BEGIN:VCALENDAR VERSION:2.0 PRODID:-//edWeb - ECPv6.17.4//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:edWeb X-ORIGINAL-URL:https://home.edweb.net X-WR-CALDESC:Events for edWeb REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20250309T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20251102T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20260308T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20261101T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20270314T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20271107T060000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/New_York:20260617T130000 DTEND;TZID=America/New_York:20260617T140000 DTSTAMP:20260617T180307Z CREATED:20260521T162924Z LAST-MODIFIED:20260617T180307Z UID:12284695-1781701200-1781704800@home.edweb.net SUMMARY:Building Father-Friendly Early Childhood Programs: From Barriers to Bridges DESCRIPTION:Presented by Dr. Jawan Burwell\, Program Director\, Child Development Laboratory\, North Carolina A&T State University\, and Lead Educational Consultant\, JMB Learning Solutions\, LLC\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. \nJoin Dr. Jawan Burwell for an engaging edWebinar focused on strengthening father engagement and building inclusive partnerships in early childhood education. Based on insights from his upcoming book\, Engaging Fathers: Strategies for Inclusive Family Partnerships in Early Childhood\, this session explores the critical role fathers play in children’s learning and development while addressing barriers that often prevent fathers—particularly Black fathers and other fathers of color—from feeling welcomed and valued in early childhood settings. \nViewers gain practical strategies for creating father-friendly environments\, fostering authentic family partnerships\, and challenging assumptions that may unintentionally limit engagement opportunities. The presentation also highlights ways educators and administrators can examine policies\, communication practices\, and classroom culture to ensure all caregivers feel represented and included. \nViewers leave with actionable tools that can immediately be implemented within programs and classrooms. Learning objectives include identifying barriers to father engagement\, understanding the impact of inclusive family partnerships on child outcomes\, and developing strategies that promote equitable and meaningful father involvement. \nThis edWebinar is ideal for educators\, administrators\, family engagement professionals\, and higher education students seeking to build more inclusive early learning communities. \n \n \nAbout the Presenter \nDr. Jawan Burwell is the Program Director of the North Carolina A&T State University Child Development Laboratory and the Lead Educational Consultant for JMB Learning Solutions. With more than 15 years of experience in early childhood education\, Dr. Burwell is recognized for his work in leadership\, family engagement\, and advancing inclusive practices within early learning environments. He is also an adjunct instructor\, speaker\, advocate\, and author of Daddy’s Classroom: A Journey of Learning Together and Engaging Fathers: Strategies for Inclusive Family Partnerships in Early Childhood. His work focuses on strengthening partnerships with families\, increasing father and male representation in early childhood education\, and supporting meaningful learning experiences for children\, educators\, and communities. Dr. Burwell frequently presents at conferences and events on topics related to father engagement\, leadership\, equity\, and the importance of inclusive family partnerships in early childhood settings. \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\nLearn more about earning a CE certificate and our accessibility features. \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. \n\nGryphon House is an award-winning publisher of early childhood resources for teachers and parents. URL:https://home.edweb.net/webinar/bookchats20260617/ CATEGORIES:Early Childhood Learning,Family and Community Engagement,PreK-K Programs ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260617-bookchats-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260616T130000 DTEND;TZID=America/New_York:20260616T140000 DTSTAMP:20260616T175425Z CREATED:20260506T140024Z LAST-MODIFIED:20260616T175425Z UID:12145040-1781614800-1781618400@home.edweb.net SUMMARY:Bridging K–5 Math Foundations to Grades 6–8: From Models to Meaning DESCRIPTION:Presented by Kevin Davis\, Former Educator\, Current Success Lead\, Great Minds; and Heidi Strate\, Former Educator\, Current Success Lead\, Great Minds \nSponsored by Great Minds \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nThe transition from elementary to middle school math is a critical turning point. Too often\, it’s where student proficiency begins to decline. Why does this happen\, and what can educators do about it? \nIn this edWebinar\, K–8 educators explore the often-overlooked representational gap that emerges as students move from concrete and visual models to more abstract mathematical thinking. Drawing on classroom practice and research-based approaches\, we examine how this shift can disrupt understanding and how to intentionally bridge it. \nViewers gain insight into how students experience this transition and learn practical strategies to maintain conceptual coherence across grade levels. Grounded in the Concrete–Representational–Abstract (CRA) progression\, this session focuses on preserving the visual and conceptual anchors that help students make sense of mathematics as it becomes more symbolic and complex. This edWebinar addresses: \n\nWhy student proficiency often drops between grades five and six\nWhat changes in mathematical representation as students move into middle school\nHow to use CRA strategies to connect elementary foundations to middle school content\n\nViewers leave with a clear understanding of how gaps in K–5 foundations impact learning\, along with practical strategies and tools to build confidence and strengthen conceptual understanding. This edWebinar is of interest to K–8 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nKevin Davis is a Success Lead at Great Minds\, supporting school districts across the Northeast and Mid-Atlantic in implementing Eureka Math². Prior to joining Great Minds\, he spent several years as a middle school and high school math teacher. Over the past seven years\, he’s worked with educators and leaders to navigate the challenges of curriculum adoption\, from classroom walkthroughs to systemic change. When he’s not coaching teachers or troubleshooting implementation puzzles\, Kevin loves working with his hands—whether that’s 3D printing\, knitting\, or baking sourdough—and cheering on New England sports teams. He’s originally from Maine and now lives in Syracuse\, NY\, with his wife\, Kristy\, and their sons\, Brady and Logan. \n \nHeidi Strate is a Lead Curriculum Developer on the Math Product team and a National Board Certified Teacher in early adolescent mathematics. Before joining Great Minds\, she served as a middle school math teacher\, new teacher mentor\, math department lead\, and instructional coach in an urban Phoenix school district. Since joining Great Minds in 2018\, Heidi has most notably served as Managing Editor for the Eureka Math² Grade 6 and 7-8 accelerated curricula. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nAt Great Minds PBC\, we’re focused on ensuring all students have access to knowledge-rich instruction and all teachers have the resources to deliver it effectively. Built by teachers for teachers\, Eureka Math² gives educators the resources\, structure\, and supports to deliver engaging math lessons that help students excel. The curriculum is available for PK-Algebra I or Mathematics I classrooms nationwide. \nA research-proven program\, Eureka Math² delivers High-Quality Instructional Materials built to drive student outcomes. It helps teachers deliver rigorous\, grade-level instruction with confidence—while supporting all learners through consistent structure\, visual models\, and real-world application. URL:https://home.edweb.net/webinar/math20260616/ CATEGORIES:Mathematics ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260616-math-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260609T150000 DTEND;TZID=America/New_York:20260609T160000 DTSTAMP:20260921T142601Z CREATED:20260429T180907Z LAST-MODIFIED:20260921T142601Z UID:12090752-1781017200-1781020800@home.edweb.net SUMMARY:The Overlooked Pieces of the Science of Reading DESCRIPTION:Presented by Dr. Kate Cain\, Professor of Psychology\, Lancaster University\, and Past President\, Society for the Scientific Study of Reading (SSSR); Dr. Kristin Bourdage\, Former Educator\, Current Assistant Director\, Professional Learning and Instructional Design\, Partnerships for Authentic Learning and Leadership; and Beth Lawrence\, M.A.\, CCC-SLP\, Experienced Educator\, Co-Founder\, Infercabulary\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. \nLanguage comprehension is foundational to reading\, yet it can feel difficult to define and even harder to teach at scale. It begins with oral language and develops over time\, with decoding strengthening the pathway to meaning. While frameworks such as Scarborough’s Reading Rope and the Simple View of Reading highlight its importance\, many districts lack a clear\, actionable roadmap for building it across classrooms. \nResearch points to specific skills that distinguish strong comprehenders\, including vocabulary knowledge\, inference making\, syntactic processing\, background knowledge\, self-regulation\, and motivation. This edLeader Panel focuses on how these components come together in instruction\, with a deeper look at vocabulary and inference making as high-impact levers for improving comprehension. \nIn this session\, you learn: \n\nThe types of inferences students need to actively construct meaning from text\nHow vocabulary depth and inference making work together to build understanding across contexts\nWhat it takes to implement language comprehension instruction effectively across classrooms and districts\n\nThis edLeader Panel is of interest to K-12 teachers\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDr. Kate Cain is Professor of Psychology at Lancaster University and Past President of the Society for the Scientific Study of Reading (SSSR). Beginning in the late 1990s\, her research established inference making as a core component of comprehension difficulties and identified “poor comprehenders” (i.e.\, children who decode accurately yet fail to understand text) as a distinct population requiring targeted intervention. Throughout the 2000s\, she built the critical connection between vocabulary knowledge and inference ability\, showing how these skills develop interdependently. Her research on comprehension monitoring consistently demonstrates that early childhood oral language abilities are strong predictors of later reading success. With over 25 years of active research and recognition through the Samuel Torrey Orton Award and AIM Academy Hollis Scarborough Award (2025)\, her work bridges research and practice in reading comprehension development. \n \nKristin Bourdage\, Ph.D.\, is a former elementary and middle school teacher who served as Associate Professor and Department Chair at Otterbein University for 13 years before transitioning to district leadership. From 2020 to 2024\, she led secondary curriculum and instruction for a large Midwest district\, implementing a large-scale vocabulary initiative across middle schools. Her research focuses on classroom dialogue and how the questions teachers ask during reading powerfully shape students’ comprehension and thinking. She co-authored Quality Talk About Text (2021) with Ian Wilkinson and Nell Duke\, and has published in Language and Education on dialogic teaching. She currently bridges research on classroom talk and K-12 implementation through professional development and leadership at Partnerships for Authentic Learning and Leadership. \n \nBeth Lawrence\, M.A.\, CCC-SLP\, is a veteran speech-language pathologist specializing in supporting literacy skills. She co-founded InferCabulary\, now part of Really Great Reading\, which builds depth of vocabulary through semantic reasoning\, replicating with images and captions how avid readers naturally build word knowledge across multiple contexts. She has authored papers on semantic reasoning\, including Abstract Vocabulary Development: Embodied Theory and Practice in Educational Psychology Review (2023) with dual coding theory researcher Mark Sadoski\, demonstrating how semantic reasoning offers one approach to the challenge of teaching nuanced\, abstract vocabulary. She co-authored the norm-referenced Test of Semantic Reasoning and bridges research and practice through professional development and product development. \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. \nLearn more about earning a CE certificate and our accessibility features. \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. \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/structuredliteracy20260609/ CATEGORIES:edLeader Panel,Reading Skills,Science of Reading ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260609-structuredliteracy-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260604T150000 DTEND;TZID=America/New_York:20260604T160000 DTSTAMP:20260604T195859Z CREATED:20260506T155923Z LAST-MODIFIED:20260604T195859Z UID:12150328-1780585200-1780588800@home.edweb.net SUMMARY:Science of Reading in Action: The Art of Effective Reading Instruction DESCRIPTION:Presented by Tim Rasinski\, Ph.D.\, Professor Emeritus of Literacy Education at Kent State University\, and Author\nModerated by Nicole Downer\, Academic Officer\, Teacher Created Materials \nSponsored by Teacher Created Materials \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nEducators are increasingly expected to align reading instruction with scientific research—but understanding the science is only the beginning. The real opportunity lies in bringing that knowledge to life through daily instruction that is clear\, engaging\, and effective. \nIn this edWebinar\, Dr. Tim Rasinski shows how powerful reading instruction exists at the intersection of science and art. Viewers learn how to implement science-based reading competencies in intentional\, flexible\, and engaging ways that work in real classrooms\, demonstrating how evidence-based instruction can also be meaningful and motivating. Educators leave with classroom-ready strategies they can use immediately with their students. \nIn this edWebinar\, you: \n\nLearn essential science-based reading competencies that support reading success\nUnderstand why effective reading instruction requires both scientific knowledge and artful teaching\nIdentify key characteristics of artful reading instruction\nGain actionable strategies for teaching science-based reading skills\n\nThis edWebinar is of interest to K–12 educators\, literacy coaches\, school leaders\, and district leaders. \n \n \nAbout the Presenter \nTim Rasinski\, Ph.D.\, is the author of numerous best-selling books\, articles\, and curriculum programs on literacy education. He is Professor Emeritus\, Literacy Education\, at Kent State University where he previously directed the university’s award-winning reading clinic (Camp Read-A-Lot). A former elementary and middle school classroom teacher and reading specialist\, Dr. Rasinski is well known for his work on word study and reading fluency. \n \nAbout the Moderator \nNicole Downer is an Academic Officer at Teacher Created Materials\, where she supports educators through professional learning focused on effective\, student-centered instructional practices. She brings extensive leadership experience as a former school principal\, assistant principal\, literacy intervention specialist/coach\, and elementary classroom teacher. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Build Educator Capacity and Boost Student Achievement 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\nTeacher Created Materials develops innovative and imaginative educational materials and services for students worldwide. Everything we do is created by teachers for teachers and students to make teaching more effective and learning more fun. Join us on our mission to create a world where children truly want to learn. URL:https://home.edweb.net/webinar/building-educator-capacity20260604/ CATEGORIES:Reading Skills,Science of Reading,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260604-building-educator-capacity-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260604T140000 DTEND;TZID=America/New_York:20260604T150000 DTSTAMP:20260604T185245Z CREATED:20260516T022121Z LAST-MODIFIED:20260604T185245Z UID:12243266-1780581600-1780585200@home.edweb.net SUMMARY:Creating Environments for Wee Ones: A Luminous Design Approach DESCRIPTION:Presented by Dr. Sandra Duncan\, International Specialist on Designing Environments for Young Children\nModerated by Rebecca Berlin\, Ph.D.