Loading…

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!
Monday, June 9
 

TBA

Cultivating Literacy Leaders: An Information Session on the Reading League National
Monday June 9, 2025 TBA
Speakers
avatar for Andrea Setmeyer

Andrea Setmeyer

National Chapter Director, The Reading League
Monday June 9, 2025 TBA

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. 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
CG

Claude Goldenberg

My Substack. https://claudegoldenberg.substack.com
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
CG

Claude Goldenberg

My Substack. https://claudegoldenberg.substack.com
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

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
CG

Claude Goldenberg

My Substack. https://claudegoldenberg.substack.com
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

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
 
Tuesday, June 10
 

8:45am MDT

Teacher Leaders as Agile Thinkers: Connecting Classrooms to Systems-Level Change
Tuesday June 10, 2025 8:45am - 9:45am MDT
Main Ballroom
Introduction

You don’t need a title to be a leader, but you do need skill. Today’s teacher leaders are not just content experts; they’re agile thinkers, system-aware collaborators, and trusted influencers who know how to lead up, across, and within their schools. In this session, you’ll sharpen the mindset and tools needed to navigate complexity, read the room, and move ideas forward, even when you don’t have formal authority. Learn how to advocate for what matters, build trust with decision-makers, and become the kind of leader your school system needs, right from where you are.

Session Objectives
By the end of this session, participants will be able to:
  1. Define the characteristics of agile teacher leadership and explore how influence can be exercised without formal authority.
  2. Apply strategies for navigating complex school systems, including how to read organizational dynamics and lead from the middle.
  3. Develop approaches to effectively advocate for instructional priorities, build trust with decision-makers, and contribute to systems-level change from the classroom.

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 →
Tuesday June 10, 2025 8:45am - 9:45am MDT
Main Ballroom

10:00am MDT

Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 5
Introduction:

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
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 5

10:00am MDT

Bridging Research and Practice in Literacy Education
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 3 & 4
Session Description
The gap between research and classroom practice doesn’t have to be a divide—it can be a bridge. In this session, participants will explore how to translate the latest findings from literacy research into meaningful, evidence-aligned practices that improve student outcomes. Designed for both teachers and administrators, this session offers tools to critically evaluate research, align strategies with the science of reading, and implement change in ways that are practical, scalable, and sustainable. Together, we’ll connect theory to action and empower educators to lead with evidence.
Learning Objectives
By the end of this session, participants will be able to:
  1. Interpret key findings from current literacy research and understand their implications for instruction and leadership.
  2. Apply research-aligned strategies to classroom practice and school-wide literacy efforts.
  3. Develop systems and supports that enable teachers and leaders to implement and sustain evidence-based literacy practices with fidelity.
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)
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 3 & 4

10:00am MDT

Leading With Literacy at Every Level: Empowering Teams, Classrooms, and Schools for Secondary Success
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 6
Introduction:
Welcome to "Leading With Literacy at Every Level: Empowering Teachers, Classrooms, and Schools for Secondary Success." As educators, we know that literacy is fundamental to students' academic success and personal development. This session invites you to explore the vital role that teachers play in advancing literacy initiatives and fostering a culture that prioritizes reading and writing across all subjects and grade levels.
Together, we will examine how, as educators, we can empower ourselves and our colleagues to lead within our classrooms and schools effectively. You will learn practical strategies to create a literacy-rich environment that engages students and supports their diverse learning needs. We'll discuss how to set clear literacy goals that align with our teaching practices and improve student outcomes.
Throughout our time together, we will highlight collaborative approaches that encourage teamwork among educators, enabling us to share insights, resources, and effective practices. You will gain valuable tools to enhance your instructional techniques through coaching, data analysis, and continuous improvement, all aimed at elevating literacy instruction.
Join us as we delve into the powerful impact of literacy leadership from a teacher's perspective. By embracing our roles as literacy advocates, we can inspire our students to reach their full potential and achieve lasting academic success together. Let’s work collectively to lead with literacy at every level!

Objectives:
  1. Role of Literacy in Teaching: Understand the critical role of effective literacy instruction in promoting student engagement and academic success at the secondary level.
  2. Setting Instructional Goals: Learn to establish clear, actionable literacy goals that align with curriculum standards and are informed by student performance data.
  3. Collaborative Teaching Practices: Explore methods for fostering collaboration among educators to enhance literacy instruction and support diverse learning needs through shared resources and strategies.
  4. Empowering Student Learning: Gain practical techniques and strategies to empower students in their literacy development, ensuring they build the necessary skills for academic achievement and lifelong 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
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 →
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 6

10:00am MDT

PART 1: Experience Dyslexia® Simulation
Tuesday June 10, 2025 10:00am - 11:00am MDT
Timber
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
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 →
IB
avatar for Kari Roden

Kari Roden

Kari Roden is passionate about ensuring ALL students learn to read.  
Tuesday June 10, 2025 10:00am - 11:00am MDT
Timber

10:00am MDT

The Courage to Lead: Transforming Literacy Outcomes Through Bold Leadership
Tuesday June 10, 2025 10:00am - 11:00am MDT
Aspen/Birch
Introduction
Soaring with Language and Literacy Conference

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.

