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Our evidence-based programs accelerate literacy learning, develop SEL competencies, and build inclusive classrooms in which all students thrive.
In this webinar, Dr. Nancy Markowitz, Founder and Executive Director of the Center for Reaching & Teaching the Whole Child and Dr. Suzanne Bouffard, Vice President of Publications at Learning Forward discuss their book Teaching with a Social, Emotional, and Cultural Lens. The discussion centers around a distinct framework for integrating the development of key skills needed for academic success and the ability to thrive into daily classroom practices.
What does it mean to accelerate student learning? How does acceleration differ from remediation? In this short webinar, we do a deep dive into the approaches for accelerating all readers’ foundational reading skills through the lens of the SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) K–12 curriculum.
Interested in understanding the significance of Caring School Community‘s status as a CASEL SELect program? This 30-minute webinar unpacks why and how Caring School Community met CASEL's highest-level criteria for quality, evidence-based social and emotional learning programming. We also consider implications for school leaders as they seek to address the SEL needs of students and staff.
In this webinar, we explore models that show the alignment of instructional practices that comprise the Science of Reading. Essential elements include: systematic scope and sequence, differentiated instruction, structured lessons, explicit instructional routines, assessment-driven instruction, and cumulative learning leading to mastery.
Watch keynotes by Zaretta Hammond, Elyse Eidman-Aadahl, and Peter Brunn from the 2021 Collaborative Classroom Summer Institute, “Learning Reimagined: Fostering Agency and Independence.” These distinguished speakers deliver powerful insights: exploring reading as the epicenter of equity, resisting deficit thinking as we accelerate learning, and reconsidering our essential teaching practices.
Why—and how—should educators prioritize social and emotional learning (SEL) during times of change and turbulence? In this webinar, a panel of leaders and educators from Horry County Schools in South Carolina shares the thinking, planning, and actions they took to support teachers and students amid the challenges of the 20–21 school year, using the CASEL SELect Caring School Community program.
How can we set up our students for success in the upper-elementary grades? To thrive amid the increased academic and assessment-related demands in grades 3–6, students must develop as cognitively independent learners. But what does this mean in practice, and how do we get there? In this webinar, we explore these questions through a literacy lens with a panel of experienced upper-elementary educators.
The Winter 2021 SIPPS Symposium explored best practices in high-quality, structured foundational skills instruction through the lens of the SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) curriculum. View recorded sessions from the Symposium to hear from K–12 educators who are implementing SIPPS to swiftly and effectively support students’ mastery of foundational skills.
In this webinar, a distinguished panel of district leaders shares their current challenges, insights, and next steps for the 2020–21 school year. We delve into what has worked and explore bright spots centered around literacy instruction. Finally, we discuss priorities for professional learning and teacher support for the remainder of the school year. The webinar features leaders from Corvallis, OR, Eden Prairie, MN, Burnsville, MN, and Alachua County, FL.
This roundtable discussion explores the importance of texts that act as windows, mirrors, and sliding glass doors, focusing on best practices and practical considerations to help educators reimagine their classroom libraries and lessons. The webinar features district leader Dr. Jane Bean-Folkes, Minnesota State 2020 Teacher of the Year Qorsho Hassan, Jill Eisenberg of Lee & Low Books, and Professor Kenneth Kunz of Monmouth University.
In this one-hour webinar, we discuss best practices for using data to provide responsive instruction and support the decisions we make in lesson selection, routines, and grouping, through the lens of the K–12 foundational skills program SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words).
During this time of remote and hybrid instruction, virtual classroom management and discipline are pressing priorities for many educators. Some schools have adopted the same reward-and-punishment systems that they used during in-person instruction. Others are taking a teaching-and-learning approach to discipline. In this webinar, we hear from teachers and administrators who are implementing a reimagined approach to discipline and share practical ways in which their schools are supporting students.
How can we create virtual writing instruction that supports the development of independence, confidence, and competence in our writers? Which practices are best done synchronously? What practices might be conducted asynchronously? How might we expand the audience for our writers to give them greater purpose and increase authenticity? In this webinar, we explore these questions through the lens of the National Writing Project-supported curriculum Being A Writer and hear from educators including Stephanie Milligan, ELA Coordinator for Howard County Public Schools, MD, and Elyse Eidman-Aadahl, executive director of the National Writing Project.
