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We’re excited you’ll be joining us for these upcoming professional learning opportunities!  June 9th sessions are available exclusively to registered participants of the Language and Literacy Symposium. From June 10th –12th, all registrants of the Embracing Literacy: Soaring with Language and Literacy Conference are welcome to attend a wide range of engaging sessions designed to elevate language and literacy practices across our communities.

We look forward to learning and growing together!
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Monday, June 9
 

8:45am MDT

Systems Leader Symposium. Every Scalable Literacy Breakthrough Begins with Leaders That Aligned the System
Monday June 9, 2025 8:45am - 9:45am MDT
Main Ballroom
Introduction
Literacy isn’t just an instructional issue—it’s a systems issue. And that means it's your issue. As school and district leaders, your ability to align priorities, people, and processes directly determines the success of every student. In this provocative session, we’ll confront a hard truth: if literacy outcomes are stagnant, the system is misaligned—and leadership is the lever. Discover how to own your role as a literacy leader by designing coherent systems that empower educators, support sustainable practices, and drive measurable impact. Leading literacy means leading through the system—not around it. The future of student success depends on what you do next.

Session Objectives
By the end of this session, participants will be able to:
  1. Examine how system misalignment contributes to stagnant literacy outcomes and identify key leadership actions that can drive change.
  2. Analyze the roles and responsibilities of school and district leaders in aligning priorities, people, and processes to build coherent, literacy-focused systems.
  3. Develop actionable strategies to strengthen systemwide coherence, support sustainable instructional practices, and drive measurable literacy improvement across all levels of the organization.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
avatar for Dr. Terrie Noland

Dr. Terrie Noland

The Transformative Reading Teacher Group
For 25 years, Dr. Terrie Noland has put her energy into education and literacy; first as a teacher and administrator, and now as V.P. of Educator Initiatives for Learning Ally, a nonprofit dedicated to "Literacy for All." Terrie's mission is to spark a flame of enthusiasm in others... Read More →
avatar for Dr. Danielle ‘Nell’ Thompson

Dr. Danielle ‘Nell’ Thompson

President and Founder, The Transformative Reading Teacher Group
Danielle ‘Nell’ Thompson, PhD CCC-SLP, is a coach, influencer, literacy leader, teacher of teachers and, insatiably curious about all things that make people’s lives better. She is an agent of positive change working to help leaders and educators re-think, unlearn, and up-level... Read More →
Monday June 9, 2025 8:45am - 9:45am MDT
Main Ballroom

10:00am MDT

Systems Leader Symposium. Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 5
Introduction: 

Systems Leaders, the term “science of reading” is often used only to highlight problems with phonics instruction. But that overlooks the abundant scientific evidence indicating that standard reading comprehension instruction, which focuses on isolated skills, is also problematic. Science also tells us we need to break down the artificial walls separating reading and writing instruction since the two are closely connected. And fundamentally, we need to see both reading and writing as aspects of learning, to take advantage of practices backed by cognitive science that can make teachers more effective and boost student achievement.

Objectives:
  1. Experience the challenges that students with dyslexia face through immersive, simulation-based activities that reflect real classroom tasks in reading, writing, and language processing.
  2. Examine how misconceptions about the science of reading—especially the overemphasis on phonics alone—can limit comprehensive instructional approaches for students with dyslexia.
  3. Explore the cognitive science behind effective reading and writing instruction, including the importance of integrating comprehension, decoding, vocabulary, and written expression.
  4. Reflect on current classroom practices and identify areas where reading and writing instruction can be more deeply connected to improve outcomes for all students, particularly those with dyslexia.
  5. Apply research-informed strategies from the science of reading and writing to create more inclusive, effective learning environments that support language and literacy development for diverse learners.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Natalie Wexler
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 5

10:00am MDT

Systems Leader Symposium. Leadership in Literacy: Building Systems for Success Developing and sustaining evidence-based literacy initiatives at the state, district, and school levels.
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 3 & 4
Introduction

Sustainable literacy improvement doesn’t happen by chance—it happens by design. This session explores how leaders at the state, district, and school levels can build and sustain evidence-based literacy systems that lead to lasting change. Participants will examine the structures, processes, and leadership practices that create coherence across initiatives, align resources to needs, and ensure all students have access to high-quality instruction. Whether you're shaping policy or leading building-level implementation, this session offers a blueprint for designing systems that support literacy success at scale.

