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Free webinar

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Webinar: Dyscalculia and Maths Learning Disabilities

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Webinar: Dyscalculia and Maths Learning Disabilities

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Webinar: Dyscalculia and Maths Learning Difficulties in the primary and secondary classroom

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Webinar:  The Assessment of a Math Disorder: A Focus on Dyscalculia

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Webinar:  The Assessment of a Math Disorder: A Focus on Dyscalculia

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2/4/20

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During this one-hour webinar, Dr. Scheller will discuss Dyscalculia and pose a best practice method for assessment that targets the key strengths and weaknesses exhibited by students with this learning disorder.

Presenter: Adam Scheller
During this one-hour webinar, Dr. Scheller will discuss Dyscalculia and pose a best practice method for assessment that targets the key strengths and weaknesses exhibited by students with this learning disorder. Also, participants will hear case data of an elementary student, who continues to miss math benchmarks, despite receiving a level of instruction that is effective for her peers.

Recorded:

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The Assessment of a Math Disorder: A Focus on Dyscalculia Webinar (Recording)

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During this one-hour webinar, Dr. Scheller will discuss Dyscalculia and pose a best practice method for assessment that targets the key strengths and weaknesses exhibited by students with this learning disorder. Presenter: Adam Scheller During this one-hour webinar, Dr. Scheller will discuss Dyscalculia and pose a best practice method for assessment that targets the key strengths and weaknesses exhibited by students with this learning disorder.

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Article:  A practical guide to planning for intentional differentiation

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Article:  A practical guide to planning for intentional differentiation

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Differentiated Instruction

By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

Planning: Content, processes, and products

Learner access: Readiness, interests, and learning preferences

Environment

Differentiating for the needs of all learners is an important focus that many teachers across the world share. We want our students to have a year-plus growth in courses, whether they're struggling with core basics, are just at the appropriate skill level, or have understanding that exceeds the learning outcomes of the curriculum. These are the key elements to consider in differentiating instruction:

Much has been written to help teachers think about and provide differentiated experiences for learners that align and explain these elements. However, the question and challenge that I hear and observe from teachers most often is: how do we effectively plan intentional differentiation that we can implement and evaluate with the same confidence and understanding as traditional lessons? The answer that follows is based on a change in how to use the planning elements-content, processes, and products-for differentiation, which is finding traction in classrooms that are using this approach.

A Three-Pronged Approach to Planning for Differentiation

Part 1: Content. Content is what students need to know, understand, and do something with. When identifying these outcomes, we also shape the assessment(s) by how learners can demonstrate what they understand. Success comes from teachers accomplishing two steps for this task.

First, identify the specific skills and concepts that students must achieve. This is what gets measured and analyzed through a variety of assessments. Unpacking the skills and concepts enables teachers to track student learning progress for areas of additional support for learners with significant gaps and learners who are ready for complexity beyond the content expectations of the lesson. This understanding enables teachers, instructional coaches, and supervisors to be on the same page as to what students need to learn through intentional differentiation.

Second, collect data on what the students bring to the focused content. Sometimes, this step is viewed as finding strategies for planning differentiation. That is a mistake. Meeting learner needs means knowing what opportunities they bring to the lesson based on what they already know and what challenges exist, based on gaps in core areas of need. Examples of student data to collect prior to planning include life experiences and interests outside of school and academic skills. Using strategies like K-W-L charts or need to knows is one way to find out what learners already know about the topic. Their level of understanding of the content should be factored into the planning. No student feels engaged with a lesson or session that delivers content they have long since mastered. This stage of planning also helps to confirm gaps in knowledge.

Educators should collect information about students' interests and passions that may relate to, or give them background for, applications of the content. This data can lead to rich learning experiences, such as providing informational text to read and analyze from articles about sports or Minecraft if many students identify those as areas of interest.

Accomplishing these two steps helps to ensure that the educators feel well prepared about the specific curriculum expectations at a targeted level. It also ensures that teachers are fully aware of what students bring to the content in terms of opportunities and areas of challenge.

Part 2: Processes. Process is about the different ways that students make sense of the content. Students need frequent experiences of sense-making through a variety of different ways and opportunities. Teachers make this happen through lessons that are made up of a series of activities.

Differentiation through processes is applied in one or more of these activities that make up the lesson. Teachers might start with differentiating one activity. As confidence and experience grows, most lesson activities can be differentiated. The focus of intentional differentiation for process is based on students' content opportunities and challenges. It also incorporates at least one of the learner access elements: readiness, interests, and learning preferences.

