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DTSTART;TZID=America/New_York:20261029T170000
DTEND;TZID=America/New_York:20261029T180000
DTSTAMP:20261029T222130Z
CREATED:20261003T155508Z
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SUMMARY:Paper\, Pencils\, and AI: Putting the Ed Back into Ed Tech
DESCRIPTION:Events\n\n\n\n\nPresented by Amanda VanDerHeyden\, Ph.D.\, Researcher\, Author\, and Innovator in Education; and Tim Heckel\, Chief Technology Officer\, SpringMath Accelerate \nSponsored by SpringMath Accelerate \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nEducators are weighing the benefits of ed tech against growing concerns about the impact of screentime on students. But ed tech doesn’t need to be an all-or-nothing decision.   \nIn this edLeader Panel\, Amanda VanDerHeyden\, Ph.D.\, and Tim Heckel discuss the importance of paper and pencil activities for learning and reducing screentime while leveraging the immense power of technology to help educators deliver effective instruction. Tune in to learn: \n\nHow paper-based activities support working memory\, reduce cognitive overload\, and build stronger problem-solving and reasoning skills\nStrategic uses for technology\, including automating many of the time-consuming and challenging parts of a teacher’s day\, like data-based decision making\nWhat AI can and cannot do for educators  \nWhy technology is the right tool to drive implementation science in classrooms\n\nJoin us to learn how to strike the right balance between paper-based learning and purposeful technology use so you can put AI and other technology tools to work where they matter most: giving educators time back and helping every student get the instruction they deserve. This edLeader Panel is of interest to elementary through high school teachers\, school and district leaders\, and curriculum and instruction leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nAmanda VanDerHeyden\, Ph.D.\, is an internationally recognized researcher\, author\, and innovator in education\, with deep expertise in academic screening\, intervention\, implementation science\, educational technology\, and Multi-Tiered Systems of Support (MTSS). As the developer of SpringMath\, she has led the platform’s evolution into a schoolwide solution that accelerates math achievement through efficient\, data-driven practices. Dr. VanDerHeyden has published over 100 scholarly articles\, ten books\, advised state departments of education and policy groups\, received national awards for her contributions to education research\, and is a sought-after presenter. Her full bio can be found here.  \n\n\n\n\n\n\n\n\n\n\nTim Heckel is a veteran ed tech leader with more than 25 years building end-to-end systems that fuse intuitive front-end design with resilient\, high-volume back-end architecture. As Principal Architect at Cedarlabs\, Tim built the recipe-driven data-transformation engine now trusted for K-12 state reporting in Massachusetts and Iowa. He later founded Slatebox\, an AI-powered visualization platform that turns complex information into dynamic\, story-rich presentations. His career spans cloud providers\, bare-metal clusters\, and every hybrid space in between\, coupling deep DevOps expertise with seamless AI integrations. Tim mentors emerging engineers and champions scalable\, data-informed solutions that advance learning outcomes. Tim is now bringing his incredible talent to SpringMath Accelerate as the new Chief Technology Officer. \n\n\n\n\nJoin the Artificial Intelligence in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nSpringMath Accelerate is an MTSS solution designed to improve math achievement for all students through a comprehensive system of screening and progress-monitoring assessments\, classwide and individual interventions\, and data-driven decision-making tools. SpringMath Accelerate empowers teachers by automatically interpreting data\, pinpointing specific skill gaps\, and providing recommendations for instructional next steps\, each and every week\, so all students achieve grade-level foundational skills mastery.
URL:https://home.edweb.net/webinar/ai20261029/
CATEGORIES:Artificial Intelligence,Digital Learning,edLeader Panel,Hands-On Learning,Teaching Practice and Pedagogy,Technology for Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261029T160000
DTEND;TZID=America/New_York:20261029T170000
DTSTAMP:20261029T211213Z
CREATED:20260926T051009Z
LAST-MODIFIED:20261029T211213Z
UID:13241320-1793289600-1793293200@home.edweb.net
SUMMARY:Vocabulary in Focus: Evidence-Based Routines for Adolescent Learners
DESCRIPTION:Events\n\n\n\n\nPresented by Monica Crumback\, Experienced Educator\, Structured Literacy Coach\, Stern Center for Language and LearningModerated by Leigh Buettler\, Former Educator\, Current Director of Professional Learning\, Stern Center for Language and Learning \nSponsored by Stern Center for Language and Learning \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nThis edWebinar empowers educators working with adolescent learners and their administrators with an actionable\, evidence-based framework for teaching vocabulary. Grounded in the Science of Reading\, this session provides clear\, practical ideas and activities for choosing\, assessing\, introducing\, and reviewing vocabulary. \nKey topics covered include: \n\nChoosing Vocabulary Words for Explicit Instruction: Exploring a checklist for choosing words with the highest utility in any text\nThe Impact of Vocabulary on Reading Fluency\, Reading Comprehension\, and Written Expression: Highlighting recent research on the impact of vocabulary on student performance\nWhole Group vs. Small Group: Navigating when to deliver explicit\, systematic whole-group instruction and how to organize data-driven small groups\nHigh-Engagement Routines: Implementing simple instructional routines\, including a student-friendly template to use with any word\n\nBy the conclusion of this edWebinar\, viewers will be able to: \n\nSelect the right words from a text for explicit instruction\nUnderstand how to balance whole- and small-group instruction\nIdentify and integrate high-yield\, low-prep\, efficient instructional routines to maximize student engagement\nEmbed more vocabulary building and writing opportunities into existing daily routines\n\nViewers will walk away with the ability to examine whether their current instructional practices include the necessary components for successful vocabulary instruction in grades 4-12. This recorded edWebinar will be of interest to teachers of grades 4-12\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nMonica Crumback is a Structured Literacy Coach at the Stern Center for Language and Learning. She has more than a decade of experience working with students\, families\, and educators as an Orton-Gillingham tutor\, mentor\, trainer\, coach\, presenter\, and curriculum and instruction manager. She received her initial-level training at the Children’s Dyslexia Center of West Michigan and has since gained extensive experience working with students diagnosed with dyslexia as well as those living in poverty. She has seen and believes in the efficacy of evidence-based\, multisensory instruction for all students. Monica received her Bachelor of Arts in English from Western Michigan University\, magna cum laude. She regularly attends courses\, conferences\, and seminars relating to language instruction and meets all criteria for the International Multisensory Structured Language Education Council’s Instructor of Teaching level. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nAs the Director of Professional Learning at the Stern Center for Language and Learning\, Leigh Buettler leads strategic partnerships and literacy initiatives. She collaborates with administrators and educators to implement research-based frameworks that expand learning and drive academic success for all students. Leigh has been dedicated to the field of education since 2004\, beginning her career as an adjunct lecturer at SUNY Albany. A former Teach For America corps member with an M.S.Ed. from Fordham University\, her background spans roles as a middle and elementary educator and an instructional coach. Dual certified in General and Special Education\, Leigh leverages her deep pedagogical expertise and extensive knowledge of the Science of Reading to bridge research and practice. She is committed to empowering educators with the evidence-based literacy tools necessary to foster inclusive\, high-achieving learning environments where every student can become a proficient reader and writer. \n\n\n\n\nJoin the Be A Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nThe Stern Center for Language and Learning is an education-focused nonprofit organization dedicated to expanding the power of learning. Located in Williston\, Vermont\, and founded in 1983\, The Stern Center’s professional team provides learning evaluations\, one-on-one customized instruction\, and professional training for educators.
URL:https://home.edweb.net/webinar/literacyhero20261029/
CATEGORIES:English, Language Arts, Writing,Literacy,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20261029T140000
DTEND;TZID=America/New_York:20261029T150000
DTSTAMP:20261030T152103Z
CREATED:20260923T154108Z
LAST-MODIFIED:20261030T152103Z
UID:13241121-1793282400-1793286000@home.edweb.net
SUMMARY:Using Movement to Boost Early Literacy Skills: From Wiggles to Words
DESCRIPTION:Events\n\n\n\n\nPresented by Lisa Blume\, Manager\, Early Literacy Training and Development\, Reading BrightStart!\, Nemours Children’s Health; and Rebekah Duchette\, RN BSN\, Senior Program & Policy Analyst\, Nemours Children’s HealthModerated by Laura Wilhelm\, Ed.D.\, VP of Professional Learning Services\, Kaplan Early Learning Company \nSponsored by Kaplan Early Learning Company \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nIn this interactive edWebinar\, viewers explore the powerful connection between early literacy development and physical movement in early childhood. Research demonstrates that integrating purposeful movement into language and literacy instruction not only increases engagement but also strengthens the foundational skills children need for future reading success. \nViewers experience practical\, classroom-friendly activities that reinforce key literacy concepts\, including phonological awareness\, alphabet knowledge\, oral language\, and vocabulary development—all while keeping children active\, engaged\, and having fun. Educators will learn how to seamlessly embed movement into daily routines\, transitions\, circle time\, and small-group instruction to create meaningful\, multisensory learning experiences. \nViewers leave with engaging strategies and ready-to-use activities that support both early literacy growth and healthy physical development\, helping young learners build strong foundations for school success. This recorded edWebinar is of interest to PreK teachers. \n\n\n\n\n\n\n\n\nAbout the Presenters \nLisa Blume is the Manager of Early Literacy Training and Development for Nemours Children’s Reading BrightStart! in Jacksonville\, Florida. She develops and delivers evidence-based professional learning and curriculum training for school districts\, early learning coalitions\, and Head Start programs\, with a focus on strengthening early language and literacy outcomes for young children. Through her work\, Lisa partners with educators\, literacy coaches\, and school administrators to promote high-quality literacy practices that support diverse learners. Prior to joining Reading BrightStart! Lisa spent 17 years teaching in preschool and early elementary classrooms\, where she developed a passion for helping children build strong foundations for reading success. She holds a Bachelor of Science in Early Childhood Education and a Master of Education in Elementary Education from Texas Christian University. \n\n\n\n\n\n\n\n\n\n\nRebekah Duchette is a Senior Program & Policy Analyst with Nemours Children’s Health. She provides technical assistance to state leaders and ECE trainers supporting efforts to strengthen health practices\, policies\, and environments. She coordinates a physical activity training series available for early-care settings in 26 states known as PALS. Her background includes work as a public health nurse and Child Care Health Consultant. She has led community- and state-level work to support quality initiatives with families and early-care settings\, including roles as the Executive Director of a United Way Success by Six® initiative and a Project Manager with the Kentucky Department of Public Health. Rebekah has over 20 years of experience providing adult learning through patient education and professional development for childcare professionals. She is a certified Lifestyle Coach through the Diabetes Training and Technical Assistance Center and a Gulf War Veteran. She lives in Rochester\, New York. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nAs the Vice President for Professional Learning at Kaplan\, Laura Wilhelm\, Ed.D.\, draws on decades of experience teaching young children and early childhood professionals\, starting with toddlers in the 1980s\, followed by PreK-third grade in urban and suburban schools\, and as a university lab school director. Since earning her doctorate in ECE curriculum and instruction in 1999\, she has served as a program director\, full professor\, national validator for the National Association for the Education of Young Children (NAEYC)\, and a site visitor for the Council for the Accreditation of Educator Programs (CAEP). She enjoys planning professional development\, speaking at conferences\, leading study tours\, visiting early education programs around the world\, and returning home to her family. She is the author of The Neglected Child: How to Recognize\, Respond\, and Prevent (2013); Treasure Baskets: Heuristic Learning for Infants and Toddlers (2017); Enticing Environments for People Under Three (2021); and Living Loose Parts: Creatures of Curiosity (2024)\, all from Gryphon House. \n\n\n\n\nJoin the Practical Strategies for Early Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nFor more than 50 years\, Kaplan Early Learning Company has been a champion for play. From our research-based curricula to enriching classroom environments and innovative technology solutions\, Kaplan’s products and services inspire a lifelong love of learning in children and educators. We are architects of learning good and defenders of the imagination. We live for inseparable bonds and open minds. We encourage the eager and inspire the inspirers. We transform lives through play.
URL:https://home.edweb.net/webinar/kaplan20261029/
CATEGORIES:Early Childhood Learning,Early Literacy,PreK-K Programs,Reading Skills
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DTSTART;TZID=America/New_York:20261029T130000
DTEND;TZID=America/New_York:20261029T140000
DTSTAMP:20261029T193853Z
CREATED:20261007T215319Z
LAST-MODIFIED:20261029T193853Z
UID:13241823-1793278800-1793282400@home.edweb.net
SUMMARY:How Outcomes-Based Contracts Connect Spending to Results
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Christina Grant\, Executive Director\, Center for Education Policy Research\, Harvard University; Dr. Sonja Santelises\, Vice President and Senior Fellow\, The Council on Foreign Relations; Brittany Johnson\, Director of Programming\, The Center for Outcomes Based Contracting;  and Karl Rectanus\, CEO\, Really Great Reading \nSponsored by Really Great Reading \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nDistricts invest heavily in curricula\, intervention\, and professional learning. When renewal decisions arrive\, many leaders still can't say with confidence whether those investments moved student learning.      \nOutcomes-based contracting is one approach leaders are using to close that gap. Rather than paying only for what gets delivered\, the district and provider agree up front on what success looks like\, how progress will be measured\, and what each side is responsible for.    \nIn this edLeader Panel\, Dr. Christina Grant of the Center for Education Policy Research at Harvard University\, Dr. Sonja Santelises\, CEO of Baltimore City Public Schools\, and Brittany Johnson of The Center for Outcomes Based Contracting\, join moderator Karl Rectanus\, CEO of Really Great Reading\, to share what outcomes-based contracting looks like in practice. You leave with the questions to ask before pursuing it in your own district. \nThis recorded edLeader Panel is of interest to elementary through high school district leaders and school leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Christina Grant is the Executive Director for the Center for Education Policy Research at Harvard University. Throughout her career as an educator\, administrator\, and executive in some of America’s largest school systems\, Dr. Grant has worked to create evidence-based solutions that improve outcomes for students and communities. At CEPR\, Dr. Grant brings together researchers\, practitioners\, and policymakers to build transformative partnerships grounded in rigorous research that will benefit learners at every stage of life. Dr. Grant previously served as District of Columbia’s State Superintendent of Education and the Chief of Charter Schools and Innovation for The School District of Philadelphia. Dr. Grant has served as a lecturer at the University of Pennsylvania Graduate School of Education\, teaching courses on educational leadership. \n\n\n\n\n\n\n\n\n\n\nDr. Sonja Brookins Santelises is Vice President and Senior Fellow with The Council on Foreign Relations. She directs CFR’s Richard Haas Center for Education with a focus on promoting civil discourse and global learning in K-12 and higher education. She most recently served as the Chief Executive Officer of Baltimore City Public Schools for ten years and Chair of the Council of Great City Schools. A nationally recognized expert in urban education\, Dr. Santelises serves as the Superintendent in Residence at the Yale School of Management’s Broad Center and was named Maryland Superintendent of the Year and one of Maryland’s Most Admired CEOs by the Maryland Daily Record. She is a Phi Beta Kappa graduate of Brown University and holds advanced degrees from Columbia University and Harvard University. She resides in Baltimore with her husband and three daughters. \n\n\n\n\n\n\n\n\n\n\nBrittany Johnson is the Director of Programming for The Center for Outcomes Based Contracting\, where she leads the design and delivery of the Center's full programming portfolio. In this role\, she works directly with districts\, providers\, and state agencies implementing outcomes based contracts\, overseeing the professional learning\, cohort programs\, and coaching that prepare district teams to design contracts tied to measurable student results. She also leads the Center's work to build practitioner expertise in OBC through credentialing and capacity-building initiatives. Previously\, Brittany served as a District Instructional Specialist for Duval County Public Schools and has spent 15 years in education as a teacher\, interventionist\, and instructional coach. She holds a bachelor's degree in finance and a master's in curriculum and instruction from the University of Florida\, and began her career in education as a Teach For America corps member. \n\n\n\n\n\n\n\n\n\n\nKarl Rectanus is CEO of Really Great Reading (RGR)\, an impact-centered leader driving measurable literacy outcomes for all students. An entrepreneur and advisor\, he previously co-founded and led LearnPlatform\, pioneering rapid-cycle evaluation and evidence-based decision making in K-12 education. \n\n\n\n\nJoin the Structured Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nReally Great Reading has been leading the charge in effective Science of Reading strategies for over 18 years with our proven PK-12 curriculum in foundational literacy and intervention teaching methodologies. We turn reading research into classroom practice\, ensuring teachers have cutting-edge strategies and tools in classrooms across the country. It is our unwavering commitment to students and educators that sets us apart from other Science of Reading curricula\, and this is evident in the student outcomes and results that districts and schools see when using our products.
URL:https://home.edweb.net/webinar/structuredliteracy20261029/
CATEGORIES:edLeader Panel,Education Funding and Purchasing,Leadership/Administration,Student Achievement
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DTSTART;TZID=America/New_York:20261028T140000
DTEND;TZID=America/New_York:20261028T150000
DTSTAMP:20261028T194707Z
CREATED:20260929T024829Z
LAST-MODIFIED:20261028T194707Z
UID:13241412-1793196000-1793199600@home.edweb.net
SUMMARY:Hands-On Science in K-5: Take the Mystery Out of Engaging\, Manageable Programs
DESCRIPTION:Events\n\n\n\n\nPresented by Maria Garrido Rojo\, Former Teacher\, Current Curriculum Product Developer\, Carolina® Science; and Heather Witt\, Former Teacher\, Current Curriculum Product Developer\, Carolina® Science \nSponsored by Carolina® Science \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nSchools everywhere want to boost student engagement\, raise science achievement\, and connect science with literacy and math. But many educators and administrators worry that hands-on elementary science will eat up time\, be hard to manage\, or disrupt classroom routines. This edWebinar shows how to make hands-on elementary science practical\, manageable\, and effective. \nLed by former classroom teachers\, this session explores how phenomenon-driven investigations and purposeful literacy and math integration spark curiosity while raising achievement. Through real classroom examples and research-informed practices\, attendees see how high-quality instructional materials and everyday phenomena turn students into active sense-makers of the world around them. \nViewers discover how to help K–5 teachers facilitate inquiry while keeping structure and meeting standards\, all with manageable prep and lasting impact. Viewers will walk away with actionable ideas to strengthen their elementary science programs and build confidence in teachers and students alike. \nDuring this session\, viewers learn: \n\n How hands-on\, phenomenon-based science sparks engagement and curiosity \n Strategies for integrating science\, literacy\, and math to make the most of instructional time \n Ways to turn everyday materials and real-world phenomena into meaningful learning \n Tips for running hands-on investigations that keep students engaged without sacrificing classroom structure  \n\nThis recorded edWebinar is of interest to K–5 school leaders and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nMaria Jose Garrido Rojo is a science curriculum leader with a background in elementary classroom teaching and curriculum development. She has taught kindergarten and first grade in both in-person and virtual settings across North Carolina\, Virginia\, and South Carolina\, working with frameworks including the IB curriculum\, STEAM\, and Understanding by Design. She served as a PLC lead\, K-2 science lead\, and mentor teacher for first-year teachers. Maria has been part of the Carolina Science team since 2022\, serving as a Curriculum Product Developer who builds engaging\, hands-on K–8 science curricula grounded in the Next Generation Science Standards. \n\n\n\n\n\n\n\n\n\n\nHeather Witt is a National Board Certified science educator with 12 years of classroom experience. She has served as a science department chair\, mentor teacher\, curriculum reviewer\, and President of the Nevada State Science Teachers Association. Heather joined Carolina Science in 2023\, where she develops engaging\, coherent print and digital science curricula aligned with the Next Generation Science Standards. She earned National Board Certification in Early Adolescence Science and is a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching. \n\n\n\n\nJoin the Teaching Next Generation Scientists community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nFrom its beginnings in 1927\, Carolina® Science has grown to become the leading supplier of science teaching materials in the world\, providing everything from curricula to lab supplies and equipment. Headquartered in Burlington\, NC\, Carolina serves customers worldwide\, including teachers\, students\, and professionals in science- and health-related fields. The company is still privately owned by descendants of the founder\, geology and biology professor Dr. Thomas E. Powell\, Jr.
