Roland H. Good III, Ph.D., is co-author of Acadience® Reading (also published under the name DIBELS Next®), as well as earlier versions of the DIBELS® assessment. He earned his doctorate from Pennsylvania State University in School Psychology and served two years as a school psychologist. For the past 25 years, Dr. Good has led the program of Research and Development culminating in the Acadience Reading measures. Dr. Good has provided professional development about the use of these measures to educators and administrators throughout the United States. He has served on editorial boards for School Psychology Review, School Psychology Quarterly, and the Journal of Special Education, and has presented more than 100 papers at national conferences. In 2005, Penn State awarded Dr. Good its Excellence in Education award, in recognition of his contributions to the field of education.
What Assessment Data Tells Us About the Equity Gap
Release Date: Tuesday, December 7, 2021
The Equity Gap, or differentials in race, ethnicity, income, language, and background, has become even more prominent during the pandemic. Minority students from low-income communities were among those most affected by the lockdown and the move to remote learning—where they faced social and economic stress in their families and communities. In this important podcast, assessment expert Dr. Roland Good explores the Equity Gap and how it affects assessment data. You will also learn about reporting tools educators can use to discover skill gaps and provide students with the support they need.
In this podcast, Dr. Good will discuss:
How assessment data shows the skills most affected by gaps in equity
How the pandemic affected the Equity Gap
Reporting tools that can help educators disseminate student data
How to use assessment data to provide differentiation, prepare for state testing, and close skill gaps
Next steps to closing the Equity Gap
Please join us for this informative and engaging discussion with EDVIEW360 Podcast Host and Education Leader Pam Austin.
Kristen Jones currently serves as the Curriculum Director for Enid Public Schools in Enid, Oklahoma. She has a bachelor’s degree in Elementary Education from Harding University and a masters in Teaching, Learning, and Leadership with Reading Specialist certification from Oklahoma State University. She is currently pursuing an MBA in Educational Leadership from Oklahoma Christian University. Kristen first became a LETRS trainer in 2013 and has continued training teachers throughout the last 8 years. Throughout her career, she’s had experience as a classroom teacher, reading specialist, site level instructional coach, district level instructional coach, and has served as Curriculum Director for the last two years. “I loved to read as a kid and I still read for pleasure when I have the time. That early love of reading set me up for a career helping others on their own reading journey,” said Kristen. Kristen looks forward to continuing her advocacy for the science of reading through her current public school position, her position as a board member for The Reading League Oklahoma, and through continuing to train teachers in LETRS.
Enid Public Schools: Transforming Teacher Knowledge Through Literacy Professional Learning
Release Date: Tuesday, October 26, 2021
For our podcast, we talk with Kristen Jones, LETRS Literacy Champion and Curriculum Director at Enid Public Schools in Enid, Oklahoma. This inspiring educator will share how Enid Public Schools used literacy professional learning to transform teacher knowledge and raise student achievement.
Jones will discuss steps taken by Enid Public Schools as they implemented LETRS professional learning district-wide. She’ll also address how the training increased teacher knowledge of the science of reading and transformed the school district and community, leading to the school district becoming one of the winners of the first Dr. Louisa Moats Award for Excellence Implementing the Science of Reading.
Jones will also address:
Why her district chose a program aligned with the science of reading
How the district encouraged teacher buy-in
Challenges faced in a district-wide implementation
Tips for administrators to roll out a new literacy professional learning program
“Enid Public Schools has strong leaders who ‘owned’ the challenge and are fully committed to the idea that almost all kids can learn to read. It has talented teachers who have dug into substantive learning about reading science, and who are working diligently to refine their teaching skills. I would like to express my sincere admiration for these educators and congratulate them on making a significant, transformational contribution toward the improvement of student literacy in their district.”
Founder and CEO/president of The Reading League, a not-for-profit organization whose mission is to advance the awareness, understanding, and use of evidence-aligned reading instruction. Prior to founding The Reading League, Dr. Murray was an associate professor at the State University of New York at Oswego, where she taught courses related to literacy assessment and intervention. She received her Ph.D. in Reading Education from Syracuse University, where she served as project coordinator for Dr. Benita Blachman’s numerous federally funded, early reading intervention grants. Dr. Murray is passionate regarding the prevention and remediation of reading difficulty and consistently strives to increase educator knowledge and the connections between research and practice. Dr. Murray is an experienced associate professor with a demonstrated history of working in the higher education industry. She is skilled in Student Development, Research, Student Affairs, Curriculum Development, and Public Speaking.
The future depends on our children and one way to fully empower them is to recognize that literacy is a fundamental right in society. Join Dr. Maria Murray—founder and president and CEO of The Reading League—for an innovative podcast episode as she explains why the science of reading is now regarded as a defining movement and addresses the need to protect the integrity of its findings so that the promise of successful reading outcomes for our students can be realized.
