Knowledge Building for K-3 Leaders: Setting the Foundation for Structured Literacy TransformationFluency and MTSS/RTI
2024-01-29 10:00 - 11:00 (America/New_York) | Cox Campus | Yearlong Learning Journey Webinar
Objectives

Build Knowledge in Foundational Literacy
Set the Foundation for Transformative Change
Cultivate a Peer-Leadership Network

Series Overview: Topic/Date
Reading Comprehension Thursday, February 29, 2024
Vocabulary Instruction Monday, March 25, 2024
Structured Literacy Assessment and Instruction Monday, April 22, 2024
Writing Monday, June 3, 2024

Free Training | B-5 Leaders: Learn About the Ecosystem Approach | Foundation for ReadingECM Climate Cluster
2024-02-08 13:00 - 14:00 | Cox Campus | Yearlong Learning Journey Webinar
Free Training!
Explore each of the three clusters that compose of nine essential
elements of a nurturing ecosystem and how the practices in Cox
Campus B-5 courses work together to support the development of
the foundation of reading so all children benefit from future science backed
instruction!
Cohort Commitment
Sessions will take place 1 time per month throughout the 2023-2024 school year (Jan-May).
ECM Climate Cluster | Agenda

Explore 3 Elements
Set a goal
Create action steps

Register Here

B-5 In-Home Childcare Providers: Promoting Language and Literacy Development Across Age Levels Using Family Connections
2024-02-24 10:00 - 11:00 | Cox Campus | Yearlong Learning Journey Webinar
Family Childcare Homes are an important part of the early learning sector, but have different needs from center-based care. In this Yearlong Learning Journey cohort, Family Childcare Home providers will develop the knowledge, skills and agency to track developmental milestones and support growth for every child using the free, online Cox Campus courses and resources.
Session 2

This session focuses on using family connections to promote language and literacy development across age levels.

Knowledge Building for K-3 Leaders: Setting the Foundation for Structured Literacy TransformationReading Comprehension
2024-02-29 10:00 - 11:00 | Cox Campus | Yearlong Learning Journey Webinar
Objectives

Build Knowledge in Foundational Literacy
Set the Foundation for Transformative Change
Cultivate a Peer-Leadership Network

Series Overview: Topic/Date
Vocabulary Instruction Monday, March 25, 2024
Structured Literacy Assessment and Instruction Monday, April 22, 2024
Writing Monday, June 3, 2024

K-3 Teachers: Speech to PrintHow to Cultivate Language Centered ClassroomsSystematic and Explicit Phonics
2024-02-29 15:30 - 16:30 | Cox Campus | Yearlong Learning Journey Webinar
Register for this knowledge and practical learning experience for K-3 educators. Over the course of four, quarterly sessions, learners will build knowledge of structured literacy that is immediately applicable in your daily instruction, and ensure every student in your classroom has access to language and literacy.
Quarter Three
This quarter focuses on systematic and explicit phonics in the classroom.
Register and Join us!

Free Training | B-5 Leaders: Learn About the Ecosystem Approach | Foundation for Reading ECM Content Cluster
2024-03-07 13:00 - 14:00 | Cox Campus | Yearlong Learning Journey Webinar
Free Training!
Explore each of the three clusters that compose of nine essential
elements of a nurturing ecosystem and how the practices in Cox
Campus B-5 courses work together to support the development of
the foundation of reading so all children benefit from future science backed
instruction!
Cohort Commitment
Sessions will take place 1 time per month throughout the 2023-2024 school year (Jan-May).
ECM Content Cluster | Agenda

Explore 3 Elements
Set a goal
Create action steps

Register Here

Knowledge Building for K-3 Leaders: Setting the Foundation for Structured Literacy TransformationVocabulary Instruction
2024-03-25 10:00 - 11:00 | Cox Campus | Yearlong Learning Journey Webinar
Objectives

Build Knowledge in Foundational Literacy
Set the Foundation for Transformative Change
Cultivate a Peer-Leadership Network