In this webinar, we introduce Being a Reader in its newly published second edition and explore how this comprehensive K–2 curriculum provides the systematic, explicit foundational skill instruction and the rigorous comprehension work necessary to launch our youngest learners as fluent, confident, and thoughtful readers. Watch the webinar to learn about the program’s integrated reading instruction, instructional equity, and educative features for teacher professional learning.
In this one-hour webinar, Laura Stewart, National Director of The Reading League, and Dr. Holly Lane of the University of Florida Literacy Institute share their insights about the science of reading. Together we explore the importance of explicit and systematic foundational skill instruction, the reasons why all students benefit from it, and the role of teacher education in making the science of reading come to life in every classroom.
This one-hour webinar explores the new and enhanced features of Being a Reader, Second Edition, including comprehensive reading instruction, increased representation in trade book selection, increased support for English Language Learners, simplified materials management, and robust grading support. Learn what’s different, what remains consistent with the first edition of Being a Reader, and how Collaborative Classroom approaches comprehensive reading instruction for our youngest students. If you're currently using the first edition of the program, this is the webinar for you!
This one-hour webinar explores how schools can use the CASEL SELect Caring School Community program to reconnect with students, build community, and support students’ social and emotional needs. In addition we will hear how one SEL Specialist, Rhonda Harris of the Charlotte-Mecklenburg Schools in Charlotte, NC, is using Caring School Community to strengthen social development and build schoolwide community even amid the uncertainty of the 2020–21 school year.
Collaborative Classroom’s Reconnecting and Rebuilding Toolkit is a robust resource that all K–6 educators can use in the vital work of supporting their students, building authentic relationships, and reviving their learning communities as the 2020–21 school year begins. In this one-hour webinar, we unpack the contents of the Toolkit, discuss the pedagogy that informs it, and explore how educators can employ this complimentary resource in their classrooms and schools.
In this webinar, we do a deep dive into the work of accelerating all readers, considering the roles of foundational skills mastery, a safe and supportive learning environment, data collection and assessment, and the settled science of reading instruction through the lens of the SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) program for grades K–12. We also discuss beginning-of-the-year instructional guidance and recommendations for remote learning.
In this webinar, a panel of distinguished district leaders share their best thinking and plans for reopening schools. Topics include: key considerations that are guiding district planning; common challenges that districts face; research-based practices for assessing and addressing learning loss; the interdependence of accelerating learning and addressing students’ trauma; and the role of instructional equity in planning for the year.
With many students affected by the “COVID slide,” our instructional plans must be scalable, differentiated, grounded in the science of reading, and informed by data-driven assessments that place students at their precise points of instructional need. In this webinar, we discuss best practices and considerations for accelerating all readers, through the lens of the research-based Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) K–12 curriculum.
Our students have experienced stress and trauma due to COVID-19. Now, as we prepare for a new school year unlike any other, how can we best address their social-emotional needs? In this webinar, we explore the vital SEL and relationship-building work that must occur in order for our students to feel safe, connected, cared for, and ready to learn, using the CASEL SELect K–8 curriculum Caring School Community as our guide.
All students deserve access to the richness, instructional rigor, and empowerment that are part of student-led book clubs. But too often, only our highest-performing readers get to participate in this type of small-group instruction. In this webinar, join special guest Julie Wright, author of What Are You Grouping For? and Collaborative Classroom, discuss best practices for fostering the independence necessary to give all students access to small-group learning opportunities, through Collaborative Classroom Book Clubs curriculum for grades 3–6.
Is your writing instruction rigorous, with your students actively engaged in the work of making meaning as they write? And what role does social and emotional learning (SEL) play in successful writing instruction? In this webinar, we explore these questions with Principal Samantha Coy of Burgess Elementary School and Corwin author John Antonetti. Learn how these education leaders have partnered to bring thoughtful, student-centered writing instruction to Burgess Elementary through the implementation of the Being a Writer curriculum.