This session will explore:
• 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 →
Tuesday June 10, 2025 10:00am - 11:00am MDT
Aspen/Birch

10:00am MDT

Title Coming
Tuesday June 10, 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 →
Tuesday June 10, 2025 10:00am - 11:00am MDT
Salon 1

11:15am MDT

Connect-The Power of Integrating Literacy Initiatives and School Improvement
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Timber
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
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Timber

11:15am MDT

I Screen, You Screen, We All Screen our Students...Now What?!
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Aspen/Birch
How do teachers meet the foundational skill instructional needs of all students effectively? Universal screener assessments are designed as a temperature check only, yet teachers are often tasked with trying to use screener data to group students without knowing which specific skills are needed for instruction. In this session, instructional leaders and educators will learn how to use an often missing piece of the puzzle - diagnostic assessment data - to support teachers in planning skill-based small-group instruction.

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?


The Rollins Center & Cox Campus


Speakers
RL
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Aspen/Birch

11:15am MDT

Making Intentional Leader Moves That Create Change in Literacy Outcomes
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 1 & 2
Introduction
Effective and informed leadership is essential for driving literacy initiatives and fostering the daily motivation needed to be the chief reminding officer and casting the vision, meeting the discrete mission goals, and transforming a system. In this session, we explore leadership moves that promote literacy excellence, from setting a vision to providing ongoing support and professional development. Participants will gain practical strategies for leading literacy improvement efforts within their schools or districts. The learning experience in this session comes from a six-day literacy leadership course.
Session Objectives
By the end of this session, participants will be able to:
  1. Identify key leadership moves that drive literacy improvement, including vision-setting, strategic alignment, and consistent messaging.
  2. Examine how leaders can serve as motivators, vision-casters, and chief reminding officers to sustain momentum in literacy initiatives.
  3. Apply practical strategies from a research-based literacy leadership framework to support ongoing professional development and system-wide 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 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 →
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 1 & 2

11:15am MDT

Making Structured Literacy Work for Language-Diverse Classrooms
Tuesday June 10, 2025 11:15am - 12:15pm 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
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 5

11:15am MDT

PART 2: Unraveling the Mysteries of Dyslexia: Empowering Educators with the Facts and Their Impact on Enhancing Instructional Decision-Making
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 6
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.  
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 6

11:15am MDT

What Educators in Schools and Classrooms Need to Know about Research That Must Guide How We Teach English Learners to Read
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 3 & 4
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 skill 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
CG

Claude Goldenberg

My Substack. https://claudegoldenberg.substack.com
Tuesday June 10, 2025 11:15am - 12:15pm MDT
Salon 3 & 4

12:15pm MDT

Great Minds Lunch and Learn
Tuesday June 10, 2025 12:15pm - 1:15pm MDT
Salon 2
Speakers
KS

Kelly Stewart

Great Minds
Tuesday June 10, 2025 12:15pm - 1:15pm MDT
Salon 2

1:15pm MDT

Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 5
Introduction:

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
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 5

1:15pm MDT

Bridging Research and Practice in Literacy Education
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 1 & 2
Introduction
High-impact literacy instruction begins when research moves off the page and into practice. This session empowers educators and leaders to close the gap between theory and action by translating the latest findings from literacy research into strategies that work in real classrooms. Participants will explore key research insights, learn how to critically evaluate evidence, and discover how to implement practices aligned with the science of reading. Designed for teachers, instructional leaders, and administrators, this session offers tools for making research-informed decisions that lead to better outcomes for all students.
Learning Objectives
By the end of this session, participants will be able to:
  1. Interpret current literacy research and identify its relevance to classroom instruction and system-level decision-making.
  2. Evaluate evidence-based practices aligned with the science of reading for application in school or district settings.
  3. Develop plans to integrate research-aligned strategies into ongoing instructional improvement efforts with fidelity and sustainability.
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?
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 1 & 2

1:15pm MDT

Dyslexia Screening and Early Literacy Intervention
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 3 & 4
Session Description
Early identification and intervention are critical to supporting students at risk for reading difficulties, including dyslexia. This session highlights key lessons from Pennsylvania’s Dyslexia Screening Pilot Program and explores how those insights can inform early literacy practices across schools and districts. Participants will learn about effective screening tools, instructional responses, and system-level supports that ensure all students—especially those most at risk—receive timely, evidence-based interventions. Grounded in real-world implementation, this session offers practical guidance for educators, administrators, and policymakers.
Learning Objectives
By the end of this session, participants will be able to:
  1. Describe the structure, goals, and outcomes of Pennsylvania’s Dyslexia Screening Pilot Program.
  2. Identify effective tools and processes for early screening and intervention for students at risk for dyslexia.
  3. Apply lessons learned to strengthen early literacy systems and ensure timely, evidence-based support for struggling readers.
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)
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 3 & 4

