexia Awareness Week: Understanding Dyslexia\, Empowering Educators\, Transforming Outcomes. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenter \nClarice L. Jackson is a nationally recognized literacy and dyslexia advocate\, consultant\, trainer\, author\, edupreneur\, Nebraska Supreme Court-trained mediator\, and certified Orton-Gillingham Classroom Educator with nearly three decades of experience advocating for struggling readers\, students with dyslexia\, and families navigating special education. She is the Founder and Executive Director of the Voice Advocacy Center\, established in 2012 as Nebraska’s first dyslexia-specific tutoring and advocacy center; Founder and President of Decoding Dyslexia Nebraska; President of The Reading League Nebraska; and Convener and Host of the Black Literacy Matters® National Conference. \nClarice is the creator of The Reconstruction Literacy Paradox and author of Literacy as Exodus: The Reconstruction Literacy Paradox and the Collapse of Educational Will\, published in the spring 2026 issue of The Midwest Quarterly. Her work examines what the extraordinary pursuit of Black literacy following Emancipation and during Reconstruction can teach us about educational will\, community responsibility\, and our collective obligation to ensure children learn to read. Her work spans direct service\, advocacy\, and state and national literacy policy. Clarice serves on the Nebraska Department of Education Literacy Advisory Panel\, the Omaha Public Library Board of Trustees\, and the Nebraska Commission on African American Affairs. In 2025\, she served on the International Dyslexia Association Dyslexia Definition Steering Committee\, contributing to the development of the revised definition of dyslexia. \nIn 2014\, Clarice authored the NAACP Dyslexia Resolution\, helping elevate dyslexia and the needs of struggling readers within the national conversation about literacy and educational opportunity. Her leadership has earned numerous honors\, including the 2025 College of Saint Mary Women’s History Month HERstory Award\, 2024 Dick Holland Literacy Advocate Award\, 2023 Malcolm X Memorial Foundation Community Award\, 2019 NAACP Freedom Fighter Service Award\, and recognition from the National Coalition of 100 Black Women for her work in education reform. At the heart of Clarice’s work is a simple conviction: Awareness matters\, but what we know must become what we do. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nCherie Pye\, Manager\, Product Marketing at Voyager Sopris Learning\, is committed to helping K–12 educators access solutions that truly support teaching and learning. She brings more than 15 years of experience in edtech and publishing\, turning educator feedback into clear\, meaningful communication that makes each program’s purpose unmistakably clear for teachers\, interventionists\, coaches\, and administrators. Cherie’s work is grounded in listening deeply to educators\, understanding their realities\, and advocating for solutions that help them accelerate learning\, strengthen instruction\, and create more equitable outcomes for students. \n\n\nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/readers20261008/
CATEGORIES:Dyslexia,Early Literacy,English, Language Arts, Writing,Family and Community Engagement,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261008T150000
DTEND;TZID=America/New_York:20261008T160000
DTSTAMP:20261008T201202Z
CREATED:20260923T135336Z
LAST-MODIFIED:20261008T201202Z
UID:13241079-1791471600-1791475200@home.edweb.net
SUMMARY:Students as the Drivers of Math Learning: Flipping the Script
DESCRIPTION:Events\n\n\n\n\nPresented by Vanessa Whited\, Experienced Math Educator\, National STEM Content Specialist\, HMHModerated by Denise Singleton\, Experienced Math Educator\, Math Marketing Director\, HMH \nSponsored by HMH \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nHow can we create math classrooms where students do the heavy lifting of thinking? In this engaging edWebinar\, we explore practical strategies inspired by Peter Liljedahl's Building Thinking Classrooms research to help students become active participants in their own mathematical learning. \nViewers discover how to leverage the knowledge already present in the classroom to promote student discourse\, collaboration\, and sensemaking. Through real-world examples and actionable classroom practices\, we examine ways to shift instruction from teacher-centered delivery to student-driven exploration\, helping learners develop a deeper understanding of both mathematical concepts and procedures. \nDuring this session\, educators: \n\nExplore evidence-based strategies that promote active mathematical thinking\nLearn techniques for facilitating rich student discussions and productive collaboration\nDiscover ways to use students' diverse experiences and ideas to build understanding\nIdentify practical first steps for implementing Thinking Classroom practices in any learning environment\n\nViewers leave with ready-to-use strategies that foster engagement\, increase student ownership of learning\, and support deeper conceptual understanding. Whether you're new to Building Thinking Classrooms or looking to expand your current practices\, this session provides practical tools to help students arrive each day ready to think\, explore\, and confidently make sense of mathematics. \nThis edWebinar recording is of interest to K-12 teachers\, school leaders\, district leaders\, and education technology leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nVanessa Whited is a National STEM Content Specialist for HMH. She completed her master’s in curriculum and instruction before becoming a high school mathematics teacher with a passion for effectively utilizing technology in the teaching role to support student development and understanding. Vanessa leverages her teaching experience and enthusiastic passion for education to help support educators in facilitating a student-centered learning environment. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nDenise Singleton\, Math Marketing Director at HMH\, has over 30 years of experience as a mathematics educator and educational content marketer. Her conversational style and enthusiasm will engage and entertain you! \n\n\n\n\nJoin the Building Understanding in Mathematics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nWe’re an adaptive learning company. \nWith a focus on what moves each learner\, HMH delivers what educators need to foster growth and build lasting momentum. We create integrated K–12 learning solutions for core\, supplemental\, intervention\, assessment\, and professional learning—delivered on one streamlined platform. Our technology can flex\, uncovering smarter insights about students and helping educators act on what motivates them.
URL:https://home.edweb.net/webinar/math20261008/
CATEGORIES:Mathematics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261008T160000
DTEND;TZID=America/New_York:20261008T170000
DTSTAMP:20261008T212107Z
CREATED:20260923T140653Z
LAST-MODIFIED:20261008T212107Z
UID:13241083-1791475200-1791478800@home.edweb.net
SUMMARY:Adding Dimension to Science Assessment: Engaging Students\, Capturing Deeper Learning
DESCRIPTION:Events\n\n\n\n\nPresented by Cary Sneider\, Ph.D.\, NGSS Writing Team Leader\, Former Instructor and Mentor\, Master of Science in Teaching (MST) Program\, Portland State UniversityModerated by Carrie Adler\, M.Ed.\, NBCT\, Former Educator\, Current Senior Learning Experience Designer\, ExploreK12 \nSponsored by ExploreK12 \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nScience assessment can go beyond measuring what students know to revealing how well they can apply the dimensions of modern science education standards\, such as the Next Generation Science Standards (NGSS). Watch this edWebinar with nationally recognized science education leader Cary Sneider\, Ph.D.\, to explore the potential of scenario-based science assessments to evaluate your students' disciplinary core ideas (DCIs)\, science and engineering practices (SEPs)\, and crosscutting concepts (CCCs). \nThree-dimensional (3D) assessments are essential because they help identify what's working\, what needs improvement\, how to provide useful student feedback\, and which parts of a unit should be kept or modified. Science teachers\, instructional coaches\, curriculum leaders\, and administrators can learn: \n\nA deeper understanding of 3D science assessment that engages students' higher-level thinking and provides actionable information on all three dimensions\nPractical strategies for assessing core ideas\, science practices\, and crosscutting concepts\nApproaches for leveraging Claim\, Evidence\, and Reasoning (CER) to support student engagement in scientific argumentation\nIdeas for identifying misconceptions and promoting authentic scientific thinking\n\nDon't miss this opportunity to gain practical strategies for creating assessments that reveal deeper understanding\, drive instructional decisions\, and help students connect science learning to the real world. This recorded edWebinar will be of interest to middle and high school science teachers\, instructional coaches\, curriculum leaders\, and administrators. \n\n\n\n\n\n\n\n\nAbout the Presenter \nCary Sneider (Harvard BA\, UC Berkeley Ph.D.) taught science at the middle and high school levels in Maine\, California\, Costa Rica\, and Micronesia. During mid-career\, he joined the Lawrence Hall of Science\, where he developed skills in curriculum development and teacher education. He then spent ten years as Vice President for Programs at the Museum of Science in Boston\, followed by a decade as an instructor in a Master of Science in Teaching program at Portland State University in Oregon. In recent years\, he served as a lead consultant for engineering to the National Research Council committee that developed A Framework for K-12 Science Education: Practices\, Crosscutting Concepts\, and Core Ideas and played a similar role on the writing team for Next Generation Science Standards. From 2012 to 2019\, he served on the National Assessment Governing Board\, which sets policy for the National Assessment of Educational Progress (NAEP)\, also known as The Nation’s Report Card. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nCarrie Adler is a Senior Learning Experience Designer for Gizmos. Before joining ExploreK12™ (formerly ExploreLearning™)\, she taught middle school science for 15+ years and earned National Board Certification in Early Adolescence/Science Education. Her degrees include a B.S. in biology from Haverford College in Pennsylvania and an M.Ed. in secondary science education from the University of Maryland. Passionate about environmental science and STEAM education\, she aims to inspire young scientists around the world to tackle the next generation’s challenges through effective technological tools and curricula. \n\n\n\n\nJoin the Teaching Next Generation Scientists community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nExploreK12™\, a Cambium Learning Group brand\, is a leading provider of K-12 educational technology solutions in literacy\, math\, and science. Formed from the combination of ExploreLearning® and Learning A-Z®\, we serve over 15 million students and educators across 150+ countries. Our award-winning\, research-backed programs—including Gizmos™\, Raz-Plus®\, Reflex™\, and Frax™—help educators unlock brighter futures for every student through engaging\, joyful learning experiences that drive real results across these critical subjects. To learn more\, visit www.explorek12.com.
