Using the Data You Already Have to Help Students with Dyslexia
Release Date: Wednesday, November 16, 2022
When you examine your teaching approaches and how to best help students with dyslexia, it can be easy to assume special data will be needed to help these students improve their foundational reading skills and move toward grade-level literacy.
However, the data you already have from regular assessment practices, like that collected from Acadience® Learning measures, can provide invaluable insight to help you tailor instruction and ensure all students—especially those with dyslexia and other reading challenges—receive the appropriate and timely intervention they need to succeed.
Our guest for this EDVIEW360 podcast is Matthew K. Burns, a literacy, assessment, and special education expert who has dedicated his career to improving the lives of the most-vulnerable children, including those with disabilities, from high-poverty backgrounds, and for whom English is not their native language. Dr. Burns will share how schools can help shape K–12 practice and improve literacy using existing data.
He will also discuss how educators can:
Use data to target reading interventions for students with dyslexia
Identify breakdowns in the learning process to better increase reading skills
Match reading interventions to student need
Improve students’ reading skills through schoolwide Multi-Tiered Systems of Support, such as Response to Intervention, and school-based teams, like problem-solving teams and professional learning communities.
We hope you’ll join us for this fascinating podcast!
Dr. Louisa Moats has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. Dr. Moats is the author of LANGUAGE! Live®, a blended reading intervention program for grades 5–12, and the lead author of LETRS® professional development and the textbook, Speech to Print: Language Essentials for Teachers. Dr. Moats is also co-author of Spellography, a structured language word study program. Dr. Moats’ awards include the prestigious Samuel T. and June L. Orton award from the International Dyslexia Association® for outstanding contributions to the field; the Eminent Researcher Award from Learning Disabilities Australia; and the Benita Blachman award from The Reading League.
The Power of Print: Inspiring Classroom Discussion and Motivation
Release Date: Wednesday, October 5, 2022
Join us for an inspiring conversation with Dr. Louisa Moats, author of LETRS® professional learning and LANGUAGE! Live® reading intervention, as we talk candidly about the power of printed books and materials and how educators can best select and use them to encourage student motivation and engagement—while helping all students build essential reading skills.
Dr. Moats will share her thoughts about digital fatigue, the power of print, in what ways teachers and students should be trusted to select what they read both inside and outside of the classroom, and more.
This conversation will provide thought-provoking information for all administrators and teachers who work with struggling readers, especially those in middle school and beyond.
Laura Stewart is a dynamic educator and organizational leader. Her current role as national director of The Reading League fits her perfectly, as her passion is empowering educators to positively impact ALL students and ultimately change the course of literacy achievement in this country. She has worked as a teacher, administrator, adjunct professor, and director of numerous professional development initiatives around the country. Stewart served as vice president of professional development for the Rowland Reading Foundation and chief academic officer for professional development at Highlights for Children. As a published author, she presents her work nationally and internationally.
After taking a backseat in the education world for many years, handwriting is back. While assistive technology can help students with writing problems, it does not remove the importance of teaching explicit handwriting. Handwriting reinforces reading and spelling skills, and is linked to reading and spelling achievement. In this insightful podcast, you will learn how handwriting supports the science of reading and strategies educators can use immediately in the classroom to build handwriting into their daily lessons.
In this podcast, listeners will learn:
The connection between handwriting, reading, and writing
Tom Murray serves as the director of innovation for Future Ready Schools, a project of All4Ed, in Washington, D.C. He has testified before the United States Congress and has worked alongside that body, the U.S. Senate, the White House, the U.S. Department of Education and state departments of education, corporations, and school districts throughout the country to implement student-centered learning while helping to lead Future Ready Schools and Digital Learning Day. Prior to moving to his role in Washington, D.C., Murray served as an elementary teacher, middle school teacher, middle school principal, elementary principal, and at the district level in Bucks County, PA. He is most passionate about creating cultures of innovation, where teachers are empowered to create the types of learning experiences today's modern learners need to thrive.
In addition to his role at Future Ready Schools, Murray works directly with school and district leaders for administrative retreats, opening convocations, and professional learning days.
