While educators are optimistic that this year students will finally catch up on the learning they missed out on during the pandemic, student testing data suggest the outlook is a little more mixed. Implementing strategies like accelerated learning or high-dosage tutoring can be challenging and most school districts are still struggling to master them. This virtual forum will highlight recent reporting on some of the schools and districts that have figured it out.
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Agenda
2:00pm ET
Welcome & Introduction
We’ll review key takeaways from recent reporting on learning recovery.
Debra Viadero was an assistant managing editor for Education Week.
2:10pm ET
Interactive Session: Undone Learning: Where We Are Now
Staff writer Caitlyn Peetz shares results from a recent EdWeek Research Center survey on educators’ thoughts on learning recovery and takes the pulse of session participants.
Caitlynn Peetz is a reporter for Education Week who covers school district leadership and management.
2:20pm ET
Industry Perspective: Six Essential Questions to Ask This Year About Learning Recovery in Your District
Sponsor content provided by Panorama Education
Post-pandemic recovery is slow but there are promising signs that the 2023-2024 school year could be the year districts transition from learning recovery to learning acceleration. But to seize this opportunity, we must be reflective and mindful of the challenges that can impede our progress. Led by 2020 Massachusetts Teacher of the Year, Takeru “TK” Nagayoshi, this session examines six essential questions that can help foster, maintain and accelerate learning recovery in your district.
Post-pandemic recovery is slow but there are promising signs that the 2023-2024 school year could be the year districts transition from learning recovery to learning acceleration. But to seize this opportunity, we must be reflective and mindful of the challenges that can impede our progress. Led by 2020 Massachusetts Teacher of the Year, Takeru “TK” Nagayoshi, this session examines six essential questions that can help foster, maintain and accelerate learning recovery in your district.
Takeru “TK” Nagayoshi is the 2020 Massachusetts Teacher of the Year, Professional Learning Director for Community Events at Panorama Education, and a former high school AP English and research teacher in New Bedford, Mass.
2:30pm ET
Panel discussion: On-the-Ground Strategies for Accelerating Learning
Teachers and administrators from several districts share what’s working in their efforts to help students recover missed learning, while staying on grade level.
Sarah Schwartz is a reporter for Education Week who covers curriculum and instruction.
Amy Pasquarello
Assistant Superintendent of Teaching & Learning,
Gloucester Public Schools, MA
Amy Pasquarello is the Assistant Superintendent of Teaching & Learning for Gloucester Public Schools in Massachusetts. Prior to becoming the Assistant Superintendent, she served as an elementary school principal for over seven years, also in Gloucester. Throughout her career she has experience as an adjunct professor, integrated media specialist, and classroom teacher in Massachusetts, Virginia, and Connecticut.
Carly Pumphrey
Supervisor of ELA and Social Studies,
Washington County, MD
Carly Pumphrey, Supervisor of ELA and Social Studies in Washington County, MD, has 26 years of educational experience. She earned her bachelor’s degree from Geneva College and master’s degree in administration and supervision from Liberty University. Carly loves learning with and from educators to improve literacy instruction so that all students become confident and successful readers and writers!
3:15pm ET
Industry Perspective: Science of Reading + Professional Learning = Recovery and Acceleration
Sponsor content provided by Lexia
We know that 95% of students can learn to read when provided instruction based on the science of reading. However, if you look at the most recent NAEP scores, you’ll see a huge gap between what’s possible and reality. Join Dr. Erin Hamilton to unpack the statistics, understand the pivotal role professional learning plays in literacy acceleration, and ask any questions you might have about science-based reading instruction.
We know that 95% of students can learn to read when provided instruction based on the science of reading. However, if you look at the most recent NAEP scores, you’ll see a huge gap between what’s possible and reality. Join Dr. Erin Hamilton to unpack the statistics, understand the pivotal role professional learning plays in literacy acceleration, and ask any questions you might have about science-based reading instruction.
Erin Hamilton
National Strategy Team,
Lexia
With a career spanning over two decades, Dr. Erin Hamilton is a distinguished educator who is leaving a lasting mark in the field. Her expertise shone during her tenure as a Literacy Consultant at Pennsylvania Intermediate Unit 17. Presently, she plays a pivotal role in Lexia’s National Strategy Team, where her primary mission is to empower educators and leaders to excel in times of change. Dr. Hamilton earned her Doctorate in Educational Leadership from Immaculata University, with her dissertation centered on the self-efficacy of elementary principals in foundational literacy leadership. Her influence extends to various Eastern Region states, positively shaping educational practices, while she resides in Saint Augustine, FL, with her beloved family.
3:25pm ET
Q&A: Cost-Effective Tutoring: What Schools Need to Know
A national expert on high-dosage shares some cost-effective ways schools can provide high-dosage tutoring.
Sarah D. Sparks covers the teaching profession and pedagogy for Education Week.
