Schooling Today

Student engagement is directly related to student motivation, progress, learning and growth. This does not change when students are learning remotely, it becomes more essential as teaching and learning virtually brings its own set of challenges.

This webinar will provide educators with engagement strategies currently being utilized in virtual environments. A panel of five educators will share ideas on how to engage students in a remote learning environment and how to know if students are engaged.

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High-quality formative tools and strategies help educators gather evidence of student understanding in order to determine if their students are progressing toward mastery of critical skills and standards. This webinar will provide educators with formative assessment strategies currently being utilized in virtual environments. A panel of five educators will share ideas on how to make formative assessment a practice with students in a remote learning environment and how to utilize formative results to alleviate misconceptions, differentiate instruction and accelerate student progress.

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Audience: Educators, Administrators 

Part 1 | Curriculum Alignment

Featured Presenters: Moderator – Lisa Stone; Panelists – Sandy Ledwell & Amy Murphy (AMSTI), Julia Rawlings (Rowan County), Ketsy Fields (Cognia), Soraya Matthews (Fayette County) 

As we move toward resuming school in the fall, educators are concerned about how to address gaps in student learning due to the wide variety of access and participation in remote learning at the end of the 2019-20 school year.  In the first of a three-part series, we examine the importance of vertically aligned curriculum.  A viable curriculum, intentionally aligned to rigorous standards both within and across grade levels, is key to the success of schools identifying gaps in learning and how to address those gaps upon students’ return to school.  Panelists representing state departments of education, districts, and Cognia will share recommendations for facilitating intentional curriculum alignment for the coming school year. 

Part 2 | Formative Assessment

Featured Presenters: Moderator – Jessica Yonker; Panelists –Michelle Zimmerman (Renton), Sandy Ledwell (AMSTI), Julia Rawlings (Rowan County), Ketsy Fields (Cognia), Eric Brooks (Yuma Union)

In this second webinar of a three-part series, we investigate how formative assessment processes can be used to help educators identify students’ knowledge in foundational concepts that will support their success in the coming year.  By identifying priority standards from an aligned curriculum, educators can use just-in-time formative assessment to gauge what students already know, where there are gaps in learning, and how best to design instruction to ensure success.  This panel will provide perspectives from the state department to the school level on the use of effective formative assessment. 

Part 3 | Differentiated Instruction

Featured Presenters: Moderator – Jessica Yonker; Panelists –Julia Rawlings (Rowan County), Sandy Ledwell & Amy Murphy (AMSTI), Amy McVey (Cognia), Marty Mills

With the advent of a new school year responding to unprecedented circumstances, schools are thinking about how to ensure instruction addresses gaps in learning due to COVID.  In this final webinar of the three-part series, we discuss the benefits of differentiated instruction and how it supports accelerated learning versus remediation. Panelists share strategies for using differentiated learning through a lens of acceleration.  

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Ketsy Fields currently works for Cognia as Senior Director, Client Services in Kentucky. She is retired from public education after 31 years of service.  During that time, she worked as an elementary and middle school teacher for 15 years in different counties, serving diverse populations in Eastern and Northern Kentucky.  She also worked as a middle school assistant principal and middle school principal in Clark County (Winchester, KY) before moving to Fayette County, (Lexington, KY) as principal of Yates Elementary School.  She served nine years as principal of Yates Elementary School, turning this high poverty, low achieving school into a high performing model of continuous improvement. With a schoolwide focus on aligning systems and structures, Yates was able to increase proficiency for all students and close achievement gaps.  Upon leaving Yates, Ketsy moved to the Fayette County district office as a Director of School Improvement and Innovation.  She served in that capacity for five years before retiring in 2014.  She holds an undergraduate degree in elementary education from the University of Kentucky, a Master’s Degree in curriculum and instruction from Morehead State University and a Rank I from Eastern Kentucky University in school leadership.

Julia Rawlings is currently the Assistant Superintendent for Rowan County Schools, Morehead, KY.  In this role, her primary responsibility is all facets of curriculum, assessment and instruction for the district. Prior to work with Rowan County Schools, Mrs. Rawlings was an Educational Recovery Director with the Kentucky Department of Education,  central office administrator and science teacher for Fleming County Schools, a rural school district in north eastern Kentucky.  Her duties included Title 1, Limited English Proficiency, Preschool, and Curriculum/Assessment/Instruction.  Mrs. Rawlings has also served as a state science consultant and a high school classroom science teacher.

