Embracing Literacy 2025 Events

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?

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?

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?

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?

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?