Learning Objectives
By the end of this session, participants will be able to:
  1. Analyze the core components of evidence-based literacy systems at the state, district, and school levels.
  2. Evaluate leadership practices that promote coherence, sustainability, and alignment in literacy initiatives.
  3. Design next steps for building or strengthening systems that support effective implementation of high-quality literacy instruction across levels of the system.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Dr. Pam Kastner

Dr. Pam Kastner

State Lead, Pennsylvania Training and Technical Assistance Network (PaTTAN)
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 3 & 4

10:00am MDT

Systems Leader Symposium. Navigating Rough Waters: How Leaders Can Effectively Steer the Ship Towards Improved Student Literacy Outcomes
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 2
Introduction:
This session empowers leaders to drive sustainable, equitable literacy outcomes through the Science of Reading and Learning. Participants will gain actionable strategies and a framework for systemic change, addressing professional learning, coaching, materials, cultural responsiveness, data analysis, and MTSS implementation at both school and district levels.

Objectives:
Describe a systems-level framework for implementing the Science of Reading and Learning to drive sustainable literacy outcomes.
  • Identify strategies for integrating high-quality professional learning, coaching, and materials into a cohesive literacy improvement plan.
  • Analyze the role of cultural responsiveness in achieving equitable literacy instruction and outcomes for all learners.
  • Apply data-driven decision-making to inform instruction, monitor progress, and guide school and district-level literacy goals.
  • Evaluate how to implement and strengthen Multi-Tiered Systems of Support (MTSS) to address the full range of student needs.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
RL
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 2

10:00am MDT

Systems Leader Symposium. Scaling Up Educational Interventions: Lessons Learned from Statewide Initiatives on Expanding Successful Educational Practices
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 1
Introduction
Scaling an effective intervention requires more than enthusiasm—it requires intentional design, strong leadership, and system-wide alignment. This session draws on insights from statewide initiatives to explore what it takes to expand successful educational practices across schools and districts. Participants will examine common barriers and enablers to scale, explore models of statewide implementation, and discuss strategies for adapting interventions while maintaining fidelity. Whether you're expanding a literacy initiative, instructional framework, or professional learning model, this session offers practical guidance for scaling with integrity and impact.
Learning Objectives
By the end of this session, participants will be able to:
  1. Analyze key factors that influence the successful scale-up of educational interventions across school and district contexts.
  2. Examine lessons learned from statewide initiatives to identify common challenges and solutions in expanding effective practices.
  3. Design actionable strategies to adapt, scale, and sustain high-impact interventions while preserving core components and fidelity of implementation.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Dr. Kim St. Martin

Dr. Kim St. Martin

Director, Director MiMTSS Technical Assistance Center
Dr. Kim St. Martin is currently the director of the MiMTSS TA Center. She was a panel member for the Institute of Education Sciences (IES) Practice Guide, Providing Reading Interventions for Students in Grades 4–9. Dr. St. Martin was previously the co-director of a federally funded... Read More →
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 1

10:00am MDT

Systems Leader Symposium. What System Leaders Need to Know about Research That Must Guide How We Teach English Learners to Read
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 6
Introduction:

What’s “reading science” got to do with English Learners? 
The short answer to this question is, “A lot.” A more informative answer requires answers to these questions, which this presentation targeted to educators in schools and classrooms will address: What’s the "science of reading”? How is it relevant for English Learners? What about bilingual education? When teaching reading to students simultaneously learning to speak and understand the language as they learn to read and write it, what’s the same and what’s different compared to teaching students to read who already know the language? What are some things that do and don’t work for teaching English reading to ELs? What about beginning and early literacy? Do foundational skills still matter?