URL:https://home.edweb.net/webinar/science20261028/
CATEGORIES:Hands-On Learning,Literacy,Science,STEM/STEAM,Student Engagement and Motivation
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261028T120000
DTEND;TZID=America/New_York:20261028T133000
DTSTAMP:20261020T171251Z
CREATED:20261008T154410Z
LAST-MODIFIED:20261020T171251Z
UID:13241845-1793188800-1793194200@home.edweb.net
SUMMARY:What's Tech Got to Do with It? Connecting Technology with K-12 Education Outcomes
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Julie Evans\, CEO\, Project Tomorrow; Dr. Melissa Shields\, Assistant State Superintendent\, Office of Student Learning\, Alabama State Department of Education; Dr. Chad Stevens\, Head of Growth & Partnerships\, ClassDojo; and a Panel of Students \nHosted by Project TomorrowSponsored by ClassDojo for Districts \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nProject Tomorrow Speak Up 2026 Congressional Briefing: Release of the data findings from America’s rural\, urban\, and suburban schools. \nTechnology use in K-12 schools is ubiquitous\, and yet there are still questions about its relevance. Should our K-12 districts continue to invest in and support the effective use of current and emerging technologies within teaching and learning? What are the outcomes from the effective use of technology for students\, teachers\, and families that matter the most in 2026?     \nAcross the nation\, school and district leaders are struggling with how to ensure that classroom technology use is safe\, appropriate\, and effective in supporting learning goals. Answering that question starts with understanding the purpose of K-12 education in 2026 and how we define effective technology use against that purpose. When used effectively\, technology tools for classroom learning are not just substitutes or replacements for traditional learning modalities. Rather\, the call sign of effective technology use is a transformed learning experience\, one that could not have happened without digital tools.  \nThe 2025-26 Speak Up research findings point to three significant outcomes of technology use in classroom instruction\, each aligned with what K-12 education should be accomplishing today. At this year's annual Speak Up Congressional Briefing\, panelists will share the latest research from more than 100\,000 K-12 students\, educators\, administrators\, and families to explore why this matters for our students. \nThe 2026 Speak Up Congressional Briefing provides a unique opportunity to hear directly from a wide audience of K-12 education stakeholders. The research data comes to life with a panel of K-12 students from around the country who will respond to the findings and provide their own recommendations for improving the classroom experience and the effective use of technology. Other speakers include Chad A. Stevens\, Ph.D.\, Head of Growth & Partnerships at ClassDojo\, the sponsor of this year’s Congressional Briefing.  \nThe Congressional Briefing will be of interest to K-12 school leaders\, district leaders\, education technology leaders\, teachers\, librarians\, and policymakers. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Julie A. Evans is the Chief Executive Officer of Project Tomorrow and the founder of the heralded Speak Up Research Project\, which annually collects and reports on the authentic views of 400\,000 K-12 students\, parents\, and educators on key education issues. Dr. Evans serves as the Chief Researcher on the Speak Up Project as well as leading national research efforts on the impact of emerging learning models and interventions in both K-12 and higher education. Her work includes helping education leaders embrace change and innovation in education and recognize that the voices and views of their stakeholders\, most notably students\, are valuable leadership assets. \nPrior to joining Project Tomorrow in 1999\, Dr. Evans enjoyed a successful career in management within the technology industry\, including with two education technology startups. As a national thought leader and influencer\, she brings to discussions about the future of education a unique perspective because of her experiences working in both the for-profit and nonprofit sectors as well as within education. Dr. Evans is a graduate of Brown University and earned her doctorate in educational leadership from the University of California\, San Diego and California State University San Marcos. She is a frequent facilitator\, speaker\, and writer on new learning models within education\, most notably around digital learning. Among her many accolades and awards\, Dr. Evans was named in April 2020 as the winner of EdTech Digest’s National Leader Award. Dr. Evans is the author of the book Free Agent Learning: Leveraging Students' Self-Directed Learning to Transform K-12 Education.  \n\n\n\n\n\n\n\n\n\n\nDr. Melissa Shields serves as Assistant State Superintendent of Student Learning for the Alabama State Department of Education\, providing statewide leadership for teaching and learning initiatives. With more than three decades in education\, she brings experience as a classroom teacher\, district leader\, and state administrator. Before assuming her current role\, Dr. Shields led the ALSDE Office of School Improvement and previously provided district leadership for curriculum\, instructional technology\, library media\, school improvement\, and English learners. She spent 17 years teaching English language arts and history in grades 6–12\, an experience that continues to shape her teacher-centered approach to educational leadership. A National Board Certified Teacher since 2000\, Dr. Shields holds a doctorate in curriculum and school leadership from The University of Alabama. She is passionate about connecting instruction\, innovation\, and technology in purposeful ways that support educators and improve learning opportunities and outcomes for every student. \n\n\n\n\n\n\n\n\n\n\nChad A. Stevens\, Ph.D.\, is Head of Growth & Partnerships at ClassDojo\, blending business strategy with educational expertise to drive sustainable growth. He shapes go-to-market strategy for ClassDojo for Districts alongside sales and marketing\, supports partnerships across education and commercial sectors\, and guides the company's policy work. A former classroom teacher\, school principal\, and Chief Technology Officer in Clear Creek ISD (TX)\, Dr. Stevens brings over three decades of leadership across public education and education technology. He held executive roles at ParentSquare\, TinkRworks\, AWS\, and CDW Education. Dr. Stevens was named EdTech Chronicle's Best C-Level Officer in Education for 2024 and is a 2023 EdTech Digest Top 100 Influencer. He is a former CoSN board member and a certified school superintendent in Texas. He holds a Ph.D. in educational administration from Texas A&M University\, an M.S. in educational management from the University of Houston-Clear Lake\, and a B.S. from Tarleton State University. \n\n\n\n\nJoin the 21st Century Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nClassDojo is on a mission to give every child an education they love. Used in 95% of U.S. schools\, ClassDojo helps teachers and families build stronger school communities through everyday communication. ClassDojo for Districts is a unified communication and engagement platform that brings everyday classroom updates and districtwide messaging into one seamless experience. Families feel connected\, students stay engaged\, and school culture grows stronger. It's built with privacy at its core and available to districts at no additional cost. Learn more at www.classdojo.com/districts. \n\n\n\n\n\n\n\n\n\n\nProject Tomorrow is a national nonprofit organization with a mission to ensure that today’s students are well-prepared to become tomorrow’s leaders\, innovators\, and engaged citizens of the world. We support that mission with programs and research that focus on innovation and new learning models in the K-12 classroom\, including through the effective use of technology.
URL:https://home.edweb.net/webinar/21c20261028/
CATEGORIES:21st Century Learning,Data and Analytics,edLeader Panel,Education Research/Evidence,Technology for Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261027T160000
DTEND;TZID=America/New_York:20261027T170000
DTSTAMP:20261022T160538Z
CREATED:20261019T030051Z
LAST-MODIFIED:20261022T160538Z
UID:13242309-1793116800-1793120400@home.edweb.net
SUMMARY:Trauma-Informed Strategies for Teaching the Holocaust: The Power of Music and the Arts
DESCRIPTION:Events\n\n\n\n\nPresented by Michael Igel\, Chair\, Florida Commissioner of Education’s Task Force on Holocaust Education\, and Chair\, The Florida Holocaust Museum Wiesel Archives and Legacy Council; David Graham\, Bill Graham Memorial Foundation; Triza Cox\, Experienced Educator\, Harmony Program Manager\, TeachRock; and Gina Machado\, Former Educator\, Current Director of Programs and Partnerships\, TeachRock \nSponsored by TeachRock \n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nMusic and the arts offer students a new way into Holocaust history\, helping them connect with the human stories and process what they learn. This edWebinar introduces TeachRock’s newest Harmony lesson\, a free\, multi-day resource that pairs music with trauma-informed arts activities. You’ll see how the lesson uses a “Safely In\, Safely Out” approach to introduce difficult content with accuracy and care. You’ll also see how artist biographies show students that Jewish culture\, creativity\, and identity extend beyond the Holocaust. \nJoin Michael Igel\, Chair of the Florida Commissioner of Education’s Task Force on Holocaust Education\, David Graham\, Bill Graham Memorial Foundation\, and TeachRock for a conversation about what it takes to help students engage with difficult history in meaningful and lasting ways. \nBy the end of this session\, attendees will be able to: \n\nExplain how music can serve as an entry point into complex\, emotionally difficult history\nUse a “Safely In\, Safely Out” approach to frame\, pace\, and close lessons on difficult content\nIdentify trauma-informed practices that help students process complex emotions through music\, art\, poetry\, and reflection\nAccess and begin using TeachRock’s free Holocaust lesson in their own classrooms\n\nThis edWebinar will be of interest to middle and high school teachers\, librarians\, school leaders\, and district leaders. \nView all of the recent TeachRock edWebinars. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenters \nMichael Igel chairs the Florida Commissioner of Education's Task Force on Holocaust Education and is Board Chair Emeritus of The Florida Holocaust Museum. He is the grandchild of three Holocaust survivors\, and that family history shapes his commitment to develop innovative methods to make sure students across Florida and beyond learn the lessons of the Holocaust\, and why they are relevant today. Michael is a contributing author on TeachRock's new Jewish Heritage and the Holocaust lesson and is helping to bring it to classrooms and communities across Florida and nationally. Michael is an attorney with Johnson Pope Bokor Ruppel & Burns\, LLP in St. Petersburg\, where he is board certified in health law. \n\n\n\n\n\n\n\n\n\n\nDavid Graham grew up in the music industry\, spending time on the road with The Rolling Stones\, Bob Dylan\, and other legendary artists. He attended Quaker schools and spent his summers working at Bill Graham Presents\, the concert-promotion company founded by his father\, Bill Graham. By his final year at Columbia University\, David had launched his own artist management company\, Music Unlimited\, where he went on to represent artists including Blues Traveler. Today\, he serves on the board of the Bill Graham Memorial Foundation\, continuing a lifelong connection to music\, artists\, and the community his father helped shape. \n\n\n\n\n\n\n\n\n\n\nTriza Cox is the Program Manager for TeachRock’s Harmony Advisory Program. In this capacity\, she uses her passion for democratizing arts access as well as her commitment to wellness through the use of art to engage students in social and emotional learning. Triza holds a Master of Fine Arts in Theatre Performance from the University of Louisville and has worked for over a decade as an arts educator as well as a playwright\, director\, producer\, and actor. Additionally\, Triza has been a Certified Prevention Specialist and worked in drug and alcohol prevention. She is currently a National Leaders of Color Fellow in Arts Administration. In 2021\, Triza was awarded a fellowship in screenwriting from the South Carolina Arts Commission. She is also currently the Artistic Director of The Drama Lady Theatre Group. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nGina Machado is the Director of Programs and Partnerships at TeachRock\, where she leads the development of an arts-integrated social and emotional learning program and designs and facilitates professional development initiatives nationwide. Drawing from her experience as a classroom educator in The Bronx\, New York\, and her master’s degrees in special education and educational leadership\, Gina supports educators across the United States in implementing TeachRock’s curriculum and pedagogical approaches. An educator at heart with extensive experience working with students of various levels and abilities\, Gina’s passion lies in developing creative ways to engage all learners while strengthening meaningful student-teacher relationships. \n\n\nJoin the Creative Arts in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nLaunched by Stevie Van Zandt and the Founders Board of Bono\, Jackson Browne\, Martin Scorsese\, and Bruce Springsteen\, TeachRock.org provides free\, standards-aligned resources that use music to help K-12 students succeed in science\, math\, social studies\, language arts\, and more.
URL:https://home.edweb.net/webinar/creativity20261027/
CATEGORIES:Arts in Education,Creativity,Culturally Responsive Teaching,Hands-On Learning,Social Studies and Civics,TeachRock
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261027T150000
DTEND;TZID=America/New_York:20261027T160000
DTSTAMP:20261027T202744Z
CREATED:20260926T021840Z
LAST-MODIFIED:20261027T202744Z
UID:13241309-1793113200-1793116800@home.edweb.net
SUMMARY:Districtwide News Literacy Approaches for the K-12 Experience: Leading by Example
DESCRIPTION:Events\n\n\n\n\nPresented by Elliott Goodman\, Former Educator\, Current Director of District Fellowships\, News Literacy Project; Dr. Brittney Smith\, Former Educator\, Current Director of District Fellowships\, News Literacy Project; Morgan Bricker\, Journalism Teacher and Weir Student Media Adviser\, Weir High School\, Hancock County Schools (WV); Keely Moran\, K-12 Learning Coach\, Crested Butte Community School\, Gunnison Watershed School District (CO); and Miranda Stefano\, Librarian\, Edison Tech High School\, Rochester City School District (NY) \nSponsored by News Literacy Project \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nWhether we’re interacting with AI\, scrolling social media\, or preparing to vote in the next election\, news literacy skills such as analyzing credibility and identifying misinformation are essential for everyday life. Students who don’t have these skills benefit from a unified approach to news literacy education throughout their K-12 experience. \nAs many school communities confront this challenge\, 44 school districts in 16 states around the country are leading the way with innovative models to ensure their students possess news literacy skills before graduation. Don’t miss this rare opportunity to learn directly from their experience. \nElliott Goodman and Brittney Smith\, the News Literacy Project’s Directors of District Fellowships\, lead a conversation with educators from Gunnison Watershed School District in Gunnison\, Colorado\, Hancock County Schools in New Cumberland\, West Virginia\, and Rochester City School District in Rochester\, New York. All three districts participate in the News Literacy Project’s three-year District Fellowship program. \nLearn how these districts created news literacy initiatives tailored to their communities’ needs and hear what has worked—and what hasn’t—when it comes to collaborating with other educators and ensuring long-term success. You’ll gain inspiration and ideas that you can apply immediately\, and an insider’s perspective from educators who are part of the District Fellowship program. You also learn how to start an application for your own district. \nThis recorded edWebinar is ideal for K-12 educators and school- and district-level leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nElliott Goodman is the Director of District Fellowships at the News Literacy Project. He supports the implementation of districtwide strategies to bring news literacy education to students across the country. Before joining NLP in 2025\, Elliott served as lead teacher and department chair at a high school in the Los Angeles Unified School District\, where he spearheaded the development of a new academic program and three new courses\, in addition to teaching government\, economics\, and geography. Elliott also taught Latin in New York and California. At The English-Speaking Union in New York City\, Elliott ran the Middle School Public Debate Program\, the National Shakespeare Competition\, and four other programs promoting public speaking and international exchange. He also served on the Educator Community Team at TeachersPayTeachers. Elliott is a graduate of Teachers College at Columbia University and The University of Chicago. He earned his teaching credential at California State University\, Northridge. \n\n\n\n\n\n\n\n\n\n\nDr. Brittney Smith is the Director of District Fellowships at the News Literacy Project. She helps build and support district-level partnerships across the eastern U.S. Before joining NLP\, she spent eight years teaching life science in Cincinnati. In her tenure as science department chair\, she focused on building partnerships with community stakeholders to enrich and improve students’ educational experiences. She holds a bachelor’s degree in biological science from the University of Cincinnati and a master’s degree in teaching science to adolescents and young adults from Mount St. Joseph University. She received her doctorate in educational practice and innovation with a STEM focus from the University of South Carolina in December 2024. \n\n\n\n\n\n\n\n\n\n\nMorgan Bricker teaches journalism and advises Weir Student Media at Weir High School\, where her students produce a news website\, a yearbook\, daily announcements\, and an annual senior video. She holds a master's degree in journalism education through Kent State University and Master Journalism Educator certification through the Journalism Education Association. Morgan serves as Hancock County’s Lead Fellow for the News Literacy Project District Fellowship Program (Cohort 4)\, JEA State Director for W.Va.\, Blog Coordinator for the JEA Scholastic Press Rights Committee\, and President of the West Virginia Scholastic Media Association. She worked with the Student Press Law Center\, WVJEA members\, and students to help enact New Voices legislation in 2023. For their advocacy efforts\, Weir High School has been selected for the First Amendment Press Freedom Award for the last three years\, and Morgan was bestowed the 2026 Candace and John Bowen Adviser First Amendment Leadership Award. \n\n\n\n\n\n\n\n\n\n\nKeely Moran is a Learning Coach at Crested Butte Community School\, a K-12 school\, in the Gunnison Watershed School District (GWSD). This is her fourth year as a Learning Coach\, where she works primarily with new teachers\, co-leading the district’s Induction Program. In addition\, she supports all teachers with student learning and co-leads the News Literacy work at her school. Prior to becoming a Learning Coach\, Keely taught elementary STEM for 10 years in both GWSD and Cherry Creek Schools in the Denver area. During that time\, she led project-based learning work in both districts and was featured in the PBL Works “Favorite Projects of 2018” blog. Her educational career also includes being a fifth-grade classroom teacher for seven years and a middle school ELA\, social studies\, and science teacher for four years. She is passionate about creating learning opportunities for students and staff that are relevant\, engaging\, innovative\, and purposeful. \n\n\n\n\n\n\n\n\n\n\nMiranda Stefano is a Librarian at the Rochester City School District. She is a graduate of the Rochester Institute of Technology and The University of Maryland. Her passions are information literacy\, primary sources\, and professional learning. \n\n\n\n\nJoin the News Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nThe News Literacy Project\, a nonpartisan education nonprofit\, provides educators in all 50 states with the resources they need to ensure every student graduates with the ability to thoughtfully evaluate news and information. For nearly 20 years\, the News Literacy Project has offered free resources to help educators make news literacy engaging and accessible for their students. Our mission is simple: Help young people become critical consumers of news and information so that they can make more informed decisions throughout their lives and within their communities.