In this podcast, Dr. Murray will discuss:
Defining the Science of Reading
Recognizing literacy as a human right
What the Science of Reading is NOT
‘Science’ separates what the Science of Reading is
What we have learned; What we still have to learn
How to be good citizens for the Science of Reading
Creating equity and much more!
You don’t want to miss this engaging conversation!
Victoria has experience working on a variety of issues in education policy. She’s worked on K-12 issues at ETS, as well as higher education research at The Urban Institute. Prior to joining SIIA’s policy team, she focused on Title IV-A appropriations at the federal level with the Bernstein Strategy Group. As SIIA’s Education Technology Policy Manager she handles issues that include privacy, accessibility, and equity in ed tech.
Education Funding Series Part 2: Understanding ESSA and Other Funding Options
Release Date: Wednesday, September 1, 2021
The Every Student Succeeds Act (ESSA) is a hot topic. ESSA is intended to ensure that all students receive a high-quality education that prepares them for long-term success, and includes a repeal of the Adequate Yearly Progress report in favor of state accountability. With every state having their own plan for ESSA, it is hard to know how to get started. We’re here to help! In this podcast, you will learn how to find out the accountability requirements of your state, how to obtain funding for your school or district, and much more.
Additional topics include:
How ESSER funding relates to COVID-Relief bills (CARES ACT, CARES Supplemental ACT, and the American Rescue Plan)
The part Title 1 plays in ESSA
Ways schools can use funds to address issues brought on by the pandemic
For more than 20 years, Jon Hummell has worked across political parties with every level of government and in both the legislative and executive branches, including serving as chief of staff to two governors, state budget director, and education policy adviser. He has championed, designed, and implemented successful education initiatives on: literacy, drop-out prevention, and technical education. As Lexia Learning’s director of state initiatives, he uses his knowledge of politics, legislative processes, state budgets, and school finance, as well as his relationships with national and state leaders, to improve literacy policies around the country.
During uncertain times—and as schools recover from a year like no other—education funding is more important than ever. The CARES Act, which passed in April 2020, includes $13.2 billion for an Elementary and Secondary School Emergency Relief (ESSER) fund and $3 billion for a Governor's Emergency Education Relief (GEER) fund in order to help school districts overcome the unique challenges associated with the pandemic. Join us for the first podcast in our funding series and learn everything a school or district administrator needs to know about the CARES Act.
How to get much-needed CARES Act funding to your school/school district
What funding options are available through the CARES Act
The best way to determine school/district needs
How states and school districts are spending their CARES Act funds
Pam Austin has more than 30 years’ experience as an educator. After she rose through the classroom, school, and district levels of New Orleans Public Schools, her role expanded to nationwide instructional training and support as an implementation coordinator for intervention curriculum. This led to a position as senior product marketing manager for Lexia Learning: Voyager Sopris Learning, where she is currently director of product training and instructional technology. Pam considers herself to be a teacher who understands the challenges facing educators today, and a firm believer that “at-risk” students can learn and all teachers can hone their craft to make this happen.
Why ESSA-Rated Solutions Are Needed to Address Equity Gaps
Release Date: Tuesday, June 1, 2021
Despite the efforts of the American education system to provide an equal education for all students, achievement gaps between disadvantaged and more advantaged students remain—and often lead to negative outcomes. The passage of the Every Student Succeeds Act (ESSA) represents an opportunity for districts to choose intervention solutions that bridge the gap and help all students receive an education that prepares them for future success. In this informative podcast, host Pam Austin will discuss why ESSA-rated solutions are so important in addressing equity gaps and offer strategies for educators to immediately use in the classroom.
During the podcast, we will discuss:
What is ESSA?
Why are ESSA-rated solutions so important?
How can you use ESSA solutions to address equity in the classroom?
What additional strategies can help close the achievement gap?
Kelly A. Powell-Smith, Ph.D., NCSP, is Chief Science Officer at Acadience Learning. She is the lead author on Acadience®RAN, Acadience®Reading Survey, and Acadience®Reading Diagnostic assessments. Dr. Powell-Smith, a nationally certified school psychologist, obtained her doctorate in school psychology from the University of Oregon. She has served as an Associate Professor of School Psychology at the University of South Florida, a faculty associate of the Florida Center for Reading Research, and consultant with the Eastern Regional Reading First Technical Assistance Center. In addition, she has served on several editorial boards. Dr. Powell-Smith has provided training in formative assessment and academic interventions in 22 states and Canada and conducted more than 260 national, state, and regional workshops and presentations.
Look Ahead to Summer and Fall Success Using Spring Assessment Data
Release Date: Tuesday, May 4, 2021
With vaccination efforts in full swing, September is likely to see a strong return to in-classroom instruction. How can educators prepare for summer school or a new school year after students have seen extended periods outside the classroom? In this important podcast, assessment expert Dr. Kelly Powell Smith—vice president and associate director of research and development at Acadience—shares the key indicators that educators should look for when reviewing spring literacy assessment scores, along with how to pinpoint where students are struggling so you can plan for summer or fall intervention and instruction.