URL:https://home.edweb.net/webinar/science20261008/
CATEGORIES:Assessment,Problem-Based Learning,Science,STEM/STEAM
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261012T140000
DTEND;TZID=America/New_York:20261012T150000
DTSTAMP:20261012T190026Z
CREATED:20260926T040114Z
LAST-MODIFIED:20261012T190026Z
UID:13241315-1791813600-1791817200@home.edweb.net
SUMMARY:Instructional Strategies for K-5: Building Academic Vocabulary
DESCRIPTION:Events\n\n\n\n\nPresented by Melissa Cust\, Experienced Educator\, Program Supervisor\, Learn It Academic Services; and Marybeth Jones\, Experienced Educator\, Vice President of Academic Services\, Learn It Academic ServicesModerated by Nicole Magliaro\, Education Manager\, Learn It Academic Services \nSponsored by Learn It Academic Services \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nBuilding academic vocabulary (BAV) has been proven to be an essential element for increasing student achievement in all subject areas. BAV strategies go far beyond the traditional method of copying definitions or writing sentences. In this edWebinar\, K–5 teachers can explore practical\, research-based approaches for explicitly teaching academic vocabulary and creating meaningful opportunities for students to use new words in context.  \nLearn strategies that promote student discussion\, deeper comprehension\, and transfer of vocabulary across reading\, writing\, mathematics\, science\, and social studies. Teachers will leave with ready-to-use strategies they can incorporate into daily instruction to make vocabulary learning more engaging\, purposeful\, and lasting. \nBy the end of this edWebinar recording\, viewers will be able to: \n\nIdentify the importance of academic vocabulary development and its impact on student learning and achievement across content areas\nExplore research-based strategies for explicitly teaching\, reinforcing\, and applying academic vocabulary in K–5 classrooms\nDevelop practical opportunities for students to interact with and use new vocabulary through discussion\, reading\, writing\, and content-area learning\n\nThis recorded edWebinar will be of interest to K–5 educators. \n\n\n\n\n\n\n\n\nAbout the Presenters \nMelissa Cust is an experienced educator and Program Supervisor with Learn It Academic Services\, where she supports Title I intervention programs for K–8 students. She works closely with teachers\, school leaders\, and families to create meaningful learning experiences that strengthen students’ confidence and academic skills. Melissa especially enjoys coaching educators\, developing practical curriculum resources\, and sharing research-based strategies teachers can use right away. She believes professional learning should feel encouraging\, relevant\, and realistic—not like one more thing added to a teacher’s plate. Melissa is excited to connect with educators through edWeb and explore engaging ways to help K–5 students understand\, interact with\, and confidently use academic vocabulary across content areas. \n\n\n\n\n\n\n\n\n\n\nMarybeth Jones\, Vice President of Academic Services at Learn It\, has more than 30 years’ experience in education as a K-12 teacher and higher education professor\, as well as delivering educational support services in the private sector. At Learn It\, she directs all the activities of the Academic Services Team\, delivering services in more than a dozen large urban districts\, including LAUSD\, New York City Public Schools\, and Chicago Public Schools. She is responsible for day-to-day program operations. She manages resource and personnel allocations\, deployment of staff\, budgets\, contract compliance\, client partnerships\, and program retention. She has conducted quality audits for academic improvement programs across the U.S. and has developed and executed Improvement Plans to ensure quality control. Marybeth holds a BS in education from Illinois State University and an MS in education in curriculum and instruction from Grand Canyon University. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nNicole Magliaro\, Education Manager at Learn It Academic Services\, is a second-year doctoral student in educational research with extensive experience overseeing various educational programs. With over ten years of classroom experience teaching various grades and levels of students\, Nicole has designed curricula focusing on writing and literature aligned with Common Core Standards. She has developed\, implemented\, and assessed educational programs using research\, databases\, journals\, and project and presentation methodologies. Nicole also conducts quality assurance visits across Learn It’s programs to ensure high-quality instructional services are provided to students. She is experienced in collaboration with stakeholders and coordinating\, planning\, and presenting professional development. Nicole holds an MA in educational leadership and a BA in English with a K-12 teaching certification. \n\n\n\n\nJoin the Be A Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nLearn It creates programs that promote student success and are customized and aligned to meet the unique needs of each school’s mission and vision. From our multiple curricula to our technology options\, Learn It creates fresh\, practical programs that change the trajectory of every student we encounter. Learn It is your partner in helping children succeed in school and life. Our expertise ​is broad and deep. Our team is caring\, flexible\, and outcome focused. Our approach is collaborative\, progressive\, and family centric.
URL:https://home.edweb.net/webinar/literacyhero20261012/
CATEGORIES:Communication Skills,Literacy,Student Achievement
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261013T120000
DTEND;TZID=America/New_York:20261013T123000
DTSTAMP:20261019T230847Z
CREATED:20261016T174043Z
LAST-MODIFIED:20261019T230847Z
UID:13242239-1791892800-1791894600@home.edweb.net
SUMMARY:Professional Learning on Digital Learning and Leadership from Common Sense Education
DESCRIPTION:Events\n\n\n\n\nA conversation hosted by Lisa Schmucki\, Founder and CEO of edWeb.net\, with Jennifer Ehehalt\, Sr. Regional Manager\, Midwest\, Common Sense Education \nThere is no CE certificate for this program. \n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\n\n\n\n\nCommon Sense Education has one of the largest professional learning communities on edWeb on Digital Learning and Leadership. For 12 years\, they have offered monthly edWebinars and provided free resources  and online community so educators can share\, discover\, and discuss ideas and best practices for teaching and learning with media and tech. \nLisa Schmucki\, Founder and CEO of edWeb.net\, and Jennifer Ehehalt\, Senior Regional Manager for Common Sense Education\, took time out recently to review 12 years of partnering and growing together to support educators. You can view the video\, listen to a podcast\, or read a summary of their interview below.
URL:https://home.edweb.net/webinar/commonsense20261013/
CATEGORIES:PLC Interview,Professional Development
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261013T130000
DTEND;TZID=America/New_York:20261013T140000
DTSTAMP:20261013T181114Z
CREATED:20260924T215432Z
LAST-MODIFIED:20261013T181114Z
UID:13241251-1791896400-1791900000@home.edweb.net
SUMMARY:Engaging Students in Healthy Choices\, Prevention\, and Well-Being: Preparing for Red Ribbon Week and Beyond
DESCRIPTION:Events\n\n\n\n\nPresented by Madeline O’Neil\, Director\, Partner Impact\, Discovery Education; Tom Grane\, Director of Educational Programs\, Responsibility.org; and Karen Balbier\, Digital Technologist\, El Paso Independent School District (TX) \nSponsored by Discovery Education \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nRed Ribbon Week—the nation's largest and longest-running drug-use prevention campaign—is a powerful opportunity to help students build the knowledge\, skills\, and confidence they need to make healthy choices. View an edWebinar designed to help you prepare for Red Ribbon Week with a complete toolkit of free classroom resources\, student activities\, videos\, and prevention education strategies.  \nIn this session\, hear from leading prevention education organizations offering practical ideas and engaging materials that can be implemented immediately across grade levels. Whether you're planning a single classroom lesson\, a schoolwide initiative\, or family engagement activities\, this session will help you create a meaningful and age-appropriate experience that encourages healthy decision making and student well-being. \nGet an inside look at three free prevention education programs: \n\nOperation Prevention — standards-aligned classroom resources\, a parent toolkit\, and professional learning that address the opioid epidemic\, substance misuse\, and counterfeit pills\, helping students understand the science of addiction and build refusal skills.\nAsk\, Listen\, Learn — evidence- and science-based upper elementary and middle school underage drinking prevention resources\, including Virtual Labs that explore how alcohol affects the developing brain and help kids build the skills to say "NO" to underage drinking in the face of peer pressure.\nDose of Knowledge — a no-cost prevention program that focuses on prescription medicine safety\, misuse prevention\, and connecting students with trusted health professionals.\n\nThis recorded edWebinar will be of interest to middle and high school teachers\, school leaders\, and school counselors. \n\n\n\n\n\n\n\n\nAbout the Presenters \nMadeline O'Neil is Director of Partnerships at Discovery Education\, where she collaborates with corporations\, nonprofits\, and community organizations to develop engaging educational programs that inspire students and support educators. With experience spanning partnership strategy\, youth development\, and program evaluation\, she is passionate about creating learning experiences that connect classroom instruction to real-world opportunities and help students prepare for their futures. \n\n\n\n\n\n\n\n\n\n\nTom Grane is the Director of Educational Programs for Responsibility.org. Tom has worked in education his entire career\, including various K-12 and higher education programs. Currently\, he oversees Responsibility.org’s Ask\, Listen\, Learn\, Responsible Teens\, Alcohol101+\, and Responsibility Works programs. Prior to coming to Responsibility.org\, he worked as a high school teacher\, in various student services roles at the college level\, and as an educational content developer at a national television network. He holds a bachelor’s degree in secondary education from Penn State University and a master’s degree in educational psychology from George Mason University. \n\n\n\n\n\n\n\n\n\n\nKaren Balbier is an experienced educator with more than 24 years of service in public education. She earned her Bachelor of Interdisciplinary Studies from the University of Texas at El Paso\, with a specialization in Life and Earth Sciences\, and later earned her Master Technology Teacher certification in 2014. Throughout her career\, Karen has combined her background in science\, technology\, and classroom instruction to support meaningful learning experiences for students and educators. She currently serves as a Digital Technologist with El Paso Independent School District\, where she supports the effective integration of technology into teaching and learning. Karen brings more than two decades of practical classroom and instructional experience to her work as an educational consultant. \n\n\n\n\nJoin the School Health & Safety community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nDiscovery Education is the global leader in standards-aligned digital curriculum resources\, engaging content\, and professional learning for K-12 classrooms. Through its award-winning digital textbooks\, multimedia resources\, and the largest professional learning network of its kind\, Discovery Education is transforming teaching and learning and improving academic achievement around the globe.