Nancy Waymack
Director of Research Partnerships and Policy for the National Student Support Accelerator,
Stanford University
Nancy Waymack is the Director of Research Partnerships and Policy for the National Student Support Accelerator at Stanford University. Most recently she has served as a senior program officer at the Bill & Melinda Gates Foundation and an education policy consultant. Prior to joining the Gates Foundation, Nancy was the Managing Director of District Policy at the National Council on Teacher Quality. Nancy spent a decade at the San Francisco Unified School District, where she served as the Executive Director for Policy and Operations.
3:55pm ET
Industry Perspective: Insights from Educators: Making In-school, High-Impact Tutoring Work
Sponsor content provided by Saga Education
Tutoring programs have become a leading strategy to address COVID-19 learning loss, but not all tutoring is created equal. In this session, we will explore the essential elements of high-impact tutoring and demonstrate why its integration into the regular school day is paramount for learning recovery. Rigorous research shows High-impact Tutoring by Saga Education™ works—not only to raise math scores—but to foster the confidence and sense of belonging that underpin all academic success. Seasoned educators who successfully implemented tutoring into the regular school day will share their experiences, insights, and best practices.
Tutoring programs have become a leading strategy to address COVID-19 learning loss, but not all tutoring is created equal. In this session, we will explore the essential elements of high-impact tutoring and demonstrate why its integration into the regular school day is paramount for learning recovery. Rigorous research shows High-impact Tutoring by Saga Education™ works—not only to raise math scores—but to foster the confidence and sense of belonging that underpin all academic success. Seasoned educators who successfully implemented tutoring into the regular school day will share their experiences, insights, and best practices.
Alan Safran
CEO,
SAGA Education
Alan Safran is the Co-Founder, CEO, and Chair of the Board of Saga. He has had a 30-year career in public education at the state and local levels. He served nine years at the Massachusetts Department of Education, including a period as the state’s Deputy Commissioner of Education for Policy and Administration.
He led the Match Charter Public School network in Boston for 9 years, where he was the co-designer of the school’s high dosage tutoring program, the first such model in the country (and helped coin the phrase “high dosage tutoring.”). He and AJ Gutierrez then incubated the dissemination of high-dosage tutoring out of the Match School base to Lawrence, MA, Stamford, CT, and Chicago, IL, and then, in 2014, founded the edtech nonprofit Saga. Alan has a law degree from George Washington University a bachelor’s degree from Princeton, and he and his wife split their time between Boston, MA, and Washington, DC. They have three grown children in DC, NY, and LA, and a mid-size, middle-aged black labrador, Colbie.
He led the Match Charter Public School network in Boston for 9 years, where he was the co-designer of the school’s high dosage tutoring program, the first such model in the country (and helped coin the phrase “high dosage tutoring.”). He and AJ Gutierrez then incubated the dissemination of high-dosage tutoring out of the Match School base to Lawrence, MA, Stamford, CT, and Chicago, IL, and then, in 2014, founded the edtech nonprofit Saga. Alan has a law degree from George Washington University a bachelor’s degree from Princeton, and he and his wife split their time between Boston, MA, and Washington, DC. They have three grown children in DC, NY, and LA, and a mid-size, middle-aged black labrador, Colbie.
Joash Chung
Manager, Tutoring Services,
Fairfax County Public Schools
Joash Chung is the program manager for tutoring services in Fairfax County Public Schools. Joash is a former history teacher, assistant principal, and director of student services, and has spent most of his career serving Title I school communities. He holds B.S. and M.A.T degrees from James Madison University, an Ed.S. degree from the University of Virginia, and is currently an Ed.D. candidate at the University of Virginia. Apart from work, study, and time with family, Joash is a car and motorcycle enthusiast who is always looking forward to the next day at the track.
4:05pm ET
Interactive Session: What Else Works for Learning Recovery?
An open forum designed to solicit ideas and good practices from participants.
Caitlynn Peetz is a reporter for Education Week who covers school district leadership and management.
4:15pm ET
Industry Perspective: Accelerating Learning Recovery through Assessments
Sponsor content provided by The Achievement Network
Studies show that complex reporting formats make it difficult for educators to understand assessment results, leading to challenges in translating data into actionable insights. Examine how instructional assessments give teachers the insights they need to activate student feedback to accelerate learning.
Studies show that complex reporting formats make it difficult for educators to understand assessment results, leading to challenges in translating data into actionable insights. Examine how instructional assessments give teachers the insights they need to activate student feedback to accelerate learning.
Osarugue “Michelle” Odemwingie
CEO,
Achievement Network (ANet)
Michelle leads Achievement Network in its pursuit to equip, empower and accelerate learning for schools. She pioneered “ANet’s Breakthrough Results Fund’’ across five districts, fostering equitable instruction and collaborating closely with school leaders to get results. Prior to ANet, she spearheaded the ThinkMath team, supporting educators in math intervention, and supported new teachers through TNTP and Teach for America.
4:25pm ET
Closing Thoughts
Hear the big takeaways from the Forum.
Debra Viadero was an assistant managing editor for Education Week.