\, Senior Vice President of Intellectual Properties\, Kaplan Early Learning Company\, and President\, Gryphon House Publishing \nSponsored by Kaplan Early Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAdult awareness often works like a spotlight: we can zoom in on a task\, ignore distractions\, and move with laser focus toward clear goals. Unlike an adult\, a young child’s awareness is closer to a lantern—broad\, less filtered\, and open to whatever is happening nearby. \nDrawing on developmental psychologist Alison Gopnik’s research\, this edWebinar explores the idea that as we learn more\, our attention and focus narrow. If this is true (i.e.\, knowing more means seeing less)\, we may be designing spaces with an adult spotlight mindset\, unintentionally creating environments that feel too rigid\, overly structured\, or institutional—even for infants and toddlers. \nLuminous Design challenges you to step away from the adult spotlight and gravitate toward the child’s lantern mode. It offers a fresh lens for shaping environments that listen to the child’s awareness and perspectives. Luminous Design calls for a shift in pedagogical practice and traditional environmental design by sharing several essential design strategies and three important lessons from (1) lobsters\, (2) chickens\, and (3) ocean waves. \nThis edWebinar is of interest to infant and toddler teachers. \n \n \nAbout the Presenter \nDr. Sandra Duncan works to assure the miracle and magic of childhood through indoor and outdoor play spaces that are intentionally designed to connect young children to their early learning environments\, communities\, and neighborhoods. Dr. Duncan is an international consultant\, author of seven books focused on the environmental design of early childhood places\, designer of four furniture collections called Sense of Place for infants\, toddlers\, preschool\, and school age\, as well as adjunct faculty at Nova Southeastern University. Dr. Duncan has designed and taught university courses on built learning environments (Association for Learning Environments and Walden University) and has collaborated with architects\, interior designers\, landscape architects\, and educators to create extraordinary places and possibilities for children and students of all ages. \n \nAbout the Moderator \nDr. Rebecca Berlin has a B.A. in American government and English from Georgetown University\, an M.A. in infant and toddler special education from George Washington University\, and a Ph.D. in education policy\, leadership\, and foundations from the University of Virginia. She is recognized as an industry expert and leads many transformative early childhood initiatives throughout the United States. Dr. Berlin has previously served as Executive Director of the Parenting Translator Foundation\, Chief Learning Officer at Start Early\, and Chief Strategy Officer of Teachstone. She has been an early childhood special education teacher\, an inclusion teacher\, an autism specialist\, and a school administrator. Dr. Berlin is the Senior Vice President of Intellectual Properties at Kaplan Early Learning Company and President of Gryphon House\, Inc. She lives in Charlottesville\, VA and serves on the school board of Albemarle County Public Schools. \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/kaplan20260604/ CATEGORIES:Early Childhood Learning,PreK-K Programs ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260604-kaplan-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260603T140000 DTEND;TZID=America/New_York:20260603T150000 DTSTAMP:20260921T142535Z CREATED:20260505T193723Z LAST-MODIFIED:20260921T142535Z UID:12139738-1780495200-1780498800@home.edweb.net SUMMARY:Building Confident Bilingual Learners with Purposeful Edtech DESCRIPTION:Presented by Dwight Goodwin\, Executive Director of Technology Services\, Coppell Independent School District (TX); and Madeleine Mortimore\, Global Education Innovation and Research Lead\, Logitech \nSponsored by Logitech \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nFor many students\, confidence gaps\, language barriers\, and limited access to the right tools can make it hard to fully participate in today’s digital learning environment. Addressing these challenges requires a thoughtful\, student-centered approach to edtech integration. \nRichard J. Lee Elementary\, an Apple Distinguished School in Coppell ISD\, offers a compelling example of what’s possible when students have access to the right tools. Educators there are using iPad devices alongside headsets\, styluses\, and keyboard cases to remove barriers\, increase focus\, and unlock new possibilities for creativity and project-based learning. \nThe results are striking: over 90% of students surveyed after the edtech pilot felt more confident using common tools and platforms\, with significant gains in participation and academic growth\, especially for emergent bilinguals and newly enrolled students. \nIn this edLeader Panel\, Dwight Goodwin\, Executive Director of Technology for Coppell ISD\, and Madeleine Mortimore\, Global Education Innovation and Research Lead at Logitech\, share what worked for Richard J. Lee Elementary alongside new research from FullScale and THE Journal. Viewers leave with actionable practices to help all students overcome confidence gaps\, engage more deeply with digital tools\, and express themselves fully throughout their learning journey. \nThis edLeader Panel is of interest to K-12 librarians\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDwight Goodwin is an accomplished educator with over 30 years of experience. He is the Executive Director of Technology for Coppell Independent School District (CISD)\, where he supports teachers and students as they find innovative ways to enhance daily activities and create dynamic learning environments with edtech. Dwight is passionate about using technology to enhance collaboration\, communication\, creativity\, and critical thinking. His focus is on building systems that improve both teaching and school operations. He has also served on the TCEA Board of Directors and was President. \n \nMadeleine Mortimore is the Global Education Innovation and Research Lead for Logitech\, where she leads research on edtech hardware. With years of experience as a classroom teacher\, Madeleine has developed a curriculum for grades 4-12. Her research experience includes positions at the MIT Teaching and Learning Lab. Madeleine has a Master of Education from the Harvard University Graduate School of Education. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Helping ELL\, ESL\, and Bilingual Students Succeed community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \n\nLogitech designs software-enabled hardware solutions that help organizations of all types thrive\, bringing people together when working\, creating\, learning\, teaching\, and more. We believe great design belongs in the classroom. That’s why we create tools for students and educators—with students and educators. From early concepts to prototype testing and final feedback\, we collaborate with hundreds of teachers and learners whose insights shape every meaningful design choice. URL:https://home.edweb.net/webinar/ell20260603/ CATEGORIES:Bilingual and Multilingual Language Acquisition,Digital Learning,edLeader Panel,Education Research/Evidence,ELL/ESL Language Acquisition,Technology for Learning ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260603-ell-event_panel.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260603T120000 DTEND;TZID=America/New_York:20260603T130000 DTSTAMP:20260603T170536Z CREATED:20260505T023042Z LAST-MODIFIED:20260603T170536Z UID:12127656-1780488000-1780491600@home.edweb.net SUMMARY:High-Impact Literacy PD Is Personalized\, Not Packaged DESCRIPTION:Presented by Kendra Totman Padilla\, Former Educator\, Current Structured Literacy Coach\, Stern Center for Language and Learning; and Kimberly Hunt\, Experienced Educator\, Director of Curriculum\, Instruction\, and Assessment\, Lamoille North Supervisory Union (VT)\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. \nThis edWebinar interrupts the “sit-and-get” workshop cycles that fail to drive lasting literacy improvement on their own and show how personalized coaching supplies the missing link between Science of Reading knowledge and daily classroom practice. Explore breakthrough solutions with a district leader and coach whose adaptive partnership is unfolding to benefit teachers and students. \nLearning objectives include: \n\nRecognize why the passive learning model of most PD doesn’t stick and actually adds to burnout\nOptimize the essential assets of teacher time\, energy\, and attention with strategic\, selective\, adaptive coaching\nExplore the key components of a model that differentiates learning for teachers and for their students\nAssess whether your school’s current PD plan and practices have what it takes for sustained literacy success\n\nThe presenters discuss: \n\nWhy the most effective coaches are “fad-free” allies with career-long impact\nPowerful examples of supporting literacy teachers with practical implementation that adapts in real time\nProven methods to personalize professional learning at scale\n\nViewers discover a professional learning model that successfully converts knowledge into teacher confidence and student growth. We move together beyond fleeting trends and one-size-fits-all “coaching” that’s tied to curriculum or product sales. Instead\, learn about the key elements of a proven framework that’s actually working for educators and will help your school meet its distinctive goals. \nThis edWebinar is of interest to K-12 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nKendra Totman Padilla is a dedicated Structured Literacy Coach at the Stern Center for Language and Learning\, where she partners with teachers and administrators to bridge the gap between literacy theory and classroom practice. With a focus on refining evidence-based instruction\, she empowers educators to implement high-impact strategies that support all learners. Her coaching is informed by years of experience leading reading intervention programs and teaching primary literacy as a classroom educator in Baltimore. A lifelong advocate for educational excellence\, Kendra serves on her local school board and as a youth mentor. She holds an M.Ed. from Lesley University and a postgraduate reading specialist certificate from Goucher College. By combining her deep knowledge with a collaborative coaching approach\, Kendra helps schools build sustainable\, data-driven systems for literacy success. \n \nKimberly Hunt is the Director of Curriculum\, Instruction\, and Assessment for the Lamoille North Supervisory Union in Vermont. Kimberly is a dedicated leader and brings extensive expertise in team building\, leadership\, and instructional quality improvement. Throughout her career\, Kimberly has championed a broad-based equity approach to learner outcomes. Her notable achievements include enhancing Multi-Tiered Systems of Supports (MTSS)\, expanding access to advanced mathematics for underrepresented students\, and implementing districtwide family-school partnership initiatives. Additionally\, she has served as a Professional Development Coach for leaders at the Harvard Graduate School of Education\, specializing in diversity\, equity\, and inclusion. She has a graduate degree in educational policy and management from the Harvard Graduate School of Education\, and she is deeply committed to fostering faculty growth and student performance through collaborative\, data-driven leadership. \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 Professional Learning & Practice 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/pd20260603/ CATEGORIES:Coaching and Mentorship,Literacy,Professional Development,Science of Reading,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260603-pd-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260602T130000 DTEND;TZID=America/New_York:20260602T140000 DTSTAMP:20260603T145749Z CREATED:20260504T193028Z LAST-MODIFIED:20260603T145749Z UID:12123024-1780405200-1780408800@home.edweb.net SUMMARY:Rebuilding Foundational Math Skills to Confront the Global K–12 Math Crisis DESCRIPTION:Presented by Dr. Joseph Davis\, Former Education Leader\, Current President and Chief of Mathematics\, KAITLab; and Beau Scott\, Experienced Educator\, Executive Director of Customer Success\, KAITLab\nModerated by Kim Bolz-Andolshek\, Chief Executive Officer\, KAITLab \nSponsored by KAITLab \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAcross the globe—and especially in the United States—mathematics performance in Grades K–12 is facing a historic decline. The most recent National Assessment of Educational Progress (NAEP) confirms that math achievement has not returned to pre-pandemic levels\, despite slight recovery in early grades. \nFourth-grade performance in 2024 improved by just two points from 2022 and remains three points below 2019\, with only 39% of students reaching Proficient. Eighth-grade results show even deeper concerns: average scores are still eight points lower than in 2019\, and nearly 40% of students now perform below the Basic level. Meanwhile\, 12th-grade scores have fallen sharply\, continuing a downward trajectory that mirrors global PISA patterns. These trends reflect a widening gap between higher- and lower-performing learners and signal a systemic crisis that begins early and compounds over time. \nThis edWebinar examines the roots of this crisis through the lens of standards-aligned learning progressions from K–8 mathematics through Algebra 1 and Geometry. Viewers explore how strong early number sense\, fluency with fractions and ratios\, and foundational algebraic reasoning form the bedrock of all higher mathematics. The session also addresses the consistent conceptual throughlines needed to support coherence and readiness across all systems. \nA central thread of the session focuses on math anxiety\, which disproportionately affects elementary teachers and their students. Research shows that student anxiety can begin in the earliest grades and that teachers’ own discomfort with math directly influences student achievement and identity. Viewers examine how anxiety manifests\, how misconceptions solidify without early intervention\, and why productive struggle—supported\, structured\, and visible—is essential for long-term mathematical growth. \nEducators gain practical guidance on: \n\nBuilding deep number-sense foundations in Grades K–5 to support Algebra and Geometry success\nUnderstanding how learning gaps widen across grade levels and how to intervene early\nAnalyzing standards progressions across states to ensure conceptual coherence\nReducing math anxiety through instructional clarity\, reasoning-focused practice\, and supportive learning environments\nIdentifying and addressing misconceptions before they impact secondary readiness\n\nDesigned for K-12 teachers\, interventionists\, coaches\, and school leaders\, this recorded edWebinar offers concrete strategies to strengthen the nation’s mathematics pipeline by addressing the crisis at its source—early learning and foundational mathematical understanding. \n \n \nAbout the Presenters \nDr. Joseph Davis is a mathematics-focused education leader\, district turnaround strategist\, and curriculum designer with more than 30 years in public education. He has served as a math teacher\, principal\, central-office leader\, and superintendent\, leading large-scale improvement efforts that connect ambitious learning goals to measurable student outcomes. Most recently\, he was Superintendent of the Ferguson-Florissant School District (2015–2025)\, where he advanced a systemwide math strategy centered on instructional clarity\, coherent pathways\, and sustained educator development. His work emphasized strong early foundations\, aligned K–12 progressions\, and expanded access to advanced coursework. Dr. Davis also co-founded two nationally recognized STEAM schools designed to build STEM identity and readiness through rigorous\, performance-driven models. He currently serves as President and Chief of Mathematics at KAITLab. His current focus is math anxiety\, especially among educators\, and strengthening teacher content knowledge and instructional precision to improve student outcomes. \n \nBeau Scott is the Executive Director of Customer Success at KAITLab\, where he drives adoption of AI-enabled math assessment and personalized learning solutions for schools nationwide. An educator and instructional design specialist\, Beau brings deep experience from classroom teaching\, statewide STEM leadership at the Indiana Department of Education\, and curriculum development roles across higher education and industry. He is recognized for advancing effective AI use in K–12 learning environments and for building systems that strengthen educator practice. Beau is pursuing his doctorate at Indiana University\, focusing on AI-enhanced instructional practice. \n \nAbout the Moderator \nWith more than 20 years of experience in the K–12 education space\, Kim Bolz-Andolshek brings a unique blend of governance\, business leadership\, and go-to-market expertise. She has served as an elected school board member in Minnesota for over two decades and has been elected six times\, with three years remaining in her current term. Her long-standing service reflects a deep commitment to student outcomes\, community engagement\, and effective district leadership. In the education technology sector\, she has spent more than a decade as a revenue leader\, overseeing sales\, customer success\, and marketing functions. Her work has helped organizations scale impact and build strong partnerships across the K–12 landscape. She currently serves as CEO of KAITLab\, where she leads growth\, strategy\, and innovation. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\nKAITLab: Revolutionizing Math Education\nKAITLab is redefining how math is taught and understood by addressing one of education’s biggest challenges\, the lack of visibility into student thinking. Too often\, educators only see right or wrong answers and miss the steps and reasoning that reveal true understanding. \nKAITLab blends the familiarity of pen and paper with cutting-edge smartpen technology and online training to capture the full problem-solving process in real time. Artificial intelligence then helps analyze student work to uncover misconceptions and detect errors as they happen\, giving teachers clearer insight into how students are thinking. \nTeachers gain visibility into every step students take\, allowing them to better support learning in the moment. \nBy making student thinking visible\, KAITLab helps schools move beyond answers to understanding and close learning gaps while supporting stronger math outcomes for all students. URL:https://home.edweb.net/webinar/math20260602/ CATEGORIES:Computer Science/Coding,Mathematics,STEM/STEAM ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260602-math-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260601T120000 DTEND;TZID=America/New_York:20260601T130000 DTSTAMP:20260601T194118Z CREATED:20260518T115241Z LAST-MODIFIED:20260601T194118Z UID:12245445-1780315200-1780318800@home.edweb.net SUMMARY:Collaborative Strategies for Healthy Tech Use in Schools DESCRIPTION:Presented by Heather Pennica\, CGCIO\, CETL\, Digital Learning Programs Section Chief\, North Carolina Department of Public Instruction; Dr. Ashley McBride\, Digital Learning Initiatives Section Chief\, North Carolina Department of Public Instruction; and Sue Thotz\, Director of Outreach\, Common Sense Media \nSponsored by Common Sense Education \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIn an era when screens are everywhere\, the classroom should be the safest place for a child to learn how to use them. This edWebinar shifts the conversation from “how much” technology to “how well” we use it. \nJoin the North Carolina Department of Public Instruction as they share their Guidance for Purposeful Screen Use in Schools and Sue Thotz\, Director of Education Outreach at Common Sense Media\, as they showcase how educators can think purposefully about tech use in the classroom and communicate that intentionality to families. They also share how to model healthy (digital) habits and maintain a healthy “age and stage” balance that respects child development. \nBy framing technology as an intentional tool for specific learning goals\, rather than as a ubiquitous presence\, we aim to build a bridge between school and home\, ensuring that parents and teachers are on the same team. This edWebinar is of interest to K-12 teachers and librarians. \n\n \n \nAbout the Presenters \nHeather Pennica serves as the Digital Learning Programs Section Chief for the North Carolina Department of Public Instruction with the Digital Learning & School Connectivity Division. She joined this team after serving as the Executive Director of Tech & Media for Wilson County Schools\, NC. She has been in education for over 20 years with varied experiences in PreK-12 working as a teacher\, media specialist\, and instructional technology facilitator prior to transitioning to leadership roles at the district level. In addition to Heather’s degrees and certifications in education\, she is also a Certified Education Technology Leader (CETL) and a Certified Government Chief Information Officer (CGCIO). Heather is a champion for innovation in the areas of media\, edtech\, and STEM. \n \nDr. Ashley McBride is the Digital Learning Initiative Section Chief at the North Carolina Department of Public Instruction. A nationally recognized leader in digital learning and instructional innovation\, she leads statewide initiatives focused on educational technology\, coaching\, and professional learning. Dr. McBride is the author of The Edtech Coaching Primer: Supporting Teachers in the Digital Age Classroom and has been recognized with the 2025 ISTE+ASCD Making IT Happen Award and the 2022 ISTE 20 to Watch Award. \n \nSue Thotz (she/her) is the Director of Outreach for Common Sense Education and Co-founder of Equity in Action CA. Based in Los Angeles\, she has spent more than a decade partnering with educators\, administrators\, and district leaders to build cultures where students engage with technology meaningfully\, safely\, and with a strong sense of identity and belonging. Since joining Common Sense in 2011\, Sue has led districtwide implementation of digital citizenship\, digital literacy\, and well-being curricula to create sustained\, systemic change in how schools approach digital life. She holds a master’s degree in public health and undergraduate degrees in zoology and chemistry. She tries to find time to sail with her husband and two adult children. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin the Digital Learning & Leadership community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nCommon Sense Education develops high-quality digital citizenship programs and digital teaching resources\, providing educators and students with the digital learning tools they need to harness the power of technology for life. URL:https://home.edweb.net/webinar/commonsense20260601/ CATEGORIES:Digital Citizenship,Digital Learning,Family and Community Engagement,Social Media ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260601-commonsense-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260527T160000 DTEND;TZID=America/New_York:20260527T170000 DTSTAMP:20260527T210835Z CREATED:20260421T203925Z LAST-MODIFIED:20260527T210835Z UID:12051256-1779897600-1779901200@home.edweb.net SUMMARY:Teaching Modern Science: Bringing CRISPR and Real-World Biology Into Your Classroom DESCRIPTION:Presented by Dr. Ken Miller\, Professor Emeritus of Biology\, Brown University \nSponsored by Savvas Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAdvances in genetics like CRISPR\, mRNA vaccines\, and gene editing are transforming modern biology—and showing up in the world your students experience every day! Yet many teachers find that while these topics are engaging\, they can be difficult to translate into clear\, teachable lessons that fit within the time and structure of a real classroom. How can we bring these exciting new technologies into today’s classrooms? \nIn this edWebinar\, Dr. Ken Miller\, co-author of the nation’s most widely used high school biology program\, explains how these powerful technologies work\, how they are already being used to treat diseases once thought untreatable\, and how they connect directly to the core concepts you already teach. \nViewers gain practical strategies for bringing real-world science topics like genetics into everyday instruction\, along with classroom-ready approaches that make complex topics more accessible without adding to teacher workload. View this session to: \n\nBuild a clear\, classroom-ready understanding of CRISPR\, mRNA\, and genetic engineering\nConnect modern genetic technologies to core biology concepts and standards\nWalk away with plug-and-play examples for teaching NGSS-aligned lessons for modern science topics like genetics\n\nAll educators interested in high school science—especially classroom teachers\, curriculum directors\, instructional leaders\, and school and district administrators—are encouraged to view this edWebinar. \n\n \n \nAbout the Presenter \nKen Miller\, Ph.D.\, is Professor Emeritus of Biology at Brown University in Providence\, Rhode Island. A prolific author\, his research work on cellular membranes has been published in journals such as Cell\, Nature\, the Journal of Cell Biology and Scientific American\, while his popular books include Finding Darwin‘s God: A Scientist’s Search for Common Ground Between God and Evolution and most recently The Human Instinct: How We Evolved to Have Reason\, Consciousness\, and Free Will. Dr. Miller’s honors include the Public Service Award from the American Society for Cell Biology\, the Distinguished Service Award from the National Association of Biology Teachers\, the AAAS Award for Public Engagement with Science\, the Stephen Jay Gould Prize from the Society for the Study of Evolution\, and the Laetare Medal from Notre Dame University. \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\nAt Savvas\, we believe learning should inspire. By combining new ideas\, new ways of thinking\, and new ways of interacting\, we design engaging\, personalized\, next-generation K-12 learning solutions that give all students the opportunity to succeed. Our award-winning\, high-quality instructional materials span every grade level and discipline\, from evidence-based\, standards-aligned core curricula and supplemental and intervention programs to state-of-the-art assessment tools and the industry’s most innovative portfolio of college- and career-readiness solutions—all designed to meet the needs of every learner. URL:https://home.edweb.net/webinar/science20260527/ CATEGORIES:21st Century Learning,Career Education,Real World Literacy,Science,STEM/STEAM ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260527-science-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260527T140000 DTEND;TZID=America/New_York:20260527T150000 DTSTAMP:20260527T190422Z CREATED:20260513T150905Z LAST-MODIFIED:20260527T190422Z UID:12226230-1779890400-1779894000@home.edweb.net SUMMARY:Creating a High-Trust PreK-3 Classroom That Works: From Control to Connection DESCRIPTION:Presented by Dr. Deborah Bergeron\, Deputy Director of Community Engagement and Innovation\, National Head Start Association; and Rhonda Conn-Parent\, Art Teacher\, Edison Elementary School (CO)\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. \nThis edWebinar guides educators through a practical\, relationship-centered approach for creating emotionally safe\, responsive classrooms from preschool through third grade. The presenters explore how trust can be intentionally built through everyday interactions\, especially during moments of challenging behavior\, and how these moments can become powerful opportunities for connection\, growth\, and learning. \nViewers leave with practical strategies that can be implemented right away\, including: \n\nA framework for understanding and responding to challenging behaviors\nHow to shift from reactive control to proactive\, trust-based guidance\nLanguage and routines that build emotional safety\, belonging\, and engagement\nApproaches that support student regulation while strengthening relationships\nWays to create a more joyful\, sustainable classroom environment for both students and educators\n\nThis recorded edWebinar is of interest to PreK–3 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \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 \nRhonda Conn-Parent has been teaching for 30+ years in public\, private\, and charter schools using fine arts as a vehicle to discover the joy\, capabilities\, and magic we are capable of creating—inside or outside the classroom. She earned her Bachelor of Fine Arts with a concentration in Disciplined-Based Art Education from the University of North Texas. She has had training and experience with a variety of teaching methods\, from Montessori to Waldorf to the European format of educating young people. \nFor 17 years\, she owned Studio 101\, her private fine arts school for children ages 3-18. From these experiences\, she is inspired by and extracts the good from a variety of strategies to grow children—their soul and brain through joy\, trust\, and the thrill that can accompany the struggle. She has two adult children and lives in Colorado Springs with her awesome husband and random foster dogs. She enjoys surfing\, karaoke\, and the occasional spontaneous dance party with her students at school! \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\nLearn more about earning a CE certificate and our accessibility features. \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. \n\nGryphon House is an award-winning publisher of early childhood resources for teachers and parents. \n\n \n  URL:https://home.edweb.net/webinar/bookchats20260527/ CATEGORIES:Behavior Challenges and Support,Classroom Management and Practices,Culture of Belonging,Early Childhood Learning,PreK-K Programs ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260527-bookchats-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260526T140000 DTEND;TZID=America/New_York:20260526T150000 DTSTAMP:20260921T142517Z CREATED:20260428T161914Z LAST-MODIFIED:20260921T142517Z UID:12076679-1779804000-1779807600@home.edweb.net SUMMARY:Turning District Priorities Into Daily Practice: What It Takes to Make Initiatives Work DESCRIPTION:Presented by Leandra Cleveland\, District K–4 Math Specialist\, Bentonville Schools (AR); Bonnie Bedford\, District K-4 Literacy Specialist\, Bentonville Schools (AR); and Amanda Oyler\, K–4 Math and Science Instructional Coach\, Bentonville Schools (AR)\nModerated by Connie Warren\, M.Ed.\, Sr. Marketing Manager\, BookNook \nSponsored by BookNook \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nDistricts set bold priorities\, but making them work inside a real school day is where the challenge begins. Between strategic plans and daily instruction lies the work that determines whether initiatives gain traction or quietly stall. Success depends on how priorities are translated into time\, staffing\, and structures that hold up in daily practice. \nIn this edLeader Panel\, district and campus leaders examine how initiatives move from state and district priorities into daily practice. Through real-world perspectives\, viewers explore: \n\nHow leaders interpret state initiatives and define clear non-negotiables\nWhat it takes to move from vision to schedule\nHow time is protected for small-group and intervention support\nThe trade-offs required to make space for new priorities\nCommunication and feedback systems that keep teams aligned over time\n\nViewers are introduced to a practical framework for turning priorities into daily practice and reflect on how those ideas apply within their own systems. \nThis recorded edLeader Panel is especially valuable for K-12 district and campus partners. Viewers leave with concrete insights to strengthen alignment and make initiatives work in practice. \n \n \nAbout the Presenters \nLeandra Cleveland is a District K–4 Math Specialist for Bentonville Schools\, where she has served for 21 years and currently leads the district’s math coaching efforts. A Bentonville graduate\, she began her career as a math teacher before moving into central office roles\, including Instructional Technology Specialist and Director of Assessment and Data Management. In her current role\, Leandra mentors math coaches\, designs professional learning\, and supports the implementation of high-quality instructional materials to strengthen consistency across classrooms. She is passionate about examining student thinking\, analyzing data\, and helping educators deliver strong math instruction that leads to meaningful learning. Outside of work\, Leandra enjoys spending time with her family\, including her five children. \n \nBonnie Bedford is a District K–4 Literacy Specialist for Bentonville Schools with 20 years in education and extensive experience in coaching and instructional support. She began her career in kindergarten and second grade\, where she developed a strong foundation in early literacy instruction. Bonnie has supported districtwide shifts toward evidence-based literacy practices\, partnering with school teams to implement high-quality instructional materials and strengthen instructional strategies. She designs and facilitates professional learning and works closely with educators to use student data and work to guide decisions and improve outcomes. She is deeply committed to helping all students become confident readers and writers. Outside of school\, Bonnie enjoys running\, spending time with her Great Dane\, and cheering on her kids at sporting events. \n \nMandy Oyler is a K–4 Math and Science Instructional Coach for Bentonville Schools\, with 15 years in education. She spent a decade as a primary teacher before transitioning into coaching\, where she now supports teachers in strengthening math and science instruction. Mandy focuses on building clarity around learning standards and helping educators understand how concepts develop across grade levels. She partners with teachers to implement high-quality instructional materials\, facilitates professional learning\, and supports intervention efforts through data-informed practices. She is passionate about helping both students and teachers develop strong analytical thinking skills. In her free time\, Mandy enjoys reading\, spending time outdoors\, and being with her family. \n \nAbout the Moderator \nConnie Warren\, M.Ed.