URL:https://home.edweb.net/webinar/schoolsafety20261013/
CATEGORIES:Health and Wellness,School Safety
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DTSTART;TZID=America/New_York:20261013T140000
DTEND;TZID=America/New_York:20261013T150000
DTSTAMP:20261013T195713Z
CREATED:20260923T141650Z
LAST-MODIFIED:20261013T195713Z
UID:13241087-1791900000-1791903600@home.edweb.net
SUMMARY:Building AI Literacy in Elementary Schools: Teach Students to Question\, Not Just Prompt
DESCRIPTION:Events\n\n\n\n\nPresented by Dyane Smokorowski\, Experienced Educator\, Coordinator of Digital Literacy\, Wichita Public Schools (KS) \nSponsored by PebbleGo by Capstone \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nHow should districts introduce AI to elementary students without sacrificing safety\, critical thinking\, or the role of the educator?  \nThis edWebinar helps district and school leaders move beyond the question of whether students should encounter AI and toward a more intentional conversation about how to introduce it responsibly. Attendees will explore the foundations of age-appropriate AI literacy and consider what young learners need to understand before AI becomes another everyday learning tool.  \nLed by digital literacy leader Dyane Smokorowski\, the recorded session challenges common assumptions about AI and demonstrate how curiosity\, skepticism\, and student agency can become the foundation for responsible AI use. Through practical classroom examples and interactive activities\, attendees will see how AI can give students something to think about rather than doing the thinking for them.  \nViewers can learn how to:  \n\nFrame AI literacy as an extension of critical thinking  \nEstablish developmentally appropriate expectations for elementary AI use  \nEvaluate AI tools through the lenses of safety\, privacy\, transparency\, and student agency  \nCreate purposeful\, scaffolded opportunities for students to interact with AI  \nKeep teachers at the center of AI-supported learning  \n\nViewers can also see how a purpose-built AI inquiry experience can support safe\, age-appropriate exploration through Ask PebbleGo. District leaders can leave with practical considerations they can use to guide AI conversations\, evaluate tools\, and build a more thoughtful path toward implementation. \nThis recorded edWebinar will be of interest to K-5 teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDyane Smokorowski (Mrs. Smoke) is an accomplished educator\, having been inducted into the National Teacher Hall of Fame in 2019 and named the 2013 Kansas Teacher of the Year. As Coordinator of Digital Literacy in the Wichita Public Schools\, she fosters a student-centered classroom that builds skills in communication\, planning\, research\, and project implementation. Mrs. Smoke also creates engaging professional development opportunities for teachers. She believes in instilling a love for innovation\, communication\, and technology to help students and educators thrive in the global community. Mrs. Smoke's guidance inspires students and teachers to reach their full potential and make a positive impact on the world. \n\n\n\n\nJoin the Artificial Intelligence in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nPebbleGo is a part of The Capstone Suite\, a comprehensive literacy solution that bridges gaps between curricula and student access. With an array of multimodal digital and print literacy products\, educators can differentiate instruction to help students build knowledge\, develop foundational skills\, and engage deeply with curriculum-connected content.
URL:https://home.edweb.net/webinar/ai20261013/
CATEGORIES:Artificial Intelligence,Early Childhood Learning,Early Literacy
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DTSTART;TZID=America/New_York:20261014T113000
DTEND;TZID=America/New_York:20261014T120000
DTSTAMP:20261019T230754Z
CREATED:20261016T180246Z
LAST-MODIFIED:20261019T230754Z
UID:13242249-1791977400-1791979200@home.edweb.net
SUMMARY:Flexible\, Job-embedded PD: Teacher Support for Change\, New Initiatives\, and CE Credit
DESCRIPTION:Events\n\n\n\n\nA conversation hosted by Lisa Schmucki\, Founder and CEO of edWeb.net\, with Maura Gallagher\, Deputy Superintendent\, Franklin Square Union Free School District (NY) \nThere is no CE certificate for this program. \n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\n\n\n\n\nThis interview discusses the goals and results of the Franklin Square Union Free Elem School District professional learning program on edWeb. Lisa Schmucki\, founder and CEO of edWeb talked with Maura Gallagher\, Deputy Superintendent\, about the program\, now in its 3rd year. \nFranklin Square UFSD launched a private PLC on edWeb in the spring of 2024 to support teachers with change and new initiatives and offer flexible\, job-embedded PD amidst a substitute shortage that makes in-person PD difficult. \nThe PLC offers edWebinar playlists aligned with Franklin Square Pillars of Professional Learning. edWeb provides CE certificates for edWebinars and 15 CE hours are equivalent toward 1 credit for a salary increment. edWeb is also approved for CTLE credit in New York. \nMaura shared the great feedback she is hearing from her teachers: "I have been receiving tremendous positive feedback about edWeb. Teachers are raving about the programs\, what they are learning and relearning as well as the flexibility of taking the courses at their own pace. Thank you for this wonderful resource for our teachers!  I truly appreciate our partnership! When my teachers are happy and learning\, I am happy!” \nYou can view the video\, listen to a podcast\, or read a summary of their interview.
URL:https://home.edweb.net/webinar/franklinsquare20261014/
CATEGORIES:PLC Interview,Professional Development
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261014T130000
DTEND;TZID=America/New_York:20261014T140000
DTSTAMP:20261014T180010Z
CREATED:20260923T142414Z
LAST-MODIFIED:20261014T180010Z
UID:13241091-1791982800-1791986400@home.edweb.net
SUMMARY:Morphological Awareness: Assessing a Crucial Skill for Literacy Success
DESCRIPTION:Events\n\n\n\n\nPresented by Kenn Apel\, Ph.D.\, Experienced Educator\, Distinguished Professor Emeritus\, Department of Communication Sciences and Disorders\, University of South Carolina; and Victoria S. Henbest\, Ph.D.\, CCC-SLP\, Experienced Educator\, Associate Professor\, Speech-Language Pathology\, Department of Speech Pathology and Audiology\, University of South Alabama \nSponsored by Brookes Publishing Co.\, Inc. \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nMorphological awareness is the ability to consciously think about and manipulate the smallest units of meaning in spoken and written language—and it is a crucial skill for literacy success. This edWebinar gives educators and literacy professionals a practical foundation for understanding and assessing morphological awareness in students who are struggling with reading and spelling. \nMorphological awareness involves understanding how words are built from meaningful parts\, including base words (such as cat or cycle)\, prefixes (such as re-\, pre-\, and un-)\, and suffixes (such as -s\, -ing\, -ly\, and -ment). For students experiencing literacy difficulties\, weaknesses in morphological awareness may contribute to challenges with reading and spelling. As the importance of morphological awareness gains greater recognition\, it is increasingly reflected in state literacy mandates and guidance\, as well as in the revised definition of dyslexia. Understanding and assessing morphological awareness can help educators make more informed decisions about instruction and intervention for students who need additional support. \nPresented by the leading experts on morphological awareness\, this edWebinar explores what morphological awareness is—and what it is not—and introduce the morphological system involved in reading and spelling. Attendees will learn why morphological awareness matters for literacy development and how it can be assessed\, with a focus on students who are struggling to acquire adequate literacy skills. \nBy the end of the session\, viewers can: \n\nDefine morphological awareness and distinguish it from related skills\nDescribe its critical role in reading\, spelling\, and literacy development\nDiscuss how morphological awareness can be assessed\nConsider how assessment results can inform support for students struggling to read and spell\n\nThis recorded edWebinar will be of interest to elementary teachers\, reading specialists\, speech-language pathologists\, school psychologists\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nKenn Apel\, Ph.D.\, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina\, Columbia. Formerly\, he was Chair of that department. Dr. Apel has more than 35 years of experience conducting research in the areas of spoken and written language. His recent research focused on the linguistic factors that contribute to the development of reading and spelling\, including morphological awareness and orthographic knowledge. Before retiring\, he was the principal investigator of a three-year\, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the first through sixth grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the honors of that association. \n\n\n\n\n\n\n\n\n\n\nVictoria S. Henbest\, Ph.D.\, CCC-SLP\, is an American Speech-Language-Hearing Association (ASHA) Certified Speech-Language Pathologist and Associate Professor in the Department of Speech Pathology and Audiology at the University of South Alabama. She teaches undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and augmentative and alternative communication (AAC) courses. Prior to entering academia\, Dr. Henbest worked for five years as a full-time clinician in a public school with preschool-age children with a variety of communication disorders. Her primary research interests include emergent literacy\, word-level reading and spelling\, and the association between linguistic awareness and literacy development. She has published and presented on these topics at the state\, national\, and international levels. Dr. Henbest is co-author of a 2024 textbook on child language disorders entitled Language Disorders in Children: Fundamental Concepts of Assessment and Intervention\, Third Edition (Plural Publishing\, Inc). \n\n\n\n\nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nBrookes Publishing is the premier publisher of practical\, research-based resources that boost the learning and success of all people\, with and without disabilities. We partner with top experts to deliver trusted books and tools that improve lives—from the critical early years through adulthood.
