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DTSTART;TZID=America/New_York:20260825T140000
DTEND;TZID=America/New_York:20260825T150000
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SUMMARY:Every Student\, Every Text: How Language Comprehension Skills Support Access to Complex Texts
DESCRIPTION:Presented by Lainie Augensen\, Former Educator\, Success Lead\, Great Minds; and Daniel Velasco\, Former Educator\, Regional Director of Implementation Services\, Midwest & Plains Regions\, Great Minds \nSponsored by Great Minds \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nComplex texts challenge students in different ways. Effective scaffolds start with one question: what might make this text challenging for students? \nIn this edWebinar\, we explore how five things shape comprehension: background knowledge\, vocabulary\, language structures\, verbal reasoning\, and literacy knowledge. We also look at how text and task demands can reveal where students may need support before\, during\, and after reading. \nViewers leave with a practical framework for centering the text in planning\, pairing text and task demands with student needs\, and choosing scaffolds that are purposeful\, targeted\, and responsive. \nIn this edWebinar\, viewers learn: \n\nHow background knowledge\, vocabulary\, language structures\, verbal reasoning\, and literacy knowledge of text types shape understanding\nHow to identify the comprehension demands in a text—and what they can reveal about student needs\nHow to provide targeted support while keeping students in grade-level content\n\nThis edWebinar is built for K–8 classroom teachers\, literacy coaches and specialists\, curriculum leaders\, and school and district administrators. \n \n \nAbout the Presenters \nLainie Augensen is a Success Lead at Great Minds\, where she partners with districts to bring high-quality instructional materials\, including Geodes®\, to life in classrooms. Lainie has nearly a decade of experience coaching teachers\, leading curriculum implementation\, and building school systems that support student success. Coming from a family of educators\, she finds joy in reading and is passionate about inspiring that same joy\, curiosity\, and confidence in teachers and students. \n \nDaniel Velasco is the Regional Director of Implementation Services–Midwest & Plains Regions at Great Minds\, where he leads a team of implementation leaders and coaches who directly support a portfolio of district partners\, ensuring high-fidelity implementation of high-quality instructional materials. With a background as a school principal and instructional coach\, he has direct experience translating research into practical\, classroom-ready strategies. Daniel has spent his career helping educators bridge the gap between rigorous content and student access—from leading multi-campus literacy turnaround efforts to coaching districts on aligning instruction to student needs. He holds an M.Ed. in educational leadership from Columbia University. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nGreat Minds® is founded on the belief that education should be rich in knowledge and accessible to every child. Founded by a group of education leaders in 2007\, our team brings together teachers and scholars to create exemplary instructional materials that deepen teacher impact and improve student outcomes. Our programs\, including Arts & Letters™\, Eureka Math®\, Eureka Math²®\, Geodes®\, PhD Science®\, and Wit & Wisdom™\, all provide joyful rigor\, spark and reward curiosity\, and build knowledge. \nGreat Minds PBC is a public benefit corporation.
URL:https://home.edweb.net/webinar/teach2read20260825/
CATEGORIES:English, Language Arts, Writing,Library/Media,Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260824T160000
DTEND;TZID=America/New_York:20260824T170000
DTSTAMP:20260921T142946Z
CREATED:20260723T184000Z
LAST-MODIFIED:20260921T142946Z
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SUMMARY:Immersive Reality's Role in the Future-Ready Classroom: Presence\, Not Just Content
DESCRIPTION:Presented by Joseph DiLucente\, Superintendent\, East Allegheny School District (PA); Dr. Freedom Cheteni\, Editor in Chief\, The Superintendent’s Journal\, and Superintendent and Board Member\, The VR School\, Stanford University; and Tom Davis\, Advisory Board Member and Consultant\, Center for Educational Innovation and Classroom of the Future Foundation \nSponsored by Immersive Reality USA\, GBCStories\, and The VR School \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nAs immersive reality and interactive 3D learning experiences become more common in K-12 instruction\, educators and school leaders are exploring where these technologies may have the greatest impact on student engagement\, access\, retention\, and curiosity across diverse learning environments. This edLeader Panel explores how interactive 3D curricula and immersive learning environments work together to create engaging learning experiences by examining the instructional differences between traditional digital content and immersive experiences that foster a greater sense of presence. \nViewers hear from a superintendent who led an early district implementation of immersive\, headset-free learning environments in both general and special education classrooms\, alongside an expert in immersive learning and an education strategist who works with school districts on educational technology implementation. Together\, they explore how interactive 3D curricula and immersive learning environments complement one another\, what these approaches look like in practice across grade levels\, and how district leaders can evaluate whether they are the right fit for their schools. \nViewers leave the session able to: \n\nExplain how immersive reality and 3D curricula differ from traditional video\, VR headsets\, and other educational technology tools\, and how presence impacts learning outcomes\nIdentify practical examples of immersive reality supporting general education\, special education\, and sensory-diverse learners\nEvaluate readiness factors\, including budget\, infrastructure\, staff buy-in\, and instructional design\, before piloting immersive reality in a district or school\nApply lessons learned from an early-adopter district to their own planning and stakeholder conversations\n\nViewers leave with a practical framework for evaluating the instructional impact of immersive learning initiatives\, key implementation considerations for their own schools or districts\, and lessons learned from an early-adopter district. This edLeader Panel is of interest to elementary through high school teachers\, school leaders\, district leaders\, special education teachers\, education technology leaders\, and community college professors. \n\n \n \nAbout the Presenters \nJoseph DiLucente is Superintendent of East Allegheny School District in Pennsylvania\, where he led the district to become the first K-12 public school system in the United States to bring fully immersive\, headset-free reality technology into its classrooms. Under his leadership\, East Allegheny opened immersive learning spaces at Logan Elementary School and East Allegheny Junior/Senior High School\, extending the classroom to everything from the pyramids of Egypt to the beaches of South Florida—while also creating a multi-sensory environment designed to support students with sensory and learning differences. Joseph champions technology as a tool for equity\, giving every student access to enriching\, real-world experiences regardless of their ability to travel. \n \nDr. Freedom Cheteni is Editor in Chief of The Superintendent’s Journal and a Senior Consultant for Moonshot Junior\, Inc. and serves on the Board of Directors of The VR School at Stanford University. A Professor at the National University of Science and Technology\, Dr. Cheteni is a recognized voice on the future of immersive 3D curricula and technology-driven K-12 education\, working at the intersection of school leadership\, innovation\, and student opportunity. \n \nTom Davis is an Advisory Board Member\, Founder\, and Principal Consultant of Network for Educational Access\, LLC (Net4EdAccess)\, where he works with K-12 districts\, EdTech companies\, and nonprofits on strategy\, enterprise partnerships\, and market entry across California. He also serves in an advisory capacity to the Center for Educational Innovation\, the Classroom of the Future Foundation\, Computers2Kids\, Benchmark Education\, Boz Institute for Biotech\, and Jacobs Institute for Innovation in Education at the University of San Diego. A former science teacher and coach with a B.S. in biology from the University of San Diego\, Tom brings both classroom experience and business strategy to his work helping innovative education technologies find traction in real schools. He is also the author of the bilingual children’s memoir A Boy from National City / One Taco No Cheese. \n\nJoin the Emerging Tech for K12 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 \nImmersive classrooms and 3D courses are moving out of pilot programs and into everyday K-12 instruction—and the classrooms already using it are seeing real shifts in engagement\, access\, and retention. GBCStories works with The VR School and Immersive Reality to create the learning spaces of the future and bring them to schools throughout the U.S. and around the world.
URL:https://home.edweb.net/webinar/emergingtech20260824/
CATEGORIES:Augmented and Virtual Reality,edLeader Panel,Future Ready Learning,Leadership/Administration,Special Education,Technology for Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260821T120000
DTEND;TZID=America/New_York:20260821T130000
DTSTAMP:20260908T203701Z
CREATED:20260807T171243Z
LAST-MODIFIED:20260908T203701Z
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SUMMARY:Leading Change: Adaptability Is the Skill of the Moment!
DESCRIPTION:Presented by Steve Murley\, Retired Superintendent and Managing Partner\, SFM Consulting Group; and Dr. Jennifer Ferrari\, Chief Executive Officer\, ERDI \nPresented by ERDI \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nToday’s education leaders are navigating unprecedented complexity\, requiring them to respond thoughtfully while maintaining focus on long-term priorities. \nDrawing on current leadership research and real-world examples\, this third edLeader Panel of Trailblazing Leadership Week explores how adaptability\, strategic communication\, and intentional leadership can help districts build resilient organizations that are prepared for continuous change. \nThis edLeader Panel is of interest to K-12 school leaders\, district leaders\, and education technology leaders. \nThis edLeader Panel is part of Trailblazing Leadership Week. \n \n \nAbout the Presenters \nSteve Murley is a lifelong educator\, leadership coach\, and former superintendent with more than 30 years of experience helping school districts nationwide build stronger leaders\, cohesive teams\, and smarter systems. As Managing Partner of SFM Consulting Group\, he supports superintendents\, district administrators\, and school boards through leadership development\, strategic planning\, and executive search. A retired superintendent of three metropolitan districts and former university faculty member\, Steve blends practical experience with research-based insight to help organizations thrive. His work\, spanning coaching\, strategic planning\, and resilience-based systems design\, is grounded in trust\, alignment\, and forward momentum. Based in Iowa City\, he continues to serve as a national facilitator and advisor for leadership development initiatives across PK–12 education. \n \nDr. Jennifer Ferrari is a distinguished leader in the educational sector\, uniquely positioned at the intersection of education and business. As the CEO and President of the Education Research and Development Institute (ERDI)\, she has married her extensive background in public education with her sharp business acumen to drive transformative solutions that meet the evolving needs of PK-12 education. Her leadership is characterized by a strategic blend of educational insight and business innovation\, facilitating impactful collaborations between district leaders and industry experts to optimize product development and implement effective solutions in schools nationwide. \nBefore ascending to her current role\, Dr. Ferrari served as the VP and chief schools officer for a pioneering education management organization\, where she spearheaded strategic planning and organizational growth. Her 25-year public education background\, spanning roles from middle school teacher to superintendent\, with expertise in curriculum and instruction\, leadership development\, change management\, and strategic planning\, provides her with a unique perspective on the intersection of education and business\, enabling her to lead with insight and innovation. Dr. Ferrari earned her doctorate in educational leadership and policy studies from Loyola University in Chicago. \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\nAt the Education Research and Development Institute (ERDI) we work to create a rich and meaningful forum for education leaders and solution providers to collaboratively discuss\, design\, and shape the products and services\, which support PK-12 education. We are committed to ensuring that all students have access to the highest quality learning experiences\, so that they will be productive\, ready stewards of the future. \n\n 
URL:https://home.edweb.net/webinar/leadership20260821/
CATEGORIES:Growth Mindset and Culture,Leadership/Administration
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260820T150000
DTEND;TZID=America/New_York:20260820T160000
DTSTAMP:20260825T032549Z
CREATED:20260808T031056Z
LAST-MODIFIED:20260825T032549Z
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SUMMARY:Type 1 Diabetes at School: Building Confidence\, Safety\, and Support in the Classroom
DESCRIPTION:Presented by Bailee Perreault\, BSN\, Developmental Director\, Diabetes Network of Arizona; Bruna Presz\, School Program Director\, Diabetes Network of Arizona; and Kerry Murphy\, Founder and Executive Director\, FOLLOWT1Ds\nModerated by Mary Cipolla\, Professional Learning Manager\, edWeb.net \nSponsored by Diabetes Network of Arizona \nWatch the RecordingListen to the Podcast \nLearn more about earning a CE certificate and our accessibility features. \nThis edWebinar equips K–12 educators and school leaders with practical knowledge to confidently support students with diabetes. The presenters highlight what diabetes management looks like from the student’s perspective and how school policies can impact safety\, independence\, and participation. \nLearning objectives include: \n\nRecognize the key differences between type 1 and type 2 diabetes and how they affect students at school\nUnderstand Section 504 rights and accommodations for students with diabetes\nExplore how cell phone bans and school technology policies intersect with diabetes management and access to glucose data\nUnderstand the role of CGMs\, insulin pumps\, smartphones\, and other diabetes technology in the classroom\nLearn how to incorporate diabetes care into lockdown and emergency plans\nReview updated hypoglycemia (low blood sugar) terminology and treatment guidance\n\nThrough real-world examples and student perspectives\, viewers gain practical strategies to create a school environment that promotes safety\, inclusion\, independence\, and equitable access to education for students with diabetes. This edWebinar is of interest to K-12 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nBailee Perreault is a wife\, mother\, and dedicated registered nurse with over 12 years of experience\, including ten and a half years in a pediatric emergency department. She is extremely passionate about creating a community that offers unwavering support to individuals living with type 1 diabetes. She hopes to create an environment for every type 1 diabetic to be successful\, including in the classroom\, and that starts with helping those in charge of their education mitigate some of the challenges that they live with every day. \n \nBruna Presz is a special education coordinator and holds an M.Ed. in special education from National Luis University. Bruna has been in education for the past 13 years\, serving in various roles as a special education teacher and district special education instructional coach\, where she created systems to support students with IEPs and 504s. During her time as a district special education coach\, Bruna spent a lot of time supporting schools to create systems to support students with accommodations. Bruna is also the parent of a child with type 1 diabetes. Her passion lies in supporting families and schools to implement effective 504 plans that cater to students’ individual needs. She lives in Buckeye\, AZ\, with her husband and two daughters. \n \nKerry Murphy is the Founder and Executive Director of FOLLOWT1Ds\, a national 501(c)(3) nonprofit dedicated to improving the implementation of diabetes care in schools through advocacy\, education\, and collaboration. Her advocacy helped advance Virginia legislation strengthening diabetes care in schools\, which was signed into law on July 1\, 2026\, and has influenced and contributed to changes in school district policies and practices nationwide. Kerry works with parents\, educators\, healthcare professionals\, lawmakers\, and policymakers to address barriers affecting students with type 1 diabetes at school. \n \nAbout the Moderator \nAs Professional Learning Manager at edWeb.net\, Mary Cipolla supports a growing number of schools\, districts\, and ESAs who are using edWeb to offer virtual professional learning options for teachers\, administrators\, and all staff. Mary is also responsible for edWeb’s state CE certification approvals and renewals and is a program manager for professional learning edWebinars. Prior to working with edWeb\, Mary was an elementary school teacher. She holds a BA in psychology from Arizona State University\, a master’s in education from Northern Arizona University\, and a postgraduate certificate in educational technology. Mary is a parent to a child with type 1 diabetes and a passionate advocate for education on type 1. \nJoin the School Health & Safety community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n \nFOLLOWT1Ds is a nonprofit organization dedicated to improving the implementation of diabetes care in schools through advocacy\, education\, and collaboration. The organization works to help ensure that students with type 1 diabetes can fully access their prescribed diabetes technology\, receive necessary support throughout the school day\, and participate fully in school activities. FOLLOWT1Ds brings together families\, school nurses\, educators\, healthcare professionals\, and advocates to identify gaps in school diabetes care and develop practical resources that promote safer\, more consistent practices. Its work focuses on strengthening communication\, increasing understanding of students’ diabetes-related needs\, and helping schools translate medical plans\, legal protections\, and current diabetes technology into effective day-to-day support for students. \n \nThe Diabetes Network of Arizona is dedicated to transforming the lives of individuals affected by diabetes by providing education\, empowerment\, and fostering connections within the community. Our mission is to redefine the experience of living with chronic illness\, ensuring that every person impacted by diabetes receives the knowledge\, resources\, and support necessary to lead a fulfilling and empowered life. \n\n 
