Upcoming!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
What Happened to Using Data to Inform Instruction and Intervention in Grades K–2?
Tuesday, January 14, 2024 | 12 p.m (CT)
Join us for this informative and applicable presentation during which our presenter, renown researcher and literacy expert Dr. Barbara Foorman, will share the facts, research, and strategies surrounding using data to inform classroom instruction and guide intervention. As Dr. Foorman explains the use of data to identify strengths and weaknesses in students as they learn to read, she will share the critical nature of informed approaches that help educators truly change student outcomes.
Attendees will learn:
- What language and reading constructs predict reading success and how they can be measured reliably.
- The definitions of certain assessment terms (sensitivity/specificity; positive/negative; predictive/predictive power) and how they relate to diagnostic utility.
- The most-asked questions educators ask about assessment systems.
- The challenges of assessment—and possible solutions.
- How data from formative assessment can inform evidence-based literacy practices to differentiate instruction in the classroom and in intervention.
- Why intervention is necessary beyond additional core curriculum.
New Webinars
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Empowering Students with Dyslexia in the Classroom: Making Accommodations Meaningful and Accessible
Released: October 8, 2024
Accommodations act as a bridge to the curriculum for students with dyslexia and other language-based learning differences. Within our classrooms and schools, mindful considerations must be made to ensure accommodations are meaningful supports, accessible to students, and designed with the student in mind to act as a vehicle for learning. During this session, we will dig into how we can introduce and address accommodations within classrooms to remove the stigma or shame that may accompany their use and instead focus on building and preserving self-esteem and developing agency.
Attendees will learn:
- How mindful and intentional application of accommodations sets students with dyslexia up for success.
- Key recommendations for supporting students with dyslexia in the academic setting.
- A deeper understanding of high- and low-tech accommodations within the classroom.
Previous Webinars
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Make it Stick: High Impact Routines and Practice in Phonics Instruction
Released: September 10, 2024
When it comes to phonics instruction, our students need to be doing the hard work of learning. Leveraging high-impact routines and opportunities for practice can create a classroom climate that facilitates this hard work. Literacy expert Hannah Irion-Frake will walk you through the why and how of phonics instruction and show you how you can help your students master phonics concepts forever.
Join us for this informative and practical webinar to learn research-based phonics routines that will create consistent practice opportunities for your students.
Attendees will learn:
- High-impact, research-based phonics routines that are low-prep and easy to implement
- How to set up consistent instructional routines for phonics in an elementary classroom
- Key components of a phonics lesson, including direct instruction and student practice
- How to monitor student progress in response to phonics instruction
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
The Phonics Road Map
Released: Tuesday, June 11, 2024
Join us for this fascinating and applicable presentation! Literacy expert and educator Amie Burkholder (@literacyedventures) will share what the research says about phonics instruction and five approaches to teaching it that you can implement it in practical ways within your own classrooms.
Phonics (and phonemic awareness) is the road to fluency and comprehension. Creating explicit and systematic instruction in this area is critical for all students to succeed and become fluent readers and writers.
Participants will walk away with a solid foundation of how to execute an explicit lesson and a tool kit of resources to get them started. All registrants who attend the live webinar will receive a free resource.
We hope you’ll join us!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Building Reading Skills in Grades 1 - 4: Strategic Reading Practice
Released: Wednesday, May 8, 2024
When it comes to helping students learn to read even better, it takes a seasoned expert to provide insight and guidance on what really works. Susan Ebbers is that expert: she knows what it takes to help all students—struggling or not—become even better at reading, and this presentation will showcase her proven strategies and approaches.
Ebbers will focus on how to support emerging and advancing readers through various aspects of word structure, including phonetically regular words, irregular words, syllable and morpheme analysis.
Attendees will learn:
- How to achieve a reading progression from simple texts with basic words to more advanced and academic texts containing morphologically complex words with multiple syllables
- The importance of using a blend of narratives, riddles, poems, and informational texts for this age group
- How to use pre- and post-reading activities to boost literacy
- Methods for motivating struggling readers with decodable books designed for success
- And much more!