URL:https://home.edweb.net/webinar/newsliteracy20261027/
CATEGORIES:Media Literacy
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261026T170000
DTEND;TZID=America/New_York:20261026T180000
DTSTAMP:20261026T223510Z
CREATED:20260930T202006Z
LAST-MODIFIED:20261026T223510Z
UID:13241510-1793034000-1793037600@home.edweb.net
SUMMARY:Mentorship\, Leadership\, and Growth: The Relationships That Help Us Become
DESCRIPTION:Events\n\n\n\n\nPresented by BethAnne Hines\, Ed.D.\, Principal\, Arp Elementary School\, Arp Independent School District (TX); Schronda Burns\, Texas Rising Star Mentor\, Texas Workforce Commission; and Stephanie Schminkey\, Chief Academic Officer\, Kilgore Independent School District (TX)Moderated by Connie Warren\, M.Ed.\, Former Educator\, Current Sr. Marketing Manager\, BookNook \nSponsored by BookNook \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nHow do you develop people\, retain strong educators\, build leadership capacity\, strengthen culture\, keep students engaged\, and get better results from the systems you’ve already put in place? Relationships may be one of the most powerful leadership tools you have. \nIn this edLeader Panel\, Dr. BethAnne Hines\, author of Becoming Through Mentorship\, joins two of the mentors who helped shape her journey to examine how intentional relationships help people grow. Together\, they explore mentorship as a practical leadership strategy: recognizing potential\, knowing when to encourage and when to challenge\, creating meaningful opportunities for growth\, and building a culture where people invest in one another. \nThe conversation also examines an important parallel: What can the relationships that helped us grow teach us about the relationships we create with students? From adult-to-adult mentorship to the consistent connections students build with teachers\, tutors\, and other trusted adults\, the panelists  explore how trust\, consistency\, encouragement\, and appropriate challenge can create conditions for engagement\, confidence\, and growth. \nViewers will leave with practical ideas for developing others more intentionally\, strengthening mentorship across their organizations\, and creating relationship-rich environments where adults and students can thrive. This edLeader Panel  is of interest to K–12 school and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. BethAnne Hines is an elementary principal\, author\, speaker\, and passionate advocate for students\, educators\, and aspiring leaders. She holds an Ed.D. in school improvement from UT Tyler\, where she formerly served as an adjunct instructor\, and is also an educational PD presenter. Her journey from paraprofessional to principal shaped her belief that leadership is less about a title and more about becoming the person others need you to be. She is the author of Becoming Through Mentorship: A View Into the Leaders Who Shaped Us\, which blends personal stories\, reflection\, and practical tools for educators at every stage of leadership. Dr. Hines’ work centers on mentorship\, school culture\, early childhood education\, professional learning communities\, and creating schools where every child feels seen\, supported\, and challenged to grow. Outside of school leadership\, she and her husband have fostered more than 100 children and are adoptive parents. Her guiding belief is simple: every child matters\, every dream counts. \n\n\n\n\n\n\n\n\n\n\nSchronda Burns is an experienced early childhood educator\, leader\, and mentor who currently serves as a Texas Rising Star Mentor with the Texas Workforce Commission (TWC). Her career has been dedicated to strengthening early childhood education\, developing educators\, and improving opportunities for young children and families. Prior to joining TWC\, Schronda served as Director of the Charlotte Sharp Children’s Center at Texas A&M University and in early childhood leadership with Bryan ISD. Her work has spanned public education\, higher education\, teacher development\, research\, and early childhood program quality. Throughout her career\, Schronda has remained deeply committed to building relationships and investing in others. Her ability to encourage\, challenge\, and develop educators reflects her belief that strong leaders grow by helping others recognize their potential and become confident in their own leadership.  \n\n\n\n\n\n\n\n\n\n\nStephanie Schminkey is currently the Chief Academic Officer for Kilgore ISD and has spent 26 years serving students and educators in public education. She holds a master’s degree in educational leadership and has a Superintendent Certification. Throughout her career\, she has served as a teacher\, elementary administrator\, academic director\, and assistant superintendent. Stephanie knew from a very young age that she wanted to become a teacher because of the lasting impact one of her elementary teachers had on her life. That experience shaped her desire to be that person for children\, and ultimately\, for the educators she has had the privilege to work alongside throughout her career. Stephanie believes leadership is about more than what we accomplish ourselves; it is about the people we help grow along the way. She is married to an educator and coach of 26 years\, and together they have three children\, Alyssa\, Jaxon\, and Kinley. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nConnie Warren\, M.Ed.\, is an educator and K–12 education professional with more than 20 years of experience supporting teachers\, instructional leaders\, and school and district teams. Her background spans instructional coaching\, educational leadership\, professional learning\, instructional materials\, educational technology\, and implementation support. Throughout her career\, Connie has focused on helping educators connect research\, instructional practice\, and practical decision making to improve student outcomes. She has worked alongside teachers and leaders to strengthen instruction\, support effective implementation\, and create learning environments where both educators and students can grow. Today\, Connie serves as Senior Marketing Manager at BookNook\, where she brings an educator’s perspective to conversations with school and district leaders about high-impact tutoring\, educational intervention\, student achievement\, and the systems and supports that help schools create meaningful\, measurable academic growth. \n\n\n\n\nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nBookNook is a leading ESSA Level 1 provider of high-impact virtual tutoring solutions designed to accelerate K-8 student achievement in reading and math. Our synchronous learning model combines engaging evidence-based instruction with consistent learner-leader relationships for exceptional student outcomes. We deliver 1:1 and small-group virtual tutoring that integrates seamlessly with classroom instruction\, ensuring that every session is targeted and effective. Our approach is grounded in decades of research\, focusing on proven strategies that drive measurable improvements in student achievement.
URL:https://home.edweb.net/webinar/leadership20261026/
CATEGORIES:Culture of Belonging,edLeader Panel,Leadership/Administration,Professional Development,School Culture/Climate
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261026T150000
DTEND;TZID=America/New_York:20261026T160000
DTSTAMP:20261027T155607Z
CREATED:20261009T161952Z
LAST-MODIFIED:20261027T155607Z
UID:13241935-1793026800-1793030400@home.edweb.net
SUMMARY:Scaffolding Student Thinking With Complex Texts: Helping Students See\, Think\, and Probe Deeper
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Mitchell Brookins\, Experienced Educator\, Nationally Recognized Literacy Leader\, Brookins Consulting\, LLC\, and Managing Director of the Science of Reading Network\, Leading EducatorsModerated by Michael Haggen\, Experienced Educator\, Chief Academic Officer\, Senior Vice President\, Scholastic Education \nSponsored by Scholastic Education \n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nThis edWebinar challenges the assumption that complex texts are beyond the reach of students. Literacy practitioner Dr. Mitchell Brookins argues that the goal of intellectual development is not to avoid complexity\, but to grow against it. \nIn this session\, Dr. Brookins introduces a practical planning framework for scaffolding student thinking with complex texts. Viewers learn to recognize when students need to #SEE an idea\, #THINK about an idea\, or #ProbeDeeper. This session equips practitioners with the tools needed to help students navigate increasingly complex texts with greater confidence\, competence\, and insight. \nThis recorded edWebinar is of interest to grades 5-8 teachers\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Mitchell Brookins is a nationally recognized educational consultant and speaker with over 20 years of teaching\, coaching\, and administrative experience in K–12 education. He has led transformational gains as a school administrator and now serves as Managing Director of the Science of Reading Network at Leading Educators\, where he supports districtwide literacy improvement. Dr. Brookins is a frequent speaker at national conferences and leads a citywide literacy fellowship in New Orleans. Previously\, he served on the Board of Directors for The Reading League. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nMichael Haggen is Chief Academic Officer at Scholastic Education\, where he leads the organization’s academic strategy and efforts to strengthen literacy outcomes for students and educators. With more than 30 years of experience as a teacher\, principal\, district leader\, and executive\, Michael brings a deep understanding of the challenges and opportunities facing schools and school systems. \n\n\nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nScholastic Education provides teachers\, families\, and communities with the tools they need to support each and every child with print and technology-based learning programs for pre-K to grade 12\, expert professional development\, family and community engagement\, and learning supports.
URL:https://home.edweb.net/webinar/teach2read20261026/
CATEGORIES:Critical Thinking Skills,English, Language Arts, Writing,Literacy,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261026T140000
DTEND;TZID=America/New_York:20261026T150000
DTSTAMP:20261026T200713Z
CREATED:20261015T165647Z
LAST-MODIFIED:20261026T200713Z
UID:13242103-1793023200-1793026800@home.edweb.net
SUMMARY:High-Impact Digital Learning: From Engagement to Evidence
DESCRIPTION:Events\n\n\n\n\nPresented by Mike Marriner\, Co-Founder and President\, Roadtrip Nation; Dr. Jeffrey Starr\, Senior Director\, Powerful Learning in Practice\, Digital Promise; and Dr. Jenny Nash\, Former Educator\, Current Director\, Learning and Assessment Design\, EdmentumModerated by Ross Romano\, Director\, Strategic Communications\, Edmentum \nSponsored by Edmentum \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nDigital curricula have never been more competitive—or more scrutinized. Educators are asking harder questions: What actually counts as evidence of effectiveness? What does "quality" mean when so many tools claim it? How do we integrate multimodal learning without losing rigor\, and how does any of it connect to students' futures?  \nThis edLeader Panel brings together perspectives from Roadtrip Nation\, Digital Promise\, and Edmentum to work through these questions honestly\, with practical takeaways for evaluating and implementing digital learning tools. \nThis recorded edLeader Panel is of interest to middle and high school teachers\, school leaders\, district leaders\, curriculum leaders\, assessment leaders\, and those in college and career readiness roles. \n\n\n\n\n\n\n\n\nAbout the Presenters \nAs Co-founder and President of Roadtrip Nation\, Mike Marriner leads the organization's media and education efforts that empower people from all backgrounds to define their own roads in life. For over 20 years\, Mike has developed a range of media and education partnerships that distribute Roadtrip Nation content to over 60 million households\, 14 million students\, and over 12\,000 schools each year. Roadtrip Nation has been awarded the Excellence in Programming Award by American Public Television\, two Telly Awards\, and won the 2019 Lone Star Regional Emmy Award for the film Room to Grow. Mike has co-authored all four Roadtrip Nation books\, including Roadmap (Chronicle Books)\, which hit the NY Times Best Seller list in 2018. Mike is also an Ashoka Fellow\, a network of leading social entrepreneurs\, and has been featured in prominent news outlets including the NBC Today Show\, CBS Early Show\, BBC News\, Outside\, Fast Company\, Forbes\, Esquire\, USA Today\, and many others.  \n\n\n\n\n\n\n\n\n\n\nDr. Jeffrey Starr is the Senior Director of the Practice department on the Powerful Learning team at Digital Promise. He brings over 25 years of experience as a learning designer\, curriculum developer\, educator\, and leader specializing in online learning and teacher education. Prior to joining Digital Promise\, he served as the Senior Director of Instructional Design for Relay Graduate School of Education\, led the learning experience design for a popular edtech startup\, and oversaw the development and implementation of the curriculum for the startup teacher residency program that became the Alder Graduate School of Education. Dr. Starr has taught graduate-level courses for several teacher education programs at various institutes of higher education; his research interests center on active learning in online spaces\, responsive models of professional learning\, and digital transformation. He earned a BA from Brown University\, an MA in computing and education from Teachers College\, Columbia University\, and an Ed.D. in leadership and innovation from Arizona State University. \n\n\n\n\n\n\n\n\n\n\nDr. Jenny Nash is Director of Learning and Assessment Design at Edmentum\, part of the Research\, Policy\, and Impact team. She joined Edmentum after nearly 12 years at LEGO Education\, most recently as Head of Education Impact\, US\, where she led solution architecture\, curricula\, professional learning\, and customer success for district-scale implementations. Earlier in her career\, she was a K-12 science\, STEM\, and computer science teacher\, a district professional learning leader\, and a curriculum specialist. She holds a doctorate in curriculum and instruction from the University of Florida and has spoken internationally on AI literacy and the future of learning\, with coverage in Fast Company\, TODAY\, EdWeek\, and District Administration. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nRoss Romano is a marketing\, communications\, and media leader who currently serves as Director of Strategic Communications for Edmentum. In this role\, he oversees comprehensive strategy for all owned and earned channels\, including corporate communications\, web\, content marketing\, and social media. Prior to joining Edmentum\, he was the founder of the award-winning education consultancy September Strategies and Managing Director of full-stack edtech marketing agency MindRocket Media Group. In these roles and others over the past decade-plus\, he has supported communications and marketing efforts and served as a strategic advisor for more than 100 companies and non-profits in K-12\, and collaborated with countless school and district leaders. Ross is also co-founder of the Be Podcast Network\, an education-centered community of 60+ series reaching more than 2 million educators globally. \n\n\n\n\nJoin the Technology in Schools community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nEdmentum believes that every student deserves the opportunity to thrive everywhere learning occurs—whether they seek to catch up\, stay on track\, or chart their own path. When you pair Edmentum’s comprehensive\, research-backed learning acceleration solutions—including digital curriculum and courses\, K-12 diagnostic-driven personalized intervention\, and virtual instruction—with empowered and supported educators\, you can change the direction of students’ lives. We partner with K-12 educators in all 50 states and 100+ countries worldwide to design\, implement\, and sustain the programs that deliver on this shared promise of learning acceleration for every student.
URL:https://home.edweb.net/webinar/technology20261026/
CATEGORIES:21st Century Learning,Digital Learning,edLeader Panel,Technology for Learning,Technology Infrastructure
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DTSTART;TZID=America/New_York:20261022T170000
DTEND;TZID=America/New_York:20261022T180000
DTSTAMP:20261022T215941Z
CREATED:20260923T153319Z
LAST-MODIFIED:20261022T215941Z
UID:13241117-1792688400-1792692000@home.edweb.net
SUMMARY:Culturally and Historically Responsive Elementary Education: Elevating Learning for Every Student
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Gholdy Muhammad\, John Corbally Endowed Professor of Literacy\, Language\, and Culture\, University of Illinois ChicagoModerated by Nita Creekmore\, Ed.S.\, MAT\, Literacy Educator\, Gwinnett County Public Schools (GA) \nSponsored by Lerner Publishing Group \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nIn this edWebinar\, Dr. Gholdy Muhammad engages elementary educators and school and district leaders in an interactive exploration of culturally and historically responsive education\, focusing on cultivating identity\, skills\, intellect\, criticality\, and joy. Through modeling and classroom-based examples\, Dr. Muhammad shares ways educators can integrate these five pursuits with literacy instruction and the Science of Reading while creating meaningful\, affirming learning experiences for students. \nViewers can explore strategies for layering texts\, supporting interdisciplinary and social-emotional learning\, engaging parents and families\, and connecting instruction to students’ local communities. An instructional unit illustrates how these principles come together in practice\, with opportunities for attendees to experience selected activities from a student perspective.  Viewers can learn practical strategies they can adapt for use in their own classrooms\, schools\, and districts. \nThis recorded edWebinar will be of interest to K-5 teachers\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Gholdy Muhammad is the John Corbally Endowed Professor of Literacy\, Language\, and Culture at the University of Illinois Chicago. She has previously served as a classroom teacher\, literacy specialist\, school district administrator\, curriculum director\, and school board president. She studies Black historical excellence in education\, intending to reframe curriculum and instruction today. She is the author of the best-selling books Cultivating Genius and Unearthing Joy. She also co-authored the book Black Girls’ Literacies\, published by Routledge. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022\, 2023\, 2024\, 2025\, and 2026\, she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nNita Creekmore\, Ed.S.\, MAT\, is a literacy leader\, author\, presenter\, and educational consultant with more than 22 years of experience in K–12 education. She is passionate about helping educators create classrooms where every student feels seen\, valued\, and inspired to read. Nita is the author of Read Outside Your Bubble and co-author of Every Connection Matters. Through her work\, she equips schools with practical\, research-based strategies that strengthen literacy\, cultivate meaningful relationships\, and create lasting impact. Whether teaching students\, leading professional learning\, or speaking at conferences\, Nita's mission is simple: love deeply\, teach intentionally\, and bless others through education. \n\n\n\n\nJoin the Culturally and Linguistically Responsive Teaching community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nLerner Publishing Group is one of the nation’s largest independently owned children’s publishers with more than 7\,000 books in print. Lerner creates the highest-quality nonfiction and fiction content for children and young adults in a variety of subjects and formats. Our books are thoroughly researched and exceptionally written with amazing illustrations and captivating photography that hold readers’ attention. At Lerner Publishing Group\, we meet our customers’ needs by producing the highest-quality nonfiction and fiction content in a variety of subjects and formats. Our unique\, engaging books for PreK-12 help librarians\, educators\, and parents in developing a love of reading and learning among the children and youth they serve.
URL:https://home.edweb.net/webinar/clrt20261022/
CATEGORIES:Culturally Responsive Teaching,Literacy,Science of Reading
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DTSTART;TZID=America/New_York:20261022T160000
DTEND;TZID=America/New_York:20261022T170000
DTSTAMP:20261102T221248Z
CREATED:20260925T190548Z
LAST-MODIFIED:20261102T221248Z
UID:13241290-1792684800-1792688400@home.edweb.net
SUMMARY:Talking to Families About Screen Time in Early Learning: What to Say When Parents Ask
DESCRIPTION:Events\n\n\n\n\nPresented by Eisha Buch\, Head of Teaching and Learning\, Common Sense Media; Dr. Katie DiGregorio\, Director of Learning: ENL\, Data\, and Student Success\, West Hempstead Union Free School District (NY); and Dr. Lisa Minicozzi\, Principal\, Chestnut Street School\, West Hempstead Union Free School District (NY)\nModerated by Caroline Hu Flexer\, Co-Founder and Vice President\, Khan Academy Kids \nSponsored by Khan Academy Kids \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nTeachers of young children get asked about screen time constantly. It comes up at pickup\, in the hallway\, and in the middle of a conference about something else. The advice keeps shifting\, and most of it measures screen time by the clock rather than by what's on the screen. What's a teacher with 90 seconds and a worried parent in front of her supposed to say? \nThis edWebinar gives PreK through second-grade educators and the administrators who support them a clear direction for conversations with families about their child's technology use. Our presenters have had these conversations themselves\, and they will be specific about what worked\, what didn't\, and what they would say differently now. \nViewers can learn to: \n\nRecognize the worry underneath the question about minutes\, and why a time limit answers the wrong one\nApply a three-question framework a parent can remember the next day: Content\, Context\, and Crowd-Out\nAdapt the conversation to three settings: a ten-minute slot at Back-to-School Night\, a full family engagement night\, and a two-minute hallway exchange\nRespond when a family pushes back\, and know what not to promise\n\nKey topics include: \n\nThe friction between families who want fewer screens and instruction that runs on devices\nWhere families get their screen time information\, and which pieces of popular advice don't hold up\nHow guilt shapes the conversation\, and why a non-judgmental opening changes the outcome\nThe American Academy of Pediatrics 5 Cs as a deeper framework for longer family sessions\n\nThe presenters focus on the quality of what's on the screen and how to talk about it with families\, not whether devices belong in early-grade classrooms at all. Attendees will receive a free family-facing toolkit\, Managing Screen Time\, Together\, plus a resource list and language you can use the same week.  \nThis recorded edWebinar will be of interest to PreK through second-grade educators\, librarians\, school leaders\, district leaders\, and education technology leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nEisha Buch is the Head of Teaching and Learning at Common Sense Media\, where she leads the organization’s K–12 Digital Literacy & Well-Being Curriculum\, a free\, comprehensive curriculum now reaching millions of students\, educators\, and families across more than 85\,000 schools worldwide. A former New York City teacher with over 15 years in education\, Eisha has built a framework for helping young people stay fully human in a tech-saturated world: not by avoiding technology\, but by thinking critically about its influence on their relationships\, well-being\, and sense of self. She is committed to making digital literacy as foundational as learning to read and write. \n\n\n\n\n\n\n\n\n\n\nKatie DiGregorio\, Ed.D.\, is the Director of Learning: ENL\, Data\, and Student Success in West Hempstead Union Free School District and an Adjunct Professor in the College of Education and Health Sciences at Adelphi University and of Professional Graduate Studies at Molloy University. Dr. DiGregorio is passionate about using instructional technology to promote student-centered and personalized learning for multilingual learners. Dr. DiGregorio was the 2019 Fred Podolski Award Winner for Most Innovative Use of Technology in the classroom\, and the staff at West Hempstead uses instructional technology daily to encourage authentic work opportunities that showcase inclusive\, challenging learning spaces for all multilingual learners.  \n\n\n\n\n\n\n\n\n\n\nLisa L. Minicozzi\, Ed.D.\, is the Principal of the Chestnut Street Early Learning Center in the West Hempstead Union Free School District and an Adjunct Professor in the College of Education and Health Sciences at Adelphi University. With experience as a K–12 educator and K–5 principal\, Dr. Minicozzi is a dedicated educational leader committed to creating learning environments where every child is known\, valued\, supported\, and empowered to thrive. As a principal\, Dr. Minicozzi is passionate about educating the whole child\, recognizing that academic achievement is deeply connected to students’ social-emotional development\, sense of belonging\, relationships\, and well-being. Her leadership focuses on building strong school communities\, supporting educators and families as partners\, and ensuring that all children have meaningful opportunities to learn\, grow\, and discover their strengths. Through both her school leadership and work as an adjunct professor\, she is committed to fostering reflective\, collaborative educators and creating schools where both children and adults can thrive. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nCaroline Hu Flexer is the Vice President of Khan Academy Kids. She leads the team developing Khan Academy Kids\, an educational program that is designed to inspire a lifetime of learning and discovery for children ages 2-8. It includes interactive\, standards-aligned lessons across early literacy\, language\, math\, and social-emotional skills. Khan Academy Kids is used by millions of children in homes and classrooms around the world. Prior to Khan Academy\, Caroline was the CEO and Co-founder of Duck Duck Moose\, which joined Khan Academy in 2016.  Duck Duck Moose is a creator of 21 award-winning educational apps for children that have been downloaded over 100 million times.  \n\n\n\n\nJoin the PreK-3 Digital Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nKhan Academy Kids is a free early learning program that empowers teachers and families to nurture confident\, curious learners. Developed by Khan Academy in partnership with early childhood learning experts from Stanford University\, the app helps children ages 2–8 build foundational literacy\, math\, and executive functioning skills through play-based learning. Interactive lessons\, books\, and activities adapt to each child’s level\, while teachers can track progress and assign standards-aligned lessons in the classroom. Used by schools and districts nationwide\, Khan Academy Kids supports equitable access to research-backed early education—no subscriptions\, ads\, or barriers. Available on mobile\, tablet\, and Chromebook devices\, the app brings joyful\, effective learning to every child\, everywhere.
