Champlain Valley Educator Development Center (CVEDC-ESA)

Target Audience: Grades 4-8 Adolescent Grades Interventionists, Special Educators, Classroom Educators, MTSS, EST and Data Teams (a good follow-up for participants from last year’s Adolescent Series)

In this session, participants will learn about the stages of reading as well as review assessments used for progress monitoring, then have practice looking at assessment data and determining next steps for instruction based on the progress monitoring data. 

The session will review how to support both word reading and comprehension skills as well as how to provide feedback to readers across different stages to support their literacy growth. Participants are also encouraged to bring their own progress monitoring data and there will be time to workshop the data and identify next steps for instruction. 

Dr. Sarah Lupo is an Associate Professor in the College of Education at James Madison University. She has extensive teaching experience as an ESL teacher, English teacher, reading specialist, and literacy coach in grades K-12 in Washington D.C., Istanbul, Turkey, Phoenix, AZ, and Charlottesville, VA. Dr. Lupo has published dozens of articles and chapters in publications such as Reading Research Quarterly, Reading Teacher, Journal of Adult and Adolescent Literacy, and Literacy Today and recently published a book entitled Teaching Disciplinary Literacy in Grades K-6: Infusing Content with Reading, Writing, and Language (Routledge, 2021). Her research focuses on exploring the influence of various aspects of text complexity on readers’ comprehension, such as knowledge, and how instruction can be differentiated to support all readers’ understanding of challenging texts across the content areas. Her work strives to position all learners’ as capable and bringing cultural and linguistic assets to the reading experience. Dr. Lupo strives to put theory into practice to find practical ways teachers can improve comprehension for K-12 students in order to enhance literacy instruction for all students, especially those from nondominant backgrounds.