We hope you’ll join us.
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
(At Least) 10 Ways to Help Striving Adolescent Readers
Released: Wednesday, April 10, 2024
While attention has increased for young readers who are striving, older readers—students in grades 5–12—need special attention to help gain the literacy skills that will serve them after their academic careers. Our expert teacher Jason DeHart has worked for much of his career with middle and high school students who struggle with reading, and he has some time-honored strategies and skills to share with other educators.
Join us for DeHart’s engaging presentation, which will focus on 10 ways to help the older reader who is still working through developmental skills. You’ll learn about new ideas and strategies, all of which are flexible enough to be adapted to meet a variety of student needs, and come from a teacher and researcher whose work has been centered around solving the mystery of how to help older readers further develop literacy.
You’ll leave this presentation with a new understanding of how to help older readers who struggle, specifically:
- How to simultaneously link comprehension and word work
- Key steps in thinking about how to build literacy engagement with readers across languages
- How to minimize background knowledge building and include more reading in instruction
- How to develop lessons around grammar and vocabulary in context so more reading practice can occur
- Ways to build a comfortable learning environment for the resisting reader
- Thoughtful steps to use visuals and graphic organizers not as replacements but enhancement for breaking down words
- Thoughtful ways to use curriculum and resources so teachers are not “reinventing the wheel”
- Information about the value of developing fluency with older readers, including specific strategies for this work and the role of phonics for older readers
- Ways to take what we know about younger readers and adapt this work for the adolescent/older reader
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Success for Every Student: The Research Behind Direct Instruction
Released: February 21, 2024
Direct Instruction (DI) is a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. Decades of research shows this method of teaching can help change the stagnant levels of U.S. student achievement. Our expert will share these research results and describe DI’s potential to dramatically change patterns of student achievement in the United States
Hundreds of studies show how DI can promote outstanding gains in student achievement and self-confidence. Its positive impact is documented with students from many different backgrounds, in schools with vastly different characteristics, and when compared with all other types of curricula. The gains are both statistically and substantively significant and large enough to dramatically alter current patterns of student achievement. Join noted researcher and educator Dr. Jean Stockard as she describes evidence about DI’s effectiveness, why the programs were and continue to be so successful, why they are not utilized on a large scale in American schools, and most importantly, how they might be used in future years to dramatically reduce school failure and accelerate academic and social success.
If you’re a policymaker, administrator, or teacher, this presentation is for you! Dr. Stockard will share:
- The theory underlying DI, its development, use, and history
- Research from hundreds of different studies regarding DI’s effectiveness looking at students with varying characteristics, in different settings, and studying different areas
- Ways in which the systematic use of DI could alter patterns of student achievement
- What teachers, students, and concerned citizens could do to help bring this about
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
MTSS Myth Busting: The Truth About Tier 1
Released: January 11, 2024
Join us for this enlightening presentation featuring our literacy expert who will do some myth busting about Tier 1 instruction. Learn the truth (and the research behind it) as we explore important facts related to Tier 1.
Do you know if these statements are myths or facts?
- Tier 1 instruction should be done only in a whole group format
- Classroom teachers are the only staff who can deliver Tier 1 instruction
- Students who score at benchmark on screening should receive Tier 1 instruction
- Students should come out of Tier 1 to get their Tier 2 intervention
- Eighty percent of students should reach benchmark goals with Tier 1 instruction only, no intervention
This session will shed light on common myths and provide actionable alternatives to common MTSS implementation mistakes and misunderstandings. By framing Tier 1 instruction as risk reduction, participants will learn how to improve reading outcomes for all students.