URL:https://home.edweb.net/webinar/teach2read20261014/
CATEGORIES:English, Language Arts, Writing,Literacy,Reading Skills,Special Education
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DTSTART;TZID=America/New_York:20261014T140000
DTEND;TZID=America/New_York:20261014T150000
DTSTAMP:20261014T191028Z
CREATED:20260924T022140Z
LAST-MODIFIED:20261014T191028Z
UID:13241199-1791986400-1791990000@home.edweb.net
SUMMARY:From Chronic Absenteeism to Engagement and Belonging: Measurement Matters
DESCRIPTION:Events\n\n\n\n\nPresented by Brian Smith\, Experienced Educator\, Zone Superintendent\, Falcon Zone\, School District 49\, Colorado Springs (CO); Dr. Adrienne Usher\, Experienced Educator\, Deputy Superintendent\, Bullitt County Public Schools (KY); Sue Holmes\, Former Educator\, Current Senior Executive Director\, LEAP Innovations; and Jessica Paulsen\, President\, LEAP Innovations \nSponsored by LEAP Innovations \n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nWhat if chronic absenteeism\, disengagement\, and disconnection are signals that something about the student experiences needs to change? K-12 district and network leaders\, school leaders\, and teachers who attend this edWebinar will explore what authentic student engagement and belonging look and feel like from the student perspective. \nAttendance data tells you who is present and who is not. Behavior data tells you who is following the rules and who is not. Achievement data tells you who is meeting standards and who is not. But what data provides insight into a student’s learning experience and whether a student feels they belong? Engagement and belonging are hard to measure\, but they are linked to student success and essential to understand if we want to help students thrive in school. \nIn this edWebinar\, explore practical approaches for understanding\, measuring\, and taking steps to improve student engagement and belonging. The presenters—Dr. Adrienne Usher of Bullitt County Public Schools in Kentucky and Brian Smith of School District 49 in Colorado—share their goals for student learning and success\, approaches they are taking to measure hard-to-measure indicators like student engagement and belonging\, the role of student voice in their efforts\, and how their teachers and schools are using what they learn to improve the student experience. The moderator\, Sue Holmes from LEAP Innovations\, introduces the LEAP Learning FrameworkTM\, a free tool that makes learning science and research actionable in real-world classrooms. \nTogether\, we move beyond simply asking\, “Are students engaged?” to a more powerful question\, “How do we know\, and what do we do with what we learn?” During this session\, the presenters provide an education leader’s perspective to help viewers: \n\nDifferentiate engagement from attendance and compliance \nUnderstand how students' sense of connection\, agency\, and belonging influences their participation in learning\nExplore ways to see what belonging looks like in schools\, and where adult perceptions and student experience diverge\nIdentify strategies to measure engagement and belonging that center student voices\nRecognize the limitations of traditional measures and understand why attendance\, achievement\, behavior\, or participation data alone may not tell the full story of the student experience\nLearn how to turn engagement and belonging data into action\n\nThis recorded edWebinar will be of interest to K-12 teachers\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenters \nBrian Smith is the Falcon Zone Superintendent in School District 49 in Colorado Springs\, Colorado. He leads seven schools\, including four elementary schools\, a middle school\, a comprehensive high school\, and an applied learning campus serving grades 8–12. He has dedicated his entire career to District 49\, serving as a high school chemistry and AP Chemistry teacher\, Science Department Chair\, Assistant Principal\, and\, for 13 years\, a middle school Principal and Executive Principal. In that role\, he helped open a new elementary school connected to the middle school campus. Brian holds a Bachelor of Science in Chemistry with Teaching Certification from Fort Lewis College and a Master of Arts in Educational Administration with Principal Certification from the University of Denver. He is driven by a commitment to empower every learner through engaging environments\, enhanced opportunities\, and elevated instruction so they can earn their WINGS—Wisdom\, Integrity\, Networking\, Grit\, and Self-Confidence. \n\n\n\n\n\n\n\n\n\n\nDr. Adrienne Usher is a seasoned educational leader serving as Deputy Superintendent of Bullitt County Public Schools in Kentucky. With more than 20 years of experience from the classroom to central office\, she serves as the frontline strategy partner for the Superintendent\, driving districtwide vision while ensuring full compliance with state and federal legislation. She champions student success through human-centered innovation and continuous improvement. Dr. Usher oversees curriculum and instruction\, leadership development\, human resources\, technology\, district communications\, federal programs and grants\, school counseling\, and family support systems. Selected for prestigious state and national leadership programs\, she holds national advisory roles and is actively involved in statewide assessment reform. Her holistic background empowers her to break down educational silos\, foster educator growth\, and build learning environments that truly prepare students for lifelong success. \n\n\n\n\n\n\n\n\n\n\nInspired by the vision of transforming teaching and learning in classrooms nationwide to become places of modern\, personalized\, competency-based learning\, Sue Holmes left her K-12 leadership post as a superintendent in Colorado\, where she led the scaling of modern\, personalized learning in her local schools. With a heart for leaders and teachers undertaking this paramount goal\, Sue knows the power of engaging students at a personal level and works to ensure that student ownership of learning is a reality for districts throughout the country. As a Senior Executive Director at LEAP Innovations\, Sue works with schools\, districts\, and organizations to innovate and transform classrooms and systems so that each learner can achieve their potential and prepare for what’s next by supporting them through professional learning and strategy. \n\n\n\n\n\n\n\n\n\n\nA leader in education innovation and nonprofit strategy\, Jessica Paulsen has over two decades of experience driving systemic change toward equitable\, student-centered learning. As President of LEAP Innovations\, she translates LEAP’s vision for education into measurable impact by advancing personalized learning and human-centered innovation across schools and districts nationwide.  \nJessica believes real educational transformation starts with centering the people closest to learning. This belief has deepened her commitment to building relationships\, learning continuously\, and designing with those she serves. At Distinctive Schools\, Jessica served as Vice President and Chief Strategy Officer\, driving strategic growth\, innovation\, and advocacy for a network of public charter schools. As Executive Director of Pass With Flying Colors\, she stewarded an eight-year college access and persistence model to change outcomes for first-generation students through long-term relationships. She launched New Sector Alliance's Chicago site and led its national leadership development curriculum for emerging nonprofit and education leaders. \n\n\nJoin the Assessment for Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nLEAP Innovations believes that every student deserves a learning experience designed to ignite their potential and equip them for the future. We are a human-centered education design partner helping schools\, districts\, and communities nationwide transform learning for a rapidly changing world. Most organizations help schools adopt something new. LEAP helps them become capable of co-creating\, deepening\, and sustaining what is new. Through coaching\, professional learning\, implementation support\, and communities of practice grounded in the research-based LEAP Learning FrameworkTM\, LEAP helps schools design future-ready learning environments that strengthen engagement\, student and schoolwide purpose\, and human-powered innovation. LEAP's partner schools redesign in ways that parallel how they want students to learn\, so that educators and students are prepared to navigate emerging realities such as artificial intelligence\, rapid technological change\, and evolving workforce demands. Learn more at www.leapinnovations.org
URL:https://home.edweb.net/webinar/assessment20261014/
CATEGORIES:Absenteeism and Attendance,Assessment,Culture of Belonging,Data and Analytics,Student Engagement and Motivation
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DTSTART;TZID=America/New_York:20261014T150000
DTEND;TZID=America/New_York:20261014T160000
DTSTAMP:20261014T200129Z
CREATED:20260923T143328Z
LAST-MODIFIED:20261014T200129Z
UID:13241095-1791990000-1791993600@home.edweb.net
SUMMARY:Meeting Kindergartners Where They Are: Horizontal Enrichment vs. Academic Pushdown
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Nereyda M. Hurtado\, Implementation Research and Development Manager\, Collaborative Classroom; Emily Vener\, Experienced Educator\, Professional Learning Consultant and Coach\, Collaborative Classroom; and Dr. Lenora Forsythe\, Director of Implementation Success\, Collaborative Classroom \nSponsored by Collaborative Classroom \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nToo many children enter kindergarten having been drilled on letters and numbers\, yet they remain underprepared for the actual social and cognitive demands of school. This edWebinar tackles the growing trend of “academic pushdown” in early childhood settings and makes the case for a powerful developmentally grounded alternative: horizontal enrichment. \nGrounded in decades of research from NAEYC\, Harvard's Center on the Developing Child\, and Vygotsky's cognitive theory\, this recorded session reframes what kindergarten readiness actually means and what it takes to achieve it. \nViewers  can learn: \n\nWhy early academic skill mastery does not predict sustained school success\nHow executive function\, oral language\, and social-emotional competence form the true foundation of readiness\nFour strategic enrichment pathways that deepen learning without pushing children beyond their developmental zone\nPractical\, classroom-ready strategies for intentional\, play-based\, educator-guided instruction\n\nThe goal of this session is to help PreK educators and program leaders understand why developmentally appropriate practice produces stronger long-term outcomes than premature academic acceleration\, and how to put that into practice. \nThis recorded edWebinar will be of interest to PreK and kindergarten educators\, instructional coaches\, and early childhood program leaders looking to protect developmentally appropriate practice while driving strong student outcomes. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Nereyda M. Hurtado is the Implementation Research and Development Manager at Collaborative Classroom. She has dedicated her career to closing the opportunity gap in early childhood education\, with a focus on ensuring all children\, particularly those from underserved communities\, gain the foundational skills they need to succeed. She began her career as a researcher at Stanford University\, where she spent a decade studying language development and parenting practices with bilingual and Spanish-speaking families. Dr. Hurtado brings more than 15 years of program development\, implementation\, and evaluation experience across the academic and nonprofit sectors\, including serving as the director of California State-funded preschool and infant/toddler programs\, and extensive work as a SEEDS Coach and Trainer supporting early childhood educators and family childcare providers. As the Implementation Research and Development Manager\, she leads research efforts that translate evidence into equity-centered resources for educators and program leaders. Dr. Hurtado holds a Ph.D. in educational psychology from the University of California\, Santa Barbara\, and is bilingual and bicultural\, with native fluency in Spanish. \n\n\n\n\n\n\n\n\n\n\nEmily Vener is a SEEDS Coach with Collaborative Classroom\, bringing over 20 years of early childhood education experience across Minnesota and California. Her career spans dedicated time as a classroom teacher and as an instructional coach supporting fellow educators. Emily holds a degree in child and family studies\, a minor in human relations from St. Cloud State University\, and birth-to-third-grade teaching credentials in both states. Having experienced the SEEDS curriculum firsthand as a teacher and guided professional growth using the SEEDS Coaching Framework\, she possesses a deep\, practical understanding of its impact. Since earning her degree in 2004\, Emily’s passion for early education has only grown. She remains committed to learning something priceless every day while empowering teachers and young learners alike. \n\n\n\n\n\n\n\n\n\n\nAs Director of Implementation Success at Collaborative Classroom\, Dr. Lenora Forsythe leads efforts to measure and maximize the impact of instructional materials and professional learning. Backed by over two decades of educational experience\, she is dedicated to advancing evidence-based practices that foster student and educator success. Dr. Forsythe’s diverse background includes a decade in elementary education as a classroom teacher and literacy coach\, alongside five years as a university instructor for literacy-focused education courses. For the past eight years\, she has focused on supporting schools and districts nationwide through various roles at Collaborative Classroom. She holds an Ed.D. in curriculum and instruction with a concentration in reading from the University of Central Florida\, where her research centered on professional learning for literacy coaches. Dr. Forsythe also earned an M.S. in reading education from Nova Southeastern University and a B.S. in early childhood education from UCF. \n\n\n\n\nJoin the Early Childhood Learning Solutions community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nCollaborative Classroom is a mission-driven\, nonprofit organization providing evidence-based\, classroom-tested solutions for early childhood through grade 12. We are your partner in ensuring all children become fluent readers\, skilled writers\, and critical thinkers who learn from and respect one another. Our programs\, products\, and professional learning empower educators to grow their teaching practices and create the conditions for authentic\, student-centered learning.
