BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//edWeb - ECPv6.17.4//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:edWeb
X-ORIGINAL-URL:https://home.edweb.net
X-WR-CALDESC:Events for edWeb
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20170312T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20171105T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20180311T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20181104T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20190310T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20191103T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181010T150000
DTEND;TZID=America/New_York:20181010T160000
DTSTAMP:20181010T220530Z
CREATED:20180904T171050Z
LAST-MODIFIED:20181010T220530Z
UID:27801-1539183600-1539187200@home.edweb.net
SUMMARY:Charting Your Intervention Course: The Art and Science of Goal Setting
DESCRIPTION:Presented by Dr. Denise Gibbs\, RTI Consultant and Author\nSponsored by Renaissance® \nWatch the Recording\nToo often\, districts implement a Response to Intervention (RTI) model without having a clear endpoint in mind. But if we don’t set specific\, realistic\, and measurable goals\, how do we know whether an intervention is truly effective? \nIn this edWebinar\, RTI expert and author Dr. Denise Gibbs shares practical advice for setting the right goals for intervention students—and for avoiding common mistakes. You’ll leave with a clear understanding of the two types of goals you should set\, as well as: \n\nHow to use goals as roadmaps for student learning\nWhen to adjust the pace of instruction to best meet student needs\nHow to determine whether students are progressing appropriately\nWhat to look for when choosing an intervention program\n\nDon’t miss this opportunity to get an expert’s insight on more effective goal setting—and more effective RTI—in your district. This recorded edWebinar will be of particular benefit to kindergarten through high school teachers\, school and district leaders\, assessment directors and coordinators\, RTI directors and coordinators\, intervention specialists\, and instructional coaches and specialists.  \nAbout the Presenter\nDenise Gibbs\, EdD is a national RTI consultant and the author of four highly-regarded books\, including Rising to Dyslexia Challenges Through Multi-Tiered Systems of Support and RTI in Middle and High School: Strategies and Structures for Literacy Success. She was formerly a professor of communication sciences and disorders and is now Director of the Alabama Scottish Rite Foundation Learning Centers. \n\nJoin the Assessment for Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nRenaissance® applies proven\, data-driven educational technology to amplify the effectiveness of classroom teachers so that students can achieve their full potential.
URL:https://home.edweb.net/webinar/assessment20181010/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181010-assessment-event-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181009T150000
DTEND;TZID=America/New_York:20181009T160000
DTSTAMP:20181009T204336Z
CREATED:20180913T202311Z
LAST-MODIFIED:20181009T204336Z
UID:27908-1539097200-1539100800@home.edweb.net
SUMMARY:School Safety: It’s Not Just About Active Shooters
DESCRIPTION:Presented by Dr. Amy Klinger\, Director of Programs\, The Educator’s School Safety Network; and Amanda Klinger\, Director of Operations\, The Educator’s School Safety Network\nSponsored by Blackboard \nWatch the Recording\nLast year’s tragedy in Parkland\, FL\, as well as the dramatic rise in violent incidents and threats that followed it\, has once again thrust school safety into the national spotlight. It’s time for a common sense\, education-centered discussion on how to prevent and respond to the many different safety concerns facing schools. \nThis edWebinar focuses on the educators\, the “first” first responders\, to provide guidance and strategies for an all-hazards approach to school safety that is by educators\, for educators. They explore a holistic approach to school safety that also addresses socio-emotional safety and its impact on physical safety. Dr. Amy Klinger and Amanda Klinger of The Educator’s School Safety Network examine research-based best practices and protocols that can be implemented in your classroom or school. \nThis recorded session will be of particular benefit to K-12 educators and administrators. \nAbout the Presenters \nDr. Amy Klinger and Amanda Klinger are nationally recognized as experts in school safety and crisis management. They deliver trainings and lectures throughout the United States and abroad. \n \n  \nDr. Amy Klinger is an associate professor of educational administration at Ashland University and is the director of programs for The Educators’ School Safety Network. Her past experience includes 28 years of service as a teacher\, central office administrator\, building principal\, and college professor. \n\n Amanda Klinger brings a practitioner’s perspective to the critical legal issues involved in school crisis response\, cyberbullying\, and the use of technology during crisis events. Her expertise in active shooter response\, crisis management\, vulnerability assessment and mitigation\, as well as lockdown enhancements is derived from her work with Dr. Klinger in developing training courses for the Department of Homeland Security and the Federal Emergency Management Agency. \nAlong with Dr. Klinger\, Amanda has co-authored several journal articles in law enforcement and educational journals and are co-authors of the #1 newly released book in school safety\, Keeping Students Safe Every Day: How to Prepare for and Respond to School Violence\, Natural Disasters\, and Other Hazards published by ASCD. \nJoin the Family Engagement & Community Outreach in K-12 community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n At Blackboard\, we’re shaping the future of education with big ideas that are transforming the face of education. Every day we’re helping millions of people around the world find new ways to learn\, connect and advance. With innovative technologies and solutions we’re bringing them closer to the knowledge they seek and the potential they can achieve.
URL:https://home.edweb.net/webinar/engagement20181009/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181009-engagement-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181009T140000
DTEND;TZID=America/New_York:20181009T150000
DTSTAMP:20181009T192206Z
CREATED:20180925T002318Z
LAST-MODIFIED:20181009T192206Z
UID:27997-1539093600-1539097200@home.edweb.net
SUMMARY:Sharing Child Assessment Results With Parents
DESCRIPTION:Presented by Laura L. Bailet\, Ph.D.\, Chief Academic Officer\, Kaplan Early Learning Company\nSponsored by Kaplan Early Learning \nWatch the Recording\nThis edWebinar addresses key elements of that critical discussion between preschool teachers and parents: child assessment results. The goal is to make attendees comfortable and confident with these conversations and build stronger home-school relationships with all families. Laura L. Bailet\, Ph.D.\, Chief Academic Officer for Kaplan Early Learning Company\, helps viewers: \n\nIdentify barriers to sharing assessment results\nGain knowledge and identify strategies to reduce barriers\nUnderstand developmental age scores and percentiles\nUnderstand benefits of formative child assessment as an important tool to enhance teaching and learning\n\nDr. Bailet\, a licensed school psychologist who worked in a pediatric clinical setting for many years\, will share her perspective on child assessment and how to convey results with authenticity\, humility\, and confidence to parents. Examples from her many years of experience with all kinds of children and families will be shared. Viewers will reflect on their beliefs and concerns about child assessment\, and past experiences sharing results with families. She discusses reasons that sharing assessment results is critical and acknowledge the unique challenges inherent in that effort. Basic principles of early childhood assessment and scores are also reviewed. \nPreK teachers and school and district leaders will benefit from watching this recorded session. Gain practical information for negotiating this challenge more effectively with all families. \nAbout the Presenter\nDr. Laura L. Bailet serves as Chief Academic Officer for Kaplan Early Learning Company. She earned her B.A. in English at Wake Forest University\, and her M.A. and Ph.D. in communicative disorders from Northwestern University. She is a licensed school psychologist and has expertise on a wide range of learning problems\, including dyslexia and autism. Prior to her position at Kaplan Early Learning Company\, she established and directed the Neurocognitive Assessment Program within the Division of Neurology at Nemours Children’s Clinic\, Jacksonville\, Fla.\, for 18 years before creating the Nemours BrightStart! program to promote reading success for all children. By combining the fields of neuroscience\, population health\, child development\, and education\, Nemours BrightStart! created powerful tools that level the playing field for all budding readers. Dr. Bailet has conducted research and published numerous journal articles and book chapters. She has won multiple community awards and is currently a member of the Library of Congress Literacy Awards Board. \nJoin the Classroom Management for Early Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Kaplan Early Learning Company is a leading international provider of products and services that enhance children’s learning.
URL:https://home.edweb.net/webinar/classroommanagement20181009/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181009_classroommanagement-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181008T170000
DTEND;TZID=America/New_York:20181008T180000
DTSTAMP:20181011T033032Z
CREATED:20180831T172756Z
LAST-MODIFIED:20181011T033032Z
UID:27778-1539018000-1539021600@home.edweb.net
SUMMARY:Student Data Privacy: A Priority and Essential Commitment
DESCRIPTION:Presented by Dr. Charles Dumais\, Superintendent and Executive Director\, Cooperative Educational Services\, Trumbull\, CT; Dr. Quinn Kellis\, Superintendent Dysart Unified School District\, Surprise\, AZ; and Linnette Attai\, Project Director\, CoSN Privacy Initiative and Trusted Learning Environment Program\nProgram Host and Moderator: Ann McMullan\, Project Director\, CoSN Empowered Superintendents Program\nThis edWebinar series is co-hosted by CoSN and edWeb.net \nWatch the Recording\nListen to the Podcast \nAs citizens\, students\, educators\, parents\, employees\, and consumers\, we all have concerns about maintaining the privacy of our personal data. For school districts\, data privacy is a multi-stakeholder priority\, and it touches every aspect of operations—from student transportation to instruction\, assessment to athletics\, and counseling to community initiatives. Today and going forward\, student data privacy policies and their implementation are hard-wired to governance\, discipline\, purchasing\, and communications practices. Assessing privacy and compliance policies and practices related to your system-wide use of technology is a continual priority. \nIn this edWebinar\, the presenters cover five critical guidelines for ensuring data privacy in any school system’s use of technology. Superintendents and district leaders will learn how to make student data privacy a district wide priority. Strategies for communicating their district’s commitment to assuring student data privacy is shared by Dr. Charles Dumais and Dr. Quinn Kellis\, the superintendents on the edWebinar panel. Additionally\, Linnette Attai\, the Project Director for CoSN’s Privacy Initiative and Trusted Learning Environment Program\, shares information about how school districts can earn CoSN’s Trusted Learning Environment Seal and why that process benefits stakeholders across a district. \nThis recorded edWebinar is of special value for school superintendents\, K-12 school and district leaders\, and aspiring leaders. Other educators interested in the most important edtech issues facing schools and districts will find this session very informative. \nAbout the Presenters \nDr. Charles “Chip” Dumais is the executive director of cooperative educational services in Trumbull\, CT. A native of Connecticut\, he began his career in education nearly three decades ago as a science teacher in Higganum\, CT. He has proudly taught physics and calculus to more than one thousand students\, chaired a science department\, served as an assistant principal in Westport\, CT\, led Newtown High School in Sandy Hook\, CT as its principal from 2008 to 2014\, and served as superintendent of the Amity Regional School District. He has earned bachelor’s and master’s degrees in physics from Rensselaer Polytechnic Institute\, advanced degrees and certificates from Southern Connecticut State University and the University of Connecticut\, and a doctorate in educational leadership from Central Connecticut State University. He is an active member the National Superintendents Roundtable\, the Headmasters Association\, the Connecticut Commission for Educational Technology\, and the Consortium for School Networking. \nDr. Quinn Kellis started his educational career in 1991 as a high school AP Spanish and sophomore English teacher. After years of site and district level leadership\, he is currently the superintendent of Dysart Unified School District (24\,000 students) in Surprise\, Arizona. Dr. Kellis is a native of Arizona and earned degrees from Brigham Young University\, Chapman University and Arizona State University. He is the proud father of three married children—all products of the Dysart district. He is a thought leader for innovation and technology integration\, arts development and academic environments. \n\nLinnette Attai is Project Director for CoSN’s Privacy Initiative and Trusted Learning Environment Program. For over 25 years\, Linnette Attai has been building organizational cultures of compliance and guiding clients through the complex obligations governing data privacy\, user safety\, and ethical marketing\, with a focus on the education and youth sectors. As founder of the global compliance consulting firm PlayWell\, LLC\, Linnette advises organizations\, educators\, lawmakers\, and policy influencers. She serves as virtual chief privacy officer and data protection officer to select clients and speaks nationally on data privacy matters. Linnette is a member of the Rutgers Center for Innovation cybersecurity advisory board\, and author of Student Data Privacy: Building a School Compliance Program. \nAbout the Host \nAnn McMullan is a 34-year veteran educator who served as the executive director for educational technology in the Klein Independent School District\, located just outside Houston\, Texas until September 2013\, when she and her family moved to Los Angeles\, California. For 16 years Ann led the team in Klein ISD that provided professional development on technology and 21st century instructional strategies to over 4\,000 professional educators serving over 50\,000 students. During that time Ann also co-chaired the Texas Education Technology Advisory Committee which developed the Texas Education Agency’s Long Range Plan for Technology\, 2006-2020. \nToday\, she is based in Los Angeles\, California working as a public speaker\, writer\, and independent education consultant focused on supporting leadership\, visioning and planning to meet the needs of today’s students. She is a frequent presenter at state\, national and international education conferences. Ann serves as project director for CoSN’s Empowered Superintendents Program. She serves on the board of PowerMyLearning Los Angeles and on the advisory board of Project Tomorrow. In the fall of 2016 Ann co-authored and published Life Lessons in Leadership: The Way of the Wallaby. \nJoin the Super-Connected community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n CoSN (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 \nListen to the Podcast\nWe’re happy to make podcasts available for selected panel discussions and interviews.\nIf you would like a CE certificate for this presentation\, watch the edWebinar recording and take the CE quiz. \nDownload here