Dr. Stephanie Stollar will share:
- Definitions of each tier of instruction in the MTSS model
- Characteristics of effective Tier 1 instruction
- Strategies for aligning Tier 1 instruction to universal screening data
- Alternatives to common myths about Tier 1 instruction
We hope you will join us for this applicable presentation!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
The Path to Comprehension: The Connection Between Vocabulary and Background Knowledge
Released: November 15, 2023
Background knowledge and vocabulary are essential components of good comprehension instruction. With some knowledge of a topic, students are set for comprehension success.
Join us for this applicable and instructive presentation as third-grade teacher Hannah Irion-Frake shares research-based strategies, activities, and personal experience from her own classroom to illustrate ways to include background knowledge and vocabulary in classroom instruction.
Attendees will learn:
- Research that supports the connection of vocabulary and background knowledge to comprehension
- Classroom strategies and activities to help your students build background knowledge
- Classroom routines and best practices for vocabulary instruction
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Center Writing in Your Literacy Instruction to Move ALL Students Forward
Released: October 18, 2023
Join us for this enlightening presentation exploring the most recent research about effective writing instruction—and what that means for literacy learning. Presenter Dr. Leslie Laud has led multimillion dollar federal research grants designed to find the lightest lift and highest yield approaches for raising not just writing outcomes but overall ELA proficiency.
Dr. Laud will share how prioritizing writing offers the greatest promise in improving the writing and reading skills of our students who struggle the most. She will explain recent findings while illustrating how educators can give writing additional attention in everyday lessons, drawing examples from districts that saw significant gains after using the approaches she will share.
Dr. Laud will discuss:
- High-impact strategies with the strongest evidence of effectiveness
- Tips for how to strengthen the impact of curricular materials you may already have in place
- Encouraging stories of success
- Ways to align writing instruction horizontally and vertically
- Methods that can be applied immediately
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Key Ingredients of Social-Communication and Executive-Function Skills for Young Learners
Released: September 20, 2023
How we communicate and interact with those around us depends on interconnected skills across the learning domains. Social-communication skills require executive function and oral language, which supports cognitive development and impacts social-emotional skills, and the acquisition of these skills in early childhood is critical.
How are the social interactions of the young students in your care? Early childhood providers have an important opportunity and responsibility to help young children develop these lifelong social-communication skills. This webinar will describe foundational skills needed to interact with those around us and share everyday routines and activities to help facilitate young children’s interaction skills leading to better learning opportunities.
Attendees will learn:
- What the foundational social-communication skills and executive-function skills are and how they impact learning
- Ways to enhance and model social-communication and executive-function skills
- Strategies early childhood providers can use and apply with young learners
We hope you’ll join us!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Top 5 Things You Can Do to Improve Your Literacy Instruction
Released: August 9, 2023
How can you help students improve their ability to understand complex text and their writing skills? Probably not in the ways you’ve been led to believe work best. The standard approach to reading comprehension has students practice skills and strategies like “making inferences” about texts on a random variety of topics. And writing is generally relegated to a separate block, with students writing about topics unrelated to the core curriculum. But evidence indicates what really boosts students’ literacy is to connect reading and writing. Plus, comprehension and writing instruction should be grounded in rich content. And all aspects of literacy need to connect—not just reading and writing, but also listening and speaking.
In this webinar, participants will learn:
- Why it’s important to read aloud to the whole class from a series of complex texts, staying on the same topic for at least two to three weeks—and how to find resources for those “text sets”
- How to ask questions that put content in the foreground rather than skills and strategies
- Why it’s crucial to organize classroom libraries by topic as well as reading level
- Why spending a lot of time on meaty social studies and science topics is the best way to boost reading comprehension
- How students’ comprehension improves when they write about what they’re learning and get explicit instruction in constructing sentences, paragraphs, and essays
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Sound Walls in Your Classroom: The Pathway to Reading Fluency
Released: June 6, 2023
How do sound walls support the science of reading? Do you know how to best use a sound wall to get your students reading successfully? How can you improve the sound wall you’re already using?