Objectives:
  • Define the “science of reading” and explain its relevance to English Learners (ELs).
  • Differentiate between effective practices for teaching reading to native English speakers and ELs, identifying what remains consistent and what must be adapted.
  • Explain the role of foundational skills in early literacy instruction for English Learners, including phonemic awareness, phonics, and oral language development.
  • Describe key considerations in bilingual education and how reading science intersects with dual-language or multilingual approaches.
  • Evaluate common misconceptions and ineffective practices in reading instruction for ELs and identify evidence-based strategies that support language and literacy development.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
DC
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 6

10:00am MDT

Systems Leader Symposium. What System Leaders Need to Know about Research That Must Guide How We Teach English Learners to Read
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 6
Introduction:

The short answer to this question is, “A lot.” A more informative answer requires answers to these questions, which this presentation targeted to educators in schools and classrooms will address: What’s the "science of reading”? How is it relevant for English Learners? What about bilingual education? When teaching reading to students simultaneously learning to speak and understand the language as they learn to read and write it, what’s the same and what’s different compared to teaching students to read who already know the language? What are some things that do and don’t work for teaching English reading to ELs? What about beginning and early literacy? Do foundational skills still matter?

Objectives:
  • Define the “science of reading” and explain its relevance to English Learners (ELs).
  • Differentiate between effective practices for teaching reading to native English speakers and ELs, identifying what remains consistent and what must be adapted.
  • Explain the role of foundational skills in early literacy instruction for English Learners, including phonemic awareness, phonics, and oral language development.
  • Describe key considerations in bilingual education and how reading science intersects with dual-language or multilingual approaches.
  • Evaluate common misconceptions and ineffective practices in reading instruction for ELs and identify evidence-based strategies that support language and literacy development.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
DC
Monday June 9, 2025 10:00am - 11:00am MDT
Salon 6

11:15am MDT

Systems Leader Symposium. Dyslexia & the Brain: Facts, Experiences, and Impact to Strengthen Instructional Decision-Making
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 2
Introduction
Understanding dyslexia is essential for designing equitable and effective instruction. This session explores the intersection of science, lived experience, and practical classroom application. Participants will explore how the brain processes language and examine current research findings on dyslexia and other language-based learning differences. Through challenging vignettes and real-world examples, we will illuminate the unique experiences of individuals with dyslexia. By connecting neuroscience to instructional strategies, participants will be equipped to make informed decisions that support all learners, especially those with language and literacy differences.

Objectives
By the end of this session, participants will  gain insights into the following: 
  1. Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
  2. Identify key signs and symptoms of dyslexia and other language-based learning differences.
  3. Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
  4. Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
  5. Make informed instructional decisions based on current research and a deeper understanding of how dyslexia impacts learning.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
IB
avatar for Kari Roden

Kari Roden

Kari Roden is passionate about ensuring ALL students learn to read.  
avatar for Lynn Kuhn, M.A. CCC-SLP

Lynn Kuhn, M.A. CCC-SLP

Independent Consultant, Language Literacy Links
Lynn Kuhn, M.A. CCC-SLP is an educational language and literacy professional with a strong background in preschool through secondary teacher training, coaching, and consulting with building and leadership systems. Her 23 years in public education included being a speech language pathologist... Read More →
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 2

11:15am MDT

Systems Leader Symposium. Invitational Leader Symposium: System Leaders: Making Structured Literacy Work for Language-Diverse Classrooms
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 5
Introduction
Some believe Structured Literacy doesn’t work in language-diverse classrooms, but Maya Goodall and Dr. Dale Webster of CORE Learning will show you why that’s a misconception. Literacy and language are deeply connected for every learner. For students from language-diverse backgrounds, effective reading instruction requires more explicit attention to oral language, but all students benefit from approaches that integrate both language and literacy development.

This session will demonstrate how Structured Literacy principles can be adapted to support students from language-diverse backgrounds by leveraging their linguistic diversity as a strength. You’ll gain practical insights into how understanding the relationship between oral language and literacy leads to instruction that is equitable, effective, and accessible for Multilingual Learners, English variety speakers, and students with dyslexia.