Series Overview: Topic/Date
Structured Literacy Assessment and Instruction Monday, April 22, 2024
Writing Monday, June 3, 2024

Free Training | B-5 Leaders: Connect the Ecosystem Approach | Foundation for ReadingECM Connections Cluster
2024-04-11 13:00 - 14:00 | Cox Campus | Yearlong Learning Journey Webinar
Free Training!
Explore each of the three clusters that compose of nine essential
elements of a nurturing ecosystem and how the practices in Cox
Campus B-5 courses work together to support the development of
the foundation of reading so all children benefit from future science backed
instruction!
Cohort Commitment
Sessions will take place 1 time per month throughout the 2023-2024 school year (Jan-May).
ECM Connections Cluster | Agenda

Explore 3 Elements
Set a goal
Create action steps

Register Here

Knowledge Building for K-3 Leaders: Setting the Foundation for Structured Literacy TransformationMeaningful Read Alouds
2024-04-22 10:00 - 11:00 | Cox Campus | Yearlong Learning Journey Webinar
Session: Meaningful Read Alouds
Objectives

Build Knowledge in Foundational Literacy
Set the Foundation for Transformative Change
Cultivate a Peer-Leadership Network

Series Overview: Topic/Date
Writing Monday, June 3, 2024

K-3 Teachers: Speech to PrintHow to Cultivate Language Centered ClassroomsFluency Case Studies
2024-04-25 15:30 - 16:30 | Cox Campus | Yearlong Learning Journey Webinar
Register for this knowledge and practical learning experience for K-3 educators. Over the course of four, quarterly sessions, learners will build knowledge of structured literacy that is immediately applicable in your daily instruction, and ensure every student in your classroom has access to language and literacy.
Quarter Four: Fluency Case Studies
Register and Join Us!

Free Training | B-5 Leaders: Implement the Ecosystem Approach | Foundation for ReadingWrap Up
2024-05-09 13:00 - 14:00 | Cox Campus | Yearlong Learning Journey Webinar
Free Training!
Explore and implement each of the three clusters that compose of nine essential
elements of a nurturing ecosystem and how the practices in Cox
Campus B-5 courses work together to support the development of
the foundation of reading so all children benefit from future science backed
instruction!
Cohort Commitment
Sessions will take place 1 time per month throughout the 2023-2024 school year (Jan-May).
ECM Wrap Up | Agenda

Outcomes
Final Review
Next Steps

Register Here

Knowledge Building for K-3 Leaders: Setting the Foundation for Structured Literacy TransformationWriting
2024-06-03 10:00 - 11:00 | Cox Campus | Yearlong Learning Journey Webinar
Register for this knowledge and practical learning experience for K-3 educators. Over the course of four, quarterly sessions, learners will build knowledge of structured literacy that is immediately applicable in your daily instruction, and ensure every student in your classroom has access to language and literacy.
Objectives

Build Knowledge in Foundational Literacy
Set the Foundation for Transformative Change
Cultivate a Peer-Leadership Network

Series Overview: Topic/Date
Writing Monday, June 3, 2024

Creating Safe & Responsive Climates | Ecosytem Element 1
2024-09-12 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description:
This element looks at the overall social and emotional quality of classrooms, the relationships between teachers and children, the expression of emotions, and how teachers establish and promote a positive climate for learning through their daily interactions with children. To create a safe and responsive climate, teachers make connections with children, respond to their needs, interests, and ideas, and take every opportunity to build trust and provide reassurance, to develop the nurturing relationships that support learning.
Why does it matter?
Research indicates that relationships with caring, responsive adults, and positive experiences in the first years of life build strong brain architecture, leading to children’s joy-filled learning and healthy development. A child’s brain construction can be severely affected by adverse experiences and trauma. A loving, nurturing adult can serve as a very powerful antidote against this. Children learn and thrive in spaces where they feel safe, included, loved, and connected, where they are a part of a classroom community. In the absence of loving, supportive, and responsive interactions, there can be no effective and meaningful support of language and literacy development.