URL:https://home.edweb.net/webinar/schoolsafety20260820/
CATEGORIES:Health and Wellness,School Safety
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DTSTART;TZID=America/New_York:20260820T140000
DTEND;TZID=America/New_York:20260820T150000
DTSTAMP:20260820T185641Z
CREATED:20260723T145930Z
LAST-MODIFIED:20260820T185641Z
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SUMMARY:Authentic Family Engagement: Everything I Needed to Know About Families I Learned at Head Start
DESCRIPTION:Presented by Dr. Deborah Bergeron\, Deputy Director of Community Engagement and Innovation\, National Head Start Association\nModerated by Laura Wilhelm\, Ed.D.\, VP of Professional Learning Services\, Kaplan Early Learning Company \nSponsored by Kaplan Early Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nParents are a child’s first and most important teacher. That mantra is simple and clear and has been the foundation of all Head Start programs since their inception in 1965. When Dr. Deborah Bergeron (Dr. B) moved from leading public schools to leading the nation’s Head Start programs\, her big “aha!” moment was all about families. \nJoin Dr. B as she shines a light on authentic family engagement through storytelling. Real stories. Real results. Real strategies. This edWebinar is of interest to teachers\, school leaders\, and district leaders—from the carpet in an early learning classroom to the hallways in a high school. \n \n \nAbout the Presenter \nDr. Deborah Bergeron (or Dr. B\, as she is known to students and educators) has spent over 30 years working to support the growth and development of children. She worked in public education as a middle and high school classroom teacher and an elementary and high school administrator\, and holds a school superintendent license in Virginia. In 2018\, Dr. B was asked to lead the Office of Head Start and the Office of Early Childhood Development at the Administration for Children and Families in the Department of Health and Human Services. It was here where Dr. B developed her passion for Head Start\, Early Head Start\, and the early learning environment in general. \nIn January 2021\, Dr. B joined the National Head Start Association as the Deputy Director of Community Engagement and Innovation. Dr. B advocates for programming that develops the whole child and embraces the value the family has in that process. “Parents are a child’s first and most important teacher\,” is her favorite mantra\, compliments of Head Start. Dr. B holds a B.S.Ed. from Texas State University\, a master’s degree in education leadership\, and a Ph.D. in education policy and education psychology from George Mason University. She lives in Virginia with her husband and has four awesome children who\, although are all grown up\, will always be her heart! \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. \nLearn more about earning a CE certificate and our accessibility features. \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. \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/kaplan20260820/
CATEGORIES:Early Childhood Learning,Family and Community Engagement
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DTSTART;TZID=America/New_York:20260820T120000
DTEND;TZID=America/New_York:20260820T130000
DTSTAMP:20260908T203404Z
CREATED:20260807T165908Z
LAST-MODIFIED:20260908T203404Z
UID:13063894-1787227200-1787230800@home.edweb.net
SUMMARY:AI in Action: What's Working in the Field
DESCRIPTION:Presented by Dr. Jared Bloom\, Superintendent\, Franklin Square Union Free School District (NY); Shaylia McRae\, Deputy Superintendent\, Academics and Transformation\, Hillsborough County Public Schools (FL); Dr. Debbie Durrence\, Interim Chief Accountability Officer\, Gwinnett County Public Schools (GA); and Dan Bridges\, Superintendent\, Naperville Community Unit School District 203 (IL)\nModerated by Dr. Jennifer Ferrari\, Chief Executive Officer\, ERDI; and Jeff McCoy\, Chief Education Officer\, ERDI \nPresented by ERDI \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nArtificial intelligence is quickly moving from exploration to implementation in school systems across the country. \nIn this second edLeader Panel of Trailblazing Leadership Week\, you hear directly from district leaders who are putting AI into practice as they share lessons learned\, successful use cases\, and the leadership decisions helping them build thoughtful\, sustainable approaches that support educators and improve outcomes for students. \nThis edLeader Panel is of interest to K-12 school leaders\, district leaders\, and education technology leaders. \nThis edLeader Panel is part of Trailblazing Leadership Week. \n \n \nAbout the Presenters \nDr. Jared Bloom spent the early part of his career gaining technological expertise\, working in various expanding technology companies during the early dot-com era\, before deciding on a career change. He started his teaching journey as an English teacher at Franklin K. Lane High School in Brooklyn/Queens. He served in numerous public education roles\, including teacher\, department chair of English\, director of technology and data\, Title I coordinator\, grant writer\, assistant superintendent for curriculum and instruction\, and superintendent of schools. He was named the 2017 Administrator of the Year for Western Suffolk BOCES Model Schools and received the 2018 Public Service Award from the Suffolk County Martin Luther King Jr. Commission. Dr. Bloom currently serves as Superintendent in the Franklin Square Union Free School District. He has also been an Adjunct Instructor at Hofstra University and has served in leadership roles for numerous national and state organizations. \n \nShaylia McRae brings more than 25 years of experience in public education to her role as Deputy Superintendent of Academics and Transformation for Hillsborough County Public Schools\, the nation’s seventh-largest school district. Previously\, as Chief of Transformation Network\, she helped improve school grades at 41 of 46 schools and reduce the number of D- and F-rated schools by 83% between 2020 and 2022. Throughout her career\, Shaylia has championed bold\, innovative approaches that expand equitable access to high-quality instruction. She helped develop the Hillsborough Principal Pipeline\, which prepares diverse and innovative school leaders\, and the Student Success Program\, which provided customized support to more than 6\,600 at-risk students. A recognized leader in school turnaround\, Shaylia holds degrees from the University of South Florida and Nova Southeastern University. Her work reflects her belief that every child can thrive in the right learning environment. \n \nDr. Debbie Durrence is Interim Chief Accountability Officer for Gwinnett County Public Schools\, a diverse metro Atlanta district serving more than 180\,000 students. She oversees student data management\, data integration and governance\, state and federal reporting\, data privacy\, and data systems and engineering. Previously\, as Executive Director of Accountability and Assessment\, she led the development and administration of the district’s assessment program\, advanced staff assessment literacy\, and supervised standardized testing. Dr. Durrence earned her Ed.D. in educational leadership from the University of Georgia\, where her research examined the effectiveness of technology training in K–12 settings. She has presented for organizations including the National Council on Measurement in Education\, American Educational Research Association\, 1EdTech\, Qualtrics\, Center for Assessment\, and Ed-Fi Alliance. She currently serves on the 1EdTech Board of Directors and Qualtrics K–12 Advisory Board. \n \nDan Bridges has served as Superintendent of Naperville Community Unit School District 203 since 2012. He joined the district in 2011 as Assistant Superintendent for Secondary Education\, following an extensive career in educational leadership throughout Chicago’s western suburbs. Dan is committed to advancing achievement for every student\, engaging the community\, supporting diverse populations and inclusive practices\, and communicating with openness and transparency. An active member of the Naperville community\, he serves as a trustee of the Naperville Education Foundation and a board member of the Naperville Development Partnership. He also contributes to several community and youth-serving organizations\, including Rotary Club of Naperville\, KidsMatter\, 360 Youth Services\, and Little Friends. Dan holds a bachelor’s degree in history and secondary education from Millikin University\, a master’s degree in educational leadership from Aurora University\, and an Ed.S. in educational administration from Northern Illinois University. \n \nAbout the Moderators \nDr. Jennifer Ferrari is a distinguished leader in the educational sector\, uniquely positioned at the intersection of education and business. As the CEO and President of the Education Research and Development Institute (ERDI)\, she has married her extensive background in public education with her sharp business acumen to drive transformative solutions that meet the evolving needs of PK-12 education. Her leadership is characterized by a strategic blend of educational insight and business innovation\, facilitating impactful collaborations between district leaders and industry experts to optimize product development and implement effective solutions in schools nationwide. \nBefore ascending to her current role\, Dr. Ferrari served as the VP and chief schools officer for a pioneering education management organization\, where she spearheaded strategic planning and organizational growth. Her 25-year public education background\, spanning roles from middle school teacher to superintendent\, with expertise in curriculum and instruction\, leadership development\, change management\, and strategic planning\, provides her with a unique perspective on the intersection of education and business\, enabling her to lead with insight and innovation. Dr. Ferrari earned her doctorate in educational leadership and policy studies from Loyola University in Chicago. \n \nJeff McCoy currently serves as the Chief Education Officer for the Education Research & Development Institute (ERDI)\, where he leads national engagement with district leaders to shape innovative K-12 solutions and provide thought partnerships for school district leaders. Prior to joining ERDI\, Jeff spent over two decades with Greenville County Schools in South Carolina\, one of the largest districts in the Southeast\, serving as Associate Superintendent for Academics from 2015-2025. His leadership was instrumental in launching the district’s K-12 Literacy Framework\, Virtual School\, AI Implementation\, and transformation frameworks. \nJeff has been nationally recognized for his impact\, including being named one of District Administration’s Top 100 Most Influential Education Leaders and receiving the 1EdTech Leadership Award and RTM All Stars Award. He is a frequent national presenter on topics such as artificial intelligence in education\, instructional transformation\, instructional innovation\, and educational equity. Jeff also serves on multiple national and regional boards focused on advancing education policy and practice. \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\nAt the Education Research and Development Institute (ERDI) we work to create a rich and meaningful forum for education leaders and solution providers to collaboratively discuss\, design\, and shape the products and services\, which support PK-12 education. We are committed to ensuring that all students have access to the highest quality learning experiences\, so that they will be productive\, ready stewards of the future. \n\n 
URL:https://home.edweb.net/webinar/leadership20260820/
CATEGORIES:Artificial Intelligence,Leadership/Administration
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DTSTART;TZID=America/New_York:20260819T140000
DTEND;TZID=America/New_York:20260819T150000
DTSTAMP:20260819T185810Z
CREATED:20260805T195444Z
LAST-MODIFIED:20260819T185810Z
UID:13050519-1787148000-1787151600@home.edweb.net
SUMMARY:Using Reflection to Strengthen Practice and Rediscover Your “Why”: Teaching with Intention
DESCRIPTION:Presented by Rachel Robertson\, Ed.D.\, Experienced Educator\, Chief Academic Officer\, Bright Horizons\nModerated by Stephanie Roselli\, Executive Editor\, Gryphon House \nSponsored by Gryphon House \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nTeaching is a rewarding profession and a really hard profession. It requires reflection\, motivation\, inspiration\, and a smorgasbord of skills. Every. Single. Day. Each day is full of tiny tasks that must get done and curveballs no one saw coming. It’s easy to forget the importance of the work and feel disconnected from the reason you go into this field in the first place. That’s where reflective practice and guided journaling come in! \nIn this edWebinar\, we dive into the research and make it practical. We discuss the impact of reflection as a professional growth and learning tool and the valuable processes guided journaling can promote\, such as fostering a productive struggle\, building personal resilience\, working through challenging situations\, learning new skills\, recognizing big milestones\, and connecting practice to purpose. \nViewers walk away with practical insights that they can easily apply and strategies to build reflection habits into daily and weekly routines. \nThis edWebinar is of interest to PreK through elementary school teachers\, school leaders\, and anyone working in direct service to young children and families. \n \n \nAbout the Presenter \nRachel Robertson\, Ed.D.\, has been in the education field for over 25 years. She has degrees in education\, human development\, and family studies\, a Certificate in Early Education Leadership from Harvard\, and a doctorate from Northeastern University. She is currently the Chief Academic Officer for Bright Horizons\, leading early education programs and educator professional development for the over 500 centers and 12\,000+ early educators across the U.S. In addition to these professional roles\, she is an author of numerous articles and books for families\, educators\, and children; hosts the parenting podcast Teach. Play. Love.; and presents to parents and educators in virtual and live formats throughout the year. She is the proud mother of two pretty amazing adult daughters and lives between Shorewood\, MN\, and San Diego\, CA. \n\n \nAbout the Moderator \nStephanie Roselli is the Executive Editor at Gryphon House\, the leading publisher of educational resources for teachers and parents\, where she acquires and develops the latest books from today’s top early childhood experts. \n\nJoin the Early Learning Book Chats 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\nGryphon House is an award-winning publisher of early childhood resources for teachers and parents.