Learning Objectives

1. Connect Structured Literacy principles with second language acquisition and oral language development, 
2. Adapt Structured Literacy instruction to build on students' existing linguistic knowledge and strengths, 
3. Implement specific strategies that support Multilingual Learners, English variety speakers, and students with dyslexia, 
4. Bridge the gap between students' oral language skills and literacy development using Structured Literacy approaches.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
MG
DD
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 5

11:15am MDT

Systems Leader Symposium. Leading with Literacy: Empowering Secondary Success Through Purposeful Leadership
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 6
Introduction:

Strong literacy leadership is essential for secondary academic success. This workshop equips school leaders, instructional coaches, and teacher leaders with the tools to drive meaningful literacy improvements. Participants will explore strategies to create a literacy-focused culture, set clear goals, and foster collaboration among educators.

Key focus areas include developing influence by prioritizing literacy across all content areas, leading intentionally through goal-setting and accountability, and aligning literacy goals with school improvement plans. Additionally, attendees will learn how to build teacher capacity through professional learning, coaching, and data-driven practices. Leaders will also be encouraged to model continuous growth, fostering a mindset of lifelong learning among educators.

This session will provide a roadmap for elevating instructional practices and empowering students to achieve their highest potential through practical strategies and actionable insights. Attendees will leave with actionable steps to implement and sustain school-wide literacy initiatives effectively.

Objectives:
  • Articulate the role of strong literacy leadership in supporting secondary academic achievement across content areas.
  • Develop strategies to establish a school-wide culture that prioritizes literacy and aligns with overall school improvement goals.
  • Apply goal-setting and accountability practices to lead intentional, literacy-focused instructional improvements.
  • Design systems of professional learning and coaching to build teacher capacity in evidence-based literacy practices.
  • Use data-driven approaches to monitor progress, inform instruction, and guide continuous school-wide improvement.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
avatar for Jeanne Schopf

Jeanne Schopf

Independent Consultant
For over three decades, Jeanne Schopf, M.Ed, NBCT, C-SLDI has devoted herself to enriching the lives of children as an educator and a prominent figure in state and national literacy. With a wealth of experience as a K-9 teacher, Literacy Coach, Reading Specialist, and Certified Dyslexia... Read More →
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 6

11:15am MDT

Systems Leader Symposium: The Courage to Lead: Transforming Literacy Outcomes Through Bold Leadership
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 1
Introduction:

In the world of education, bold leaders can be found at all levels, from district and building administrators to instructional coaches to classroom teachers and paraprofessionals. They are leaders who understand deeply what children need to thrive in our complex, interconnected world. They understand that literacy is the gateway, not only to students’ academic success, but to their ability to thrive and flourish in school and beyond. They understand that literacy is a human right that can—and should-- be guaranteed to ALL our students. They lead with a relentless focus on literacy for all, and know that if we don’t get literacy right, we don’t get anything right.

These are transformational literacy leaders who are courageously blazing the path to help others understand how to bring the research into action, and to share a bold and common vision for the future: to ensure that all children have the opportunities to reach their full potential.

Objectives:
• What it means to be a transformational literacy leader by cultivating a vision and setting a culture for collective problem-solving;
• What the Implementation Science teaches us about key factors in an effective implementation;
• The phases of implementation from exploration through sustainability and the bold leader moves throughout those phases;
• The courageous conversations that leaders must have in order to lead through a literacy transformation.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Laura Stewart

Laura Stewart

Chief Academic Officer, 95 Percent Group
I am an educator and organizational leader. I have proudly served as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives around the country. Before joining 95% Group, I was the Chief Innovation... Read More →
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 1

11:15am MDT

Title Coming. Systems Leader Symposium
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 3 & 4
Introduction


Session Objectives
By the end of this session, participants will be able to:

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
avatar for Dr. Terrie Noland

Dr. Terrie Noland

The Transformative Reading Teacher Group
For 25 years, Dr. Terrie Noland has put her energy into education and literacy; first as a teacher and administrator, and now as V.P. of Educator Initiatives for Learning Ally, a nonprofit dedicated to "Literacy for All." Terrie's mission is to spark a flame of enthusiasm in others... Read More →
avatar for Dr. Danielle ‘Nell’ Thompson

Dr. Danielle ‘Nell’ Thompson

President and Founder, The Transformative Reading Teacher Group
Danielle ‘Nell’ Thompson, PhD CCC-SLP, is a coach, influencer, literacy leader, teacher of teachers and, insatiably curious about all things that make people’s lives better. She is an agent of positive change working to help leaders and educators re-think, unlearn, and up-level... Read More →
Monday June 9, 2025 11:15am - 12:15pm MDT
Salon 3 & 4