\, is an educator-turned-marketer with nearly 30 years of experience in K–12 education. Before stepping into her role as Sr. Marketing Manager at BookNook\, she served as an instructional coach\, summer school principal\, trainer\, and curriculum coordinator\, with a strong focus on supporting struggling learners. Today\, Connie blends her education leadership experience with a passion for storytelling\, creating research-based content that helps district leaders examine challenges\, reflect on data\, and communicate effective strategies that drive student achievement. She frequently partners with education leaders to highlight real-world practices that support meaningful outcomes for students. Outside of work\, Connie enjoys writing children’s stories\, hiking\, and spending time in her garden. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edLeader Panels\, and view recordings of previous programs to earn CE certificates. \n\n \nBookNook is a leading ESSA Level 1 provider of high-impact virtual tutoring solutions designed to accelerate K-8 student achievement in reading and math. Our synchronous learning model combines engaging evidence-based instruction with consistent learner-leader relationships for exceptional student outcomes. We deliver 1:1 and small-group virtual tutoring that integrates seamlessly with classroom instruction\, ensuring that every session is targeted and effective. Our approach is grounded in decades of research\, focusing on proven strategies that drive measurable improvements in student achievement. URL:https://home.edweb.net/webinar/leadership20260526/ CATEGORIES:21st Century Learning,edLeader Panel,Future Ready Learning,Leadership/Administration,Professional Development,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260526-leadership-event_panel.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260521T160000 DTEND;TZID=America/New_York:20260521T170000 DTSTAMP:20260521T204357Z CREATED:20260322T023955Z LAST-MODIFIED:20260521T204357Z UID:11895388-1779379200-1779382800@home.edweb.net SUMMARY:Building Independent Writers: Teaching Moves that Foster Agency\, Problem Solving\, and Engagement DESCRIPTION:Presented by Alicia Luick\, Staff Developer\, The Reading & Writing Project at Mossflower \nSponsored by The Reading & Writing Project at Mossflower \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAcross elementary classrooms\, teachers are striving to help students become writers who can take initiative\, make decisions\, and sustain their work with increasing independence. In this edWebinar\, educators explore practical teaching moves that support students in becoming thoughtful\, self-directed writers who approach writing with curiosity\, confidence\, and purpose. \nThe goal of this session is to help K–5 teachers and instructional leaders strengthen their ability to nurture independence in young writers. Viewers learn how small shifts in instruction—such as the way teachers confer and lead small groups\, structure mini lessons\, and support students during independent writing time—can help children develop agency\, problem-solving skills\, and greater engagement with their writing. \nPresenters from The Reading & Writing Project share classroom-tested strategies drawn from writing workshop practice. Viewers explore ways to: \n\nTeach students how to generate and sustain their own writing work\nSupport writers in solving problems independently rather than relying on the teacher\nUse conferences\, small groups\, and mid-workshop teaching to strengthen decision making and ownership\nCreate classroom conditions that encourage risk taking\, stamina\, and engagement\n\nEducators who view leave with practical ideas they can apply right away to help students grow as confident\, independent writers. This recorded edWebinar is of interest to K–5 teachers and school leaders. \n \n \nAbout the Presenter \nAlicia Luick is a Staff Developer at The Reading & Writing Project at Mossflower. She began her career in education as a classroom teacher before serving as a districtwide literacy coach. This breadth of experience has made her a valued partner to schools and districts working to develop cohesive\, schoolwide approaches to literacy instruction grounded in best practices. Alicia is deeply committed to supporting coaches\, administrators\, and teachers in strengthening literacy instruction. She is particularly interested in helping students transfer their skills as readers and writers to learning in other disciplines\, including social studies\, science\, and mathematics. She holds dual master’s degrees in curriculum and teaching and in administration. Alicia has led advanced sections at literacy institutes\, presented at national conferences\, and co-authored books in the Units of Study series. \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 \nThe Reading & Writing Project at Mossflower was created out of the pioneering work that Lucy Calkins began over 40 years ago. Inspired by her research\, she developed innovative curricula and methods that transformed the way children learned to write. For decades since\, she has worked with educators to help students become what she always knew them to be: proficient and enthusiastic writers\, readers\, and thinkers. \nToday\, RWP-M remains deeply rooted in this experience\, while also holding true to this a spirit of innovation and continuous learning. Lucy Calkins and her team author the Units of Study in Reading\, Writing\, and Phonics and several series of engaging decodable texts. More than authors of curricula\, at its core\, RWP-M is a community of practice\, a think tank\, and a professional development organization dedicated to transforming the way students learn to read\, write\, and think. URL:https://home.edweb.net/webinar/teach2read20260521/ CATEGORIES:Early Childhood Learning,English, Language Arts, Writing,Student Engagement and Motivation,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260521-teach2read-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260521T150000 DTEND;TZID=America/New_York:20260521T160000 DTSTAMP:20260921T142451Z CREATED:20260419T034158Z LAST-MODIFIED:20260921T142451Z UID:12043991-1779375600-1779379200@home.edweb.net SUMMARY:Accessibility and UDL as Partners in Inclusion: From Compliance to Belonging DESCRIPTION:Presented by Brian St. Amour\, Director of eLearning/Adjunct Professor\, Business\, Temple College; Skip Stahl\, Co-Founder and Senior Policy Analyst\, Emeritus\, CAST; Lilly Shaw\, George Washington University Student\, Intern\, CAST; and Luis Perez\, Senior Director of Disability and Accessibility\, CAST \nSponsored by ReadSpeaker\, in Partnership with CAST \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about viewing the live presentation and the recording\, and earning your CE certificate. \nAccessibility is not an add-on to the CAST Universal Design for Learning (UDL) framework—it is foundational\, its beating heart. In this edLeader Panel\, viewers explore how CAST advances accessibility as a core component of UDL to create learning environments where all learners can thrive. \nViewers gain a clearer understanding of how designing for accessibility enhances flexibility\, engagement\, and learner agency\, moving beyond compliance toward meaningful inclusion. This edLeader Panel provides K-12 educators\, instructional designers\, administrators\, and learning professionals with practical insights into how CAST’s approach helps organizations design learning experiences that are accessible by design and inclusive by default. \nInterested in learning more about UDL? Check out the UDL Guidelines. \nJoin CAST and ReadSpeaker to celebrate Global Accessibility Awareness Day (GAAD). \n \n \nAbout the Presenters \nBrian St. Amour holds an MBA in marketing and brings extensive experience in professional eServices and eLearning technologies\, serving both industry and higher education. He has a proven track record in service strategy\, operations\, software and services product development\, customer satisfaction\, and retention. Brian’s expertise includes distance education technologies\, eServices strategy\, and policy development\, as well as faculty and student training\, consultation\, user experience\, partner programs\, alliance partnerships\, global team leadership\, service operations\, and customer advocacy. \nCurrently\, Brian leads strategic planning and service operations within the eLearning offices at Temple College\, ensuring compliance with institutional\, state\, and regional accrediting policies. He supports a large\, diverse population of online students\, faculty\, and course sections\, chairs eLearning advisory committees\, and collaborates across departments to advance effective\, scalable\, and inclusive eLearning environments. An Adjunct Business Professor\, Brian teaches online and face-to-face courses and actively contributes to regional\, state\, and national distance learning associations. \n \nA nationally recognized expert in accessible educational materials and Universal Design for Learning\, Skip Stahl accrued extensive experience in advising education stakeholders—including states\, district leaders\, publishers\, and policymakers—on how to make learning environments and products more effective and inclusive for all. Skip was formerly Co-director of the federally funded National Center on Accessible Educational Materials (AEM Center)\, where he led a national initiative to assure that educational materials are developed and distributed in ways that are accessible\, appropriate\, and readily available to all students. He was also CAST’s Project Director for the Center on Online Learning and Students with Disabilities\, a partnership with the University of Kansas and the National Association of State Directors of Special Education. Skip’s experience as one of CAST’s five founding staff members provides an active historical perspective to support the organization’s future. \n \nLilly Shaw is an undergraduate student at the George Washington University studying Health Data Science and Music and serving as the 2026 UDL Awards Intern. She is passionate about accessibility in education and values the positive impact UDL can have on the student experience. In 2024\, she contributed a student piece on UDL in the classroom to Multiple Voices: Disability\, Race\, and Language Intersections in Special Education\, In Service of Equity? Exploring Universal Design for Learning’s Transformative Potential\, Do UDL. In 2025\, she served as a panelist at the UDL CON panel Guidelines 3.0: Stories of Impact from Across the UDL Community\, providing the student perspective. When she’s not working\, you can find Lilly singing with her campus choir or listening to music. \n \nAs the Senior Director of Disability & Accessibility for CAST\, Luis Perez promotes the creation\, delivery\, and use of high-quality accessible educational materials and technologies to support learning opportunities for all students. He is embedded with the Postsecondary and Workforce Development group at CAST\, and in this role\, he works to increase access to middle- and high-income careers for everyone. Luis is also a co-host of the CAST podcast\, The Learning Experience\, with new episodes launching monthly. His perspective is informed by his own experiences as a user of assistive technology. \nLearn more about viewing the live presentation and the recording\, and earning your CE certificate. \nJoin the Teaching All Students community to network with educators\, participate in online discussions\, receive invitations to upcoming edLeader Panels\, and view recordings of previous programs to earn CE certificates. \n\n\n \n \n ReadSpeaker is proud to partner with CAST to advance the principles of Universal Design for Learning and create more inclusive learning environments. Together\, we are helping educational institutions remove barriers by making content more flexible and accessible for all learners. \nText-to-speech plays an important role in supporting UDL by providing multiple means of representation and engagement. With ReadSpeaker\, students can listen to digital text\, adjust reading speed\, and follow along visually\, empowering them to learn in ways that suit their individual needs and preferences. \nA UDL-certified solution\, ReadSpeaker’s alignment with UDL supports deeper comprehension and learner independence. By combining text-to-speech with a suite of audio-enhanced learning tools\, ReadSpeaker helps reinforce understanding\, improve focus\, and reduce cognitive load. Adding ReadSpeaker to your learning platform allows you to seamlessly deliver voice support to every student\, reducing stigma and improving outcomes for every learner.\n \n\n \n \n A nonprofit\, education research and development organization\, CAST leads\, inspires\, and convenes a global community to design inclusive learning experiences through our Universal Design for Learning framework and UDL Guidelines\, now used all over the world. CAST provides professional learning services to support UDL implementation\, accessibility solutions\, and the UDL Product Certification. URL:https://home.edweb.net/webinar/inclusiveeducation20260521/ CATEGORIES:Accessibility,Classrooms and Learning Spaces,edLeader Panel,Inclusive Education,Special Education,Universal Design for Learning ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260521-inclusiveeducation-event_panel.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260521T140000 DTEND;TZID=America/New_York:20260521T150000 DTSTAMP:20260521T185752Z CREATED:20260429T214219Z LAST-MODIFIED:20260521T185752Z UID:12092969-1779372000-1779375600@home.edweb.net SUMMARY:Building Understanding\, Not Fear: A New Approach to Drug Education DESCRIPTION:Presented by Anne Truger\, Digital Learning Specialist and Professional Consultant\, Discovery Education \nSponsored by Discovery Education \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWe all know the stakes of the opioid crisis are incredibly high\, impacting our schools and communities at an alarming rate. However\, in a digital-first world\, the traditional “lecture-and-listen” model just isn’t reaching our students. For educators\, the challenge lies in delivering prevention education that is evidence based yet engaging enough to resonate. It’s time to change the script. \nJoin this edWebinar with Discovery Education for a deep dive into Operation Prevention\, a suite of no-cost digital resources designed to spark life-saving conversations without the heavy lift. We utilize engaging slide decks and videos\, but the core focus remains on hands-on\, inquiry-based learning that actually aligns with the standards. You walk away with a toolkit of practical ways to help students understand the science of drug misuse and the confidence to make healthy choices. \nWhat we cover: \n\nIntegration Without the Headache: How to seamlessly align Operation Prevention modules with your existing health and science standards so you aren’t “adding one more thing” to your already full plate.\nLearning Through Discovery: Classroom-tested strategies like Eye Spy and Six-Word Stories that drive deep reflection through play and active participation.\nThe Digital Deep-Dive: A guided tour of virtual field trips and self-paced lessons designed for student-led discovery (and teacher sanity).\nExtending the Mission: Practical ways to leverage ready-to-use digital educator guides and parent toolkits to bridge the gap between the school day and the living room.\n\nThis recorded edWebinar is of interest to K-12 teachers\, school counselors\, and district leaders looking for actionable\, research-grounded tools that support student wellness without sacrificing precious instructional time. \n \n \nAbout the Presenter \nAnne Truger is a Digital Learning Specialist and professional consultant with over 20 years of experience in special education and 30 years as a professional presenter. A Google for Education Certified Trainer and Innovator\, Anne specializes in the practical application of technology to improve accessibility and classroom productivity. She currently serves as a Digital Learning Specialist at TrueNorth Educational Cooperative 804 and is an active leader within the Illinois educational technology community. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\nDiscovery Education is the global leader in standards-aligned digital curriculum resources\, engaging content\, and professional learning for K-12 classrooms. Through its award-winning digital textbooks\, multimedia resources\, and the largest professional learning network of its kind\, Discovery Education is transforming teaching and learning and improving academic achievement around the globe. URL:https://home.edweb.net/webinar/schoolsafety20260521/ CATEGORIES:Family and Community Engagement,Health and Wellness,Mental Health and Wellness,School Safety ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260521-schoolsafety-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260520T160000 DTEND;TZID=America/New_York:20260520T170000 DTSTAMP:20260520T205908Z CREATED:20260410T145654Z LAST-MODIFIED:20260520T205908Z UID:12012016-1779292800-1779296400@home.edweb.net SUMMARY:College and Career Readiness in a New Era of Work DESCRIPTION:Presented by Karen Hoffman\, Real Life Learning Founder\, Half Moon Bay High School; Anjuli Gupta\, Director of Product Management\, College and Career Readiness\, Savvas Learning Company; and Matt Barber\, National College and Career Readiness Specialist\, Savvas Learning Company \nSponsored by Savvas Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWithin the next year\, 70% of jobs will require education or training beyond high school—and too many students are approaching graduation unprepared for the workforce. We’re entering a new era of education where the lines between high school\, college\, and career are intertwined. \nJoin this edWebinar with Savvas for a discussion on how we can equip students with the career exploration\, college credits\, industry credentials\, and employability skills they need to thrive in the modern workforce. Viewers of this session learn about: \n\nWays to design career pathways to high-demand and emerging careers\nStrategies to expand students’ exposure to in-demand and emerging careers\nPractical tips for teaching the transferable skills required for success in college and the workforce\nOpportunities to provide students with both industry credentials and college credits combined\n\nAll high school educators\, counselors\, and school or district leaders interested in college and career readiness are encouraged to view this edWebinar. Viewers also receive free access to the award-winning College Success course from Savvas to share with their students! \n\n \n \nAbout the Presenters \nKaren Hoffman is the founder of Real Life Learning at Half Moon Bay High School. With more than 30 years of experience in human development and personal growth\, Karen empowers individuals and organizations to cultivate self-awareness\, resilience\, and purposeful action. \n \nAnjuli Gupta is the Director of Product Management for College and Career Readiness at Savvas Learning Company. She has spent the last decade working with academic partners to develop and manage high-quality learning experiences\, including at Savvas Learning Company\, Outlier.org\, and Coursera. Prior to Coursera\, Anjuli consulted for Fortune 500 companies at BCG and Innosight\, and launched three non-profit programs in global health\, environmental health and justice\, and climate justice. Anjuli lives on the Northern California coast with her husband\, two sons\, and dog. \n \nMatt Barber is the National College and Career Readiness Specialist at Savvas Learning Company. He has 15 years of experience in public education\, serving as a high school math teacher\, high school guidance counselor\, and adjunct mathematics professor at the community college level. For the past 10 years\, Matt has worked at Savvas Learning Company in various roles\, focusing on K-12 math programs\, Advanced Placement\, honors and electives\, dual enrollment\, and career and technical education (CTE). \nLearn more about earning a CE certificate and our accessibility features. \n\nJoin the College\, Career\, and Life Readiness community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \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/ccss20260520/ CATEGORIES:Career Education,College and Career Readiness,CTE: Career and Tech Ed,Future Ready Learning,STEM/STEAM ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260520-ccss-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260520T150000 DTEND;TZID=America/New_York:20260520T160000 DTSTAMP:20260526T141458Z CREATED:20260507T135135Z LAST-MODIFIED:20260526T141458Z UID:12177155-1779289200-1779292800@home.edweb.net SUMMARY:PreK Assessment for Dual-Language Learners: Measure True Learning\, Not Just English DESCRIPTION:Presented by Dr. Sandra Barrueco\, Professor of Psychology and Wylma and James Curtin Endowed Chair\, The Catholic University of America; and Isabel Andrade\, Former Educator\, Current Principal Product Manager\, Khan Academy Kids \nSponsored by Khan Academy Kids \nWatch the RecordingListen to the Podcast \nLearn more about earning a CE certificate and our accessibility features. \nWhen we assess young children in a language they don’t yet know well\, we risk measuring English exposure instead of what they actually understand. For dual language learners\, this gap shows up as underestimated ability\, misdirected interventions\, and readiness data that doesn’t reflect reality. \nJoin this edWebinar with Isabel Andrade (Khan Academy Kids) and Dr. Sandra Barrueco (The Catholic University of America) for a research-grounded\, administrator-focused look at what the evidence says about bilingual PreK assessment—and practical ways schools can implement home-language assessment\, even when teachers don’t share every child’s language. We share what’s working\, what the barriers are for administrators\, teachers\, and students\, and how one approach—Khan Academy Kids’ bilingual PreK assessments—is being piloted in classrooms across five states. \nThis recorded edWebinar is of interest to PreK-K teachers\, school leaders\, district leaders\, and education technology leaders. \n\n \n \nAbout the Presenters \nDr. Sandra Barrueco is a Professor of Psychology at The Catholic University of America and one of the nation’s foremost experts on the assessment of young dual language learners. She is the lead author of Assessing Spanish–English Bilingual Preschoolers: A Guide to Best Approaches and Measures\, an essential resource for researchers\, practitioners\, and policymakers working with Spanish-English bilingual children. Dr. Barrueco’s research sits at the intersection of developmental psychology\, bilingual education\, and early childhood policy. Her work has directly informed national policy and practice\, with particular influence on Head Start and Early Head Start programs. \n \nIsabel Andrade is a Principal Product Manager on the Khan Academy Kids team. She started her career as an elementary school teacher at a public school in her hometown of Quito\, Ecuador. A 2025 Forbes “30 Under 30 in Education” honoree\, Isa leads the development of a playful and nimble Pre-K assessment platform that provides families and educators with information on students’ progress. This product is funded by the Gates Foundation with support from MDRC. She holds a master’s in education and an MBA from Stanford University. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin the Engaging Early Learners 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 \nKhan Academy Kids is a free early learning program that empowers teachers and families to nurture confident\, curious learners. Developed by Khan Academy in partnership with early childhood learning experts from Stanford University\, the app helps children ages 2–8 build foundational literacy\, math\, and executive functioning skills through play-based learning. Interactive lessons\, books\, and activities adapt to each child’s level\, while teachers can track progress and assign standards-aligned lessons in the classroom. Used by schools and districts nationwide\, Khan Academy Kids supports equitable access to research-backed early education—no subscriptions\, ads\, or barriers. Available on mobile\, tablet\, and Chromebook devices\, the app brings joyful\, effective learning to every child\, everywhere. URL:https://home.edweb.net/webinar/learningp320260520/ CATEGORIES:Bilingual and Multilingual Language Acquisition,Early Childhood Learning,ELL/ESL Language Acquisition,PreK-K Programs ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260520-learningp3-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260520T140000 DTEND;TZID=America/New_York:20260520T150000 DTSTAMP:20260921T142428Z CREATED:20260422T194240Z LAST-MODIFIED:20260921T142428Z UID:12057635-1779285600-1779289200@home.edweb.net SUMMARY:Overcoming MTSS Challenges to Better Serve All Students DESCRIPTION:Presented by Dr. Sarah Brown\, Former Special Education Director\, Current President\, System Impact Consulting; and Tiyi Smith\, M.Ed.\, Former Instructional Coach\, Current Lead National Academic Advisor\, Renaissance \nSponsored by Renaissance \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nMost districts implement a Multi-Tiered System of Support (MTSS) to promote better learning outcomes across K–12. But as students’ needs rapidly evolve—and as educators are asked to do more with fewer resources—many are experiencing barriers to a successful MTSS implementation. \nIn this edLeader Panel\, two experts share proven solutions to five common MTSS challenges. You understand how to: \n\nAllocate resources to serve students in all tiers\nMake whole child data accessible to educators when they need it\nUse insights from the Science of Reading to provide strong foundational skills instruction\nMonitor the efficacy of Tier 2 and 3 interventions\nSuccessfully implement MTSS in middle and high school\n\nThis recorded edLeader Panel is of interest to K–12 school leaders\, district leaders\, education technology leaders\, assessment directors\, curriculum directors\, and MTSS directors. \n \n \nAbout the Presenters \nSarah Brown\, Ph.D.\, is President of System Impact Consulting and a national MTSS consultant and author. She formerly served as a special education director\, Bureau Chief at the Iowa Department of Education\, and Senior Director of MTSS Solutions at Renaissance. She is co-author of the best-selling book MTSS for Reading Improvement\, as well as the book Effective Universal Instruction. \n \nTiyi Smith\, M.Ed.\, is Lead National Academic Advisor at Renaissance. She was formerly a special education teacher\, instructional coach\, and district facilitator at El Paso ISD in Texas. In this role\, she worked extensively with students and families who required additional support to access learning opportunities\, and she was instrumental in building cooperative learning structures in the district. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nAs a global leader in education technology operating in more than 110 countries\, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. URL:https://home.edweb.net/webinar/assessment20260520/ CATEGORIES:Assessment,edLeader Panel,MTSS,Special Education ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260520-assessment-event_panel.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260519T170000 DTEND;TZID=America/New_York:20260519T180000 DTSTAMP:20260519T215538Z CREATED:20260409T174346Z LAST-MODIFIED:20260519T215538Z UID:12008266-1779210000-1779213600@home.edweb.net SUMMARY:Fundamental Literacy Foundations: Research-Aligned Tier 1 Instruction in Early Elementary DESCRIPTION:Presented by Rachel Sorsel\, Teacher and Certified Orton-Gillingham Classroom Educator\nModerated by Pam Austin\, Professional Learning Facilitators Manager\, Voyager Sopris Learning \nSponsored by Voyager Sopris Learning \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nJoin educator and literacy specialist Rachel Sorsel (@mindfulteaccherrachel) for an inspiring edWebinar on how fundamental shifts in Tier 1 early literacy instruction lay a foundation for student success far beyond the primary years. Rachel integrates Science of Reading research into manageable instructional design made for real classrooms. \nThis session moves beyond rote memorization\, guiding teachers to foster deep word understanding through morphology\, etymology\, and phonics in early grades as well as intentionally teaching executive functioning skills. Viewers gain practical strategies they can implement immediately to strengthen early literacy instruction\, nurture student confidence\, and lay the groundwork for advanced comprehension and academic achievement. \nEducators leave with actionable tools to: \n\nIncrease alignment between reading\, writing\, and spelling instruction (and more!)\nDifferentiate effectively without increasing workload while building executive functioning skills\nBuild vocabulary and background knowledge through early attention to word structure\nUse assessment efficiently to guide instruction and communicate meaningful insights to families\n\nThis recorded edWebinar is of interest to PreK through early elementary teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenter \nRachel Sorsel\, known online as Mindful Teacher Rachel\, is a first-grade teacher and certified Orton-Gillingham classroom educator. For the past five years\, she has focused on bridging education research to practice\, helping educators and parents understand and apply evidence-based reading instruction through her widely followed social media platforms. Rachel is the creator of the World of Phonics read-aloud book series\, where she breaks down complex phonics concepts into clear\, accessible tools for teachers and families. She is passionate about empowering educators with the knowledge and confidence to teach reading effectively. \n \nAbout the Moderator \nPam Austin\, Professional Learning Facilitators Manager for Voyager Sopris Learning\, has over 35 years of experience as an educator. She has worked as a Professional Learning Facilitator Manager with over 17 years of experience in training and supporting districts in various literacy and numeracy interventions for Voyager Sopris Learning in addition to delivering LETRS professional development sessions. She has also shared her love of proven VSL solutions as a Product Marketing Manager when she began her role as an EDVIEW360 podcast host in 2019 and continues to this day. Her goal is to aid teachers in changing the lives of students so that they not only become proficient and successful learners but also individuals confident in pursuing personal and professional life goals. \nShe previously held the role of Literacy Specialist at the Center for Development and Learning (CDL) now the Center for Literacy and Learning. As an educator in the New Orleans Public Schools for 14 years\, she served as an elementary teacher\, a reading interventionist\, a school-based reading coach\, and a central office field literacy facilitator. These varying roles allowed her to gain a myriad of experiences that has enhanced her ability to work in collaboration with other educators\, schools\, and districts for impactful professional learning. Pam’s first steps into a lifelong career as an educator began as a fourth-grade teacher in a small school in the Archdiocese of New Orleans. And the journey continues… \nLearn more about earning a CE certificate and our accessibility features. \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 \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/literacyhero20260519/ CATEGORIES:Early Childhood Learning,Early Literacy,PreK-K Programs,Science of Reading ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260519-literacyhero-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260519T150000 DTEND;TZID=America/New_York:20260519T160000 DTSTAMP:20260921T142407Z CREATED:20260429T153639Z LAST-MODIFIED:20260921T142407Z UID:12087354-1779202800-1779206400@home.edweb.net SUMMARY:Why MTSS Strategy Isn’t Enough: The Missing Practice in Tiered Support Systems DESCRIPTION:Presented by Heather Buckman\, Assistant Principal\, Ridgeview Elementary (MO); and Jill Molli\, Experienced Educator\, Chief Growth Officer\, Conscious Discipline \nSponsored by Conscious Discipline \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nMany districts have strong MTSS and PBIS frameworks in place—yet still struggle with inconsistent implementation\, staff burnout\, and limited behavior change. This edLeader Panel explores why strategy alone isn’t the issue—and what’s truly missing. Through the lens of the Conscious Discipline model\, viewers examine how an adult-first\, brain-based practice transforms tiered systems from something we plan into something we live every day. \nRather than adding another initiative\, this session focuses on how regulation\, connection\, and intentional daily practices create the conditions for Tier 1 to actually work—reducing the need for higher-level interventions. Viewers leave with a clear understanding of how to bridge the gap between systems and practice\, strengthen staff capacity\, and build sustainable\, aligned support for students and adults alike. \nThis recorded edLeader Panel is of interest to PreK-8 school leaders and district leaders. \n \n \nAbout the Presenters \nHeather Buckman spent seven years teaching fourth and fifth grade before transitioning to her current role as Assistant Principal of Ridgeview Elementary in Liberty\, MO\, a Title 1 School; a role she has held for the last nine years. \n \nJill Molli is Chief Growth Officer at Conscious Discipline and a nationally recognized educator\, speaker\, and instructor focused on adult-first\, brain-based practices. A former teacher and school counselor\, she partners with districts to strengthen culture\, communication\, and resilience by building adult capacity in self-regulation and conflict management. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the PD in Action 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 \nConscious Discipline is a comprehensive\, evidence-informed approach that helps schools and districts create safe\, connected\, and resilient learning environments—starting with adults. Grounded in brain science\, it equips educators with practical strategies to regulate their own responses\, model essential life skills\, and respond to behavior in ways that build trust and strengthen relationships. \nThrough a scalable system of professional learning—including training\, coaching\, immersive institutes\, and job-embedded resources—Conscious Discipline supports consistent\, districtwide implementation. The result is measurable impact: improved school climate\, fewer disruptions\, stronger relationships\, and increased staff confidence and retention. By building adult capacity as the foundation for change\, Conscious Discipline helps districts move beyond one-time initiatives to achieve sustainable\, system-level transformation that lasts. \n\n  URL:https://home.edweb.net/webinar/pdinaction20260519/ CATEGORIES:Behavior Challenges and Support,Classroom Management and Practices,edLeader Panel,Executive Function and Neurodiversity,MTSS ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260519-pdinaction-event_panel.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260519T130000 DTEND;TZID=America/New_York:20260519T140000 DTSTAMP:20260519T174946Z CREATED:20260428T201957Z LAST-MODIFIED:20260519T174946Z UID:12079758-1779195600-1779199200@home.edweb.net SUMMARY:What Are You Looking for? A Framework for Leaders Who Want to Support Better Instruction DESCRIPTION:Presented by Allison Bucklew\, Former Educator\, Current Program Design Director\, UnboundEd; and Lamar Billups\, Program Design Director\, UnboundEd\nModerated by Clay Willis\, Vice President of Marketing and Communications\, UnboundEd \nSponsored by UnboundEd \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIt’s easy to walk into a classroom and see that a lesson is or isn’t working\, but it’s more difficult to name what’s happening and know what to do about it. Meanwhile\, teachers are planning and delivering lessons with the best intentions\, yet many students still don’t consistently have access to rigorous\, grade-level instruction. The gap between what leaders see and what teachers need is rarely about effort or intention. It’s about a missing framework. \nThis edWebinar is designed for instructional leaders ready to move beyond general notions of “good teaching” to building a common lens for supporting teachers in planning for rigorous\, grade-level instruction. Drawing on the UnboundEd Planning Process™ and the GLEAM® Instructional Framework for grade-level\, engaging\, affirming\, and meaningful instruction\, you get actionable tips on how to support teachers with planning lessons that move the needle for all learners\, and you leave with a practical tool you can use in your building immediately. \nIn this session\, you explore: \n\nWhy teachers who work hard and plan carefully can still leave students without access to grade-level content\, and what leaders can do about it\nHow the GLEAM Instructional Framework gives teachers and leaders a shared language for instructional excellence across all content areas\nWhat it looks like to notice strong instructional planning through a leader’s lens\nA practical tool you can use in your lesson reviews\, pre-observation conversations\, and collaborative planning sessions with teachers\nHow the UnboundEd Planning Process builds the teacher capacity that leaders are trying to build for instruction\n\nWhether you coach a team of teachers\, lead a single school\, or support curriculum and instruction across a district\, this recorded edWebinar gives K-12 leaders the language and the tools to support teachers in planning and delivering lessons with more impact\, regardless of their content area or level of experience. \n \n \nAbout the Presenters \nAllison Bucklew has 15 years of experience in math education and instructional leadership. She has taught at the elementary\, middle\, and high school levels\, and served in various instructional leadership roles\, most recently as the Director of Data and Assessment at Crossroads Charter Schools in Kansas City\, Missouri. As Program Design Director at UnboundEd\, Allison develops instructional experiences and materials for the UPP suite of programs and supports facilitators through intentional preparation and coaching. \n \nLamar Billups has nearly two decades of experience in education\, spanning classroom instruction\, school leadership\, and program design across urban districts in Florida and Georgia. He has taught English at the secondary level and served in a range of administrative roles\, from founding principal to assistant principal to building principal\, with a deep commitment to ensuring every student has access to rigorous\, affirming learning experiences. \nMost recently\, Lamar served as a middle school principal in the greater Atlanta area\, where he spearheaded a literacy initiative that significantly raised reading proficiency\, implemented restorative justice practices that dramatically reduced disciplinary incidents\, and led his school to recognition as a School of Excellence by the Georgia Department of Education for Mathematics. Prior to that\, he served as an assistant principal across multiple urban campuses\, where he managed multi-million dollar external partnerships\, developed virtual instructional programs during the COVID-19 pandemic\, and mentored emerging leaders through district leadership development cohorts. \nLamar holds a Bachelor of Arts in English and Communications from Florida State University\, a Master of Arts in Educational Leadership from Nova Southeastern University\, and is currently completing his Ph.D. in educational leadership and counseling at Florida Agricultural & Mechanical University. As Program Design Director\, Lamar brings his lived experience as an educator\, his expertise in instructional frameworks\, and his passion for equity-driven outcomes to the work of designing transformative professional learning experiences. He is deeply committed to the belief that every student\, especially those in underserved communities\, deserves grade-level\, engaging\, and meaningful instruction. \n \nAbout the Moderator \nClay Willis is a mission- and results-driven marketing and communications leader committed to making education work for every single learner. As UnboundEd’s Vice President of Marketing and Communications\, Clay advances the organization’s reach and impact by forging meaningful connections with visionary educators. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nUnboundEd empowers educators to meet the needs of every single student through grade-level\, engaging\, affirming\, and meaningful—GLEAM®—instruction. We work side-by-side with teachers\, coaches\, principals\, and district leaders to ensure the success of your instructional vision for exceptional education and improved outcomes. By cultivating the mindsets\, knowledge\, and skills at the heart of truly transformative teaching and learning\, we can break the predictability of historic achievement patterns so all kids thrive. URL:https://home.edweb.net/webinar/leadership20260519/ CATEGORIES:Coaching and Mentorship,Professional Development,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260519-leadership-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260518T160000 DTEND;TZID=America/New_York:20260518T170000 DTSTAMP:20260518T205214Z CREATED:20260410T170919Z LAST-MODIFIED:20260518T205214Z UID:12013582-1779120000-1779123600@home.edweb.net SUMMARY:Practical Strategies to Support K–2 Learners’ Fine Motor and Executive Function Skills DESCRIPTION:Presented by Caitlin Taylor\, Occupational Therapist\, Learn It Academic Services; and Marybeth Jones\, Vice President of Academic Services\, Learn It Academic Services\nModerated by Nicole Magliaro\, Education Manager\, Learn It Academic Services \nSponsored by Learn It Academic Services \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nExecutive functioning and fine motor skills are essential for students’ success across the school day\, yet many young learners experience challenges in these areas. How can educators recognize when students need additional support\, and what practical strategies can be used to address these needs within the classroom? \nView this edWebinar to: \n\nGain a clear understanding of the core components of executive functioning and fine motor development\nLearn to recognize early signs that K–2 students may be struggling and need additional support\nExplore low‑cost\, easy-to-implement strategies and environmental modifications that can be embedded into K–2 daily routines to promote student independence\, engagement\, and participation\nLearn how to upgrade or downgrade classroom tasks to match student abilities and ensure meaningful participation for all learners\n\nViewers leave with low-cost or no-cost environmental modifications and activity ideas that can be easily implemented to promote student independence\, engagement\, and participation. This recorded edWebinar is of interest to K–2 teachers. \n \n \nAbout the Presenters \nCaitlin Taylor\, OTD\, OTR/L\, is a licensed Occupational Therapist with Learn It Academic Services. She specializes in mental health and neurodiversity‑affirming care across the lifespan. With Learn It\, she facilitates group interventions\, provides individualized treatment to clients in Grades K-8\, and leads sensory‑based program development and staff training. With experience spanning outpatient pediatrics\, partial hospitalization\, community mental health\, and interdisciplinary telehealth services\, Caitlin brings a holistic and evidence‑driven approach to supporting functional participation and wellness. She has designed multi-sensory environments\, supervised occupational therapy students\, and contributed extensively to program development and interdisciplinary collaboration. Passionate about promoting accessibility\, empowerment\, and skill building\, she remains deeply committed to advancing occupational therapy’s role within behavioral health and school community settings. \n \nMarybeth Jones\, Vice President of Academic Services at Learn It\, has more than 30 years’ experience in education as a K-12 teacher and higher education professor\, as well as delivering educational support services in the private sector. At Learn It\, she directs all the activities of the Academic Services Team\, delivering services in more than a dozen large urban districts\, including LAUSD\, New York City Public Schools\, and Chicago Public Schools. She is responsible for day-to-day program operations. She manages resource and personnel allocations\, deployment of staff\, budgets\, contract compliance\, client partnerships\, and program retention. She has conducted quality audits for academic improvement programs across the U.S. and has developed and executed improvement plans to ensure quality control. Marybeth holds a BS in education from Illinois State University and an MS in education in curriculum and instruction from Grand Canyon University. \n \nAbout the Moderator \nNicole Magliaro\, Education Manager at Learn It Academic Services\, is a first-year doctoral student in educational research with extensive experience overseeing various educational programs. With over ten years of classroom experience teaching various grades and levels of students\, Nicole has designed curricula focusing on writing and literature aligned with Common Core Standards. She has developed\, implemented\, and assessed educational programs using research\, databases\, journals\, and project and presentation methodologies. Nicole also conducts quality assurance visits across Learn It’s programs to ensure high-quality instructional services are provided to students. She is experienced in collaboration with stakeholders and coordinating\, planning\, and presenting professional development. Nicole holds an MA in educational leadership and a BA in English with a K-12 teaching certification. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Early Childhood Learning Solutions community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nLearn It creates programs that promote student success and are customized and aligned to meet the unique needs of each school’s mission and vision. From our multiple curricula to our technology options\, Learn It creates fresh\, practical programs that change the trajectory of every student we encounter. Learn It is your partner in helping children succeed in school and life. Our expertise ​is broad and deep. Our team is caring\, flexible\, and outcome focused. Our approach is collaborative\, progressive\, and family centric. URL:https://home.edweb.net/webinar/earlychildhood20260518/ CATEGORIES:Early Childhood Learning,Executive Function and Neurodiversity,Hands-On Learning,PreK-K Programs ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260518-earlychildhood-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260518T140000 DTEND;TZID=America/New_York:20260518T150000 DTSTAMP:20260921T142331Z CREATED:20260501T195504Z LAST-MODIFIED:20260921T142331Z UID:12107815-1779112800-1779116400@home.edweb.net SUMMARY:From College and Career Readiness Silos to Connected Student Experiences: Sparking Enrollment and Excitement DESCRIPTION:Presented by Nina Walls\, Career and Technical Education (CTE) Director\, Rockingham County Schools (NC); Tim Taylor\, Co-Founder and President\, America Succeeds; and Chris Minnich\, CEO\, MetaMetrics\nModerated by Brad Baumgartner\, Chief Growth Officer\, Edmentum \nSponsored by Edmentum \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \n\nToday’s students cannot afford a college and career readiness system that starts too late\, remains siloed for core academics\, or treats tangible postsecondary success planning as an add-on. Too often\, districts are asking students to navigate a future that schools have not fully prepared them to enter. The challenge is not whether students should be college ready or career ready; it is whether K–12 systems are giving every learner the academic foundation\, durable skills\, and real-world exposure they need to build a future that fits. \nIn this edLeader Panel\, explore what it takes to move from fragmented initiatives to a comprehensive college and career readiness strategy that works across K–12. Panelists share practical examples from a district perspective and discuss how to connect core curricula\, CTE\, and durable skills into a coherent student experience. In addition\, they examine how reading\, math\, and other foundational skills can be embedded into career-connected learning\, so students are not just informed about their options\, but prepared to pursue them. \nThis conversation also tackles the policy and funding realities shaping the work. State and district leaders are under growing pressure to align programs with evolving accountability systems\, workforce priorities\, and college access expectations. Viewers learn how to build local programs that advance state objectives\, how to design implementation that is both scalable and durable\, and how to enroll and excite learners. \nKey learning outcomes: \n\nUnderstand the essential elements of a comprehensive college and career readiness program across K–12\nLearn how to integrate core academics\, CTE\, and durable skills into a connected and relevant student pathway\nIdentify strategies to influence key stakeholders and align local implementation with state policy\, funding\, and accountability goals\n\nThis recorded edLeader Panel is of interest to K–12 school leaders\, district leaders\, education technology leaders\, school counselors\, and CTE directors. \n\n \n \nAbout the Presenters \nNina Walls serves as the Career and Technical Education (CTE) Director for Rockingham County Schools\, where she provides strategic leadership for districtwide CTE programming aligned to workforce needs and student success outcomes. In this role\, Nina oversees the development and implementation of high-quality career pathways\, supports instructional improvement\, and manages federal and state CTE initiatives\, including Perkins funding. With a strong focus on college and career readiness\, Nina works collaboratively with school leaders\, career development coordinators\, and community partners to expand access to work-based learning opportunities\, including internships\, pre-apprenticeships\, and registered apprenticeships. She has been instrumental in strengthening partnerships with local businesses and industry\, community colleges\, and workforce development agencies to ensure students graduate with relevant skills and industry-recognized credentials. Nina is committed to expanding equitable access to CTE programs and ensuring all students\, including