URL:https://home.edweb.net/webinar/bookchats20260819/
CATEGORIES:Early Childhood Learning,Educator Self-Care and Wellness,New Teacher and Staff Support,Professional Development,Teacher Development and Retention
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260819T120000
DTEND;TZID=America/New_York:20260819T130000
DTSTAMP:20260908T203230Z
CREATED:20260807T164520Z
LAST-MODIFIED:20260908T203230Z
UID:13063361-1787140800-1787144400@home.edweb.net
SUMMARY:More Than Minutes: A Smarter Look at Screen Time
DESCRIPTION:Presented by Jeff McCoy\, Chief Education Officer\, ERDI; and Dr. Jennifer Ferrari\, Chief Executive Officer\, ERDI \nPresented by ERDI \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nAs technology becomes increasingly woven into teaching and learning\, district leaders are moving beyond conversations about how much time students spend on screens and focusing on how that time is used. \nThis first edLeader Panel of Trailblazing Leadership Week explores emerging research\, leadership perspectives\, and practical strategies for creating meaningful\, balanced digital learning experiences that support engagement\, well-being\, and student success. \nThis edLeader Panel  is of interest to K-12 school leaders\, district leaders\, and education technology leaders. \nThis edLeader Panel is part of Trailblazing Leadership Week. \n \n \nAbout the Presenters \nJeff McCoy currently serves as the Chief Education Officer for the Education Research & Development Institute (ERDI)\, where he leads national engagement with district leaders to shape innovative K-12 solutions and provide thought partnerships for school district leaders. Prior to joining ERDI\, Jeff spent over two decades with Greenville County Schools in South Carolina\, one of the largest districts in the Southeast\, serving as Associate Superintendent for Academics from 2015-2025. His leadership was instrumental in launching the district’s K-12 Literacy Framework\, Virtual School\, AI Implementation\, and transformation frameworks. \nJeff has been nationally recognized for his impact\, including being named one of District Administration’s Top 100 Most Influential Education Leaders and receiving the 1EdTech Leadership Award and RTM All Stars Award. He is a frequent national presenter on topics such as artificial intelligence in education\, instructional transformation\, instructional innovation\, and educational equity. Jeff also serves on multiple national and regional boards focused on advancing education policy and practice. \n \nDr. Jennifer Ferrari is a distinguished leader in the educational sector\, uniquely positioned at the intersection of education and business. As the CEO and President of the Education Research and Development Institute (ERDI)\, she has married her extensive background in public education with her sharp business acumen to drive transformative solutions that meet the evolving needs of PK-12 education. Her leadership is characterized by a strategic blend of educational insight and business innovation\, facilitating impactful collaborations between district leaders and industry experts to optimize product development and implement effective solutions in schools nationwide. \nBefore ascending to her current role\, Dr. Ferrari served as the VP and chief schools officer for a pioneering education management organization\, where she spearheaded strategic planning and organizational growth. Her 25-year public education background\, spanning roles from middle school teacher to superintendent\, with expertise in curriculum and instruction\, leadership development\, change management\, and strategic planning\, provides her with a unique perspective on the intersection of education and business\, enabling her to lead with insight and innovation. Dr. Ferrari earned her doctorate in educational leadership and policy studies from Loyola University in Chicago. \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\nAt the Education Research and Development Institute (ERDI) we work to create a rich and meaningful forum for education leaders and solution providers to collaboratively discuss\, design\, and shape the products and services\, which support PK-12 education. We are committed to ensuring that all students have access to the highest quality learning experiences\, so that they will be productive\, ready stewards of the future. \n\n 
URL:https://home.edweb.net/webinar/leadership20260819/
CATEGORIES:Digital Learning,Leadership/Administration,Technology for Learning
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260818T130000
DTEND;TZID=America/New_York:20260818T140000
DTSTAMP:20260818T174413Z
CREATED:20260721T210258Z
LAST-MODIFIED:20260818T174413Z
UID:12812945-1787058000-1787061600@home.edweb.net
SUMMARY:Stop Reteaching: Close Learning Gaps with Spiral Review
DESCRIPTION:Presented by Kara Wolcott\, Experienced Educator\, Head of Classroom Impact and Product Strategy\, Simple Solutions Learning; Chris Arvanitis\, Director of Growth and Success\, Simple Solutions Learning; and Lisa Sibert\, Experienced Educator\, Senior Consultant\, Simple Solutions Learning \nSponsored by Simple Solutions Learning \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nToo often\, students forget what they have learned just weeks after instruction\, leaving teachers stuck in a cycle of reteaching and intervention. What if you could break that cycle by strengthening retention within your core instruction? \nIn this edWebinar\, we explore how spiral review\, grounded in the learning science principles of spacing\, interleaving\, and retrieval practice\, helps students revisit and retain key concepts over time. Viewers gain a clear understanding of how these three components work individually and how they work together to build lasting mastery. We bring these ideas to life with practical\, classroom-ready examples\, including how spiral review can be implemented in warm-ups\, exit tickets\, WIN time\, homework\, and more. These strategies are designed to fit into existing instructional time without adding more to teachers’ plates. \nLearning Objectives: \n\nDefine spiral review and its three core components: spacing\, interleaving\, and retrieval\nUnderstand how these strategies work together to strengthen retention and reduce forgetting\nIdentify simple\, sustainable ways to embed spiral review into daily instruction\nExplore how schools and districts can support consistent implementation at scale\n\nKey Takeaways: \n\nReduce the need for reteaching and Tier 2 intervention\nStrengthen Tier 1 instruction and improve long-term student outcomes\nGain actionable strategies that can be implemented immediately\n\nWhether you are a K-8 classroom teacher\, instructional coach\, or district leader\, this edWebinar helps you rethink how learning sticks and how to close gaps before they grow. \n \n \nAbout the Presenters \nKara Wolcott is the Head of Classroom Impact and Product Strategy at Simple Solutions\, bringing over a decade of experience in education. She began her career teaching middle school math in Gahanna-Jefferson Public Schools and West Bloomfield School District\, where she built a strong foundation in supporting diverse learners and implementing effective instructional practices. Kara later transitioned into a leadership role at Simple Solutions\, where she works closely with educators and district leaders to support implementation and inform product strategy. She focuses on helping schools strengthen Tier 1 instruction through practical\, research-based approaches that align with classroom realities. She holds a Bachelor of Science and a Master of Education in Middle Childhood Education from The Ohio State University and is a Certified Associate in Project Management (CAPM)®. \n \nChris Arvanitis serves as Director of Growth and Success at Simple Solutions Learning\, where he partners with school and district leaders to support student retention\, teacher-friendly implementation\, and long-term program success. Chris has spent much of his career in K–12 education\, supporting schools and districts through work with classroom learning platforms\, district instructional programs\, tutoring support\, and standards-based practice materials. That experience has given him a clear view of what educators face every day. In his current role\, Chris partners with administrators and teachers across the country to strengthen implementation\, understand school needs\, and keep the focus on student outcomes. \n \nLisa Sibert is a former elementary school principal from London\, Kentucky\, and currently serves as a Senior Consultant with Simple Solutions. During her tenure at Bush Elementary\, the school earned recognition as both a National Blue Ribbon School and the Title I School of the Year in Kentucky. Under her leadership\, Bush Elementary consistently ranked among the top elementary schools in the state\, reflecting her strong commitment to student achievement and instructional excellence. Lisa brings firsthand experience implementing spiral review to strengthen Tier 1 instruction and improve student outcomes. She now works with schools and districts to support practical\, sustainable implementation. She also serves as the Director of Student Teaching at the University of the Cumberlands\, where she mentors aspiring educators and continues her commitment to advancing effective instructional practices. \nJoin the Accelerate 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\nSimple Solutions is a leading provider of research-based instructional materials designed to strengthen Tier 1 instruction and improve long-term student outcomes. Built on proven learning science principles\, including spiral review\, spacing\, interleaving\, and retrieval practice\, Simple Solutions helps students retain and apply what they learn over time. \nFor more than two decades\, schools across the country have used Simple Solutions to close learning gaps\, increase student mastery\, and reduce the need for reteaching and intervention. Our print-first resources integrate seamlessly into daily instruction\, supporting teachers with consistent\, manageable routines that reinforce key concepts without adding instructional time. \nBy combining practical classroom application with evidence-based strategies\, including ESSA-supported research\, Simple Solutions empowers educators to build student confidence\, strengthen academic performance\, and create lasting learning.
URL:https://home.edweb.net/webinar/accelerate20260818/
CATEGORIES:Learning Loss/Acceleration,Student Achievement,Student Engagement and Motivation,Teaching Practice and Pedagogy
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T170000
DTEND;TZID=America/New_York:20260814T173000
DTSTAMP:20261019T230952Z
CREATED:20261016T203239Z
LAST-MODIFIED:20261019T230952Z
UID:13242263-1786726800-1786728600@home.edweb.net
SUMMARY:Personalized Professional Growth: Building District Microcredential Pathways in a Private PLC
DESCRIPTION:Events\n\n\n\n\nA conversation hosted by Lisa Schmucki\, Founder and CEO of edWeb.net\, with Kimberly Agnor\, Executive Director of Curriculum and Instruction\, Danville Public Schools (VA) \nThere is no CE certificate for this program. \n\n\n\n\n\n\nWatch the Recording\n\n\n\nListen to the Podcast\n\n\n\n\n\n\n\n\n\n\n\nIn an era where traditional professional development often falls short of meeting individual teacher needs\, school districts are turning to personalized\, flexible solutions that honor educator voice and growth. Join us for an insightful session on how one forward-thinking school district leveraged a private professional learning community (PLC) on edWeb.net to build scalable\, high-impact microcredential pathways for their instructional staff.
URL:https://home.edweb.net/webinar/danville20260814/
CATEGORIES:PLC Interview,Professional Development
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260813T150000
DTEND;TZID=America/New_York:20260813T160000
DTSTAMP:20260813T200402Z
CREATED:20260520T165016Z
LAST-MODIFIED:20260813T200402Z
UID:12273463-1786633200-1786636800@home.edweb.net
SUMMARY:4 Mindshifts for Teaching AI Agency
DESCRIPTION:Presented by Dan Be Kim\, AI Fellow and Translational Research Designer\, Center for Digital Thriving\, Harvard Graduate School of Education; and Dr. Carrie James\, Co-Founder and Co-Director\, Center for Digital Thriving\, and Co-Director\, Project Zero\, Harvard Graduate School of Education \nSponsored by Center for Digital Thriving at the Harvard Graduate School of Education \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nAs debates about the role of generative AI in the classroom carry on\, some schools are responding with an emphasis on bans\, detection tools\, and compliance policies. What if we focused instead on empowering students to navigate an AI world well? The research team at the Center for Digital Thriving (CDT) at Project Zero\, Harvard Graduate School of Education\, engages in an intentional listening practice with young people to co-design relevant resources and tools that help them navigate a world increasingly shaped by AI with a sense of agency. \nIn this edWebinar\, CDT presenters Dr. Carrie James and Dan Be Kim explore how educators can support AI agency among their students—right now. They share relevant resources and four enduring mindshifts that are game changing for classroom conversations about tech: \n\nFrom Abstinence to Agency: Bans often push AI and other tech use underground; teaching agency prepares students for real-world decisions.\nFrom Referee to Coach: While AI may feel new and unfamiliar\, it’s also an amplifier of familiar human pressures around performance\, fairness\, and belonging. This framing changes what good guidance looks like. Educators don’t need to be AI experts to guide students through gray areas.\nFrom Assuming to Asking: We can better understand the “whys” behind students’ uses of AI when we shift from assuming all AI use is about cheating and\, instead\, ask open questions. Understanding paves the way for better\, more relevant support.\nFrom Us vs. Them to Us and Them: Making AI uses and dilemmas visible through open dialogue with students and colleagues can help us begin to co-create norms of use.\n\nGrounded in CDT’s youth voice work\, these mindshifts and resources are designed to endure by emphasizing student skill and agency building over tool management. The tech may keep evolving\, but with the right mindshifts\, so can we. This edWebinar is of interest to elementary through high school teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDan Be Kim is an AI Fellow and translational research designer at the Center for Digital Thriving at the Harvard Graduate School of Education\, where she helps translate emerging research insights into professional development programs and frameworks that support responsible AI use in education. A self-proclaimed AI tinkerer\, she is deeply curious about how technology shapes culture and identity—a question informed by her own experience as a third-culture kid shaped by Korea\, India\, and Germany. Dan Be is a core contributor to CDT’s IMAGINE AI project\, which brings a values-centered lens to AI by asking how lived experiences and moral compasses shape what we consider responsible use. She is also an AI Fellow at Harvard GSE\, helping onboard graduate students to leverage AI responsibly in their academic and professional work. Dan Be loves bringing people together across sectors and co-designed and co-taught AI Tools for Learning Design\, a mini-course bringing educators\, technologists\, and designers in the community to experiment with AI for immersive learning. \n \nDr. Carrie James is a sociologist\, researcher\, the current Co-director of Project Zero\, and the Co-founder of the Center for Digital Thriving. Her work focuses on young people’s digital experiences\, including opportunities and challenges for their well-being\, social connections\, and civic lives. She loves to translate research insights into practical tools and wisdom for families and educators. With Emily Weinstein\, Dr. James is the co-author of the book Behind Their Screens: What Teens Are Facing (And Adults Are Missing)\, which details compelling insights from thousands of teens. She is also the author of Disconnected: Youth\, New Media\, and the Ethics Gap (MIT Press\, 2014). Her perspectives have appeared in diverse outlets\, including The Boston Globe\, The Chicago Tribune\, TIME Magazine\, The New York Times\, TechCrunch\, and The Washington Post. Dr. James has a Ph.D. in sociology from New York University and is a parent to two technology-loving daughters. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\nCenter for Digital Thriving (CDT) is a research and innovation center based at Project Zero at Harvard Graduate School of Education. We create knowledge- and research-based resources that help youth thrive in a tech-filled world—and we believe educators are essential partners in making that possible.