Primeras conversaciones
2024-09-28 10:00 - 11:30 | Cox Campus | Yearlong Learning Journey Webinar
Los primeros 1000 días de vida importan más de lo que tú te imaginas.
En estos tres primeros años, más de un millón de conexiones neuronales nuevas se forman cada segundo en el cerebro del bebé.  Aquí se define mucho sobre el futuro de un niño.  Los niños necesitan de ti para que su cerebro crezca saludablemente, para desarrollarse y aprender y para llegar a tener una voz que resuene para defender sus propios derechos y los de otros. Por eso en Cox Campus hemos diseñado una serie de cursos, Los Primeros 1000, para apoyarte en la importante tarea de cuidar y educar a los más pequeñitos.  Únete a nosotros para aprender más sobre este contenido gratuito y explorar prácticas para transformar las conversaciones y las lecturas de historias todos los días!
Objetivos
Los participantes explorarán cómo hablar con niños pequeños de manera que apoyen su desarrollo del lenguaje y aprendizaje.  (Sesión 1, Primeras conversaciones)

Setting Up a Positive Classroom Culture Using Oral Language Routines | Dr. Margie Gillis
2024-10-02 15:30 - 16:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: Learn how to create a positive classroom culture through oral language routines to promote literacy and language development. Discover effective strategies and tips for building a supportive learning environment.

Presented by: Dr. Margie Gillis
Dr. Margie B. Gillis, Ed.D., CALT, is the founder and president of Literacy How, Inc., a non-profit organization that provides professional learning opportunities and coaching for educators on how best to implement evidence-based practices in the classroom. She has worked at the policy level through the Connecticut State Department of Education and has partnered with educators in other states to bring the research on reading and Structured Literacy into districts, schools and importantly, classrooms across all tiers of instruction. She is an advisor for ReadWorks, Understood, and the International Foundation for Effective Reading Instruction and is on the Editorial Board of the International Dyslexia Association,
Perspectives and The Reading League Journal. Margie has studied the research on how children learn to read and has applied that research with children and adults from 3 to 43. An important takeaway is that one size doesn’t fit all. Teachers need to know how to apply the vast body of research to meet every students’ instructional needs and differences. She believes that learning to read is a civil right and that all children can learn to read and benefit from evidence-based instruction.

Establishing Culturally Responsive Environments | Ecosystem Element 2
2024-10-10 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description:
An early learning classroom does not exist in isolation of a larger sociocultural whole. To make learning experiences more relevant and to foster children’s critical capacity to share their lives and our world, an early learning environment must take into account children’s cultures, prior experiences, and frames of references. In culturally responsive and preserving classrooms, teachers create equity as they value and integrate children’s cultures, languages, history, abilities, interests, and identity, and engage authentically with all children, and their families and communities. This session will explore how to support children to develop confidence and pride in their identity, to acknowledge and celebrate diversity, to recognize unfairness, and build skills to reject injustice.

Exploring Consistent Routines, Rituals, & Transitions | Ecosystem Element 3
2024-11-14 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will dive into Ecosystem Element 3: Consistent Routines, Rituals and Transitions. The group will review and explore evidence of established routines, comforting rituals, and well-planned transitions in classrooms. A child’s day is filled with Routines –arrival time, cleanup time, or naptime – that provide a sense of order in the events to come. Rituals, such as starting each day with a welcoming greeting song, make everyday moments special. They deepen connections, create community, and build an inclusive culture of belonging. Transitions are those inevitable moments when children move from one activity to another, for example, from centers to small groups, or from outdoor play to lunch. Rooted in care, connection, and predictability, these practices all contribute to give children a sense of security and stability, and support their learning, independence and confidence.
Why is it important?
Consistent routines, rituals, and transitions provide a framework for children’s expectations throughout the day. This reduces their anxiety and stress, and allows them to focus on being challenged, supported, and connected. Learning takes place in the context of responsive interactions, where all routines and activities build and support language development, throughout the day, every day.