12:15pm MDT

Marzano Lunch & Learn-The Power of Integrating Literacy Initiatives and School Improvement
Monday June 9, 2025 12:15pm - 1:15pm MDT
Introduction

Literacy success isn’t just about great instructional strategies—it’s about embedding those strategies within a cohesive and sustainable school improvement structure. In this interactive session, school and district leaders will explore how to integrate literacy initiatives into their broader improvement efforts, ensuring alignment with existing priorities, resources, and systems. We’ll discuss strategies for programmatic integration, including leveraging Title I and other federal funds (or their next iterations) to provide ongoing support for literacy work. Leaders will discuss practical tools to assess their current structures, identify opportunities for alignment, and leave with concrete next steps to sustain literacy improvements beyond WYBILT. Principals, superintendents, and other district leaders should attend this session and should expect to leave with tools to make literacy a lasting part of their schools’ success.

Session Objectives
By the end of this session, participants will be able to:
  1. Evaluate how literacy initiatives can be embedded within broader school and district improvement structures for long-term sustainability.
  2. Identify opportunities to align literacy priorities with existing goals, funding streams (e.g., Title I and other federal programs), and system-level supports.
  3. Apply practical tools to assess current systems, determine areas for better integration, and plan next steps to sustain and scale literacy improvement efforts beyond WYBILT.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
MS

Mike Siebersma

Director of Consulting and Technical Assistance, Marzano Research
Monday June 9, 2025 12:15pm - 1:15pm MDT

1:15pm MDT

Invitational Leader Symposium: Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 5
Introduction: 

Systems Leaders, the term “science of reading” is often used only to highlight problems with phonics instruction. But that overlooks the abundant scientific evidence indicating that standard reading comprehension instruction, which focuses on isolated skills, is also problematic. Science also tells us we need to break down the artificial walls separating reading and writing instruction since the two are closely connected. And fundamentally, we need to see both reading and writing as aspects of learning, to take advantage of practices backed by cognitive science that can make teachers more effective and boost student achievement.

Objectives:
  1. Experience the challenges that students with dyslexia face through immersive, simulation-based activities that reflect real classroom tasks in reading, writing, and language processing.
  2. Examine how misconceptions about the science of reading—especially the overemphasis on phonics alone—can limit comprehensive instructional approaches for students with dyslexia.
  3. Explore the cognitive science behind effective reading and writing instruction, including the importance of integrating comprehension, decoding, vocabulary, and written expression.
  4. Reflect on current classroom practices and identify areas where reading and writing instruction can be more deeply connected to improve outcomes for all students, particularly those with dyslexia.
  5. Apply research-informed strategies from the science of reading and writing to create more inclusive, effective learning environments that support language and literacy development for diverse learners.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Natalie Wexler
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 5

1:15pm MDT

Invitational Leader Symposium: Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 2
Introduction: 

Systems Leaders, the term “science of reading” is often used only to highlight problems with phonics instruction. But that overlooks the abundant scientific evidence indicating that standard reading comprehension instruction, which focuses on isolated skills, is also problematic. Science also tells us we need to break down the artificial walls separating reading and writing instruction since the two are closely connected. And fundamentally, we need to see both reading and writing as aspects of learning, to take advantage of practices backed by cognitive science that can make teachers more effective and boost student achievement.

Objectives:
  1. Experience the challenges that students with dyslexia face through immersive, simulation-based activities that reflect real classroom tasks in reading, writing, and language processing.
  2. Examine how misconceptions about the science of reading—especially the overemphasis on phonics alone—can limit comprehensive instructional approaches for students with dyslexia.
  3. Explore the cognitive science behind effective reading and writing instruction, including the importance of integrating comprehension, decoding, vocabulary, and written expression.
  4. Reflect on current classroom practices and identify areas where reading and writing instruction can be more deeply connected to improve outcomes for all students, particularly those with dyslexia.
  5. Apply research-informed strategies from the science of reading and writing to create more inclusive, effective learning environments that support language and literacy development for diverse learners.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Natalie Wexler
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 2

1:15pm MDT

Invitational Leader Symposium: Navigating Rough Waters: How Leaders Can Effectively Steer the Ship Towards Improved Student Literacy Outcomes
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 2
Introduction:

This session empowers leaders to drive sustainable, equitable literacy outcomes through the Science of Reading and Learning. Participants will gain actionable strategies and a framework for systemic change, addressing professional learning, coaching, materials, cultural responsiveness, data analysis, and MTSS implementation at both school and district levels.