URL:https://home.edweb.net/webinar/ai20260813/
CATEGORIES:Artificial Intelligence,Professional Development,Student Agency and Voice,Teaching Practice and Pedagogy,Technology for Learning
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DTSTART;TZID=America/New_York:20260813T120000
DTEND;TZID=America/New_York:20260813T130000
DTSTAMP:20260813T165936Z
CREATED:20260711T023316Z
LAST-MODIFIED:20260813T165936Z
UID:12695185-1786622400-1786626000@home.edweb.net
SUMMARY:News Literacy for Every Classroom: An Integrated Approach
DESCRIPTION:Presented by Tracee Stanford\, Former Educator\, Current Senior Manager of Professional Learning\, News Literacy Project \nSponsored by News Literacy Project \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nJust getting started with news literacy or looking for fresh\, meaningful ways to weave this essential life skill into your teaching? This edWebinar helps you build a strong foundation for the school year. You discover ways to embed news literacy into your discipline to help students make informed decisions. \nThe News Literacy Project’s Tracee Stanford\, Senior Manager of Professional Learning\, shares a walkthrough of NLP’s Framework for Teaching News Literacy and Grade Band Expectations\, along with practical tips and strategies for incorporating relevant topics and lessons into your curricula—without starting from scratch. We examine the core concepts and competencies that help students distinguish credible information from misinformation\, evaluate sources and evidence\, recognize different types of information\, and understand the role of a free press in a democracy. \nViewers leave with ready-to-use planning resources and a clearer understanding of how to build these essential skills throughout the year. \nViewers learn how to: \n\nExplain what news literacy is and why it is an essential life skill for all students\nUse the Framework for Teaching News Literacy and Grade Band Expectations to support curriculum planning\nIntegrate news literacy concepts into existing lessons across subject areas\n\nThis edWebinar is ideal for K-12 teachers\, librarians\, and school and district leaders. \n \n \nAbout the Presenter \nTracee Stanford is the Senior Manager of Professional Learning at the News Literacy Project\, where she designs and facilitates engaging news literacy professional development sessions for educators nationwide\, virtually and in person. Before joining NLP\, she was a Program Manager at Free Spirit Media\, where she led media educators in teaching essential journalism skills to youth in underserved Chicagoland communities. She also worked as a high school journalism teacher in Chicago Public Schools\, contributing to curriculum development\, instructional strategies\, and strategic partnerships. \nTracee also has a background in local news\, producing morning news for WSFA 12 in Montgomery\, Alabama\, and working as a reporter and producer for Alabama Public Television. She began her career as a statehouse reporter covering politics in Springfield\, Illinois. Tracee holds a bachelor’s degree in broadcast journalism from the University of Illinois at Urbana-Champaign and a master’s degree in public affairs reporting from the University of Illinois\, Springfield. \nLearn more about earning a CE certificate and our accessibility features. \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. \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. \n\n \n 
URL:https://home.edweb.net/webinar/newsliteracy20260813/
CATEGORIES:Digital Citizenship,English, Language Arts, Writing,Literacy,Media Literacy,Social Studies and Civics
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T150000
DTEND;TZID=America/New_York:20260812T160000
DTSTAMP:20260921T142755Z
CREATED:20260713T185004Z
LAST-MODIFIED:20260921T142755Z
UID:12707776-1786546800-1786550400@home.edweb.net
SUMMARY:Leading Literacy Through Change: How District Leaders Sustain Momentum and Accelerate Outcomes
DESCRIPTION:Presented by Dr. Terra Greenwell\, Senior K-12 Advisor and Former Chief Academic Officer; Dr. Glenda Sheffield\, Superintendent\, Hampton County School District (SC); and Dr. Deann Collins\, Chief of Staff\, Prince George’s County Public Schools (PGCPS) and Former Maryland Deputy State Superintendent\nModerated by Dr. Donna Wright\, Retired School Superintendent/Education Consultant \nSponsored by Really Great Reading \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nStrong literacy outcomes are not sustained by instructional materials alone. Districts need literacy systems that can withstand real-world change\, including teacher turnover\, leadership transitions\, shifting priorities\, and the ongoing need to support new and experienced educators. \nJoin district leaders and literacy experts for an edLeader Panel discussion on how districts can build durable literacy systems that maintain momentum over time. Panelists explore how strong implementation plans\, professional learning models\, instructional leadership practices\, onboarding systems\, and purposeful technology can help districts protect consistency across schools and classrooms. \nViewers learn how successful districts support educators\, reduce implementation fatigue\, and create the conditions for long-term student success\, including for older struggling readers who need consistent\, effective literacy intervention. \nThis edLeader Panel is of interest to elementary through high school teachers\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDr. Terra Greenwell is a nationally recognized K-12 education leader and Strategic Academic Advisor specializing in systems leadership\, change management\, and initiative-driven transformation. As a speaker\, advisor\, and strategic partner\, she guides public school districts\, non-profit organizations\, and for-profit education entities on scaling high-impact academic systems\, advancing educational equity\, and navigating complex organizational change. Dr. Greenwell’s strategic advising is backed by a distinguished career in executive district leadership\, most recently serving as the Chief Academic Officer for Jefferson County Public Schools (Louisville\, KY)\, where she oversaw academic programming for 97\,000 students. A proven innovator\, she pioneered the district’s middle school Explore Pathways to provide future-focused career exploration starting in the sixth grade. \nAs CAO\, she engineered a historic\, districtwide adoption of high-quality instructional resources\, revised the district’s early literacy program\, and established critical adolescent literacy shifts through an evidence-based\, research-backed framework. Crucially\, Dr. Greenwell developed Journey to Success\, an innovative accountability model built to provide structural validity and operationalize the Portrait of a Graduate framework into measurable\, real-world student outcomes. Holding a doctorate in educational leadership and organizational development\, Dr. Greenwell focuses her advisory work heavily on rethinking legacy assessment and accountability models to center student readiness on durable\, future-focused skills. Her national standing and insights are continuously shaped by her active leadership within the country’s most innovative educational networks. She collaborates regularly with superintendents\, researchers\, and corporate boards through the Education Research and Development Institute (ERDI)\, the National Council of Innovative Instructional Leaders (NCIIL)\, and the AASA Women’s Leadership Consortium to influence the national dialogue and drive systemic progress across the K-12 landscape. \n \nDr. Glenda Sheffield is the Superintendent of Hampton County School District\, bringing more than three decades of distinguished experience in education leadership. She has served in positions that spanned the full spectrum of educational leadership\, including teacher\, assistant principal\, principal\, instructional superintendent\, and chief academic officer. A passionate advocate for academic excellence and equity\, Dr. Sheffield has led transformative initiatives throughout her career. She successfully closed achievement gaps across the elementary\, middle\, and high school levels\, mentored and coached school leaders to strengthen instructional practices and foster leadership development\, and collaborated with district stakeholders to align curriculum resources and ensure rigorous standards-based instruction for all students. \nDr. Sheffield’s academic credentials reflect her commitment to lifelong learning. She holds a Bachelor of Science in Business Administration from Voorhees University\, a Master of Education in Business Education from Bowling Green State University\, and both an Educational Specialist and a doctorate in educational leadership from Nova Southeastern University. She has also completed prestigious leadership programs at Harvard University’s Principal Leadership Academy and the Atlantic Research Partners National Superintendent Academy. Beyond her professional accomplishments\, Dr. Sheffield is deeply rooted in family and community. She is the proud mother of two adult children\, Kayla and Martest III\, and has shared over 30 years of marriage with her husband\, Martest Jr. Her unwavering dedication to student success and leadership development continues to inspire educators and communities nationwide. \n \nDr. Deann Collins currently serves as the Chief of Staff for Prince George’s County Public Schools (PGCPS). In this role\, she acts as the “connective tissue\,” keeping cross-functional efforts moving toward a single vision\, while supporting the implementation of the superintendent’s vision and administration. She ensures coherence and accountability across the executive team\, facilitates strategic initiatives\, and promotes an equitable educational experience for all students. Dr. Collins brings nearly 30 years of state- and district-level expertise to PGCPS. \nShe previously served as the Deputy State Superintendent for Teaching and Learning at the Maryland State Department of Education\, where she led nationally recognized initiatives in literacy\, special education reform\, and the Blueprint for Maryland’s Future. Notably\, she spearheaded the development of Maryland’s first Pre-K to 3 Comprehensive Literacy Policy. Her journey in education began in the classroom as a teacher for Montgomery County Public Schools. Over her three-decade career\, she has served at every level of the system—from principal and school improvement specialist to central office director. As a proud Prince George’s County resident and parent\, her deep commitment to educational equity and excellence is deeply personal. \n \nAbout the Moderator \nDr. Donna Wright has served in many roles in her 40-plus-year career as an educator. She has positively influenced the educational field as a classroom teacher\, assistant principal\, principal\, assistant superintendent\, deputy director\, and school superintendent. Dr. Wright earned her doctorate in leadership studies from the University of Tennessee at Knoxville. She has been published in numerous educational journals\, invited to present at national and state conferences\, and has served as an adjunct professor at various institutions of higher learning. Although Dr. Wright recently retired from K-12 public education\, she continues to support and consult with colleagues and school districts around the country. Currently\, she serves as the AASA Lead Superintendent\, directing the National Women’s Leadership Consortium\, and collaborates with public school districts around the country. \nJoin the Structured Literacy Instruction 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\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/structuredliteracy20260812/
CATEGORIES:edLeader Panel,Leadership/Administration,Literacy,Professional Development,Student Achievement,Teacher Development and Retention
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T140000
DTEND;TZID=America/New_York:20260812T150000
DTSTAMP:20260812T185719Z
CREATED:20260625T165455Z
LAST-MODIFIED:20260812T185719Z
UID:12573362-1786543200-1786546800@home.edweb.net
SUMMARY:What Reading Growth Really Looks Like in Grades 6–12: From Standards to Strength
DESCRIPTION:Presented by Sharon Alonso\, Experienced Educator\, District Administrator\, Hillsborough County Public Schools (FL); and Carisa Barnes\, Experienced Educator\, Literacy Instructional Coach\, San Diego Unified School District (CA) \nSponsored by Zinc Learning Labs \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nIn many secondary classrooms\, students are asked to demonstrate reading skills without the time or support to build them. This edWebinar explores the growing gap between what standards expect and the reading capacity students actually have\, and how that misalignment impacts both comprehension and motivation. \nThrough classroom stories and real student experiences\, we look at where breakdowns happen and how small shifts in instruction make them visible and fixable. We focus on how strengthening everyday reading practices puts the missing floor under standards while rebuilding confidence and engagement. Viewers leave with a clearer lens on what students need and practical ways to respond within the time they already have. \nThis edWebinar is of interest to middle and high school teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n\n \n \nAbout the Presenters \nSharon Alonso is a seasoned educator with over 20 years of experience in K–12 education and currently serves as a Coordinator of Accelerated Programs for Hillsborough County Public Schools. In this district-level role\, she supports the implementation and expansion of advanced academic programs\, working closely with school leaders and instructional teams. Sharon previously served as a K–12 writing supervisor and a district writing coach for middle grades\, where she focused on strengthening literacy instruction and student achievement. With more than 15 years of experience as a professional learning writer and facilitator\, she has led professional learning in curriculum design and effective pedagogy for educators across the country. Based in Tampa\, Florida\, Sharon is committed to strengthening instructional practices and creating more opportunities for students to succeed through meaningful\, engaging learning experiences. \n \nCarisa Barnes is passionate about working with educators to reimagine and design ways to support student learning. She taught high school English for 17 years before moving into her current role as Literacy Instructional Coach for the San Diego Unified School District. She also consults for several organizations\, working with teachers to develop systems and structures that support literacy and standards-aligned instruction. Most recently\, Carisa’s work with Zinc Learning Labs\, IlluminatEd Collective\, the California Reading and Literature Project\, and the College Board’s Pre-AP program has provided opportunities to collaborate with teachers across math\, science\, history\, English\, PE\, and the arts. Carisa believes that all students can grow in the skills and mindset necessary to discover their strengths and abilities for present and future readiness. She is currently living her best life in downtown San Diego and believes that curiosity and wholeheartedness are essential to a rich personal and professional life. \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\nZinc Learning Labs is a science-backed reading skills accelerator for secondary schools that drives transformative reading growth. Zinc offers easy-to-implement\, individualized\, digital experiences backed by comprehensive reporting\, empowering teachers to guide all students to reading success.
URL:https://home.edweb.net/webinar/teach2read20260812/
CATEGORIES:English, Language Arts, Writing,Reading Skills,Science of Reading,Student Engagement and Motivation
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T130000
DTEND;TZID=America/New_York:20260812T140000
DTSTAMP:20260812T180511Z
CREATED:20260714T191622Z
LAST-MODIFIED:20260812T180511Z
UID:12718958-1786539600-1786543200@home.edweb.net
SUMMARY:Science of Reading and MTSS: Using Beginning-of-Year Data to Start Strong
DESCRIPTION:Presented by Susan Lambert\, Ed.D.\, Host of Science of Reading: The Podcast\, and Chief Academic Officer of Literacy\, Amplify \nSponsored by Amplify \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nBeginning-of-year (BOY) data can do more than identify risk. It can help educators build a proactive\, research-aligned system of support from day one. \nIn this edWebinar\, educators explore how the Science of Reading and a Multi-Tiered System of Supports (MTSS) work together to drive stronger literacy outcomes for all students. The session demystifies the relationship between these two foundational frameworks and show how BOY screening and assessment data can inform smarter decisions across the school year. Viewers learn how to identify student needs early\, strengthen core instruction\, determine when additional support is needed\, and build a more responsive tiered structure. Viewers also examine how ongoing progress monitoring can help move from isolated data points to meaningful instructional action. \nBy the end of the session\, viewers leave with a clearer understanding of how assessment\, instruction\, and intervention connect within an effective literacy system\, as well as practical ideas for using BOY data to guide MTSS implementation throughout the year. \nThis edWebinar is of interest to teachers\, literacy leaders\, interventionists\, school leaders\, and district leaders serving K–8 students. \n \n \nAbout the Presenter \nSusan Lambert\, Ed.D.\, is the Chief Academic Officer of Literacy at Amplify and host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. As podcast host\, Dr. Lambert explores the increasing body of scientific research around how reading is taught. As a former classroom teacher\, administrator\, and curriculum developer\, Dr. Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom and to showcasing national models of reading instruction excellence. She is a mom of four\, a grandma of four\, a world traveler\, and a collector of stories. \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 \nAmplify is dedicated to collaborating with educators to create learning experiences that are rigorous and riveting for all students. \nTeaching is always challenging\, often exhausting\, and sometimes exhilarating. At Amplify\, we want teachers to experience more exhilaration—more great classroom moments and more great days when you’re reminded why you became a teacher. Whether you teach literacy\, science\, or math\, we create high-quality programs that make it easier for you to deliver inspiring\, impactful lessons that celebrate and develop the brilliance of your students.