1:15pm MDT

Leading With Literacy at Every Level: Empowering Teams, Classrooms, and Schools for Secondary Success
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 6
Strong literacy leadership is essential for secondary academic success. This workshop supports school leaders, instructional coaches, and teacher leaders in driving impactful literacy improvement across classrooms and teams. Participants will explore strategies to cultivate a literacy-centered culture, establish clear and measurable goals, and foster collaboration among educators.

Key focus areas include developing instructional influence by prioritizing literacy across all content areas, leading with intentionality through goal-setting and shared accountability, and aligning literacy efforts with school improvement priorities. Teacher leaders will gain tools to support their peers through collaborative planning, modeling, and data-informed instruction at the team and classroom levels. Leaders at all levels will learn how to build educator capacity through professional learning, coaching, and reflective practice.
This session offers a practical roadmap to strengthen instructional practices, promote collective efficacy, and empower students to reach their full potential. Attendees will leave with actionable strategies to implement and sustain effective, school-wide, and team-level literacy initiatives.

Objectives:


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 →
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 6

1:15pm MDT

PART 1: Experience Dyslexia® Simulation
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Timber
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
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 →
IB
avatar for Kari Roden

Kari Roden

Kari Roden is passionate about ensuring ALL students learn to read.  
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Timber

1:15pm MDT

The Courage to Lead: Transforming Literacy Outcomes Through Bold Leadership
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Aspen/Birch
Introduction
Soaring with Language and Literacy Conference 

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.

This session will explore:
• What it means to be a transformational literacy leader by cultivating a vision and setting a culture for collective problem-solving;
• What 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 →
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Aspen/Birch

1:15pm MDT

Title Coming
Tuesday June 10, 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 →
Tuesday June 10, 2025 1:15pm - 2:15pm MDT
Salon 1

2:30pm MDT

I Screen, You Screen, We All Screen our Students...Now What?!
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Aspen/Birch
How do teachers meet the foundational skill instructional needs of all students effectively? Universal screener assessments are designed as a temperature check only, yet teachers are often tasked with trying to use screener data to group students without knowing which specific skills are needed for instruction. In this session, instructional leaders and educators will learn how to use an often missing piece of the puzzle - diagnostic assessment data - to support teachers in planning skill-based small group instruction.

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?


The Rollins Center & Cox Campus
Speakers
RL
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Aspen/Birch

2:30pm MDT

Making Intentional Leader Moves That Create Change in Literacy Outcomes
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Salon 1 & 2
Introduction
Effective and informed leadership is essential for driving literacy initiatives and fostering the daily motivation needed to be the chief reminding officer and casting the vision, meeting the discrete mission goals, and transforming a system. In this session, we explore leadership moves that promote literacy excellence, from setting a vision to providing ongoing support and professional development. Participants will gain practical strategies for leading literacy improvement efforts within their schools or districts. The learning experience in this session comes from a six-day literacy leadership course.
Session Objectives
By the end of this session, participants will be able to:
  1. Identify key leadership moves that drive literacy improvement, including vision-setting, strategic alignment, and consistent messaging.
  2. Examine how leaders can serve as motivators, vision-casters, and chief reminding officers to sustain momentum in literacy initiatives.
  3. Apply practical strategies from a research-based literacy leadership framework to support ongoing professional development and system-wide 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 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 →
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 →
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Salon 1 & 2

2:30pm MDT

Making Structured Literacy Work for Language-Diverse Classrooms
Tuesday June 10, 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
DD
MG
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Salon 5

2:30pm MDT

PART 2: Unraveling the Mysteries of Dyslexia: Empowering Educators with the Facts and Their Impact on Enhancing Instructional Decision-Making
Tuesday June 10, 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.  
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Salon 2

2:30pm MDT

What Educators in Schools and Classrooms Need to Know about Research That Must Guide How We Teach English Learners to Read
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Salon 1 & 2
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 skill 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
CG

Claude Goldenberg

My Substack. https://claudegoldenberg.substack.com
Tuesday June 10, 2025 2:30pm - 3:30pm MDT
Salon 1 & 2

3:45pm MDT

Empowering Practice: A Language and Literacy Keynote Panel
Tuesday June 10, 2025 3:45pm - 5:30pm MDT
Main Ballroom
Tuesday June 10, 2025 3:45pm - 5:30pm MDT
Main Ballroom