Objectives:

  • Describe a systems-level framework for implementing the Science of Reading and Learning to drive sustainable literacy outcomes.
  • Identify strategies for integrating high-quality professional learning, coaching, and materials into a cohesive literacy improvement plan.
  • Analyze the role of cultural responsiveness in achieving equitable literacy instruction and outcomes for all learners.
  • Apply data-driven decision-making to inform instruction, monitor progress, and guide school and district-level literacy goals.
  • Evaluate how to implement and strengthen Multi-Tiered Systems of Support (MTSS) to address the full range of student needs.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
RL
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 2

1:15pm MDT

Invitational Leader Symposium: What System Leaders Need to Know about Research That Must Guide How We Teach English Learners to Read
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 6
Invitational Leader Symposium Exclusive:

What System Leaders Need to Know about Research That Must Guide How We Teach English Learners to Read

Introduction:

What’s “reading science” got to do with English Learners? 
The short answer to this question is, “A lot.” A more informative answer requires answers to these questions, which this presentation targeted to educators in schools and classrooms will address: What’s the "science of reading”? How is it relevant for English Learners? What about bilingual education? When teaching reading to students simultaneously learning to speak and understand the language as they learn to read and write it, what’s the same and what’s different compared to teaching students to read who already know the language? What are some things that do and don’t work for teaching English reading to ELs? What about beginning and early literacy? Do foundational skills still matter?

Objectives:
  • Define the “science of reading” and explain its relevance to English Learners (ELs).
  • Differentiate between effective practices for teaching reading to native English speakers and ELs, identifying what remains consistent and what must be adapted.
  • Explain the role of foundational skills in early literacy instruction for English Learners, including phonemic awareness, phonics, and oral language development.
  • Describe key considerations in bilingual education and how reading science intersects with dual-language or multilingual approaches.
  • Evaluate common misconceptions and ineffective practices in reading instruction for ELs and identify evidence-based strategies that support language and literacy development.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
DC
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 6

1:15pm MDT

Systems Leader Symposium. Leadership in Literacy: Building Systems for Success Developing and sustaining evidence-based literacy initiatives at the state, district, and school levels.
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 3 & 4
Introduction
Sustainable literacy improvement doesn’t happen by chance—it happens by design. This session explores how leaders at the state, district, and school levels can build and sustain evidence-based literacy systems that lead to lasting change. Participants will examine the structures, processes, and leadership practices that create coherence across initiatives, align resources to needs, and ensure all students have access to high-quality instruction. Whether you're shaping policy or leading building-level implementation, this session offers a blueprint for designing systems that support literacy success at scale.

Learning Objectives
By the end of this session, participants will be able to:
  1. Analyze the core components of evidence-based literacy systems at the state, district, and school levels.
  2. Evaluate leadership practices that promote coherence, sustainability, and alignment in literacy initiatives.
  3. Design next steps for building or strengthening systems that support effective implementation of high-quality literacy instruction across levels of the system.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
avatar for Dr. Pam Kastner

Dr. Pam Kastner

State Lead, Pennsylvania Training and Technical Assistance Network (PaTTAN)
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 3 & 4

1:15pm MDT

Systems Leader Symposium. Scaling Up Educational Interventions: Lessons Learned from Statewide Initiatives on Expanding Successful Educational Practices
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 1
Introduction
Scaling an effective intervention requires more than enthusiasm—it requires intentional design, strong leadership, and system-wide alignment. This session draws on insights from statewide initiatives to explore what it takes to expand successful educational practices across schools and districts. Participants will examine common barriers and enablers to scale, explore models of statewide implementation, and discuss strategies for adapting interventions while maintaining fidelity. Whether you're expanding a literacy initiative, instructional framework, or professional learning model, this session offers practical guidance for scaling with integrity and impact.
Learning Objectives
By the end of this session, participants will be able to:
  1. Analyze key factors that influence the successful scale-up of educational interventions across school and district contexts.
  2. Examine lessons learned from statewide initiatives to identify common challenges and solutions in expanding effective practices.
  3. Design actionable strategies to adapt, scale, and sustain high-impact interventions while preserving core components and fidelity of implementation.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Dr. Kim St. Martin