Dr. Amy Fowler Murphy currently serves as an administrator with the Alabama Math, Science, and Technology Initiative (AMSTI) at the Alabama State Department of Education (ALSDE). Prior to coming to the ALSDE, she served as the secondary science supervisor for Jefferson County Schools and as a science specialist with AMSTI in the University of Montevallo (UM) region. Dr. Murphy also served as a science teacher in both Hoover City Schools and Birmingham City Schools. During her 21 years in education, Dr. Murphy has designed and facilitated professional learning opportunities as well as developed curriculum at the at the local, state, and national level. She is dedicated to research-based, student-centered methods of instruction as a means of creating and nurturing lifelong learners. Dr. Murphy earned her EdD in Curriculum and Instruction from UA, holds Instructional Leadership certification from UM, is a National Board Certified Teacher and Candidate Support Provider, and is on the Alabama ASCD Executive Board. She resides in Alabama with her husband.

Dr. Sandy Ledwell is the Director of the Alabama Math, Science, and Technology Initiative (AMSTI) at the Alabama Department of Education.  She has worked with AMSTI since its planning stages on committees and then as a teacher, a trainer, and as a specialist.  Dr. Ledwell has twenty-five years of experience in education.  She has been a classroom teacher in elementary and middle school, a teacher leader and coach, and a professional development provider.  Her expertise lies in developing curricula, leading three-dimensional science instruction, and incorporating the use of strategic teaching across the curriculum.  Dr. Ledwell also teaches methods courses to preservice teachers at Faulkner University.  Dr. Ledwell has been honored as the Alabama Science Teachers Association’s Outstanding Middle School Science Teacher, a state finalist for the Presidential Award for Excellence in Math and Science Teaching, an Outstanding Alumnus of the Year for the College of Education at the University of Montevallo and has earned early childhood certification with the National Board for Professional Teaching Standards.  She resides in Alabama with her husband and two sons.

Dr. Soraya Matthews was born and raised in one of the most impoverished and segregated towns in the Mississippi Delta. She brings a unique and enriched perspective in her role as an educational leader, especially in the realm of academic equity. She has served in multiple capacities within our educational system including, first and foremost as a parent and teacher; but also as an instructional supervisor, principal, college professor, an online instructional designer and at the Kentucky Department of Education as State Schools Director for Kentucky School for the Deaf and Kentucky School for the Blind.  In her current role, she serves as the secondary Director of Teaching and Learning for Fayette County Public Schools and as a part-time Adjunct Professor in the Masters of Education Teacher Leader program at Georgetown College. Dr. Matthews is most passionate about ensuring a guaranteed and viable curriculum and differentiated instructional design for diverse learners. She considers herself a lifelong learner and believes that education coupled with opportunity are the keys to Freedom for our young learners! 

Michelle Zimmerman, PhD, author of Teaching AI: Exploring New Frontiers for Learning is a Microsoft Innovative Educator Expert, and four time Microsoft MVP for global impact, and in leadership of Microsoft’s first K-12 school in the US to be selected for the Flagship Schools program. She briefed Satya Nadella and her executive team on research in practice in education and on Sway. With 18 years in the classroom (PreK–10), 12 years implementing research into practice, designing Renton Prep, and serving on the University of Washington, College of Education Professional Education Advisory Board, and adjunct, Concordia University, she experiences education through multiple lenses. Her research and student voice are published in Springer’s International Human-Computer Interaction Series, and press such as GeekWire, VentureBeat, and Forbes.

Eric Brooks’ true passion is creating learning environments for adults that are interactive, meaningful, and inspire them to take action. He is fortunate to have had extensive experience in the field of education as a consultant on learning styles for more effective presentations. As a trainer and facilitator for over 20 years, He takes great pride in being able to bring groups together to examine their practices, learn new skills, and eventually see real transformative change. In his previous positions, he has served as both the Director of Professional Learning and the Director of Effective Teachers and Leaders for the Arizona Department of Education instilling more creative and collaborative working environments for schools, LEAs, and internal department staff. He has held the position of Principal/Director of a High School Equivalency Program housed on a university campus just outside of New York City and has served as an Academic Advisor at Montclair State University for pre-service teachers. He currently serves as Chief Academic Officer in the Yuma Union High School District.

Dr. Marty Mills is the Head Principal at Tates Creek High School in Lexington, Kentucky, and he begins his 19th year in education this upcoming school year. His entire career as an educator has been spent with Fayette Co Public Schools at Tates Creek High School where he was an English teacher and Associate Principal before being named Principal 4 years ago. Dr. Mills earned Bachelors’ Degrees in English and Public Relations from the University of Kentucky, a Master’s Degree in English Education from the UK, a Master’s Degree in Instructional Leadership from Eastern Kentucky University, and his Doctorate in Education Administration from Morehead State University.