Murray also is a cofounder of #edtechchat, a weekly educational technology Twitter forum, where hundreds of educators from around the world discuss topics related to the effective use of educational technology.
Future Ready Literacy: How Leaders Can Implement Schoolwide Culture Change
Release Date: Wednesday, September 7, 2022
It’s no secret: School and district leaders set the tone for the culture within the organization. Although every employee is ultimately responsible for creating an environment where students want to be, school leaders must model the way. How can
principals looking to implement change create an innovative, sustainable culture that consistently models future ready learning, relies upon a level of teaching and learning backed by science, and promotes a high level of literacy success for all
Join us as we talk with our guest, best-selling author Thomas C. Murray, a lifelong educator who is now the director of innovation for Future Ready Schools®.
In his current role, Murray works with districts to create the types of learning experiences today’s modern learners need to thrive. As a previous secondary and elementary principal, he knows the importance of helping every child learn to read
proficiently, and how to intervene when children don’t have the literacy skills needed by third to fifth grades. On a daily basis, he works with principals and superintendents on systems change, sustainability, and equity and resolving culture-change
obstacles standing in the way of students achieving the level of literacy success that allows each one to truly be future ready.
Join us as we talk with our guest and explore:
What it means to be future ready for a student, teacher, administrator, and school
Leveraging the The Future Ready Framework for sustainable change
Why buying a great literacy program or intervention is not enough. If you don’t create a culture where people can learn it, believe it, and use it well, it can’t teach itself
How do we make sure every child has the opportunity to learn? It goes well beyond technology
The importance of community partnerships and relationships
Dr. Ruth Kaminski, is co-author of Acadience® Reading (previously published as DIBELS Next®) and the co-founder of Acadience Learning. Dr. Kaminski is also the lead author of the early childhood literacy assessment, Acadience®Reading Pre-K: PELI®. Dr. Kaminski’s academic background includes degrees in speech pathology, early childhood special education, and school psychology. She has conducted research on assessment and preventative interventions for preschool and early elementary age children for the past 30 years. Dr. Kaminski has extensive experience consulting with Head Start agencies and public schools throughout the United States and abroad. In addition, Dr. Kaminski brings more than a decade of experience as a classroom teacher and speech/language clinician with preschool-age children.
Meaningful Assessment—And Why It Is Critical for Reading Success
Release Date: Thursday, August 4, 2022
In this podcast, Dr. Ruth Kaminski, coauthor of Acadience® Learning K–6 and other respected assessments, will discuss the many aspects of assessment that make it a meaningful and essential tool for preventing reading disabilities and promoting reading success.
Join us as we talk with Dr. Kaminski about the reasons educators should rely upon assessment for curriculum alignment, progress monitoring, and classroom planning.
The critical nature of assessment
Who should be assessed, when, and how often?
How assessment can help teachers align their reading instruction with the science of reading
The various features of assessment that make it meaningful for teachers
Her articles and essays about education and other topics have appeared in The New York Times, The Washington Post, The Atlantic, The Wall Street Journal, the MIT Technology Review, The American Scholar, and other publications. She has spoken about education before a variety of groups and appeared on a number of TV and radio shows, including Morning Joe and NPR’s On Point and 1A.
She holds a Bachelor of Arts degree from Harvard University, a Master of Arts degree in history from the University of Sussex (UK), and a Juris Doctor degree from the University of Pennsylvania. She has worked as a reporter, a Supreme Court law clerk, a lawyer, and a legal historian. The author of three novels, she lives in Washington, D.C., with her husband and has two adult children.
How Explicit Writing Instruction Can Compensate for Gaps in Background Knowledge
Release Date: Tuesday, July 5, 2022
Writing is potentially the most powerful lever we have for building knowledge and improving reading comprehension. It can uncover gaps in background knowledge that prevent students from accessing grade-level material. And, because writing helps new information stick, it can also boost students’ academic performance.
But writing is the most difficult thing we ask students to do. If inexperienced writers are asked to write at length, they can easily become overwhelmed as they juggle everything from spelling to word choice to organizing their thoughts. And if students are asked to write only about personal experience or topics in a separate writing curriculum, writing won’t help them acquire the knowledge they need to succeed in school.