URL:https://home.edweb.net/webinar/supers20181008/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181008-supers-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181004T160000
DTEND;TZID=America/New_York:20181004T170000
DTSTAMP:20181004T212823Z
CREATED:20180918T010156Z
LAST-MODIFIED:20181004T212823Z
UID:27943-1538668800-1538672400@home.edweb.net
SUMMARY:Pre-K Assessments: A Systematic Approach
DESCRIPTION:Presented by Katrina Erickson\, OTR\, Learning Without Tears National Presenter; and Keith R. Kline\, OTR/L\, Learning Without Tears National Presenter\nSponsored by Learning Without Tears \nWatch the Recording\nPre-K assessments\, both formal and informal\, are a powerful tool in identifying your students’ progress\, discovering areas that need attention for remediation\, and providing insight in to how you can adjust your curriculum to meet all of your students’ needs. Pre-K assessments enable you to assess your children holistically in the areas of writing\, language\, literacy\, and math and offer a way to communicate your students’ progress. \nIn this edWebinar\, Katrina Erickson\, OTR\, and Keith R. Kline\, OTR/L\, both Learning Without Tears National Presenters\, help you: \n\nUnderstand the purpose of informal assessments in addition to maintaining student portfolios and information gathering\nImplement three informal assessments for readiness and writing and for literacy and math\nLearn observational skills needed to assess your students in the classroom\nUtilize three observation checklists that will help guide your assessments\nUse the collected information to focus on instruction and effectively communicate to the families and others involved in the child’s education\n\nPre-K teachers and school leaders will benefit from watching this recorded event. \nAbout the Presenters\nKatrina Erickson\, OTR\, Learning Without Tears National Presenter\, received her Bachelor of Science degree in occupational therapy from The University of Texas Medical Branch in Galveston\, Texas. She has been providing OT services for over 26 years to children and adolescents in a variety of settings from hospitals\, private practice\, and public schools. She currently provides OT services in her local public school district and believes that collaboration with teachers and parents is essential to student success. Her experience in using the Handwriting Without Tears curriculum includes private tutoring services\, summer camps\, and as a therapeutic intervention in her OT practice. Katrina has been presenting for Handwriting Without Tears since 2000. As a National Presenter for Handwriting Without Tears\, she provides training to teachers\, specialists\, and parents in the use of the Handwriting Without Tears and Get Set for School curriculums and in handwriting assessment. \n\nKeith R. Kline\, OTR/L\, Learning Without Tears National Presenter\, received his Bachelor of Science degree in occupational therapy from Quinnipiac College in Hamden\, CT. He has been practicing pediatric OT in a school setting since September 1999. He currently works in the Coventry Public Schools in Coventry\, RI where he works with all students\, especially those with exceptionalities\, from the Pre-K to middle school level. He has over 13 years of experience working with the Learning Without Tears family of products: Get Set for School\, Handwriting Without Tears\, and Keyboarding Without Tears. He has provided numerous presentations using these programs. He offers private tutoring sessions for those families that wish to help their students improve their handwriting and keyboarding skills. \nJoin the Crayons\, Pencils\, and Keyboards community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Learning Without Tears™ provides educators and families with kindergarten readiness\, handwriting\, and keyboarding materials\, products\, and training.
URL:https://home.edweb.net/webinar/cpk20181004/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181004-cpk-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181003T150000
DTEND;TZID=America/New_York:20181003T160000
DTSTAMP:20181003T201500Z
CREATED:20180817T201433Z
LAST-MODIFIED:20181003T201500Z
UID:27675-1538578800-1538582400@home.edweb.net
SUMMARY:Developing Assessment-Capable Learners
DESCRIPTION:Presented by Dr. Douglas Fisher\, Professor of Educational Leadership\, San Diego State University\, and Teacher Leader\, Health Sciences High and Middle College\, San Diego\, CA\nSponsored by Achieve3000 \nWatch the Recording\nWe all know that collective efficacy is the new number one influence on students’ learning and there is good reason for that. In part\, efficacious teachers ensure that their students are assessment-capable\, which means that students understand their current level of performance and compare that with the desired level of learning. Assessment-capable learners and educators select direct\, dialogic\, and independent learning approaches they know will help attain their shared learning goals. They also seek and provide feedback from others while monitoring their learning all the way from acquisition through consolidation to mastery. \nIn this live edWebinar\, Dr. Fisher explains what it means to be assessment-capable and shows examples of how educators can foster and encourage assessment-capable dispositions and actions in the students they work with. \nThis edWebinar is designed for all K12 educators\, librarians\, literacy leaders\, and administrators. There will be time at the end of Dr. Fisher’s presentation to get your questions answered. Join us to learn about turning your students into assessment-capable learners. \nAbout the Presenter \nDr. Douglas Fisher is the Chair of the Department of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College in San Diego\, California. An award-winning author\, educator\, and researcher\, his work focuses on school improvement\, especially in the areas of quality instruction and raising student achievement. \n\nJoin the Differentiating Instruction with Educational Technology community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n \nAchieve3000® is the leader in online differentiated literacy instruction\, serving nearly 3 million students worldwide. Based on decades of scientific research\, Achieve3000’s patented and proven literacy program reaches all students at their individual reading levels to significantly accelerate learning and dramatically increase college and career readiness.
URL:https://home.edweb.net/webinar/differentiate20181003/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181003-differentiate-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181003T140000
DTEND;TZID=America/New_York:20181003T150000
DTSTAMP:20181003T191741Z
CREATED:20180829T011755Z
LAST-MODIFIED:20181003T191741Z
UID:27748-1538575200-1538578800@home.edweb.net
SUMMARY:Through a Child’s Eyes: How Classroom Design Inspires Children’s Learning and Wonder
DESCRIPTION:Presented by Dr. Sandra Duncan\, Early Childhood Expert\, Author on Young Children’s Environments\, Adjunct Faculty at Nova Southeastern University\, FL\nSponsored by Gryphon House \nWatch the Recording\nYoung children view the world from a different perspective than adults. Children’s unique perspectives and the way they view the world are greatly regulated by their height. Young children live close to the ground—so they are always discovering close up: the tiny acorn peeking out from under a fallen leaf\, the glistening droplets on the dandelion\, or the dust bunny in the corner of the classroom. Adults\, on the other hand\, have a completely different perspective of the world. Their viewpoint is more of a bird’s-eye or all-inclusive view compared to young children who have more of a restricted view. \nUnderstanding the difference between adult’s viewpoints and children’s perspectives is important when designing classrooms for young children. Learn how designing classrooms from children’s perspectives helps improve their behaviors and inspires learning and wonder. In this edWebinar with early childhood expert Dr. Sandra Duncan\, viewers will learn to: \n\nDescribe the difference between the adult’s perspective and the child’s viewpoint of an early childhood classroom\nGive at least three reasons why designing a classroom from a child’s perspective is important\nList at least three strategies for improving children’s viewpoints in an early childhood classroom\n\nPreK teachers as well as directors\, assistant directors\, training coordinators\, and professional development personnel will benefit from watching this recorded session. \n\nAbout the Presenter \nDr. Sandra Duncan is an early childhood educator specializing in classroom design and its impact on children’s interaction with the classroom environment. With almost 50 years of experience in the early care and education field\, Dr. Duncan has extensive experiences in publishing curricula and teacher resources\, playing with young children\, training early childhood professionals\, teaching at the university level\, designing professional development programs\, working with parents and CDA candidates\, and authoring several books. She is the author of Inspiring Spaces for Young Children; Rating Observation Scale for Inspiring Spaces (ROSIE); Rethinking the Classroom Landscape: Creating Environments that Connect Young Children\, Families\, and Communities; and Bringing the Outside In: Ideas for Creating Nature-Based Classroom Experiences for Young Children as well as numerous articles on early childhood environments and connecting children with nature. \nJoin the Early Learning Book Chats community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Gryphon House\, Inc. is an award-winning publisher of early childhood resources for teachers and parents.
URL:https://home.edweb.net/webinar/bookchats20181003/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181003-bookchats-event-rev.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181002T150000
DTEND;TZID=America/New_York:20181002T160000
DTSTAMP:20181002T203410Z
CREATED:20180914T205611Z
LAST-MODIFIED:20181002T203410Z
UID:27925-1538492400-1538496000@home.edweb.net
SUMMARY:Using Student-Centered Scheduling to Address Equity
DESCRIPTION:Presented by Karin Chenoweth\, Author of Schools that Succeed; Sergio Garcia\, Principal\, Artesia High School; and Chris Fitzgerald Walsh\, Head of Impact\, Abl\nSponsored by Abl \nWatch the Recording\nWith an ever-growing number of school programs and activities (SPED\, RTI\, ELL\, PBL\, SEL\, CBE\, and more!)\, secondary schools are more complex than ever before. All of this activity comes to a head in the school’s master schedule where everything needs to fit together into a finite number of minutes. \nIt’s no wonder that so many school leaders find it difficult to design and manage a master schedule that meets the unique needs of all students—especially underperforming students. \nWatch Karin Chenoweth\, Writer-in-Residence at The Education Trust and author of Schools that Succeed\, and Sergio Garcia\, Principal of Artesia High School\, to learn how student-centered master scheduling can play a transformative role in student success. Specific case studies and scheduling examples highlight how middle and high schools across the country are strategically using the master schedule to tackle their most pressing challenges\, including addressing equity and access. \nAbout the Presenters \n \nKarin Chenoweth is Writer-in-Residence at The Education Trust. She leads the organization’s efforts to learn from and write about successful and improving schools with significant populations of children of color and children living in poverty. In Schools that Succeed: How Educators Marshal the Power of Systems for Improvement\, Karin explores what it looks like when expert school leaders ensure that all of a school’s systems\, from supplies and schedules to discipline systems\, are designed to support instruction. Schools that Succeed builds on her previous trilogy of “It’s Being Done” books but digs deeper to help educators see how they can move forward\, even in dismaying circumstances. Karin holds a master’s degree from Columbia University’s School of Journalism and a B.A. from Barnard College. \nSergio Alejandro Garcia is the Principal of Artesia High School in Lakewood\, California\, part of the ABC Unified School District. During his tenure\, Mr. Garcia has led the transformation of Artesia High School through established targets\, research based instruction\, and data analysis. He attributes much of this success to an intense focus on the master schedule—which he says is the “heart of the school.” Artesia High School serves a diverse student body of 1\,500 students with 75% of students qualifying for Free and Reduced Lunch\, and most students will be the first in their family to attend college. Artesia students consistently outperform students at similar schools in California\, and the school boasts a 99% cohort graduation rate. \nChris Walsh is an experienced K-12 educator\, media producer\, and entrepreneur. Since his days as a middle school teacher\, Chris has leveraged digital tools to bring large-scale innovations to teaching and learning. Chis currently leads Growth & Impact at Abl\, a mission-driven ed tech company offering next-generation scheduling solutions. Prior to Abl\, Chris was the CEO of Zaption\, an innovator in interactive video for learning; the company was acquired by Workday in 2016. Chris has held leadership positions with numerous national education organizations including New Tech Network\, WestEd\, and the KIPP Foundation. He also co-founded the Google Teacher Academy and created the Infinite Thinking Machine\, one of the first internet TV shows for educators. \nJoin the Leadership and Innovation community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nAbl’s smart\, flexible master scheduling solution helps secondary school leaders dramatically improve the entire scheduling process\, from analyzing their current schedules to surfacing tradeoffs in real-time to refining student placements and balancing class compositions. Abl’s easy to use tools and expert coaching transforms scheduling from a tactical chore into a strategic asset that ensures all students get access to the courses they need to be college and career-ready.
