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NEWS AROUND WINDWARD
The WI CoAuthors PeerReviewed Article on InSchool Neuroscience Research
Under the leadership of The Windward Institute, The Windward School joined the Haskins Global Literacy Hub as a pioneering partner for an in-school neuroscience study, which leverages the expertise of scientists and educators to better understand reading outcomes in students. The Windward/Haskins Collaborative Project, Predicting Literacy Outcomes at The Windward School (P.L.O.W.), welcomed back in-person data collection with student volunteers across all three campuses for the 2021/22 school year, which included reading and reading-related skill-based activities through behavioral assessments and electroencephalography (EEG) neuroimaging, a non-invasive brainimaging technology. Students took an active role in contributing to educational neuroscience research and were empowered by the impact this study would have on children just like them.
A description of the research conducted through this collaboration was published in the Journal of Research in Reading titled, Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading, featuring co-authors from The Windward Institute, Dr. John J. Russell, Annie Stutzman, MS, Danielle Scorrano, MPS, and Najah Frazier, MBA.
The paper and partnership between scientists from Haskins Laboratories and Haskins Global Literacy Hub, The Windward School, The University of Connecticut, and AIM Academy seeks to inform the broader education community about the purpose of in-school neuroscience, address student response to reading interventions, and highlight the benefits of bi-directional translation between scientists and educators.
“When The Windward Institute was created, we aspired to not only disseminate and utilize research, but to also conduct our own research to help advance knowledge of how students learn best,” explained Dr. Russell, Special Projects Advisor to The Windward Institute.
Head of The Windward School Jamie Williamson, EdS, shared, “At Windward, we know that there are far more than the 1,000 students who walk through our doors each day who need our help. This study marks a critical step in using neuroscience research to inform educational programs and the early identification of reading disabilities, which has the potential to greatly improve literacy outcomes for all children.”
Access the study abstract at Wiley Online Library: https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12392
Currently serving as Campus Head of Westchester Lower School, Ms. Pochna has been appointed as the new Director of The Windward Institute. For the 2022-2023 school year, Ms. Pochna will continue in her role as Head of Westchester Lower School and will remain actively involved in its day-to-day operations as she gradually assumes increased responsibilities at the WI.
Ms. Pochna’s interest in the work of The Windward Institute began years ago. “In 2006, I was seeking coursework in multisensory reading instruction, and I was consistently referred to the Windward Teacher Training Institute [now the Windward Teacher Training Program].”
That fall, Ms. Pochna officially joined Windward’s faculty as an assistant teacher, moving on to become a lead teacher in language arts and social studies. Passionate about teacher training and curriculum development, she took on greater mentoring responsibilities, working with assistant, new, and master teachers in staff developer and coordinator roles. She eventually moved into administration and served as the Assistant Division Head of Westchester Lower School before assuming her current position as Campus Head, a role she has held for the last seven years.
Her stellar leadership of the Westchester Lower School has touched countless families and faculty and staff members. Ms. Pochna’s deep commitment to Windward will help bolster the reputation of The WI as the preeminent resource for languagebased learning disabilities, as well as furthering its mission to advance literacy outcomes for all children.
The School will be launching a comprehensive search during the 2022-2023 school year for a new Head of Westchester Lower School, with more information for the community to come.
“Translational Science in Reading: Where have we been and where are we going?” featuring Emily Solari, PhD, draws critical reflection and urgent calls to address the system of reading education.
Critical Analysis. Alignment. Coherence. Collaboration. Empowerment.
These words illuminate the themes of this year’s annual Robert J. Schwartz Memorial Lecture delivered by Emily Solari, PhD., the coordinator and professor in the Reading Education program in the Department of Curriculum Instruction and Special Education at the University of Virginia. Dr. Solari shared her expertise and offered guidance on how we analyze the systemic issues in reading education and move it forward for all students.
The Current State of Reading and Research Critical Analysis
The current problems highlighted in popular discourse about the reading wars, or the state of reading education, are not new. In 1997, mainstream news outlets pointed to the “reemergence” of the reading wars, and twenty-five years later, systemic issues that have overwhelmingly affected millions of children’s reading outcomes still exist today. These problems have only been exacerbated by the COVID-19 pandemic, impacting the nation’s most vulnerable children based on their socioeconomic status, race, and disability status. Dr. Solari called for a critical analysis of the state of reading and education as the issues we face are pressing and hold grave consequences for millions of children.