URL:https://home.edweb.net/webinar/earlychildhood20261014/
CATEGORIES:Early Childhood Learning,Hands-On Learning,Play-Based Learning,PreK-K Programs
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DTSTART;TZID=America/New_York:20261014T160000
DTEND;TZID=America/New_York:20261014T170000
DTSTAMP:20261014T211101Z
CREATED:20260921T190956Z
LAST-MODIFIED:20261014T211101Z
UID:13240882-1791993600-1791997200@home.edweb.net
SUMMARY:Breaking California’s Long-Term English Learner Cycle: From Effective Scaffolds to Student Independence
DESCRIPTION:Events\n\n\n\n\nPresented by Maria Cieslak\, Associate Director of Professional Development Content\, Center for Applied Linguistics (CAL); Dr. Jenni Trujillo\, Director\, Triangle Learning Community; and Dr. Kia Johnson\, Senior Director\, PreK-12 Professional Development and Evaluations\, Center for Applied Linguistics (CAL) \nSponsored by Vista\, the K-12 division of Vista Higher Learning \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nLong-Term English Learners (LTELs) represent one of the most pressing challenges facing California schools. While many multilingual learners develop strong social language skills\, they often need more intentional opportunities to build the academic language\, confidence\, and independence required for reclassification and long-term academic success. \nWatch this edWebinar with Dr. Kia Johnson\, Senior Researcher at the Center for Applied Linguistics\, for a thought-provoking discussion with Dr. Jenni Trujillo\, multilingual education expert and curriculum author\, and Maria Cieslak\, Associate Director of Professional Development Content for the Center for Applied Linguistics (CAL). Together\, they explore practical strategies for supporting multilingual learners through rigorous instruction\, meaningful access\, and purposeful scaffolding aligned with California's English Learner Roadmap Principle 2: Intellectual Quality of Instruction and Meaningful Access. This topic and framework were developed through the team's edWebinar planning discussions and storyboard materials.  \nIn this session\, the presenters discuss: \n\nCommon factors that contribute to Long-Term English Learner status\nThe difference between effective scaffolds and over-scaffolding\nHow to gradually release responsibility and foster student independence\nStrategies for developing oral language\, academic language\, and higher-order thinking skills\nPractical ways to maintain high expectations while ensuring access for multilingual learners\nLeadership actions that can help schools and districts improve outcomes and accelerate pathways to reclassification\n\nThrough personal stories\, research-informed insights\, classroom examples\, audience polls\, and interactive discussion\, viewers will gain actionable ideas for supporting multilingual learners at every stage of language development. The session is designed for district leaders\, site administrators\, EL coordinators\, instructional coaches\, and classroom educators committed to creating equitable learning environments where multilingual learners can thrive. \nViewers will leave with practical strategies they can immediately apply to strengthen instruction\, build student agency\, and help break the LTEL cycle. This recorded edWebinar will be of interest to K-12 district leaders\, principals\, EL coordinators\, instructional coaches\, and educators supporting multilingual learners. \n\n\n\n\n\n\n\n\nAbout the Presenters \nTrilingual in Polish\, English\, and Spanish\, Maria Cieslak is a former NV and IL educator and professional developer who has taught kindergarten through eighth grade as a bilingual\, ESL\, and general education teacher. In addition to her varied and extensive teaching and instructional coaching background of 20+ years\, Maria is nationally board certified in English as a New Language Ages 3-12. Currently\, Maria is a Ph.D. student at Walden University\, specializing in assessment\, evaluation\, and accountability. Just prior to working for CAL\, Maria was a PreK-12 Project Facilitator in the English Language Learner Division in Clark County School District\, the fifth-largest school district in the United States. \n\n\n\n\n\n\n\n\n\n\nDr. Jenni Trujillo has worked as an educator for 25 years in English learner and multilingual learner education\, with roles spanning classroom teacher\, EL/bilingual director\, college professor\, author\, and education leader. Growing up in an immigrant\, Spanish-speaking home\, she has a lifelong passion for languages and educational equity. Her publications include an EL literacy program used to teach English in 26 states and five countries\, as well as four textbooks and a newcomer curriculum for early elementary through high school with Vista Higher Learning. She has worked with teachers and students in the Southwest and Navajo Nation through a Native American Teacher Education Outreach Program and taught English through a service-learning program in Bahía de Kino\, Sonora\, Mexico. \nDr. Trujillo served as National Director of English Language Acquisition for Pearson Education\, working with educators in 40 states and 11 countries\, and later as Director of English Language Learner Initiatives at Learning in Motion in Santa Cruz\, California. There\, her work included EL literacy instruction\, a large-scale mathematics research project with the American Institutes for Research\, and STEM curriculum development with Stanford University. Most recently\, Dr. Trujillo served as Dean of Education at Fort Lewis College in Durango\, Colorado\, a Native American-Serving Nontribal Institution\, where she supported Native American language revitalization and educator preparation work with Navajo (Diné)\, Ute\, and Tsimshian communities. Under her leadership and in collaboration with her team\, Fort Lewis College’s undergraduate teacher preparation program earned an A+ from the National Council on Teacher Quality for preparing future elementary teachers to teach reading. She has also held leadership roles in state and regional efforts to diversify the educator workforce and has expanded dual-enrollment and Early College pathways for high school students. \n\n\n\n\n\n\n\n\n\n\nDr. Kia Johnson is Senior Director of PreK–12 Professional Development and Evaluations at the Center for Applied Linguistics (CAL)\, where she leads research-based training\, coaching\, and evaluation initiatives that strengthen instructional practices and program quality for multilingual learners. She has more than 17 years of experience as an educator\, leader\, and policy specialist\, having served as an ESL teacher\, department chair\, and English Learner Assessment and Title III Specialist at the Virginia Department of Education. In that role\, she oversaw statewide implementation of WIDA’s assessments and Title III compliance for Virginia’s 115\,000 English learners. Her research\, which examines the leadership practices of EL Program Directors in low-incidence districts\, reflects her commitment to equity-centered leadership and integrating language\, identity\, and culture into instructional systems. Dr. Johnson holds a doctorate in educational leadership for social justice from Loyola Marymount University. \n\n\n\n\nJoin the Helping ELL\, ESL\, and Bilingual Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nVista\, the K–12 division of Vista Higher Learning\, is a leading publisher and edtech provider solely dedicated to language and literacy instruction. For more than 25 years\, the company has partnered with educators to create and deliver innovative print and digital solutions that empower diverse learners\, develop language and literacy\, and promote intercultural understanding. Vista remains committed to its mission of transforming lives through language and literacy. For more information\, visit VistaHigherLearning.com. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n                \n                        \n							"*" indicates required fields \n                        \n                        NameThis field is for validation purposes and should be left unchanged.Breaking California’s Long-Term English Learner Cycle: From Effective Scaffolds to Student Independence\n\nWednesday\, Oct. 14 at 4 p.m. Eastern TimeTo earn a CE certificate for viewing this edWebinar\, learn more and join edWeb.net\, it’s free. Be sure you're a member of edWeb. You can join here. Name*\n                            \n                            \n                                                    \n                                                    First\n                                                \n                            \n                            \n                                                    \n                                                    Last\n                                                \n                            \n                        Email*\n                            \n                        PhoneAddress*    \n                    \n                        \n                                        AfghanistanÅland IslandsAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire\, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean TerritoryBrunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman IslandsCentral African RepublicChadChileChinaChristmas IslandCocos IslandsColombiaComorosCongoCongo\, Democratic Republic of theCook IslandsCosta RicaCôte d'IvoireCroatiaCubaCuraçaoCyprusCzechiaDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEswatiniEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern TerritoriesGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly SeeHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJordanKazakhstanKenyaKiribatiKorea\, Democratic People's Republic ofKorea\, Republic ofKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMicronesiaMoldovaMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlandsNew CaledoniaNew ZealandNicaraguaNigerNigeriaNiueNorfolk IslandNorth MacedoniaNorthern Mariana IslandsNorwayOmanPakistanPalauPalestine\, State ofPanamaPapua New GuineaParaguayPeruPhilippinesPitcairnPolandPortugalPuerto RicoQatarRéunionRomaniaRussian FederationRwandaSaint BarthélemySaint Helena\, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint MartinSaint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint MaartenSlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSpainSri LankaSudanSurinameSvalbard and Jan MayenSwedenSwitzerlandSyria Arab RepublicTaiwanTajikistanTanzania\, the United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTürkiyeTurkmenistanTurks and Caicos IslandsTuvaluUgandaUkraineUnited Arab EmiratesUnited KingdomUnited StatesUruguayUS Minor Outlying IslandsUzbekistanVanuatuVenezuelaViet NamVirgin Islands\, BritishVirgin Islands\, U.S.Wallis and FutunaWestern SaharaYemenZambiaZimbabwe\n                                        Country\n                                    \n                    \n                Address*    \n                    \n                        \n                                        AlabamaAlaskaAmerican SamoaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaGuamHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahU.S. Virgin IslandsVermontVirginiaWashingtonWest VirginiaWisconsinWyomingArmed Forces AmericasArmed Forces EuropeArmed Forces Pacific\n                                        State\n                                      \n                                    \n                                    ZIP Code\n                                \n                    \n                Address*    \n                    \n                        \n                                        \n                                        State / Province / Region\n                                      \n                                    \n                                    ZIP / Postal Code\n                                \n                    \n                Organization*Job Title*How did you hear about this edWebinar?