URL:https://home.edweb.net/webinar/assessment20260812/
CATEGORIES:Assessment,MTSS,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260811T150000
DTEND;TZID=America/New_York:20260811T160000
DTSTAMP:20260812T154050Z
CREATED:20260717T200146Z
LAST-MODIFIED:20260812T154050Z
UID:12777780-1786460400-1786464000@home.edweb.net
SUMMARY:The Overlooked Metrics Impacting Literacy Outcomes: Reading Efficiency and Underdeveloped Visual Skills
DESCRIPTION:Presented by Dr. Alexandra Spichtig\, Former Educator\, Current CEO and Co-Founder\, Stanford Taylor Foundation; and John Ferrara\, M.Ed.\, Former Educator\, Current Chief Research Officer\, Stanford Taylor Foundation \nSponsored by Stanford Taylor Foundation \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nTwo critical\, but often-missed factors sit underneath students’ reading struggles: inefficient reading habits and underdeveloped visual skills. These factors are more common than most educators realize. Roughly 70% of students reading at below-proficient levels read inefficiently. And signs of underdeveloped visual skills appear in about half of low-performing elementary readers and a quarter of middle schoolers. Most assessments tell educators that a student is struggling\, not how efficiently they read or whether the student’s visual skills are ready to handle the demands of reading. Neither inefficient reading nor underdeveloped visual skills are disabilities; they can be developed through targeted visual skill and reading efficiency instruction. \nThe goal of this edWebinar is to help educators recognize the role visual skills and reading efficiency play in reading development and achievement and to provide practical\, research-informed strategies for identifying and supporting students who may be affected by inefficient reading and underdeveloped visual skills. \nKey Topics: \n\nWhat are visual skills and reading efficiency\, and why are they important?\nWhat research shows about the relationships among visual skills\, reading efficiency\, and reading achievement\nHow to screen for students with underdeveloped visual skills and inefficient reading habits\nHow to implement targeted visual skill development and reading efficiency practice\n\nBy the end of the session\, viewers are able to: \n\nExplain the research connecting visual skills development\, reading efficiency\, and reading achievement\nIdentify indicators of underdeveloped visual skills and inefficient reading habits\nScreen for underdeveloped visual skills and inefficient reading\nApply practical strategies and tools to support visual skills and reading efficiency development within existing literacy instruction\n\nViewers leave with a new understanding of how reading inefficiency and underdeveloped visual skills may be contributing to reading difficulties\, and information regarding how to identify affected students and support students in need of targeted instruction. This edWebinar is of interest to elementary and middle school leaders\, district leaders\, curriculum directors\, and those involved in literacy intervention. \n \n \nAbout the Presenters \nDr. Alexandra Spichtig\, CEO and Co-founder of the Stanford Taylor Foundation\, is a researcher and literacy assessment and instruction expert specializing in eye movements\, visual skills\, and reading efficiency. Her landmark study on the 50-year decline of silent reading efficiency was published in Reading Research Quarterly\, and her broader work—including peer-reviewed articles\, book chapters\, and international presentations (ILA\, SSSR\, ECEM\, AERA\, LRA)—has advanced scientific understanding of how visual skills\, visual processing\, and reading efficiency influence literacy development. As former Chief Research Officer at Reading Plus\, she co-authored patented instructional methodologies and led the design of one of the first widely adopted web-based adaptive assessments measuring comprehension-based silent reading rate. She began her career as an elementary school teacher. Her expertise bridges literacy pedagogy\, classroom experience\, vision science\, learning engineering\, scalable digital assessment\, and visual and reading efficiency instruction. \n \nJohn Ferrara\, M.Ed.\, is the Stanford Taylor Foundation’s Chief Research Officer. He holds a master’s degree in education and a certificate of advanced study in education leadership and policy studies. He specializes in data systems\, assessment design\, and visual skills research\, leading all aspects of the research lifecycle from study design through dissemination. He played a central role in designing Vermont’s first statewide K–12 education data warehouse and implementing the state’s assessment and accountability systems. At Reading Plus\, he refined adaptive assessments\, established reading efficiency norms\, and led efficacy studies for large-scale literacy programs. His research on reading efficiency\, eye movements\, and visual skills has been published in peer-reviewed journals and presented at the Society for Scientific Studies of Reading\, the Literacy Research Association\, the National Science Foundation\, and the European Conference on Eye Movements. \nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n					\n				\n					The Stanford Taylor Foundation (STF) is an educational research nonprofit dedicated to understanding and improving reading efficiency and the visual skills that underpin it. STF’s mission is to perform research in this area\, share findings broadly\, and develop evidence-based educational tools that support students\, teachers\, and district leaders. STF’s team has decades of experience in reading research\, instructional design\, and the development of assessments and instructional products\, with extensive published research and conference presentations.
URL:https://home.edweb.net/webinar/readers20260811/
CATEGORIES:Assessment,Early Literacy,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T130000
DTEND;TZID=America/New_York:20260810T140000
DTSTAMP:20260812T154114Z
CREATED:20260714T153430Z
LAST-MODIFIED:20260812T154114Z
UID:12714260-1786366800-1786370400@home.edweb.net
SUMMARY:Structuring Independent Math Work to Protect Time for Small Groups
DESCRIPTION:Presented by Ashley Marlow\, Former Educator\, Current Elementary Math Coach and Director of Operations\, All Learners Network; and Chris Singleton\, Former Educator\, Current Chief Learning Officer\, All Learners Network \nSponsored by All Learners Network \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nEvery math teacher faces the same start-of-year questions: What do I do with students who finish early? How do I free up time for the students who need extra support? How do I meet the needs of both struggling and advanced learners in the same class period? \nThis edWebinar gives educators a practical\, research-aligned approach to structuring independent math work so that small-group instruction time is protected and purposeful. The focus stays on keeping instruction anchored to high-leverage math concepts\, so independent work reinforces real learning goals\, freeing the teacher to run focused\, targeted small groups. \nViewers learn what separates purposeful\, teacher-monitored independent work from rotating centers or unstructured choice time and why that distinction matters for both engagement and learning outcomes. The session covers four categories of independent work that support differentiation: \n\nSkills practice paired with ongoing progress monitoring\nMath games organized to build reasoning across developmental stages\, from early number sense through middle school\nRich\, open-ended\, problem-solving tasks\nReflection routines that deepen understanding\n\nViewers leave with a sample 6–8-week sequence for introducing these routines gradually\, practical strategies for managing work locations\, partners\, and materials\, and a concrete plan for launching independent work structures that support\, rather than compete with\, small-group instruction and are sustainable throughout the school year. This edWebinar is of interest to PreK-8 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nAshley Marlow\, M.S.Ed.\, is an elementary math coach\, a consultant\, and the Director of Operations for All Learners Network. She has 15 years of experience in teaching and coaching and is passionate about supporting teachers in creating equitable learning opportunities in math. She is the co-author of Universal Design for Learning in Mathematics Instruction\, K-5. Ashley plans professional learning opportunities focusing on instructional routines in mathematics that support belonging\, engagement\, and access to rigorous\, grade-level content for all students. \n \nChris Singleton is the Chief Learning Officer and a Facilitator for the All Learners Network. She has 23 years’ experience teaching in Vermont schools\, as a primary grades teacher specializing in math\, a math interventionist\, and then a math coach. She has over 20 years of experience facilitating math professional development with a focus on both math content and improving pedagogy with teachers in grades K-8. She is a 2008 graduate of the Vermont Mathematics Initiative. When Chris is not working to improve mathematics instruction for all students\, she can be found enjoying the outdoors\, hiking\, biking\, running\, or skiing with friends and family. \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					All Learners Network was founded on the premise that everyone can be successful with math regardless of ability or circumstance. We have found\, in our practice with hundreds of teachers and thousands of students\, that every single child can be successful if effective pedagogy is used. Our professional development offerings are designed to help teachers make the journey from hoping all children—children living in poverty\, children of color\, multilingual children\, and children with IEPs— can learn\, to fully believing that any child can learn math. Our motto is: All means all. Our mission\, energy\, and expertise are devoted to helping teachers support their students to achieve math success and access to all the opportunities that come with it.
URL:https://home.edweb.net/webinar/math20260810/
CATEGORIES:Early Childhood Learning,Mathematics,Teaching Practice and Pedagogy
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T120000
DTEND;TZID=America/New_York:20260810T130000
DTSTAMP:20260923T212412Z
CREATED:20260729T144556Z
LAST-MODIFIED:20260923T212412Z
UID:12969054-1786363200-1786366800@home.edweb.net
SUMMARY:Writing Rockets: A Unique Approach to Building Stronger Paragraphs and Essays
DESCRIPTION:Presented by Zisel Roth\, MS\, Experienced Special Educator\, Curriculum Writer; Mindy Reifer\, MA\, Elementary and Middle School Principal; and Shanita Francis\, Social-Emotional Learning Consultant\nModerated by Jennah Schuh\, M.Ed.\, SBL\, SDL\, Director of Education and Training\, Rockland County-Based Non-Profit \nSponsored by Triple C Writing \nThe session recording is no longer available. \nLearn more about earning a CE certificate and our accessibility features. \nThe step-by-step Writing Rockets approach guides students to build strong paragraphs and essays. Students need a clear roadmap for organizing their ideas before they begin writing. Effective writers plan\, organize\, and design for successful communication\, communication that is focused\, logical\, and easy for readers to follow. This is the foundation of the Writing Rockets approach. \nStudents often stare at a blank page or fill it with everything that happened\, without focus\, organization\, or purpose. Writing Rockets changes that. In this edWebinar\, you explore one powerful approach to multiple essential structures that help students tackle assignments with purpose and confidence. Together\, these practical\, classroom-tested strategies transform scattered writing into clear\, engaging\, and well-developed pieces that students are proud to share. \nBy the end of this edWebinar\, educators are able to: \n\nUse Writing Rockets to teach narrative and expository writing by giving students a practical framework for organizing their thinking before they write\nTeach students to generate meaningful ideas without struggling for topics\nUtilize the FEED the Reasons strategy to help students elaborate with confidence\nIncrease student independence by giving them tools they can apply to every writing assignment\nLeave with classroom-ready lessons\, activities\, and strategies that can be implemented immediately\n\nThis edWebinar is of interest to elementary and middle school teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nZisel Roth\, MS\, has dedicated the past 20 years of her professional life to researching and authoring grammar and writing instructional materials. Zisel graduated college with an MS in special education. In her experience as a teacher\, she noted that the salient factor that impacts students’ ability to learn is their language proficiency and ability to communicate effectively. As such\, she focused intently on sharing the gift and joy of articulate communication with elementary and middle school students. Her goal is to provide them with a crucial foundation for success in school and beyond. \n \nMindy Reifer\, MA\, Principal of an NY K-8 private school\, uses her three decades of instructional experience\, educational leadership\, and extensive curriculum design to ensure that her students are ahead of the game. She monitors educational trends\, such as the use of AI\, and balances integrating them into evidence-based methodologies. Mindy began her career in education in the 1990s as a student aide for students with disabilities before working as a classroom teacher. Mindy advanced to become the ELA Curriculum Coordinator at a K-12 private school in Maryland before her current leadership role in Rockland County\, NY. Throughout her career\, Mindy insists on teaching every day even as she shares professional experience with the greater education community as an ELA instructor and teacher mentor focusing on curriculum implementation\, core comprehension\, technology in the classroom\, and grammar and writing skills. \n \nShanita Francis partners with schools and communities to build systems that work by aligning learning\, healing\, and culture. As an SEL Integration Coach and brain-based consultant\, she supports educators in embedding trauma-informed\, culturally responsive practices into everyday instruction—making change practical\, meaningful\, and lasting. \n \nAbout the Moderator \nJennah Schuh\, M.Ed.\, SLD\, has over two decades of experience educating children. Her career spans roles as a special education teacher\, school administrator\, and curriculum contributor\, where she has focused on creating inclusive learning environments and advancing effective educational practices. Jennah brings a deep understanding of student needs\, instructional design\, and organizational leadership to her work\, grounded in years of hands-on experience in schools and educational systems. \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 \nTriple C Writing LLC provides a streamlined curriculum\, student resources\, and in-depth professional development to support all stages of elementary and middle school writing. Using evidence-based models\, Triple C Writing developed a pen-to-paper approach that is developmentally appropriate\, standards aligned\, and innovative to teach. \n \nStrides ABA in NY and NJ provides ABA services for neurodivergent children. \n \nWonDIRful Play DIR Floortime Therapy in NJ provides DIR Floortime Therapy for children with developmental delays in NJ\, MN\, and IL.
URL:https://home.edweb.net/webinar/literacyhero20260810/
CATEGORIES:English, Language Arts, Writing,Literacy,Student Achievement
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260806T160000
DTEND;TZID=America/New_York:20260806T170000
DTSTAMP:20260806T210555Z
CREATED:20260629T023107Z
LAST-MODIFIED:20260806T210555Z
UID:12602091-1786032000-1786035600@home.edweb.net
SUMMARY:Science Is the Future: Why College and Career Readiness Can’t Wait
DESCRIPTION:Presented by Jason Marshall\, Former Educator\, Current Vice President of K-12 Science\, Savvas Learning Company; and Geoffrey Howard\, Former Educator\, Current Director of College and Career Readiness\, Savvas Learning Company \nSponsored by Savvas Learning Company \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nWith AI\, drones\, and robotics now everyday realities\, STEM is essential to every student’s future—no matter what career they pursue. The challenge is helping students make the connection between science and their career goals and encouraging them to pursue STEM as a path to post-secondary success. \nJoin this edWebinar with Jason Marshall\, VP of K–12 Science at Savvas Learning Company\, and Geoffrey Howard\, Director of College and Career Readiness at Savvas\, as they discuss college and career readiness in STEM. \nIn this session\, viewers: \n\nDiscover how career education can add relevancy to the science classroom\nExplore the skills college professors and employers expect from today’s students\nLearn strategies for integrating college and career readiness into middle- and high-school science\n\nViewers of this edWebinar get a free career-exploration lesson. All 6–12 science educators and district leaders with an interest in college and career readiness are encouraged to view. \n\n \n \nAbout the Presenters \nJason Marshall is VP of Science at the Savvas Learning Company\, where he’s involved with development\, messaging\, and school system integration of science HQIM. Prior to this role\, he served as an edtech industry VP of urban education and national science consultant\, among other roles. Jason began his career as a middle school science teacher in Fort Worth\, TX. His experience teaching diverse\, multilingual\, and economically disadvantaged students helped shape his perspective\, priorities\, and classroom practices into ones that emphasized experiences and possibilities. \n \nGeoff Howard is the College and Career Readiness Director with Savvas Learning Company. Geoff serves school districts and communities by helping them identify teaching and learning resources that promote access to opportunities for students while they are still in high school\, for the future of their choosing\, not simply by dreaming about it but actively building it. Geoff is a former social studies educator serving in the central office and classrooms across the Washington\, DC area. \nLearn more about earning a CE certificate and our accessibility features. \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. \n \n\n \n\n \n \n\nEvery student deserves a clear path to post-grad success. That’s what’s possible with Savvas Pathmaker—the all-in-one solution that equips students with the college credits\, industry certifications\, and transferable skills to thrive in the modern workforce.
