Events for December 14, 2024 - April 18, 2024

Join us for this month's coffee chat on September 14th! Board member, Stefanie Husejnovic, will continue our conversation from last month about multilingual learners. Check out this resource before the coffee chat: https://amplify.com/episode/science-of-reading-the-podcast/special-miniseries/episode-6-curating-a-confident-classroom-for-multilingual-learners-with-arturo-valadez-saenz/

Is your reading assessment system aligned to what you’re learning about the science of reading? Do you ever feel that you have too many tests to give and not enough time to teach? In this session, presented by Andrea Setmeyer, participants will be able to identify the four types of assessment and the specific questions each one can answer in an evidence-aligned assessment system to streamline and build a comprehensive assessment framework. These Experts Explain Series are presented in partnership with the Indiana Department of Education.

Join us for this month's coffee chat on October 12th! Board President, Stefany Bragg, will facilitate a conversation about the podcast episode "The Science of Learning with Amanda VanDerHeyden" from the Reading Road Trip podcast. Check out the podcast before the coffee chat: https://reading-roadtrip.castos.com/episodes/s3-e10

This session, presented by Dr. Heidi Beverine-Curry, is designed for administrators, classroom teachers, special educators, and interventionists that collect normed oral reading fluency (ORF) data (or who are thinking about it!) and want to better understand its usefulness. Learn why ORF data is so important, what it can tell you, what it cannot, and get some tips about making data collection and analysis more efficient. These Experts Explain Series sessions are presented in partnership with the Indiana Department of Education.

Working memory is not a passive observer in the learning process — it is the gatekeeper, the active participant, that determines the extent and quality of our learning. It is a critical element that impacts why the learning process can be more labor-intensive for some students than others. By understanding the limitations of working memory, we can make sense of students' challenges when transitioning from acquisition to fluency, from fluency to generalization, and from generalization to adaptation. This is a critical consideration for educators and instructional designers for guiding the development of instructional strategies and materials that foster learning.