Dr. Kim St. Martin

Director, Director MiMTSS Technical Assistance Center
Dr. Kim St. Martin is currently the director of the MiMTSS TA Center. She was a panel member for the Institute of Education Sciences (IES) Practice Guide, Providing Reading Interventions for Students in Grades 4–9. Dr. St. Martin was previously the co-director of a federally funded... Read More →
Monday June 9, 2025 1:15pm - 2:15pm MDT
Salon 1

2:30pm MDT

Invitational Leader Symposium: Leading with Literacy: Empowering Secondary Success Through Purposeful Leadership
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 6
Introduction:

Strong literacy leadership is essential for secondary academic success. This workshop equips school leaders, instructional coaches, and teacher leaders with the tools to drive meaningful literacy improvements. Participants will explore strategies to create a literacy-focused culture, set clear goals, and foster collaboration among educators.

Key focus areas include developing influence by prioritizing literacy across all content areas, leading intentionally through goal-setting and accountability, and aligning literacy goals with school improvement plans. Additionally, attendees will learn how to build teacher capacity through professional learning, coaching, and data-driven practices. Leaders will also be encouraged to model continuous growth, fostering a mindset of lifelong learning among educators.

This session will provide a roadmap for elevating instructional practices and empowering students to achieve their highest potential through practical strategies and actionable insights. Attendees will leave with actionable steps to implement and sustain school-wide literacy initiatives effectively.

Objectives:
  • Articulate the role of strong literacy leadership in supporting secondary academic achievement across content areas.
  • Develop strategies to establish a school-wide culture that prioritizes literacy and aligns with overall school improvement goals.
  • Apply goal-setting and accountability practices to lead intentional, literacy-focused instructional improvements.
  • Design systems of professional learning and coaching to build teacher capacity in evidence-based literacy practices.
  • Use data-driven approaches to monitor progress, inform instruction, and guide continuous school-wide improvement.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
avatar for Jeanne Schopf

Jeanne Schopf

Independent Consultant
For over three decades, Jeanne Schopf, M.Ed, NBCT, C-SLDI has devoted herself to enriching the lives of children as an educator and a prominent figure in state and national literacy. With a wealth of experience as a K-9 teacher, Literacy Coach, Reading Specialist, and Certified Dyslexia... Read More →
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 6

2:30pm MDT

Systems Leader Symposium. Dyslexia & the Brain: Facts, Experiences, and Impact to Strengthen Instructional Decision-Making
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 2
Introduction

Understanding dyslexia is essential for designing equitable and effective instruction. This session explores the intersection of science, lived experience, and practical classroom application. Participants will explore how the brain processes language and examine current research findings on dyslexia and other language-based learning differences. Through challenging vignettes and real-world examples, we will illuminate the unique experiences of individuals with dyslexia. By connecting neuroscience to instructional strategies, participants will be equipped to make informed decisions that support all learners, especially those with language and literacy differences.

Objectives
By the end of this session, participants will gain insights into the following:
  1. Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
  2. Identify key signs and symptoms of dyslexia and other language-based learning differences.
  3. Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
  4. Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
  5. Make informed instructional decisions based on current research and a deeper understanding of how dyslexia impacts learning.
Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
IB
avatar for Lynn Kuhn, M.A. CCC-SLP

Lynn Kuhn, M.A. CCC-SLP

Independent Consultant, Language Literacy Links
Lynn Kuhn, M.A. CCC-SLP is an educational language and literacy professional with a strong background in preschool through secondary teacher training, coaching, and consulting with building and leadership systems. Her 23 years in public education included being a speech language pathologist... Read More →
avatar for Kari Roden

Kari Roden

Kari Roden is passionate about ensuring ALL students learn to read.  
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 2

2:30pm MDT

Systems Leader Symposium. The Courage to Lead: Transforming Literacy Outcomes Through Bold Leadership
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 3 & 4
Introduction:

In the world of education, bold leaders can be found at all levels, from district and building administrators to instructional coaches to classroom teachers and paraprofessionals. They are leaders who understand deeply what children need to thrive in our complex, interconnected world. They understand that literacy is the gateway, not only to students’ academic success, but to their ability to thrive and flourish in school and beyond. They understand that literacy is a human right that can—and should-- be guaranteed to ALL our students. They lead with a relentless focus on literacy for all, and know that if we don’t get literacy right, we don’t get anything right.