Audience: Teacher, School Leaders, Instructional Coaches

Featured Presenter(s): Osiris Jolayemi, Director of Product Training, Cognia

This three-part recorded webinar series explores how to integrate effective questioning into virtual and traditional instruction by first, taking a step back and looking at how to create a culture of thinking. Strategies to develop a culture of thinking include questioning, collaboration, and problem-solving. During these webinars, participants will get an introduction to the forces necessary to establish a thriving culture of thinking and build student capacity while using effective questioning in our ever changing educational community. This webinar series will help participants:

1. Identify forces necessary to establish a thinking culture within the virtual classroom learning environment
2. Build student capacity to think deeply and enhance peer collaboration and problem solving
3. Pair active instructional strategies with higher-level questions to enhance remote learning

Osiris Jolayemi, is a Director of Product Training with Cognia. Her current role merges her experiences working in Childhood education and her expertise teaching adults in the corporate world. Her passion for teaching and learning led her to pursue a career in education. She served as classroom teacher for 14 years, teaching Childhood Education(K-6), and High School English. Osiris also enjoyed a successful career in Learning and Development in the corporate world, and served as a Corporate Trainer and Training Consultant. Working in Learning and Development cultivated her skills as an adult educator. She is an active member/volunteer in the Association of Talent and Development (ATD- Greater Atlanta Chapter), and serves as Vice President of Programming. Osiris holds a Bachelor’s Degree in Elementary Education/English and a Master’s Degree in Adult Education and Development. Osiris’ passion for teaching and learning has been a guiding principle throughout her life. She has served on various types Engagement review teams in the United States and Internationally.

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Educators are now faced with a new aspect of their work, that requires them to develop and adopt new practical tools to navigate it effectively. These tools can be learned quickly and the immediate reward is a deeper connection with learners. In this on-demand webinar, you will:

• Learn about practical tools for providing engaging experiences that foster connection in an online environment
• Access to tried and true methods developed by experienced educators over many years
• Gain more confidence with the technology possibilities available

As educators in unprecedented times, we are now faced with the task of building robust, meaningful relationships with learners online, just as we would have in the classroom. Through many years of working virtually with learners and families, SelfDesign educators have found ways to connect that are heart-centered, engaging, co-inspirational, and fun. The SelfDesign team will share the inspirations, practical tools, and techniques developed to engage meaningfully about learning through conversation, collaboration, and co-creation with learners in an online environment.

Since 1983 the SelfDesign® Learning Foundation has become a global leader in the development of programs and initiatives that foster personalized and lifelong learning.  Currently, the Foundation operates two main programs:

• Kindergarten to Grade 12 school
• HomeLearners’ Network, a homeschool program

The SelfDesign Learning Foundation supports learners of all ages and abilities in authoring their own lives and designing their own learning.

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Audience: Educators, Administrators 

Featured Presenter(s): Dr. Mark Quintana, VP Cognia; Dr. Lisa Stone, SVP Cognia; Gary Tipsord, Superintendent LeRoy School District; Dr. Lisa Stone, SVP Cognia; Amada Peterson, Director ND Department of Public Schools; Cindy Henry, School Improvement Administrator

As an educator, you face new challenges for the 2020–21 school year. Among them is determining students’ readiness without the usual summative assessment data. In order to make instructional decisions in the uncertain context of COVID-19, you need new ideas.

During this on-demand webinar, learn from the Superintendent of LeRoy School District (IL) how educators in his school will continue to use interim assessment data to inform their decisions.

Hear from leaders of the North Dakota Department of Public Instruction and the Hawai’i Department of Education about their plans to implement a customizable system for remote professional development and instructional coaching to assure educator professional needs are met, regardless of the status of COVID-19.

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Challenges and Hope for the Future

Participants:
• Dr. Fiona Hinds, Cognia Senior Vice President Client Services – Moderator
• Dr. Morcease Beasley, Superintendent of Clayton County Schools, GA
• Dr. Donald E. Fennoy II, Superintendent, The School District of Palm Beach County, FL
• Dr. Debra Robinson, M.D., School Board Member, Palm Beach County, FL
• Fatme Faraj, Executive Director of Student Achievement, Dearborn Public Schools, MI

This panel explored current challenges that impact equity and effective district strategies that improve support for students within an equitable (equity, diversity & inclusion) environment during the current climate of social justice consciousness and beyond.

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Dr. Donald E. Fennoy II is the 26th Superintendent of the A-rated, School District of Palm Beach County. The District is the 10th largest district in the country with a student enrollment of more than 193,000 students, with a 91.6% graduation rate. The District is the largest employer in Palm Beach County with nearly 23,000 employees and an annual budget of $3.5 billion. Prior to his appointment as Superintendent of Schools, Dr. Fennoy served as the District’s Chief Operating Officer from May 2016 to March 2018. He is credited with significantly improving operational efficiencies across the nine departments within his division.