URL:https://home.edweb.net/webinar/leadersplc20181002/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181002-leadersplc-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181002T130000
DTEND;TZID=America/New_York:20181002T140000
DTSTAMP:20181004T171456Z
CREATED:20180808T204051Z
LAST-MODIFIED:20181004T171456Z
UID:27584-1538485200-1538488800@home.edweb.net
SUMMARY:Character Education: Interview with Medal of Honor Recipient Hershel Williams (World War II)
DESCRIPTION:Hosted by the Congressional Medal of Honor Foundation\nSponsored by the Congressional Medal of Honor Foundation \nWatch the Recording\nListen to the Podcast \nPlan for your class to tune in to watch the on-demand recording with Medal of Honor Recipient Hershel “Woody” Williams. Williams performed the actions for which he would later be awarded the Medal of Honor while serving with the Marines on Iwo Jima in 1945. Quick to volunteer his services when our tanks were maneuvering vainly to open a lane for the infantry through the network of reinforced concrete pillboxes\, buried mines\, and black volcanic sands\, then-Corporal Williams daringly went forward alone to attempt the reduction of devastating machine-gun fire from the unyielding positions. He fought desperately for four hours under terrific enemy small-arms fire to wipe out one position after another. His unyielding determination and extraordinary heroism in the face of ruthless enemy resistance were directly instrumental in neutralizing one of the most fanatically defended Japanese strongpoints encountered by his regiment and aided vitally in enabling his company to reach its objective. \nThis edWebinar\, presented by the Congressional Medal of Honor Foundation\, is an inspiring learning opportunity for middle and high school students to connect directly with an American hero. Interviews with Medal of Honor Recipients are part of the Medal of Honor Character Development Program\, a free program that helps students build character and promotes responsible citizenship through a deeper understanding of stories of courage and sacrifice. Before viewing the edWebinar\, we encourage teachers to review Williams’ story with their class. \nStudents must view the program with their teacher. If you register\, you’ll receive a link to the recording if you would like to show it to your class at another time. \nThis interview was broadcast from the National World War II Museum in New Orleans. \nMedal of Honor Recipient Hershel Williams Citation\nFor conspicuous gallantry and intrepidity at the risk of his life above and beyond the call of duty as demolition sergeant serving with the 21st Marines\, 3d Marine Division\, in action against enemy Japanese forces on Iwo Jima\, Volcano Islands\, 23 February 1945. Quick to volunteer his services when our tanks were maneuvering vainly to open a lane for the infantry through the network of reinforced concrete pillboxes\, buried mines\, and black volcanic sands\, Cpl. Williams daringly went forward alone to attempt the reduction of devastating machine-gun fire from the unyielding positions. Covered only by four riflemen\, he fought desperately for four hours under terrific enemy small-arms fire and repeatedly returned to his own lines to prepare demolition charges and obtain serviced flamethrowers\, struggling back\, frequently to the rear of hostile emplacements\, to wipe out one position after another. On one occasion\, he daringly mounted a pillbox to insert the nozzle of his flamethrower through the air vent\, killing the occupants\, and silencing the gun; on another he grimly charged enemy riflemen who attempted to stop him with bayonets and destroyed them with a burst of flame from his weapon. His unyielding determination and extraordinary heroism in the face of ruthless enemy resistance were directly instrumental in neutralizing one of the most fanatically defended Japanese strongpoints encountered by his regiment and aided vitally in enabling his company to reach its objective. Cpl. Williams’ aggressive fighting spirit and valiant devotion to duty throughout this fiercely contested action sustain and enhance the highest traditions of the U.S. Naval Service. \nHost and Interviewer \nCathy Ehlers Metcalf joined the Medal of Honor Character Development Program as Vice President of Education in 2015 after serving as a Regional Curriculum Trainer. Cathy taught college-level writing for over 33 years in Southern California. Cathy’s father was a World War II Medal of Honor Recipient. Those experiences gave Cathy a great respect for both the Medal of Honor and a passion for service to our Nation’s Veterans. \n\nJoin The Medal of Honor Character Development Program community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nThe Medal of Honor Character Development Program is a free resource that teaches character through stories of the Medal of Honor recipients. The CDP is a cross-curriculum supplement and complies with National/State Common Core standards. The Medal of Honor Character Development Program incorporates the ideals of courage and selfless service into the middle and high school curriculum to build character and promote responsible citizenship.  The program is FREE and includes 50+ lesson plans supported by over 100 video vignettes of the Medal of Honor Recipients themselves\, as well as videos of hometown heroes selected by the Medal of Honor Recipients as “Citizen Heroes.” \n \n \n \nListen to the Podcast\nWe’re happy to make podcasts available for selected panel discussions and interviews.\nIf you would like a CE certificate for this presentation\, watch the edWebinar recording and take the CE quiz. \nDownload here
URL:https://home.edweb.net/webinar/cmoh20181002/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181002-cmoh-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20181001T150000
DTEND;TZID=America/New_York:20181001T160000
DTSTAMP:20181207T200718Z
CREATED:20180914T191300Z
LAST-MODIFIED:20181207T200718Z
UID:27918-1538406000-1538409600@home.edweb.net
SUMMARY:edWeb4PD: Georgia Model for State-Wide Professional Learning
DESCRIPTION:Presented by Joy Hatcher\, Social Studies Program Manager\, Georgia Department of Education; JoAnn Wood\, Social Studies Program Specialist\, Georgia Department of Education; Heather MacKenzie\, Instructional Coordinator for Social Studies\, Henry County Schools\, GA; Angie Battle\, Fourth Grade Teacher\, Warner Robins\, GA; and Jennifer Zoumberis\, First Grade Teacher\, Perry\, GA \nWatch the Recording\nListen to the Podcast \nFaced with implementing new standards and inquiry-based instruction with over 180 school districts and over 30\,000 social studies teachers with a department of two people\, the social studies team at the Georgia Department of Education turned to virtual learning communities on edWeb.net to reach Georgia teachers and leaders. \nWatch the GaDOE Social Studies Department and their virtual specialists for this edWebinar as they share their three-year journey in creating and maintaining virtual learning communities for every grade level and course. They share their good\, bad\, and ugly moments and what they have learned together. \nThis recorded session will be of particular benefit to educators who are exploring how online communities can expand opportunities for collaboration and help to offset limited resources for the personalized professional learning and support that educators need. All educators including state\, school and district leaders\, and teachers are encouraged to attend. \nAbout the Presenters\nJoy Hatcher is the social studies program manager for the Georgia Department of Education. Prior to working at the DOE\, Joy spent 12 years as a high school social studies teacher and two years as a professional learning facilitator in DeKalb County Schools. Joy has an M.Ed. from Georgia State University (GSU) in social studies education and is currently working on completing her doctorate at GSU. \n\n JoAnn Wood has taught many years at the elementary and middle levels. She has been an instructional technology mentor\, academic coach\, and district social studies supervisor\, and now works at the Georgia Department of Education as a social studies program specialist. Working with children and teachers is deeply satisfying to her\, as is sharing her enthusiasm for excellent children’s literature to promote social studies inquiry. She is equally fervent about reading\, travel\, tennis\, civic engagement\, and her beagles Porkchop and Rufus. \n\n Heather MacKenzie is an instructional coordinator for social studies for Henry County Schools\, the eighth largest school district in the state of Georgia. She came into this position four years ago after 14 years as a classroom teacher\, where she had experience as a special education\, elementary\, and middle School teacher. She is a former Gwen Hutchinson Outstanding Educator awarded by the Georgia Council for the Social Studies and most recently\, the 2018 Social Studies Supervisor of the Year. During her career Heather has enjoyed presenting at the local\, state\, and national levels and brings that passion and enthusiasm into her role as virtual specialist for eighth grade. \n\n Angie Battle has been a grades four through eight classroom teacher for over 26 years. She is passionate about sharing effective teaching strategies with social studies teachers. In addition to teaching fourth graders in Warner Robins\, GA\, Angie also serves as a Georgia Council on Economic Education Program consultant\, the GaDOE fourth grade virtual specialist\, and a social studies curriculum writer for Houston County\, GA. \n\n Jennifer Zoumberis is a first grade teacher at Langston Road Elementary School in Houston County\, Georgia. Jennifer received her BS\, MaE\, and EdS in early childhood and elementary education at the University of Alabama at Birmingham. She is currently in her 19th year teaching. Jennifer helps write curriculum for her county and facilitates the kindergarten and first grade webinars for the Georgia Department of Education. She is passionate about empowering her students to seek information and share what they know with others. \n\nJoin the edWeb 24-7 PDd community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n \n \n \nListen to the Podcast\nWe’re happy to make podcasts available for selected panel discussions and interviews.\nIf you would like a CE certificate for this presentation\, watch the edWebinar recording and take the CE quiz. \nDownload here
URL:https://home.edweb.net/webinar/edweb4pd20181001/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20181001-edweb4pd-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180927T160000
DTEND;TZID=America/New_York:20180927T170000
DTSTAMP:20180927T211448Z
CREATED:20180730T193113Z
LAST-MODIFIED:20180927T211448Z
UID:27529-1538064000-1538067600@home.edweb.net
SUMMARY:Developing a Cyberbullying Prevention Program
DESCRIPTION:Presented by Evan Abramson\, Director of Technology\, Millburn Township Public Schools\, NJ\nSponsored by Learning.com \nWatch the Recording\nInstances of cyberbullying continue to rise at an alarming rate. According to the i-SAFE Foundation\, over half of adolescents and teens have been bullied online and about the same number have engaged in cyberbullying. Within our schools\, increased access to internet-enabled devices combined with the expansion of social media channels has created an environment where bullying is more prevalent than ever. \nDirector of Technology\, Evan Abramson\, discusses how Millburn Township Public Schools in New Jersey provides teachers with the resources and support they need to confidently address cyberbullying and other online safety topics with their students. Gain insight and hear best practices to develop an online safety program for your school or district\, how to approach and discuss challenging topics\, and why it’s crucial for everyone to be involved in cyberbullying prevention. \nKindergarten through middle school teachers\, librarians\, and school and district leaders will benefit from watching this recorded session.  \nAbout the Presenter \nEvan Abramson is the director of technology at the Millburn Township Public Schools in New Jersey. In addition\, Evan is currently the chair for the Future Ready Schools – NJ Infrastructure Gear where he oversees the creation of the statewide initiative and scoring rubrics. He has presented on numerous topics nationwide such as school leadership\, district innovation\, and new teacher engagement. Evan currently consults with school districts on Future Ready School readiness\, climate\, and culture improvement. \n\nJoin the Success in a Digital World community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Learning.com helps students\, teachers\, and schools excel in a digital world. We provide solutions to support educators as they build students’ digital literacy skills and transition to digital content. We work with 1 in 6 districts across the US and serve 5.6 million students across more than 20 countries.
URL:https://home.edweb.net/webinar/digitalworld20180927/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180927-digitalworld-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180927T150000
DTEND;TZID=America/New_York:20180927T160000
DTSTAMP:20180927T201713Z
CREATED:20180815T180756Z
LAST-MODIFIED:20180927T201713Z
UID:27648-1538060400-1538064000@home.edweb.net
SUMMARY:Unlock Learning Potential with a Strong Math Culture
DESCRIPTION:Presented by David Woods\, Director of Curriculum and Reporting\, DreamBox Learning\nSponsored by DreamBox Learning \nWatch the Recording\nIn a study conducted by the Raytheon Company\, 56% of students surveyed indicated they would rather eat broccoli than do math homework. To top it off\, research from the National Assessment of Education Progress reveals pervasive low performance and proficiency in mathematics in the U.S. Many education leaders are reimagining how to design learning experiences and systems in a way that helps students and teachers develop a deep connection to–and love for–mathematics. \nIn this edWebinar\, David Woods\, Director of Curriculum and Reporting\, shares strategies for fostering a school-wide culture that provides students with the mathematical freedom to engage in big ideas and develop skillsets that encourage them to persist and grow\, and ultimately reach their potential. Topics of discussion include: \n\nElements of a math program that empowers the development of a math mindset\nStrategies to celebrate the diversity of each student’s unique mathematical thinking\, strengths\, and interests\nWays to structure professional learning to support educators and drive alignment\nBest practices for assessing and improving the effectiveness of your culture\n\nPreK through middle school district and school leaders will benefit from watching this recorded event. \nAbout the Presenter \nDavid Woods earned a BA in elementary education with endorsements in reading and middle level mathematics and a minor in Spanish from Whitworth University\, and a master’s degree in integrating technology in the classroom from Walden University before joining the DreamBox Curriculum team. Throughout his teaching career\, David reviewed new curricula\, interpreted assessment data\, and was a leading member of his professional learning community of math teachers. For the last six years he has been a curriculum designer at DreamBox Learning\, currently serving as the director of curriculum and reporting\, where he can apply his passion for building an effective\, individualized math curriculum. \nJoin the Leadership 3.0 community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n DreamBox Learning Math offers a groundbreaking combination of intelligent adaptive learning\, rigorous elementary mathematics curriculum\, and motivating learning environment. The innovative DreamBox platform captures every decision a student makes while working in the program and adjusts the student’s learning path appropriately\, providing millions of individualized learning paths\, each one tailored to a student’s unique needs.