These are transformational literacy leaders who are courageously blazing the path to help others understand how to bring the research into action, and to share a bold and common vision for the future: to ensure that all children have the opportunities to reach their full potential.

Objectives:
• What it means to be a transformational literacy leader by cultivating a vision and setting a culture for collective problem-solving;
• What the Implementation Science teaches us about key factors in an effective implementation;
• The phases of implementation from exploration through sustainability and the bold leader moves throughout those phases;
• The courageous conversations that leaders must have in order to lead through a literacy transformation.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Speakers
avatar for Laura Stewart

Laura Stewart

Chief Academic Officer, 95 Percent Group
I am an educator and organizational leader. I have proudly served as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives around the country. Before joining 95% Group, I was the Chief Innovation... Read More →
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 3 & 4

2:30pm MDT

Systems Leader Symposium: System Leaders: Making Structured Literacy Work for Language-Diverse Classrooms
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 5
Making Structured Literacy Work for Language-Diverse Classrooms

Introduction
Some believe Structured Literacy doesn’t work in language-diverse classrooms, but Maya Goodall and Dr. Dale Webster of CORE Learning will show you why that’s a misconception. Literacy and language are deeply connected for every learner. For students from language-diverse backgrounds, effective reading instruction requires more explicit attention to oral language, but all students benefit from approaches that integrate both language and literacy development.

This session will demonstrate how Structured Literacy principles can be adapted to support students from language-diverse backgrounds by leveraging their linguistic diversity as a strength. You’ll gain practical insights into how understanding the relationship between oral language and literacy leads to instruction that is equitable, effective, and accessible for Multilingual Learners, English variety speakers, and students with dyslexia.

Learning Objectives

1. Connect Structured Literacy principles with second language acquisition and oral language development, 
2. Adapt Structured Literacy instruction to build on students' existing linguistic knowledge and strengths, 
3. Implement specific strategies that support Multilingual Learners, English variety speakers, and students with dyslexia, 
4. Bridge the gap between students' oral language skills and literacy development using Structured Literacy approaches.

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
MG
DD
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 5

2:30pm MDT

Title Coming. Systems Leader Symposium
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 1
Introduction


Session Objectives
By the end of this session, participants will be able to:

Credit Reflection Questions: Applying Learning to Practice
  • What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
  • In what ways did the presentation deepen or enhance your understanding of the topic?
  • How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Speakers
avatar for Dr. Terrie Noland

Dr. Terrie Noland

The Transformative Reading Teacher Group
For 25 years, Dr. Terrie Noland has put her energy into education and literacy; first as a teacher and administrator, and now as V.P. of Educator Initiatives for Learning Ally, a nonprofit dedicated to "Literacy for All." Terrie's mission is to spark a flame of enthusiasm in others... Read More →
avatar for Dr. Danielle ‘Nell’ Thompson

Dr. Danielle ‘Nell’ Thompson

President and Founder, The Transformative Reading Teacher Group
Danielle ‘Nell’ Thompson, PhD CCC-SLP, is a coach, influencer, literacy leader, teacher of teachers and, insatiably curious about all things that make people’s lives better. She is an agent of positive change working to help leaders and educators re-think, unlearn, and up-level... Read More →
Monday June 9, 2025 2:30pm - 3:30pm MDT
Salon 1

3:45pm MDT

Systems Leader Symposium. Leading Forward: A Language and Literacy Panel
Monday June 9, 2025 3:45pm - 5:00pm MDT
Main Ballroom
Monday June 9, 2025 3:45pm - 5:00pm MDT
Main Ballroom
 
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