3:45pm MDT

Keynote. Empowering Practice: A Language and Literacy Panel
Tuesday June 10, 2025 3:45pm - 5:30pm MDT
Main Ballroom
Introduction
Join this dynamic keynote panel as national leaders in language and literacy come together to explore the transformative practices shaping the future of education. Through the lens of research, implementation, and equity, panelists will share actionable insights and innovative strategies that elevate instruction and strengthen outcomes for students across the language and literacy continuum. From early language development to adolescent literacy acceleration, this conversation will highlight the critical components of high-quality instructional practices, professional learning, and system-wide alignment. Attendees will gain a deeper understanding of how to translate evidence into action, support sustainable change, and empower educators at every level to meet the diverse needs of students.
This robust discussion is designed to energize and inspire the work ahead in Wyoming as we continue to build a strong, evidence-based foundation for student success statewide.
Tuesday June 10, 2025 3:45pm - 5:30pm MDT
Main Ballroom

6:00pm MDT

Invitation Only. Charting Tomorrow: TRL Wyoming's Strategic Vision Session
Tuesday June 10, 2025 6:00pm - 8:00pm MDT
Speakers
avatar for Andrea Setmeyer

Andrea Setmeyer

National Chapter Director, The Reading League
Tuesday June 10, 2025 6:00pm - 8:00pm MDT
 
Wednesday, June 11
 

8:45am MDT

How Writing Instruction Can Revolutionize Education
Wednesday June 11, 2025 8:45am - 9:45am MDT
Main Ballroom
Introduction:
Writing is a potentially powerful lever for deepening knowledge, improving reading comprehension and analytical thinking, and enabling all students to access grade-level material. But it’s also the most difficult thing we ask students to do. To unlock the power of writing instruction, we need to: (1) make writing less overwhelming by starting at the sentence level if that’s what students need; (2) teach grammar and writing conventions in the context of students’ own writing; and (3) embed writing activities in the content of the core curriculum—in any subject and at any grade level. This presentation will provide examples of effective activities.
Explain how writing can serve as a catalyst for improving reading comprehension, analytical thinking, and access to grade-level content across subjects.

Objectives
  1. Describe the importance of starting writing instruction at the sentence level to reduce cognitive overload and build confidence.
  2. Demonstrate how to teach grammar and writing conventions in the context of students’ own writing, rather than in isolation.
  3. Identify ways to embed purposeful writing tasks within core content areas to support deeper learning at all grade levels.  
  4. Apply practical examples of writing activities that can be implemented immediately in classrooms to support student growth.


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
Wednesday June 11, 2025 8:45am - 9:45am MDT
Main Ballroom

10:00am MDT

Bilingual Education in the US: Past, Present, and Future
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 3 & 4
Introduction:

Most people do not know that bilingual education has been part of the educational landscape for virtually all of our nation’s history--actually, since before it was a nation. This presentation will review this history; present the current state of knowledge for short-term (i.e., transitional) and long-term (developmental or dual-language) bilingual education; discuss some of the limitations and challenges the research reveals; and provide suggestions for future directions, which must include promoting the value of bilingualism and biliteracy for all, not just English Learners, and improving the literacy pedagogy typically used in bilingual education programs.

Objectives:
  1. Summarize the historical roots and evolution of bilingual education in the United States.
  2. Differentiate between short-term (transitional) and long-term (developmental/dual-language) bilingual education models and their outcomes.
  3. Identify key findings from research on the effectiveness, challenges, and limitations of various bilingual education approaches.
  4. Explain why promoting bilingualism and biliteracy benefits all students—not just English Learners.
  5. Recommend ways to strengthen literacy pedagogy within bilingual education programs to align with current evidence and improve student outcomes.

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
CG

Claude Goldenberg

My Substack. https://claudegoldenberg.substack.com
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 3 & 4

10:00am MDT

Bridging the Gap: The Science of Reading for Secondary
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 1
Introduction:
Secondary educators often face the challenge of supporting students who struggle with decoding and fluency, yet professional development in the Science of Reading is largely focused on elementary instruction. This session bridges that gap by providing research-based strategies tailored for middle and high school students.

Participants will clearly understand how the Science of Reading applies beyond the early grades and explore practical, age-appropriate methods for teaching decoding, fluency, and comprehension. The session will cover effective instructional approaches, adaptable interventions, and high-quality resources designed for secondary learners.

1. Understand how the Science of Reading applies to middle and high school students. 
2. Recognize the challenges faced by adolescent struggling readers and their impact on learning. 
3. Apply evidence-based decoding and fluency strategies in secondary classrooms. 
4. Utilize practical tools and resources to support older students in mastering foundational literacy skills. 
5. Support a schoolwide literacy approach by integrating structured literacy strategies across disciplines.