Here are two examples.

English: Using details in writing through learning centers. Each center focuses on a different type of detail strategy: example, facts, and sensory detail. Each center includes two options and students choose one to complete.

Math: Understanding the parts and functions of fractions through think dots. Students are put into groups based on their readiness skill level to complete a tiered activity where they all must complete the focus skills. Each group collaborates to solve the six tasks in a random order of choice.

Part 3: Products. Products are the artifacts that students create to show what they know and do not know. These products vary in format both small and large, such as quizzes, reflections, discussions, multimedia, social media tools, and performance tasks.

Intentional differentiation is based on how to leverage what's known about students' content opportunities and challenges. Also, use at least one of the learner access elements: readiness, interests, and learning preferences. These experiences range from practice to learn to assessment checks on progress. There is much flexibility to provide learners with a range of opportunities and experiences to help them make connections and extend their learning while maintaining the content focus.

Driving Forward With Differentiation

Explore this approach for reflecting and planning for students' needs through differentiation. Using content, processes, and products as planning steps provides a clear and concise approach toward choosing strategies and activities based on learner needs that align with the lesson outcomes. This resource curation portal offers ideas to build into your plan, and this differentiation guide offers more insights and a differentiation planning criteria checklist to start your planning journey.

This structure not only empowers student learning but also gives educators common language for collaborative professional opportunities to discuss, implement, and build stronger experiences that meet the needs of all their learners.

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A Practical Guide to Planning for Intentional Differentiation

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By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

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Article: 5 Examples of UDL in the Classroom

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Article: 5 Examples of UDL in the Classroom

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Center for Applied Special Technology (CAST)

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5 Examples of Universal Design for Learning in the Classroom

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Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Article:  How to Differentiate Instruction in an Academically Diverse Classroom

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Article:  How to Differentiate Instruction in an Academically Diverse Classroom

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ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

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Webinar: Differentation in the Online Classroom 

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Webinar: Differentation in the Online Classroom 

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At a time when children's mental health is paramount, schools now have an opportunity to utilize expanded online services and functionality building upon a free statewide social-emotional learning (SEL) program launched earlier this year. The new $100,000 grant is made possible by Evolution Labs in partnership with Michigan Virtual. While the lessons have been available

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[Webinar] Differentiation in the Online Classroom | Michigan Virtual

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At a time when children's mental health is paramount, schools now have an opportunity to utilize expanded online services and functionality building upon a free statewide social-emotional learning (SEL) program launched earlier this year. The new $100,000 grant is made possible by Evolution Labs in partnership with Michigan Virtual.

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Also search for Carol on Youtube for previous speaking engagements

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Carol Ann Tomlinson

Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher, with 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. At UVA, she is also codirector of the university's Institutes on Academic Diversity. Tomlinson was named Outstanding Professor at the Curry School of Education in 2004 and received an All-University Teaching Award in 2008. Special interests throughout her career have included curriculum and instruction for struggling learners and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom.

Tomlinson is the author of more than 200 articles, book chapters, books, and other professional development materials. She has served as consultant for and appeared in 12 videos for ASCD, and her ASCD books have been translated into 12 languages. Among her books are How to Differentiate Instruction in Mixed-Ability Classrooms; The Differentiated Classroom: Responding to the Needs of All Learners; and Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. She is also a coauthor (with Jay McTighe) of Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids and (with Kristina Doubet) of Smart in the Middle Grades. Her most recent book (coauthored with Kay Brimijoin and Lane Narvaez) is The Differentiated School: Making Revolutionary Changes in Teaching and Learning. Tomlinson works with teachers across the United States and internationally on developing classrooms that are responsive to students with varied learning needs.

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Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher, with 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974.

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Early Identification of Dyslexia: Research to Practice

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Early Identification of Dyslexia: Research to Practice

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April 20 7:30 pm
Free

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International Dyslexia Association | Oregon

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The Windward Institute presents two free educational lectures open to the public in the spring and fall of each year: the Fall Community Lecture and Robert J. Schwartz Memorial Lecture in the spring. While the lectures are open to the public, registration is required.

