De Facto Leaders Dr. Karen Dudek-Brannan

Teacher preparation programs should equip reading teachers with the knowledge they need to provide explicit intervention for students who have dyslexia or other disabilities. 
But what if they don’t? 
Unfortunately, this situation is quite common. 
That’s why I invited Mary Saghafi and Shannon Betts from the Reading Teachers’ Lounge Podcast to episode 165 of the De Facto Leaders podcast to talk about how reading specialists and other service providers can emerge as literacy leaders; whether it be in their current job or within a career transition. 
The Reading Teachers’ Lounge is a podcast where listeners can eavesdrop on professional conversations between elementary reading teachers. Shannon and Mary are passionate about literacy and strive to find strategies to reach all learners. Shannon and Mary are neighbors who realized they were “literacy soul sisters” at a dinner in their Atlanta Neighborhood. Once they started chatting about reading, they haven’t really stopped. Shannon is currently teaching part time as a reading resource teacher while she continues to create teaching materials on Teachers Pay Teachers and Boom Learning. Mary is a private tutor and dyslexia advocate. They began our podcast in 2018 and are currently finishing their sixth season.
In this conversation, we share:
✅How a litigious situation turned into a reading reform initiative and inspired Mary to make a career pivot.
✅When there’s conflict between schools and parents; should you be a united front with your school team, even if you resonate more with the parent’s point of view? 
✅The parent advocacy perspective: How parents can advocate for their kids AND the school staff at the same time. 
✅Should schools be using the “dyslexia” label (and what do the laws require vs. allow)? 
✅Will voicing your opinion have a negative impact on your career (plus Shannon’s experience with being the squeaky wheel on her team)? 
You can find Shannon’s Teachers Pay Teachers store here: https://www.teacherspayteachers.com/Store/Rdng, and her Boom Learning resources here: https://wow.boomlearning.com/author/rdng?collection=Decks&sort=publishDate&order=-1
Connect with Shannon and Mary on their Patreon community for literacy professionals here: https://www.patreon.com/readingteacherslounge
Follow the Reading Teacher’s Lounge Podcast on Instagram @readingteacherslounge https://www.instagram.com/readingteacherslounge/, on Facebook here: https://www.facebook.com/readingteacherslounge, or on their podcast website here: https://www.readingteacherslounge.com/podcast-home
Listen to the Reading Teacher’s Lounge Season 6, Episode 13 (Link here: https://www.readingteacherslounge.com/season-6-episodes/s6-e-13-the-intersection-of-speech-reading-and-language)  where I was a guest, and we discussed the partnership between speech-language pathologists and reading teachers here.
I mentioned the following resources in this episode:EP 141: No, kids do not learn to read and write naturally with (with Melanie Brethour) Link here: https://drkarendudekbrannan.com/ep-141-no-kids-do-not-learn-to-read-and-write-naturally-with-melanie-brethour/
EP 159: Co-morbidities and Differential Diagnosis (ADHD, DLD, Dyslexia) Link here: https://drkarendudekbrannan.com/ep-159-comorbidities-and-differential-diagnosis-adhd-dld-dyslexia/
Williams, V. (2023) Letter from the Office of Special Education and Rehabilitative Services on the use of “Developmental Language Disorder” for special education eligibility. Office of Special Education Programs. Retrieved from: https://www.asha.org/siteassets/advocacy/comments/OSEP-Response-Letter-to-ASHA-on-DLD-5.30.23.pdf
Yudin, M. K. (2015). Letter from the Office of Special Education and Rehabilitative Services on the use of “Dyslexia” for special education eligibility. Office of Special Education Programs. Retrieved from: https://sites.ed.gov/idea/files/policy_speced_guid_idea_memosdcltrs_guidance-on-dyslexia-10-2015

