BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Cox Campus - ECPv6.14.2//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-WR-CALNAME:Cox Campus
X-ORIGINAL-URL:https://coxcampus.org
X-WR-CALDESC:Events for Cox Campus
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20250309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20251102T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250313T130000
DTEND;TZID=America/New_York:20250313T153000
DTSTAMP:20260405T143818
CREATED:20240821T203751Z
LAST-MODIFIED:20240924T172200Z
UID:10000268-1741870800-1741879800@coxcampus.org
SUMMARY:Understanding Children Through Observation & Progress Monitoring | Ecosystem Element 7
DESCRIPTION: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. \nWhy does it matter?\nContinuously 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. \n 
URL:https://coxcampus.org/event/intentional-supports-for-dual-language-learners/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:B5 Leaders,Learning Cohort,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250324T100000
DTEND;TZID=America/New_York:20250324T113000
DTSTAMP:20260405T143818
CREATED:20241107T181914Z
LAST-MODIFIED:20250220T025854Z
UID:10000273-1742810400-1742815800@coxcampus.org
SUMMARY:Supporting Fluency
DESCRIPTION:Session Description:\nThe 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. \nAudience:\nThis 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.
URL:https://coxcampus.org/event/supporting-fluency/
LOCATION:Cox Campus | Yearlong Learning Journey Webinar
CATEGORIES:School Leaders,Yearlong Learning Journey
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250331T170000
DTEND;TZID=America/New_York:20250331T180000
DTSTAMP:20260405T143818
CREATED:20250328T140545Z
LAST-MODIFIED:20250328T140957Z
UID:10000275-1743440400-1743444000@coxcampus.org
SUMMARY:Addressing Adolescents’ Literacy Skills Using Morphological Approaches\, Part Three: Working With Students to Investigate Words
DESCRIPTION: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. \nDr. 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.
URL:https://coxcampus.org/event/addressing-adolescents-literacy-skills-using-morphological-approaches-part-three-working-with-students-to-investigate-words/
END:VEVENT
END:VCALENDAR