Debra L. Robinson was raised in Flint, Michigan, home of the community school concept. She graduated from Flint Central High School in 1974 and Michigan State University in 1977, with a Bachelor of Science degree in Biology with honors. Additionally, she is a proud graduate of Howard University College of Medicine, Class of 1981.  Early in 2000, Palm Beach County residents formed “A Better County” Political Action Committee (PAC) to work for single-member districts for the election of School Board members. Dr. Robinson served as Vice-Treasurer of the organization. The constituents of District 1 called for Dr. Robinson’s candidacy for the District 1 seat and in September 2000, Dr. Robinson defeated the incumbent with over 70% of the district’s vote. Dr. Robinson is now the School Board member for District 7 and was re-elected in 2002, 2006, 2010, 2014, and 2018 and continues to proudly serve the children of Palm Beach County.

Dr. Morcease J. Beasley currently serves as Superintendent of Clayton County Public Schools (CCPS). Prior to being elected Superintendent, he served as CCPS Chief School Improvement Officer. Dr. Beasley has over 20 years of dedicated service toward instructional practices and has held numerous leadership positions in public education. He is known as an innovative leader with an exceptional ability to transform both large urban and suburban school districts. A recipient of notable accolades and multiple recognitions by numerous organizations, he holds a Bachelor of Science degree in Mathematics from the University of Montevallo, a Master of Science degree in Mathematics Education from Samford University, and an Educational Specialist and a Doctorate degree in Education with an emphasis on Educational Leadership from Samford University. Dr. Beasley has also completed Harvard University’s Public Educational Leadership Program.

Rose Aldubaily was born and raised in Dearborn, Michigan. She attended Dearborn schools from Kindergarten to high school graduation and established her career there.  Since her start in the district in 1998, Rose Aldubaily has been an active member of the school improvement process. She also continued to serve her community through many avenues including serving on multiple committees at the local, state level and national level: Chairperson of School Improvement Process (SIP), District Assessment, Continuing Process Improvement (CPI) Team Leader, Michigan Department of Eduction’s EL Advisory, and the American Council on the Teaching of Foreign Languages (ACTFL) Special Interest Group (SIG) for Arabic.

Audience: Parents and Teachers

Featured Presenter(s): Rachael Havey, Professional Learning Director and Parent Cognia, Chad Musselwhite, Assistant Principal and Parent, Edgewood High School – Ellettsville, IN, and Beth Tharp, Teacher and Parent, Avon Middle School South – Bainbridge, IN

Community support is essential in this time of uncertainty. It is especially important to let parents know they are not alone in helping their children navigate their home learning during this time. This webinar will provide parents with tips and supports for managing the new reality of parenting, teaching, and working from home. A panel will share ideas being utilized in their home districts and schools, discuss best practices for balancing the workload, give tips for support, and answer questions from parents.

Rachael Havey is located in Indianapolis, IN and currently serves as a Professional Learning Director for Cognia. In this role, Rachael supports institutions in building the capacity of school leaders, instructional staff, and learners through professional development services and coaching. Prior to coming to Cognia in July of 2017, Rachael worked with the Indiana Department of Education as a specialist for school improvement with the State Board of Education intervention schools, where she also managed federal funds and programs for school improvement grants, and worked with diagnostic assessments. Rachael has taught literature and language arts at the middle school level, was a building literacy coach, team leader, department chair, and part of the school improvement team. Rachael holds an undergraduate degree from Indiana University Bloomington and graduate degree from the University of Indianapolis; she has a K-12 teaching and building level administrator license. Currently, Rachael and her husband are supporting a third grader and preschooler with their home learning.

Chad Musselwhite is located in Ellettsville, IN and currently serves as the Assistant Principal at Edgewood High School.  Some of Chad’s duties include working on curriculum development, student discipline, teacher evaluation and day to day school improvement items. Prior to becoming the Assistant Principal, Chad was a math teacher and department chair at Edgewood High School for the previous 17 years.  Chad holds an undergraduate degree from Indiana State University and a Master’s degree from Indiana Wesleyan University; he also has a K-12 Administration license. Currently, Chad and his wife are supporting a third and first grader with their home learning while also teaching and working as an administrator for their respective schools. 

Beth Tharp is located in Bainbridge, IN. She currently teaches math and Pre-Algebra and is a team lead at Avon Middle School South. Beth previously taught at Avon Intermediate School East, as well as Bartholomew Consolidated School Corporation. She has also been a camp and program director for Indiana University Purdue University Indianapolis. Beth graduated from Indiana University in 2008 with a degree in elementary education and Ball State University in 2012 with a master’s degree in Educational Leadership; she has a K-12 building level administrator license. Currently, Beth and her husband are supporting a kindergartner with home learning while also teaching and working as an administrator for their respective schools and districts. 