Objectives:
By the end of the workshop, attendees will leave with actionable strategies to implement in their classrooms, tools to assess and address literacy gaps, and a deeper understanding of how structured literacy can support struggling readers in content-area learning. Whether you are a classroom teacher, literacy coach, or administrator, this session will equip you with the knowledge and resources to enhance instruction and improve student outcomes. Conference attendees will find this session particularly valuable as it addresses a critical but often overlooked need—helping older students develop the foundational literacy skills they require for academic success.
Understand how the Science of Reading applies to middle and high school students. Recognize the challenges faced by adolescent struggling readers and their impact on learning. Apply evidence-based decoding and fluency strategies in secondary classrooms. Utilize practical tools and resources to support older students in mastering foundational literacy skills. Support a schoolwide literacy approach by integrating structured literacy strategies across disciplines.

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. Jenny French
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 1

10:00am MDT

Dive into Structured Literacy Coaching: The What, Why, & How
Wednesday June 11, 2025 10:00am - 11:00am MDT
Birch
Introduction:
In this presentation aimed at district coaches, teacher leaders, school leaders, and admin, we will dive into Structured Literacy Coaching and how it can transform and support literacy instruction at your school site. In this training, we explain the what, why, and how of this student-focused. Coaches will learn how to partner with teachers using dialogical communication tools, support their understanding of evidence-based Structured LIteracy practices, and upskill them on how to use data-based decision-making, a key tool in student literacy progress. Structured Literacy coaching is the key to taking teachers knowledgeable in the Science of Reading and getting them to effectively implement those practices with students. 

Objectives:
Recognize elements of Structured Literacy coaching, understand the dialogical approach, and reflect on your current coaching practice and determine how you might add dialogical tools to your coaching toolkit. 

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 Jessica Hamman

Jessica Hamman

Founder & CEO, Glean Education, Glean Education
Jessica Hamman has worked in education as a teacher and curriculum designer for 20 years, teaching literacy and English to children and adults in private, public, and online classrooms. In 2016, she founded Glean Education, a company that provides educator professional development... Read More →
Wednesday June 11, 2025 10:00am - 11:00am MDT
Birch
  • about Jessica Hamman has worked in education as a teacher and curriculum designer for 20 years, teaching literacy and English to children and adults in private, public, and online classrooms. In 2016, she founded Glean Education, a company that provides educator professional development to districts and produces resources (including two podcasts) that aim to bridge the gap between research and practice in the area of special education, language, and literacy.

10:00am MDT

Leveraging Science of Reading Leaders to Improve and Sustain Literacy Gains
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 6
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?

Speakers
AB
avatar for Becky Lewis
avatar for Kelly Storebo

Kelly Storebo

LETRS State Success Manager - West Region, Lexia Learning
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 6

10:00am MDT

Optimizing Your ELA Reading Block to Master Critical K-5 Foundational Skills
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 5
Soaring with Language and Literacy Conference

As a K-5 educator, you know how critical the daily reading block is for developing strong readers. It must be intentionally structured to give students time to meaningfully practice and apply foundational literacy skills. How well does your current ELA instruction meet your student's foundational skill needs? Are you noticing skill gaps in your data that need to be urgently addressed? During this session, we will provide non-negotiable criteria to look for when evaluating ELA instruction for teaching foundational skills.  

Objectives:
• Identifying features every literacy educator needs to look for in a strong K-5 foundational skills program of instruction
• Considering program evaluation tools to understand how they are used to guide the review process
• Defining evidence-aligned vs. evidence-based resources - what’s the difference and why are both important?
• Streamlining your ELA resources and discussing why “de-implementation” is necessary
• Learning why assessment and instruction alignment across tiers is a game-changer within a cohesive MTSS framework

Attendees will leave this session with actionable guidance on reducing and closing foundational skill gaps by optimizing daily reading instruction to create confident readers at every grade level.

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 →
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 5

10:00am MDT

Partner Reading and Paragraph Shrinking: Simultaneous Strategies for Building Fluency and Comprehension
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 2
Introduction:
Ready to take your students' reading skills to the next level while also building student independence? Fluency and comprehension are critical components of successful reading instruction, and in this session, we will explore two evidence-based strategies—partner reading and paragraph shrinking—that support both skills. Participants will leave with clear, actionable routines for implementing these strategies to foster student independence, increase fluency and improve comprehension.  Applicable as a whole-class strategy in grades 1-5 and intervention technique in 6-12. 

Objectives:
1. Discover the research behind partner reading and paragraph shrinking as effective strategies for building fluency and increasing comprehension
2. Learn actionable routines to implement partner reading and paragraph shrinking in the classroom
3. Practice using paragraph shrinking to teach students a metacognitive strategy for text summarization.

