This conversation explores the critical transition from adopting the science of reading to effectively implementing it in classrooms. The speakers discuss the importance of phonemic awareness, the role of data in literacy instruction, and the need for active engagement in learning. They emphasize the necessity of shifting beliefs among educators and leaders to recognize unfinished learning and the continuous nature of literacy development. The discussion culminates in actionable insights for school and district leaders to enhance their approach to literacy education.

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Sharyn Hoffert recently earned my MA in Educational Leadership and transitioned into instructional leadership roles focused on strengthening teaching and learning. Hoffert teaches literacy courses for the Reading Specialist/Dyslexia certification at Eastern Oregon University and currently serves as a Professional Learning Coach for ORTiI at Northwest Regional ESD. As the proud mother of a son with dyslexia, she is deeply committed to equipping educators with the tools and resources they need to ensure every student becomes an engaged, literate citizen.

Mike Janatovich is the Chagrin Falls High School Principal in Chagrin Falls, Ohio, and an ASCD Emerging Leader Class of 2015.

In this episode of Principal Street, Rachael George, Latish Reed, and Dr. Rosa Isiah get real about what equity work actually looks like day to day—not the slogans, but the sustained, often messy work behind it. They focus on what educators can actually control—their sphere of influence—rather than trying to fix everything at once. Along the way, they unpack some of the biggest misconceptions about equity, share how data can be used as a tool (not a weapon), and talk honestly about the emotional weight educators carry in this work.

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The Complexities of Equity

Dr. Latish Reed is a senior leadership consultant with over two decades of experience. She was Milwaukee Public Schools’ first equity leader, championing efforts to create more inclusive and just learning environments. She also led professional development initiatives, including the district’s first virtual leadership institute for over 1,200 leaders. Before her district role, Dr. Reed was an assistant professor at UNC-Chapel Hill and UW-Milwaukee, focusing on the cultural and social dynamics that shape school leadership. She has also been a college admissions counselor, teacher, and administrator. She is the author of The Complexities of Equity.

Dr. Rosa Isiah has served students for 31 years. Currently, she serves as Assistant Superintendent Educational Services in California. Dr. Isiah is actionably passionate about Leadership, Equity, multilingual Education, Women in leadership, and closing opportunity gaps for historically underserved students.

The conversation focuses on the lessons learned on 90/90/90 schools from the fearless instruction perspective on the importance of defining proficiency in nonfiction writing for students, emphasizing the need for clarity in expectations and understanding where students start. It discusses implementing research-proven practices to guide students from their starting point to proficiency in writing.

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Dr. Ann Perez is the Director of Professional Learning at Creative Leadership Solutions. She has served for 28 years as a teacher, assistant principal, principal, executive director of teaching and learning, and now, coach. A graduate of Bowling Green State University, The Ohio State University, and Virginia Tech, Dr. Perez is passionate about developing adults to support student success. Her favorite strategy for change is the master schedule, believing anything is possible with a great schedule.

Allyson Apsey has taught grades three through eight and has been a principal for all levels K-12. Recognizing the significant impact trauma has had on many of our students, staff and families, Allyson became a Certified Trauma Practitioner in Education. Allyson writes on a blog called “Serendipity in Education” and has authored several books, including her newest book called Leading the Whole Teacher and the best-selling book The Path to Serendipity. She has been published in Principal Magazine and was featured in a TedX Talk called “Serendipity is Everywhere.” Allyson is an associate with Creative Leadership Solutions where she works with districts and schools across the nation to improve performance at every level from the classroom to the boardroom, with evidence, passion, and results. She loves speaking to passionate groups of educators as everyone works to be happy and effective people for the benefit of everyone.

Marla Conteh, an educational leader from Turlock, California, is a passionate advocate for equity and inclusive learning. As a former English Learner, her mission is to create safe, supportive environments for all scholars. With over 25 years of experience, she has served as an elementary teacher, TK–12 instructional coach, and school principal. She also teaches future educators at CSU Stanislaus, focusing on cultural proficiency and inclusive classroom management.

Keywords nonfiction writing, student proficiency, educational practices, evidence-based research, writing expectations

Takeaways

What's the end game for students?

What does proficient nonfiction writing look like at each grade level?

Having clarity of what the expectations are.

Where are our students starting?

Working together to analyze practices.

Research proven practices for student success.

Evidence-based practices in education.

Finding it in scholarly research.

Getting our students from the starting point to the end point.

Expectations for nonfiction writing at each grade level.

Defining Proficiency in Nonfiction Writing

Research-Proven Practices for Student Success

90/90/90 Schools

Fearless Instruction

Quotables

"What's the end game for students?"

"Where are our students starting?"

"Finding it in scholarly research."