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Featured Presenter(s): Rachel Havey: Moderator , Professional Learning Director, Cognia, Katie Hall, former teacher, military family with 4 kids, elementary-high school, Shelly Pugel, elementary teacher – super engaging with her students in person and virtually, Carly Burdock, Senior Content Specialist at Cognia, Jim Hardman, Director of Curriculum, Crown Point Community School Corporation

Community support continues to be essential in this time of uncertainty. It is especially important to let parents know they are not alone in supporting their children with activities at home during the summer months. This webinar will provide parents with tips and support for managing working from home with occupying students who are at home without camps and other activities for the summer. A panel will share ideas being utilized in their home districts and schools, discuss best practices for balancing the workload, give tips for support, and answer questions.

Rachel Havey is located in Indianapolis, IN and currently serves as an Improvement Services Director for Cognia. In this role, Rachael supports institutions in building the capacity of school leaders, instructional staff, and learners through professional learning services and coaching. Prior to coming to Cognia in July of 2017, Rachael worked with the Indiana Department of Education as a specialist for school improvement with the State Board of Education intervention schools, where she also managed federal funds and programs for school improvement grants, and worked with diagnostic assessments. Rachael has taught literature and language arts at the middle school level, was a building literacy coach, team leader, department chair, and part of the school improvement team. Rachael holds an undergraduate degree from Indiana University Bloomington and graduate degree from the University of Indianapolis; she has a K-12 teaching and building level administrator license.

Katie Hall is a military spouse and mom to four children currently located in Yorktown, VA.  Katie is from Michigan. She holds an undergraduate degree from Calvin College and a Master’s degree in Education from Grand Valley State University.  She has seven years teaching experience at the secondary level and four years at the college level.  Additionally, she has three years of experience as a long term substitute teacher in grades K-12.  She has taught in Michigan, Texas, and Hawaii.  Katie is an active volunteer in local schools, community groups, and military spouse organizations.  She recently served as a board chairperson for a non-profit organization responsible for granting $75,000 in college scholarships to military dependents. She is currently preparing her family for their 10th move in 16 years with the United States Air Force. During that time she has lived in Texas, Oklahoma, South Carolina, Washington, Ohio, Alabama, Washington DC, Hawaii, Virginia and will relocate to Illinois in June 2020. She is an independent business owner and works from home while simultaneously supporting her children and husband with their home learning in grades 3, 4, 7, 8 and post-graduate respectively. 

Shelly Pugel is a teacher located in Lexington, Kentucky. She has been an educator for 12 years and teaches at Veterans Park Elementary in Fayette County. Shelly received her undergraduate degree in Elementary Education from Asbury University and earned her Master of Arts in Teacher Leadership from Asbury University as well. She is a National Board certified teacher in K-8 Literacy. Prior to current NTI realities, Shelly earned her Google Educator Certification, Level 1 and 2 to continue to support her use of technology as a teaching tool in the classroom. (This skill set has proved to be very timely!) At her school, Shelly has served as a teacher mentor, a member of their site-based decision making council, a grade level chair, and a member of several school improvement committees. She strongly believes in the power of relationships with students and is inspired to create a meaningful classroom community between peers and adults. Currently, Shelly is wrapping up the NTI school year teaching from home while she and her husband, Dustin, are helping their incoming Kindergartner manage his learning as well as keeping up with the needs of their 9-month-old.

Carly Burdock is the Senior Specialist for Content Development for the Innovation Lab Division in Alpharetta, Georgia. In that position, she manages and creates content that educational institutions use for their continuous improvement purposes. Additionally, she works collaboratively with other experts internally and externally to develop strategic products and solutions. Ms. Burdock has experience as a classroom teacher, teacher leader and curriculum specialist in elementary education. She began her career in early childhood education and then served several years at the elementary level. She also developed and taught, Strategic Thinking and Reasoning (STAR) Lab, a class that puts elementary students at the center of critical thinking and creative problem solving. Carly Burdock holds a master’s degree in education with a focus in gifted education and certification in school leadership and administration.

Jim Hardman serves as Director of Curriculum and Instruction for the 8,750 students attending the Crown Point Community School Corporation in Crown Point, Indiana. Prior to his service in the position, professional experiences include teacher of secondary mathematics, Assistant Principal, and Principal. He has served on several Cognia Engagement Reviews and leads the continuous improvement process for his home school corporation.

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Audience: State Departments, Ministries of Education, District/System leaders, Teachers/Staff

Featured Presenter(s): Dang Phan, Senior Director Digital Learning, Cognia

Cognia’s Digital Learning Services team will share our knowledge of digital schools and the best practices that make them effective. This webinar is provided as a resource to educational communities that are transitioning instruction to a digital environment due to school closures.