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 Carrie Cole

Carrie Cole

President, Side-by-Side Educational Consulting
Carrie Cole is president of Side-by-Side Educational Consulting, leading a team of professionals dedicated to working side-by-side with educators to increase literacy outcomes for all students.  She is passionate about working with districts, schools, and teachers to successfully... Read More →
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 2

10:00am MDT

The Educators' Science of Reading Toolbox: Word Chaining
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 6
Introduction:
This session builds upon an article by Dr. Maria Murray in The Reading League Journal (Jan/Feb 2021 issue) by highlighting an evidence-based instructional practice known as Word Chaining. Participants will walk away with knowledge of a practical tool to use with students building foundational word recognition skills and explore several resources and frameworks for thinking through the selection of evidence-based practices.

Learning Objectives:
1. Describe why scientifically-based instructional practices are important and examine a framework for selecting effective interventions for striving readers
2. Understand the research on word chaining (word building), the components that likely contribute to its effectiveness, and where to conceptualize it on Scarborough's Rope
3. Identify several ways to create word chains in the classroom and potential methods for scaffolding or intensifying the intervention to match students' 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
avatar for Andrea Setmeyer

Andrea Setmeyer

National Chapter Director, The Reading League
Wednesday June 11, 2025 10:00am - 11:00am MDT
Salon 6

10:00am MDT

The Power of Progress Monitoring: Driving Meaningful Student Growth
Wednesday June 11, 2025 10:00am - 11:00am MDT
Aspen
Unlock the full potential of your MTSS with effective progress monitoring! In this engaging session, we’ll explore how data-driven progress monitoring can transform student support. Learn best practices for post-screening intervention planning and discover how technology can streamline decision-making, empowering educators with the insights they need to drive meaningful student outcomes.

Objectives 
  • Differentiate progress monitoring assessment from other types of assessment
  • Identify the placement of progress monitoring assessment within a data-based decision-making framework
  • Learn how to use progress monitoring to change student outcomes within your MTSS
 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
AD

Alisa Dorman

CEO President, Acadience
AF
Wednesday June 11, 2025 10:00am - 11:00am MDT
Aspen

10:45am MDT

Building Language Networks: Integrating AI into Explicit Vocabulary Instruction
Wednesday June 11, 2025 10:45am - 11:45am MDT
Salon 1
Building Language Networks: Integrating AI into Explicit Vocabulary Instruction -Explicit vocabulary instruction is essential for secondary students to engage with complex texts and communicate effectively. This session explores how AI tools can enhance vocabulary teaching by supporting word selection, offering adaptive learning experiences, and strengthening language networks. Participants will learn research-based strategies for direct vocabulary instruction, including selecting high-utility words and fostering word consciousness. Through practical examples and discussions, attendees will discover how to integrate AI to improve vocabulary instruction, enhance comprehension, and build academic language networks, leaving with actionable insights to create a language-rich environment that accelerates literacy development.
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 →
Wednesday June 11, 2025 10:45am - 11:45am MDT
Salon 1

10:45am MDT

Part 1: Authentic Inquiry and Engagement with Discipline-Specific Curated Text Sets
Wednesday June 11, 2025 10:45am - 11:45am MDT
Aspen
In this hands-on session, teachers will explore proven strategies to plan authentic disciplinary inquiry with curated text sets that promote reading comprehension. Authentic inquiry is essential for all students, as it is proven to develop critical thinking and language skills that are requirements in the classroom and in life. Investigating authentic disciplinary concepts through text sets supports growth in both fluency and comprehension, encourages increasing levels of reading stamina, and increases both motivation to tackle and engagement with stretch text. In this session we will unpack the strengths and challenges of curating useful text sets and planning authentic inquiry as we scrutinize effective strategies to help our students benefit from these inquiries to amplify their understanding of important disciplinary concepts.

Goals:
1. Describe the ways in which authentic inquiry with curated text sets promotes reading comprehension
2. Identify the key elements of curating text sets for inquiry in diverse disciplines.
3. Model and share a variety of protocols proven to support text engagement that promotes reading comprehension.

Outcomes:
1. Brainstorm curated text set and text engagement strategies to support an authentic inquiry that would be appropriate for your context.
2. Apply tools to continue to investigate ways to engage students in curated text sets.
3. Apply tools to continue to investigate ways to engage students in authentic inquiry in your context.

The follow-up to this session will be Round-Table Presentations by a team of core and elective teachers from Cody Middle and High Schools. Stephany’s team will discuss how they plan authentic inquiry in their different disciplines and support that inquiry with targeted vocabulary instruction, text-based student-to-student discussion, and engagement with curated text-sets.