The annual Robert J. Schwartz Memorial Lecture was established by Ms. Gail Ross in memory of her husband, Mr. Robert J. Schwartz, a compassionate and dedicated former member of the Board of Trustees who passed away in 1997. The lecture in his memory seeks to bring experts in the field of reading and reading disabilities to the School each spring.
Register here.
Note: this is east coast event

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Early Identification of Dyslexia: Research to Practice | International Dyslexia Association | Oregon

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Early Identification of Dyslexia: Research to Practice with Hugh Catts, Ph.D. April 20 @ 7:30 pm - 9:00 pm EDT (note time difference for west coast) Free The Windward Institute presents two free educational lectures open to the public in the spring and fall of each year: the Fall Community Lecture and Robert J.

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What Educators Need to Know About Dyslexia Training Programs

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What Educators Need to Know About Dyslexia Training Programs

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April 14th 7 pm
Free

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International Dyslexia Association | Oregon

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Register NOW
Webinar #2 on April 14
WHAT EDUCATORS NEED TO KNOW ABOUT DYSLEXIA TRAINING PROGRAMS

Across the US there has been an increase in the passage of dyslexia legislation, including stipulations for educator training. This webinar will provide resources to help educators better understand dyslexia training programs and help determine the most appropriate training path for them. The webinar will also help parents evaluate the dyslexia training used by local education agencies and/or tutors.

This webinar includes the following:

● Overview of the International Dyslexia Association Knowledge and Practice Standards

● Information about the programs accredited by the International Dyslexia Association

● Review of certificate and endorsement programs provided by independent organizations, colleges and universities, and regional educational service agencies

Following this one-hour presentation, we will invite questions from the audience.

Audience: Elementary & middle school classroom and reading teachers & administrators, tutors, SLP's, psychologists, and parents, undergraduate and graduate students

IDA-GA is offering this series free of charge to all registrants. Certificates of Attendance (1.5 Contact Hours) will be made available to attendees needing proof of attendance.

Jennifer Lindstrom, Ph.D., is an Associate Professor in the Department of Communication Sciences and Special Education at the University of Georgia. She is also Co-Director of the Graduate Certificate in Dyslexia/Dyslexia Endorsement program. Her teaching and research focus on causes and treatment of dyslexia and other learning disabilities, issues surrounding the provision of accommodations to individuals with dyslexia and other learning disabilities, and early literacy with a focus on teacher training and the use of research-based methodologies for improving student performance.

Nora Schlesinger, Ph.D., was a classroom teacher for almost 20 years. She became a Certified Academic Language Therapist to help support her own child with dyslexia and the children she taught. Before receiving a Ph.D. in Speech and Hearing Science from Arizona State University, she worked as a dyslexia therapist at an independent school for individuals with learning differences in Scottsdale, AZ. She is currently an Assistant Professor of Literacy at Kennesaw State University in the Department of Elementary and Early Childhood. Dr. Schlesinger's research interests focus on reading and writing development and disorders, such as dyslexia and dysgraphia. Her research interests also include structured language instruction and training for preservice and in-service teachers and understanding the impact it has on children's literacy.

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Webinar #2 - WHAT EDUCATORS NEED TO KNOW ABOUT DYSLEXIA TRAINING PROGRAMS | International Dyslexia Association | Oregon

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IDA-GA Dyslexia Knowledge Wednesday Webinar #2 - WHAT EDUCATORS NEED TO KNOW ABOUT DYSLEXIA TRAINING PROGRAMS. Jennifer Lindstrom, Ph.D. & Nora Schlesinger, Ph.D. April 14 @ 7:00 pm - 8:30 pm EDT (note time difference for west coast) Free Register NOW Webinar #2 on April 14 WHAT EDUCATORS NEED TO KNOW ABOUT DYSLEXIA TRAINING PROGRAMS Across the US [...]

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Oregon Branch of IDA
Saturday, April 17th 8:30 am - 3:30 pm
WA Clock Hours Available
$99 - $149

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IDA Oregon 45th Spring Symposium - Writing Workshop - International Dyslexia Association

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Dysgraphia is More Than Messy Handwriting

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Dysgraphia is More Than Messy Handwriting

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Recorded
Free

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Dysgraphia Is More Than Messy Handwriting

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Unpacking The Science of Reading So All Kids Can Learn

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Unpacking The Science of Reading So All Kids Can Learn

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March 11 7 pm
Free

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2021 montag family community lecture featuring emily hanford

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2021 montag family community lecture featuring emily hanford tickets

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2021 Montag Family Community Lecture featuring Emily Hanford

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Eventbrite - Atlanta Speech School presents 2021 Montag Family Community Lecture featuring Emily Hanford - Thursday, March 11, 2021 - Find event and ticket information.