Dang Phan is currently the senior director of digital learning services for Cognia. Over the past nineteen years, he has had numerous experiences working within the public school system, including high school and higher education, and the private sector. He has served as a classroom teacher, department chair, administrator, adjunct faculty, senior instructional specialist, senior program coordinator, curriculum manager, and director of curriculum support services.  Mr. Phan is a graduate of Arizona State University and Grand Canyon University and has an undergraduate degree in mathematics education and a graduate degree in education administration. 

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Audience: District/System leaders; School leaders

Featured Presenter(s): Nicole Reeves, Improvement Services Director, Cognia

The purpose of this webinar is to provide schools with information on effectively using surveys as a tool to gain valuable, timely information and insight into the experiences, perceptions, and concerns of stakeholder groups during this time. During the webinar, school leaders will learn how to create a solution team to gather stakeholder input and how to create meaningful questions for each stakeholder group in order to have robust, useful data from which to make informed decisions. Although this session focuses on guidance in the context of public K-12 education in the U.S., similar considerations and implications for survey use can be adapted for all schools as needed.

Nicole Reeves serves as Director Improvement Services for Cognia. A doctoral candidate, Nicole assists institutions in all areas of professional learning and school improvement. An experienced trainer, presenter, and facilitator, Nicole has presented at several local, regional, and national conferences including those hosted by AdvancED, Cognia, LAP, SACS/CASI, A+PEL, and NCEA and has trained and facilitated a number of active work sessions for teachers, administrators, and board level personnel at all levels. Nicole is a certified national trainer for Time To Teach and has vast educational experiences in schools spanning 24 years including teaching special needs students, 6th grade, and 1st grade before becoming curriculum coordinator/librarian, assistant principal, and principal. To date, Nicole has 29 years of experience in education.

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As parents are returning to work or settling in to their new work from home environment, the challenges with managing virtual learning for their children takes focus. Many extended family members such as grandparents, aunts, uncles, and friends are supporting learners with their virtual learning. Indeed it takes a village. Through a panel discussion, this webinar will provide a time for extended family members and school leaders to:

• Share how they are supporting virtual learning
• Provide tips on how to best support learning
• Discuss potential resources available to assist learners (technology; supplemental learning; engagement)

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Using student artifacts to monitor learning

All parents and families are familiar with test requirements at school–it seems like our children are frequently taking or preparing to take an academic test. But how do we gain a better understanding of what our children know in a home setting? With millions of students participating in remote learning as they return to school, it can be difficult to know if our children are staying on track. Join Cognia for this session focusing on tips and strategies to monitor learning at home without adding another “test” to the agenda.

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Learn from Stanford University Professor Dr. Arnetha Ball and Superintendent of Schools at Middle Public Schools, Michael Conner, on how they have implemented a research-based strategy, the Model of Generativity, to realize a positive impact on teaching and learning through a unique platform for virtual coaching and PD. Under this model, teachers become pedagogical problem solvers, willing to take risks to create student-centered and engaging classrooms.

Also joining the discussion, we are fortunate to hear from Jason Green, co-author of the bestselling book “Blended Learning in Action,” and LINCspring Manager of School Partnerships, and Cognia Senior Vice President Improvement Services, Lisa Stone, as they discuss best practices from the field in remote and digital learning.

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Featured Presenter(s): Monica Daniels, Associate Research Analyst, Cognia

The purpose of this webinar is to connect state, region, district, and school leaders with information and resources relating to education policy guidance under COVID-19. This session will focus on four primary areas of education policy: assessment, accountability, school improvement, and equitable access to learning.

During this session, we will unpack how education agencies (local, state, and federal) have responded to the challenges of COVID-19, as well as areas of high priority as we look forward. Although this session will pull from guidance and responses primarily seen in the context of public K-12 education in the U.S., similar considerations and implications are appropriate for all schools.

Monica Daniels, M.S. is a former teacher, district consultant, and state department of education official. She is currently an Associate Research Analyst at Cognia, specializing in policy and effectiveness. Monica has held various roles in K-12 and higher education for the last decade, teaching students grades 3-11 and postsecondary, culminating in leading the accountability department of the Oklahoma State Department of Education (OSDE). As Executive Director of Accountability, she led OSDE’s transition to a new accountability system under the Every Student Succeeds Act (ESSA), through approval from the federal government, education and communication to local stakeholders, and implementation of complex data collection and analysis. Monica holds an undergraduate degree in Mathematics from the University of Colorado and a graduate degree in Applied Mathematical Sciences from the University of West Florida. 