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 Stephany Anderson

Stephany Anderson

Secondary Literacy Coach; Humanities Methods Instructor; C & I Instructor, Park 6; UW; GCU
Reach out to talk about the following: Disciplinary Literacy and school wide Tier 1 literacy instruction at the middle and high school levels. Tier 2 Reading Intervention Lab linked to students' ELA and SS coursework at the middle and high school levels. Planning and Implementing... Read More →
Wednesday June 11, 2025 10:45am - 11:45am MDT
Aspen

10:45am MDT

Turning Data into Action: Post-Screening Decision Making in Early Literacy
Wednesday June 11, 2025 10:45am - 11:45am MDT
Salon 5
Participants will delve into the critical process of utilizing universal screening data to enhance literacy outcomes within a Multi-Tiered System of Support (MTSS) framework. This session will guide educators through practical data analysis and collaborative strategies. Key components will include understanding universal screening data, making data-driven decisions, leading effective data meetings, continuous progress monitoring, and instructional adjustments. By the end of this session, participants will be equipped with practical strategies to transform screening data into actionable steps, leading to improved literacy instruction and student outcomes.

Credit Reflection Questions:
  • 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. Erin Pzinski

Dr. Erin Pzinski

PZ Literacy, LLC
A Wyoming native, Dr. Erin Pzinski is the K-12 Literacy Facilitator for Weston County School District #1 in Newcastle, a National LETRS Facilitator, and a graduate of the Reading Science Doctoral program at Mount St. Joseph University.  Early in her career, Erin participated in LETRS... Read More →
Wednesday June 11, 2025 10:45am - 11:45am MDT
Salon 5

11:15am MDT

Designing Integrated Lessons to Transform Secondary Literacy Interventions
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Birch
If you have ever worked with middle or high school students with unfinished learning in reading, then you’ve likely struggled to identify evidence-based, age-appropriate, high-quality lessons or materials. This interactive session will introduce and model the key elements every secondary literacy intervention should incorporate into daily lessons and unit plans, as well as provide a step by step guide for how to create these lesson components. During the session, learners will participate in the hands-on creation of a weekly lesson plan for a literacy intervention class, and use resources to develop daily materials for students. Participants will leave with a process for developing their own curriculum moving forward, access to free resources, and the beginning of a unit to use with students that will accelerate their reading growth!

Objectives:
1. Review the key components of an evidence-based literacy intervention model for secondary students 
2. Learn the steps and processes for creating an integrated literacy intervention unit 
3. Develop and create literacy intervention lesson plans rooted in the Science of Reading 
4. Locate resources and develop “high-schoolized” materials to use with students. 

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 Faith Howard

Faith Howard

High School Literacy Specialist, SCSD#1
I am a 6-12 Literacy Specialist for Sublette County School District #1 in Pinedale, Wyoming. I have created a Literacy Lab class that is a tier 2 & 3 intervention to shore up gaps for struggling adolescent readers in foundational reading skills. Using the Science of Reading and a... Read More →
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Birch

11:15am MDT

Fostering Literacy Success for Teachers and Students: Key Strategies for Effective Coaching
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Salon 2
Introduction:
Literacy coaching plays a crucial role in driving student achievement, and effective coaching requires a thoughtful, relationship-driven approach. In this interactive session, participants will explore the essential elements of successful literacy coaching: setting clear goals, building strong partnerships, and implementing differentiated coaching cycles that lead to meaningful teacher growth and improved literacy outcomes for students. Participants will leave empowered with practical strategies to elevate their coaching in order to better support teachers and drive literacy success for all students.

Objectives:
1. Explore strategies to collaborate with teachers to set data-driven, actionable goals that guide coaching cycles
2. How to build trust and rapport to foster a collaborative coaching environment
3. Explore key elements of a coaching cycle including preconference goal setting, in-class coaching that is differentiated by need, and post-observation debriefing.

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 Carrie Cole

Carrie Cole

President, Side-by-Side Educational Consulting
Carrie Cole is president of Side-by-Side Educational Consulting, leading a team of professionals dedicated to working side-by-side with educators to increase literacy outcomes for all students.  She is passionate about working with districts, schools, and teachers to successfully... Read More →
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Salon 2

11:15am MDT

How to Get Started with Morphology
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Salon 3 & 4
Introduction:

If English spelling feels like a mess of rules and exceptions, this session is here to change your mind. Morphology—the study of word parts like bases, prefixes, and suffixes—reveals the logic behind spelling that phonics alone can’t explain. This isn’t just for older students or advanced readers. From the earliest grades on, morphology helps students understand why words are spelled the way they are. You’ll explore key principles, learn how to use word sums and matrices, and walk away with tools that bring meaning and structure to spelling for every grade level.

Objectives:
  • Explain the role of morphology in making sense of English spelling beyond phonics instruction.
  • Identify key morphological components, including bases, prefixes, and suffixes, and how they contribute to word meaning and structure.
  • Demonstrate how to construct and use word sums and matrices to support students' understanding of spelling patterns.
  • Recognize the value of introducing morphological instruction starting in the early grades.
  • Apply practical strategies and tools to integrate morphology into classroom instruction across all grade levels.

