Voyager Sopris Learning EDVIEW360 Podcast Series

It has always been a game of catch up. New math standards often appear before there’s enough research to support them. Fortunately, we are a decade out from the last major changes to standards at the state and national levels. Research is catching up, particularly at the elementary and middle school levels.

This presentation will describe findings from a recent federal research synthesis that gives specific guidance for students who struggle in the elementary grades. These findings also have implications for middle school students. Finally, the presentation will provide examples of how standards and research have been embedded in a middle school intervention curriculum.

Participants will learn:

• Why there is an understandable gap between standards and supporting research
• Key recommendations supported by high-quality research for math interventions and elementary and middle school
• What these recommendations look like in an intervention curriculum

We hope you’ll join us!

We all know that fluent reading is an important goal for our students to achieve but how do we develop fluency and how do we help those who struggle?

Join us for this informative session with respected author and researcher Dr. Jan Hasbrouck, who will share an updated and functional definition of reading fluency. The presentation will also include research-supported fluency instruction strategies that you can apply to your own classroom teaching, the updated compiled ORF norms (Hasbrouck & Tindal, 1992; 2006; 2017) will be shared.

You’ll enjoy Hasbrouck’s motivating style as she provides an opportunity for attendees to reflect on how fluency supports reading comprehension and how it should fit into a comprehensive and effective reading program for all students.

 Attendees will:

• Learn the most accurate definition of the complex skill of reading fluency
• Gain an understanding of the current research
• Receive practical guidance for assessing and developing students’ fluency
• Learn new, specific skill-development activities

Interested in improving your literacy teaching and discovering creative new ways to get students excited about writing? Join teacher and science of reading advocate Hannah Irion-Frake for this applicable webinar! Our presenter will explore the reading-writing connection and will share ways you can appropriately increase the amount of writing students do in your classroom. The presentation will span the strands of Scarborough’s Reading Rope and will include strategies for writing related to both word recognition and language comprehension.

We hope you’ll join us as Irion-Frake illustrates how writing can strengthen reading instruction. You’ll learn:

• How opportunities for writing can strengthen students’ reading development
• Classroom-friendly strategies to increase opportunities for students to write
• Science of reading best practices for classroom implementation

As schools across the country implement a Multi-Tiered System of Support (MTSS) framework, an integration of data and instruction is necessary to support all students and ensure success. Specific to math, a schoolwide or districtwide system should include various components, such as different types of assessment for different purposes, multiple levels or tiers of support, and available resources. Accurate assessment data is necessary to examine the effectiveness of instruction at each tier of support. This informative presentation will describe how to utilize math assessment data within a data-based, decision-making framework to evaluate instruction from a systems-level perspective. 

Attendees will learn:

• Why it’s important to conduct systems-level problem solving
• How assessment fits into the MTSS framework
• Ways to use math screening data to evaluate their system of support in math

We hope you’ll join us!

Reading failure can be prevented in almost every learner.

In this webinar, Dr. Ruth Kaminski, co-author of Acadience Reading K-6 (formerly known as DIBELS) will discuss what we know about the prevention of reading failure. She will share practical advice about methods to prevent reading failure, all of which are grounded in the science of reading, with an emphasis on the role of assessment.

As a result of participation in this webinar, attendees will:

1. Become familiar with a prevention-oriented model of reading failure
2. Learn practical strategies for preventing reading failure
3. Understand the critical role of assessment in the prevention of reading difficulties.
    

Universal screening is an essential element of schoolwide literacy models for implementing the science of reading and aligning it to curriculum. Screening with Acadience® Reading K–6 efficiently indicates skill level on the essential early literacy skills—phonemic awareness, phonics, fluency, and reading comprehension. Giving the assessment is only the first step. Educators need to know how to interpret the data and link assessment to curriculum and instruction that improve reading performance. 

In this useful session, participants will see examples of the common patterns of risk captured by Acadience Reading K–6 as displayed in the Acadience® Learning Online platform. Our presenters will share how the assessment results can lead to targeted lessons within the Voyager Passport® program. Examples of specific lessons will illustrate the instruction needed by students with each risk pattern.

Attendees will learn:

1. The features of Acadience Reading K–6 as a universal screening assessment that indicates the five essential components of reading
2. Which skills to target for science of reading-based instruction as displayed in the Acadience Learning Online platform
3. The common patterns of data for students who are at risk of reading failure
4. Targeted lessons within Voyager Passport that meet the needs of at-risk students
5. How to pair assessment results with specific lessons and activities within Voyager Passport

When working with fragile readers, we are working with fragile young people. Learn what you can do to combine scientifically based literacy strategies, research-based behavioral strategies, and social emotional learning to lift a child’s spirit, give them an environment in which they feel safe to learn, and enhance learning, achievement, and future opportunities. Plan your reading-intervention strategy, and what you can do to help students "catch up," feel confident, and hold their heads high.

During this webinar, you’ll learn how to:

• Support self-awareness and build relationship skills
• Teach behavioral skills for literacy building and employability
• Improve reading skills and enjoy the ensuing confidence

If you have intermediate and secondary students who are still not reading accurately and fluently with good comprehension, this useful presentation is a hands-on learning experience just for you.

Join us for this thorough webinar when Dr. Anita Archer will review the major recommendations of the Educator’s Practice Guide recently released by the Department of Education’s Institute of Education Sciences.

The guide’s recommendations include:

1. Building students’ decoding skills so they can read complex multisyllabic words
2. Providing purposeful fluency-building activities
3. Utilizing several research-validated comprehension practices

Join us as Dr. Archer discusses the recommendations and helps you gain insight into the research about reading intervention for older struggling readers.

The evidence is compelling – early identification and intervention is key to providing the greatest opportunity to “close the gap” among struggling and successful readers. However, the stark reality is that many older students are reading below levels which enable them to comprehend grade level, and content-area texts.

Although an approach to intervention for older students may require some modifications, the components of explicit instruction, structured literacy, and ample opportunities to practice to fluency remain the cornerstone of good instruction. Join Dr. Julie Klingerman as she explores these facets of intervention unique to older students:

• How do the components of a structured literacy approach apply to older, struggling students?
• How can intervention be accelerated in both word recognition and language comprehension to prepare students for the rigors of content-area reading?
• Which kinds of practice are most motivating to students in grades 4 and up?

Participants will engage in the research and practical application of these topics and more, as Dr. Klingerman explores the unique needs and challenges of working with older students with complex literacy profiles.

Would you like your students to be more motivated, more engaged, more on-task, and learn more in your lessons? If so, the answer lies in increasing the opportunities to respond.

In this webinar, Dr. Archer, a respected authority on literacy teaching and learning, will share the research on opportunities to respond and practical procedures for implementing verbal, written, and action responses in all lessons. You’ll learn useful strategies and inspiring tips to help you better engage your students, and therefore they’ll learn more from your teaching.

Join us for this useful webinar with the always motivating Dr. Archer, and you’ll leave with practices you can immediately apply in your classroom.