URL:https://home.edweb.net/webinar/prek3tech20261022/
CATEGORIES:Early Childhood Learning,Early Literacy,Family and Community Engagement,PreK-K Programs
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DTSTART;TZID=America/New_York:20261022T150000
DTEND;TZID=America/New_York:20261022T160000
DTSTAMP:20261030T221530Z
CREATED:20261002T183242Z
LAST-MODIFIED:20261030T221530Z
UID:13241609-1792681200-1792684800@home.edweb.net
SUMMARY:Future-Ready Programs That Make Your School Stand Out: Proving Your Value
DESCRIPTION:Events\n\n\n\n\nPresented by Jan Jardine\, APEX Grant Coordinator\, Aspen Peaks School District (UT); Gideon Sanders\, Former Director of Innovative Strategies\, Grand Rapids Public Schools (MI)\, and Current Adjunct Instructor\, Grand Rapids Community College; and Yoelia Nava\, Administrator of Adult Education\, Region One Education Service CenterModerated by Martha McCabe\, Experienced Educator\, Senior Vice President of Community Partnerships\, Project Lead The Way \nSponsored by Project Lead The Way \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nFamilies expect strong academic outcomes—but they also want to know how education prepares students for life after high school. In this edLeader Panel\, explore how schools can demonstrate their value through interactive STEM and CTE experiences that connect academic rigor to real-world relevance\, in-demand skills\, and clear pathways to future education and careers. \nThe panelists share how to: \n\nConnect learning to the real world through engaging STEM and CTE experiences that show students how classroom learning translates into future opportunities\nShowcase measurable value to families by highlighting the skills\, experiences\, and outcomes that prepare students for success beyond high school\nBuild clear pathways to what’s next by connecting students to postsecondary education\, in-demand careers\, and the skills employers value most\n\nThis recorded edLeader Panel will be of interest to K-12 teachers\, school leaders\, district leaders\, CTE directors\, and CTE teachers. \n\n\n\n\n\n\n\n\nAbout the Presenters \nJan Jardine has spent 25 years in Career and Technical Education\, with a passion for helping students discover their strengths\, explore possibilities\, and confidently prepare for what comes next. Most recently\, Jan served as the Director of Provo CAPS and the Work-Based Learning Coordinator in Provo City School District\, where she connected students with authentic projects\, industry professionals\, and experiences that brought learning to life. Jan is also a national leader in work-based learning\, serving as Vice President of ACTE’s Work-Based Learning Division and contributing to national conversations around high-quality WBL and career-connected learning. She has been recognized with ACTE’s Lifetime Achievement Award. In her new role with Aspen Peaks School District\, Jan is coordinating the district’s APEX Planning Grant and supporting Career and Technical Education programs. Across all of her work\, Jan believes students thrive when they can see the relevance of what they are learning and connect it to a future they can envision for themselves. \n\n\n\n\n\n\n\n\n\n\nGideon Sanders has been in education for the past 27 years\, witnessing the shift toward a more technical and STEM-oriented educational environment. The cross pollination of STEM with traditional curricula has produced much greater project-based learning and experience-based exposure for students seeking gainful employment in a particular field. In the role as Director of Partnerships and Internships at McKinley Technology High School\, the premier flagship STEM school in DCPS\, and then as Director for Innovative Strategies for Grand Rapids Public Schools\, he coordinated over 50 STEM-related events and arranged for more than 700 meaningful field trips exposing students to industry partners\, internship opportunities\, and career paths. Currently\, Gideon teaches at Grand Rapids Community College as an Adjunct Instructor and is in the Ferris State University Community College Leadership doctoral program.   \n\n\n\n\n\n\n\n\n\n\nYoelia Nava serves as the Administrator for Adult Education and Literacy Development at Region One Education Service Center. She brings extensive experience in education\, counseling\, career development\, and student support. Prior to her current role\, Yoelia served as a Career and Technical Education director for 10 years and as a school counselor for 10 years\, supporting elementary and high school students in academic achievement\, personal and social development\, and career planning. Her experience includes developing sustainable Career and Technical Education programs that prepare students for successful careers and post-secondary education. A key strength of Yoelia’s leadership is her ability to streamline systems and processes to enhance operational efficiency and improve program outcomes. In her current position\, she is committed to expanding adult education and literacy opportunities\, strengthening partnerships\, and empowering learners to achieve their educational\, career\, and personal goals. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nAs the Senior Vice President of Community Partnerships\, Martha McCabe leads a team actively developing cross-sector partnerships strategically engaged with Project Lead The Way (PLTW) students\, educators\, and administrators across the country. Prior to coming to PLTW\, Martha served as the Executive Director of the Kansas City Science\, Technology\, Engineering and Math (KC STEM) Alliance for the past 10 years\, advocating for robust STEM education for all students. Through Martha’s leadership\, their work garnered national recognition as a best-practice model replicated in a variety of cities across the U.S.\, most notably the Mass STEM Hub in Boston. She received both her graduate and undergraduate degrees in exercise physiology and kinesiology from the University of Kansas and now resides in Kansas City\, MO.  \n\n\n\n\nJoin the Career\, Technical\, and Adult Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nInspiring PreK-12 Students and Teachers in Thousands of Schools Across the U.S. \nSchool and district leaders need a solution that cultivates confidence and career readiness—and PLTW checks all the boxes. As a nonprofit organization founded by educators and driven by education leaders\, we've spent more than 28 years equipping students with the technical knowledge\, transferable skills\, and career confidence they need to thrive—through programs that integrate real-world industry partnerships\, best-in-class teacher training\, and our proven activity-\, project-\, problem-based (APB) instructional model.
URL:https://home.edweb.net/webinar/cte20261022/
CATEGORIES:Career Education,College and Career Readiness,CTE: Career and Tech Ed,edLeader Panel,Future Ready Learning,STEM/STEAM
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DTSTART;TZID=America/New_York:20261022T140000
DTEND;TZID=America/New_York:20261022T150000
DTSTAMP:20261102T180507Z
CREATED:20261001T210812Z
LAST-MODIFIED:20261102T180507Z
UID:13241555-1792677600-1792681200@home.edweb.net
SUMMARY:Quality Math Talk for Grades 6–8: Building Curiosity and Risk-Taking\, Not Anxiety
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Haiwen Chu\, Research Director\, WestEd; and Lindsey Tropf\, Founder and CEO\, Immersed Games \nSponsored by Immersed Games \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nMany middle schoolers go quiet in math class\, not because they have nothing to say\, but because math has taught them that what matters is being right and being fast. When a question has one obvious answer\, there's little reason to talk\, and even less reason to risk being wrong in front of peers. The result is classroom discussion that falls flat. \nIn this edWebinar\, Dr. Haiwen Chu\, Research Director at WestEd\, and Lindsey Tropf\, Founder and CEO of Immersed Games\, explore what quality math talk looks like in grades 6–8 and how teachers can create the conditions for it. Quality talk is sustained\, going deeper to explore ideas and make connections. Ideally\, interactions are also reciprocal\, as students build on\, question\, and respond to one another rather than only to the teacher. When a classroom values reasoning over speed\, students have room for risk-taking\, curiosity\, and working through uncertainty\, the very opposite of math anxiety. \nThe presenters share practical approaches grounded in research and classroom practice. These include open-ended prompts that invite ideas rather than single answers\, routines that move from individual think time to small-group sharing to whole-class consensus\, and tasks where students hold different pieces of data and need each other to make sense of it. You can see these principles in a traditional classroom and in an innovative setting: a game-based statistics curriculum that WestEd and Immersed Games are developing and studying together\, where students investigate real-world scenarios and bring what they find back to the class for discussion. \nViewers can learn to: \n\nDescribe what makes math talk sustained and reciprocal\, and recognize the kinds of questions that shut discussion down\nIdentify classroom conditions that lower the stakes of sharing rough-draft thinking\nDesign or adapt tasks\, including data investigations\, that create a genuine need for students to talk\nApply a structured discourse routine that works across content\, curricula\, and formats\n\nThis recorded edWebinar will be of interest to grades 6–8 math teachers\, math coaches\, and curriculum leaders looking for concrete ways to get students talking about math with curiosity\, confidence\, and openness. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Haiwen Chu is a Research Director at WestEd\, where he designs mathematics tasks and curriculum materials that get secondary students talking about mathematical ideas. A former New York City Public School mathematics teacher\, he studies what he calls quality interactions: classroom talk that is sustained and reciprocal\, where students build on and respond to one another. His work centers on how teachers can design lessons that invite every student\, including English learners\, to make sense of mathematics alongside their classmates. He is Co-Principal Investigator on an NSF-funded study developing mathematics tasks that engage English learners in conceptual talk\, and has published in NCTM journals on designing mathematical interactions. He holds a Ph.D. in urban education from the CUNY Graduate Center and an A.B. in mathematics from Harvard. \n\n\n\n\n\n\n\n\n\n\nLindsey Tropf is Founder and CEO of Immersed Games\, where she designs game-based learning grounded in authentic\, real-world scenarios. Her team has spent more than a decade building and studying immersive science and math experiences and is now developing and studying a middle school statistics curriculum with WestEd through SBIR funding from the Institute of Education Sciences. Co-designed with teachers and students\, the curriculum treats the game as a shared starting point for sensemaking: students investigate a problem in the game\, then bring their rough-draft thinking back to classmates to discuss\, question\, and refine together. Her work has been funded by NSF\, IES\, and NIDILRR\, and awarded for its equity approach by MIT Solve. She holds a master's in school psychology and is pursuing a Ph.D. in learning\, literacies\, and technologies at Arizona State University. \n\n\n\n\nJoin the Building Math Proficiency community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nTyto creates game-based learning experiences that put students inside authentic\, real-world problems\, then bring their thinking back to the classroom for discussion. Developed by Immersed Games through more than a decade of classroom research and iteration\, Tyto is built around inquiry: students investigate first\, share rough-draft ideas with peers\, and make sense of them together. Our work has been funded by the National Science Foundation and the Institute of Education Sciences\, and we design alongside teachers and students through co-design sessions. \nToday\, Tyto reaches classrooms through curriculum partners\, bringing immersive learning into programs schools already use. Teachers can work with us directly by joining research studies\, pilots\, and co-design sessions\, including a current WestEd study of a game-based middle school statistics curriculum.
URL:https://home.edweb.net/webinar/mathskills20261022/
CATEGORIES:Game-Based Learning,Mathematics,Student Engagement and Motivation,Teaching Practice and Pedagogy
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261021T170000
DTEND;TZID=America/New_York:20261021T180000
DTSTAMP:20261021T215804Z
CREATED:20260922T175653Z
LAST-MODIFIED:20261021T215804Z
UID:13240976-1792602000-1792605600@home.edweb.net
SUMMARY:What Employers Wish Every Graduate Knew: Skills for Success Beyond the Classroom
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Carrie Curtis\, Former Educator\, Current Primary & Secondary Education Lead\, Submarine Industrial Base Program Office; Will Cooper\, Founder & President\, Tortoise Growth Strategies; and Joseph Welsh\, Senior Vice President of Government Affairs\, Rhoads Industries \nSponsored by BuildSubmarines.com \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nWhat do employers wish students knew before entering the workforce? Academic and technical knowledge can open doors\, but employers consistently point to another set of skills and behaviors that often determine long-term success: communication\, teamwork\, problem solving\, adaptability\, reliability\, attention to detail\, and a commitment to quality. \nDrawing on perspectives and real-world examples from advanced manufacturing and the Submarine Industrial Base\, this edWebinar gives educators an inside look at what today's employers value\, why precision and quality matter in the workplace\, and how educators can intentionally help students develop these habits before they graduate. \nThis recorded edWebinar will be of interest to teachers\, librarians\, school leaders\, district leaders\, and education technology leaders of all grade levels. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Carrie Curtis serves as the Workforce Development Education Initiatives Lead for the U.S. Navy’s Submarine Industrial Base (SIB) Program Office. A former educator with more than 12 years of experience at the secondary and postsecondary levels\, she brings a teacher’s perspective to national workforce development efforts. In her current role\, Dr. Curtis works with education\, industry\, and workforce partners to expand career exploration\, hands-on learning\, and educator resources that connect classrooms to the submarine industrial base. She is passionate about helping students and educators understand the wide range of skilled and degree-required careers available and connecting classroom learning to meaningful future opportunities. \n\n\n\n\n\n\n\n\n\n\nWill Cooper is a workforce and economic development leader focused on driving strategic expansion for government initiatives\, purpose-led businesses\, and non-profits. As the Founder and President of Tortoise Growth Strategies\, he leads strategic workforce and economic development\, strategy\, partnerships\, and business development initiatives that help clients navigate competitive landscapes\, identify new opportunities for sustainable growth\, and develop people. Will has deep knowledge of the business and non-profit sectors from leadership roles in large international companies\, digital media startups\, non-profit boards\, and civic organizations. Will currently serves as the Project Manager and Career Coach with the Defense Workforce Innovation and Training Center and their program partner\, Equitable Cities Collaborative.  \n\n\n\n\n\n\n\n\n\n\nJoe Welsh serves as Senior Vice President of Government Affairs at Rhoads Industries\, where he focuses on government relations\, strategic workforce initiatives\, and supporting the nation's submarine industrial base. An attorney and workforce development advocate\, Joe also serves on Pennsylvania's Workforce Development Board\, contributing to statewide efforts to strengthen education\, training\, and employment opportunities. His work brings together industry\, government\, and workforce development partners to address critical labor needs\, expand skilled career pathways\, and support the growth of American manufacturing and shipbuilding. Through his leadership and collaborative efforts\, Joe helps connect workforce priorities with the long-term needs of the defense industrial base. \n\n\n\n\nJoin the College\, Career\, and Life Readiness community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nBuildSubmarines.com serves as the central hub for recruiting the 140\,000+ workers needed to build and sustain the U.S. Navy’s fleet of nuclear-powered submarines. This platform connects individuals with stable\, impactful career opportunities that directly contribute to the Navy’s ambitious goal of adding three submarines—one Columbia-Class and two Virginia-Class—through its “1+2” plan.