URL:https://home.edweb.net/webinar/leadership20180927/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180927-leadership-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180927T130000
DTEND;TZID=America/New_York:20180927T140000
DTSTAMP:20180927T201623Z
CREATED:20180813T144857Z
LAST-MODIFIED:20180927T201623Z
UID:27621-1538053200-1538056800@home.edweb.net
SUMMARY:Executive Functioning Skills in Students with Autism Spectrum Disorder
DESCRIPTION:Presented by Nina Finkler\, M.Ed.\, LDT/C\, BCBA\, President of Nina Finkler Autism Services\nSponsored by Monarch Center for Autism\, STAR Autism Support\, and VizZle \nWatch the Recording\nExecutive functioning skills are critical for academic success both within the classroom and in the real world. Executive functions act as the conductor for many behaviors that individuals use in their daily lives. Deficits in executive functioning are often seen in students with autism spectrum disorder (ASD). These behaviors include long-term planning\, time management\, using feedback effectively\, controlling impulses\, and organization. When these executive functions are not working together\, we see severe deficits in social interaction\, cognitive functioning\, emotional and behavioral development\, as well as learning and academic achievement. It is crucial for these students’ success that these skills be taught directly and incorporated into the daily classroom routine. \nIn this edWebinar\, Nina Finkler\, M.Ed.\, LDT/C\, BCBA\, and President of Nina Finkler Autism Services\, identifies those skills associated with executive functioning and provide practical recommendations for classroom implementation. PreK through high school teachers and other related service providers will benefit from watching this recorded session. \nAbout the Presenter\nNina Finkler\, M.Ed.\, LDT/C\, BCBA is the president of Nina Finkler Autism Services\, LLC based in East Windsor\, New Jersey. Ms. Finkler has 25 years of experience working in the field of autism. Her experience includes extensive practical application of applied behavior analysis\, curriculum development\, professional/parent training\, consultation\, and assessment. Ms. Finkler has presented at both the state and national levels on various topics including effective teaching strategies for students with autism\, behavior management strategies\, and educational assessment. She holds a master’s degree in special education from Rutgers University and is a New Jersey licensed Learning Consultant and a Board Certified Behavior Analyst. Ms. Finkler is on the advisory board of National Autism Resources.\nJoin the Teaching Students with Autism community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nMonarch Center for Autism\, a division of Bellefaire JCB\, is located in Cleveland\, Ohio. Monarch offers a comprehensive array of programs and services for individuals ages three through adulthood with Autism Spectrum Disorders. Highlights\, which incorporate Monarch’s visual language treatment model\, include a preschool; day school for children\, adolescents & young adults; transition education program; summer & extended school year programs; therapeutic residential treatment program; adult vocational & supported living programs; and community training. \n  \nSTAR Autism Support (SAS) provides curriculum materials\, workshops and training to school and agency staff who work with students with autism. Our mission is to help others successfully implement research-based applied behavior analysis (ABA) techniques. We want every child with autism to receive effective instruction! \n  \nVizZle provides a library of more than 14\,000 lessons and the tools and media to customize them or create your own from scratch. The lessons can be tailored to any grade level\, assigned to any student\, and played on iPad or Android tablets\, laptop or desktop computers. Data is tracked automatically. This award-winning software is developed collaboratively with educators.
URL:https://home.edweb.net/webinar/autism20180927/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180927-autism-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180926T170000
DTEND;TZID=America/New_York:20180926T180000
DTSTAMP:20180926T223707Z
CREATED:20180801T164005Z
LAST-MODIFIED:20180926T223707Z
UID:27551-1537981200-1537984800@home.edweb.net
SUMMARY:Get Real! Augmented\, Virtual\, and Other Realities in the Classroom
DESCRIPTION:Presented by Michelle Luhtala\, Library Department Chair\, New Canaan High School\, CT; and Jaime Donally\, Author\, Speaker\, and Edtech Consultant\nSponsored by Mackin Educational Resources \nWatch the Recording\nWatch Michelle Luhtala\, Library Department Chair at New Canaan High School in Connecticut\, in her 90th edWebinar! To mark this milestone\, Michelle and her guest Jaime Donally\, the author of Learning Transported: Augmented\, Virtual and Mixed Reality for All Classrooms (ISTE\, 2018)\, discuss how to integrate augmented\, virtual and mixed reality into any classroom. Immersive technology does not have to be complicated or expensive\, and it can be used across grade levels and disciplines. \nWatch the conversation featuring replicable lessons\, assessment ideas\, and strategies to enlist support from learning community stakeholders. K-12 librarians\, teachers\, and administrators will benefit from watching this recorded session. \n \nAbout the Presenters \nMichelle Luhtala is the Library Department Chair at New Canaan High School in Connecticut and was one of five school librarians named as a “Mover and Shaker” by Library Journal in 2015. She is the winner of the 2011 “I Love My Librarian” Award and the Library Association’s 2010 Outstanding Librarian Award. The New Canaan High School Library won AASL’s National School Library Program of the year in 2010. Follow her on Twitter @mluhtala. \n\nJaime Donally is a passionate technology enthusiast. She began her career as a math teacher and later moved into instructional technology. Her desire to build relationships has brought about opportunities to collaborate with students and educators around the world. She provides staff development and training on immersive technology as an edtech consultant. \nHer latest adventures include the launch of Global Maker Day and the #ARVRinEDU community. She works as an author and speaker to provide practical use of augmented and virtual reality with more resources at ARVRinEDU.com. \n\nJoin the Emerging Tech for Schools and Libraries community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Mackin is one of the top providers of library and classroom materials for grades PK-12. Working with over 18\,000 publishers and a database of nearly 3 million printed titles\, and more than 1.9 million digital titles\, Mackin supplies print books\, eBooks\, online educational databases\, audiobooks and video resources to schools around the globe.
URL:https://home.edweb.net/webinar/emergingtech20180926/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180926-emergingtech-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180926T160000
DTEND;TZID=America/New_York:20180926T170000
DTSTAMP:20180926T212231Z
CREATED:20180809T212857Z
LAST-MODIFIED:20180926T212231Z
UID:27602-1537977600-1537981200@home.edweb.net
SUMMARY:Unstuck and On Target: Improving Executive Function\, On-Task and Flexible Behavior
DESCRIPTION:Presented by Lynn Cannon\, M.Ed.\, Social Learning Specialist; and Lauren Kenworthy\, Ph.D.\, Pediatric Neuropsychologist\nSponsored by Brookes Publishing \nWatch the Recording\nThis presentation is for professionals who work with children with autism\, ADHD\, traumatic brain injury and other disorders linked to executive dysfunction. Executive Function (EF) problems are common in children and cause academic\, social and adaptive problems. Lynn Cannon\, M.Ed.\, Social Learning Specialist\, and Lauren Kenworthy\, Ph.D.\, Pediatric Neuropsychologist\, will introduce you to tools you can use today that will help you identify when a child is having trouble with EF\, so you can better distinguish a “can’t” from a “won’t” and therefore intervene more effectively. \nThe presenters will describe the Unstuck and On Target! intervention\, which is a cognitive-behavioral school- and home-based intervention program targeting flexibility\, goal-setting\, and planning. Finally\, they will report on the results of recent randomized\, controlled trials of Unstuck that found improvements in classroom behaviors\, such as following directions\, transitioning easily\, and engaging socially. \nThis recorded edWebinar will help you: \n\nRecognize EF weaknesses in children and distinguish among different EF skills\nApply specific techniques to support improvement in EF at home\, in treatment\, or at school\nLearn specific scripts or vocabulary and when to use them to increase EF skills\nSummarize the research results examining the effectiveness of an EF intervention\n\nElementary teachers as well as special education professionals will benefit from watching this recorded session. \nAbout the Presenters\nLynn Cannon\, M.Ed. is a social learning specialist at The Ivymount School and The Maddux School. She received her M.Ed. in special education from the University of Virginia. For over 15 years\, she has worked as an educator\, administrator and program director\, serving students with neurodevelopmental disabilities. Lynn is also a co-author of Solving Executive Challenges\, a resource guide for teachers and parents; The Conversation Club\, an instructional manual for teaching conversation skills to students with neurodevelopmental disabilities; and the Ivymount Social Cognition Instructional Package (IvySCIP). The IvySCIP offers a comprehensive\, online system for assessing and supporting social and emotional learning in K–8 students with high-functioning autism spectrum disorders. Her research and teaching interests are in developing interventions and support materials for students with neurodevelopmental disabilities\, therapists\, educators and their families. She has co-authored more than five peer-reviewed publications and has received federal funding for two research grants. \n Lauren Kenworthy\, Ph.D. is Professor of Neurology\, Pediatrics\, and Psychiatry at the George Washington University School of Medicine\, and Director of the Center for Autism Spectrum Disorders at Children’s National Health System. Dr. Kenworthy received her B.A. from Yale University and Ph.D. from the University of Maryland. Her research interests are in describing and treating the neuropsychological phenotype of autism. She is an author of more than 60 peer-reviewed publications; a co-author of the Behavior Rating Inventory of Executive Function (BRIEF); and a co-author of Solving Executive Challenges\, a resource guide for teachers and parents. She is currently completing a trial of Unstuck and On-Target in low-income schools for children with ADHD or ASD. \n\nJoin the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nFounded in 1978\, Brookes is an independent\, highly respected educational publishing company with a strong focus on helping all people—with and without disabilities—reach their potential. We publish 50+ new titles a year on screening and assessment\, early intervention\, inclusive and special education\, autism and other disabilities\, literacy\, behavior\, communication\, and more.