URL:https://home.edweb.net/webinar/science20260806/
CATEGORIES:Career Education,College and Career Readiness,CTE: Career and Tech Ed,Science,STEM/STEAM
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260806T140000
DTEND;TZID=America/New_York:20260806T150000
DTSTAMP:20260806T184742Z
CREATED:20260715T043029Z
LAST-MODIFIED:20260806T184742Z
UID:12722112-1786024800-1786028400@home.edweb.net
SUMMARY:Build a Practical Behavior Support Framework: From Reactive to Resource Map
DESCRIPTION:Presented by Cynthia Cobos Price\, MSW\, LCSW\, Chief Executive Officer\, Tobosa Developmental Services; and Brandy Samuell\, M.Ed.\, Experienced Educator\, Solutions Consultant Director\, eLuma \nSponsored by eLuma \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nWhen a student struggles academically\, we reteach. But when a student struggles behaviorally\, we too often default to punishment or removal—without stopping to ask what the behavior is actually telling us. \nThis practical\, interactive edWebinar flips that script. Join Cynthia Cobos Price\, MSW\, LCSW (CEO of Tobosa Developmental Services)\, and Brandy Samuell\, M.Ed. (Solutions Consultant Director at eLuma)\, as they walk school teams through a concrete framework for moving from reactive discipline to proactive\, data-driven behavior support—all within an MTSS structure. \nViewers explore how to decode the function of student behavior\, use universal screening data to guide decision making\, and build a resource map that connects students to the right level of support at the right time. In this session\, you: \n\nUnderstand what student behavior is communicating and why understanding function is the first step toward lasting change\nLearn how social-behavioral screeners can bridge the gap between identifying a need and delivering targeted intervention\nWalk through a live resource mapping exercise that moves from Tier I universal supports to Tier II and Tier III targeted services\nSee how evidence-based tools\, like the SSIS Brief Universal Screener\, translate screening data into actionable next steps\nExplore how a tiered support crosswalk helps teams align interventions to individual student needs from the classroom all the way to post-secondary readiness\n\nThis edWebinar is of interest to elementary through high school leaders\, special education directors\, MTSS coordinators\, student service directors\, behavior specialists\, and district administrators. \n\n \n \nAbout the Presenters \nCynthia Cobos Price\, MSW\, LCSW\, is the Chief Executive Officer of Tobosa Developmental Services in Roswell\, New Mexico. A Licensed Clinical Social Worker with extensive experience in behavioral health\, education\, human services\, and organizational leadership\, she is dedicated to improving opportunities and outcomes for individuals with developmental disabilities and their families. In her leadership role\, Cynthia guides Tobosa’s programs and services with a focus on person-centered support\, community inclusion\, collaboration\, and long-term organizational impact. She brings a compassionate\, strengths-based perspective to her work and is committed to ensuring that individuals of all ages receive the resources\, encouragement\, and opportunities they need to achieve greater independence and quality of life. \n \nBrandy Samuell\, M.Ed.\, is a dedicated educator with over 32 years of experience. She has been involved in all facets of public education\, from classroom teacher to assistant superintendent. Brandy’s knowledge base spans general education\, special education\, mental health support\, and school turnaround. She has experience working in charter\, rural\, suburban\, urban\, and virtual school settings. Brandy currently serves as the Director of Mental Health and Related Services at eLuma. She earned a Bachelor of Business Administration\, a marketing degree from Texas Tech University in 1989\, and a Master of Education\, School Counseling degree from Texas Christian University in 2002. She has completed post-master’s work in educational diagnostics and educational leadership from the University of the Southwest. \nIn addition\, Brandy is certified in Critical Incident Stress Management; she has managed multiple school-related crises as well as provided crisis management and crisis-response training for school staff and community-based first responders. While she has a broad scope of knowledge and interests\, the majority of her career has been dedicated to supporting the emotional and behavioral needs of students as well as managing\, coaching\, and developing staff. In her spare time\, Brandy enjoys being outdoors\, spending time with her animals\, and working in her yard. \nLearn more about earning a CE certificate and our accessibility features. \n\nJoin the Social-Emotional Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n \n\n \n\n \n\n \n\neLuma partners with K-12 school districts to provide online special education services on a secure platform\, including speech therapy\, occupational therapy\, counseling\, and psychoeducational evaluations.
URL:https://home.edweb.net/webinar/sel20260806/
CATEGORIES:Autism,Behavior Challenges and Support,MTSS,Social-Emotional Learning,Special Education
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260806T130000
DTEND;TZID=America/New_York:20260806T140000
DTSTAMP:20260806T181616Z
CREATED:20260701T035237Z
LAST-MODIFIED:20260806T181616Z
UID:12617572-1786021200-1786024800@home.edweb.net
SUMMARY:The Power of REPRESENTATION: I See Me in What I Read
DESCRIPTION:Presented by Dr. Lakeisha Johnson\, Assistant Professor\, Communication Science and Disorders Program\, Florida State University\, and Director of The Village\, Florida Center for Reading Research\nModerated by Cassondra Mantovani\, Vice President of Revenue & Operations\, Voyager Sopris Learning® \nSponsored by Voyager Sopris Learning \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nAs we conclude The Power of Print Lunch and Learn Week\, we are honored to welcome Dr. Lakeisha Johnson\, a nationally respected researcher\, Assistant Professor at Florida State University\, Director of The Village at the Florida Center for Reading Research\, and founder of Maya’s Book Nook. Dr. Johnson is widely recognized for her work on language and literacy development in African American children\, dialect and identity\, and the critical role of representation in reading materials. Her research‑practice partnerships and community‑centered advocacy have made her one of the most influential voices in literacy equity today. \nDuring this powerful closing edWebinar\, Dr. Johnson builds on the themes introduced by Dr. Louisa Moats and Dr. Susan Neuman\, weaving together the Science of Reading\, access to print\, and the lived experiences of children. She explores why representation in books is not simply a matter of inclusion—it is a matter of equity\, opportunity\, and belonging. When students see themselves\, their families\, and their communities reflected in print\, they engage more deeply\, build stronger language connections\, and develop the confidence needed to thrive as readers. \nDrawing from research\, classroom practice\, and her work curating diverse children’s literature\, Dr. Johnson shows educators how to intentionally select\, use\, and discuss texts that affirm identity and expand students’ understanding of the world. This session is both inspiring and practical—perfect for teachers\, literacy leaders\, and anyone committed to ensuring every child sees themselves in what they read. \nEducators learn: \n\nWhy representation in print matters—and how it shapes identity\, motivation\, and literacy outcomes\nHow to evaluate classroom libraries for diversity\, authenticity\, and linguistic richness\nWays to use diverse texts to build language\, background knowledge\, and meaningful discourse through shared book reading experiences\nStrategies for creating equitable reading experiences that honor students’ voices and cultural identities while targeting language and literacy skills\nHow families and communities can be partners in building literacy through diverse books at home\nPractical tools and book recommendations from Dr. Johnson’s work with Maya’s Book Nook\n\nThis edWebinar is of interest to K-8 teachers\, school leaders\, and district leaders. \nThis edWebinar is part of The Power of Print Week. \n \n \nAbout the Presenter \nDr. Lakeisha Johnson is an Assistant Professor in the Communication Science and Disorders Program at Florida State University and the Director of The Village\, the outreach and engagement division at the Florida Center for Reading Research. Her primary research interests include language\, literacy\, and dialect usage in African American children and increasing the use of evidence-based practices for language and literacy development across a variety of stakeholders. It is her mission to investigate the aforementioned areas while building research-practice partnerships between the university and the local community to ensure children from underserved populations obtain strong language and literacy skills. She serves on the board for several community and national literacy-based organizations. Dr. Johnson also runs the website Maya’s Book Nook to promote language and literacy skills using diverse children’s books. \n \nAbout the Moderator \nCassondra Mantovani brings more than 25 years of leadership experience at the intersection of education\, leadership\, and technology–leading teams that directly support teachers and students in classrooms every day across K–12 and higher education. She currently serves as Vice President of Revenue & Operations for Voyager Sopris Learning® and Kurzweil Education\, where she has spent more than a decade partnering closely with educators and school leaders to improve outcomes for students. Born and raised in Los Angeles\, she has called Dallas home for the past decade. She is deeply driven by the belief that learning to read\, empowering students to graduate\, and valuing education can fundamentally change the trajectory of a person’s life—opening doors to enhanced life opportunities and lasting family legacy. Above all\, she is a proud boy mom\, a lifelong learner\, and a steadfast advocate for better serving students—today and for generations to come. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/teach2read20260806/
CATEGORIES:Culturally Responsive Teaching,Culture of Belonging,Equity,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260806T120000
DTEND;TZID=America/New_York:20260806T130000
DTSTAMP:20260806T165256Z
CREATED:20260715T200433Z
LAST-MODIFIED:20260806T165256Z
UID:12741748-1786017600-1786021200@home.edweb.net
SUMMARY:Attendance Reset: Moving from Chronic Absenteeism Data to District Action
DESCRIPTION:Presented by Dr. Baron R. Davis\, Former Superintendent\, Current Senior Advisor\, Digital Promise \nSponsored by Digital Promise Collaborative Innovation Studio \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nChronic absenteeism remains one of the most persistent challenges facing school systems today—and for many districts\, the problem is not a lack of effort. Teams are already tracking data\, running interventions\, making calls\, and visiting homes. Yet attendance patterns remain stubbornly elevated\, uneven across schools\, and difficult to shift. \nThe problem is often that a clear\, shared understanding of what is actually driving absenteeism in the local context hasn’t yet been developed. Chronic absenteeism improves when districts move from asking\, “How do we get students to show up?” to asking\, “What is happening in the lives\, experiences\, schools\, and systems surrounding students that is making attendance difficult\, inconsistent\, or disconnected from success?” \nThis edWebinar reframes the challenge and explores why chronic absenteeism should be treated as a system challenge\, not only an attendance issue. During this session\, district and school leaders discover why many well-intentioned attendance efforts stall\, what a stronger diagnostic process looks like\, and how to build the cross-functional ownership needed to make real progress before the school year begins. \nViewers leave with: \n\nA framework for moving from attendance data to root cause diagnosis\nLanguage for building a sharper\, more actionable problem statement that drives stronger strategies\nPractical next steps for aligning the right people and entering the school year with a focused action framework\n\nThis edWebinar is of interest to K-12 educators\, superintendents\, cabinet leaders\, principals\, student services and attendance teams\, and anyone responsible for improving student outcomes at the district or school level. \n\n \n\n \nAbout the Presenter \nDr. Baron R. Davis is a Senior Advisor at Digital Promise\, where he champions cutting-edge solutions to address challenges like student absenteeism and rural economic mobility through collaborative innovation practices. Dr. Davis—formerly Superintendent of Richland School District Two—is a transformative educational leader\, celebrated humanitarian\, and innovative strategist with nearly three decades of experience driving meaningful change in K-12 education and beyond. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin The Digital Promise Future of Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n\nThe Collaborative Innovation Studio is a professional service from Digital Promise supporting schools\, districts\, and communities in developing bold\, sustainable education solutions alongside students and families. Through workshops and personalized programs\, the Collab Studio creates opportunities to learn and experience our game-changing co-research and co-design process. Learn more about the benefits of choosing Collaborative Innovation.
URL:https://home.edweb.net/webinar/digitalpromise20260806/
CATEGORIES:Absenteeism and Attendance,Counseling,Culture of Belonging,Data and Analytics,Leadership/Administration
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DTSTART;TZID=America/New_York:20260805T160000
DTEND;TZID=America/New_York:20260805T170000
DTSTAMP:20260805T205343Z
CREATED:20260721T162322Z
LAST-MODIFIED:20260805T205343Z
UID:12806942-1785945600-1785949200@home.edweb.net
SUMMARY:How to Create a Content Engine That Fuels Discovery and Engagement
DESCRIPTION:Presented by Elana Leoni\, CEO\, Leoni Consulting Group; Karen Borchert\, Founder and CEO\, Alpaca; and Jordan Moldenhauer\, Senior Content Marketing Coordinator\, Leoni Consulting Group \nSponsored by Leoni Consulting Group (LCG) \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nMost schools\, districts\, and education organizations have great stories to tell. The role of school and district leaders and teachers has expanded well beyond the work itself. Today\, it means being a champion: highlighting\, recognizing\, and celebrating the people in their community while sharing stories of impact that attract new families\, build stronger community engagement\, and position them as thought partners in an industry that sells to them. \nIn this edWebinar\, Elana Leoni\, CEO of Leoni Consulting Group\, and Karen Borchert\, Founder and CEO of Alpaca\, moderated by Jordan Moldenhauer from LCG\, show you how to build a content engine: a system for turning one-and-done moments\, like an event\, a classroom win\, or a single interview\, into evergreen stories that keep working long after the moment has passed. \nYou learn: \n\nWhy a content engine matters more than one-off efforts\, and what it looks like in practice\nHow to turn a single story\, event\, or interview into evergreen\, reusable content across formats\nHow individual educators and school leaders can use their own stories to build their personal brand and voice\nCommon mistakes that stall storytelling efforts\, and what actually builds trust and connection\n\nWhether you’re leading communications at a school or district\, marketing an education organization\, or building your own presence as an educator\, this edWebinar leaves you with a practical framework and steps you can put to work right away. \n \n \nAbout the Presenters \nElana Leoni is the Founder and CEO of Leoni Consulting Group (LCG)\, a certified women-owned marketing agency that partners exclusively with education organizations to grow their reach\, relationships\, and impact. With nearly two decades of experience in K–12 marketing\, she led digital strategy at Edutopia (George Lucas Educational Foundation)\, helping grow its audience to over 20 million educators a month. At LCG\, she’s partnered with 50+ education brands—including Meta\, Chan Zuckerberg Initiative\, Education.com\, and Teaching Channel—to build authentic communities and drive meaningful impact. Elana is the host of the All Things Marketing and Education podcast and advises emerging edtech startups. A proud first-gen college grad\, she holds an MBA from Berkeley Haas and a business degree from Cal Poly SLO. \n \nKaren Borchert is Founder and CEO at Alpaca\, a platform for K-12 leaders to strengthen school culture and retain talent\, providing pulse surveys\, leadership resources\, and delightful teacher recognition experiences to make school the happiest place to work. Karen is also the host of the Little Wins Podcast\, a weekly interview with school and district leaders doing amazing things for school culture\, and author of Team Letter\, a weekly letter to startup teams chronicling the building of an edtech startup in real time. Karen is a runner\, data nerd\, reader\, and lifelong learner. \n \nStemming from her passion for storytelling\, Jordan Moldenhauer is a content marketer\, helping create newsletters\, podcasts\, blogs\, emails\, web pages\, white papers\, eBooks\, and more. She loves working with mission-driven brands to amplify their authentic messages and provide value for their audiences (and organizing Gantt charts). With four and a half years at LCG\, she oversees both company content and client content production. She originally joined as a Digital Marketing Intern in June 2021 and has prior experience as an editorial fellow for an online magazine. Jordan holds a B.A. in literature with minors in sociology and communications from American University. \nJordan first started work in education as a high school senior\, when she was granted the opportunity to write the foreword for The Hyperdoc Handbook. She has always believed that the classroom should be a creative and innovative space and is passionate about providing resources for those opportunities to all students and educators. In her free time\, she loves to go on long walks\, cook elaborate meals\, work on mindfulness\, and continue her passion for literature through both reading and writing constantly. \nJoin the edFocus 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\nLeoni Consulting Group (LCG) is a certified women-owned marketing agency that exclusively partners with education brands to increase their reach\, relationships\, and revenue. We offer these primary services: Social Media Management\, Content Marketing\, Community Strategy\, and Email Marketing. Learn alongside them from their popular podcast\, All Things Marketing and Education\, blog\, and downloads. Reach out to them at LeoniConsultingGroup.com or talk to them on LinkedIn.
