Embracing Literacy 2025 Events

Introduction:
This presentation will explore how schools and districts can strategically utilize staff members who are Science of Reading (SoR) leaders to improve literacy instruction and student outcomes. Participants will learn how to leverage these leaders as instructional coaches, professional development facilitators, and collaborative team members to support teachers in implementing evidence-based reading practices. The session will also highlight ways to create sustainable systems that empower SoR leaders to drive long-term literacy success.

Objectives:
1. Understand the Role of Science of Reading Leaders – Define key responsibilities and best practices for SoR leaders within a school or district. 
2. Learn Effective Coaching & Mentorship Strategies – Explore how SoR leaders can support teachers through modeling, feedback, and collaborative planning. 
3. Develop a Plan for Professional Development – Identify ways to integrate SoR leaders into structured, ongoing literacy training for staff. 
4. Create Systems for Sustainability – Learn how to build a culture of literacy excellence by embedding SoR leadership into school-wide and district-wide initiatives.
5. Maximize Impact on Student Learning – Discover data-driven approaches to measure the effectiveness of SoR leadership and adjust strategies as needed.

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?

From Wyoming to Wyoming: Dr. Douglas Petersen from the University of Wyoming, Dr. Trina Spencer, and Camryn Lettich present:

Session Description:
This session introduces a practical roadmap for using the Language Dynamics Group’s tools—CUBED-3, DYMOND, PEARL, Story Champs, and Story Champs AAC—to support language and literacy within a Multi-Tiered System of Support (MTSS).CUBED-3 is a universal screening, benchmarking, and progress monitoring tool that measures all the strands of Scarborough's Reading Rope. CUBED offers educators a powerful tool for tracking language growth and identifying students in need of additional support.
Participants will learn how DYMOND identifies students with dyslexia or language disorder based on how they learn, rather than what they know, offering unparalleled sensitivity and cultural-linguistic responsiveness.PEARL is a dyslexia and language disorder screener for preschool and kindergarten that yields detailed, criterion-referenced data. The session will also highlight how Story Champs and Story Champs AAC deliver effective, engaging instruction across tiers, supporting students with a range of communication needs. Together, these tools help educators and SLPs make informed decisions and strengthen MTSS for all learners.

Objectives:

1. Describe the complementary roles of dynamic assessment (DYMOND and PEARL) and benchmark monitoring (CUBED) in identifying students with language-based learning needs within a Multi-Tiered System of Support (MTSS).
2. Explain how structured language interventions, such as Story Champs, can be implemented across Tiers 1, 2, and 3 to support vocabulary, syntax, and discourse development.
3. Identify ways educators and administrators can lead equitable screening and intervention efforts to support students with and without developmental language disorder (DLD) and dyslexia.

Presented by Language Dynamics Group

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?