URL:https://home.edweb.net/webinar/inclusiveeducation20180926/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180926-inclusiveeducation-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180926T150000
DTEND;TZID=America/New_York:20180926T160000
DTSTAMP:20180926T203035Z
CREATED:20180813T022623Z
LAST-MODIFIED:20180926T203035Z
UID:27613-1537974000-1537977600@home.edweb.net
SUMMARY:Correcting the 5-Star Flaw: Edtech Measurement from Grading to IMPACT
DESCRIPTION:Presented by Dr. Amanda Cadran\, Director of Implementation & Customer Success\, Lea(R)n; Sarah Hanawald\, Executive Director\, ATLIS (Association of Technology Leaders in Independent Schools); Dr. Daniel Stanhope\, Vice President of Research & Analytics\, Lea(R)n; and Robert Lee Averett\, Director\, Research and Assessment\, Granite School District\, Salt Lake City\, UT\nSponsored by Digital Promise \nWatch the Recording\nAre you looking for better\, more meaningful ways to review edtech? Five-star ratings paint an insufficient picture for educators tasked with making important edtech purchasing and implementation decisions. More robust methods of evaluation—traditional RCTs—can be expensive and impractical. To best select tools that support student learning and improve outcomes\, educators need access to more rigorous\, data-driven insights into all of the most important criteria for an edtech product. \nWith their team of educators\, technologists and data scientists\, Lea(R)n has created an alternative to the flawed five-star rating and impractical RCT. The research-backed product evaluation rubric and tools support the full continuum of edtech review needs\, from teacher grading to managed trials to measured rapid-cycle evaluations (IMPACT™ Analysis). In fact\, the evaluation rubric allows educators to grade digital learning tools across the eight criteria they find most valuable\, including ease of use\, comprehensiveness of features\, alignment to learning objectives\, impact on student learning\, etc. \nIn this edWebinar\, learn how schools and districts are using Lea(R)n’s unique edtech evaluation framework to better understand and communicate the value of their digital learning tools. Viewers will gain an understanding of the continuum of approaches\, and learn how to access free tools for grading products and for benchmarking their school or district in its journey to personalizing learning at scale and against similar organizations. \nKindergarten through high school level teachers\, librarians\, and school and district leaders will benefit from watching this recorded session. \nAbout the Presenters\nAmanda Cadran leads the implementation team for Lea(R)n\, the creators of LearnPlatform. She uses more than 10 years of classroom teaching\, curriculum development and technology director experience to empower educational organizations of all shapes and sizes to organize\, streamline and analyze their edtech. Amanda earned her BA and MA from Lehigh University and her PhD from North Carolina State University in curriculum and instruction with a focus on instructional technology. In her work\, she most enjoys finding the intersection between research\, educational policy and classroom practice. Amanda has worked as a research fellow and consultant with the International Association of K-12 Online Learning (iNACOL) and the Council of Chief State School Officers (CCSSO) and has experience deploying school\, district and state-level edtech-focused initiatives. \nSarah Hanawald\, Executive Director\, ATLIS (Association of Technology Leaders in Independent Schools)\, has been involved in independent school technology and education for more than 20 years\, at Greensboro Day School\, Cannon School and most recently\, Saint Mary’s School in Raleigh\, NC. She’s served as a classroom teacher\, a technology director\, and an academic dean. Additionally\, Sarah has worked as a consultant with Educational Collaborators and independently\, assisting independent schools seeking to initiate or improve technology programs. Sarah has presented frequently at national and regional conferences on topics related to managing independent school technology and leveraging technology to improve teaching and learning. Sarah holds an undergraduate degree from Duke University and a master’s degree from UNC-Greensboro. She lives with her family in Raleigh\, NC. \nDaniel Stanhope is the vice president of research & analytics at Lea(R)n\, where he works with a team of researchers\, data scientists\, and statisticians\, and provides expertise on research design\, scientific methodology\, program evaluation\, learning and performance measurement\, and psychometrics. Daniel received his PhD in industrial and organizational psychology from North Carolina State University. Daniel has worked as an applied scientist\, research methodologist\, statistical consultant\, and psychometrician with various private\, public\, and not-for-profit organizations. He has taught higher education at a Tier 1 research university and has published research in numerous outlets\, including the Journal of Applied Psychology\, Journal of Research on Technology in Education\, Journal of Psychoeducational Assessment\, and Journal of Personnel Psychology. Daniel has also delivered dozens of presentations at conferences across the world\, serves as a reviewer for multiple academic journals\, and sits on the Editorial Review Board of the Journal of Online Learning Research. \nRobert Lee Averett is Director\, Research and Assessment for Granite School District in Salt Lake City\, UT. In this position he conducts research to improve student achievement in the 93 schools and for the 65\,000 students of Granite School District. He has developed and is implementing growth measures that identify best teaching practices. He also directs the district’s summative and formative assessment programs. Previously\, Robert was Principal of Kearns Junior High School and Principal of Granger Elementary School. He holds the Certified Data Processor designation by the Institute for Certification of Computer Professionals\, and is a licensed teacher\, counselor\, and educational administrator by the State of Utah. \nRobert has a Doctor of Public Administration degree\, a Master of Arts degree in counseling psychology\, a Bachelor of Arts degree\, and a Master of Library Science degree. He graduated from Brigham Young University as a Distinguished Military Graduate of the Army Reserve Officers Training Program and was commissioned as an officer of the Regular Army. He retired as a Lieutenant Colonel of the United States Army in 1996. \nJoin the Research and Evidence in Edtech community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nDigital Promise was created with the mission to accelerate innovation in education to improve opportunities to learn.
URL:https://home.edweb.net/webinar/research20180926/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180926-research-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180925T170000
DTEND;TZID=America/New_York:20180925T180000
DTSTAMP:20180925T231217Z
CREATED:20180830T191001Z
LAST-MODIFIED:20180925T231217Z
UID:27765-1537894800-1537898400@home.edweb.net
SUMMARY:The Power of Teamwork Inside (and Outside) of the Classroom
DESCRIPTION:Presented by Darri Stephens\, Director\, Community Marketing\, Wonder Workshop; and Carrie Willis\, Technology Director\, Valley Preparatory School\, Redlands\, CA\nSponsored by Wonder Workshop \nWatch the Recording\nWhen we look towards tomorrow’s job market\, the essential skill sets that students need to develop today are around the 4 Cs: communication\, collaboration\, creativity\, and critical thinking. These skills all underscore the value of teamwork\, whether in the classroom or in a (future) boardroom. \nIn designing lesson activities for your students\, there are some tips and tricks for guiding students to think about meaningful contributions\, communication strategies\, and collaboration tactics. How might we encourage group goal setting? How might we model ways for kids to learn their peers’ strengths? How might we encourage students to take risks and move out of their comfort zones in being team players? \nThere are many ways to encourage more teamwork in the classroom\, from room design\, to classroom procedures\, to pedagogical strategies. The fundamentals of teamwork play into some of today’s popular teaching practices: project-based learning\, design thinking\, and makerspaces to name a few. \nIn this edWebinar\, Darri Stephens\, Director of Community Marketing at Wonder Workshop\, and Carrie Willis\, Technology Director at Valley Preparatory School in Redlands\, CA\, share some examples from both inside the classroom and those applicable from outside of our schools’ walls. Then\, they take a look at how Wonder Workshop supports these goals in their annual Wonder League Robotics Competition. This global program\, which is free and virtual\, invites kids ages 6-14 to work on creative problem-solving challenges in teams. \nWatch Darri and Carrie as they strive to bring more collaboration to students of all ages. Teachers\, librarians\, and school and district leaders from kindergarten to middle school will benefit from watching this recorded session.  \nAbout the Presenters \nHaving taught students from elementary to graduate school\, Darri Stephens enjoys connecting those in the education community through her Director of Community Marketing position at Wonder Workshop. A lifelong educator\, Darri melds her love of content development\, instructional design\, educational research\, and the ever-changing edtech world daily. Her award-winning work with educational leaders\, from those in the classroom to those at the state level\, is helping K-12 classrooms integrate technology thoughtfully and meaningfully. Inspired by her teaching in Los Angeles and NYC public schools for over ten years\, she has earned master’s degrees in education from both Harvard University and Stanford University. Darri started her career as a Teach for America corps member. Previously\, Darri was Senior Director for Education Content at Common Sense. \nCarrie Willis is the technology director and STEAM coordinator at Valley Preparatory School\, a private school in Redlands\, CA\, educating students in grades preschool through eight. She was responsible for the design and implementation of her school’s recent STEAM lab addition\, which was established in 2016. During her 17-year teaching career\, she has developed a love for educational technology and project-based learning. Carrie helps to inspire educators not just on her own campus\, but around the world\, by sharing her love for coding\, robotics\, movie production\, engineering and design\, and all things STEAM and edtech\, through social media and presentations at local and national conferences. \n\nJoin the Coding & Robotics K-8 community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \nWonder Workshop creates engaging\, hands-on learning tools\, programming languages\, and curriculum that bring STEM and coding to life for grades K-8. Robotics fosters critical thinking skills at an early age\, encourages creativity\, and turns students into makers rather than consumers. Wonder Workshop is the creator of the Dash and Dot robots. Let’s inspire students to be future leaders in technology. Find out more at makewonder.com
URL:https://home.edweb.net/webinar/code20180925/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180925-code-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180925T160000
DTEND;TZID=America/New_York:20180925T170000
DTSTAMP:20180925T213003Z
CREATED:20180823T173008Z
LAST-MODIFIED:20180925T213003Z
UID:27706-1537891200-1537894800@home.edweb.net
SUMMARY:Level Up! Boost Literacy with Inquiry-Based Vocabulary Instruction
DESCRIPTION:Presented by Dr. Leslie Maniotes\, Education Consultant and Professional Development Coach\nSponsored by Britannica Digital Learning \nWatch the Recording\nSupersize the literacy arsenal of any K-12 student by mastering the art of “keyword lessons.” \nIn this edWebinar\, Dr. Leslie Maniotes\, through her Guided Inquiry Design® (GID) method\, discusses literacy skills and show how to unlock the power of curiosity in all learners. \nThe earlier students learn to break down the lingo of any discipline\, the quicker they gain the ability to internalize the heart of whatever subject they explore. Learn how to apply GID to reading comprehension by teaching “domain-specific” vocabulary that blasts past general knowledge and into content-area expertise\, creating lifelong literacy and independent research pros. \nViewers will walk away with: \n\nA strategy to develop rich\, content-specific vocab lessons through GID\nDomain-specific vocabulary approaches that move students towards content-area expertise\nThree CCSS-aligned sample lesson plans for K-12 classrooms\nTeacher and librarian collaboration opportunities that support powerful student outcomes\n\nKindergarten through high school teachers\, librarians\, and school and district leaders will benefit from watching this recorded session. \nAbout the Presenter\nDr. Leslie Maniotes is the coauthor of Guided Inquiry: Learning in the 21st Century\, and Guided Inquiry Design: A Framework for Inquiry in Your School along with the three practitioner books in the series from Libraries Unlimited\, the ABC-CLIO imprint. Dr. Maniotes\, a former National Board Certified teacher\, literacy expert\, instructional coach and school leader\, now works as a consultant providing professional development to educators to implement Guided Inquiry Design\, a best practice for teaching and learning in the information age. Read more about her work in vocabulary development in Doubling Up: Authentic Vocabulary Development Through the Inquiry Process. \nJoin the Ignite Digital Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nBritannica Digital Learning’s mission is simple: to ignite curiosity and spread the joy of discovery. With nearly 250 years under their belts and an institutional product suite that reaches over 32 million students across the United States\, the organization believes that its job is to give educators effective\, engaging tools that they can depend on to meet the personalized needs of their students and communities.
URL:https://home.edweb.net/webinar/ignite20180925/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180925-ignite-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180925T150000
DTEND;TZID=America/New_York:20180925T160000
DTSTAMP:20180925T203916Z
CREATED:20180827T144639Z
LAST-MODIFIED:20180925T203916Z
UID:27728-1537887600-1537891200@home.edweb.net
SUMMARY:How to Survive an Online Class
DESCRIPTION:Presented by Dr. Monte Tatom\, Associate Professor of Education\, Freed-Hardeman University\, TN \nWatch the Recording\nIn this edWebinar\, hear from Dr. Monte Tatom\, who has been teaching online classes since 2009\, on ways in which participants in online learning can survive in that environment. Dr. Tatom discusses the following topics: devoting time\, communication\, engagement\, getting involved early\, how online classes vary greatly\, taking it seriously\, time management\, contributing and participating\, taking advantage of tech tutorials\, and seeking assistance if needed. \nThis recorded session will be of particular benefit to elementary through high school teachers\, higher education instructors\, school leaders\, and preservice and in-service educators. \nAbout the Presenter\nDr. Monte Tatom received his Ed.D. in educational administration at Auburn University. He has been in K-12 education for 26 years as a teacher\, assistant principal\, principal\, and coordinator of staff development. He retired from Mobile County Public School System in December 2005. He began working at Freed-Hardeman University (FHU) in January 2006. He is an associate professor of education within the College of Education and Behavioral Sciences at FHU. He currently has over 13 years in higher education. Dr. Tatom assisted in building the online M.Ed. in Instructional Technology that began summer 2017. He has actively been involved in educational technology since taking his first computer course at the University of South Alabama in Mobile\, AL during spring 1983 (EDM 510: Micro-computing Systems in Education). \nJoin the Tech4TeacherEd community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here!