\n			\n					\n					From edWeb\n			\n			\n					\n					From Vista\, the K-12 division of Vista Higher Learning\n			\n			\n					\n					From a colleague\, supervisor\, or education association\n			\n			\n					\n					Searching online\n			\n			\n					\n					Other\n			What is your role in education? (You can choose more than one.)*Administrative AssistantAP CoordinatorAssistant PrincipalCo-ChairCurriculum DirectorCurriculum SpecialistDepartment ChairDirectorDistrict SupervisorDLI CoordinatorELL CoordinatorELL DirectorIB CoordinatorLibrarianLiteracy CoordinatorLiteracy SpecialistPrincipalReading SpecialistSuperintendentTeacherTitle I DirectorTitle III DirectorOtherWhat type of organization do you work for?*\n			\n					\n					K-12 School\n			\n			\n					\n					School District\n			\n			\n					\n					Department of Ed/Government\n			\n			\n					\n					Preschool\n			\n			\n					\n					Higher Ed\n			\n			\n					\n					Other/NA\n			What languages do you teach? (You can choose more than one.)*ChineseDual LanguageELELAEnglishFrenchGermanItalianLatinReading InterventionRussianSpanishOther/NAProfessionals involved in education or individuals with an interest in education are welcome to register for our edWebinars and join edWeb.net. Learn more here.\nBy registering for this edWebinar you agree that edWeb can share your contact information with program sponsors and presenters. View the edWeb Privacy Policy.Thank you for helping us fight spam!\n         Submit \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n        \n                        Δ
URL:https://home.edweb.net/webinar/ell20261014/
CATEGORIES:Bilingual and Multilingual Language Acquisition,ELL/ESL Language Acquisition
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261015T140000
DTEND;TZID=America/New_York:20261015T150000
DTSTAMP:20261015T190039Z
CREATED:20260923T144356Z
LAST-MODIFIED:20261015T190039Z
UID:13241100-1792072800-1792076400@home.edweb.net
SUMMARY:The Writing Workshop 101: Building Daily Writing Habits in K–5 Students
DESCRIPTION:Events\n\n\n\n\nPresented by Kara Arnold\, Experienced Educator\, Staff Developer and Author\, The Reading & Writing Project at Mossflower \nSponsored by The Reading & Writing Project at Mossflower \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nWhat would change in your classroom if every student wrote every single day? In this introductory edWebinar\, Kara Arnold—Staff Developer and Author at The Reading & Writing Project at Mossflower—walks K-5 teachers\, coaches\, and leaders through the foundational principles of the Writing Workshop model and why daily writing practice is one of the most powerful levers for student growth as writers. \nThis recorded session is designed for educators who are new or returning to Writing Workshop or looking to strengthen their understanding of its core structures. Kara  introduces the essential components of the workshop model and explain how these pieces work together to give students consistent\, authentic opportunities to write. \nViewers can learn: \n\nWhat the Writing Workshop is and why it works\nWhy writing every day (not just occasionally) is essential to developing skilled\, confident writers\nHow to structure workshop time so it's manageable and sustainable\nPractical ways coaches and leaders can support teachers in building consistent writing routines schoolwide\n\nWhether you're a K-5 classroom teacher looking to launch or refine your writing block\, a coach supporting teachers across grade levels\, or a leader thinking about writing instruction at the building or district level\, this recorded edWebinar will leave you with a clear\, practical understanding of what daily writing instruction can look like—and why it matters so much for young writers. \n\n\n\n\n\n\n\n\nAbout the Presenter \nKara Arnold is a Staff Developer and Author at The Reading & Writing Project at Mossflower\, best known in the literacy community for her groundbreaking work in upper-grade spelling and phonics instruction. She is the author of Phonics & Morphology\, a curriculum featuring a pathway of more than 100 micro-lessons designed to give upper-grade students the explicit\, targeted instruction they need to understand the patterns and rules that govern spelling in the English language. Kara is known for making language arts instruction both accessible and joyful for all learners. She works closely with teachers to help them address foundational skills with their students—particularly those who need additional support—while keeping instruction engaging and full of energy. \n\n\n\n\nJoin the Language & Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nThe Reading & Writing Project at Mossflower was created out of the pioneering work that Lucy Calkins began over 40 years ago. Inspired by her research\, she developed innovative curricula and methods that transformed the way children learned to write. For decades since\, she has worked with educators to help students become what she always knew them to be: proficient and enthusiastic writers\, readers\, and thinkers. \nToday\, RWP-M remains deeply rooted in this experience\, while also holding true to this a spirit of innovation and continuous learning. Lucy Calkins and her team author the Units of Study in Reading\, Writing\, and Phonics and several series of engaging decodable texts. More than authors of curricula\, at its core\, RWP-M is a community of practice\, a think tank\, and a professional development organization dedicated to transforming the way students learn to read\, write\, and think.
URL:https://home.edweb.net/webinar/lang-lit20261015/
CATEGORIES:Early Literacy,English, Language Arts, Writing
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261015T150000
DTEND;TZID=America/New_York:20261015T160000
DTSTAMP:20261025T171006Z
CREATED:20260924T174336Z
LAST-MODIFIED:20261025T171006Z
UID:13241234-1792076400-1792080000@home.edweb.net
SUMMARY:What Makes Literacy Implementation Work? Turning Evidence Into Student Growth
DESCRIPTION:Events\n\n\n\n\nPresented 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 EducationModerated by Nicole Stephen\, Senior Director\, Professional Learning and R&D\, William H. Sadlier\, Inc. \nSponsored by Sadlier \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nHow 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 examine how one district strengthened foundational reading instruction through consistent implementation\, targeted support\, and evidence-based improvement. \nDr. Blevins shares the research and instructional principles behind the program and discuss what effective implementation looks like in practice. District leaders describe the instructional routines\, leadership decisions\, and professional learning that supported implementation across their schools. They also explain how they used WIN (“What I Need”) blocks to provide targeted reading instruction based on assessment data and students’ identified skill needs. \nResearchers from Johns Hopkins University discuss how they independently examined the district’s implementation and student outcomes through classroom observations\, educator feedback\, and achievement data. They 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. \nTogether\, the presenters connect instructional design\, district implementation\, research\, and classroom practice. Viewers 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\, viewers can: \n\nIdentify instructional conditions that support strong foundational literacy implementation\nDescribe how one district used WIN blocks and assessment data to target student needs\nExplain the role of independent research in examining implementation and student achievement\nApply research findings and lessons from the district’s experience to their own literacy planning and instruction\n\nThis recorded edWebinar is designed for K-12 classroom teachers\, reading specialists\, instructional coaches\, school leaders\, and district administrators.  \n\n\n\n\n\n\n\n\nAbout the Presenters \nWiley 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. \n\n\n\n\n\n\n\n\n\n\nWilliam 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. \n\n\n\n\n\n\n\n\n\n\nWith 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.  \n\n\n\n\n\n\n\n\n\n\nSteven 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.  \n\n\n\n\n\n\n\n\n\n\nMichael 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.  \n\n\n\n\n\n\n\n\n\n\nEleni 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. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nNicole 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.  \n\n\n\n\nJoin the Be A Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nWith 200 years of trusted experience\, Sadlier empowers PreK–12 educators to shape the future with proven\, research-based programs that drive student success. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n                \n                        \n							"*" indicates required fields \n                        \n                        X/TwitterThis field is for validation purposes and should be left unchanged.What Makes Literacy Implementation Work? Turning Evidence Into Student Growth\n\nThursday\, Oct. 15 at 3 p.m. Eastern TimeTo earn a CE certificate for viewing this edWebinar\, learn more and join edWeb.net\, it’s free. Be sure you're a member of edWeb. You can join here. Name*\n                            \n                            \n                                                    \n                                                    First\n                                                \n                            \n                            \n                                                    \n                                                    Last\n                                                \n                            \n                        Email*\n                            \n                        PhoneAddress*    \n                    \n                        \n                                        AfghanistanÅland IslandsAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire\, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean TerritoryBrunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman IslandsCentral African RepublicChadChileChinaChristmas IslandCocos IslandsColombiaComorosCongoCongo\, Democratic Republic of theCook IslandsCosta RicaCôte d'IvoireCroatiaCubaCuraçaoCyprusCzechiaDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEswatiniEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern TerritoriesGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly SeeHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJordanKazakhstanKenyaKiribatiKorea\, Democratic People's Republic ofKorea\, Republic ofKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMicronesiaMoldovaMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlandsNew CaledoniaNew ZealandNicaraguaNigerNigeriaNiueNorfolk IslandNorth MacedoniaNorthern Mariana IslandsNorwayOmanPakistanPalauPalestine\, State ofPanamaPapua New GuineaParaguayPeruPhilippinesPitcairnPolandPortugalPuerto RicoQatarRéunionRomaniaRussian FederationRwandaSaint BarthélemySaint Helena\, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint MartinSaint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint MaartenSlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSpainSri LankaSudanSurinameSvalbard and Jan MayenSwedenSwitzerlandSyria Arab RepublicTaiwanTajikistanTanzania\, the United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTürkiyeTurkmenistanTurks and Caicos IslandsTuvaluUgandaUkraineUnited Arab EmiratesUnited KingdomUnited StatesUruguayUS Minor Outlying IslandsUzbekistanVanuatuVenezuelaViet NamVirgin Islands\, BritishVirgin Islands\, U.S.Wallis and FutunaWestern SaharaYemenZambiaZimbabwe\n                                        Country\n                                    \n                    \n                Address*    \n                    \n                        \n                                        AlabamaAlaskaAmerican SamoaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaGuamHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahU.S. Virgin IslandsVermontVirginiaWashingtonWest VirginiaWisconsinWyomingArmed Forces AmericasArmed Forces EuropeArmed Forces Pacific\n                                        State\n                                      \n                                    \n                                    ZIP Code\n                                \n                    \n                Address*    \n                    \n                        \n                                        \n                                        State / Province / Region\n                                      \n                                    \n                                    ZIP / Postal Code\n                                \n                    \n                Organization*Job Title*How did you hear about this edWebinar?