Setting the Stage with Oral Language
2024-11-18 10:00 - 11:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description:
The series will cover Oral Language. It is required that leaders have completed Cox Campus coursework on these topics (or have completed similar professional development) prior to joining.
Audience:
This PLC is for district and school leaders with working knowledge of the science of reading and are currently implementing structured literacy practices in their school/district.

Leveraging the Language Literacy Network to Elevate Student Outcomes | Dr. Jan Wasowicz
2024-12-05 15:30 - 16:30 | Cox Campus | Yearlong Learning Journey Webinar
Description: This session will explore the importance differences between a ‘speech-to-print’ approach to literacy instruction and teaching that is based on ‘print-to-speech’.

Presented by: Dr. Jan Wasowicz, Founder, President, & CEO of Learning by Design, Inc.
Dr. Jan Wasowicz, PhD, CCC-SLP, BCS-CL, has more than 40 years of experience as a language, literacy, and learning specialist. She has worked with students who have language-based reading, writing, and spelling problems in a variety of educational settings, including public schools and private practice.
Dr. Wasowicz is frequently invited to speak about best practices in literacy assessment and instruction at national, state, and local meetings and has taught numerous undergraduate and graduate courses, holding faculty positions at Northwestern University, Elmhurst College, Rush–Presbyterian–St. Luke’s Medical Center, and Governors State University. She currently serves as an advisory board member for The Reading League Illinois and an external consultant for Purdue University’s Interdepartmental Science of Reading Initiative to strengthen teacher preparation in using science-based methods for literacy instruction.
She has authored articles appearing in scholarly journals, is the inventor of the original Earobics® software, and is an author of all SPELL-Links products and is the lead moderator of the esteemed SPELLTalk multi-disciplinary professional listserv. Throughout her career she has received numerous awards and patents in recognition of her pioneering work and her contributions to the fields of education, language, learning, and literacy.
Dr. Wasowicz is an ASHA-certified, IL-licensed and FL-licensed speech-language pathologist and an ASHA Board Certified Specialist in Child Language and she holds a professional educator license with multiple endorsements from the State Teacher Certification Board of Illinois. She maintains a private practice in IL via tele-practice.

Nurturing Language: Viewing Children as Conversational Partners | Ecosystem Element 4
2024-12-19 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description:
This element focuses on the support of children’s language development and comprehension. Oral language is made up of receptive (listening) and expressive (speaking) components. Long before they can express themselves, young children begin to understand what is being said. This is known as receptive language. Once they begin to say sounds, words, and sentences in their language, they are developing their expressive language. Children who are exposed to more than one language are very capable of learning and developing skills in each of the languages they hear. An important part of oral language development is acquiring vocabulary. Children develop strong language skills, including vocabulary, through their interactions with others. In this element, teachers and other adults engage children intentionally in back-and-forth conversations to promote language and vocabulary development, comprehension, and critical thinking. This includes intentional interactions as teachers read books with children.
Why does it matter?
Oral language is a significant predictor of reading ability and strongly connected to the development of children’s cognition or thinking skills. Language includes a variety of skills, such as the abilities to comprehend words, put words together to form phrases and sentences, and use words appropriately in different social contexts. Through language, we express our knowledge, ideas, and feelings, and make meaning of our world. It provides a foundation for communication and social interaction. In the midst of their responsive interactions with others, and engagement as true conversational partners, children develop a voice, and use language and critical thinking skills to express themselves and advocate for themselves and others.

Reaching Children: Integrated Planning Around Anchor Books | Ecosystem Element 5
2025-01-09 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will explore integrated planning around anchor books and looks at the school/site’s efforts to develop curricular experiences integrated around a culturally preserving, developmentally-appropriate anchor book with repeated reads. In this approach, teachers plan and implement activities that connect with a selected book to extend learning throughout the day. Focus words and story-related concepts come alive at morning meeting, center time, small groups, and transitions, providing children with multiple opportunities to continue their engagement with the story and the new content.
Why does it matter?
When teachers make connections across the day, they support children to develop their comprehension and vocabulary, enhance critical thinking skills, and build world knowledge – all while creating meaningful and memorable experiences for children. The practice of planning and teaching around anchor books creates opportunities for children of all ages to connect with themselves, each other, and their world. As children have the opportunity to practice new vocabulary in meaningful ways, their ability to express themselves grows and they can ask more questions, communicate their ideas, and advocate for themselves and others more effectively.