Join this informative podcast as we talk with esteemed researcher and author Natalie Wexler. She will share ways to make writing less overwhelming by starting at the sentence level and how to include writing activities in the content of the core curriculum. This is an approach that shouldn’t be limited to English classes. It can have powerful effects in any subject—and at any grade level.
Matthew Hiefield has 25 years of experience teaching at the high school level and is currently a digital curator and Social Studies TOSA for the Beaverton School District in Oregon. He has worked to integrate equity issues into local, state, and national conversations. At the local level, he helps lead district efforts on digital equity. He is the founder of his district's digital equity steering committee, and he co-wrote the district's original Sprint 1 million hotspot grant. In 2017, Hiefield was named Outstanding Telecommunications Advocate for Oregon. In 2018, he was part of Beaverton’s team that won CoSN’s 2018 National Award for Digital Equity Work. In 2020, Hiefield was named one of EdTech’s top influencers to follow. His community outreach includes digital equity and instruction at Latino Parent Nights as well as helping with community outreach and computer education at apartment complexes and parking lots.
He has presented at numerous conferences on digital equity and opportunity gaps and has served as an ISTE PLN Digital Equity co-president, an ISTE Digital Equity PLN editor, a CoSN Digital Equity Advisory council member, and currently serves on his district’s Equity Team. He has participated in CoSN’s efforts to learn, lobby, and inform his congressional representatives.
Hiefield tweets frequently about equity issues @MattHiefield. He has published numerous articles about digital equity issues and has presented at national conferences such as ISTE, CoSN, and ESSEA.
Digital Divides, Opportunity Gaps, and Literacy Achievement
Release Date: Thursday, June 16, 2022
How can districts ensure all students have the same opportunities to the best education if all facets of learning are not equitable? The Digital Divide is not just about devices and the Internet, but it is also about pedagogy in our classrooms and opportunities for students. In this podcast, we will explore the different types of digital divides that occur in our schools with an award-winning equity expert, and we will also address the impact these divides have on literacy learning. Join us and see what you can learn from our guest as he shares the ways he and his district strive for absolute learning equity.
Judi Dodson is a national LETRS® trainer and literacy consultant. She worked for 20 years as a special education teacher and educational consultant. She is the author of 50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction, 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension, and The Literacy Intervention Toolkit. Judi Dodson consults on issues related to school change, teacher knowledge, and literacy achievement. She also is president of Peruvian Hearts, a nonprofit organization dedicated to the education and development of leadership of young women in Peru, giving them the resources they need to break the cycle of poverty and become leaders in their country. Judi Dodson believes literacy is a social justice, equity, and inclusivity issue, and this adds passion to her work with teachers and students.
Nurturing Teachers and Students: Creating a Safe Space for Teaching and Learning in Troubling Times
Release Date: Thursday, May 5, 2022
Today, more children are arriving at school with significant social and emotional vulnerabilities due to the chronic stress and trauma of the pandemic. Our students have experienced stress and trauma in the past, but this moment is unique because the experience is more universally shared. This period is also exceptional because our teachers have experienced the chronic stress, loss, and uncertainty of the pandemic as well as our students. Teachers are often given the role of superheroes in our society, but we cannot ask teachers to give of themselves what they do not have. While it is urgent we address our students’ social and emotional needs, it is equally urgent that we address the needs of our teachers, if they are going to help students.
This podcast will address hands-on activities and strategies for supporting teachers and students with care and connection. Language allows us to identify and express our emotions. Our use of language to assist in our efforts to connect with our students can transform traditional instruction into “trauma-informed” instruction. Language and connection have the power to heal. Connecting with students does not cost money and can create a climate and culture that can change a child’s life.
Jan Hasbrouck, Ph.D., is a leading researcher, educational consultant, and author who works with schools in the U.S. and internationally. Dr. Hasbrouck worked as a reading specialist and coach for 15 years and later became a professor. She is the author and coauthor of several books, and her research in reading fluency, academic assessment and interventions, and instructional coaching has been widely published. She continues to collaborate with researchers on projects related to assessment and intervention. When schools are open, she enjoys volunteering at her grandson’s K–8 school in Seattle.