URL:https://home.edweb.net/webinar/tech4teachered20180925/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180717-tech4teachered-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180924T170000
DTEND;TZID=America/New_York:20180924T180000
DTSTAMP:20180924T221613Z
CREATED:20180829T211036Z
LAST-MODIFIED:20180924T221613Z
UID:27755-1537808400-1537812000@home.edweb.net
SUMMARY:Professional Learning Through Micro-credentials
DESCRIPTION:Presented by Jennifer Kabaker\, Director of the Educator Micro-credentials Initiative\, Digital Promise; Mary Ann Wolf\, PhD\, Director of Digital Learning Programs\, Friday Institute for Educational Innovation\, NC State University; and James Frye\, Assistant Principal and STEM Coordinator\, Newton-Conover STEM Middle School\, Conover\, NC\nHosted by Barbara Pape\, Communications Director\, Learner Positioning Systems\, Digital Promise Global\nSponsored by Digital Promise \nWatch the Recording\nMicro-credentials are a natural extension of the formal and informal learning activities educators engage in every day. Digital Promise has built an ecosystem of micro-credentials in partnership with issuers\, earners\, and recognizers to personalize learning for educators. These micro-credentials are competency-based\, on-demand\, personalized\, and shareable. They empower educators to drive their professional learning and give administrators the tools they need to personalize learning for their educators and meet their broader goals. Digital Promise is working with states\, districts\, schools\, and educators to implement and build incentive structures for micro-credentials. \nThe Friday Institute has developed over 40 micro-credentials on a variety of topics\, including strategies educators can use to support students with learning differences. The Friday Institute also embeds micro-credentials in various professional learning experiences such as through Massive Open Online Courses for Educators (MOOC-Eds) and face-to-face cohorts. Each micro-credential is: \n\nSelf-directed. Educators can pursue the micro-credentials by participating in a MOOC-Ed\, through other professional learning activities\, or on their own\nJob-Embedded. Each of the micro-credentials is directly tied to classroom practice and provides a scaffold approach to building useful classroom skills\nCompetency-Based. Micro-credentials measure an educator’s demonstrated ability to apply specific skills in the classroom context\nResearch-Based. Micro-credentials are designed around skills that have been thoroughly researched and have a demonstrated import on classroom practice\n\nIn this edWebinar\, the presenters will help viewers: \n\nDevelop an understanding of micro-credentials and how they personalize learning for educators\nTake a closer look at the Friday Institute’s stack of micro-credentials that address learner variability\nHear first-hand experience from a teacher who has earned a micro-credential\n\nK-12 teachers\, coaches\, and state\, district\, and school leaders interested in micro-credentials as a professional development option will benefit from watching this recorded session. \nAbout the Presenters\nJennifer Kabaker is the director of the educator micro-credentials initiative at Digital Promise where she is leading the development of an ecosystem of micro-credentials to provide educators with recognition for the skills they learn throughout their careers. She comes to Digital Promise from KIPP LA Schools\, a high-performing charter management organization in Los Angeles\, where she managed corporate and foundation relationships and led external engagement efforts to ensure the schools and students have the tools they need to succeed. Previously\, she worked at two Washington\, D.C. think tanks\, the New America Foundation and Urban Institute\, researching and writing about federal education funding\, policy\, and reform. Jennifer received her master’s degree in policy\, organizations\, and leadership studies from the Stanford Graduate School of Education and graduated with honors from Stanford University with a bachelor’s degree in public policy with a focus in education. \nMary Ann Wolf\, PhD is the director of digital learning programs at the Friday Institute for Educational Innovation at NC State University. She began her career in education as a fifth grade teacher and has worked with national\, state\, district\, and school leaders and policy-makers across the country in building capacity for personalized and digital learning. She and her team lead ongoing\, job-embedded professional learning to guide superintendents\, district teams\, and principals\, coaches\, and teachers in North Carolina and across the country through the Future Ready Schools and with the Leading Personalized and Digital Learning program for principals. \nMary Ann recently co-wrote Leading Personalized and Digital Learning: A Framework for Implementing School Change through Harvard Education Press. She played a lead role in developing and facilitating the Digital Learning Transition MOOC-Ed and has led the development of the Learning Differences online course and micro-credentials. Mary Ann has written extensively on culture\, personalized learning\, and digital learning\, including Innovate to Educate: Education System [Re]Design for Personalized Learning\, an influential report based upon a symposium held by SIIA\, ASCD\, and CCSSO. She also co-authored Culture Shift: Teaching in a Learner-Centered Environment Powered by Digital Learning for the Alliance for Excellent Education and two reports on mobile learning in North America for UNESCO and CoSN. \n James Frye serves as Assistant Principal and STEM Coordinator for Newton-Conover STEM Middle School in Conover\, NC. Formerly\, he served for three and a half years as the instructional technology coordinator and public information officer\, and as an English and journalism teacher at Newton-Conover High School prior to that. He is an NC Teaching Fellow and studied education abroad at the Hochschule Magdeburg-Stendal in Germany. James holds a post-master’s certificate in educational leadership and cultural foundations from The University of North Carolina at Greensboro\, an M.A. in curriculum and instruction with a graduate certificate in educational technology from Michigan State University\, and a B.A. in English/education from Lenoir-Rhyne University\, where he served as an adjunct professor. He is currently pursuing his Ph.D. in educational leadership\, policy\, and law with The University of Kentucky. An advocate for modeling technological and leadership innovation\, James also serves statewide on the NC Digital Learning Initiative Advisory Board/Home Base Design Team\, the NC Association of Supervision and Curriculum Development’s Board of Directors\, the #NCed Leadership Team\, and is co-founder of Edcamp WNC and Edcamp Foothills. He is a member of the NC Digital Leadership Coaches’ Network\, and was named an international Emerging Leader by ASCD in 2015. He resides in Hickory with his wife and two children. Follow him on Twitter @mrjamesfrye. \nAbout the Host\nBarbara Pape is the communications director for the Learner Positioning Systems (LPS) at Digital Promise Global (DPG). She has 20 years experience in strategic communications\, writing\, and policy analysis\, primarily in education. Previously\, she served as Executive Producer of the award-winning Teaching & Learning conference\, sponsored by the National Board for Professional Teaching Standards\, where she developed content and oversaw outreach and communications. As a writer\, she has written for numerous publications\, including Harvard University\, the National Education Goals Panel (U.S. Department of Education) and Parents magazine. Barbara also served as editor and publisher of the first electronically delivered education newsletter\, the Daily Report Card. She earned an EdM at Harvard University’s Graduate School of Education and launched her career as a middle school language arts teacher. \nJoin the Personalized Learning for All community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nDigital Promise was created with the mission to accelerate innovation in education to improve opportunities to learn. \nThe fourth installment in Digital Promise Global’s Making Learning Personal For All series\, Policies and Practices that Meet Learners Where They Are highlights the promise of personalized learning to meet the needs of the full diversity of learners. It also examines policy actions and investments that district\, state\, and federal and national levels can take to help each learner master content and a broad range of skills. It makes clear that personalization must consider the whole child\, put learner voice and choice front and center\, and be built on the learning sciences.
URL:https://home.edweb.net/webinar/personalizedlearning20180924/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180924-personalizedlearning-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180924T160000
DTEND;TZID=America/New_York:20180924T170000
DTSTAMP:20180924T213013Z
CREATED:20180828T185943Z
LAST-MODIFIED:20180924T213013Z
UID:27743-1537804800-1537808400@home.edweb.net
SUMMARY:Decimals: What’s the Point?
DESCRIPTION:Presented by Drew Corley\, PhD\, Senior Learning Scientist\, Amplify Education\nSponsored by Amplify Fractions \nWatch the Recording\nFirst it was whole numbers\, then it was fractions\, and now there are decimals. Clearly\, we’re going from a “rational” number system to an “irrational” one! But why? \nIn this edWebinar\, Drew Corley\, PhD\, Senior Learning Scientist at Amplify Education\, navigates the growing number system as experienced by elementary- and middle-school students\, with an emphasis on vertical alignment and pedagogical content knowledge. Several fun and engaging activities that can be used to foster rich discourse in the classroom will be presented as examples. \nThe content addressed will span grades four to eight: from introducing decimals as numbers; to comparing and operating with decimals; to relating and converting between fractions and decimals\, including both terminating and repeating decimals; and all the way up to the introduction of irrational numbers. The presentation will be centered around tasks for the classroom. Some critical moments will include: discussing decimals as notation for privileged fractions that fit nicely into the base-ten number system; exploring the pros and cons of using decimals and fractions in different scenarios; and leveraging learning about comparing and operating with decimals to bolster fraction understanding through backwards transfer. \nTeachers\, coaches\, and specialists working with grades four through eight will benefit from watching this recorded session. \n  \nAbout the Presenter \nDrew Corley\, PhD is a senior learning scientist at Amplify Education\, where he and his team have developed Amplify Fractions—an adaptive\, story-driven approach to mathematical instruction. Drew is a former NBPTS certified teacher in mathematics (EA) with seven years of classroom experience at the high school and collegiate level. During and after graduate studies\, Drew has focused heavily on the topics of assessment\, and upper elementary- and middle-grades students’ learning and understanding of mathematics\, particularly in the rational number domain. He received his BS in mathematics and MT in secondary mathematics education from the University of South Carolina\, and went on to earn his doctorate in mathematics education from North Carolina State University. \n\nJoin the Adaptive Math Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n \n  \nAmplify Fractions is a digital learning program\, laser-focused on fractions. It’s where adaptive learning meets great storytelling\, giving students personalized instruction\, feedback and practice—all in an animated story-driven environment. Students don’t just learn fractions\, they learn to make sense of fractions.
URL:https://home.edweb.net/webinar/adaptivelearning20180924/
ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20180924_adaptivelearning-event.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180920T160000
DTEND;TZID=America/New_York:20180920T170000
DTSTAMP:20180924T180943Z
CREATED:20180815T195759Z
LAST-MODIFIED:20180924T180943Z
UID:27651-1537459200-1537462800@home.edweb.net
SUMMARY:Mastering Subtraction: Using Visual Models to Promote Deep Learning
DESCRIPTION:Presented by Sara Delano Moore\, Ph.D.\, Director of Professional Learning\, ORIGO Education\nSponsored by ORIGO Education \nWatch the Recording\nDeep learning\, as described in John Hattie’s Visible Learning™ research\, focuses on recognizing relationships among ideas. When students are engaged in deep learning in the mathematics classroom\, they are actively seeking to understand the underlying structure of mathematics. This type of thinking is associated with the mathematical practices and process standards found in contemporary state and national standards documents. How do we help students think like this? \nSupporting students to use and connect multiple representations of mathematics is one strategy for helping students progress from surface learning to deep learning. Visual models are particularly important as they bridge from concrete models to abstract representations for many learners. \nThis three-part edWebinar series will explore the use of a variety of representations\, including visual models\, for developing student understanding of subtraction\, multi-digit multiplication\, and fraction division. In part one of this series\, see models and representations which reflect both the meanings of subtraction and strategies students use to subtract. Watch Sara Delano Moore\, Ph.D.\, Director of Professional Learning at ORIGO Education\, to explore a variety of resources to support student understanding and mastery of subtraction. \nThis edWebinar series will be of particular benefit to elementary math educators. \nThis edWebinar is part of the Using Visual Models to Promote Deep Learning\n Series:\nMastering Subtraction: Using Visual Models to Promote Deep Learning\nMastering Multiplication: Using Visual Models to Promote Deep Learning\nMastering Fraction Division: Using Visual Models to Promote Deep Learning \nAbout the Presenter\nSara Delano Moore\, Ph.D. is the director of professional learning at ORIGO Education and a contributing author to Visible Learning for Mathematics. An experienced teacher and nationally recognized speaker\, her work emphasizes the power of deep understanding and multiple representations for learning. Sara’s interests include building conceptual understanding of mathematics to support procedural fluency and applications\, incorporating engaging literature into mathematics and science instruction\, and connecting mathematics to engineering design in meaningful ways. She is a fourth-generation educator with experience teaching mathematics and science to K-8 students as well as experience teaching pre-service and in-service teachers at the university level. Sara earned her B.A. in natural sciences from Johns Hopkins University\, her MSt in general linguistics and comparative philology from the University of Oxford\, UK\, and her Ph.D. in educational psychology from the University of Virginia. \nJoin the Mathematics for Young Learners community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nORIGO Education is dedicated to making learning meaningful\, enjoyable and accessible for all students with Pre-K to Grade 6 print and digital instructional materials\, as well as professional learning for mathematics.