Is it functional to work on parts of speech?
Is sentence diagramming useful? 
How do we improve word-retrieval in kids with developmental disabilities, and is it similar to what we’d do for an adult with a brain injury?
How can we make therapy academically relevant and functional beyond just getting a good score on a standardized test? 
I invited speech-language pathologist and Language Therapy Advance Foundations student Katy Wyatt to the show to share answers to these questions. 
I’m always excited to connect with people who are using the frameworks I teach; because I’m always amazed at some of the creative ideas they come up with to expand on what I’ve given them.
If you’re a Language Therapy Advance Foundations student, and you want some practical ways to use the tools I’ve given you, you'll really enjoy this interview. And if you’ve been lurking and considering whether the program is for you, this will give you an idea of what you’ll learn if you do decide to join. 
Katy Wyatt graduated from California State University, Los Angeles in 2017, with a Masters of Arts in Communication Disorders. After moving to North Carolina, Katy has worked in head starts, homes, schools, skilled nursing facilities, and assisted living facilities with clients ages 11 months to 99+ years. Katy is a board-certified cognitive specialist, and has also been certified in the SOS approach to feeding. Katy currently works in the schools full time with Kinetic Physical Therapy and Wellness; she works with students to improve their language, articulation, and fluency skills, develop alternative means of communication, and improve their social and academic functioning. Katy also serves as the compliance coordinator and SLP-Assistant supervisor with Speech Inspirations PLLC.
In this conversation, we discuss:
✅The parallels between therapy for aphasia and child language disorders.
✅Why therapy focused on vocabulary and background knowledge can ALSO address executive functioning skills like the ability to self-question, generate and evaluate ideas, and plan/executive them. 
✅Parts of speech and sentence diagramming: How to embed this kind of work into structured but contextualized activities.
✅Syntax as a vocabulary skill: How to help kids understand what words MEAN and what words DO.
✅Why it’s impossible to define what vocabulary skills are “age-appropriate” at each grade level; and how to reframe the way you think about scaffolding across grade levels and varying student needs. 
✅Generalization: How to focus on explicit instruction of content and strategy in direct therapy while ALSO giving students retrieval tools they can use outside sessions. You can listen to the entire conversation here. 
The Language Severity Rate Scale and Classroom Communication and Learning Checklist from the North Carolina Department of Public Instruction (NCDPI) can be found here: https://www.dpi.nc.gov/documents/ec/speech-guide/download
I mentioned this conversation in this interview: EP 148: Unlocking success through sensory processing and team collaboration (with Maude Le Roux) Link here: https://drkarendudekbrannan.com/ep-148-unlocking-success-through-sensory-processing-and-team-collaboration-with-maude-le-roux/
Katy is a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/

We’re thrilled to be sponsored by IXL and MyFlexLearning. 

IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more ab

Preparing young people for adulthood is all about providing them with the right blend of experiences; both in and outside of school. Building literacy, numeracy, and content knowledge will give students a foundation for success; but we need to pair that with real-world experiences where they can apply that knowledge in real time.
When we think about “real-world” experiences; we often think of internships, “on the job” skills, or daily tasks and other things we’d categorize as “adulting”. 
However, outdoor excursions offer kids and young adults the opportunities to explore and experience things beyond the day-to-day. 
It’s one thing to learn about water health and environmental studies in a classroom; but when you get the chance to do a multi-week excursion along the Hudson river and drink from a natural water source, you amplify your learning to a new level. 
That’s why I invited Greg Morrissey to the De Facto Leaders podcast for episode 163. 
If you enjoy hiking, skiing, and other outdoor activities you’ll want to listen. 
Trust me, you’ll thank me later :)
Greg Morrissey is an educator, explorer, and founder of Mountain Goat Movement -- an organization that provides transformative adventures for students while connecting them to leading explorers, educators, and storytellers. Think: education through adventure. Projects can be as short as one day or as extensive as a multi-week expedition, everywhere from the Adirondacks to Antarctica. Greg has raised over $140,000 for students from low-income backgrounds to experience the power of the great outdoors.
In this conversation, we discuss:
✅Bringing traditional curriculum and content areas to authentic outdoor experiences.
✅How to use excursions to help kids work as a team and form connections with peers.
✅The concept of “tiered” expeditions: Offering different activities to support different levels of experience with the outdoors
✅What habits and skills can you practice in daily life to prepare for a multi-day or multi-week adventure
✅A behind-the-scenes look at what it takes to prepare for quality outdoor education; including what Greg is doing to raise funds for scholarships to increase equity. 
Be sure to check out the BE podcast network for educators and aspiring leaders. If you’re looking for shows to inspire you to level up in your career or more effectively serve students, we’ve got you covered. Learn more about the BE podcast network at http://bepodcastnetwork.com/

We’re thrilled to be sponsored by IXL and MyFlexLearning. 

IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.
MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year. 

My heart sinks when I see how polarizing topics in education have become, as well as the tendency for people to have “all or nothing” thinking.
I’ve seen an increasing amount of activities pitted against each other as if doing one means we can’t ALSO do the other:
👉Standardized testing vs. real-world observations/stakeholder interviews.
👉Year-round school vs. traditional summer break.
👉Critical thinking skills vs. foundational skills.
👉Play vs. academics during non-school time (after school or over the summer).
👉Soft skills vs. technical skills.
What if we stopped thinking about all of these things as opposing viewpoints, and instead tried to integrate them together? 
What if we stopped saying, “Should I do this or that?”, and instead started asking “How can I find a way to do this AND that”? 
I invited my colleague David Schipper to episode 162 of the De Facto Leaders podcast to ponder some of these questions. Specifically, I wanted to tackle the “summer slide” debate. 
This topic is near and dear to me because I was a “summer slider”. I was almost held back in first grade because I was behind in reading, and my parents took it upon themselves to spend time with me after school during the school and over the summer to get me remedial instruction in reading through a combination of things they did at home, as well as tutoring programs they invested in. 
I was also shy and anxious, and needed a nudge from my very extroverted mom to participate in activities that allowed me to work with others, build friendships, handle frustration and learning curves, and develop mental flexibility. These experiences were essential in helping me to fully leverage the skills I was working on concurrently, like reading. But going to the pool for swim meets in the summer did not teach me to read; my academic instruction did. 
Had my parents decided to just “let me catch up naturally” and eliminated the reading tutoring from my early years, I wonder what kind of impact that would have had. 
Would I have turned into a lifelong learner? 
Would I have felt even more anxious due to the combination of struggling academically AND being really shy? 
Would the issue have been identified if standardized testing wasn’t done? 
In this interview David and I talked about how we can better answer these questions, starting with a discussion of the summer slide. 
David Schipper is the director of Strategic Learning Clinic, a position he has held since 2013. David obtained a B.A. in English Literature from Concordia University in 1998 as well as a B.Ed. in Secondary Education (English and History) from McGill University in 2002. After some work as a local teacher in Montreal, David founded 2Torial Educational Centre in 2007. Aside from his ability to put both parents and students at ease, David is able to help families get to the root of the problem(s) and propose the most suitable programs to resolve these issues. As a father of two children, David knows how to relate to the concerns of parents and as an experienced educator and passionately understands the struggles of students. His passion and dedication to teaching and learning is second to none.
*We briefly discussed a presentation that covered a sensitive topic in this interview. 
In this conversation, we discuss:
✅Is the summer slide real? Who is it impacting the most?
✅This isn’t just about summer: It’s about what we’re prioritizing in school.
✅The case of too many accommodations: What happens in the college years when we don’t build foundational academic skills before students graduate high school.
✅The layering of academic skills with executive functioning: Real life examples of how it looks when teenagers are planful with their time and when they aren’t. 
✅Tutoring: Yes, it’s needed; but what does good tutoring look like? 
In this conversation, I mention a number of other interviews relating to the topic of earl