Find the answers to these questions and more when you join us for this useful presentation. Literacy and sound wall expert Dr. Mary Dahlgren will help you build a thorough understanding of how to use a sound wall, implementation tips, and more—everything you need to know and why. This is one more step in understanding the speech-to-print connection to improve outcomes for increased reading skills.
Dr. Dahlgren, founder of Tools 4 Reading, (the original authority on sound wall resources), will share the research that validates reading is a process that requires knowing the sounds and print, and she will illustrate how a sound wall is a pathway to make sense of how print represents those sounds.
She will also share:
- The need and purpose of having a sound wall in the classroom
- How to introduce and teach all 44 phonemes
- How to integrate a sound wall into your daily phonological awareness and phonics instruction
- How and when to add print to a sound wall
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Planning Authentic Literacy: Become a Pro at Classroom Engagement
Released: May 3, 2023
For teachers and administrators who contemplate how to make literacy learning more engaging—where the entire classroom is participating and learning with joy—look no further than this inspiring and instructive webinar.
Hosted by Trevor Muir, a teacher and international speaker, this presentation will show you how to tie literacy and a love of reading into authentic and engaging learning experiences. Muir, author of The Epic Classroom and a guest speaker and consultant to schools across the country, will explore strategies and practices to help students grow as readers and critical thinkers while completing purposeful tasks. Muir will share how to plan literacy activities during projects, ways to weave literacy learning into everything you do in the classroom, and strategies for teaching reading and writing in engaging and authentic ways.
Attendees will:
- Discover new strategies to increase a love of reading in their students
- Get new ideas to boost student engagement
- Learn how to choose authentic supportive texts for learning units
We hope you’ll join us!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Phonemic Awareness and Letter/Sound Associations: Practices for Teachers
Phonemic awareness is an essential early literacy skill that underpins a child’s ability to read and spell and yet research demonstrates that without direct, explicit instruction in phonemic awareness, this skill eludes many students (Adams, 1990).
Join us for this instructional presentation exploring the research supporting phonological and phonemic awareness and the theoretical frameworks that underpin it.
With an emphasis on how to teach phonemic awareness and letter/sound associations with effective Structured Literacy practices, this webinar will share strategies, resources, tips, and encouragement to literacy educators. Our expert will also share assessments to inform instruction and intervention, as well as comprehensive literacy resources to transfer knowledge to practice.
Participants will be able to:
- Define phonological and phonemic awareness
- Define decoding and encoding
- Transfer knowledge to practice using instructional routines
Register now!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Bringing the Science of Reading to Light Using MTSS: One School's Story
Multi-Tiered Systems of Support (MTSS) offers the framework for implementing the science of reading. Improving reading outcomes for all students requires building leaders who create the right conditions for learning, including designing systems for data-based decision-making, assessment, scheduling, and grouping.
We hope you’ll join this interesting presentation when our experts share how and why reading outcomes improved in a high-needs elementary school through the alignment of instructional systems and student data. There is so much to be learned from this school’s success, and these presenters will walk you through the details.
Attendees will learn:
- About the MTSS framework and implementing the science of reading
- How to use assessment data for systems change and student improvement
- The role of building leaders in creating the systems, structures, and processes for designing MTSS to improve reading outcomes for all students
- The challenges and successes of the school’s principal as she helped transform reading for elementary students
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
The Human Heart Characteristics of Teachers
When we look at the profession of teaching, three bodies of knowledge are necessary:
- Knowledge of the content to be taught
- Knowledge of effective instructional practices
- Knowledge of how students learn
But underlying these essential bodies of knowledge are the characteristics of teachers we must celebrate on this Valentine’s Day. What makes a great teacher? What sets some apart from others? Who lives
on in the memories of their students?
In this webinar, Dr. Anita Archer will explore the characteristics as she reflects on the teachers she has known during the past 56 years of her career. Dr. Archer will share stories of the “greats” and their heart characteristics: passion,
intention, order, tenacity, compassion, and JOY. We’ll also discuss the recent teacher exodus and what teachers need to stay committed to the classroom.
Please join us to celebrate the human hearts of teachers.