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Chris Woodin presents on 10/13/2020
$40
Link references current and previous events

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Landmark College: Written Expression: Scaffolded Strategies for Beginning Writers

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Landmark College: Written Expression: Scaffolded Strategies for Beginning Writers

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Written Expression: Scaffolded Strategies for Beginning Writers
Credits:
This professional development course explores diagnostic assessment, process writing, and specific instructional strategies for teaching basic writing skills to struggling writers, particularly students with language-based learning disabilities (LBLD), which fall under the diagnostic umbrella of specific learning disabilities (SLD). This course is intended for educators who wish to help students develop grammar knowledge and build expertise at the w ord choice and sentence structure levels before stringing sentences together in various forms of written expression. Content would be primarily beneficial for teachers of younger students, but it would also benefit those who teach older writers who need remediation in beginning skills. As a result of the learning experiences in this course, participants will be more competent in their ability to:

Identify the hidden demands of writing and understand how they impact the skills of students with specific learning disabilities, such as LBLD

Assess student strengths and weaknesses with written expression as a means of informing instruction

Scaffold the process of written expression through targeted instruction at the word, sentence, and paragraph levels

Employ effective instructional strategies to help students with diagnosed learning disabilities build and develop their writing skills

The course is divided into six, self-paced modules:

Introduction to Teaching Writing provides an overview of the hidden demands that make writing a challenging task for students with learning disabilities. This module also introduces diagnostic assessment, process writing, and an appropriate hierarchy of writing skill instruction.

Teaching Basic Parts of Speech helps educators understand how to provide targeted instruction in nouns, verbs, prepositional phrases, and adjectives.

Sentence Level Instruction introduces the construction of kernel sentences, as well as other advanced sentence techniques and more complex parts of speech.

Expository Paragraph Instruction breaks down the elements of a paragraph and provides strategies for helping students craft logical, organized, detailed paragraphs.

Multi-Paragraph & Narrative Writing applies the same process for paragraph writing to longer writing assignments, as well as introduces the new strategies necessary for stringing paragraphs together.

Revision & Diagnostic Assessment emphasizes strategies for making the revision process more tangible, as well as reviews the process for assessing diagnostic writing samples and connects the writing process to the Landmark Teaching principles™

Specific Assignments:

Pre and Post-Assessments: These ungraded questionnaires will be used to self-assess knowledge and application of course content.

Quizzes: The quizzes will assess comprehension of the content from the required reading. The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.

Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post.

Assignments: The assignments in each module will require participants to put theory into practice as they read and follow specific directions and use rubrics provided as guidelines for format, length, and quality expectations.

The following text is required for the course: Jennings, T.M. & Haynes, C.W. (2018). From talking to writing: Strategies for scaffolding narrative and expository writing. Prides Crossing, MA: Landmark School Outreach Program. See our FAQ page for specific information about our online courses.

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Landmark Outreach Online Course Description | Writing 15-Hour

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Credits: This professional development course explores diagnostic assessment, process writing, and specific instructional strategies for teaching basic writing skills to struggling writers, particularly students with language-based learning disabilities (LBLD), which fall under the diagnostic umbrella of specific learning disabilities (SLD).

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Webinar: Instructional Suggestions for Writing About Reading

Archived from 2022. This webinar presented by Joan Sedita for the Oregon RTIi Annual Conference begins with an overview of The Writing Rope framework for writing instruction and then presents instructional suggestions for writing responses to prompts in any subject area based on sources. Strategies are introduced for the ANSWER Routine ( Analyze the question, set Notes, Select relevant information from sources, Write the response, Edit and R evise.

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Start learning now with our free webinars and videos.

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The Writing Rope:  Strands that are Woven into Skilled Writing

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The Writing Rope:  Strands that are Woven into Skilled Writing

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Welcome! You are invited to join a webinar: The Writing Rope: The Strands That Are Woven Into Skilled Writing. After registering, you will receive a confirmation email about joining the webinar.

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Much has been written about the multiplicity of skills involved in reading (e.g., the five components). However, when it comes to writing instruction, teachers are not sure about what they should teach. With a nod towards Hollis Scarborough's "Reading Rope", Joan Sedita has a suggested a model that identifies writing skills as strands that are woven into skilled, fluent writing.

