Embracing Literacy 2025 Events

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.

Objectives
By the end of this session, participants will gain insights into the following:

1. Analyze the role of school improvement structures in sustaining literacy initiatives and identify key components of system alignment.
2. Evaluate their current district or school improvement efforts to identify opportunities for embedding evidence-based literacy practices.
3. Explore strategies to integrate literacy initiatives with existing priorities, including the strategic use of federal funds such as Title I.
4. Apply tools to assess programmatic alignment and coherence within their literacy and school improvement systems.

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:

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?

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?

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?