URL:https://home.edweb.net/webinar/edfocus20260805/
CATEGORIES:Education Marketing,Media Literacy,Social Media
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DTSTART;TZID=America/New_York:20260805T140000
DTEND;TZID=America/New_York:20260805T150000
DTSTAMP:20260805T185013Z
CREATED:20260615T191432Z
LAST-MODIFIED:20260805T185013Z
UID:12503491-1785938400-1785942000@home.edweb.net
SUMMARY:What Strong Reading Looks Like in Secondary Classrooms: From Guessing to Grounded
DESCRIPTION:Presented by Sharon Alonso\, Experienced Educator\, District Administrator\, Hillsborough County Public Schools (FL); Nimat Jones\, Experienced Educator\, Director of Teaching and Learning\, Dunecrest American School; and Brenda Aston\, Experienced Educator\, Middle School ELA Teacher\, Tacoma Public Schools (WA) \nSponsored by Zinc Learning Labs \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nThe gains we see from early literacy instruction fade when reading support doesn’t continue into the secondary years. This edWebinar explores what the Science of Reading tells us about how adolescents build knowledge\, vocabulary\, and text-based understanding. \nWe focus on the comprehension habits that deliver reading success\, even in classrooms with limited time and a wide range of reading levels. Viewers leave with a clear\, practical approach for getting rid of vague\, distracting guesses and grounding students in text. \nThis edWebinar is of interest to middle and high school teachers\, librarians\, and school leaders. \n\n \n \nAbout the Presenters \nSharon Alonso is a seasoned educator with over 20 years of experience in K–12 education and currently serves as a Coordinator of Accelerated Programs for Hillsborough County Public Schools. In this district-level role\, she supports the implementation and expansion of advanced academic programs\, working closely with school leaders and instructional teams. Sharon previously served as a K–12 writing supervisor and a district writing coach for middle grades\, where she focused on strengthening literacy instruction and student achievement. With more than 15 years of experience as a professional learning writer and facilitator\, she has led professional learning in curriculum design and effective pedagogy for educators across the country. Based in Tampa\, Florida\, Sharon is committed to strengthening instructional practices and creating more opportunities for students to succeed through meaningful\, engaging learning experiences. \n \nAs a writer weaving tales on the page and screen\, Nimat Jones finds joy in crafting stories and absorbing them as an avid reader. Her love for the arts extends beyond literature to visual and cultural exploration during her global travels\, where she seeks inspiration through outdoor adventures from serene shores to rugged peaks. Nimat’s dedication to education spans two decades across roles in teaching English\, coaching\, professional learning facilitation\, and instructional leadership. Consulting and collaborating with organizations like the College Board and Zinc Learning Labs have enriched her perspective\, deepening her passion for advancing adolescent literacy and equitable environments that empower both students and adults. As Nimat embraces a new chapter in international education\, she eagerly anticipates immersing herself in UAE culture as the Director of Teaching and Learning at Dunecrest American School. \n \nBrenda Aston is an experienced educator of 30 years\, with experience as a middle school classroom teacher and instructional coach. She currently works for the Tacoma Public Schools\, teaching language arts as a middle school teacher in a high-poverty\, low-achieving school. Her interests include student motivation\, gifted education\, and instructional strategies that increase engagement in high-poverty environments. Brenda is seeking ways to improve secondary reading instruction with historically low-achieving populations. \nLearn more about earning a CE certificate and our accessibility features. \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. \n \n\n \n\n \n\n \n\nZinc Learning Labs is a science-backed reading skills accelerator for secondary schools that drives transformative reading growth. Zinc offers easy-to-implement\, individualized\, digital experiences backed by comprehensive reporting\, empowering teachers to guide all students to reading success.
URL:https://home.edweb.net/webinar/literacyhero20260805/
CATEGORIES:English, Language Arts, Writing,Library/Media,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260805T130000
DTEND;TZID=America/New_York:20260805T140000
DTSTAMP:20260805T180809Z
CREATED:20260701T033635Z
LAST-MODIFIED:20260805T180809Z
UID:12616668-1785934800-1785938400@home.edweb.net
SUMMARY:The Power of ACCESS: Why Print Resources Still Matter for Equity\, Opportunity\, and Early Literacy
DESCRIPTION:Presented by Dr. Susan B. Neuman\, Professor of Teaching and Learning\, Specializing in Childhood Education and Early Literacy Development\, New York University\nModerated by Cassondra Mantovani\, Vice President of Revenue & Operations\, Voyager Sopris Learning® \nSponsored by Voyager Sopris Learning \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nFollowing Dr. Louisa Moats’ inspiring kickoff to The Power of Print Lunch and Learn Week\, we welcome Dr. Susan B. Neuman\, one of the nation’s most respected early literacy researchers and a leading voice on equity\, access\, and the role of print in children’s learning environments. \nDuring this research‑rich edWebinar\, Dr. Neuman examines the critical importance of print access—especially for children growing up in communities where books are scarce. Drawing on decades of work on book deserts\, summer reading loss\, and the influence of trusted messengers\, she reveals how access to high‑quality print materials can dramatically change children’s literacy trajectories. \nThis session does not argue against digital tools. Instead\, Dr. Neuman shows how print resources remain a powerful\, evidence‑based lever for improving vocabulary\, background knowledge\, reading motivation\, and long‑term academic outcomes—particularly for children who need it most. \nEducators learn: \n\nWhat research tells us about book deserts and why access to print is still deeply unequal\nHow print-rich environments support early language and literacy\nWhy summer reading matters—and how print can reduce summer slide\nThe role of trusted messengers (teachers\, librarians\, community leaders) in motivating families to read\nPractical\, research-backed strategies for increasing children’s access to books at school\, at home\, and in the community\n\nDr. Neuman’s work has shaped national conversations about literacy equity\, and her findings offer a compelling case for why print remains essential—even as digital tools expand. This session equips educators\, administrators\, and community leaders with actionable steps to ensure every child has the print resources they need to thrive. Join us for this powerful second installment of The Power of Print Week and stay with us for the final session featuring Dr. Lakeisha Johnson. \nThis edWebinar is of interest to K-8 teachers\, school leaders\, and district leaders. \nThis edWebinar is part of The Power of Print Week. \n \n \nAbout the Presenter \nDr. Susan B. Neuman is a Professor of Teaching and Learning at New York University\, specializing in childhood education and early literacy development. Previously\, she has been a Professor at the University of Michigan and has served as the U.S. Assistant Secretary for Elementary and Secondary Education. In her role as Assistant Secretary\, she established the Early Reading First Program and the Early Childhood Educator Professional Development Program\, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. She has served on the IRA Board of Directors (2001–2003)\, and other numerous boards of nonprofit organizations\, and served as Co-editor of Reading Research Quarterly (2011–2018)\, ILA’s flagship research journal. \nHer research and teaching interests include early childhood policy\, curricula\, and early reading instruction\, PreK–3 for children who live in poverty. Dr. Neuman has received two lifetime achievement awards for research in literacy development\, and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has written more than 100 articles and authored and edited 12 books. Her Newest\, edited by Sonia Q. Cabell\, Dr. Neuman\, and Nicole Patton Terry\, is the Handbook of the Science of Early Literacy (2023)\, published by Guilford Press\, with an additional handbook\, authored by Dr. Neuman and Melanie R. Kuhn\, Handbook of the Science of Literacy: Grades 3–8. \n \nAbout the Moderator \nCassondra Mantovani brings more than 25 years of leadership experience at the intersection of education\, leadership\, and technology–leading teams that directly support teachers and students in classrooms every day across K–12 and higher education. She currently serves as Vice President of Revenue & Operations for Voyager Sopris Learning® and Kurzweil Education\, where she has spent more than a decade partnering closely with educators and school leaders to improve outcomes for students. Born and raised in Los Angeles\, she has called Dallas home for the past decade. She is deeply driven by the belief that learning to read\, empowering students to graduate\, and valuing education can fundamentally change the trajectory of a person’s life—opening doors to enhanced life opportunities and lasting family legacy. Above all\, she is a proud boy mom\, a lifelong learner\, and a steadfast advocate for better serving students—today and for generations to come. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/teach2read20260805/
CATEGORIES:Early Literacy,English, Language Arts, Writing,Equity,Literacy,Reading Skills
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DTSTART;TZID=America/New_York:20260805T120000
DTEND;TZID=America/New_York:20260805T130000
DTSTAMP:20260805T170003Z
CREATED:20260708T025105Z
LAST-MODIFIED:20260805T170003Z
UID:12645179-1785931200-1785934800@home.edweb.net
SUMMARY:How to Maximize Your K-4 Literacy Block
DESCRIPTION:Presented by Peggy Price\, Former Educator\, Current Director of the Orton-Gillingham Institute\, Stern Center for Language and Learning\nModerated by Leigh Buettler\, Former Educator\, Current Director of Professional Learning\, Stern Center for Language and Learning \nSponsored by Stern Center for Language and Learning \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nThe goal of this edWebinar is to empower K-4 educators and administrators with actionable\, evidence-based frameworks to maximize every minute within their daily literacy block. Grounded in the Science of Reading (SoR)\, this session provides clear\, practical ideas and activities for structuring time to accelerate student reading and writing. \nKey topics covered include: \n\nThe Anatomy of an SoR-Infused Literacy Block: Exploring how word recognition and language comprehension components shift across grades K-4 to build a cohesive instructional continuum\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\n\nBy the conclusion of this edWebinar\, viewers are able to: \n\nAnalyze and structure a K-4 literacy schedule that directly addresses the foundational pillars of word recognition and comprehension\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 walk away with the ability to examine whether their literacy block has the necessary components\, implement ready-to-use activities\, and apply concrete strategies to ensure every minute of the literacy block impacts student growth. This edWebinar is of interest to K-4 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenter \nPeggy Price\, M.Ed.\, a Fellow of the prestigious Orton-Gillingham Academy\, is a literacy and special education expert who leads the Stern Center’s teacher training in the Orton-Gillingham Approach to teaching reading. Peggy oversees a talented team of teacher mentors who assist her with districtwide consulting and providing in-depth mentorship to educators seeking OG certification. She regularly speaks at national conferences about evidence-based literacy instruction\, dyslexia\, neuromyths\, and morphology. \nPeggy is the co-author of Orton-Gillingham for the K–2 Classroom: Weekly Guide and Universal Assessment\, Second Edition. She has taught Orton-Gillingham to students from ages 5–44 and loves witnessing her students (and now the educators she mentors) blossom as they learn the structure of the English language. Peggy holds a master’s degree in special education: early childhood multiple and severe disabilities from Georgia State University. Her bachelor’s degree is in psychology\, with a concentration in applied behavior analysis from Binghamton University. Peggy firmly believes every child has the right to read\, and every teacher deserves the knowledge and training to realize that promise. \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. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Science of Reading community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \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/scienceofreading20260805/
CATEGORIES:Early Literacy,English, Language Arts, Writing,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260804T150000
DTEND;TZID=America/New_York:20260804T160000
DTSTAMP:20260804T194804Z
CREATED:20260720T202311Z
LAST-MODIFIED:20260804T194804Z
UID:12797782-1785855600-1785859200@home.edweb.net
SUMMARY:Beyond Decoding: How Purposeful Practice Builds Fluency
DESCRIPTION:Presented by Dr. Carolyn Brown\, Experienced Educator\, Adjunct Professor of Communication Sciences and Disorders\, University of Iowa\, and Co-Founder\, Foundations in Learning; and Angelia Hoyer\, Experienced Educator\, Professional Learning Consultant\nModerated by Allison Zimmermann\, Experienced Educator\, CEO\, Foundations in Learning \nSponsored by WordFlight\, a Foundations in Learning Solution \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nStudents across the country are learning to decode more successfully than ever before—but many still struggle to read with the automaticity and fluency needed for comprehension\, confidence\, and academic success. These learners are caught in the gap between sounding out words and becoming skilled readers. \nJoin this edWebinar for an engaging exploration of how the Science of Reading and the Science of Learning work together to accelerate reading growth. Discover why purposeful\, structured practice is the key to developing automatic word recognition\, strengthening memory\, and helping students become fluent readers who can fully access grade-level content. Learn practical\, research-based strategies that help students move beyond accuracy to automaticity—unlocking stronger comprehension\, greater engagement\, and lasting literacy success. \nViewers Learn: \n\nWhy fluency remains a challenge for many students despite strong decoding instruction\nThe critical role of automaticity in reading achievement\nHow learning science can accelerate fluency development\nPractical approaches to help students become fluent\, confident readers\nAppropriate use of technology\n\nThis edWebinar is of interest to elementary and middle school teachers\, literacy coaches\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDr. Carolyn Brown has devoted her career to developing tools and testing solutions that optimize language and literacy development for all students. She and her colleagues have received support from the National Institutes of Health\, the Department of Education\, the National Science Foundation\, and the State of Iowa. Dr. Brown received her B.S. and M.S. degrees in speech pathology and audiology from Eastern New Mexico University and her Ph.D. in the same field at University of Iowa. Her areas of specialization are child development\, language acquisition\, and the Science of Reading. \nShe has co-founded three companies: Breakthrough to Literacy\, the Iowa Language and Literacy Institute\, and Foundations in Learning. Each was organized to advance current science and create solutions to help all children learn to read. She is also an Adjunct Professor in the Department of Communication Sciences and Disorders at the University of Iowa. \n \nAngelia Hoyer is a veteran educator and instructional leader with more than 34 years of experience in elementary education. Throughout her career\, she has helped hundreds of teachers across Iowa strengthen literacy instruction and improve student outcomes. After beginning her career as an elementary classroom teacher\, Angelia served as an Instructional Coach and Elementary Principal in the Cedar Rapids Community School District\, where she coached teachers through instructional observation\, professional learning\, data analysis\, and collaborative learning to improve student achievement. \nShe later became the Curriculum Director for the Clear Creek Amana Community School District\, providing leadership and overseeing curriculum adoption\, assessment\, and districtwide instructional initiatives. Most recently\, Angelia served as the Partner Success and Professional Development Lead for WordFlight\, a literacy assessment and intervention solution for students in grades 2–12. In that role\, she partnered with educators nationwide to provide professional learning and coaching that helped teachers strengthen literacy instruction and accelerate student reading success. \n \nAbout the Moderator \nBefore taking the helm as CEO\, Allison Zimmermann previously served as the Chief Strategy Officer for Foundations in Learning. She brings over 15 years of experience working in the education sector creating equity and opportunity for students. She has worked as a teacher\, administrator\, and consultant\, providing strategic support to schools\, non-profits\, start-ups\, and Fortune 500 companies across the country. \nPreviously\, Allison launched NewView\, a non-profit focused on creating tri-sector solutions for society’s largest challenges. She continues to serve on the board of the organization. Allison began her career as a special education middle school teacher in New York City and a Teach For America Corps member. Allison graduated from Boston University with a B.S. in international relations and political science. She received an M.S.Ed. in middle school general and special education from Bank Street College and M.P.P. and M.B.A. degrees from the University of Michigan. \nJoin the Language and 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\nWordFlight is the labor of love from a group of dedicated reading researchers\, authors\, and cognitive scientists who want to help more students learn to read. WordFlight is Foundations in Learning’s flagship offering.
