This day will be a fast-paced, data driven exploration of ways to accelerate learning recovery as a school or system leader that addresses both mathematics and literacy. During the event on November 19, 2024, sessions will highlight national data, including pre-pandemic and post-pandemic performance. Attendees will recognize trends and practices that have led to greater learning recovery and learn how to implement them with fidelity. The opening sessions with Gary Miller will highlight national data, including pre-pandemic and post-pandemic performance in mathematics. This data will include a high-level overview and thought leadership time for our attendees to reflect on the data. Then you will be presented a deep dive into national ‘state of student learning’ data, gleaning best practices from high recovery districts, ideas to support setting aggressive growth targets as a school leader, and as you support tier one instruction and foundational skills and numeracy. The attendees will also hear from best practice presenters who have been implementing learning recovery strategies, prerequisite strategies, and standards-based progress monitoring.
After some reflection time, we will switch our focus to literacy. There, we will explore the most impactful instructional strategies for teaching foundational reading skills, equipping them with the knowledge and tools to support and guide their teams in fostering literacy excellence. Through a blend of evidence-based practices and leadership-focused strategies, participants will gain insights into how to create a school-wide culture of strong reading instruction, ensuring that all students, regardless of background or ability, have access to high-quality literacy experiences. This session will feature Brooklin Trover’s work on driving impactful reading foundational skills instruction using strategies that empower students, teachers, and leaders.
This is a follow-up to the topic’s introduction in November, but you may attend this event even if you missed the one in the fall.
Assessment Data - It's not ONE and DONE!
Critical questions about the cycle of assessment data and how it is used to support teachers and students. Are you leveraging both FORMATIVE and SUMMATIVE uses?
What you should be asking of your HQIM in relation to assessment information. Curriculum that supports teacher led instruction for the specific students they have with embedded and connected assessments and not just another page turner that sits separate from assessment information.
Zoom in on growth - how to measure student growth in different ways to focus on short term targeted successes and long-term goals.
Literacy as a System
A reflection on why we get have so many supplemental programs in literacy at different grade levels. How we have bloated the market when the core curriculum is already bloated too.
The teacher feeling of alignment, sequencing, planning, instructing, and how that decrease the amount of 1. Reading during the instructional time and 2. Transfer of skills
Leadership moves to support literacy vision for school or district in relation to programs, practices, and people!
***4 TASL CREDITS APPROVED***