special populations\, are prepared for postsecondary education and high-demand careers. Her work continues to support innovative programming that connects classroom learning to real-world experiences. \n\n \nTim Taylor is the Co-founder and President of America Succeeds and a leading national voice on durable skills in education and the workforce. He launched Pathsmith™\, an employer-informed\, durable skills framework now used across K-12\, higher education\, and workforce systems to make skills more visible\, measurable\, and actionable. Tim brings together research\, policy\, and cross-sector partnerships to align learning with real workforce demand\, working closely with state leaders\, employers\, and education institutions to advance economic mobility. He is a member of the Aspen Global Leadership Network\, serves on the X Prize Brain Trust for Learning & Society\, and has been named one of Getting Smart’s “60 People Shaping the Future of K-12 Education.” He speaks regularly to education and business audiences at venues including NAAIC\, SXSW EDU\, ASU+GSV\, the National Governors Association\, and the U.S. Chamber of Commerce Foundation. \n \nAs CEO of MetaMetrics\, Chris Minnich brings extensive experience spanning state policy\, large-scale assessment\, and edtech innovation. He has led national efforts to improve academic standards\, modernize assessment systems\, and strengthen accountability\, including previous leadership roles at NWEA\, HMH\, and the Council of Chief State School Officers. Chris is a nationally recognized voice on the urgent need for a universal measurement system to address the reading and math crisis in the United States. He speaks compellingly about why solving this challenge does not require more testing\, but rather better\, more connected measurement that places student ability\, material complexity\, and growth on a single\, objective scale\, regardless of shifting proficiency standards across states. Chris is also a sought-after speaker on topics such as aligning interim and summative assessments\, using data to close opportunity gaps\, and connecting foundational reading and math skills to long-term outcomes in college\, career\, and life. \n \nAbout the Moderator \nBrad Baumgartner serves as Edmentum’s Chief Growth Officer. Prior to joining Edmentum\, Brad served as CEO of MetaMetrics and CEO and President at BookNook\, where\, under his leadership\, the high-impact tutoring company expanded growth and reach to impact more students. Prior to his chief executive roles\, he held strategy\, operations\, and sales leadership roles at Learnosity\, Questar Assessment\, and Ellucian. Brad is driven by a deep-seated belief that every learner has a right to high-quality education and the support they need to be successful. Brad’s entire career has been devoted to the edtech field\, including K–12\, higher education\, and corporate learning roles both domestically and internationally. Brad’s long record of success in the education space includes successfully building and scaling companies from $20M to $130M in revenue and from 90 to 270 employees. Brad’s leadership approach centers on the concept of empowering people and supporting their personal and professional growth. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin the College\, Career\, and Life Readiness community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nEdmentum believes that every student deserves the opportunity to thrive everywhere learning occurs—whether they seek to catch up\, stay on track\, or chart their own path. When you pair Edmentum’s comprehensive\, research-backed learning acceleration solutions—including digital curriculum and courses\, K-12 diagnostic-driven personalized intervention\, and virtual instruction—with empowered and supported educators\, you can change the direction of students’ lives. We partner with K-12 educators in all 50 states and 100+ countries worldwide to design\, implement\, and sustain the programs that deliver on this shared promise of learning acceleration for every student. URL:https://home.edweb.net/webinar/ccss20260518/ CATEGORIES:Career Education,College and Career Readiness,CTE: Career and Tech Ed,edLeader Panel,Future Ready Learning,Leadership/Administration ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260518-ccss-event_panel.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260518T110000 DTEND;TZID=America/New_York:20260518T120000 DTSTAMP:20260923T212017Z CREATED:20260501T182159Z LAST-MODIFIED:20260923T212017Z UID:12104238-1779102000-1779105600@home.edweb.net SUMMARY:Enhancing Writing and Communication Through Sentence Building (Part 2): Teaching Complex Structures DESCRIPTION:Presented by Zisel Roth\, M.S.Ed.\, Grammar & Writing Curriculum Design Specialist\, Author of 20+ Instructional Texts for K-8; Mindy Reifer\, MA\, Elementary and Middle School Principal\, ELA Specialist; and Shanita Francis\, Social-Emotional Brain-Based 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. \nRead the Article\nLearn more about earning a CE certificate and our accessibility features. \nThis dynamic edLeader Panel builds on part one of the Enhancing Writing and Communication Through Sentence Building series. Educators are empowered to transform grammar instruction from abstract rules into meaningful\, practical writing skills. After a brief review of core concepts from part one\, the panelists show how students can enhance their writing with more complex sentence structures and dialogue. \nDesigned for immediate classroom use\, this session provides clear models and practical strategies that build directly on part one\, supporting students as they move from basic sentence construction to more structured\, expressive\, and precise writing. \nBy the end of this edLeader Panel\, educators are able to: \n\nDistinguish between traditional grammar instruction and applied grammar strategies that are presented in authentic context and scaffolded using a logical language-based approach\nImplement effective techniques that support students as they learn to vary sentences\nEvaluate and apply instructional tools that support varied sentence construction across multiple age groups and grade levels\nDesign inclusive writing lessons tailored to general education\, special education\, and ESL/ELL/ENL/ML learners\nUtilize practical resources that encourage spiralized writing practice\, reinforcement\, and skill transfer\n\nThis recorded edLeader Panel is of interest to elementary through middle school teachers\, ESL and special education teachers\, school leaders\, and district leaders. \nSee part one: Enhancing Writing and Communication Through Sentence Building: A Pedagogical Approach \n \n \nAbout the Presenters \nZisel Roth\, M.S.Ed.\, 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. \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 \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/teach2read20260518/ CATEGORIES:Bilingual and Multilingual Language Acquisition,edLeader Panel,ELL/ESL Language Acquisition,English, Language Arts, Writing,Special Education ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260518-teach2read-event_panel.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260514T170000 DTEND;TZID=America/New_York:20260514T180000 DTSTAMP:20260921T142255Z CREATED:20260422T031640Z LAST-MODIFIED:20260921T142255Z UID:12052321-1778778000-1778781600@home.edweb.net SUMMARY:Intentional Professional Learning for Teachers. Real Impact for Students. DESCRIPTION:Presented by Kris Peterson\, Ph.D.\, Former Educator\, Current National Director\, Innovation and Data Insights\, HMH; Jennifer Lenhardt\, Former Educator\, Current Director\, CXPD Content Development\, HMH; and Kirsten Carr\, Senior Policy Advisor\, Foresight Law + Policy\nModerated by Ginette Collins\, Director\, Product Marketing\, HMH \nSponsored by HMH \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nProfessional learning is under pressure to do more than ever before\, and educators cannot wait for support that misses the moment. As student needs shift\, instructional demands evolve\, and expectations continue to rise\, schools need professional learning that is timely\, relevant\, and built to make an immediate difference. \nJoin us for an energizing edLeader Panel on how to design professional learning that is intentional\, responsive\, and grounded in the real challenges educators face every day. We explore how leaders can create learning experiences that address urgent needs\, strengthen instructional practice\, and build lasting capacity across their systems. \nViewers leave with practical ideas for making professional learning more strategic\, more actionable\, and more likely to drive meaningful change. \nDuring this session\, you explore: \n\nUsing Data with Purpose: Identify the right data to inform professional learning and learn how to translate insights into actionable\, high-impact PD that drives real change.\nDesigning PD That Sticks: Experience effective\, educator-centered PD practices that cultivate engagement\, support retention\, and drive meaningful opportunities for practical application and continuous growth.\nSustaining Impact Through Smart Resourcing: Explore creative strategies to secure funding and align resources to ensure professional learning remains consistent\, scalable\, and impactful.\n\nThis recorded edLeader Panel is of interest to K-12 school leaders and district leaders. \n \n \nAbout the Presenters \nKris Peterson\, Ph.D.\, is the National Director of Innovation and Data Insights at HMH. As a former teacher and building\, district\, and state leader\, Dr. Peterson is dedicated to driving positive change. With a collaborative approach\, she has led efforts with educators in implementing evidence-based practices\, leveraging data\, and executing effective instruction. \n \nJennifer Lenhardt is the Director of Content Development at HMH\, where she leads the creation of professional learning and instructional content that supports educators nationwide. A former middle‑school math and intervention teacher\, she brings deep expertise in curriculum design\, supporting multilingual learners\, and high-impact adult learning practices. She is also the author of Common Denominators: Cultivating Engagement and Belonging in Secondary Mathematics\, a book focused on helping teachers create inclusive\, student‑centered math classrooms. Jennifer has presented at national conferences\, including NCTM\, CMC‑South\, and the Model Schools Conference\, and she is a two‑time HMH Professional Services Award recipient. She earned her bachelor’s degree in political science and her Master of Education\, both from the University of Oregon. \n \nKirsten Carr is a Senior Policy Advisor at Foresight Law + Policy. She works closely with nonprofits\, organizations\, and state leaders on a broad range of policy issues\, including extensive work on state assessment and accountability systems. Prior to coming to Foresight\, Kirsten served as a Senior Program Director at the Council of Chief State School Officers\, supporting state education agencies to advance their education priorities. \n \nAbout the Moderator \nGinette Collins is the Director of Product Marketing at HMH\, with a career focused on advancing outcomes for students while equipping educators and instructional leaders for success. She drives strategic partnerships with districts to expand professional learning and technology solutions that strengthen teacher readiness\, enable scalable implementation\, and improve support for underrepresented student populations. Ginette brings a strong understanding of both classroom realities and system-level challenges\, ensuring teachers have the tools\, support\, and confidence required to deliver meaningful impact. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edLeader Panels\, and view recordings of previous programs to earn CE certificates. \n\n \nWith a focus on what moves each learner\, HMH delivers what educators need to foster growth and build lasting momentum. We create integrated K–12 learning solutions for core\, supplemental\, intervention\, assessment\, and professional learning—delivered on one streamlined platform. Our technology can flex\, uncovering smarter insights about students and helping educators act on what motivates them. URL:https://home.edweb.net/webinar/leadership20260514/ CATEGORIES:Coaching and Mentorship,edLeader Panel,Education Funding and Purchasing,Professional Development,Teacher Development and Retention,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260514-leadership-event_panel.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260514T160000 DTEND;TZID=America/New_York:20260514T170000 DTSTAMP:20260520T134315Z CREATED:20260414T021512Z LAST-MODIFIED:20260520T134315Z UID:12025721-1778774400-1778778000@home.edweb.net SUMMARY:Research-Driven Leadership for Student-Centered Classrooms: Shifts That Stick DESCRIPTION:Presented by Matt Hickson\, Experienced Educator\, Head of Instructional Leadership & Strategy\, Modern Classrooms Project; and Dr. Emily Persons\, Senior Director of Research & Evaluation\, Modern Classrooms Project \nSponsored by The Modern Classrooms Project \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWhat if every student in your building had a teacher who could work with them directly\, not just once in a while\, but as a regular part of every class? School leaders hear a lot about student-centered instruction. They hear less about what actually makes it stick and what the research says separates real instructional change from the kind that fades after the first unit. \nThis edWebinar cuts through the noise. Drawing on a growing body of evidence and data from thousands of K–12 classrooms\, presenters from the Modern Classrooms Project walk leaders through two of the highest-leverage instructional shifts: moving from whole-class instruction to targeted small-group and 1:1 support\, and shifting from time-based to mastery-driven learning. The presenters share the measurable changes they have evaluated in how teachers use class time\, how students access support\, and how leaders can tell the difference between surface-level implementation and the real thing. \nIn this session\, leaders: \n\nExamine the research base behind small-group instruction and mastery-driven learning and what it means for how we support teachers and design schools\nExplore real classroom data on how these shifts change teacher behavior\, student engagement\, and the quality of feedback students receive\nUnderstand what leaders can look for in classrooms\, in data\, and in coaching conversations\nLeave with a clear framework and tools for supporting teachers to ensure instructional shifts are sustainable\n\nThis recorded edWebinar is designed for K–12 school leaders\, district administrators\, and instructional coaches who want to ground their approach to instructional change in evidence and lead with confidence when it comes to student-centered learning. \n \n \nAbout the Presenters \nMatt Hickson is the Head of Instructional Leadership & Strategy at the Modern Classrooms Project\, where he supports school and district leaders as they design instructional strategy and lead shifts toward mastery-based\, student-centered learning. He supports innovative schools in the Bronx to Clark County\, NV\, and beyond. A community organizer turned school principal\, Matt brings a diverse range of experience to his work: from classroom teaching and school leadership to central office roles and board leadership in both district- and community-based organizations. He was named the Durham Public Schools Beginning Teacher of the Year before becoming a principal in North Carolina. Matt’s career has centered on building the conditions where every student experiences joyful\, purposeful learning—and on developing the leaders who make that possible. He lives in Washington\, DC. \n \nDr. Emily Persons is the Senior Director of Research & Evaluation at the Modern Classrooms Project\, where she supports research and evaluation efforts to assess the impact of instructional practices and programs on teaching and learning. She earned her Ph.D. in sociology from Duke University\, where she studied education policy\, organizational theory\, and stratification. Dr. Persons also studied at Princeton University and the Harvard Graduate School of Education. Her expertise includes research design\, data and statistical analysis\, and program evaluation\, with experience using tools such as STATA\, R\, SQL\, and Tableau. She is committed to using research and analysis to improve organizational decision making and effectiveness in education. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\nThe Modern Classrooms Project empowers educators to implement a self-paced\, mastery-based instructional model that leverages technology to foster human connection\, authentic learning\, and social-emotional growth. URL:https://home.edweb.net/webinar/accelerate20260514/ CATEGORIES:Education Research/Evidence,Professional Development,Student Agency and Voice,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260514-accelerate-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260514T150000 DTEND;TZID=America/New_York:20260514T160000 DTSTAMP:20260514T200136Z CREATED:20260424T154651Z LAST-MODIFIED:20260514T200136Z UID:12066572-1778770800-1778774400@home.edweb.net SUMMARY:Words Do the Math: Connecting Language & Literacy to Math in PreK-3 DESCRIPTION:Presented by Kateri Thunder\, Ph.D.