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Issue Differences Among African American Students

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Issue Differences Among African American Students

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Dr. Julie Washington
2017

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Julie Washington, Ph.D.
Professor
Program Director in Communication Sciences and Disorders
Educational Psychology, Special Education, and Communication Disorders
Georgia State University

Julie A. Washington is a professor and the program director in Communication Sciences and Disorders. In addition, Washington is an affiliate faculty of the Research on the Challenges of Acquiring Language and Literacy initiative and the Urban Child Study Center at Georgia State. Her work focuses on understanding cultural dialect use in African American children with a specific emphasis on the impact of dialect on language assessment, literacy attainment, and academic performance. Her work with preschoolers has focused on understanding and improving the emergent literacy skills necessary to support later reading proficiency in high-risk groups, with a special focus on the needs of children growing up in poverty in urban contexts. Currently, Washington is a principal investigator on the Georgia Language Disabilities Research Innovation Hub, funded by the National Institutes of Health - Eunice Shriver National Institute on Child Health and Human Development. This research hub is focused on improving early identification of reading disabilities in elementary school-aged African American children and includes a focus on children, their families, teachers, and communities.

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TDFC Harvard 2017 - Dr. Washington - Issue Differences Among African-American Students

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Julie Washington, Ph.D. Professor Program Director in Communication Sciences and Disorders Educational Psychology, Special Education, and Communication Disorders Georgia State University Julie A. Washington is a professor and the program director in Communication Sciences and Disorders. In addition, Washington is an affiliate faculty of the Research on the Challenges of Acquiring Language and Literacy initiative and the Urban Child Study Center at Georgia State.

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The Developing Brain, Language, Reading, Heredity

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The Developing Brain, Language, Reading, Heredity

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Dr. Nadine Gaab
2018

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Nadine Gaab, Ph.D.
Research Associate
Associate Professor of Pediatrics
Harvard Medical School

Dr. Gaab is an Associate Professor of Pediatrics at Boston Children's Hospital and the Harvard Medical School and a member of the faculty at the Harvard Graduate School of Education. She received a Ph.D. in Psychology from the University of Zurich in Switzerland. She did postdoctoral training with John Gabrieli, Gary Glover and Paula Tallal at Stanford University and MIT. Her current research within the Laboratories of Cognitive Neuroscience at Boston Children's Hospital focuses on auditory and language processing in the human brain and its applications for the development of typical and atypical language and literacy skills.

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TDFC Harvard Fall 2018 - Dr. Nadine Gaab - The Developing Brain, Language, Reading, Heredity

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Nadine Gaab, Ph.D. Research Associate Associate Professor of Pediatrics Harvard Medical School Dr. Gaab is an Associate Professor of Pediatrics at Boston Children's Hospital and the Harvard Medical School and a member of the faculty at the Harvard Graduate School of Education. She received a Ph.D.

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How Spelling Supports Reading Instruction

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How Spelling Supports Reading Instruction

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Dr. Louisa Moats
October 18th, 2019

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Louisa Moats, Ed.D.

Dr. 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. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master's degree at Peabody College of Vanderbilt. Later, after realizing how little she understood about teaching reading, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. ( full bio)

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How Spelling Supports Reading Instruction

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Dr. 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. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master's degree at Peabody College of Vanderbilt.

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October 16th, 2020
$50

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executive functions: oral language connections to reading and writing

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executive functions: oral language connections to reading and writing tickets

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executive functions: oral language connections to reading and writing boston

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executive functions: oral language connections to reading and writing boston tickets

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Executive Functions: Oral Language Connections to Reading and Writing

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Eventbrite - The Dyslexia Foundation presents Executive Functions: Oral Language Connections to Reading and Writing - Friday, October 16, 2020 at 36 1st Ave, Boston, MA. Find event and ticket information.

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Most curricula and standards recognize the importance of morphology (or the study of roots and affixes to guide vocabulary instruction) as early as 2nd grade. Recognizing that schooling often provides word study only at the primary level, this workshop picks up where basic word attack leaves off.

All too soon students are introduced to textbooks filled with longer, multisyllabic words. Even with effective basic phonics instruction, readers are often unable to handle both the increased quantity of text and its complexity. An understanding of morphology, or the meaning parts that comprise words, is valuable for the development of vocabulary and word attack skills.

In this interactive, hands-on workshop, Van Cleave engages participants in a brief overview of the origins of our language and characteristics of the major languages of influence, an introduction to morphological awareness, and then (as time permits) a study of advanced word decoding strategies. Participants practice with each concept and learn tools useful for helping students understand and decode unfamiliar words.

Click here to download a handout for Word Smarts: Using Roots & Affixes to Build Vocabulary and Advanced Decoding.