URL:https://home.edweb.net/webinar/ccss20261021/
CATEGORIES:21st Century Learning,Career Education,College and Career Readiness,CTE: Career and Tech Ed,Future Ready Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261021T150000
DTEND;TZID=America/New_York:20261021T160000
DTSTAMP:20261021T200149Z
CREATED:20260923T180250Z
LAST-MODIFIED:20261021T200149Z
UID:13241158-1792594800-1792598400@home.edweb.net
SUMMARY:Where Literacy Meets Inquiry: Making Elementary Social Studies Manageable
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. S.G. Grant\, Professor Emeritus of Social Studies Education at Binghamton University\, and Co-Author of C3 Framework; and Dr. Kara Ball\, Former Educator\, Current Academic Officer\, Teacher Created MaterialsModerated by Heather Brooke\, Former Educator\, Current Vice President of Professional Learning\, Teacher Created Materials \nSponsored by Teacher Created Materials \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nElementary educators are continually challenged to make the most of limited instructional time while helping students develop strong literacy skills and meaningful content knowledge. Social studies offers a powerful context for doing both. When inquiry and literacy work together\, social studies becomes a purposeful\, engaging\, and integral part of the instructional day.  \nWatch S.G. Grant\, Ph.D.\, co-author of the NCSS C3 Framework\, and Kara Ball\, Ph.D.\, in an edWebinar where they explore practical ways to leverage meaningful questions\, content-rich texts\, purposeful discussion\, and inquiry-based instructional routines that build social studies understanding and strengthen literacy skills. \nViewers can: \n\nExplore how inquiry provides a clear purpose for learning\nExamine ways literacy can support knowledge building\, source analysis\, and evidence-based thinking\nReceive practical instructional routines that make inquiry-based social studies easier to implement\nIdentify strategies for strengthening both social studies and literacy without sacrificing instructional priorities\n\nThis recorded edWebinar will be of interest to K–5 teachers\, instructional coaches\, social studies specialists\, curriculum leaders\, and district decision-makers. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. S.G. Grant is Professor Emeritus of Social Studies Education at Binghamton University. His work focuses on the intersection of curriculum\, assessment\, and classroom practice\, with a particular emphasis on inquiry-based social studies teaching\, learning\, and assessment. He is the co-author of several influential books\, including Inquiry Design Model: Building Inquiries in Social Studies\, Inquiry-Based Practice in Social Studies Education\, The C3 Inquiry Revolution\, and Elementary Social Studies. Dr. Grant served as a senior consultant and writer for the College\, Career\, and Civic Life (C3) Framework for State Social Studies Standards and as Project Manager for the New York Social Studies Resource Toolkit. He received the National Council for the Social Studies Exemplary Research Award and has published extensively in leading social studies and education journals. \n\n\n\n\n\n\n\n\n\n\nDr. Kara Ball is a National Board Certified educator\, award-winning author\, and Academic Officer at Teacher Created Materials. She leads professional development nationwide and is recognized for her work in inquiry-based\, inclusive instruction that helps students build knowledge\, think critically\, and engage deeply in learning. A former K–5 teacher and elementary STEM specialist\, Dr. Ball supported 131 schools in Baltimore City Public Schools through curriculum development\, educator training\, and instructional coaching. She is the author of 50 Strategies for Teaching STEAM Skills and has presented at SXSW\, NSTA\, ESEA\, edWeb\, and the White House. Her honors include the Department of Defense Education Activity (DoDEA) Teacher of the Year\, the Bezos Courage and Civility Award\, the Davos Educator Impact Award\, and the Towson University College of Education Most Distinguished Alumni Award. Dr. Ball is passionate about creating accessible\, student-centered learning experiences that expand opportunity and support every learner’s success. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nHeather Brooke is the VP of Professional Learning at Teacher Created Materials\, where she oversees a team that delivers high-quality professional learning workshops for educators nationwide. \n\n\n\n\nJoin the K-12 Social Studies and Civics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nTeacher Created Materials develops innovative and imaginative educational materials and services for students worldwide. Everything we do is created by teachers for teachers and students to make teaching more effective and learning more fun. Join us on our mission to create a world where children truly want to learn. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n                \n                        \n							"*" indicates required fields \n                        \n                        EmailThis field is for validation purposes and should be left unchanged.Where Literacy Meets Inquiry: Making Elementary Social Studies Manageable\n\nWednesday\, Oct. 21 at 3 p.m. Eastern TimeTo earn a CE certificate for viewing this edWebinar\, learn more and join edWeb.net\, it’s free. Be sure you're a member of edWeb. You can join here. Name*\n                            \n                            \n                                                    \n                                                    First\n                                                \n                            \n                            \n                                                    \n                                                    Last\n                                                \n                            \n                        Email*\n                            \n                        PhoneAddress*    \n                    \n                        \n                                        AfghanistanÅland IslandsAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire\, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean TerritoryBrunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman IslandsCentral African RepublicChadChileChinaChristmas IslandCocos IslandsColombiaComorosCongoCongo\, Democratic Republic of theCook IslandsCosta RicaCôte d'IvoireCroatiaCubaCuraçaoCyprusCzechiaDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEswatiniEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern TerritoriesGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly SeeHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJordanKazakhstanKenyaKiribatiKorea\, Democratic People's Republic ofKorea\, Republic ofKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMicronesiaMoldovaMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlandsNew CaledoniaNew ZealandNicaraguaNigerNigeriaNiueNorfolk IslandNorth MacedoniaNorthern Mariana IslandsNorwayOmanPakistanPalauPalestine\, State ofPanamaPapua New GuineaParaguayPeruPhilippinesPitcairnPolandPortugalPuerto RicoQatarRéunionRomaniaRussian FederationRwandaSaint BarthélemySaint Helena\, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint MartinSaint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint MaartenSlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSpainSri LankaSudanSurinameSvalbard and Jan MayenSwedenSwitzerlandSyria Arab RepublicTaiwanTajikistanTanzania\, the United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTürkiyeTurkmenistanTurks and Caicos IslandsTuvaluUgandaUkraineUnited Arab EmiratesUnited KingdomUnited StatesUruguayUS Minor Outlying IslandsUzbekistanVanuatuVenezuelaViet NamVirgin Islands\, BritishVirgin Islands\, U.S.Wallis and FutunaWestern SaharaYemenZambiaZimbabwe\n                                        Country\n                                    \n                    \n                Address*    \n                    \n                        \n                                        AlabamaAlaskaAmerican SamoaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaGuamHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahU.S. Virgin IslandsVermontVirginiaWashingtonWest VirginiaWisconsinWyomingArmed Forces AmericasArmed Forces EuropeArmed Forces Pacific\n                                        State\n                                      \n                                    \n                                    ZIP Code\n                                \n                    \n                Address*    \n                    \n                        \n                                        \n                                        State / Province / Region\n                                      \n                                    \n                                    ZIP / Postal Code\n                                \n                    \n                Organization*Job Title*How did you hear about this edWebinar?\n			\n					\n					From edWeb\n			\n			\n					\n					From Teacher Created Materials\n			\n			\n					\n					From a colleague\, supervisor\, or education association\n			\n			\n					\n					Searching online\n			\n			\n					\n					Other\n			What is your primary role in education?*Administrative SupportClassroom TeacherCoach/CoordinatorCounselor/Mental HealthCurriculum & Instruction DirectorDEI DirectorDept Chair/LeadDistrict Administrator/SuperintendentEarly Childhood DirectorEarly Childhood TeacherELL/Multilingual DirectorFederal Program(s) DirectorHomeschoolerIntervention DirectorLibrarian/Media SpecialistPrincipal/Assistant Principal/DirectorProfessor/Higher EducationPurchasing ContactResource Teacher/SpecialistTechnology Director/Digital AdminTutorOtherWhat type of organization do you work for?*\n			\n					\n					K-12 School\n			\n			\n					\n					School District\n			\n			\n					\n					Department of Ed/Government\n			\n			\n					\n					Preschool\n			\n			\n					\n					Higher Ed\n			\n			\n					\n					Other/NA\n			Professionals involved in education or individuals with an interest in education are welcome to register for our edWebinars and join edWeb.net. Learn more here.\nBy registering for this edWebinar you agree that edWeb can share your contact information with program sponsors and presenters. View the edWeb Privacy Policy.Thank you for helping us fight spam!\n         Submit \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n        \n                        Δ
URL:https://home.edweb.net/webinar/socialstudies20261021/
CATEGORIES:Early Literacy,Inquiry-Based Learning,Literacy,Social Studies and Civics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261020T180000
DTEND;TZID=America/New_York:20261020T190000
DTSTAMP:20261020T230101Z
CREATED:20260921T153901Z
LAST-MODIFIED:20261020T230101Z
UID:13240845-1792519200-1792522800@home.edweb.net
SUMMARY:Digital Literacy in an AI World: Teaching Students to Evaluate Sources
DESCRIPTION:Events\n\n\n\n\nPresented by Brian Thomas\, Former Educator\, Current Learning Designer\, TCI; and Loyal Frazier\, Former Educator\, Current Professional Development Manager\, TCI \nSponsored by Teachers’ Curriculum Institute (TCI) \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nAnalyzing and evaluating sources are key skills in the classroom\, particularly in social studies and science\, where students run inquiries and need reliable information to build an argument. \nAI adds another dimension to spotting the truth. Students used to struggle to find information\, and now they struggle to judge it. A chatbot answer\, a search result\, and a video a friend forwarded all arrive looking finished and credible\, because clean prose\, a confident tone\, and a source line can look real.  \nHow do we help students build digital literacy skills that hold up with the growing volume of online information and AI-generated content? In this edWebinar\,  we work through AI output\, headlines\, and search results together\, look at the checks students can run on their own\, and share resources you can use with your students. \nWe cover: \n\nHow AI generates answers\, and why that produces confident errors\nWhat the research says about students\, AI\, and online information\nWays students can evaluate any source\, whether it came from a search\, a chatbot\, or a book\nActivities that build source evaluation\, and how to structure the discussion afterward\n\nThis recorded edWebinar will be of interest to K-12 social studies and science teachers\, instructional coaches\, and school and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nBrian Thomas is a former classroom teacher and current Learning Designer at TCI. He has been with TCI since 2004. Brian has worked in sales\, professional development\, content development\, and social media at TCI. Prior to TCI\, Brian taught middle school social studies in the Lakota Local School District near his home in Cincinnati\, OH\, for 12 years. During that time\, he served as a department chairperson and Athletic Director. Brian’s education includes a B.S.Ed. from Miami University in Oxford\, OH\, in secondary education – social studies (1992). He also holds an M.S.Ed. in learning design and technology from Purdue University in Lafayette\, IN (2016). \n\n\n\n\n\n\n\n\n\n\nLoyal Frazier is a former high school and middle school classroom teacher in Oklahoma and has recently joined TCI as the Professional Development Manager. He has previously taught in California and Colorado and has been with TCI since he entered the profession. He has taught every subject\, been a department chairperson three times\, and has no desire to ever retire. Loyal’s education includes a B.S. and an M.A.Ed. from Cal Poly (SLO) and a teaching credential from San Diego State University. \n\n\n\n\nJoin the Artificial Intelligence in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nTCI is a K-12 education company founded by teachers\, for teachers. We are committed to creating engaging and effective social studies and science programs that bring learning to life. With a focus on active learning and differentiated instruction\, we empower educators with the tools and support they need to inspire students and drive meaningful learning experiences.
URL:https://home.edweb.net/webinar/ai20261020/
CATEGORIES:Artificial Intelligence,Digital Literacy,Science,Social Studies and Civics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261020T160000
DTEND;TZID=America/New_York:20261020T170000
DTSTAMP:20261020T210249Z
CREATED:20260923T152114Z
LAST-MODIFIED:20261020T210249Z
UID:13241112-1792512000-1792515600@home.edweb.net
SUMMARY:Bring Creativity to Any Classroom: Pathways Through Art\, Lettering\, and Poetry
DESCRIPTION:Events\n\n\n\n\nPresented by Courtney Berolzheimer\, Former Educator\, Current Program Director\, Blackwing Foundation \nSponsored by Blackwing Foundation \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nExplore the full Pathways to Creativity framework\, Blackwing Foundation's free\, educator-written arts curriculum for K–12 classrooms. Every lesson lives at blackwingfoundation.org with no login\, no paywall\, and no special equipment required. \nNot every school has an art teacher. Not every schedule has room for a dedicated arts block\, and not every budget can absorb another curriculum purchase. This edWebinar is built for the educators working around those realities. We walk through three complete series: \n\nThe Art Series (grades 1–6)\, developed with Kim Bavington of Art Classes for Kids\, builds foundational technique through lessons inspired by artists including Yayoi Kusama\, Jasper Johns\, and David Hockney.\nThe Lettering Series (grades 3 and up)\, developed with Heather Leavitt Martinez of Let's Letter Together\, offers three pathways—Intro to Lettering\, Graphic Novelist\, and Cursive Writing—connecting handwriting to storytelling\, design\, and student confidence.\nThe Verse & Voice Poetry Series (grades 6–8)\, developed with Poetry Rocks Schools\, turns the poems already on your syllabus into fully produced music videos paired with Common Core–aligned lesson plans. No music teaching experience required.\n\nFor each series\, we cover the grab-and-go approach\, the mediums and supplies you'll actually need\, and the supporting tools—video lessons\, slide decks\, teacher guides\, Kahoots\, and Quizlets—that make a lesson classroom ready. \nViewers will be able to identify realistic entry points for arts integration in a full schedule\, explain how a skill-progressive pathway differs from a one-off art project\, navigate the site and pull a ready-to-teach lesson in minutes\, and adapt lessons across grade bands and content areas. After the recorded session\, you'll know what you need to bring a quality arts lesson into your classroom tomorrow. This recorded edWebinar will be of interest to elementary through high school teachers\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nCourtney Berolzheimer is a Program Director for Blackwing Foundation. With a master’s in STEM\, she brings a decade of classroom experience to her role. Courtney taught a variety of grade levels and subjects with a strong emphasis on math. She always looked for creative ways to bring art into her math lessons\, which opened the door for students’ creative thinking. She also spent multiple years teaching at an arts magnet school\, where she saw firsthand how the arts influence and inspire children across subjects. That experience deepened her belief in the transformative power of creativity and the importance of integrating the arts into every classroom. Courtney is passionate about students having regular access to art during the school day\, as not every school has an art teacher and not every student can attend after-school programs. Her ultimate goal is to empower teachers to provide students with quality art lessons. \n\n\n\n\nJoin the Creative Arts in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nBlackwing Foundation is a nonprofit dedicated to championing arts and music education. Inspired by the creative legacy of the Blackwing pencil\, we work to ensure that all students have access to the enriching power of art. \nOur flagship initiative is Pathways to Creativity\, a free arts curriculum designed and delivered in collaboration with expert artists and educators. Every pathway offers grab-and-go lessons — video instruction\, slide decks\, teacher guides\, and classroom activities — organized into skill-building sequences any teacher can pick up and run\, regardless of art background or budget. \nPathways to Creativity currently includes the Art Series\, the Lettering Series\, and the Poetry Series\, with new series in development. Everything is always free at blackwingfoundation.org — no login\, no paywall\, no special equipment.
URL:https://home.edweb.net/webinar/creativity20261020/
CATEGORIES:Arts in Education,Creativity,English, Language Arts, Writing,Hands-On Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261019T160000
DTEND;TZID=America/New_York:20261019T170000
DTSTAMP:20261029T233040Z
CREATED:20260922T153606Z
LAST-MODIFIED:20261029T233040Z
UID:13240957-1792425600-1792429200@home.edweb.net
SUMMARY:Before Absence Becomes a Pattern: Using Family Engagement to Prevent Chronic Absenteeism
DESCRIPTION:Events\n\n\n\n\nPresented by Odetta Smith\, Ed.D.\, Experienced Educator\, Director of Innovation & Life Readiness\, EL | Federal Programs | Library Services | Personalized Learning | Virtual Learning\, Pattonville School District (MO); Ashish Chaturvedi\, Founder\, School Diary®; and Bill Bass\, Past President of the Board of Directors at ISTE\, Experienced Educator\, Parkway School District (MO)Moderated by Ellen Cleary\, Experienced Educator\, Senior Strategist\, Advancing Global EDU\, Inc. \nSponsored by School Diary® \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nChronic absenteeism rarely begins with a single missed day. It builds through patterns that schools often see only after they have already taken hold: a student skipping the same day each week\, missing more classes after a break\, or falling into an attendance dip that tracks with a change at home. By the time attendance data reflects a problem\, the window to intervene early has often already closed. \nThis edLeader Panel gives district leaders a practical framework for closing that gap. Learn how to identify early attendance patterns using data that already exists across their systems\, including attendance\, academic performance\, health\, and behavior records\, and how to connect those patterns to timely\, two-way family engagement before absence becomes chronic. \nLearning objectives include: \n\nRecognize the early behavioral and data signals that precede chronic absenteeism\, rather than relying on threshold-based alerts that arrive too late\nUnderstand how combining attendance data with academic\, health\, and behavior signals produces earlier and more accurate risk detection\nApply a tiered family engagement model that matches the level of outreach to the severity of the pattern\, from a simple nudge to coordinated family support\nAddress language and access barriers that prevent some families from responding to school communication\, using two-way\, multilingual outreach as a core part of the strategy\n\nKey topics include pattern-based early warning systems\, cross-domain data integration\, tiered communication and intervention design\, and the role of multilingual\, two-way communication in reaching families who are otherwise hard to engage. \nViewers can learn a framework they can apply directly in their districts: a way to move from reactive attendance monitoring to proactive family engagement\, using data leaders may already have but are not yet connecting. This recorded edLeader Panel is designed for K-12 superintendents\, assistant superintendents\, attendance teams\, family engagement leaders\, and communications directors who want to shift from responding to absenteeism after it becomes a pattern to preventing it before it does. \n\n\n\n\n\n\n\n\nAbout the Presenters \nWith 24 years in public education\, including 15 years in leadership\, Odetta Smith\, Ed.D.\, has built her career around challenging traditional approaches to teaching and learning and creating meaningful opportunities for students. Her experience spans the classroom\, school administration\, and district leadership\, serving as a teacher\, assistant principal\, and district-level administrator. She currently serves as the Director of Innovation and Life Readiness for the Pattonville School District in St. Louis County\, Missouri\, where she leads initiatives in personalized and competency-based learning\, college and career readiness\, and educational innovation. Her leadership brings together instructional vision\, systems thinking\, and a commitment to ensuring students have the skills\, experiences\, and opportunities to thrive beyond graduation. At the heart of her work is a simple belief: education should not only prepare students for what comes next\, but empower them to shape their own futures. \n\n\n\n\n\n\n\n\n\n\nAshish Chaturvedi is the Founder and CEO of School Diary®\, a K-12 school communication and operations platform used by more than 1\,100 schools and 450\,000 families across 13 countries\, including the United States\, Mexico\, Sri Lanka\, Malaysia\, Oman\, Kenya\, Tanzania\, Hungary\, Nepal\, and the Philippines. Ashish founded School Diary® in 2012 and took the product live in 2015\, building it in India as a platform designed for global scale. School Diary® helps schools manage family engagement\, student information\, attendance\, and daily operations through one integrated platform\, with multilingual support across more than 200 languages. Before School Diary®\, Ashish spent over 25 years across global enterprises including AT&T\, Verizon\, Infosys\, and Procter & Gamble\, in telecom\, retail\, and enterprise technology. Working across 13 countries\, Ashish has watched one pattern repeat: schools are changing because parent expectations changed faster than schools did. He writes about this shift in School Diary® Field Notes. \n\n\n\n\n\n\n\n\n\n\nBill Bass is an award-winning educator who currently serves as the Innovation Coordinator for Instructional Technology\, Information\, Library Media\, and Federal Programs in the Parkway School District in St. Louis\, MO\, where he leads the district library program\, instructional technology\, grants\, and innovation. He is Past President of the ISTE Board of Directors and has served on a number of educational governance and advisory boards. During his 20+ year career in education\, he has also held positions as a middle and high school English teacher\, technology integrator\, instructional coach\, adjunct professor\, graduate course designer for an edtech graduation program\, and strategic educational consultant. He has written numerous articles and book chapters and has authored four books on the role of technology in education. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nEllen Cleary is an education strategist and researcher with more than 25 years of experience across K–12\, higher education\, and workforce learning. Much of her work focuses on helping education organizations better understand the people they serve. She specializes in customer discovery and actionable research—talking with educators\, leaders\, and decision-makers to uncover what they need\, how they make decisions\, and what gets in their way. Ellen brings those insights back to organizations to inform product development\, market strategy\, messaging\, and growth. She is a Senior Consultant with Advancing Global EDU. \n\n\n\n\nJoin the Community and Family Engagement community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nSchool Diary is an education technology platform helping schools and districts build stronger connections between students\, families\, educators\, and school communities. Designed for K–12 education\, School Diary brings critical student information and communication into one connected platform\, helping school leaders move from fragmented data to timely action. \nSchools can use School Diary to connect attendance\, academic performance\, behavior\, health\, and family engagement signals to better understand student needs and identify emerging patterns early. Its communication tools support two-way\, multilingual engagement across 200+ languages\, helping schools reach families in the language they prefer and build stronger partnerships around student success. \nSchool Diary is built around a simple goal: help schools keep every student connected\, supported\, and engaged in learning. By combining actionable student insights with meaningful family engagement\, School Diary helps educators address challenges earlier and create the conditions for stronger attendance\, participation\, and outcomes.