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Session 1

Panelists:
Gary Tipsord- CUSD Superintendent, LeRoy, IL
Scott Hawkins, Woodford County PS Superintendent, Versailles, KY
Sherry Hage, CEO of Noble Education Initiative
Dr. Lee Childress, Corinth SD Superintendent, Corinth, MS

Moderator:
Cognia Professional Learning Director, Dr. Barbara-Jane Paris

Session 2

Panelists:
Dr. Jeff Langham, Chief of Staff, Alabama State Department of Education
Dr. John Skretta – Educational Service Unit 6 Administrator, Milford, NE
Beth Slette, West Fargo PS Superintendent, West Fargo, ND
Dr. Tyler Hansford, Union PS District Superintendent, Union, MS

Moderator:
Cognia Sr. VP Improvement Services, Lisa Stone

As so many have observed, the Coronavirus pandemic has presented challenges—and opportunities. School superintendents across the country are among those displaying remarkable resourcefulness and dedication in the face of the challenges. We’re privileged to offer an opportunity for several of these education leaders to share their insights on reimagining education and preparing for re-entry into school in the 2020–2021 school year.

To give voice to a range of input, Cognia moderated and recorded two panel discussions. Participants include a state superintendent, several district superintendents, and the leader of an educational innovation organization. The discussions were moderated by Barbara-Jane Paris, Ph.D., Director, Professional Learning at Cognia and Lisa Stone, Ed.D., Senior Vice President of Improvement Services for Cognia.

Tune in to one or both recordings to hear how these leaders supported their teams remotely during the last few months of the school year, and what they are doing now to reimagine education in the coming school year.

Dr. Barbara-Jane Paris has been a teacher, principal, and director at every level of education from birth to college. As president of both the National Association of Secondary School Principals and the Texas Association, Dr. Paris has facilitated educator learning in more than forty states and multiple countries. Throughout her career, Dr. Paris has been a contributor to all tenets of the educational landscape as a writer, speaker, accreditation evaluator, instructional leader, and board member of numerous organizations.

Lisa Stone has served as a teacher, elementary principal, Director of Student Achievement and Elementary Area Superintendent for Fayette County Public Schools, Education Leader for the Kentucky Association of School Councils, and Director of School Improvement for Montgomery County Schools, all in Kentucky.

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Featured Presenter(s): Maureen Johnson, Manager of Content Development in the Content Acquisition Group at Cognia and Jessica Yonker, Improvement Specialist at Cognia

Formative assessment is a critical part of assessing student learning in real time. This process has become even more important as teachers shift to remote learning and have fewer clues as to how well students are comprehending and applying information presented.  Cognia’s formative assessments, located in our improvement platform, provide a variety of formative tools to help educators determine if their students are progressing. This webinar:

• Defines formative assessment within a balanced assessment system
• Illustrates the formative assessment cycle
• Describes the formative library tools available in ELA, Math, and Science
• Provides examples of how the formative tools can be used in both virtual and in person learning environments

Maureen Johnson currently serves as the Manager of Content Development in the Content Acquisition Group at Cognia, Inc. She holds a Doctor of Education in Educational Leadership with a specialization in curriculum and instruction. Maureen served as a classroom teacher in grades K-12 in public and private school settings. She possesses a wealth of knowledge, skills, and experience related to curriculum and instruction and providing support for students learning in virtual environments. Maureen has more than 15 years’ experience in educational assessment. Maureen worked closely with students, teachers, department of education officials, and government officials from large and small school districts on custom contracts. In her current position with Cognia, Inc. , she oversees Formative assessments and analyzes data related to student performance.

Jessica Yonker is an improvement specialist at Cognia. She taught science for six years, instructing all secondary science preps and high school grade levels. During this time she also developed middle school and high school science curricula, constructed high school science assessments, and coordinated her school’s science benchmarks. After leaving the classroom she worked in assessment development at the district, state, and national levels on elementary, middle, high school, and post graduate certification exams.  Among her current responsibilities are coordinating and presenting workshops that focus on school improvement, reviewing existing assessments for clients, and developing custom assessment tools for districts throughout the United States.

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Watch a demonstration of the LINCspring^® platform, LINC’s virtual coaching and professional learning system, and receive an access code to begin your FREE 14-day trial!

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Our instructional and curricular decisions are only as reliable as the assessment data we use to inform those decisions. With the current cultural and health events impacting education today, there has never been a more important time to ensure assessments are free of bias and sensitivity, provide valid and actionable data to identify student gaps in learning and, in turn, are equitable for all students. Please join us as we discuss these topics with a panel of experienced educators from across the country.