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Professional Development Seminars | William Van Cleave | WVC ED

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Most curricula and standards recognize the importance of morphology (or the study of roots and affixes to guide vocabulary instruction) as early as 2nd grade. Recognizing that schooling often provides word study only at the primary level, this workshop picks up where basic word attack leaves off.

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Children and Adults with ADHD (CHADD)
Webinars & Online Courses
Upcoming and previously recorded
Free

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August 21, 2019 2:00pm, ET

Caroline Maguire ACCG, PCC, MEd

Having your child play with other kids their age is an important part of socializing. However, children with ADHD may struggle to make and keep friends. Oftentimes children with ADHD seem to miss important signals and cues. How then, can social interactions be handled when an ADHD child interacts with non-ADHD children? Why might this...

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August 21, 2019 2:00pm, ET Caroline Maguire ACCG, PCC, MEd Having your child play with other kids their age is an important part of socializing. However, children with ADHD may struggle to make and keep friends. Oftentimes children with ADHD seem to miss important signals and cues.

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Free Pre-Recorded Webinars from Spring 2020
Topics Include:
Teaching with Decodable Text
Mastering the Questioning Process
What is Orthographic Mapping and Why is it Important
How the Brain Works: Hightlighting the work of Dr. Stanislas Dehaene

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Join us on Wednesday, September 13, at 6:30 p.m. CT, when Laura Stewart, Chief Academic Officer and Anella Wetter, Chief Sales Officer, will showcase a different approach to assessment and intervention instruction that eliminates the 'now what'.

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Literacy Webinars for Teachers and Educators | 95 Percent Group

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Our literacy webinars for teachers and educators can help drive change in your school or district. Dive into our recorded literacy webinars here.

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International Dyslexia Association - Ontario

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International Dyslexia Association - Ontario

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Links previously recorded webinars
Free

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The International Dyslexia Association Ontario Branch

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Previous IDA Ontario webinars | The International Dyslexia Association Ontario Branch

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Using Assessments to Drive Literacy Instruction by Dr. Margie Gillis - April 14, 2021 Expand This webinar describes four types of reading assessments (outcome, screening, diagnostic, and progress monitoring) and explains the role that each one plays in the selection and use of appropriate and effective interventions for struggling readers.

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Literacy Symposium held in June 2020
Series of YouTube recordings from event

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Webinars on the topic of ADHD & Executive Functioning
Free

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ADHD Expert Webinars from ADDitude Magazine

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CLICK HERE for a list of past webinars available for replay with downloadable slide presentations. Click below to register a...

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Webinars for purchase on topics of supporting students with learning differences

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Improving Disability Services Websites: Tips and Suggestions for Reaching Students
Friday, September 25, 3:30 p.m. - 4:30 p.m. Eastern Daylight Time
As we all know, many students with disabilities do not register with postsecondary disability services offices. One common explanation for lack of registration and disclosure is that students with disabilities are uncertain about how to register/disclose. Disability services websites are gateways for enrolled and prospective students seeking information about disability-related accommodations, services, and policies at colleges and universities. Based on three recent national studies, the presenters have identified significant gaps in information presented about disability services and programs on institutional websites. Join us for a discussion of how we can improve our disability services websites and hear tips and suggestions for better reaching students with disabilities.

Facilitators: Manju Banerjee, Ph.D. and Adam Lalor, Ph.D.

Purchase Replay

Choose from a host of archived webinar options below.

Want to watch and discuss with colleagues? You can! There is no limit to the number of people viewing the webinars at one location on one device. Set up a time to watch a replay and project the webinar to your whole team! Please contact us if you plan to do this; we can give you some helpful hints about making the most of this option.

Looking for something more current, see our Online Workshop options.

institute@landmark.edu
802-387-1662

To learn more about LCIRT, visit our Faculty/Staff Directory:
Meet the Staff
Our online program prepares you for the transition to college.
Click Here

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Friday, September 25, 3:30 p.m. - 4:30 p.m. Eastern Daylight Time As we all know, many students with disabilities do not register with postsecondary disability services offices. One common explanation for lack of registration and disclosure is that students with disabilities are uncertain about how to register/disclose.

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October 27th, 2020
$99
Sessions are pre-recorded and are available for viewing on October 27th with time limit on access.

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The Science of Reading: Now More Than Ever

$99/person - Unlimited Access

Two Live Keynotes*

Eighteen Sessions
And you have access to EVERYTHING!
Also included:

"Meet and Greet" sessions with sponsors

Exclusive paid Individual Subscribing Member benefits
Keynotes
*Keynotes will be live on October 27, 2020. Video recordings of both keynotes will be available for later viewing for no additional fee.