Early Literacy and Explicit & Systematic Phonics Instruction
2025-01-27 10:00 - 11:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description:
The series will cover Early Literacy and Explicit & Systematic and Phonics Instruction. It is required that leaders have completed Cox Campus coursework on these topics (or have completed similar professional development) prior to joining.
Audience:
This PLC is for district and school leaders with working knowledge of the science of reading and are currently implementing structured literacy practices in their school/district.

Supporting Fluent Readers Using POSSuM | Dr. Laura Rhinehart
2025-02-06 15:30 - 16:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will explore POSSuM a mnemonic device educators can utilize to to scaffold experiences linked to phonological, orthographic, semantic, syntactic, and morphological elements of words.

Presented by Dr. Laura Rhinehart
Dr. Laura Rhinehart is an Assistant Researcher at the Center for Dyslexia, Diverse Learners, and Social Justice at the University of California, Los Angeles (UCLA). She received her M.Ed. and Ph.D. from UCLA’s Department of Education. Her current research focuses on dyslexia, early literacy assessment and reading interventions, and children’s executive functioning skills. Dr. Rhinehart’s research articles have been published in peer-reviewed publications, including The Reading League Journal and Learning Disabilities Research & Practice.

Empowering Children | Monitoring Progress Across Diverse Age Groups
2025-02-08 10:00 - 11:30 | Cox Campus | Yearlong Learning Journey Webinar
Description: Together, we will explore how to empower children through progress monitoring and explore how it can positively impact child outcomes in multiage environments. This session will explore various tools for monitoring progress across diverse age groups, discuss implementation strategies for family childcare homes, and explore how to use the data to guide instruction.
Objectives:

Differentiate between progress monitoring and assessment.
Familiarize with a variety of progress monitoring tools suitable for different ages.
Reflect on practical ways to implement progress monitoring in family childcare homes to enhance student outcomes.

A Focus on Emergent Literacy Skills | Ecosystem Element 6
2025-02-13 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will discuss element 6, Emergent Literacy Skills, which considers how teachers explicitly plan and provide curricular experiences and developmentally appropriate activities to support the development of early literacy skills. When there is a focus on emergent literacy, teachers promote children’s awareness of the sounds of language, recognition of letters, development of concepts of print, and expression through writing in the context of play-based learning activities.
Why does it matter?
Well-developed skills in phonological awareness (awareness of the sounds of language), alphabet knowledge (knowing the letter names), concepts of print (awareness of print and its function) and emergent writing (young children’s first attempts to express themselves through writing) contribute significantly to a solid foundation for literacy.

Understanding Children Through Observation & Progress Monitoring | Ecosystem Element 7
2025-03-13 13:00 - 15:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will discuss policies and practices for monitoring children’s developmental progress in all areas (with a focus on language and literacy). Following a cyclical process relying heavily on observation, and with expected child outcomes in mind, teachers collect information, reflect on where children are in their development, and use their findings to inform their caregiving and teaching. The group will explore opportunities to get to know each child better, and to develop the nurturing relationships that support and advance learning. view families as partners in all phases of this process, and seek and value their input and knowledge of their children to gain a more comprehensive understanding of their development.
Why does it matter?
Continuously observing children and systematically assessing their progress allows teachers to have a better understanding of how they are learning and the progress they are making toward expected developmental outcomes. This allows teachers to take supportive actions, to plan and implement learning experiences that support children best. When teachers know what is expected of children in language and literacy development, take the time to observe and monitor their progress, and use the information they’ve gathered to refine their teaching, their instruction is more effective and in turn, we see more positive outcomes for children. The process also allows teachers to identify children who might have additional needs and may require more in-depth professional evaluation or supports.