We Know HOW to Teach Children to Read: Let's DO It!
Release Date: Tuesday, April 12, 2022
Too many students in our classrooms struggle with learning to read. This does not need to occur. Research has shown that approximately 95% of all students can be taught to read at grade level, including those with learning disabilities and dyslexia. How can we meet the needs of every student in today’s classrooms? We'll discuss the characteristics of students who become our struggling readers along with research-supported and classroom-proven approaches to successfully address these students' needs.
Margaret Goldberg is a literacy coach in a large urban district in northern California. She's held a variety of roles including district early literacy lead, site-based literacy coach, reading interventionist, and classroom teacher. In every role, she's worked to help schools and districts align instruction with reading research. Goldberg is the co-founder of The Right to Read Project, a group of teachers, researchers, and activists committed to the pursuit of equity through literacy. You can find her writing published on The Right to Read Project blog, righttoreadproject.com, and on Reading Rockets, readingrockets.org/blogs/right-to-read.
Getting Reading Right: Why California Overhauled the Way Literacy Is Taught
Release Date: Thursday, March 10, 2022
In 2017, students, teachers, and activists filed a class action lawsuit (Ella T. vs. the State of California) arguing that state education officials knew there was a crisis of reading and writing in California public schools, but had failed to develop a plan to address it.
That lawsuit resulted in a $53 million settlement — money that didn’t go to the plaintiffs, but rather to 75 of the lowest performing schools in the state–an acknowledgement that the ten students who sued represent hundreds of thousands who have been failed by a broken educational system.
Last year, the schools engaged in professional development through the Sacramento County Office of Education and developed literacy action plans that intend to overhaul how they teach literacy. Educator Margaret Goldberg led sessions to help site leaders plan changes to their curricula, assessments, and teaching strategies. She now mentors the literacy coaches of these schools and works as an early literacy coach at one of the sites.
Listen as we talk to Goldberg, a full-time literacy coach, co-founder of The Right to Read Project, and an integral part of the solution in her state. Listeners of this podcast will be inspired as Goldberg shares the state’s new approach, process, exciting outcomes, and her experiences witnessing literacy outcomes improve.
In this podcast, Goldberg will discuss:
The difference between “then” and “now”—and how a new approach to teaching reading based on Structured Literacy and the science of reading will alter the trajectory for thousands of students
The process used to deepen educators’ understanding of the research about reading and how they apply that to coaching
What implementation looks like now, and how it will evolve in coming years
What school leaders and literacy teams at each of these schools are learning, and how they plan to change the way reading is taught
Brittany Martin is the education department relations manager for the west at Lexia Learning. She brings a wealth of experience in education beginning in the classroom as a secondary teacher and through state department of education leadership, where she sought to bridge the gap between school improvement and fiscal processes. Martin offers the depth of knowledge our partners value as they navigate this new funding landscape.
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.
Maximizing Equity & ESSER III Funds: Smart Decision-Making for Districts to Accelerate Learning for ALL Students
Release Date: Tuesday, February 22, 2022
As districts prepare for the remainder of this school year and the many needs ahead, educators must make crucial decisions for appropriate use of ESSER III funding. However, before purchasing priorities can be planned, there are important questions to ask and new funding parameters to explore that will help all educators make the best decisions to ensure educational equity for every student. Additionally, looking back at last year’s funding decisions can help inform the best use of new funds. Join Lexia® Learning’s Director of State Initiatives, Jon Hummell, and Education Department Relations Manager, Brittany Martin, for an illuminating podcast conversation about strategies and considerations for effectively leveraging relief funding.
In this podcast, our funding experts will discuss:
Determining whether district purchases with previous funds were effective or not
Lessons learned about the investments districts made so far
What do these purchasing decisions mean going forward?
What are some of the best ways to use ESSER III funds?
How can spending decisions improve and advance a district toward equity?