9:30 AM EST: Literacy - The Civil Right of the 21st Century by Dr. Tracy Weeden

3:30 PM EST: From Little Things, Big Things Grow: The Public Health Imperative Driving Effective Early Reading Instruction by Dr. Pamela Snow

Sessions
Sessions are pre-recorded and will also be available to view starting October 27, 2020. You will have unlimited access to all of these sessions with no time restrictions for viewing. Resources for each session will be available in the "resources" tab located below the video player.

1. Anita Archer: Improving Written Compositions - One Sentence at a Time

2. Wiley Blevins: Decodable Readers: The Good, the Bad, and the Ugly

3. Suzanne Carreker: Why It's Worth It to Teach Grammar

4. Susan Chambre: Show Me the Spellings: Promoting Vocabulary Growth Through Attention to Spelling and Decoding

5. Steve Dykstra: The Dirty Dozen (or so): Myths, Mistakes, and Misunderstandings that Plague Our Efforts

6. Esther Geva: Assessing Reading and Language Skills of Struggling ELs: From Research to Practice

7. Deb Glaser: The Five Components of Reading: Something Old, Something New, Something Borrowed, and For You!

8. Margaret Goldberg: Escaping Old Ideas: Why It's Difficult and How to Coach Through It

9. Lucy Hart Paulson: "But Teacher, I Don't Know How to Write:" Helping Young Students Develop Foundational Writing Skills

10. Nancy Hennessy: The Inference Knowledgeable Educator: Implementing an Informed Instructional Framework

11. David Kilpatrick: How to Improve Word-Level Reading Skills in Struggling Readers

12. Gail Lovette: Instructional Leadership Counts: Why Administrators Need to Know the Science of Reading

13. Mandy Nayton: Reducing the Impact of Poor Reading on Mental Health

14. William Van Cleave: Morphology Matters: Using Bases & Affixes to Build Vocabulary & Spelling

15. William Van Cleave: Handwriting in the 21st Century: Why It Matters & What to Do About It!

16. Amy Vanden Boogart and Julie Sealine: 5 Keys to Helping Adolescents with Decoding Issues: Best Practices and Resources

17. Julie Washington: Culturally Relevant Texts: What is Their Place in Improving Reading Outcomes for Minority Students?

18. Natalie Wexler: The Knowledge Gap: What It Is and How to Narrow It

Click here for presenter information and full session descriptions.

Continuing Education Credit: Participants will be provided a certificate with date and hours of each session. The Reading League is an approved sponsor for IMSLEC and the NYS Department of Education (CTLE).

Refund Policy: All sales are final. No refunds will be provided for this event.

W-9 Form: Download a PDF of The Reading League's W-9 form here.

Purchase Orders: Access to conference sessions is provided once payment is received. The Reading League strongly encourages payment via credit card. Purchase orders are available for school districts/organizations paying for five (5) or more registrations only. We highly recommend registering at least 6 weeks prior to ensure you can view the live portions. To request a purchase order, please contact Madeline Chilbert at 315-362-2631 or email your order to finance@thereadingleague.org. Include names and email addresses of those who should receive access to this event.

Questions? Email events@thereadingleague.org

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The Science of Reading: Now More Than Ever $99/person - Unlimited Access Two Live Keynotes* Eighteen Sessions And you have access to EVERYTHING! Also included: "Meet and Greet" sessions with sponsors Exclusive paid Individual Subscribing Member benefits Keynotes *Keynotes will be live on October 27, 2020.

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Author of The Knowledge Gap & The Writing Revolution
Free
Access to her previously recorded webinars

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Natalie has spoken about The Knowledge Gap and other topics to a variety of groups, including teachers, school administrators, and members of the general public. See below for links to recordings of some of her past presentations and information about upcoming speaking engagements.

RECORDED PRESENTATIONS

Charlotte Teaching Fellows Institute, recorded presentation on The Knowledge Gap, August 12, 2020. Click here for video.

The OC for the Social Studies, recorded ten-minute presentation on why teaching social studies is teaching reading, July 17, 2020. Click here for video.

Webinar Sponsored by American Reading Company, May 13, 2020. Click here for video.

Presentation at Belk Foundation event on "North Carolina and the Science of Reading," Raleigh, NC, February 13, 2020 ("The Knowledge Gap: What Cognitive Science Tells Us About Reading Comprehension and the Importance of Building Knowledge"). Click here for video.