\, Educator\, Researcher\, Author\, and Coach \nSponsored by Sadlier \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nMath is often thought of as the subject where words get out of the way and numbers do the talking. But research tells a different story. \nLanguage is at the heart of mathematical thinking and doing. From reading and interpreting a problem to reasoning through a solution to defending an answer to a peer\, every step of the mathematical process depends on a learner’s ability to engage with language purposefully and confidently. \nIn this edWebinar\, Dr. Kateri Thunder explores what decades of research tell us about the critical role language plays in mathematical problem solving. Educators walk away with a deeper understanding of how literacy skills and mathematical practices are deeply intertwined and what that means for classroom instruction. \nViewers explore: \n\nWhy mathematical proficiency requires far more than computational skill\nHow contextualized language\, multiple representations\, and mathematical discourse deepen conceptual understanding for every learner\nWhat research-backed routines look like when language is treated as a tool for mathematical thinking\nHow structured language supports open access to math for all students\, including early readers and English learners\n\nWhether you teach kindergartners just learning to read or third graders tackling complex problem solving\, this session reshapes the way you think about language in your math classroom. This recorded edWebinar is of interest to PreK-3 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenter \nKateri Thunder\, Ph.D.\, is an educator\, researcher\, author\, and coach who collaborates with learners and educators around the world to translate research into practice. Her work centers on equity and access in education\, with a strong focus on teaching and learning at the intersection of literacy and mathematics. Dr. Thunder is a best-selling author for Corwin\, including Visible Learning in Early Childhood and The Early Childhood Education Playbook\, and she regularly presents on research-based instructional practices that support young learners. She collaborates with William H. Sadlier\, Inc. as a consultant\, contributing to the development of research-based instructional programs and playing a pivotal role in the creation of Sadlier PreK with Wiley Blevins\, as well as the Progress in Mathematics series. She is also the author of Math Foundations\, a collection within the Sadlier Decode & Discover Series\, featuring decodable texts for Grades K–2 that integrate early literacy and mathematics learning. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Early Childhood Learning Solutions community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nWith 200 years of trusted experience\, Sadlier empowers K–12 educators to shape the future with proven\, research-based programs that drive student success. URL:https://home.edweb.net/webinar/earlychildhood20260514/ CATEGORIES:Early Childhood Learning,Early Literacy,Mathematics ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260514-earlychildhood-event.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260514T140000 DTEND;TZID=America/New_York:20260514T150000 DTSTAMP:20260514T191312Z CREATED:20260416T193045Z LAST-MODIFIED:20260514T191312Z UID:12039958-1778767200-1778770800@home.edweb.net SUMMARY:Designing Outdoor Play for Early Learners: Cultivating Resilience\, Curiosity\, and Well-Being DESCRIPTION:Presented by Lukas Ritson\, Play Expert\, Wearthy\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. \nThis edWebinar introduces a clear and practical approach to designing outdoor environments that support meaningful play and child development. Grounded in the Ecology of Play\, the session explores how observation\, diversity\, and resilience can guide everyday decisions in early learning settings. \nViewers gain a simple lens to understand how environments shape behavior\, engagement\, and learning. The focus is on seeing outdoor spaces as living systems that evolve with children\, educators\, and community context. Through real project examples\, the edWebinar highlights how intentional design can support movement\, social connection\, creativity\, and a strong sense of belonging. \nThe session also translates this thinking into practical action. Educators are guided through small-scale changes that can be implemented with limited resources\, helping them strengthen their current environments without the need for major redevelopment. Examples demonstrate how thoughtful adjustments to layout\, materials\, and play opportunities can shift the depth and quality of engagement. \nDesigned for both new and experienced educators\, this session provides a balance of inspiration and application. Viewers leave with a clearer understanding of how to observe play\, respond to children’s needs\, and cultivate outdoor environments that support growth\, curiosity\, and well-being. This recorded edWebinar is of interest to early childhood educators. \n \n \nAbout the Presenter \nKeeping children curious\, creative\, and confident through offering the adventurous childhood they deserve is the principle that guides Lukas Ritson’s play environments. Lukas believes play should be an all-encompassing experience for children\, fostering connection\, resilience\, and compassion. His award-winning playground designs emphasize natural landscapes\, creating a strong foundation for limitless learning opportunities. As an educator\, designer\, and speaker\, Lukas’ work has impacted thousands of children worldwide. Through Wearthy\, he continues to influence conversations on the needs of children and school communities\, shaping approaches to early childhood education and community engagement. In March 2021\, Lukas presented his TEDx talk\, How to raise resilient children in a fear-based world\, at TEDxUQ. He is a published contributing author and an invited keynote speaker across Finland\, the United States\, the United Kingdom\, Australia\, and New Zealand. \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/kaplan20260514/ CATEGORIES:Early Childhood Learning,Environment and Nature,Play-Based Learning ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260514-Kaplan-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260513T160000 DTEND;TZID=America/New_York:20260513T170000 DTSTAMP:20260513T210045Z CREATED:20260409T152345Z LAST-MODIFIED:20260513T210045Z UID:12006854-1778688000-1778691600@home.edweb.net SUMMARY:Rethinking Post‑Reading Responses: “I’m Done With the Book\, Now What?” (Part 2) DESCRIPTION:Presented by Dr. Molly Ness\, Literacy Specialist; and Heather Blankenship\, M.Ed.\, Partnerships and State Initiatives Manager\, Learning A-Z \nSponsored by Learning A-Z \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAny classroom teacher is familiar with the phrase\, “I’m done with the book\, now what?” Part two of this two-part edWebinar series provides ideas grounded in research on how students can respond to texts in post-reading work that is collaborative and engaging. Author\, reading researcher\, and former classroom teacher Dr. Molly Ness is back to encourage teachers to put away those shoe boxes—these strategies don’t involve making dioramas! \nThis session explores meaningful\, student‑centered ways to extend thinking after reading—without busywork or one‑size‑fits‑all projects. K-6 teachers and administrators explore how to: \n\nEnsure student comprehension and engagement with the text after reading\nEncourage students to return to completed texts in ways that are collaborative\, engaging\, and authentic\nPromote discussion\, reflection\, and deeper comprehension\nUse writing to foster comprehension and show student thinking\n\nBy the end of this edWebinar\, you have fresh ideas for what comes after students finish a book—ideas that keep comprehension front and center. You leave with practical strategies that invite students back into texts\, deepen understanding through writing\, and make post‑reading work something students actually want to do. \nThis recorded edWebinar is of interest to K-6 teachers\, administrators\, and education technology leaders. \nView Part 1: How to Foster Reflective Readers and Keep the Comprehension Train on Track \n \n \nAbout the Presenters \nDr. Molly Ness is a former classroom teacher\, a reading researcher\, and a teacher educator. She spent 16 years as an Associate Professor at Fordham University in New York City. The author of six books\, Dr. Ness served on the Board of Directors for the International Literacy Association and on the New York State Dyslexia Task Force. Dr. Ness has extensive experience in reading clinics\, consulting with school districts\, leading professional development\, and advising school systems on research-based reading instruction. She provided literacy leadership for nationally recognized literacy non-profits\, as well as major educational publishers. \nA frequent speaker and presenter\, her happy place is translating the Science of Reading to schools and teachers. As a tireless literacy advocate\, Dr. Ness created the End Book Deserts podcast\, which brings awareness to the 32 million American children who lack access to books. In 2024\, she founded Dirigo Literacy (deer-ǐ-gō)\, a literacy consulting firm supporting schools\, districts\, and states to align with and implement the Science of Reading. When she is not reading and writing about reading and writing\, Dr. Ness is driving her ice-hockey-obsessed teenage daughter to the rink\, learning how to fly fish\, or hiking with her poorly behaved goldendoodle. \n \nHeather Blankenship\, M.Ed.\, brings over 20 years of experience in education to her role as Manager of Education Partnerships and State Initiatives at Learning A-Z. Her journey began in the classroom\, where she spent 11 years as a passionate elementary educator before moving into campus and district leadership roles focused on curriculum and instruction. When she’s not supporting and collaborating with others\, you’ll find her powering through kettlebell workouts\, off-roading in a side-by-side\, or spending time with family and friends. \nJoin the Be a Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n \n\n \n\n \n\nAt Learning A-Z\, we equip elementary educators with practical\, research-based literacy solutions that spark joyful learning experiences. Our solutions support teacher-led instruction and provide engaging online practice for students—blending the best of classroom learning with flexible\, standards-aligned content. Every resource we offer is developmentally appropriate\, easy to implement\, and designed to improve outcomes for all learners. URL:https://home.edweb.net/webinar/literacyhero20260513/ CATEGORIES:Early Literacy,Project-Based Learning,Reading Skills,Student Engagement and Motivation ATTACH;FMTTYPE=image/png:https://home.edweb.net/wp-content/uploads/20260513-literacyhero-event.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260513T130000 DTEND;TZID=America/New_York:20260513T140000 DTSTAMP:20260513T175822Z CREATED:20260418T133631Z LAST-MODIFIED:20260513T175822Z UID:12043074-1778677200-1778680800@home.edweb.net SUMMARY:3 Reasons Your Directions Aren’t Working (And What to Do Instead) DESCRIPTION:Presented by Jonnecia Alford-Simmons\, Experienced Educator\, Director of Advanced Teaching Roles & Instructional Coaching\, Gaston County Schools (NC); and Elizabeth Glover\, Advanced Lead Teacher\, Bessemer City Central Elementary School (NC)\nModerated by Jaclyn Surratt\, Experienced Educator\, Associate\, CT3 Education \nSponsored by CT3 Education \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nStudents aren’t ignoring you; they just don’t know what success looks like. If you’ve ever repeated directions (again…and again) or watched students go off track\, this edWebinar shows you what’s really going wrong and how to fix it fast. \nWhen directions aren’t working\, the impact goes far beyond a single task. It can lead to lost instructional time\, constant redirection\, and uneven student engagement\, which quickly add up. In this session\, you learn how to make small\, high-leverage shifts that lead to immediate\, visible changes in how students start\, stay on task\, and complete their work. \nView this session to learn about: \n\nThe three mistakes teachers make when giving directions—and how they lead to confusion\, repeated reminders\, and off-task behavior\nHow to deliver directions that get 100% compliance\, so students start quickly\, work independently\, and stay engaged\nA plug-and-play script you can use tomorrow to eliminate guesswork\, set clear expectations\, and maximize instructional time\n\nThis recorded edWebinar is of interest to K-12 teachers. \n \n \nAbout the Presenters \nJonnecia Alford-Simmons is an educator dedicated to fighting for student achievement every day. She has served in many leadership roles as Assistant Principal of Instruction\, multi-classroom leader\, real-time teacher coach\, new teacher development coach\, and math instructional lead in Charlotte-Mecklenburg Schools. Within the roles she has served\, she discovered that coaching teachers is her passion. Jonnecia believes when given the appropriate support\, every student can excel academically. She is highly skilled in developing teams on the use of observation/feedback cycles\, real-time teacher coaching\, and data-driven instruction. Her teachers consistently obtained high student growth in engagement and achievement. She currently serves as the Director of Advanced Teaching Roles & Instructional Coaching in Gaston County schools\, where she supports teachers and coaches to achieve excellence. During her free time\, she enjoys traveling\, playing kickball\, and spending time with her family. \n \nElizabeth Glover is a native of Pennsylvania. She graduated from The University of Maine at Fort Kent in 2002 with a bachelor’s degree in elementary education and French. She taught the four-year-old class at the Goddard School for a year before moving from Pennsylvania to North Carolina in 2003\, where she accepted a fourth-grade teaching position at Tryon Elementary. She taught fourth grade for seven years\, then looped with her class to fifth grade in 2010\, which is the same year she earned her National Boards. In 2022\, she became a Content Teacher serving grades K-5 at Tryon for three years. In 2025\, she became an Advanced Lead Teacher for grade five at Bessemer City Central. Elizabeth has served on many committees\, demonstrating leadership within her school and district. \nElizabeth has five sisters and 12 nieces and nephews. She is married to Travis\, a fireman in Charlotte\, and they have a daughter\, Annie Mae\, and a son\, Bill\, whom they fostered to adopt in Lincoln County. Her hobbies include traveling\, riding her bike\, playing soccer with her son\, collecting quotes and puzzles\, and spending time with her family and friends. \n \nAbout the Moderator \nJaclyn Surratt is a champion for great schools. As an experienced educator and school leader\, Jaclyn is committed to turning around schools in her hometown of Cleveland\, Ohio\, and across the country. She served as a founding teacher\, director of curriculum\, instruction\, and school culture\, and head of school at a successful charter school and has coached school staff to achieve an “A” rating on the Ohio Report Card. Jaclyn also served as the Director of Real Time Teacher Coaching for TFA’s Northeast Ohio Region. She currently consults with Cleveland-area schools and districts to promote best practices in teaching and creating a positive school culture. Jaclyn’s passion\, experience\, and focus on results have driven her to success working with teachers and students in districts and charter schools. She holds a Master of Education from Arizona State University. Jaclyn loves reading and spending time with her husband and three kids. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Teacher HELP! 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 \nCT3 is a professional learning organization that transforms the quality and culture of education for youth\, especially those in underserved communities. CT3 is redefining professional development with its unique training model that delivers feedback at the point of instruction\, Real Time Teacher Coaching®\, and with its research-validated method for classroom management\, the No-Nonsense Nurturer® approach. CTE builds educator and leader capacity to elevate depth of learning for all scholars. URL:https://home.edweb.net/webinar/teacherhelp20260513/ CATEGORIES:Classroom Management and Practices,Professional Development,Teaching Practice and Pedagogy ATTACH;FMTTYPE=image/jpeg:https://home.edweb.net/wp-content/uploads/20260513-teacherhelp-event.jpg END:VEVENT END:VCALENDAR