Listeners will learn:
Why end-of-year assessment data matters
What to look for when analyzing reading assessment scores
How to use literacy assessment scores to drive summer and fall instruction
Strategies to use for planning for summer and fall intervention
Donna Hejtmanek retired after 41 years of teaching special education and serving as a reading specialist/interventionist. She has served as president of the Literacy Task Force of Northern Wisconsin. In 2014, she was appointed by Gov. Scott Walker to Wisconsin’s Read to Lead Literacy Council and served on The Legislative Council Study Committee on the Identification and Management of Dyslexia in 2018. This resulted in Wisconsin’s first dyslexia bill, Act 86, signed into legislation in 2019. Hejtmanek was awarded the Herb Kohl Teacher Fellowship Award in 2016. She currently serves as legislative chair for the International Dyslexia Association® Wisconsin branch. Now, in her third year of retirement, she spends her days creating professional development opportunities for teachers and administers her Facebook group, Science of Reading—What I Should Have Learned in College.
The Science of Reading: Why Didn’t We Learn What We Needed to Know in College?
Release Date: Tuesday, March 30, 2021
Guest: Donna Hejtmanek Research shows a gap between what teachers know about reading and whether or not they are prepared to teach it. Why are teachers graduating from college without the skills they need to teach reading? Join former educator Donna Hejtmanek as she discusses this topic and shares the story behind creating her incredibly popular Facebook group “Science of Reading—What I Should Have Learned in College.”
During this podcast, she will discuss:
Why schools and school districts continue to discount reading research
The biggest challenges teachers face teaching the science of reading
Suggested resources for teachers looking to learn more
As the founder and president of Tools 4 Reading, Dr. Dahlgren has always focused on developing practical tools and training opportunities to bridge the gap between the science of reading and classroom practice. She brings more than 25 years of experience in the field of education, having served as a dyslexia therapist, elementary classroom teacher, international literacy consultant, national LETRS® trainer, and author.
During his respected career, Dr. Antonio Fierro has been able to apply his many years in the classroom and as a literacy expert to help schools and districts teach reading to every student, regardless of previous experience or native language. His vast experience contributes invaluable insight into their products and services. Dr. Fierro is a former Texas State Teacher of the Year and was a member of the LETRS cohort of literacy consultants led by Dr. Louisa Moats for almost 20 years.
Dr. Fierro has contributed to several literacy curricula for English learners along with Tools 4 Reading President Dr. Mary Dahlgren. He is the co-author of Kid Lips, their curriculum that teaches the articulatory features of English phonemes to young children with additional support for English learners. His areas of interest include early literacy instruction, improving the learning experience of pre-service teaching candidates, and the research and practice that impacts English learners. Dr. Fierro is also dedicated to advancing the knowledge base and understanding of dyslexia and other reading disabilities as his son, Antonio Jr., has dyslexia. Dr. Fierro currently sits on the board of The Reading League and is the Vice President of Academics and Professional Learning with 95 Percent Group.
How to Use Sound Walls to Transform Reading Instruction
Release Date: Tuesday, March 16, 2021
Guests: Dr. Mary Dahlgren, Dr. Antonio Fierro We now know sound walls should replace word walls in the classroom, but what are the best ways to integrate them into your daily lesson to educate and engage your students, including English language learners? In this informative podcast with literacy experts Dr. Mary Dahlgren and Dr. Antonio Fierro, our educators will share tips about how to use your sound wall to transform reading instruction.
During this podcast, Dr. Dahlgren and Dr. Fierro will discuss:
How to fit sound wall instruction into your daily lesson schedule
The best ways to use a sound wall to increase phonological awareness from an ELL perspective
How to emphasize teaching articulatory gestures as part of Tier 1 instruction
Using sound walls during small-group intervention to increase reading skills
Dr. Anita Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states and many countries including Australia. She is the recipient of 10 awards honoring her contributions to education. Dr. Archer has served on the faculties of three universities including the University of Washington, University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials including Phonics for Reading (Curriculum Associates), a three-level intervention program REWARDS® (Voyager Sopris Learning®), a five-component literacy intervention program; and a best-selling textbook, Explicit Instruction: Effective and Efficient Teaching (Guilford Publications).
Explicit reading instruction is an approach to teaching reading that is based on research about the brain and how we learn, combined with structured and sequenced literacy instruction. Join explicit instruction expert Dr. Anita Archer for this informative podcast as she discusses the importance of explicit instruction and how it promotes achievement for students of all reading levels.
During this podcast, we will discuss:
What explicit instruction is and how it works hand in hand with systematic reading instruction
How explicit instruction benefits students with reading challenges
How to use explicit reading instruction to deliver more effective lessons