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Have you heard the phrase “Data rich, information poor”? In today’s fast-paced world, we are inundated with data, but we aren’t always sure how to turn that data into useful information. In this webinar, we will identify some of the purposes for which data are used and look at examples of how data can be used by students, families, educators, and communities. We will also look at some common pitfalls in interpreting data, so you know what to look for in other people’s data stories and avoid pitfalls as you tell your own data stories.

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Audience: Students, Educators, Parents

Featured Panelists:  The panel consists of high school students from the United States, South America, Europe, and the Middle East.

The upheaval and anxiety caused by the pandemic has impacted students’ lives more than we can imagine. With approximately nine out of ten students worldwide out of school because of the Coronavirus, it is more important than ever to focus on the learners. This webinar gives us, the adults, an opportunity to hear firsthand from high school students about how their lives have changed—how they feel about learning from home, missing school events, and being separated from their friends.

Join this webinar and hear the voices of eight students from around the world who are unknown to each other but who may share similar experiences and emotions.

This panel, moderated by Cognia’s CEO and President, Dr. Mark Elgart, is the first-ever live global student panel offered by Cognia™. Be part of this experience to learn what it is like to be a high school student during this time when their school experience—perhaps their senior year—has been forever changed.

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Entering Kindergarten, becoming a middle schooler, getting to the first day of high school: these can all be exciting milestones for students. However, transitioning to a new school can also be a traumatic experience for students at any time, and especially during these uncertain times. In this webinar, we will discuss some ideas from schools and experts about how to dispel the fears and anxieties of students and parents that are entering a brand new school environment this year.

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Discovery Education’s Director of Professional Development Andrew Tidswell will present a lively and engaging session on teaching computational thinking in remote learning settings. He will pose and answer questions such as:

• Why is computational thinking important? Has it become a new literacy
• What is computational thinking?
• What are the four pillars of computational thinking
  • Decomposition
  • Abstraction
  • Pattern Recognition
  • Algorithms
• How can computational thinking be developed offline?

As many parents can attest, home is not school. Andrew will show how we can help children learn at home, without trying to replicate our children’s institutions. He’ll give tips and ideas on making learning fun through coding and the associated computational thinking skills, by tapping into students’ playful curiosity and imagination and understanding how children learn.

Andrew will also talk about logic and the “computational thinking cycle” and will show how you can encourage these skills offline. He will share simple practical examples for each of the four pillars and address:

• How does this move online? Algorithm + Code = App
• Intro to Discovery Education Coding — structured to support creativity
• Building sample apps using the “Event, Object, Action” process
• Debugging: a practical example of an essential skill

Session participants will gain access to Discovery Education’s downloadable guide, “Offline Computational Thinking,” and also have free access to Discovery Education’s newly launched Coding resources for three months.

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We all understand the importance of teaching life skills, but what does that look like in a socially distanced classroom and remote learning environment? This webinar will:

• Explore strategies for teaching life skills during a pandemic
• Review free resources and how to access them
• Share case examples of how to modify lessons and activities to meet students’ unprecedented needs

Participant takeaways include

• Access to free resources for teaching life skills
• Strategies for creating community even when students are distanced from their peers and educators
• Modifications to adhere lessons and activities to public health recommendations

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Audience: All; Educators, Administrators & Parents

Featured Presenter(s): Jessica Yonker, Improvement Specialist at Cognia

Progress monitoring and the feedback it provides are key components of an effective learning environment. Setting learning targets, monitoring learning and engagement, providing accurate and timely feedback, and assessing student progress are all actions that positively affect student achievement. The sudden shift from in-person to virtual learning has required educators to modify many of their instructional practices and norms, including their progress monitoring system.  In this webinar, participants will:

• Review the purpose of progress monitoring
• Examine the role of progress monitoring in an effective learning environment
• Discuss methods of progress monitoring in both in-person and virtual classrooms
• Explore examples of tools and activities that can be used in virtual progress monitoring

Jessica Yonker is an improvement specialist at Cognia. She taught science for six years, instructing all secondary science preps and high school grade levels. During this time she also developed middle school and high school science curricula, constructed high school science assessments, and coordinated her school’s science benchmarks. After leaving the classroom she worked in assessment development at the district, state, and national levels on elementary, middle, high school, and post graduate certification exams.  Among her current responsibilities are coordinating and presenting workshops that focus on school improvement, reviewing existing assessments for clients, and developing custom assessment tools for districts throughout the United States.

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Meaningful assessment is one of the enduring challenges facing our communities as we return to schooling in remote and virtual contexts. One strategy for supporting equitable access to learning is the use of student-created models for formative assessment. Join Scott Davidson, Cognia Senior Director of Certification, to examine processes for facilitating and using student-created models to gauge understanding. Learn about free resources from the STEM disciplines to support these processes.

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