URL:https://home.edweb.net/webinar/mathlearners20180920/
ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20180920-mathlearners-event.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180920T150000
DTEND;TZID=America/New_York:20180920T160000
DTSTAMP:20180921T162411Z
CREATED:20180702T234500Z
LAST-MODIFIED:20180921T162411Z
UID:27346-1537455600-1537459200@home.edweb.net
SUMMARY:Understanding and Supporting Students with Mental Health and Learning Disorders
DESCRIPTION:Presented by Myles Cooley\, Ph.D.\, Board Certified Licensed Clinical Psychologist and Author\nSponsored by Free Spirit Publishing \nWatch the Recording\nOne in five K–12 students has a diagnosable mental health disorder. An additional five percent are classified as learning disabled. Most of these students are taught in regular classrooms\, yet most teachers have little training in recognizing\, understanding\, and teaching these students. \nIn this edWebinar\, clinical psychologist Dr. Myles Cooley provides guidelines on supporting these students and communicating with them and their parents. Dr. Cooley describes various mental health and learning disorders\, clarifies misunderstandings\, and explains new or revised diagnoses. The session features important information about ADHD\, dyslexia\, autism\, self-injury\, trauma\, and adverse childhood events. In addition\, Dr. Cooley discusses the importance of social-emotional learning and culturally responsive classrooms. \nThis  recorded edWebinar will benefit K–12 teachers\, school counselors\, nurses\, social workers\, and administrators. \nAbout the Presenter \nMyles L. Cooley\, Ph.D. has been practicing psychology for over 35 years. He evaluates and treats children\, adolescents\, and adults for a variety of challenges. Dr. Cooley serves as a consultant to schools and has presented educational programs to educators\, mental health professionals\, physicians\, and parents. \n\nJoin the Social-Emotional Learning\, Positive Behavior\, and Student Achievement community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\nFree Spirit is the leading publisher of learning tools that support young people’s social-emotional health and educational needs. We help children and teens think for themselves\, overcome challenges\, and make a difference in the world.
URL:https://home.edweb.net/webinar/studentachievement20180920/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180920-studentachievement-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180919T160000
DTEND;TZID=America/New_York:20180919T170000
DTSTAMP:20180919T210927Z
CREATED:20180810T193514Z
LAST-MODIFIED:20180919T210927Z
UID:27609-1537372800-1537376400@home.edweb.net
SUMMARY:Screening for Success: The Importance of Handwriting Assessments in Every K–5 Classroom
DESCRIPTION:Presented by Roxanne Thompson\, OTR\, Learning Without Tears National Presenter; and Keith R. Kline\, OTR/L\, Learning Without Tears National Presenter\nSponsored by Learning Without Tears \nWatch the Recording\nToday’s students need to be explicitly taught handwriting to succeed as writers inside and outside of the classroom. When teaching handwriting and writing\, assessments are a powerful tool for educators to provide insight into their students’ baseline\, progress\, and areas that need remediation. \nAssessments go beyond the scope of just identifying students struggling and provide an individual or whole-class view of students’ developing writing skills. Teachers can use assessments to structure instruction\, provide remediation\, and identify strategies that are or are not working in their classroom. Assessing students leads to overall success for both teachers and students. \nIn this edWebinar\, Learning Without Tears National Presenters Roxanne Thompson\, OTR\, and Keith R. Kline\, OTR/L\, discuss how to: \n\nIdentify types of assessments in the classroom and create a plan of action\nUnderstand the important role of handwriting assessments in the classroom\nLearn how the free Screener of Handwriting Proficiency works for every teacher and student\nExplore how to prevent problems and handwriting struggles\nExamine steps for remediation if problems occur\n\nK-5 teachers will benefit from watching this recorded event. \nAbout the Presenters\nRoxanne Thompson\, OTR received her Bachelor of Science in occupational therapy from Texas Woman’s University in 1998. She has practiced occupational therapy in public schools\, early intervention\, and currently a private pediatric out-patient clinic. She also provides handwriting-tutoring services to children in pre-school through middle school. She completed her Level 1 certification in March 2007 and has been presenting for Learning Without Tears since 2009. \n\nKeith R. Kline\, OTR/L received his Bachelor of Science degree in occupational therapy from Quinnipiac College in Hamden\, CT. He has been practicing pediatric OT in a school setting since September 1999. He currently works in the Coventry Public Schools in Coventry\, RI where he works with all students\, especially those with exceptionalities\, from the pre-K to middle school level. He has over 13 years of experience working with the Learning Without Tears® family of products: Get Set For School\, Handwriting Without Tears\, and Keyboarding Without Tears. He has provided numerous presentations using these programs and is a national workshop presenter for the LWT’s company. He offers private tutoring sessions for those families that wish to help their students improve their handwriting and keyboarding skills. \nJoin the Crayons\, Pencils\, and Keyboards community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Learning Without Tears™ provides educators and families with kindergarten readiness\, handwriting\, and keyboarding materials\, products\, and training.
URL:https://home.edweb.net/webinar/cpk20180919/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180919-cpk-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180918T170000
DTEND;TZID=America/New_York:20180918T180000
DTSTAMP:20180918T220410Z
CREATED:20180814T175127Z
LAST-MODIFIED:20180918T220410Z
UID:27631-1537290000-1537293600@home.edweb.net
SUMMARY:Why Reading Is Like Driving a Car: Automaticity is Critical
DESCRIPTION:Presented by Terrie Noland\, Vice President\, Educator Initiatives\, Learning Ally\nSponsored by Learning Ally \nWatch the Recording\nAutomaticity is necessary in everything we do to move to higher order thinking skills and perform tasks flawlessly. If we cannot easily perform lower-level reading processes such as phonemic awareness\, phonics\, and decoding with “automaticity\,” we will find it more difficult to free up our mental capacity to concentrate on the task. When our cognitive load becomes too intense to comprehend\, there is enhanced likelihood that gaps in our learning process will exist—thus affecting reading achievement and feelings of failure. \nIn this edWebinar\, Terrie Noland\, Vice President of Educator Initiatives at Learning Ally\, shares information to help understand when gaps in automaticity occur\, including: \n\nUnderstanding the purpose for reading\nWhy fluency and automaticity are key components for building capacity in reading\nStrategies that good readers use and how to help struggling readers learn the same strategies\nUsing technology tools to bridge the gap when there is a gap in automaticity\n\nThis recorded session will be of particular benefit to elementary through high school administrators\, principals\, teachers\, and librarians.  \nAbout the Presenter \nTerrie Noland’s greatest strengths lie in the ability to motivate\, inspire\, and create enthusiasm in others to be passionate educators that support the diverse needs of students. Terrie serves as the vice president of educator initiatives for Learning Ally\, where she works to develop engagement programs\, professional learning services and communities for educators. Her passion is working with educators to create dynamic classrooms\, and recognizing educators in their tremendous efforts. Terrie has more than 25 years of experience as both a motivational leader and developer of content for educators and administrators. Her focus for the past six years has been on the pedagogical practices needed to create effective environments for struggling readers and students with dyslexia. She has the opportunity to lead and facilitate groups numbering in the thousands\, helping to build better understanding of working with struggling readers and students with dyslexia. Terrie is certified as an academic language practitioner and is currently working towards a Ph.D. in literacy\, with an emphasis in educational leadership from St. John’s University. \nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Learning Ally is a leading ed-tech\, nonprofit proven to transform the lives of struggling readers. We provide access to grade-level content to bridge the gap for students with learning differences who can cognitively comprehend the information but read below grade level. Our high-quality\, human-read audiobooks coupled with a suite of teacher resources is a cost effective solution for your school.
URL:https://home.edweb.net/webinar/readers20180918/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180918_readers-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180918T130000
DTEND;TZID=America/New_York:20180918T140000
DTSTAMP:20180913T213931Z
CREATED:20180807T211027Z
LAST-MODIFIED:20180913T213931Z
UID:27569-1537275600-1537279200@home.edweb.net
SUMMARY:Character Education: Interview with Medal of Honor Recipient James Livingston (Vietnam) (Canceled)
DESCRIPTION:Hosted by the Congressional Medal of Honor Foundation\nSponsored by the Congressional Medal of Honor Foundation \nPlease note this edWebinar has been canceled due to unforeseen circumstances caused by Hurricane Florence.  \nWe will let you know if it is rescheduled.    \nSign up for this upcoming edWebinar in the Congressional Medal of Honor Foundation’s edWebinar series.\nPlan for your class to tune in for a live interview (or watch the on-demand recording) with Medal of Honor Recipient James Livingston. It was during his deployment in Vietnam that Livingston performed the actions for which he would later be awarded the Medal of Honor. Shouting words of encouragement to his marines while under intense enemy fire\, then-Captain Livingston’s company launched an assault on a heavily fortified village which had been seized by the enemy. Although twice painfully wounded by grenade fragments\, he refused medical treatment and courageously led his men in the destruction of over 100 mutually supporting bunkers\, driving the remaining enemy from their positions and relieving the pressure on a stranded marine company. Wounded a third time and unable to walk\, he steadfastly remained in the dangerously exposed area\, deploying his men to more tenable positions and supervising the evacuation of casualties. Only when assured of the safety of his men did Captain Livingston allow himself to be evacuated. \nThis edWebinar\, presented by the Congressional Medal of Honor Foundation\, is an inspiring learning opportunity for middle and high school students to connect directly with an American hero. Interviews with Medal of Honor Recipients are part of the Medal of Honor Character Development Program\, a free program that helps students build character and promotes responsible citizenship through a deeper understanding of stories of courage and sacrifice. Before the edWebinar\, we encourage teachers to review Livingston’s story with their class. \nYou can submit students’ questions for General Livingston on the registration form. You can also post students’ questions in the live chat question box during the presentation. Student attendees must view the program with their teacher. If you register\, you’ll receive a link to the recording if you would like to show it to your class at another time. \nMedal of Honor Recipient James Livingston Citation\nFor conspicuous gallantry and intrepidity at the risk of his life above and beyond the call of duty while serving as Commanding Officer\, Company E\, in action against enemy forces. Company E launched a determined assault on the heavily fortified village of Dai Do\, which had been seized by the enemy on the preceding evening isolating a marine company from the remainder of the battalion. Skillfully employing screening agents\, Capt. Livingston maneuvered his men to assault positions across 500 meters of dangerous open rice paddy while under intense enemy fire. Ignoring hostile rounds impacting near him\, he fearlessly led his men in a savage assault against enemy emplacements within the village. While adjusting supporting arms fire\, Capt. Livingston moved to the points of heaviest resistance\, shouting words of encouragement to his marines\, directing their fire\, and spurring the dwindling momentum of the attack on repeated occasions. Although twice painfully wounded by grenade fragments\, he refused medical treatment and courageously led his men in the destruction of over 100 mutually supporting bunkers\, driving the remaining enemy from their positions and relieving the pressure on the stranded marine company. As the two companies consolidated positions and evacuated casualties\, a third company passed through the friendly lines launching an assault on the adjacent village of Dinh To\, only to be halted by a furious counterattack of an enemy battalion. Swiftly assessing the situation and disregarding the heavy volume of enemy fire\, Capt. Livingston boldly maneuvered the remaining effective men of his company forward\, joined forces with the heavily engaged marines\, and halted the enemy’s counterattack. Wounded a third time and unable to walk\, he steadfastly remained in the dangerously exposed area\, deploying his men to more tenable positions and supervising the evacuation of casualties. Only when assured of the safety of his men did he allow himself to be evacuated. Capt. Livingston’s gallant actions uphold the highest traditions of the Marine Corps and the U.S. Naval Service. \nHost and Interviewer \nCathy Ehlers Metcalf joined the Medal of Honor Character Development Program as Vice President of Education in 2015 after serving as a Regional Curriculum Trainer. Cathy taught college-level writing for over 33 years in Southern California. Cathy’s father was a World War II Medal of Honor Recipient. Those experiences gave Cathy a great respect for both the Medal of Honor and a passion for service to our Nation’s Veterans. \n\nTo participate in the live edWebinar\, log in with current version of Google Chrome or install the meeting app prior to the edWebinar on your computer\, your Apple device\, or Android device.  If you have a firewall in your location\, you can participate on your mobile device using your cellular data (not your local network). \nThe edWebinar recording will be posted to this page the day after the presentation. Join The Medal of Honor Character Development Program community to network with educators\, participate in online discussions\, receive invitations to upcoming webinars\, and view past webinars to earn CE certificates. \n\nThe Medal of Honor Character Development Program is a free resource that teaches character through stories of the Medal of Honor recipients. The CDP is a cross-curriculum supplement and complies with National/State Common Core standards. The Medal of Honor Character Development Program incorporates the ideals of courage and selfless service into the middle and high school curriculum to build character and promote responsible citizenship.  The program is FREE and includes 50+ lesson plans supported by over 100 video vignettes of the Medal of Honor Recipients themselves\, as well as videos of hometown heroes selected by the Medal of Honor Recipients as “Citizen Heroes.”