URL:https://home.edweb.net/webinar/engagement20261019/
CATEGORIES:Absenteeism and Attendance,Family and Community Engagement
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DTSTART;TZID=America/New_York:20261019T150000
DTEND;TZID=America/New_York:20261019T160000
DTSTAMP:20261028T233847Z
CREATED:20260923T145956Z
LAST-MODIFIED:20261028T233847Z
UID:13241108-1792422000-1792425600@home.edweb.net
SUMMARY:Building Literacy Success for English Learners: Real Results from the District Level
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Antonio A. Fierro\, Literacy Expert\, Science of Reading Center at SUNY New Paltz; Sarah Walters\, Literacy Instructional Support Specialist and IMSE Level 4 Orton-Gillingham (OG) Master Instructor\, Troy City Schools (OH); Silvia Gonzalez-Powers\, District Literacy and Multilingual Learner Leader\, Boston Public Schools (MA); and Dr. Nicole Florez\, Former Educator\, Current Curriculum Designer\, Institute for Multi-Sensory Education (IMSE) \nSponsored by The Institute for Multi-Sensory Education (IMSE) \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nEL instruction frequently operates in isolation from Tier 1 literacy instruction\, leaving gaps in both language development and reading achievement. What does it take to close that gap at scale? \nWatch Dr. Antonio Fierro\, literacy expert and English language educator\, and K–12 district leaders in a candid conversation on building literacy systems that work for English Learners. Moderated by Dr. Nicole Florez\, literacy expert and curriculum designer at IMSE\, this session moves beyond theory into practice: what changed when EL instruction became aligned with Tier 1 classroom instruction\, how growing teacher knowledge helped sustain it and what the results show. \nHear how two districts are supporting English Learners with an aligned approach\, moving away from fragmented\, pull-out instruction toward a shared literacy framework built into Tier 1 instruction. Panelists share the progress they've seen\, from stronger foundational skills to growing confidence and engagement in the classroom. \nDistrict leaders gain a practical understanding of how to align EL support with Tier 1 instruction\, sustain ongoing professional learning\, and use data to track progress\, all grounded in real outcomes from districts that have done the work. \nThis recorded edLeader Panel will be of interest to PreK-8 school and district leaders.  \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Antonio A. Fierro is a nationally recognized literacy scholar and leader\, author of El muro de sonidos y deletreo\, a Spanish sound–spelling phonetics curriculum for young children\, and co-author of Kid Lips. Dr. Fierro spent nearly two decades as part of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. He has spearheaded initiatives to strengthen instruction for English learners\, influencing educational policy and practice at both state and national levels. Drawing on this experience\, he is dedicated to partnering with institutions of higher education to strengthen educator preparation programs\, emphasizing the psychology of reading and preparing future teachers to meet the needs of all learners. Dr. Fierro currently serves on the advisory board for the third edition of LETRS\, is a Visiting Senior Fellow at the Science of Reading Center at SUNY New Paltz\, and is a member of the Utah Science of Reading Panel Advisory Committee. \n\n\n\n\n\n\n\n\n\n\nSarah Walters is a Literacy Instructional Support Specialist for Troy City Schools in Troy\, OH\, and a Level 4 IMSE Orton-Gillingham (OG) Master Instructor. Additionally\, Sarah is a licensed school counselor and certified dyslexia interventionist with nearly 20 years of experience in education. She holds two master’s degrees in education\, as well as P-3 and K-12 reading endorsements alongside CERI (Center for Effective Reading Instruction) Structured Literacy Certification. Sarah is passionate about empowering students and educators through multi-sensory teaching methods\, and she co-authored Kit’s Reading Adventure to inspire young readers to embrace their unique learning journeys. Sarah enjoys building collaborative and sustainable literacy support networks in her work as an IMSE District Instructor. Recently\, Sarah was honored as Ohio’s Teacher of the Year representative for District 3 in Ohio and additionally as one of four finalists for Ohio’s 2027 Teacher of the Year. \n\n\n\n\n\n\n\n\n\n\nSilvia Gonzalez-Powers is a district-level literacy and multilingual learner leader with Boston Public Schools. In her current role as Lead Reading Interventionist\, she trains and coaches educators K-12 throughout the district\, helping strengthen evidence-aligned literacy practices and ensure instruction is responsive to the needs of multilingual learners. Silvia brings 25 years of experience in Boston Public Schools\, including 20 years teaching multilingual learners at the elementary and middle school levels. Her extensive classroom experience informs her districtwide work connecting structured literacy with effective instruction for English learners. Silvia is an IMSE Orton-Gillingham Master Instructor and Practicum Supervisor\, an IDA-CERI Structured Literacy Dyslexia Interventionist\, and a National Board Certified Teacher. She holds master’s degrees in human development\, elementary education\, and special education from Wheelock College. \n\n\n\n\n\n\n\n\n\n\nDr. Nicole Florez is a Curriculum Designer at the Institute for Multi-Sensory Education (IMSE). She has 20+ years of experience in elementary education\, including teaching internationally in Spain and Argentina. Before IMSE\, Dr. Florez served students\, parents\, and teachers as a dyslexia interventionist\, advocate\, and coach at independent schools in Atlanta and Albuquerque. Dr. Florez co-founded the Bridge Literacy of New Mexico program\, a Structured Literacy intensive for students facing reading challenges in grades 1-7. She is also a founding board member of The Reading League New Mexico Chapter. Dr. Florez received her doctorate from Mount St. Joseph University\, where her research focused on English learners\, pedagogical translanguaging\, and teacher knowledge. \n\n\n\n\nJoin the Helping ELL\, ESL\, and Bilingual Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nThe Institute for Multi-Sensory Education (IMSE) offers Structured Literacy curricula and professional learning based on the Orton-Gillingham approach. IMSE’s training and resources help educators learn to teach reading the right way and improve reading proficiency across all student levels. The focus areas include phonological awareness\, morphology\, and direct\, explicit instruction tailored to meet diverse learning needs. IMSE’s programs are designed to align with the latest research in the Science of Reading\, supporting equitable literacy education in classrooms nationwide.
URL:https://home.edweb.net/webinar/ell20261019/
CATEGORIES:Bilingual and Multilingual Language Acquisition,edLeader Panel,ELL/ESL Language Acquisition,Literacy,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261019T120000
DTEND;TZID=America/New_York:20261019T130000
DTSTAMP:20261028T215908Z
CREATED:20260921T131540Z
LAST-MODIFIED:20261028T215908Z
UID:13240783-1792411200-1792414800@home.edweb.net
SUMMARY:Mutually Beneficial Parent-Teacher Partnerships: Collaborative Strategies for Supporting Neurodivergent Learners
DESCRIPTION:Events\n\n\n\n\nPresented by Andrew Kahn\, Psy.D.\, Associate Director of Expertise and Behavioral Health\, Understood; and Sarah M. Scott\, Ph.D.\, Former Educator\, Current Neurodiversity Researcher\, Digital PromiseModerated by Nick Schiner\, Former Educator\, Current Director\, Peer-to-Peer Professional Learning\, Digital Promise \nSponsored by Digital Promise \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nNavigating transitions between school and home can present significant challenges for all learners\, but especially neurodivergent (ND) students. Expectations\, routines\, and environmental supports are often different at home and at school\, which can affect a learner’s mindset and impede successful learning outcomes. Educators may lack context regarding a student's home environment necessary to design instruction with that learner’s specific needs in mind\, and it can be a struggle to integrate what works at home with school-based supports and IEP accommodations. Strong parent communication can bridge the gap and\, at the same time\, offer parents vital information they need to support behavioral learning at home. \nBy adopting a bi-directional approach to communication\, rooted in the whole-child lens of learner variability\, educators and families can build constructive partnerships that extend well beyond traditional parent-teacher conferences to align supports and foster greater consistency for students across all settings. \nWatch Sarah M. Scott\, Ph.D.\, Digital Promise’s Neurodiversity Researcher\, and Andrew Kahn\, Psy.D.\, Understood’s Associate Director of Expertise and Behavioral Health\, in a discussion-focused edWebinar on bridging the gap between home and classroom environments.  \nIn this recorded edWebinar\, learn: \n\nHow to identify key learner variability factors that affect students across home and school contexts and apply research-backed strategies to maintain consistent routines\nActionable bi-directional communication strategies for parent-teacher conferences\, IEP discussions\, and ongoing dialogues that respect family cultural perspectives and build mutual trust\nPractical tools from Digital Promise and Understood to move from understanding learner variability to implementing meaningful support adjustments\n\nThis recorded edWebinar is designed for K-12 educators\, special education professionals\, and school and district leaders committed to creating collaborative\, equitable pathways for neurodivergent learners. \n\n\n\n\n\n\n\n\nAbout the Presenters \nAndrew Kahn\, Psy.D.\, Understood’s Associate Director of Expertise and Behavioral Health\, is a licensed psychologist with more than 25 years of clinical experience. He provides services focusing on ADHD\, learning differences\, anxiety\, autism spectrum disorder\, parenting\, executive function\, and emotional regulation. Throughout his career\, Dr. Kahn has provided training\, evaluations\, and therapeutic support in the public schools and has supported school committees in developing policies on mental health\, suicide prevention\, and related areas. Dr. Kahn has also served as an Adjunct Professor at the University of Maine. He is a member of the council of experts at the American Academy of Pediatrics’ Center of Excellence on Social Media and Youth Mental Health\, contributing to national guidance on the intersection of technology and child mental health. Dr. Kahn identifies as a person with learning and thinking differences. He earned his BA in psychology from Syracuse University and his M.S. and Psy.D. from Nova Southeastern University. \n\n\n\n\n\n\n\n\n\n\nSarah M. Scott\, Ph.D.\, is a Neurodiversity Researcher at Digital Promise\, dedicated to advancing inclusive\, equitable instructional approaches that reduce exclusionary practices and allow children to bring their full selves to their learning. Dr. Scott holds a Ph.D. in special education from Vanderbilt University. She has contributed to research on programwide supports for Multi-Tiered Systems of Supports and has managed studies on reflective teacher coaching\, play- and language-based social-emotional interventions\, and outcome evaluation methods that elevate child and youth voice and agency. Before transitioning to research\, she spent over a decade in school-based roles across teaching\, coaching\, and leadership. Her identity as an educator remains central to who she is as a researcher\, and she is driven by the conviction that joy and belonging should always be central to teachers' and learners' educational experiences. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nNick Schiner is the Director of Peer-to-Peer Professional Learning at Digital Promise. Nick began his career as a classroom educator with Baltimore County Public Schools\, teaching fourth and fifth grade before moving into the role of Elementary Technology Integration Specialist. After his time in the classroom\, he served as Team Leader on the district’s Innovative Learning Team\, where he oversaw efforts to help teachers integrate technology meaningfully and design hands-on\, authentic learning experiences grounded in constructionism and constructivism. He holds a Bachelor of Science in Elementary Education from Towson University and a master’s degree in educational technology from Johns Hopkins University. \n\n\n\n\nJoin the Digital Promise Futue of Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nDigital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators\, researchers\, technology leaders\, and communities to design\, investigate\, and scale innovations that support learners\, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being\, fulfillment\, and economic mobility. For more information\, visit the Digital Promise website and follow Digital Promise for updates.
URL:https://home.edweb.net/webinar/digitalpromise20261019/
CATEGORIES:Executive Function and Neurodiversity,Family and Community Engagement,Special Education
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DTSTART;TZID=America/New_York:20261016T120000
DTEND;TZID=America/New_York:20261016T130000
DTSTAMP:20261026T200251Z
CREATED:20260930T012740Z
LAST-MODIFIED:20261026T200251Z
UID:13241448-1792152000-1792155600@home.edweb.net
SUMMARY:Investing in Attendance: Practical Leadership Strategies for Funding Recess and Play
DESCRIPTION:Events\n\n\n\n\nPresented by Matthew Ginsburg\, Principal\, Chittick Elementary School (MA); Jessica Kott\, Director of Special Programs\, Westside Union School District (CA); and Elizabeth Cushing\, CEO\, Playworks \nSponsored by Playworks \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nYou know belonging drives attendance. The harder question is how to pay for the work that builds it. This edLeader Panel gathers school and district leaders to talk openly about how they've invested in belonging- and attendance-focused work in their own schools and districts—where the dollars came from\, how they made the case internally\, and what they'd do differently next time. \nThe conversation is grounded in real experience\, not theory: panelists share their own stories rather than prescribed tactics\, so the insight stays practical and specific. The discussion also connects stronger attendance to funding mechanisms like ADA\, reinforcing why belonging work belongs in the budget conversation\, not just the culture conversation. \nTimed for the start of the school year\, when many leaders are already reassessing budgets\, this session offers a timely\, leader-to-leader look at turning belonging into a funded priority rather than an aspiration. Attendees leave with real funding examples and a stronger case to bring to their own boards and communities. \nThis recorded edLeader Panel will be of interest to elementary and middle school district leaders and school leaders. \n\n\n\n\n\n\n\n\nAbout the Presenter \nAs the Principal of the Chittick\, a K0-6 Boston Public School\, Matthew Ginsburg’s leadership is defined by a commitment to academic innovation and strategic program development. With experience in educational leadership across both traditional public and public charter settings and a track record of enhancing student success\, he and his team have fostered a learning environment that values diversity\, equity\, and inclusion. They’ve achieved this through cross-functional collaboration and a focus on using data and technology to improve instructional practices. Matthew’s approach prioritizes clear communication strategies and a strong organizational spirit\, ensuring that every stakeholder is engaged and every student has the opportunity to reach their full potential. \n\n\n\n\n\n\n\n\n\n\nJessica Kott is an award-winning educator with a distinguished background in classroom instruction\, school administration\, and district-level leadership. Currently serving as Director of Special Programs in Westside Union School District (WUSD)\, her career includes 10-plus years as an elementary classroom teacher and 12 years as a school principal serving students in TK-8th grade. She was honored as a WUSD Teacher of the Year in 2013 and the Association of California School Administrators’ Elementary Principal of the Year in 2016. Jessica also received an AV ACSA Region XV Charter Award Nomination for Valuing Diversity in 2025\, for her assistance in helping build an autism program within WUSD. Jessica leads through hands-on instructional expertise with a strategic vision for student success. She specializes in building inclusive school settings\, student growth\, and districtwide community outreach programs\, as well as prioritizing the social-emotional needs of students to drive academic and behavioral growth. \n\n\n\n\n\n\n\n\n\n\nElizabeth Cushing is the CEO of Playworks\, a national organization leveraging the power of play to transform children’s well-being. Recognizing that play is vital in learning to relate to each other\, Elizabeth works to ensure all kids have access to a safe and healthy recess experience at school every day. Elizabeth joined Playworks in 2004 and was named CEO in 2020. During her tenure\, she has played a lead role in designing Playworks’ national scaling strategy\, growing from a San Francisco Bay Area focus to a national organization reaching nearly 1 million children every year. For more than 30 years\, Elizabeth has served in leadership roles in nonprofit organizations focused on youth development\, children’s advocacy\, and women’s issues. Elizabeth is a product of Oregon public schools\, Stanford University\, and the Coro Fellows Program in Public Affairs. \n\n\n\n\nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nPlayworks is a national nonprofit that\, for 30 years\, has partnered with schools and districts to make recess a daily source of belonging and connection. Through professional training and on-the-ground coaching\, Playworks helps school staff build safe\, accessible play into recess\, so kids feel connected\, cared for\, and excited to show up. Schools partnering with Playworks see stronger attendance\, which often ties directly to funding schools receive. Learn more at playworks.org.
URL:https://home.edweb.net/webinar/leadership20261016/
CATEGORIES:Absenteeism and Attendance,Culture of Belonging,edLeader Panel,Education Funding and Purchasing,Leadership/Administration
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DTSTART;TZID=America/New_York:20261015T160000
DTEND;TZID=America/New_York:20261015T170000
DTSTAMP:20261015T210302Z
CREATED:20260923T145058Z
LAST-MODIFIED:20261015T210302Z
UID:13241104-1792080000-1792083600@home.edweb.net
SUMMARY:Mathematics in the AI Age: Cultivating Curiosity\, Creativity\, Collaboration\, and Critical Math Literacy
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Jennifer Suh\, Professor of Mathematics Education\, George Mason University \nSponsored by Savvas Learning Company \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nThe surge in artificial intelligence (AI) in nearly every facet of everyday life is undeniable—and our students are not immune to its lure. As educators\, we need to consider the opportunities and challenges it presents for mathematics education. As we contemplate AI\, we also need to ask: How can we focus on what makes learning deeply human? \nWatch this edWebinar with Dr. Jennifer Suh\, Professor of Mathematics Education at George Mason University and Director of the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE)\, as she explores how classrooms can nurture students’ curiosity\, creativity\, collaboration\, and critical math fluency through engaging data science\, mathematical modeling\, and problem-solving tasks. \nThrough inspiring classroom examples\, discover practical strategies and helpful tips to engage students in: \n\nAsking meaningful math questions\nMaking sense of data\nUsing math modeling to make decisions\nCollaborating with others\n\nDr. Suh also invites viewers to consider how AI can become a powerful partner that sparks inquiry\, supports productive struggle\, and helps students develop deeper understanding while engaged in these tasks. Together\, we reimagine mathematics learning as a joyful process of exploring\, reasoning\, and making sense of the world! \nAll educators interested in K-12 math (especially classroom educators\, curriculum directors\, instructional leaders\, and school and district administrators) are encouraged to view this edWebinar. \n\n\n\n\n\n\n\n\nAbout the Presenter \nDr. Jennifer Suh is a Professor of Mathematics Education in the Graduate School of Education\, College of Education and Human Development\, George Mason University. Dr. Suh teaches mathematics methods courses in the Elementary Education Program and mathematics leadership courses for the Mathematics Specialist Master’s and Ph.D. Programs. She also directs the Center for Outreach in Mathematics Professional Learning and Educational Technology\, COMPLETE\, a joint center between the College of Education and the College of Science\, where she engages in lesson study with teachers as co-designers. Prior to working in higher education\, Dr. Suh was an elementary classroom teacher for 11 years\, working in Virginia and for the Department of Defense Dependent Schools in Seoul\, Korea. \n\n\n\n\nJoin the Building Understanding in Mathematics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nAt Savvas\, we believe learning should inspire. By combining new ideas\, new ways of thinking\, and new ways of interacting\, we design engaging\, personalized\, next-generation K-12 learning solutions that give all students the opportunity to succeed. Our award-winning\, high-quality instructional materials span every grade level and discipline\, from evidence-based\, standards-aligned core curricula and supplemental and intervention programs to state-of-the-art assessment tools and the industry’s most innovative portfolio of college- and career-readiness solutions—all designed to meet the needs of every learner.
