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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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?
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:
Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
Identify key signs and symptoms of dyslexia and other language-based learning differences.
Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
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?
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 →
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:
Experience the challenges that students with dyslexia face through immersive, simulation-based activities that reflect real classroom tasks in reading, writing, and language processing.
Examine how misconceptions about the science of reading—especially the overemphasis on phonics alone—can limit comprehensive instructional approaches for students with dyslexia.
Explore the cognitive science behind effective reading and writing instruction, including the importance of integrating comprehension, decoding, vocabulary, and written expression.
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.
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?
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?
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:
Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
Identify key signs and symptoms of dyslexia and other language-based learning differences.
Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
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?
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 →