URL:https://home.edweb.net/webinar/lang-lit20260804/
CATEGORIES:Early Literacy,English, Language Arts, Writing,Literacy,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260804T140000
DTEND;TZID=America/New_York:20260804T150000
DTSTAMP:20260812T175315Z
CREATED:20260713T143349Z
LAST-MODIFIED:20260812T175315Z
UID:12701506-1785852000-1785855600@home.edweb.net
SUMMARY:The Comprehension Connection: ​Braiding Foundational Skills for Reading Success​
DESCRIPTION:Presented by Danielle Gaither​\, Former Educator\, Current Sales Representative – Western North Carolina\, Great Minds; ​Jeniqua Moran\, Former Educator\, Current Success Lead – New England​\, Great Minds; and Mandy Polen\, Former Educator\, Current Success Lead – New York City​\, Great Minds \nSponsored by Great Minds \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nWhat looks like a comprehension problem may actually start much earlier.​ When word recognition takes too much effort\, there’s no room left for meaning. Strong foundational skills change that. They free up students to read with fluency and focus. Are your K–5 students getting there?​ \nIn this edWebinar\, literacy experts dig into the Science of Reading. They show how word-reading skills develop and connect that research to instructional practices in K–5 classrooms. Together\, these skills fuel knowledge and comprehension.​ \nGrounded in decades of reading research\, including Scarborough’s Reading Rope and the Simple View of Reading\, the session explores how students become skilled readers.​ \nYou leave able to:​ \n\nApply orthographic mapping research to your practice. See how students move from sounding words out to reading them by sight. ​\nExplain how word recognition and language comprehension work together. You’ll see why automaticity is the bridge to deeper reading.​\nUnderstand how a robust sight vocabulary and knowledge of language structures lead to fluent reading. ​\nRecognize how intentionally weaving the strands together leads to deep comprehension and student achievement. ​\n\nThis edWebinar is designed for K–5 teachers\, reading coaches\, curriculum leaders\, and school and district leaders. Walk away with a deep understanding of how foundational skills and English language arts need to be strategically intertwined for students to achieve full comprehension. You also leave with research-grounded strategies ready for use right away.​ \n \n \nAbout the Presenters \nDanielle Gaither is an Account Support Representative at Great Minds\, partnering with districts across Western North Carolina to support successful curriculum implementation and meet their account needs. Based in Asheville\, North Carolina\, Danielle brings more than 25 years of experience in education\, including serving as a literacy interventionist and leading curriculum implementation across the Southeast as a Great Minds Success Lead. She is passionate about helping educators improve student outcomes through high-quality instructional materials\, strong instructional leadership\, and trusted district partnerships. \n \nJeniqua Moran is a Success Lead at Great Minds. Prior to joining Great Minds\, Jeniqua spent 13 years as an elementary general and special educator as well as a Literacy Coach in Baltimore City Public Schools. Jeniqua is particularly passionate about foundational literacy skills instruction and served as a National LETRS Facilitator. Jeniqua received her bachelor’s degree in history from Morgan State University and her master’s degree in special education from Notre Dame of Maryland University.​ \n \nMandy Polen is a Success Lead at Great Minds and a former teacher and instructional coach. She partners with district and school leaders to design and monitor implementation plans that translate literacy research into classroom impact. Through job-embedded consulting\, professional learning\, and hands-on support\, she guides change management\, builds internal capacity\, and keeps student outcomes at the center of the work. She is known for being compassionate\, reflective\, and genuinely invested in the success of educators and the students they serve.​ \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Science of Reading community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nGreat Minds PBC is a public benefit corporation founded on the belief that education should be rich in knowledge and accessible to every child. In literacy\, Great Minds® has developed Arts & Letters™ and Wit & Wisdom™\, core English language arts programs anchored by award-winning books and authentic texts that build knowledge on engaging topics in grade levels K–8. Great Minds also has developed Geodes® books for emerging and developing readers in grade levels K–3. Geodes are published by Great Minds PBC and can be used with any reading foundations program. Geodes was originally created in association with Wilson Language Training. Great Minds also is the publisher of Eureka Math®\, Eureka Math2®\, and PhD Science®.
URL:https://home.edweb.net/webinar/scienceofreading20260804/
CATEGORIES:Early Literacy,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260804T130000
DTEND;TZID=America/New_York:20260804T140000
DTSTAMP:20260804T174755Z
CREATED:20260701T032114Z
LAST-MODIFIED:20260804T174755Z
UID:12615963-1785848400-1785852000@home.edweb.net
SUMMARY:The Power of BOOKS: Building a Lifelong Love of Reading
DESCRIPTION:Presented by Dr. Louisa Moats\, Literacy Expert and Author of LANGUAGE! Live®\, LETRS®\, and Speech to Print\nModerated by Cassondra Mantovani\, Vice President of Revenue & Operations\, Voyager Sopris Learning® \nSponsored by Voyager Sopris Learning \nWatch the Recording \nLearn more about earning a CE certificate and our accessibility features. \nIn an increasingly digital world\, what is lost when children spend less time with real books—and what can we do to bring them back? Join literacy trailblazer Dr. Louisa Moats as she opens the three‑part edWeb Lunch and Learn Week\, The Power of Print\, sponsored by Voyager Sopris Learning®. \nDuring this inspiring edWebinar\, Dr. Moats reflects on why books still matter—not as nostalgic artifacts\, but as essential tools for building language\, knowledge\, connection\, and a lifelong love of reading. Drawing on insights from great thinkers and writers\, she explores how reading physical books strengthens attention\, deepens comprehension\, and supports the cognitive and emotional development of young learners. \nThis session is not about dismissing digital tools. Instead\, it highlights the powerful\, irreplaceable role of print in the literacy ecosystem. Dr. Moats invites viewers to reflect on the childhood reading experiences that shaped them—and consider how to create those same lasting memories for today’s students. \nEducators learn: \n\nWhy print books uniquely support language\, comprehension\, and memory\nHow reading aloud builds strong bonds\, engagement\, and curiosity\nWays to nurture lifelong readers in a digital‑first world\nHow to balance digital tools with the enduring benefits of print\nPractical strategies for encouraging book‑rich classrooms and homes\n\n“We can and must counteract the alarming societal trend away from reading books.” — Dr. Louisa Moats \nThis session sets the stage for the full Power of Print Week on edWeb. After part one with Dr. Moats\, join us for parts two and three with Dr. Susan Neuman and Dr. Lakeisha Johnson\, each offering their own perspectives about why print remains essential to literacy\, equity\, and lifelong learning. Start the week with one of the most influential voices in literacy—and rediscover the power of books to change lives. \nThis edWebinar is of interest to K-8 teachers\, school leaders\, and district leaders. \nThis edWebinar is part of The Power of Print Week. \n \n \nAbout the Presenter \nDr. Louisa Moats has been a teacher\, psychologist\, researcher\, graduate school faculty member\, and author of many influential scientific journal articles\, books\, and policy papers on the topics of reading\, spelling\, language\, and teacher preparation. Dr. Moats is the author of LANGUAGE! Live®\, a blended reading intervention program for grades 5–12\, and the lead author of LETRS® professional development and the textbook Speech to Print: Language Essentials for Teachers. Dr. Moats is also co-author of Spellography\, a structured language word study program. Dr. Moats’ awards include the prestigious Samuel T. and June L. Orton Award from the International Dyslexia Association® for outstanding contributions to the field\, the Eminent Researcher Award from Learning Disabilities Australia\, and the Benita Blachman Award from The Reading League. \n \nAbout the Moderator \nCassondra Mantovani brings more than 25 years of leadership experience at the intersection of education\, leadership\, and technology–leading teams that directly support teachers and students in classrooms every day across K–12 and higher education. She currently serves as Vice President of Revenue & Operations for Voyager Sopris Learning® and Kurzweil Education\, where she has spent more than a decade partnering closely with educators and school leaders to improve outcomes for students. Born and raised in Los Angeles\, she has called Dallas home for the past decade. She is deeply driven by the belief that learning to read\, empowering students to graduate\, and valuing education can fundamentally change the trajectory of a person’s life—opening doors to enhanced life opportunities and lasting family legacy. Above all\, she is a proud boy mom\, a lifelong learner\, and a steadfast advocate for better serving students—today and for generations to come. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/teach2read20260804/
CATEGORIES:Early Literacy,Library/Media,Literacy,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260730T130000
DTEND;TZID=America/New_York:20260730T140000
DTSTAMP:20260803T031554Z
CREATED:20260612T041912Z
LAST-MODIFIED:20260803T031554Z
UID:12475020-1785416400-1785420000@home.edweb.net
SUMMARY:Identifying and Addressing Literacy Gaps in Secondary: Read the Room
DESCRIPTION:Presented by Dr. Eugene Pringle\, Jr.\, Literacy Educator\, Researcher\, and Urban School Leader \nSponsored by William H. Sadlier \n\nWatch the Recording \n\nLearn more about earning a CE certificate and our accessibility features. \nEvidence-based reading practices often fail to account for the unique challenges of secondary schools\, where foundational gaps persist even as students are expected to tackle complex texts. This third edWebinar of the 2026 Sadlier Phonics Institute equips school leaders\, content area teachers\, and literacy specialists with a strategic framework for implementing a coherent Science of Reading model in secondary grades. Explore how to integrate disciplinary literacy with targeted foundational skill instruction and drive a schoolwide shift that addresses both the instructional “what” and the systemic “how.” \nKey Takeaways: \n\nGain a roadmap for unifying secondary instruction around a Science of Reading and Disciplinary Literacy philosophy\, across all content areas\, to prevent fragmented\, department-by-department approaches.\nBuild capacity among secondary teachers to diagnose and address persistent foundational deficits in older students\, while applying culturally responsive strategies grounded in critical language awareness and sociocultural understanding.\nMove beyond traditional standardized assessments to implement valid\, equitable measures that accurately identify and serve students reading two or more years below grade level.\n\nThis edWebinar is of interest to elementary and middle school teachers\, school leaders\, and district leaders. \nThis edWebinar is part of the 2026 Sadlier Phonics Institute. \n \n \nAbout the Presenter \nDr. Eugene Pringle\, Jr.\, believes in the power of education and the prime need for sound educational practices and outcomes for all students. With a passion for literacy\, leadership\, teacher preparation\, and professional development\, his career has spanned K–12 schools\, higher education\, and district-level work. Dr. Pringle currently serves as a Senior Professorial Lecturer in the Education Policy and Leadership Program at American University\, holding appointments in both the master’s and doctoral programs. Before this role\, he served as Director of the School of Education at Bethune-Cookman University\, where he prepared aspiring educators by merging theory\, research\, and application—teaching foundational education courses\, leading the elementary education department\, and facilitating senior research projects. \nHis K–12 experience includes roles as an English language arts teacher\, literacy instructional coach\, and assistant principal in urban school settings. He has developed districtwide secondary ELA curricula and progress monitoring assessments\, delivered standards-based professional development\, and served as a SpringBoard trainer through The College Board. Dr. Pringle’s contributions have been recognized with honors\, including the Bethune-Cookman University Top 40 Under 40\, the University of Central Florida 2018 30 Under 30\, and the International Literacy Association 30 Under 30. \nLearn more about earning a CE certificate and our accessibility features. \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. \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.
URL:https://home.edweb.net/webinar/teach2read20260730/
CATEGORIES:Assessment,Dyslexia,Literacy,Reading Skills,Science of Reading
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