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Transforming Reader Identity: Positive Approaches to Literacy for Older Readers
Older readers often have a fixed sense of what reading means (as seen in the work of researcher and author Dr. Peter Johnston), how often reading occurs in their daily lives, and if they like reading at all. As educators, we sometimes have a lot to work against in terms of family dynamics, negative feelings of self as reader, and the sense that “it’s too late.” Even adults who share their stories of striving in reading sometimes carry a sense of negativity about these emotions and experiences. Our goal is to curb that.
This insightful presentation will help teachers and administrators understand it’s never too late, and there are applicable strategies that can address reframing, motivation, and helping all readers see themselves as more than their challenges. Research proves that early intervention is key, and there are concrete ways to help middle and high school students make gains and improve literacy and confidence.
In this presentation, our expert will share:
- How to develop a framework for success
- Ways to take what is known and tackle what is unknown
- New ways to frame literacy
- Why educators must consider both assets and needs students bring with spoken language, social and cultural awareness, writing and composing, and real-life uses for the content we teach
- Why specific, systematic instruction is needed, going from part to whole
- How instructors can refresh skills for older readers as needed and pay attention to the areas of most significant and critical need by taking what students are already familiar with and adding to it (especially important for working with English Learners)
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Math Standards, Research, and the Making of a Curriculum: Evidence-Based Practices from the IES Guide
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!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Reading Fluency: The Key for Comprehension
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
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Building a Reading-Writing Connection in the Classroom
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
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Accurate Math Assessment: Informing Systemwide Support
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!
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
The Power of Prevention: The Critical Need for Assessment
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:
- Become familiar with a prevention-oriented model of reading disability
- Learn practical strategies for preventing reading disabilities
- Understand the critical role of assessment in the prevention of reading disabilities.
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Integrate Literacy, Behavior, and Social Emotional Learning: Strategies for Educators
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 now for the 2022-2023 school year, 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
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Reading Intervention in Middle School: Critical Steps for Success
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?
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Learning is NOT a Spectator Sport:
Increasing Student Engagement
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.
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
The Science of Writing: Accelerate Overall Literacy Development via Writing
Join this fascinating, useful presentation as Dr. Leslie Laud shares the most powerful evidence-based practices for raising literacy outcomes—while emphasizing the role writing can play. As Dr. Laud calls on an abundance of current research, much of it just out in 2020-2021, she will help you understand its impact and how the research sheds new light on what works in explicit, Structured Literacy instruction. This webinar will present the latest evidence-based practices so you can best help your students get caught up following the gaps in instruction they may have experienced during the past year.
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Your Literacy Assessment Toolbox: Effectively and Efficiently Informing Schoolwide Multi-Tiered Systems of Support
Join education and assessment expert Dr. Kelly Powell-Smith of Acadience Learning as she examines the critical issues educators face when making assessment decisions. Which assessments are necessary to support schoolwide Multi-Tiered Systems of Support (MTSS) in the area of literacy, and when should they be used?
Dr. Jean Stockard
Author, quantitative sociologist, and professor emerita, University of Oregon
Jean Stockard is a quantitative sociologist and professor emerita at the University of Oregon, where she taught in the Departments of Sociology and Public Policy and Management. She has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in sociology, and a Ph.D. in sociology. Her research builds on longstanding interests in education, inequality, and human development and focuses on ways in which social structures and social actions influence the mental, social, and physical well-being of individuals. She was the lead researcher of a meta-analysis of more than 500 studies of Direct Instruction (All Students Can Succeed: A Half Century of Research on the Effectiveness of Direct Instruction, Lexington Books, 2020) and has authored eight other books and more than 100 research articles.
Reading Intervention for Middle School English Learners: Changing the Trajectory
For our middle school English Learners, special considerations must be made based on the stages of language acquisition, literacy levels in their native language, and support needed to learn to read and write in English. As an educator, are you doing everything possible to change the trajectory of literacy challenges into success?