\n			\n					\n					From edWeb\n			\n			\n					\n					From Sadlier\n			\n			\n					\n					From a colleague\, supervisor\, or education association\n			\n			\n					\n					Searching online\n			\n			\n					\n					Other\n			What is your primary role in education?*Principal/HeadmasterAssistant PrincipalSuperintendentCurriculum CoordinatorDepartment ChairDirector of Federal Programs/Title IDistrict AdministratorTechnology DirectorInterventionistInstructional CoachExtended Learning CoordinatorConsultantSpecialist (ELL\, SPED\, etc.)TeacherLibrarianParentHomeschoolerTutorVolunteerOtherWhat type of organization do you work for?*\n			\n					\n					K-12 School\n			\n			\n					\n					School District\n			\n			\n					\n					Department of Ed/Government\n			\n			\n					\n					Preschool\n			\n			\n					\n					Higher Ed\n			\n			\n					\n					Other/NA\n			Professionals involved in education or individuals with an interest in education are welcome to register for our edWebinars and join edWeb.net. 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URL:https://home.edweb.net/webinar/literacyhero20261015/
CATEGORIES:Education Research/Evidence,Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261015T160000
DTEND;TZID=America/New_York:20261015T170000
DTSTAMP:20261015T210302Z
CREATED:20260923T145058Z
LAST-MODIFIED:20261015T210302Z
UID:13241104-1792080000-1792083600@home.edweb.net
SUMMARY:Mathematics in the AI Age: Cultivating Curiosity\, Creativity\, Collaboration\, and Critical Math Literacy
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Jennifer Suh\, Professor of Mathematics Education\, George Mason University \nSponsored by Savvas Learning Company \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nThe surge in artificial intelligence (AI) in nearly every facet of everyday life is undeniable—and our students are not immune to its lure. As educators\, we need to consider the opportunities and challenges it presents for mathematics education. As we contemplate AI\, we also need to ask: How can we focus on what makes learning deeply human? \nWatch this edWebinar with Dr. Jennifer Suh\, Professor of Mathematics Education at George Mason University and Director of the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE)\, as she explores how classrooms can nurture students’ curiosity\, creativity\, collaboration\, and critical math fluency through engaging data science\, mathematical modeling\, and problem-solving tasks. \nThrough inspiring classroom examples\, discover practical strategies and helpful tips to engage students in: \n\nAsking meaningful math questions\nMaking sense of data\nUsing math modeling to make decisions\nCollaborating with others\n\nDr. Suh also invites viewers to consider how AI can become a powerful partner that sparks inquiry\, supports productive struggle\, and helps students develop deeper understanding while engaged in these tasks. Together\, we reimagine mathematics learning as a joyful process of exploring\, reasoning\, and making sense of the world! \nAll educators interested in K-12 math (especially classroom educators\, curriculum directors\, instructional leaders\, and school and district administrators) are encouraged to view this edWebinar. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Jennifer Suh is a Professor of Mathematics Education in the Graduate School of Education\, College of Education and Human Development\, George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Master’s and Ph.D. Programs. She also directs the Center for Outreach in Mathematics Professional Learning and Educational Technology\, COMPLETE\, a joint center between the College of Education and the College of Science\, where she engages in lesson study with teachers as co-designers. Prior to working in higher education\, Dr. Suh was an elementary classroom teacher for 11 years\, working in Virginia and for the Department of Defense Dependent Schools in Seoul\, Korea. \n\n\n\n\nJoin the Building Understanding in Mathematics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nAt Savvas\, we believe learning should inspire. By combining new ideas\, new ways of thinking\, and new ways of interacting\, we design engaging\, personalized\, next-generation K-12 learning solutions that give all students the opportunity to succeed. Our award-winning\, high-quality instructional materials span every grade level and discipline\, from evidence-based\, standards-aligned core curricula and supplemental and intervention programs to state-of-the-art assessment tools and the industry’s most innovative portfolio of college- and career-readiness solutions—all designed to meet the needs of every learner.
URL:https://home.edweb.net/webinar/math20261015/
CATEGORIES:Artificial Intelligence,Mathematics
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DTSTART;TZID=America/New_York:20261016T120000
DTEND;TZID=America/New_York:20261016T130000
DTSTAMP:20261104T210708Z
CREATED:20260930T012740Z
LAST-MODIFIED:20261104T210708Z
UID:13241448-1792152000-1792155600@home.edweb.net
SUMMARY:Investing in Attendance: Practical Leadership Strategies for Funding Recess and Play
DESCRIPTION:Events\n\n\n\n\nPresented by Matthew Ginsburg\, Principal\, Chittick Elementary School (MA); Jessica Kott\, Director of Special Programs\, Westside Union School District (CA); and Elizabeth Cushing\, CEO\, Playworks \nSponsored by Playworks \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\nRead the Article\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nYou know belonging drives attendance. The harder question is how to pay for the work that builds it. This edLeader Panel gathers school and district leaders to talk openly about how they've invested in belonging- and attendance-focused work in their own schools and districts—where the dollars came from\, how they made the case internally\, and what they'd do differently next time. \nThe conversation is grounded in real experience\, not theory: panelists share their own stories rather than prescribed tactics\, so the insight stays practical and specific. The discussion also connects stronger attendance to funding mechanisms like ADA\, reinforcing why belonging work belongs in the budget conversation\, not just the culture conversation. \nTimed for the start of the school year\, when many leaders are already reassessing budgets\, this session offers a timely\, leader-to-leader look at turning belonging into a funded priority rather than an aspiration. Attendees leave with real funding examples and a stronger case to bring to their own boards and communities. \nThis recorded edLeader Panel will be of interest to elementary and middle school district leaders and school leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nAs the Principal of the Chittick\, a K0-6 Boston Public School\, Matthew Ginsburg’s leadership is defined by a commitment to academic innovation and strategic program development. With experience in educational leadership across both traditional public and public charter settings and a track record of enhancing student success\, he and his team have fostered a learning environment that values diversity\, equity\, and inclusion. They’ve achieved this through cross-functional collaboration and a focus on using data and technology to improve instructional practices. Matthew’s approach prioritizes clear communication strategies and a strong organizational spirit\, ensuring that every stakeholder is engaged and every student has the opportunity to reach their full potential. \n\n\n\n\n\n\n\n\n\n\nJessica Kott is an award-winning educator with a distinguished background in classroom instruction\, school administration\, and district-level leadership. Currently serving as Director of Special Programs in Westside Union School District (WUSD)\, her career includes 10-plus years as an elementary classroom teacher and 12 years as a school principal serving students in TK-8th grade. She was honored as a WUSD Teacher of the Year in 2013 and the Association of California School Administrators’ Elementary Principal of the Year in 2016. Jessica also received an AV ACSA Region XV Charter Award Nomination for Valuing Diversity in 2025\, for her assistance in helping build an autism program within WUSD. Jessica leads through hands-on instructional expertise with a strategic vision for student success. She specializes in building inclusive school settings\, student growth\, and districtwide community outreach programs\, as well as prioritizing the social-emotional needs of students to drive academic and behavioral growth. \n\n\n\n\n\n\n\n\n\n\nElizabeth Cushing is the CEO of Playworks\, a national organization leveraging the power of play to transform children’s well-being. Recognizing that play is vital in learning to relate to each other\, Elizabeth works to ensure all kids have access to a safe and healthy recess experience at school every day. Elizabeth joined Playworks in 2004 and was named CEO in 2020. During her tenure\, she has played a lead role in designing Playworks’ national scaling strategy\, growing from a San Francisco Bay Area focus to a national organization reaching nearly 1 million children every year. For more than 30 years\, Elizabeth has served in leadership roles in nonprofit organizations focused on youth development\, children’s advocacy\, and women’s issues. Elizabeth is a product of Oregon public schools\, Stanford University\, and the Coro Fellows Program in Public Affairs. \n\n\n\n\nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nPlayworks is a national nonprofit that\, for 30 years\, has partnered with schools and districts to make recess a daily source of belonging and connection. Through professional training and on-the-ground coaching\, Playworks helps school staff build safe\, accessible play into recess\, so kids feel connected\, cared for\, and excited to show up. Schools partnering with Playworks see stronger attendance\, which often ties directly to funding schools receive. Learn more at playworks.org.