URL:https://home.edweb.net/webinar/math20261015/
CATEGORIES:Artificial Intelligence,Mathematics
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DTSTART;TZID=America/New_York:20261015T150000
DTEND;TZID=America/New_York:20261015T160000
DTSTAMP:20261025T171006Z
CREATED:20260924T174336Z
LAST-MODIFIED:20261025T171006Z
UID:13241234-1792076400-1792080000@home.edweb.net
SUMMARY:What Makes Literacy Implementation Work? Turning Evidence Into Student Growth
DESCRIPTION:Events\n\n\n\n\nPresented by Wiley Blevins\, Ed.D.\, Author\, Educational Consultant\, and Researcher; William P. Stropkaj\, Ed.D.\, Superintendent\, Keystone Oaks School District (PA); Shannon Varley\, Ed.D.\, Assistant to the Superintendent for Student Achievement\, Keystone Oaks School District (PA); Steven Ross\, Ph.D.\, Associate Dean for Faculty Affairs\, Professor\, and Director of the Center for Research and Reform in Education\, Johns Hopkins School of Education; Michael A. Cook\, Ph.D.\, Assistant Research Scientist\, Center for Research and Reform in Education\, Johns Hopkins School of Education; and Eleni C. Giorgos\, Research Assistant\, Center for Research and Reform in Education\, Johns Hopkins School of EducationModerated by Nicole Stephen\, Senior Director\, Professional Learning and R&D\, William H. Sadlier\, Inc. \nSponsored by Sadlier \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nHow can schools translate evidence-based literacy practices into meaningful gains for students? In this edWebinar\, literacy expert and program author Dr. Wiley Blevins\, district leaders\, and independent researchers examine how one district strengthened foundational reading instruction through consistent implementation\, targeted support\, and evidence-based improvement. \nDr. Blevins shares the research and instructional principles behind the program and discuss what effective implementation looks like in practice. District leaders describe the instructional routines\, leadership decisions\, and professional learning that supported implementation across their schools. They also explain how they used WIN (“What I Need”) blocks to provide targeted reading instruction based on assessment data and students’ identified skill needs. \nResearchers from Johns Hopkins University discuss how they independently examined the district’s implementation and student outcomes through classroom observations\, educator feedback\, and achievement data. They also address the broader role of evidence in education today\, including why independent evaluation matters\, how educators can interpret research findings responsibly\, and how schools can use research alongside local data and professional expertise to inform instructional decisions. \nTogether\, the presenters connect instructional design\, district implementation\, research\, and classroom practice. Viewers will leave with practical insights to strengthen implementation\, provide responsive student support\, and use evidence to guide continuous improvement. By the end of this edWebinar\, viewers can: \n\nIdentify instructional conditions that support strong foundational literacy implementation\nDescribe how one district used WIN blocks and assessment data to target student needs\nExplain the role of independent research in examining implementation and student achievement\nApply research findings and lessons from the district’s experience to their own literacy planning and instruction\n\nThis recorded edWebinar is designed for K-12 classroom teachers\, reading specialists\, instructional coaches\, school leaders\, and district administrators.  \n\n\n\n\n\n\n\n\nAbout the Presenters \nWiley Blevins\, Ed.D.\, studied at the Harvard Graduate School of Education and Bowling Green State University and has his doctorate in education. He is an author\, educational consultant\, and researcher with deep expertise in literacy instruction and reading intervention. Dr. Blevins has taught in both the United States and South America\, bringing a global perspective to his work. He is widely recognized for his contributions to phonics and early literacy and has authored numerous professional books and instructional resources used in classrooms nationwide. Through his consulting and research\, Dr. Blevins supports educators in implementing evidence-based practices that accelerate reading growth for all learners. \n\n\n\n\n\n\n\n\n\n\nWilliam P. Stropkaj\, Ed.D.\, has been an educator for 39 years and has served in a variety of roles\, including teacher\, building administrator\, assistant superintendent\, and Superintendent of the Keystone Oaks School District\, a position he has held since July 2012. Prior to being named Superintendent\, Dr. Stropkaj served as the Assistant Superintendent for Elementary Education and Curriculum in the North Allegheny School District. In addition\, he served as a Middle School Principal\, Elementary Principal\, and Federal Programs Coordinator in the Montour School District. He taught in the Deer Lakes School District and Sto-Rox School District while teaching various mathematics courses and physics. Dr. Stropkaj has bachelor’s and master’s degrees from Duquesne University and his doctorate in educational leadership from the University of Pittsburgh. He is a certified mathematics and physics teacher\, holds both an elementary and secondary principal certification\, and has his superintendent’s letter of eligibility. In addition\, Dr. Stropkaj is an adjunct professor at local universities in the Pittsburgh region. \n\n\n\n\n\n\n\n\n\n\nWith 32 years of experience as a high school English teacher and curriculum director\, Shannon Varley\, Ed.D.\, is the proud Assistant to the Superintendent for Student Achievement in the Keystone Oaks School District. In her 12th year in the district\, she directs curriculum\, instruction\, assessment\, professional development\, federal programs\, ESL\, gifted\, and induction. Beginning in 2020\, the district began planning and implementing structured literacy in the district\, a collaboration among teachers\, principals\, the central office\, and partners like Sadlier.  \n\n\n\n\n\n\n\n\n\n\nSteven Ross\, Ph.D.\, is a Professor and Director of the Center for Research and Reform in Education (CRRE). He has authored six textbooks and over 140 journal articles on educational technology\, mathematics and STEM interventions\, at-risk learners\, educational reform\, and extended learning time programs. He has testified on school restructuring research before the U.S. House of Representatives\, has consulted for the National Science Foundation on project evaluation design\, and serves as a technical advisor and researcher on current federal and state initiatives evaluating out-of-school learning\, technology use\, and principals.  \n\n\n\n\n\n\n\n\n\n\nMichael A. Cook\, Ph.D.\, is an Assistant Research Scientist at the Center for Research and Reform in Education at Johns Hopkins University. He specializes in quantitative research and analysis methods in the fields of program evaluation and educational psychology\, with expertise in quantitative research design\, multilevel modeling\, structural equation modeling\, and psychometrics. While at CRRE\, he has worked on a wide variety of school-based program evaluation studies\, focusing on a variety of subjects across literacy\, mathematics\, and social and emotional learning (SEL). He currently oversees CRRE’s Quantitative Analysis Unit.  \n\n\n\n\n\n\n\n\n\n\nEleni C. Giorgos is a Research Assistant at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University. She specializes in qualitative research and analysis methods in program evaluation\, with expertise in ethnographic methods\, survey design\, and narrative analysis. While at CRRE\, she has worked on a broad range of school-based program evaluation studies encompassing mathematics\, literacy\, teacher training\, community schools\, and educational technology. \n\n\n\n\n\n\n\n\n\n\nAbout the Moderator \nNicole Stephen is an experienced educator and educational leader with a master’s degree in educational leadership. She began her career as a teacher in Springfield Public Schools and joined William H. Sadlier\, Inc. in 2016. Since then\, she has served in various roles supporting educators\, schools\, and districts. Most recently\, Nicole has stepped into a role connecting professional learning with research and development\, ensuring that educators receive effective implementation support and that Sadlier’s programs remain focused on improving student outcomes.  \n\n\n\n\nJoin the Be A Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nWith 200 years of trusted experience\, Sadlier empowers PreK–12 educators to shape the future with proven\, research-based programs that drive student success. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n                \n                        \n							"*" indicates required fields \n                        \n                        X/TwitterThis field is for validation purposes and should be left unchanged.What Makes Literacy Implementation Work? Turning Evidence Into Student Growth\n\nThursday\, Oct. 15 at 3 p.m. Eastern TimeTo earn a CE certificate for viewing this edWebinar\, learn more and join edWeb.net\, it’s free. Be sure you're a member of edWeb. You can join here. Name*\n                            \n                            \n                                                    \n                                                    First\n                                                \n                            \n                            \n                                                    \n                                                    Last\n                                                \n                            \n                        Email*\n                            \n                        PhoneAddress*    \n                    \n                        \n                                        AfghanistanÅland IslandsAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire\, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean TerritoryBrunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman IslandsCentral African RepublicChadChileChinaChristmas IslandCocos IslandsColombiaComorosCongoCongo\, Democratic Republic of theCook IslandsCosta RicaCôte d'IvoireCroatiaCubaCuraçaoCyprusCzechiaDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEswatiniEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern TerritoriesGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly SeeHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJordanKazakhstanKenyaKiribatiKorea\, Democratic People's Republic ofKorea\, Republic ofKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMicronesiaMoldovaMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlandsNew CaledoniaNew ZealandNicaraguaNigerNigeriaNiueNorfolk IslandNorth MacedoniaNorthern Mariana IslandsNorwayOmanPakistanPalauPalestine\, State ofPanamaPapua New GuineaParaguayPeruPhilippinesPitcairnPolandPortugalPuerto RicoQatarRéunionRomaniaRussian FederationRwandaSaint BarthélemySaint Helena\, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint MartinSaint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint MaartenSlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSpainSri LankaSudanSurinameSvalbard and Jan MayenSwedenSwitzerlandSyria Arab RepublicTaiwanTajikistanTanzania\, the United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTürkiyeTurkmenistanTurks and Caicos IslandsTuvaluUgandaUkraineUnited Arab EmiratesUnited KingdomUnited StatesUruguayUS Minor Outlying IslandsUzbekistanVanuatuVenezuelaViet NamVirgin Islands\, BritishVirgin Islands\, U.S.Wallis and FutunaWestern SaharaYemenZambiaZimbabwe\n                                        Country\n                                    \n                    \n                Address*    \n                    \n                        \n                                        AlabamaAlaskaAmerican SamoaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaGuamHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahU.S. Virgin IslandsVermontVirginiaWashingtonWest VirginiaWisconsinWyomingArmed Forces AmericasArmed Forces EuropeArmed Forces Pacific\n                                        State\n                                      \n                                    \n                                    ZIP Code\n                                \n                    \n                Address*    \n                    \n                        \n                                        \n                                        State / Province / Region\n                                      \n                                    \n                                    ZIP / Postal Code\n                                \n                    \n                Organization*Job Title*How did you hear about this edWebinar?\n			\n					\n					From edWeb\n			\n			\n					\n					From Sadlier\n			\n			\n					\n					From a colleague\, supervisor\, or education association\n			\n			\n					\n					Searching online\n			\n			\n					\n					Other\n			What is your primary role in education?*Principal/HeadmasterAssistant PrincipalSuperintendentCurriculum CoordinatorDepartment ChairDirector of Federal Programs/Title IDistrict AdministratorTechnology DirectorInterventionistInstructional CoachExtended Learning CoordinatorConsultantSpecialist (ELL\, SPED\, etc.)TeacherLibrarianParentHomeschoolerTutorVolunteerOtherWhat type of organization do you work for?*\n			\n					\n					K-12 School\n			\n			\n					\n					School District\n			\n			\n					\n					Department of Ed/Government\n			\n			\n					\n					Preschool\n			\n			\n					\n					Higher Ed\n			\n			\n					\n					Other/NA\n			Professionals involved in education or individuals with an interest in education are welcome to register for our edWebinars and join edWeb.net. Learn more here.\nBy registering for this edWebinar you agree that edWeb can share your contact information with program sponsors and presenters. View the edWeb Privacy Policy.Thank you for helping us fight spam!\n         Submit \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n        \n                        Δ
URL:https://home.edweb.net/webinar/literacyhero20261015/
CATEGORIES:Education Research/Evidence,Literacy,Reading Skills,Science of Reading
ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20261015-literacyhero-event.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261015T140000
DTEND;TZID=America/New_York:20261015T150000
DTSTAMP:20261015T190039Z
CREATED:20260923T144356Z
LAST-MODIFIED:20261015T190039Z
UID:13241100-1792072800-1792076400@home.edweb.net
SUMMARY:The Writing Workshop 101: Building Daily Writing Habits in K–5 Students
DESCRIPTION:Events\n\n\n\n\nPresented by Kara Arnold\, Experienced Educator\, Staff Developer and Author\, The Reading & Writing Project at Mossflower \nSponsored by The Reading & Writing Project at Mossflower \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nWhat would change in your classroom if every student wrote every single day? In this introductory edWebinar\, Kara Arnold—Staff Developer and Author at The Reading & Writing Project at Mossflower—walks K-5 teachers\, coaches\, and leaders through the foundational principles of the Writing Workshop model and why daily writing practice is one of the most powerful levers for student growth as writers. \nThis recorded session is designed for educators who are new or returning to Writing Workshop or looking to strengthen their understanding of its core structures. Kara  introduces the essential components of the workshop model and explain how these pieces work together to give students consistent\, authentic opportunities to write. \nViewers can learn: \n\nWhat the Writing Workshop is and why it works\nWhy writing every day (not just occasionally) is essential to developing skilled\, confident writers\nHow to structure workshop time so it's manageable and sustainable\nPractical ways coaches and leaders can support teachers in building consistent writing routines schoolwide\n\nWhether you're a K-5 classroom teacher looking to launch or refine your writing block\, a coach supporting teachers across grade levels\, or a leader thinking about writing instruction at the building or district level\, this recorded edWebinar will leave you with a clear\, practical understanding of what daily writing instruction can look like—and why it matters so much for young writers. \n\n\n\n\n\n\n\n\nAbout the Presenter \nKara Arnold is a Staff Developer and Author at The Reading & Writing Project at Mossflower\, best known in the literacy community for her groundbreaking work in upper-grade spelling and phonics instruction. She is the author of Phonics & Morphology\, a curriculum featuring a pathway of more than 100 micro-lessons designed to give upper-grade students the explicit\, targeted instruction they need to understand the patterns and rules that govern spelling in the English language. Kara is known for making language arts instruction both accessible and joyful for all learners. She works closely with teachers to help them address foundational skills with their students—particularly those who need additional support—while keeping instruction engaging and full of energy. \n\n\n\n\nJoin the Language & Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nThe Reading & Writing Project at Mossflower was created out of the pioneering work that Lucy Calkins began over 40 years ago. Inspired by her research\, she developed innovative curricula and methods that transformed the way children learned to write. For decades since\, she has worked with educators to help students become what she always knew them to be: proficient and enthusiastic writers\, readers\, and thinkers. \nToday\, RWP-M remains deeply rooted in this experience\, while also holding true to this a spirit of innovation and continuous learning. Lucy Calkins and her team author the Units of Study in Reading\, Writing\, and Phonics and several series of engaging decodable texts. More than authors of curricula\, at its core\, RWP-M is a community of practice\, a think tank\, and a professional development organization dedicated to transforming the way students learn to read\, write\, and think.
URL:https://home.edweb.net/webinar/lang-lit20261015/
CATEGORIES:Early Literacy,English, Language Arts, Writing
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261014T160000
DTEND;TZID=America/New_York:20261014T170000
DTSTAMP:20261014T211101Z
CREATED:20260921T190956Z
LAST-MODIFIED:20261014T211101Z
UID:13240882-1791993600-1791997200@home.edweb.net
SUMMARY:Breaking California’s Long-Term English Learner Cycle: From Effective Scaffolds to Student Independence
DESCRIPTION:Events\n\n\n\n\nPresented by Maria Cieslak\, Associate Director of Professional Development Content\, Center for Applied Linguistics (CAL); Dr. Jenni Trujillo\, Director\, Triangle Learning Community; and Dr. Kia Johnson\, Senior Director\, PreK-12 Professional Development and Evaluations\, Center for Applied Linguistics (CAL) \nSponsored by Vista\, the K-12 division of Vista Higher Learning \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nLong-Term English Learners (LTELs) represent one of the most pressing challenges facing California schools. While many multilingual learners develop strong social language skills\, they often need more intentional opportunities to build the academic language\, confidence\, and independence required for reclassification and long-term academic success. \nWatch this edWebinar with Dr. Kia Johnson\, Senior Researcher at the Center for Applied Linguistics\, for a thought-provoking discussion with Dr. Jenni Trujillo\, multilingual education expert and curriculum author\, and Maria Cieslak\, Associate Director of Professional Development Content for the Center for Applied Linguistics (CAL). Together\, they explore practical strategies for supporting multilingual learners through rigorous instruction\, meaningful access\, and purposeful scaffolding aligned with California's English Learner Roadmap Principle 2: Intellectual Quality of Instruction and Meaningful Access. This topic and framework were developed through the team's edWebinar planning discussions and storyboard materials.  \nIn this session\, the presenters discuss: \n\nCommon factors that contribute to Long-Term English Learner status\nThe difference between effective scaffolds and over-scaffolding\nHow to gradually release responsibility and foster student independence\nStrategies for developing oral language\, academic language\, and higher-order thinking skills\nPractical ways to maintain high expectations while ensuring access for multilingual learners\nLeadership actions that can help schools and districts improve outcomes and accelerate pathways to reclassification\n\nThrough personal stories\, research-informed insights\, classroom examples\, audience polls\, and interactive discussion\, viewers will gain actionable ideas for supporting multilingual learners at every stage of language development. The session is designed for district leaders\, site administrators\, EL coordinators\, instructional coaches\, and classroom educators committed to creating equitable learning environments where multilingual learners can thrive. \nViewers will leave with practical strategies they can immediately apply to strengthen instruction\, build student agency\, and help break the LTEL cycle. This recorded edWebinar will be of interest to K-12 district leaders\, principals\, EL coordinators\, instructional coaches\, and educators supporting multilingual learners. \n\n\n\n\n\n\n\n\nAbout the Presenters \nTrilingual in Polish\, English\, and Spanish\, Maria Cieslak is a former NV and IL educator and professional developer who has taught kindergarten through eighth grade as a bilingual\, ESL\, and general education teacher. In addition to her varied and extensive teaching and instructional coaching background of 20+ years\, Maria is nationally board certified in English as a New Language Ages 3-12. Currently\, Maria is a Ph.D. student at Walden University\, specializing in assessment\, evaluation\, and accountability. Just prior to working for CAL\, Maria was a PreK-12 Project Facilitator in the English Language Learner Division in Clark County School District\, the fifth-largest school district in the United States. \n\n\n\n\n\n\n\n\n\n\nDr. Jenni Trujillo has worked as an educator for 25 years in English learner and multilingual learner education\, with roles spanning classroom teacher\, EL/bilingual director\, college professor\, author\, and education leader. Growing up in an immigrant\, Spanish-speaking home\, she has a lifelong passion for languages and educational equity. Her publications include an EL literacy program used to teach English in 26 states and five countries\, as well as four textbooks and a newcomer curriculum for early elementary through high school with Vista Higher Learning. She has worked with teachers and students in the Southwest and Navajo Nation through a Native American Teacher Education Outreach Program and taught English through a service-learning program in Bahía de Kino\, Sonora\, Mexico. \nDr. Trujillo served as National Director of English Language Acquisition for Pearson Education\, working with educators in 40 states and 11 countries\, and later as Director of English Language Learner Initiatives at Learning in Motion in Santa Cruz\, California. There\, her work included EL literacy instruction\, a large-scale mathematics research project with the American Institutes for Research\, and STEM curriculum development with Stanford University. Most recently\, Dr. Trujillo served as Dean of Education at Fort Lewis College in Durango\, Colorado\, a Native American-Serving Nontribal Institution\, where she supported Native American language revitalization and educator preparation work with Navajo (Diné)\, Ute\, and Tsimshian communities. Under her leadership and in collaboration with her team\, Fort Lewis College’s undergraduate teacher preparation program earned an A+ from the National Council on Teacher Quality for preparing future elementary teachers to teach reading. She has also held leadership roles in state and regional efforts to diversify the educator workforce and has expanded dual-enrollment and Early College pathways for high school students. \n\n\n\n\n\n\n\n\n\n\nDr. Kia Johnson is Senior Director of PreK–12 Professional Development and Evaluations at the Center for Applied Linguistics (CAL)\, where she leads research-based training\, coaching\, and evaluation initiatives that strengthen instructional practices and program quality for multilingual learners. She has more than 17 years of experience as an educator\, leader\, and policy specialist\, having served as an ESL teacher\, department chair\, and English Learner Assessment and Title III Specialist at the Virginia Department of Education. In that role\, she oversaw statewide implementation of WIDA’s assessments and Title III compliance for Virginia’s 115\,000 English learners. Her research\, which examines the leadership practices of EL Program Directors in low-incidence districts\, reflects her commitment to equity-centered leadership and integrating language\, identity\, and culture into instructional systems. Dr. Johnson holds a doctorate in educational leadership for social justice from Loyola Marymount University. \n\n\n\n\nJoin the Helping ELL\, ESL\, and Bilingual Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nVista\, the K–12 division of Vista Higher Learning\, is a leading publisher and edtech provider solely dedicated to language and literacy instruction. For more than 25 years\, the company has partnered with educators to create and deliver innovative print and digital solutions that empower diverse learners\, develop language and literacy\, and promote intercultural understanding. Vista remains committed to its mission of transforming lives through language and literacy. For more information\, visit VistaHigherLearning.com. \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n                \n                        \n							"*" indicates required fields \n                        \n                        CompanyThis field is for validation purposes and should be left unchanged.Breaking California’s Long-Term English Learner Cycle: From Effective Scaffolds to Student Independence\n\nWednesday\, Oct. 14 at 4 p.m. Eastern TimeTo earn a CE certificate for viewing this edWebinar\, learn more and join edWeb.net\, it’s free. Be sure you're a member of edWeb. You can join here. Name*\n                            \n                            \n                                                    \n                                                    First\n                                                \n                            \n                            \n                                                    \n                                                    Last\n                                                \n                            \n                        Email*\n                            \n                        PhoneAddress*    \n                    \n                        \n                                        AfghanistanÅland IslandsAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire\, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean TerritoryBrunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman IslandsCentral African RepublicChadChileChinaChristmas IslandCocos IslandsColombiaComorosCongoCongo\, Democratic Republic of theCook IslandsCosta RicaCôte d'IvoireCroatiaCubaCuraçaoCyprusCzechiaDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEswatiniEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern TerritoriesGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly SeeHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJordanKazakhstanKenyaKiribatiKorea\, Democratic People's Republic ofKorea\, Republic ofKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMicronesiaMoldovaMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlandsNew CaledoniaNew ZealandNicaraguaNigerNigeriaNiueNorfolk IslandNorth MacedoniaNorthern Mariana IslandsNorwayOmanPakistanPalauPalestine\, State ofPanamaPapua New GuineaParaguayPeruPhilippinesPitcairnPolandPortugalPuerto RicoQatarRéunionRomaniaRussian FederationRwandaSaint BarthélemySaint Helena\, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint MartinSaint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint MaartenSlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSpainSri LankaSudanSurinameSvalbard and Jan MayenSwedenSwitzerlandSyria Arab RepublicTaiwanTajikistanTanzania\, the United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTürkiyeTurkmenistanTurks and Caicos IslandsTuvaluUgandaUkraineUnited Arab EmiratesUnited KingdomUnited StatesUruguayUS Minor Outlying IslandsUzbekistanVanuatuVenezuelaViet NamVirgin Islands\, BritishVirgin Islands\, U.S.Wallis and FutunaWestern SaharaYemenZambiaZimbabwe\n                                        Country\n                                    \n                    \n                Address*    \n                    \n                        \n                                        AlabamaAlaskaAmerican SamoaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaGuamHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaNorthern Mariana IslandsOhioOklahomaOregonPennsylvaniaPuerto RicoRhode IslandSouth CarolinaSouth DakotaTennesseeTexasUtahU.S. Virgin IslandsVermontVirginiaWashingtonWest VirginiaWisconsinWyomingArmed Forces AmericasArmed Forces EuropeArmed Forces Pacific\n                                        State\n                                      \n                                    \n                                    ZIP Code\n                                \n                    \n                Address*    \n                    \n                        \n                                        \n                                        State / Province / Region\n                                      \n                                    \n                                    ZIP / Postal Code\n                                \n                    \n                Organization*Job Title*How did you hear about this edWebinar?\n			\n					\n					From edWeb\n			\n			\n					\n					From Vista\, the K-12 division of Vista Higher Learning\n			\n			\n					\n					From a colleague\, supervisor\, or education association\n			\n			\n					\n					Searching online\n			\n			\n					\n					Other\n			What is your role in education? (You can choose more than one.)*Administrative AssistantAP CoordinatorAssistant PrincipalCo-ChairCurriculum DirectorCurriculum SpecialistDepartment ChairDirectorDistrict SupervisorDLI CoordinatorELL CoordinatorELL DirectorIB CoordinatorLibrarianLiteracy CoordinatorLiteracy SpecialistPrincipalReading SpecialistSuperintendentTeacherTitle I DirectorTitle III DirectorOtherWhat type of organization do you work for?*\n			\n					\n					K-12 School\n			\n			\n					\n					School District\n			\n			\n					\n					Department of Ed/Government\n			\n			\n					\n					Preschool\n			\n			\n					\n					Higher Ed\n			\n			\n					\n					Other/NA\n			What languages do you teach? (You can choose more than one.)*ChineseDual LanguageELELAEnglishFrenchGermanItalianLatinReading InterventionRussianSpanishOther/NAProfessionals involved in education or individuals with an interest in education are welcome to register for our edWebinars and join edWeb.net. Learn more here.\nBy registering for this edWebinar you agree that edWeb can share your contact information with program sponsors and presenters. View the edWeb Privacy Policy.Thank you for helping us fight spam!\n         Submit \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n            \n        \n                        Δ
URL:https://home.edweb.net/webinar/ell20261014/
CATEGORIES:Bilingual and Multilingual Language Acquisition,ELL/ESL Language Acquisition
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261014T150000
DTEND;TZID=America/New_York:20261014T160000
DTSTAMP:20261014T200129Z
CREATED:20260923T143328Z
LAST-MODIFIED:20261014T200129Z
UID:13241095-1791990000-1791993600@home.edweb.net
SUMMARY:Meeting Kindergartners Where They Are: Horizontal Enrichment vs. Academic Pushdown
DESCRIPTION:Events\n\n\n\n\nPresented by Dr. Nereyda M. Hurtado\, Implementation Research and Development Manager\, Collaborative Classroom; Emily Vener\, Experienced Educator\, Professional Learning Consultant and Coach\, Collaborative Classroom; and Dr. Lenora Forsythe\, Director of Implementation Success\, Collaborative Classroom \nSponsored by Collaborative Classroom \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nToo many children enter kindergarten having been drilled on letters and numbers\, yet they remain underprepared for the actual social and cognitive demands of school. This edWebinar tackles the growing trend of “academic pushdown” in early childhood settings and makes the case for a powerful developmentally grounded alternative: horizontal enrichment. \nGrounded in decades of research from NAEYC\, Harvard's Center on the Developing Child\, and Vygotsky's cognitive theory\, this recorded session reframes what kindergarten readiness actually means and what it takes to achieve it. \nViewers  can learn: \n\nWhy early academic skill mastery does not predict sustained school success\nHow executive function\, oral language\, and social-emotional competence form the true foundation of readiness\nFour strategic enrichment pathways that deepen learning without pushing children beyond their developmental zone\nPractical\, classroom-ready strategies for intentional\, play-based\, educator-guided instruction\n\nThe goal of this session is to help PreK educators and program leaders understand why developmentally appropriate practice produces stronger long-term outcomes than premature academic acceleration\, and how to put that into practice. \nThis recorded edWebinar will be of interest to PreK and kindergarten educators\, instructional coaches\, and early childhood program leaders looking to protect developmentally appropriate practice while driving strong student outcomes. \n\n\n\n\n\n\n\n\nAbout the Presenters \nDr. Nereyda M. Hurtado is the Implementation Research and Development Manager at Collaborative Classroom. She has dedicated her career to closing the opportunity gap in early childhood education\, with a focus on ensuring all children\, particularly those from underserved communities\, gain the foundational skills they need to succeed. She began her career as a researcher at Stanford University\, where she spent a decade studying language development and parenting practices with bilingual and Spanish-speaking families. Dr. Hurtado brings more than 15 years of program development\, implementation\, and evaluation experience across the academic and nonprofit sectors\, including serving as the director of California State-funded preschool and infant/toddler programs\, and extensive work as a SEEDS Coach and Trainer supporting early childhood educators and family childcare providers. As the Implementation Research and Development Manager\, she leads research efforts that translate evidence into equity-centered resources for educators and program leaders. Dr. Hurtado holds a Ph.D. in educational psychology from the University of California\, Santa Barbara\, and is bilingual and bicultural\, with native fluency in Spanish. \n\n\n\n\n\n\n\n\n\n\nEmily Vener is a SEEDS Coach with Collaborative Classroom\, bringing over 20 years of early childhood education experience across Minnesota and California. Her career spans dedicated time as a classroom teacher and as an instructional coach supporting fellow educators. Emily holds a degree in child and family studies\, a minor in human relations from St. Cloud State University\, and birth-to-third-grade teaching credentials in both states. Having experienced the SEEDS curriculum firsthand as a teacher and guided professional growth using the SEEDS Coaching Framework\, she possesses a deep\, practical understanding of its impact. Since earning her degree in 2004\, Emily’s passion for early education has only grown. She remains committed to learning something priceless every day while empowering teachers and young learners alike. \n\n\n\n\n\n\n\n\n\n\nAs Director of Implementation Success at Collaborative Classroom\, Dr. Lenora Forsythe leads efforts to measure and maximize the impact of instructional materials and professional learning. Backed by over two decades of educational experience\, she is dedicated to advancing evidence-based practices that foster student and educator success. Dr. Forsythe’s diverse background includes a decade in elementary education as a classroom teacher and literacy coach\, alongside five years as a university instructor for literacy-focused education courses. For the past eight years\, she has focused on supporting schools and districts nationwide through various roles at Collaborative Classroom. She holds an Ed.D. in curriculum and instruction with a concentration in reading from the University of Central Florida\, where her research centered on professional learning for literacy coaches. Dr. Forsythe also earned an M.S. in reading education from Nova Southeastern University and a B.S. in early childhood education from UCF. \n\n\n\n\nJoin the Early Childhood Learning Solutions community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nCollaborative Classroom is a mission-driven\, nonprofit organization providing evidence-based\, classroom-tested solutions for early childhood through grade 12. We are your partner in ensuring all children become fluent readers\, skilled writers\, and critical thinkers who learn from and respect one another. Our programs\, products\, and professional learning empower educators to grow their teaching practices and create the conditions for authentic\, student-centered learning.
URL:https://home.edweb.net/webinar/earlychildhood20261014/
CATEGORIES:Early Childhood Learning,Hands-On Learning,Play-Based Learning,PreK-K Programs
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DTSTART;TZID=America/New_York:20261014T140000
DTEND;TZID=America/New_York:20261014T150000
DTSTAMP:20261014T191028Z
CREATED:20260924T022140Z
LAST-MODIFIED:20261014T191028Z
UID:13241199-1791986400-1791990000@home.edweb.net
SUMMARY:From Chronic Absenteeism to Engagement and Belonging: Measurement Matters
DESCRIPTION:Events\n\n\n\n\nPresented by Brian Smith\, Experienced Educator\, Zone Superintendent\, Falcon Zone\, School District 49\, Colorado Springs (CO); Dr. Adrienne Usher\, Experienced Educator\, Deputy Superintendent\, Bullitt County Public Schools (KY); Sue Holmes\, Former Educator\, Current Senior Executive Director\, LEAP Innovations; and Jessica Paulsen\, President\, LEAP Innovations \nSponsored by LEAP Innovations \n\n\n\n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\nWhat if chronic absenteeism\, disengagement\, and disconnection are signals that something about the student experiences needs to change? K-12 district and network leaders\, school leaders\, and teachers who attend this edWebinar will explore what authentic student engagement and belonging look and feel like from the student perspective. \nAttendance data tells you who is present and who is not. Behavior data tells you who is following the rules and who is not. Achievement data tells you who is meeting standards and who is not. But what data provides insight into a student’s learning experience and whether a student feels they belong? Engagement and belonging are hard to measure\, but they are linked to student success and essential to understand if we want to help students thrive in school. \nIn this edWebinar\, explore practical approaches for understanding\, measuring\, and taking steps to improve student engagement and belonging. The presenters—Dr. Adrienne Usher of Bullitt County Public Schools in Kentucky and Brian Smith of School District 49 in Colorado—share their goals for student learning and success\, approaches they are taking to measure hard-to-measure indicators like student engagement and belonging\, the role of student voice in their efforts\, and how their teachers and schools are using what they learn to improve the student experience. The moderator\, Sue Holmes from LEAP Innovations\, introduces the LEAP Learning FrameworkTM\, a free tool that makes learning science and research actionable in real-world classrooms. \nTogether\, we move beyond simply asking\, “Are students engaged?” to a more powerful question\, “How do we know\, and what do we do with what we learn?” During this session\, the presenters provide an education leader’s perspective to help viewers: \n\nDifferentiate engagement from attendance and compliance \nUnderstand how students' sense of connection\, agency\, and belonging influences their participation in learning\nExplore ways to see what belonging looks like in schools\, and where adult perceptions and student experience diverge\nIdentify strategies to measure engagement and belonging that center student voices\nRecognize the limitations of traditional measures and understand why attendance\, achievement\, behavior\, or participation data alone may not tell the full story of the student experience\nLearn how to turn engagement and belonging data into action\n\nThis recorded edWebinar will be of interest to K-12 teachers\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\n\n\nAbout the Presenters \nBrian Smith is the Falcon Zone Superintendent in School District 49 in Colorado Springs\, Colorado. He leads seven schools\, including four elementary schools\, a middle school\, a comprehensive high school\, and an applied learning campus serving grades 8–12. He has dedicated his entire career to District 49\, serving as a high school chemistry and AP Chemistry teacher\, Science Department Chair\, Assistant Principal\, and\, for 13 years\, a middle school Principal and Executive Principal. In that role\, he helped open a new elementary school connected to the middle school campus. Brian holds a Bachelor of Science in Chemistry with Teaching Certification from Fort Lewis College and a Master of Arts in Educational Administration with Principal Certification from the University of Denver. He is driven by a commitment to empower every learner through engaging environments\, enhanced opportunities\, and elevated instruction so they can earn their WINGS—Wisdom\, Integrity\, Networking\, Grit\, and Self-Confidence. \n\n\n\n\n\n\n\n\n\n\nDr. Adrienne Usher is a seasoned educational leader serving as Deputy Superintendent of Bullitt County Public Schools in Kentucky. With more than 20 years of experience from the classroom to central office\, she serves as the frontline strategy partner for the Superintendent\, driving districtwide vision while ensuring full compliance with state and federal legislation. She champions student success through human-centered innovation and continuous improvement. Dr. Usher oversees curriculum and instruction\, leadership development\, human resources\, technology\, district communications\, federal programs and grants\, school counseling\, and family support systems. Selected for prestigious state and national leadership programs\, she holds national advisory roles and is actively involved in statewide assessment reform. Her holistic background empowers her to break down educational silos\, foster educator growth\, and build learning environments that truly prepare students for lifelong success. \n\n\n\n\n\n\n\n\n\n\nInspired by the vision of transforming teaching and learning in classrooms nationwide to become places of modern\, personalized\, competency-based learning\, Sue Holmes left her K-12 leadership post as a superintendent in Colorado\, where she led the scaling of modern\, personalized learning in her local schools. With a heart for leaders and teachers undertaking this paramount goal\, Sue knows the power of engaging students at a personal level and works to ensure that student ownership of learning is a reality for districts throughout the country. As a Senior Executive Director at LEAP Innovations\, Sue works with schools\, districts\, and organizations to innovate and transform classrooms and systems so that each learner can achieve their potential and prepare for what’s next by supporting them through professional learning and strategy. \n\n\n\n\n\n\n\n\n\n\nA leader in education innovation and nonprofit strategy\, Jessica Paulsen has over two decades of experience driving systemic change toward equitable\, student-centered learning. As President of LEAP Innovations\, she translates LEAP’s vision for education into measurable impact by advancing personalized learning and human-centered innovation across schools and districts nationwide.  \nJessica believes real educational transformation starts with centering the people closest to learning. This belief has deepened her commitment to building relationships\, learning continuously\, and designing with those she serves. At Distinctive Schools\, Jessica served as Vice President and Chief Strategy Officer\, driving strategic growth\, innovation\, and advocacy for a network of public charter schools. As Executive Director of Pass With Flying Colors\, she stewarded an eight-year college access and persistence model to change outcomes for first-generation students through long-term relationships. She launched New Sector Alliance's Chicago site and led its national leadership development curriculum for emerging nonprofit and education leaders. \n\n\nJoin the Assessment for Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\n\n\nLEAP Innovations believes that every student deserves a learning experience designed to ignite their potential and equip them for the future. We are a human-centered education design partner helping schools\, districts\, and communities nationwide transform learning for a rapidly changing world. Most organizations help schools adopt something new. LEAP helps them become capable of co-creating\, deepening\, and sustaining what is new. Through coaching\, professional learning\, implementation support\, and communities of practice grounded in the research-based LEAP Learning FrameworkTM\, LEAP helps schools design future-ready learning environments that strengthen engagement\, student and schoolwide purpose\, and human-powered innovation. LEAP's partner schools redesign in ways that parallel how they want students to learn\, so that educators and students are prepared to navigate emerging realities such as artificial intelligence\, rapid technological change\, and evolving workforce demands. Learn more at www.leapinnovations.org
URL:https://home.edweb.net/webinar/assessment20261014/
CATEGORIES:Absenteeism and Attendance,Assessment,Culture of Belonging,Data and Analytics,Student Engagement and Motivation
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DTSTART;TZID=America/New_York:20261014T130000
DTEND;TZID=America/New_York:20261014T140000
DTSTAMP:20261014T180010Z
CREATED:20260923T142414Z
LAST-MODIFIED:20261014T180010Z
UID:13241091-1791982800-1791986400@home.edweb.net
SUMMARY:Morphological Awareness: Assessing a Crucial Skill for Literacy Success
DESCRIPTION:Events\n\n\n\n\nPresented by Kenn Apel\, Ph.D.\, Experienced Educator\, Distinguished Professor Emeritus\, Department of Communication Sciences and Disorders\, University of South Carolina; and Victoria S. Henbest\, Ph.D.\, CCC-SLP\, Experienced Educator\, Associate Professor\, Speech-Language Pathology\, Department of Speech Pathology and Audiology\, University of South Alabama \nSponsored by Brookes Publishing Co.\, Inc. \n\n\n\n\n\n\n\nWatch the Recording\n\n\n\n\n\n\n\n\n\n\n\nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\nMorphological awareness is the ability to consciously think about and manipulate the smallest units of meaning in spoken and written language—and it is a crucial skill for literacy success. This edWebinar gives educators and literacy professionals a practical foundation for understanding and assessing morphological awareness in students who are struggling with reading and spelling. \nMorphological awareness involves understanding how words are built from meaningful parts\, including base words (such as cat or cycle)\, prefixes (such as re-\, pre-\, and un-)\, and suffixes (such as -s\, -ing\, -ly\, and -ment). For students experiencing literacy difficulties\, weaknesses in morphological awareness may contribute to challenges with reading and spelling. As the importance of morphological awareness gains greater recognition\, it is increasingly reflected in state literacy mandates and guidance\, as well as in the revised definition of dyslexia. Understanding and assessing morphological awareness can help educators make more informed decisions about instruction and intervention for students who need additional support. \nPresented by the leading experts on morphological awareness\, this edWebinar explores what morphological awareness is—and what it is not—and introduce the morphological system involved in reading and spelling. Attendees will learn why morphological awareness matters for literacy development and how it can be assessed\, with a focus on students who are struggling to acquire adequate literacy skills. \nBy the end of the session\, viewers can: \n\nDefine morphological awareness and distinguish it from related skills\nDescribe its critical role in reading\, spelling\, and literacy development\nDiscuss how morphological awareness can be assessed\nConsider how assessment results can inform support for students struggling to read and spell\n\nThis recorded edWebinar will be of interest to elementary teachers\, reading specialists\, speech-language pathologists\, school psychologists\, school leaders\, and district leaders. \n\n\n\n\n\n\n\n\nAbout the Presenters \nKenn Apel\, Ph.D.\, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina\, Columbia. Formerly\, he was Chair of that department. Dr. Apel has more than 35 years of experience conducting research in the areas of spoken and written language. His recent research focused on the linguistic factors that contribute to the development of reading and spelling\, including morphological awareness and orthographic knowledge. Before retiring\, he was the principal investigator of a three-year\, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the first through sixth grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the honors of that association. \n\n\n\n\n\n\n\n\n\n\nVictoria S. Henbest\, Ph.D.\, CCC-SLP\, is an American Speech-Language-Hearing Association (ASHA) Certified Speech-Language Pathologist and Associate Professor in the Department of Speech Pathology and Audiology at the University of South Alabama. She teaches undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and augmentative and alternative communication (AAC) courses. Prior to entering academia\, Dr. Henbest worked for five years as a full-time clinician in a public school with preschool-age children with a variety of communication disorders. Her primary research interests include emergent literacy\, word-level reading and spelling\, and the association between linguistic awareness and literacy development. She has published and presented on these topics at the state\, national\, and international levels. Dr. Henbest is co-author of a 2024 textbook on child language disorders entitled Language Disorders in Children: Fundamental Concepts of Assessment and Intervention\, Third Edition (Plural Publishing\, Inc). \n\n\n\n\nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n\n\n\n\n\n\n\n\nBrookes Publishing is the premier publisher of practical\, research-based resources that boost the learning and success of all people\, with and without disabilities. We partner with top experts to deliver trusted books and tools that improve lives—from the critical early years through adulthood.
URL:https://home.edweb.net/webinar/teach2read20261014/
CATEGORIES:English, Language Arts, Writing,Literacy,Reading Skills,Special Education
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