Supporting Fluency
2025-03-24 10:00 - 11:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description:
The series will cover Fluency Instruction. It is required that leaders have completed Cox Campus coursework on these topics (or have completed similar professional development) prior to joining.
Audience:
This PLC is for district and school leaders with working knowledge of the science of reading and are currently implementing structured literacy practices in their school/district.

Addressing Adolescents’ Literacy Skills Using Morphological Approaches, Part Three: Working With Students to Investigate Words
2025-03-31 17:00 - 18:00
Join Dr. Ginger Collins, hosted by Cox Campus, for the final of a three-part series: Addressing Adolescents’ Literacy Skills Using Morphological Approaches. In this webinar, Dr. Collins will provide information on teachers’ and interventionists’ role in literacy instruction as a “guide on the side” rather than the “sage on the stage.” She will provide recommendations for tools and resources to use when investigating words with students as well as activities that foster engaging word investigations.
Dr. Ginger Collins is a Professor and Program Director in the School of Speech, Language, Hearing, and Occupational Sciences at the University of Montana. Dr. Collins worked in a variety of settings as a speech-language pathologist prior to pursuing her PhD at Louisiana State University. Her research focuses on literacy intervention, particularly interventions with morphology at the core. She is a founding member of the Structured Word Inquiry Research Vanguard (SWIRV). Structured word inquiry (SWI) involves teaching students how to scientifically investigate words to understand patterns across words (e.g., recognizing words with shared bases and roots) as well as the evolution of a word’s structure and meaning to improve spelling, decoding, and vocabulary knowledge.

Intentional Supports for Dual Language Learners| Ecosystem Element 8
2025-04-03 13:00 - 14:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will explore the Ecosystem Element 8, which focuses on intentional supports for DLL learners. Dual Language Learners (DLLs) or emergent bilinguals, are children learning and developing in more than one language. This element is exclusively focused on the school/site’s systematic and integrated efforts to develop an equitable environment that support DLLs through practices that enhance their learning and build on their strengths, including their first language. Teachers are knowledgeable about dual language development and the supports they must put in place to ensure DLLs thrive. Of principal importance in these supports is the inclusion and promotion of their first language and the encouragement to families to talk, sing, and read with their children in their language.
Why is it important?
Dual language learners benefit from other educational best practices that are effective for monolingual children (those developing in only one language) but they need a little more. They benefit most when they are educated in bilingual environments or when their first language is included for instructional purposes. Research indicates that DLLs learn best when teachers make frequent cross-language connections, and are knowledgeable of where children are in the development of all their languages. Furthermore, bilingual development has multiple advantages – social, cognitive, academic, and economic – and is a desirable outcome for all children. When children’s first language and culture are incorporated in the classroom, their learning takes off

From Language Comprehension to Reading Comprehension | Dr. Laura Justice
2025-04-03 15:30 - 16:30 | Cox Campus | Yearlong Learning Journey Webinar
Session Description: This session will dive into the topic of Language comprehension and the transition to reading comprehension. Explore development approaches and best practices in teaching.

Dr. Laura Justice, PhD
Dr. Justice’s research primarily focuses on young children who exhibit developmental vulnerabilities in language and literacy acquisition. Much of her research considers the effects of teacher or parent implemented interventions on children’s learning, including the effective use of storybooks. She is also interested in the state of classroom quality in early childhood and how various aspects of quality affect children’s gains within the classroom. She has received the Annie Glenn Leadership Award in Speech-Language Pathology, the Editor’s Award (from American Journal of Speech-Language Pathology), the Early Career Publication Award (from Division of Research, Council for Exceptional Children), the Erskine Fellowship (from University of Canterbury), and the Fulbright Scholar Award. Dr. Justice has served as the co-director of Risk and Prevention in Education Sciences Interdisciplinary Doctoral Training Program, and as an associate professor at the University of Virginia, Curry School of Education. Dr. Justice has also received the Presidential Early Career Award in Science and Engineering (from President G. W. Bush) and the Khalifa International Award for Early Learning.