URL:https://home.edweb.net/webinar/cmoh20180918/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180918-cmoh-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180917T160000
DTEND;TZID=America/New_York:20180917T170000
DTSTAMP:20180924T183112Z
CREATED:20180730T171916Z
LAST-MODIFIED:20180924T183112Z
UID:27525-1537200000-1537203600@home.edweb.net
SUMMARY:Strategies for Lesson Planning and Instruction for English Language Learners
DESCRIPTION:Presented by Christie Lillard\, English as a Second Language (ESL) Teacher\, New York City\nSponsored by Squiggle Park® \nWatch the Recording\nThis edWebinar is designed to provide educators with concrete strategies for lesson planning and instruction for English language learners. Christie Lillard\, an English as a Second Language (ESL) Teacher in New York City\, presents research-supported instructional practices\, scaffolding\, and methods of differentiation that can be used across grades levels to support English language learners at various proficiency levels. \nAfter watching this session\, viewers will not only have strategies that they can apply in the classroom\, but they will also be more familiar with several theoretical frameworks that may be useful for teachers of English learners. All K-8 teachers\, librarians\, specialists\, and school leaders interested in strategies for lesson planning and instruction for English language learners will benefit from watching this recorded session. \nAbout the Presenter \nChristie Lillard is an English as a Second Language (ESL) teacher in a New York City public school. Christie received bachelor’s degrees in international affairs\, Spanish\, and linguistics as well as a minor in Portuguese from the University of Georgia. After college\, she taught middle school oral English in Hunan province\, China\, and helped prepare students for the TOEFL English proficiency exam. Christie has a Master’s of Education in human development from the University of Maryland\, College Park and her master’s in teaching english to speakers of other languages from the City College of New York. She is now beginning her fourth year teaching ESL in grades K-5 and she is a member of Squiggle Park’s teacher team this summer. Christie’s educational interests include social and emotional well-being\, international education\, blended learning and the science of language acquisition. \nJoin the Helping ELL/ESL Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n\n \nSquiggle Park is an innovative EdTech company using the power and engagement of video games to help close the literacy gaps in North America and around the world. Their apps for PreK-Grade 6 kids and ELL students combine music\, poetry\, phonics\, and the principles of gaming with a unique pedagogy proven to lead to mastery of reading skills 5xs faster than traditional instruction.
URL:https://home.edweb.net/webinar/ell20180917/
ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20180917-ell-event.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180917T150000
DTEND;TZID=America/New_York:20180917T160000
DTSTAMP:20180917T202610Z
CREATED:20180822T194747Z
LAST-MODIFIED:20180917T202610Z
UID:27693-1537196400-1537200000@home.edweb.net
SUMMARY:Get Smart with EdTech: Track Usage on Every Device
DESCRIPTION:Presented by Jeremy Bunkley\, Director of Information Technology Services\, School District of Clay County\, FL; and Leo Brehm\, Product Manager\, CatchOn\nHosted by Monica Cougan\, Product Marketing Manager\, ENA\nSponsored by the Education Networks of America (ENA) and CatchOn \nWatch the Recording\nSchool districts have a plethora of digital resources and tools they are using to enhance instruction\, increase efficiencies\, and optimize student performance. However\, with great power comes great responsibility. The surge of data created by these new tools and devices can be overwhelming and difficult to manage\, rendering it challenging for districts to leverage these analytics to their full benefit. \nWatch Jeremy Bunkley\, the Director of Information Technology Services at Florida’s School District of Clay County\, and Leo Brehm\, Product Manager at CatchOn\, for this edWebinar. Jeremy shares how his team is effectively tracking the tools and applications his students and teachers are using on their devices to optimize and safeguard their learning environments. He also discusses how Clay is using technology to make data-informed decisions\, identify trends\, and inform professional practices. \nThis recorded edWebinar will be of particular benefit to school and district leaders of all levels. \nAbout the Presenters \nJeremy Bunkley is the Director of Information Technology Services at the School District of Clay County (Clay)\, located in Northeast Florida. The district serves approximately 35\,100 students and is comprised of 48 schools\, including its adult education program and alternative schools. Since Jeremy’s arrival a few years ago\, he has rapidly transformed Clay’s technology staff into a 21st century IT department that works closely with Clay’s digital instruction team to produce positive outcomes in the district’s classrooms. He’s formed a tight-knit team that shares a unified vision for Clay’s students. \n \nLeo Brehm is an accomplished senior executive\, consultant\, board member\, and thought leader with more than 22 years of success in the education and e-learning industries. At present\, Leo serves as the product manager for CatchOn\, Inc. Leo has been actively involved in the design and development of the CatchOn API\, which empowers school districts to use data in aggregate with student performance\, leveraging dashboarding business intelligence tools. He has worked for the Public Schools of Northborough and Southborough\, MA as Director of Technology and Digital Learning; Newton\, MA Public Schools as Director of IT and Library Media; Sharon\, MA Public Schools as Director of Technology; and as Consultant at Creativemindz Consulting Group LLC. He has a proven history of dedication to the advancement of learning through a schooling model that is both student centered and personalized. \nAbout the Host \nMonica Cougan joined ENA in 2012 and oversees ENA’s partner program and product marketing initiatives in her role as product marketing manager. Monica has over 30 years of experience in education technology integration that she leverages to help assess\, identify\, and support the needs of today’s education and library communities. She has extensive experience in building collaborative network opportunities which include assisting in project development\, professional development\, implementation and training\, and the evaluation of program implementation. An educator at heart\, Monica is a former middle school mathematics teacher and technology coordinator who has had teaching experience in grade levels ranging from preschool through college. \nJoin the Leadership and Innovation community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n ENA delivers robust and reliable broadband\, Wi-Fi/LAN\, communication\, and cloud services to K–12 schools\, higher education institutions\, and libraries across the nation. We work side-by-side with our customers to ensure they have the connectivity\, communication\, and collaboration solutions they need to be successful. \n\nCatchOn is a user-friendly data analytics tool that collects real-time data on every device\, enabling school districts to make data-informed decisions about the apps and online tools their educators and students are using. In 2018\, CatchOn joined forces with ENA\, a leading provider of comprehensive technology solutions to education institutions and libraries across the nation. Collectively\, CatchOn and ENA leverage their respective resources and expertise to deliver critical services and solutions that help school districts produce positive outcomes in the communities they serve.
URL:https://home.edweb.net/webinar/leadersplc20180917/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/2018-0917-leadersplc-event-rev.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180913T150000
DTEND;TZID=America/New_York:20180913T160000
DTSTAMP:20180913T200502Z
CREATED:20180720T163423Z
LAST-MODIFIED:20180913T200502Z
UID:27462-1536850800-1536854400@home.edweb.net
SUMMARY:Applying Developmentally Appropriate Practice to Early Childhood Music Learning
DESCRIPTION:Presented by Dr. Lili M. Levinowitz\, Director of Research\, Music Together Worldwide\, and Professor Emeritus\, Rowan University\nSponsored by Music Together \nWatch the Recording\nDevelopmentally Appropriate Practice is an approach to teaching young children that is based on research on how children learn best in the early years. Did you know that research in music education also points to the importance of Developmentally Appropriate Practice when teaching and making music with children? \nIn this edWebinar\, Dr. Lili M. Levinowitz\, Director of Research at Music Together Worldwide\, discusses the National Association for the Education of Young Children’s (NAEYC) definition of Developmentally Appropriate Practice and the 3 Core Considerations—and how these can be adapted to apply to early childhood music education. You’ll be introduced to developmentally appropriate songs and teaching strategies that best support children’s music development in the early childhood classroom. You’ll come away with a better understanding of how young children’s musical growth is best achieved in a playful\, non-performance-oriented learning environment that is musically rich\, yet immediately accessible to the child’s participation\, and how to create such an environment in your classroom\, regardless of your own musical ability. \nEducators working with toddlers\, preschoolers\, and kindergartners will benefit from watching this recorded session. Even if you are not a music educator\, this edWebinar will provide you with new activity ideas to use with your children and a new lens through which to look at Developmentally Appropriate Practice in early childhood education.  \nAbout the Presenter \nLili M. Levinowitz\, Ph.D. is Professor Emeritus of Music Education at Rowan University. She is the coauthor of the early childhood music and movement program\, Music Together\, and Director of Research for Music Together Worldwide. Dr. Levinowitz is considered a national authority on early childhood music and is actively involved in teaching very young children as well as graduate students. Her articles appear frequently in professional journals and popular magazines. She received her M.M. and Ph.D. from Temple University\, and her B.M. from Westminster Choir College. \nJoin the Music in Early Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n At Music Together\, we understand the importance of music in early childhood—from birth\, in fact. Because the truth is\, most people are born with enough music aptitude to play in a symphony orchestra when they are adults\, if they choose. But first we must learn how to “speak music”—to take the musical instrument we all have\, ourselves\, developing that musical capacity from a very young age. The sounds we make\, our movements\, our rhythms—these are the building blocks of music and of early childhood learning. And that’s what Music Together is all about.
URL:https://home.edweb.net/webinar/music20180913/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180913-music-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20180912T170000
DTEND;TZID=America/New_York:20180912T180000
DTSTAMP:20180912T221614Z
CREATED:20180814T160951Z
LAST-MODIFIED:20180912T221614Z
UID:27627-1536771600-1536775200@home.edweb.net
SUMMARY:What Dyslexia Red Flags Look Like for Different Students in Different Grades
DESCRIPTION:Presented by Kelli Sandman-Hurley\, Ed.D.\, Co-Founder\, Dyslexia Training Institute; and Tracy Block-Zaretsky\, Co-Founder\, Dyslexia Training Institute\nSponsored by Learning Ally \nWatch the Recording\nDyslexia occurs on a continuum and the red flags in one student might not be the same as the red flags for another student. When these warning signs go undetected\, students develop an academic gap that grows as they move from elementary to middle to high school. \nIn this edWebinar\, Kelli Sandman-Hurley\, Ed.D and Tracy Block-Zaretsky\, Co-Founders of the Dyslexia Training Institute\, use case studies to uncover the red flags across different grade levels to illustrate the many ways dyslexia can manifest in different students. By understanding the warning signs\, teachers can begin to provide interventions and accommodations that help to close the gap between a student’s decoding capability and their ability to comprehend grade-level content. \nThis edWebinar is especially beneficial for K-12 administrators to be able to support staff in identifying students early\, a crucial step to ensure the needs of dyslexic students are met. \nAbout the Presenters \nKelli Sandman-Hurley\, Ed.D. is an author and co-founder of the Dyslexia Training Institute. Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has studied Structured Word Inquiry\, the Orton-Gillingham approach\, Lindamood-Bell\, RAVE-O and Read Naturally. Dr. Kelli is a past president of the San Diego Branch of the International Dyslexia Association and is currently a writer-at-large for IDA. She is a dyslexia consultant working with schools to improve services offered to students with dyslexia and training teachers. She co-created and produced Dyslexia for a Day: A Simulation of Dyslexia\, and she is a frequent speaker at conferences. She is also the author of the well-received book\, Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System and the upcoming Dyslexia and Spelling: Making Sense of it All. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is currently completing an MA in linguistics. \nTracy Block-Zaretsky is a co-founder of the Dyslexia Training Institute. She has provided remediation for children and adults with dyslexia for the past 20 years and has developed and taught workplace and family literacy programs. She is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She is a past president of the San Diego Branch of the International Dyslexia Association. Tracy has training in Structured Word Inquiry\, the Orton-Gillingham approach\, Lindamood-Bell programs\, Read Naturally and a variety of reading and writing assessments. She co-created and produced\, Dyslexia for a Day: A Simulation of Dyslexia\, and has provided professional development for educators and training for parents at numerous conferences\, private on-site trainings and online courses and webinars. Tracy is also a parent of a child with dyslexia\, dysgraphia\, ADD and Executive Function Disorder. \nJoin the Empowering Struggling Readers  community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view past edWebinars to earn CE certificates. \nedWeb members can download a personalized CE certificate from their edWeb member page. Not a member?  Join here! \n\n Learning Ally is a leading ed-tech\, nonprofit proven to transform the lives of struggling readers. We provide access to grade-level content to bridge the gap for students with learning differences who can cognitively comprehend the information but read below grade level. Our high-quality\, human-read audiobooks coupled with a suite of teacher resources is a cost effective solution for your school.
URL:https://home.edweb.net/webinar/readers20180912/
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20180912_readers-event.jpg
END:VEVENT
END:VCALENDAR