Events for February 22, 2025 - February 15, 2022

Are You Ready to Step Up Your Writing Instruction? Adrea Truckenmiller's research interests broadly include adolescent literacy, writing assessment and data-based decision-making for instruction. Her previous funded projects explored the relation between important component skills of literacy and processes for identifying all students' instructional needs. Currently, Truckenmiller is investigating the feedback loop between writing instruction and formative assessment of writing

Are You Ready to Step Up Your Writing Instruction? Adrea Truckenmiller's research interests broadly include adolescent literacy, writing assessment and data-based decision-making for instruction. Her previous funded projects explored the relation between important component skills of literacy and processes for identifying all students' instructional needs. Currently, Truckenmiller is investigating the feedback loop between writing instruction and formative assessment of writing

Are You Ready to Step Up Your Writing Instruction? Adrea Truckenmiller's research interests broadly include adolescent literacy, writing assessment and data-based decision-making for instruction. Her previous funded projects explored the relation between important component skills of literacy and processes for identifying all students' instructional needs. Currently, Truckenmiller is investigating the feedback loop between writing instruction and formative assessment of writing

Are You Ready to Step Up Your Writing Instruction? Adrea Truckenmiller's research interests broadly include adolescent literacy, writing assessment and data-based decision-making for instruction. Her previous funded projects explored the relation between important component skills of literacy and processes for identifying all students' instructional needs. Currently, Truckenmiller is investigating the feedback loop between writing instruction and formative assessment of writing

Are You Ready to Step Up Your Writing Instruction? Adrea Truckenmiller's research interests broadly include adolescent literacy, writing assessment and data-based decision-making for instruction. Her previous funded projects explored the relation between important component skills of literacy and processes for identifying all students' instructional needs. Currently, Truckenmiller is investigating the feedback loop between writing instruction and formative assessment of writing

Dr. Kim St. Martin is the Assistant Director of Michigan’s Multi-Tiered System of Support (MiMTSS) Technical Assistance Center and served on the panel that developed The Reading Intervention Practice Guide for Grades 4-9. Kim collaborates with the National Implementation Research Network (NIRN) in the Bill and Melinda Gates Foundation Effective Implementation Cohort. She has co-authored implementation capacity assessments for districts and Regional Educational Agencies to guide their supporting infrastructures for an MTSS framework.

Mastering basic reading and writing skills is core to healthy human development. When teaching struggling readers, it is tempting to regard challenges with letter production as a secondary issue. This session includes one case study where writing instruction occurs for 5-10 minutes daily. Samples are presented that show the change in writing over the course of 150 lessons. We get into the nuts and bolts of how to do effective, simple handwriting instruction that develops the fundamental skills necessary for later growth in written expression. You will learn several techniques for helping all children develop the accurate and automatic letter production […]

In this presentation, Svetlana shares the key implications of her dissertation findings, a mixed methods survey study exploring the ways in which 624 general k-2 classroom teachers around the nation define, understand, and teach sight word development through an orthographic mapping lens. Three key recurring sight word definitions were identified: Any word recognized instantly (38.5%), a phonetically irregular word(16.8%), and a high-frequency word (HFW) (13.1%), with a third who agreed with at least two or more definitions. A comparative analysis of open-ended responses identified 45 daily “essential” sight word practices, with only about a third aligned to orthographic mapping principles (n […]

During this presentation, Mark Shinn will discuss benchmarking assessment.

Unfortunately, for too many educators-parents and students, Benchmarking happens as a process or procedure with many unanswered or unasked questions, even as basic as “What is the purpose of Benchmarking, and who decided which tests are given and why?” Additionally, it seems like it is becoming “bogged down” and potentially confused.

With more states and schools requiring curriculum aligned to the science of reading. Is

Benchmarking aligned to the science of reading? Is it research-based? Are all the measures included in most of Benchmark testing practices necessary? Additionally, more states are requiring dyslexia screening. Will dyslexia screening be different than current Benchmark testing?

In this webinar, Mark will present his perspective based on his analysis as an early contributor to the development of benchmark assessment using Curriculum-Based Measures (CBM), including early literacy measures for use in the Problem-Solving Model and MTSS from a research and, importantly, school-based practice model.

Lots of Questions, lots of questions, and hopefully fun!