Alignment
Dr. Solari documented the alignment of evidence supporting the Science of Reading – well-documented research that extends across disciplines and decades. This research clearly explains the following: • Reading is not a natural process and must be taught. • The reading process involves explicit mapping of sounds and symbols rather than based in automatic word recognition. • Reading comprehension encompasses word level and language comprehension skills. • Effective, evidence-based instruction integrates foundational literacy skills with language instruction. • Intervention of reading difficulties is most effective when identified early. Coherence
Referring to “multiple levers,” Dr. Solari urged leaders and administrators to enact coherent, simultaneous change across multiple areas of the education system. These levers include robust implementation in: • Teacher preparation • In-service professional development • State-level adoptions of curriculum, assessments, and early screening • Teacher evaluation
Collaboration
In order to better engage research and practice, Dr. Solari explained the promise of translational science to: • create comprehensive research teams • build more effective paths for researchers • increase bidirectional communication between scientists and schools • foster collective sharing and collaboration amongst all stakeholders
Future Directions
Empowerment
Dr. Solari outlined directions for the future toward increased community responsibility, engagement, and empowerment. She identified the need for: • Opportunities for long-term partnerships between researchers and schools • Continued critical analysis of reading education • Strategic use of resources and structures to support change in classrooms • Increased alignment in accordance with science • Flexibility to make adjustments across the system
Promise Project Partnership Continues to Expand Literacy Academy Collective Continues Summer Practicum
Since Spring 2021, the Windward School has partnered with the Promise Clinic to provide tutoring at no cost to identified students who exhibit difficulty with reading and writing and reside in underserved communities. In its first year, 12 tutors provided virtual one-on-one reading instruction 1-2 times per week to improve students’ decoding, accuracy, fluency, and reading comprehension skills. The results have been overwhelmingly positive, with students showing growth in foundational literacy skills based on results of assessments conducted periodically. The goal of this project is to expand both the number of students served by tutors and the continued areas of progress: • Blending and segmenting syllables • Decoding and word attack strategies • Decoding multisyllabic words • Identifying word ending, suffixes, and spelling rules • Reading fluency and expression • Handwriting • Reading comprehension • Sentence level writing skills (e.g. sentence-fragments)
Tutor Testimonial
“When I first met Shaun via Zoom, he was a shy student who lacked confidence and was very quick to sign off of our sessions. Shaun initially struggled to decode words and was not a fluent reader. As our sessions became more consistent, not only did Shaun open up and become a talkative and happy student, but his decoding skills greatly improved… As Shaun’s decoding skills improved, his confidence soared.” *pseudonym used to protect student’s privacy
LITERACY ACADEMY COLLECTIVE
The Windward Institute (WI), in ongoing partnership with The Literacy Academy Collective (LAC), completed the second Summer Practicum, onsite at a New York City public school Summer Rising Program.
Windward faculty members Emily Benn, Melanie Murphy, and Emma Pippert were paired with teachers who received training in Multisensory Reading Instruction: PAF I and Expository Writing Instruction from The WI 2022 summer professional development offerings. Over 4 weeks, they built empowered learner communities in their small classrooms of rising second and third graders who were most at risk for continued reading difficulties. Students received 2 hours of language arts instruction, followed by 2 hours for teacher prep and professional development reinforcement. With the support of Danielle Ngo, a Language Arts Coordinator at the Windward School, as the onsite LA Coordinator, and Ilia Edwards, School Team member (LAC), teachers received daily feedback, discussion time, lesson planning support, and direct instruction to build on foundational literacy instructional skills. As the children’s reading skills and confidence grew, the teachers strengthened their understanding and application of an evidence-based reading program.
The WI looks forward to continued collaboration with The LAC as they move forward with building South Bronx Literacy Academy.
Institute
A division of The Windward School
TheBeacon
The Windward Institute Journal for Educators and Parents
Fall 2022
EDITORIAL BOARD Jamie Williamson, EdS Head of School and Executive Director of The Windward Institute Alexis Pochna, EdM Director of The Windward Institute John J. Russell, EdD Special Projects Advisor Annie Stutzman, MS Associate Director Danielle Scorrano, MPS Research & Development Director Najah Frazier, MBA Administrative and Communications Associate
CONTRIBUTING WRITERS Tiffany Hogan, PhD Suzanne Adlof, PhD Lydia Soifer, PhD
EDITOR Jana Cook Content Strategist
PHOTOGRAPHY Susan Nagib
DESIGN The Blank Page, NYC
The Beacon is a biannual journal publication for educators and parents of children with languagebased learning disabilities that will support the Institute in advancing its mission. Every issue will contain manuscripts documenting the latest research, thought pieces by Windward leaders, a Q&A series with inspirational leaders in the world of dyslexia, and stories of how Windward is closing the knowledge gap between proven research and current teaching practices. To be added to The Beacon mailing list, visit www.thewindwardschool.org/WImailinglist
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Institute
A division of The Windward School
The Windward Institute, established in January 2020, has a mission to increase childhood literacy rates by disrupting the educational status quo to save more lives.
THE 4 PILLARS OF THE WINDWARD INSTITUTE
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