Webinar Sponsored by Newsela, Thursday, January 30, 2020 ("Diving Into The Knowledge Gap with Natalie Wexler"). Click here for video.

Webinar Sponsored by Amplify, November 19, 2019 ("America's Knowledge Gap with Natalie Wexler"). Click here for video.

The Commonwealth Club, San Francisco, November 14, 2019 ("The Hidden Causes of America's Broken Education System and How We Can Fix It"). Click here for audio and here for video.

Public Square, Santa Barbara, October 20, 2019 ("Closing the Knowledge Gap") ( Audio)

MIT Science of Reading Symposium, Cambridge, MA, June 4, 2019 ("Why It's So Hard to Translate Cognitive Science into Classroom Practice: A Few Theories and Suggestions"). ( Video)

UPCOMING EVENTS
October 23, 2020: New York Charter Schools Association Virtual Conference.
October 27-28, 2020: The Reading League 4th Annual Conference (virtual).

February 10, 2021, New Orleans: Keynote and session at Plain Talk About Literacy and Learning, sponsored by the Center for Development and Learning.
If you're interested in having Natalie speak at an event, please contact her at Natalie@nataliewexler.com.
August 31-September 2, 2021, Wichita: Kansas MTSS Symposium.

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Natalie has spoken about The Knowledge Gap and other topics to a variety of groups, including teachers, school administrators, and members of the general public. See below for links to recordings of some of her past presentations and information about upcoming speaking engagements.

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Literacy teaching support
October 12th, 2020
Tiger Trek, Understanding and Teaching R Controlled Values
October 26th, 2020
Teaching complex kids (and ourselves) in complex times

This website is updated with free workshops on a regular basis

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October 15th, 2020
Free

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2020-2021 Hamlin Robinson Speaker Series

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2020-2021 Hamlin Robinson Speaker Series

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Accelerating Literacy Gains After COVID: Tips for LEaders with Dr. Susan Hall and School Leaders

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Accelerating Literacy Gains After COVID: Tips for LEaders with Dr. Susan Hall and School Leaders

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https://drive.google.com/file/d/1a24RrQmJU1TevMjxj6V9ugzcu5H9evbk/view?fbclid=IwAR1aupVbrpJKJmUKdNf1N6YsLZiLqVku8Pf9W9UnsG0kdu7mEdPK2I84m6c

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Dyslexia Coffee Talke with Dr. Louisa Moats

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Dyslexia Coffee Talke with Dr. Louisa Moats

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Dyslexia Coffee Talk with guest Dr. Louisa Moats

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Other event by The Dyslexia Initiative on Saturday, December 5 2020 with 440 people interested and 95 people going.

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Literacy Essentials Online - Phonics Phundamentals - SPELD NSW

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This course will explore key concepts for teaching phonics, how to plan for systematic phonics instruction and what strategies can be used to support phonics in the classroom.

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NEA - Assessments: Formative and Summative From a Distance

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NEA - Assessments: Formative and Summative From a Distance

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Webinar: Assessments: Formative and Summative from a Distance · The National Education Association

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We will demonstrate how popular EdTech tools can be leveraged to collect formative assessment and inform instruction in an asynchronous environment.

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The Shift from Reading Workshop to Research Aligned Curriculum

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The Shift from Reading Workshop to Research Aligned Curriculum

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With renewed attention to concerns about the Teachers College Reading Workshop Program, many districts are considering a switch to materials that better align to reading research.

Given the popularity of the workshop model with some educators, we often hear common questions about this change, including: How can I persuade teachers who are fond of the workshop model to embrace a different approach? When districts do change, how are new materials received? What kind of professional learning is best?

Two of our colleagues are midway through year one of a move from Reading Workshop to high-quality ELA curriculum. By popular demand, we're hosting a webinar on December 3rd in which they will share their respective journeys alongside a leader in professional learning. We'll speak to the above FAQs, as well as questions from the audience.

Register and submit questions here.

Speakers:

Moderated by curriculum superfan Karen Vaites.

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12/3 Webinar: The Shift From Reading Workshop to Research-Aligned Curriculum - Curriculum Matters

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With renewed attention to concerns about the Teachers College Reading Workshop Program, many districts are considering a switch to materials that better align to reading research. Given the popularity of the workshop model with some educators, we often hear common questions about this change, including: How can I persuade teachers who are fond of the [...]