Helping families feel involved in their children’s education goes beyond checking the boxes to make sure you’re following legal guidelines.
That’s why I invited Dr. Kristin Vogel-Campbell to De Facto Leaders to talk about how school teams can make the IEP process more welcoming to families, especially those from culturally and linguistically diverse backgrounds. 
Dr. Kristin Vogel-Campbell (she/her/hers) is a veteran Special Educator with over 20 years in the field. She has served in various roles from paraeducator to Director of Student Services and Special Education. She was a classroom teacher for a decade in the San Francisco Bay Area, working with students from Kindergarten through 8th grade. She is a systems-focused educator, working at the district level with school teams to ensure that students with disabilities are provided high-quality, research-based instruction and that all students are treated with dignity and respect in the Least Restrictive Environment. In addition, she has supported new site leaders in deepening their understanding of Special Education, including laws and protections for students and families. 
Kristin is a practitioner-researcher, working with families to share their experiences and perspectives. Informed with this familial knowledge, teams can make practical shifts needed to move to a collaborative partnership with culturally affirming, sustainable, and equitable families. She has presented at AERA (American Educational Research Association), NAME (National Association of Multicultural Education), and ACSA (Association of California School Administrators, among others. Articles have appeared in Leadership (ACSA magazine), The Journal of Leadership, Equity, and Research, and the KQED Education blog. Her book “Partnering with Culturally and Linguistically Diverse Families in Special Education” was published in December 2023 by Rowman & Littlefield.
In this conversation, we discuss:
✅You’ve provided the “procedural safeguards”, but do families really understand their rights? 
✅What’s going on when parents don’t show up for parent-teacher conferences and IEP meetings?
✅Why environmental set-up matters during IEP meetings; including seating arrangements and how/when the team enters the room. 
✅Navigating language barriers, transportation issues, and logistical constraints. 
✅Finding the balance between family schedules and staff contractual time when setting up IEP meetings.
✅Tips for managing nerves during IEP meetings so you can make your report feel conversational (and less technical).
You can connect with Dr. Vogel-Campbell on LinkedIn here (https://www.linkedin.com/in/drvogelcampbell/), and on Instagram here (https://www.instagram.com/drvogelcampbell/). Be sure to check out her book “Partnering with Culturally and Linguistically Diverse Families in Special Education” here (https://rowman.com/ISBN/9781538180365/Partnering-with-Culturally-and-Linguistically-Diverse-Families-in-Special-Education).
Be sure to check out these other episodes of De Facto Leaders where I talked about how to improve community and family engagement:
EP 113: Making literacy accessible and equitable (with Cassandra Williams) Link here: https://drkarendudekbrannan.com/ep-113-making-literacy-accessible-and-equitable-with-cassandra-williams/
EP 118: Coaching aspiring leaders in school turn-around and community outreach (with Edward Gordon II) Link here: https://drkarendudekbrannan.com/ep-118-coaching-aspiring-leaders-in-school-turn-around-and-community-outreach-with-edward-gordon-ii/
EP 96: Supporting bilingualism in K-12 kids (with Briana Wagner) Link here: https://drkarendudekbrannan.com/ep-96-supporting-bilingualism-in-k-12-kids-with-briana-wagner/
EP 143: Developing a cultural competemility mindset (with Melanie Evans) Link here: https://drkarendudekbrannan.com/ep-143-developing-a-cultural-competemility-mindset-for-educators-and-clinicians-with-melanie-evans/
I also mentio

About The Authority Podcast:
Hosted by leadership coach, storytelling strategist, and edtech advisor Ross Romano, The Authority provides education leaders with proven ideas to increase your influence, hire and develop an excellent staff, build a stronger culture, lead meaningful change, form a strong foundation for teaching and learning success, and more. 

The show features interviews with the authors you already admire, up-and-coming voices, and experts from the worlds of business, personal development, and beyond — including Wall Street Journal, USA Today, and Amazon bestsellers — to take a deep dive into their wealth of practical insights. To become a listener of The Authority:

Subscribe on Apple Podcasts: https://apple.co/4a3Fer1 Subscribe on Spotify: https://spoti.fi/40sZzRr Subscribe on other platforms: https://bit.ly/48dhakQ In this episode, I mentioned the School of Clinical Leadership, my program that helps related service providers put executive functioning support in place on their school teams. You can learn more about the program here. 

We’re thrilled to be sponsored by IXL and MyFlexLearning. 

IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.
MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and reporting features, solve your challenges around getting kids where they need to be and understanding how flex time is spent. Make your flex time work for you. Visit myflexlearning.com/BE to learn more and receive $500 off the first year.