URL:https://home.edweb.net/webinar/leadership20261016/
CATEGORIES:Absenteeism and Attendance,Culture of Belonging,edLeader Panel,Education Funding and Purchasing,Leadership/Administration
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DTSTART;TZID=America/New_York:20261019T120000
DTEND;TZID=America/New_York:20261019T130000
DTSTAMP:20261028T215908Z
CREATED:20260921T131540Z
LAST-MODIFIED:20261028T215908Z
UID:13240783-1792411200-1792414800@home.edweb.net
SUMMARY:Mutually Beneficial Parent-Teacher Partnerships: Collaborative Strategies for Supporting Neurodivergent Learners
DESCRIPTION:Events\n\n\n\n\nPresented by Andrew Kahn\, Psy.D.\, Associate Director of Expertise and Behavioral Health\, Understood; and Sarah M. Scott\, Ph.D.\, Former Educator\, Current Neurodiversity Researcher\, Digital PromiseModerated by Nick Schiner\, Former Educator\, Current Director\, Peer-to-Peer Professional Learning\, Digital Promise \nSponsored by Digital Promise \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nNavigating transitions between school and home can present significant challenges for all learners\, but especially neurodivergent (ND) students. Expectations\, routines\, and environmental supports are often different at home and at school\, which can affect a learner’s mindset and impede successful learning outcomes. Educators may lack context regarding a student's home environment necessary to design instruction with that learner’s specific needs in mind\, and it can be a struggle to integrate what works at home with school-based supports and IEP accommodations. Strong parent communication can bridge the gap and\, at the same time\, offer parents vital information they need to support behavioral learning at home. \nBy adopting a bi-directional approach to communication\, rooted in the whole-child lens of learner variability\, educators and families can build constructive partnerships that extend well beyond traditional parent-teacher conferences to align supports and foster greater consistency for students across all settings. \nWatch Sarah M. Scott\, Ph.D.\, Digital Promise’s Neurodiversity Researcher\, and Andrew Kahn\, Psy.D.\, Understood’s Associate Director of Expertise and Behavioral Health\, in a discussion-focused edWebinar on bridging the gap between home and classroom environments.  \nIn this recorded edWebinar\, learn: \n\nHow to identify key learner variability factors that affect students across home and school contexts and apply research-backed strategies to maintain consistent routines\nActionable bi-directional communication strategies for parent-teacher conferences\, IEP discussions\, and ongoing dialogues that respect family cultural perspectives and build mutual trust\nPractical tools from Digital Promise and Understood to move from understanding learner variability to implementing meaningful support adjustments\n\nThis recorded edWebinar is designed for K-12 educators\, special education professionals\, and school and district leaders committed to creating collaborative\, equitable pathways for neurodivergent learners. \n\n\n\n\n\n\n\n\nAbout the Presenters \nAndrew Kahn\, Psy.D.\, Understood’s Associate Director of Expertise and Behavioral Health\, is a licensed psychologist with more than 25 years of clinical experience. He provides services focusing on ADHD\, learning differences\, anxiety\, autism spectrum disorder\, parenting\, executive function\, and emotional regulation. Throughout his career\, Dr. Kahn has provided training\, evaluations\, and therapeutic support in the public schools and has supported school committees in developing policies on mental health\, suicide prevention\, and related areas. Dr. Kahn has also served as an Adjunct Professor at the University of Maine. He is a member of the council of experts at the American Academy of Pediatrics’ Center of Excellence on Social Media and Youth Mental Health\, contributing to national guidance on the intersection of technology and child mental health. Dr. Kahn identifies as a person with learning and thinking differences. He earned his BA in psychology from Syracuse University and his M.S. and Psy.D. from Nova Southeastern University. \n\n\n\n\n\n\n\n\n\n\nSarah M. Scott\, Ph.D.\, is a Neurodiversity Researcher at Digital Promise\, dedicated to advancing inclusive\, equitable instructional approaches that reduce exclusionary practices and allow children to bring their full selves to their learning. Dr. Scott holds a Ph.D. in special education from Vanderbilt University. She has contributed to research on programwide supports for Multi-Tiered Systems of Supports and has managed studies on reflective teacher coaching\, play- and language-based social-emotional interventions\, and outcome evaluation methods that elevate child and youth voice and agency. Before transitioning to research\, she spent over a decade in school-based roles across teaching\, coaching\, and leadership. Her identity as an educator remains central to who she is as a researcher\, and she is driven by the conviction that joy and belonging should always be central to teachers' and learners' educational experiences. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nNick Schiner is the Director of Peer-to-Peer Professional Learning at Digital Promise. Nick began his career as a classroom educator with Baltimore County Public Schools\, teaching fourth and fifth grade before moving into the role of Elementary Technology Integration Specialist. After his time in the classroom\, he served as Team Leader on the district’s Innovative Learning Team\, where he oversaw efforts to help teachers integrate technology meaningfully and design hands-on\, authentic learning experiences grounded in constructionism and constructivism. He holds a Bachelor of Science in Elementary Education from Towson University and a master’s degree in educational technology from Johns Hopkins University. \n\n\n\n\nJoin the Digital Promise Futue of Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nDigital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators\, researchers\, technology leaders\, and communities to design\, investigate\, and scale innovations that support learners\, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being\, fulfillment\, and economic mobility. For more information\, visit the Digital Promise website and follow Digital Promise for updates.
URL:https://home.edweb.net/webinar/digitalpromise20261019/
CATEGORIES:Executive Function and Neurodiversity,Family and Community Engagement,Special Education
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DTSTART;TZID=America/New_York:20261019T150000
DTEND;TZID=America/New_York:20261019T160000
DTSTAMP:20261104T222224Z
CREATED:20260923T145956Z
LAST-MODIFIED:20261104T222224Z
UID:13241108-1792422000-1792425600@home.edweb.net
SUMMARY:Building Literacy Success for English Learners: Real Results from the District Level
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Antonio A. Fierro\, Literacy Expert\, Science of Reading Center at SUNY New Paltz; Sarah Walters\, Literacy Instructional Support Specialist and IMSE Level 4 Orton-Gillingham (OG) Master Instructor\, Troy City Schools (OH); Silvia Gonzalez-Powers\, District Literacy and Multilingual Learner Leader\, Boston Public Schools (MA); and Dr. Nicole Florez\, Former Educator\, Current Curriculum Designer\, Institute for Multi-Sensory Education (IMSE) \nSponsored by The Institute for Multi-Sensory Education (IMSE) \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\nRead the Article\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nEL instruction frequently operates in isolation from Tier 1 literacy instruction\, leaving gaps in both language development and reading achievement. What does it take to close that gap at scale? \nWatch Dr. Antonio Fierro\, literacy expert and English language educator\, and K–12 district leaders in a candid conversation on building literacy systems that work for English Learners. Moderated by Dr. Nicole Florez\, literacy expert and curriculum designer at IMSE\, this session moves beyond theory into practice: what changed when EL instruction became aligned with Tier 1 classroom instruction\, how growing teacher knowledge helped sustain it and what the results show. \nHear how two districts are supporting English Learners with an aligned approach\, moving away from fragmented\, pull-out instruction toward a shared literacy framework built into Tier 1 instruction. Panelists share the progress they've seen\, from stronger foundational skills to growing confidence and engagement in the classroom. \nDistrict leaders gain a practical understanding of how to align EL support with Tier 1 instruction\, sustain ongoing professional learning\, and use data to track progress\, all grounded in real outcomes from districts that have done the work. \nThis recorded edLeader Panel will be of interest to PreK-8 school and district leaders.  \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Antonio A. Fierro is a nationally recognized literacy scholar and leader\, author of El muro de sonidos y deletreo\, a Spanish sound–spelling phonetics curriculum for young children\, and co-author of Kid Lips. Dr. Fierro spent nearly two decades as part of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. He has spearheaded initiatives to strengthen instruction for English learners\, influencing educational policy and practice at both state and national levels. Drawing on this experience\, he is dedicated to partnering with institutions of higher education to strengthen educator preparation programs\, emphasizing the psychology of reading and preparing future teachers to meet the needs of all learners. Dr. Fierro currently serves on the advisory board for the third edition of LETRS\, is a Visiting Senior Fellow at the Science of Reading Center at SUNY New Paltz\, and is a member of the Utah Science of Reading Panel Advisory Committee. \n\n\n\n\n\n\n\n\n\n\nSarah Walters is a Literacy Instructional Support Specialist for Troy City Schools in Troy\, OH\, and a Level 4 IMSE Orton-Gillingham (OG) Master Instructor. Additionally\, Sarah is a licensed school counselor and certified dyslexia interventionist with nearly 20 years of experience in education. She holds two master’s degrees in education\, as well as P-3 and K-12 reading endorsements alongside CERI (Center for Effective Reading Instruction) Structured Literacy Certification. Sarah is passionate about empowering students and educators through multi-sensory teaching methods\, and she co-authored Kit’s Reading Adventure to inspire young readers to embrace their unique learning journeys. Sarah enjoys building collaborative and sustainable literacy support networks in her work as an IMSE District Instructor. Recently\, Sarah was honored as Ohio’s Teacher of the Year representative for District 3 in Ohio and additionally as one of four finalists for Ohio’s 2027 Teacher of the Year. \n\n\n\n\n\n\n\n\n\n\nSilvia Gonzalez-Powers is a district-level literacy and multilingual learner leader with Boston Public Schools. In her current role as Lead Reading Interventionist\, she trains and coaches educators K-12 throughout the district\, helping strengthen evidence-aligned literacy practices and ensure instruction is responsive to the needs of multilingual learners. Silvia brings 25 years of experience in Boston Public Schools\, including 20 years teaching multilingual learners at the elementary and middle school levels. Her extensive classroom experience informs her districtwide work connecting structured literacy with effective instruction for English learners. Silvia is an IMSE Orton-Gillingham Master Instructor and Practicum Supervisor\, an IDA-CERI Structured Literacy Dyslexia Interventionist\, and a National Board Certified Teacher. She holds master’s degrees in human development\, elementary education\, and special education from Wheelock College. \n\n\n\n\n\n\n\n\n\n\nDr. Nicole Florez is a Curriculum Designer at the Institute for Multi-Sensory Education (IMSE). She has 20+ years of experience in elementary education\, including teaching internationally in Spain and Argentina. Before IMSE\, Dr. Florez served students\, parents\, and teachers as a dyslexia interventionist\, advocate\, and coach at independent schools in Atlanta and Albuquerque. Dr. Florez co-founded the Bridge Literacy of New Mexico program\, a Structured Literacy intensive for students facing reading challenges in grades 1-7. She is also a founding board member of The Reading League New Mexico Chapter. Dr. Florez received her doctorate from Mount St. Joseph University\, where her research focused on English learners\, pedagogical translanguaging\, and teacher knowledge. \n\n\n\n\nJoin the Helping ELL\, ESL\, and Bilingual Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nThe Institute for Multi-Sensory Education (IMSE) offers Structured Literacy curricula and professional learning based on the Orton-Gillingham approach. IMSE’s training and resources help educators learn to teach reading the right way and improve reading proficiency across all student levels. The focus areas include phonological awareness\, morphology\, and direct\, explicit instruction tailored to meet diverse learning needs. IMSE’s programs are designed to align with the latest research in the Science of Reading\, supporting equitable literacy education in classrooms nationwide.
URL:https://home.edweb.net/webinar/ell20261019/
CATEGORIES:Bilingual and Multilingual Language Acquisition,edLeader Panel,ELL/ESL Language Acquisition,Literacy,Reading Skills
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