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
AG
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Salon 3 & 4

11:15am MDT

Multisensory Methods for Establishing the Alphabetic Principle in PreK-1
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Timber
What do phonemic awareness and letter knowledge have in common? They both contribute to the development of the alphabetic principle. Children's reading development depends on their understanding of this important principle – the idea that letters and letter patterns represent the sounds of spoken language. This fundamental knowledge and integration of phonemes and graphemes prepares children for reading and spelling. Utilizing key findings from research, educators will build on this understanding and leave with practical tools aligned to structured literacy principles to embed multisensory instruction of letter names, shapes, and sounds into their daily instruction. 

Objectives:
•   Define the alphabetic principle
•   Discuss considerations for integrating phonemic awareness and letter/sound instruction early on to promote reading •   Discuss the importance of letter name accuracy and automaticity
•   Identify iconic and non-iconic letters
•   Discuss the benefits of teaching letter formation using a continuous stroke and how explicit instruction helps                 children anchor letter names into memory 

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 Tanya Peshovich

Tanya Peshovich

Educational Consultant, Side-by-Side Educational Consulting
Tanya Peshovich is passionate about working with educators to successfully implement evidence-based literacy practices and tiered systems of support based on the Science of Reading--all to ensure children receive a high-quality, rigorous education. She holds a Master's degree in curriculum... Read More →
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Timber

11:15am MDT

Writing as a Road to Comprehension: Enhancing Practices and Engaging Students
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Salon 6
Introduction:
How do the science of reading and the science of writing work together to support student understanding? This interactive session explores how foundational sentence-level writing instruction strengthens comprehension by explicitly linking reading, writing, speaking, and thinking. Participants will learn how to leverage sentence construction as a powerful tool to bridge decoding and deep understanding. Grounded in research, this session will provide practical strategies for integrating writing into daily instruction in ways that engage students and enhance comprehension across content areas.

Objectives:

  1. Explain the connection between the science of reading and the science of writing.
  2. Identify how foundational sentence writing supports reading comprehension.
  3. Understand the role of sentence-level writing in connecting reading, writing, speaking, and thinking.
  4. Apply practical strategies to incorporate writing as a tool for deepening comprehension in daily instruction.

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
JL

Jenn Lamm

Amplify
Wednesday June 11, 2025 11:15am - 12:15pm MDT
Salon 6

12:45pm MDT

Part 2: Authentic Inquiry and Engagement with Discipline-Specific Curated Text Sets
Wednesday June 11, 2025 12:45pm - 1:45pm MDT
Aspen
In this hands-on session, teachers will explore proven strategies to plan authentic disciplinary inquiry with curated text sets that promote reading comprehension. Authentic inquiry is essential for all students, as it is proven to develop critical thinking and language skills that are requirements in the classroom and in life. Investigating authentic disciplinary concepts through text sets supports growth in both fluency and comprehension, encourages increasing levels of reading stamina, and increases both motivation to tackle and engagement with stretch text. In this session we will unpack the strengths and challenges of curating useful text sets and planning authentic inquiry as we scrutinize effective strategies to help our students benefit from these inquiries to amplify their understanding of important disciplinary concepts.

Goals:
1. Describe the ways in which authentic inquiry with curated text sets promotes reading comprehension
2. Identify the key elements of curating text sets for inquiry in diverse disciplines.
3. Model and share a variety of protocols proven to support text engagement that promotes reading comprehension.

Outcomes:
1. Brainstorm curated text set and text engagement strategies to support an authentic inquiry that would be appropriate for your context.
2. Apply tools to continue to investigate ways to engage students in curated text sets.
3. Apply tools to continue to investigate ways to engage students in authentic inquiry in your context.

The follow-up to this session will be Round-Table Presentations by a team of core and elective teachers from Cody Middle and High Schools. Stephany’s team will discuss how they plan authentic inquiry in their different disciplines and support that inquiry with targeted vocabulary instruction, text-based student-to-student discussion, and engagement with curated text-sets.


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 Stephany Anderson

Stephany Anderson

Secondary Literacy Coach; Humanities Methods Instructor; C & I Instructor, Park 6; UW; GCU
Reach out to talk about the following: Disciplinary Literacy and school wide Tier 1 literacy instruction at the middle and high school levels. Tier 2 Reading Intervention Lab linked to students' ELA and SS coursework at the middle and high school levels. Planning and Implementing... Read More →
Wednesday June 11, 2025 12:45pm - 1:45pm MDT
Aspen

1:15pm MDT

30,000 ft. Overview of Dyslexia
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 5
The purpose of this presentation is to provide attendees with an understanding (or better understanding) of the definition of dyslexia, common characteristics broken down by age groups, be able to identify common myths and misconceptions and discuss with peers best instructional practices surrounding dyslexia. Attendees will be provided a work packet to actively engage in the presentation to help solidify their understanding of the aforementioned topics. 

Objectives:
By actively participating in engaging activities, participants will gain a better understanding of dyslexia by learning characteristics of dyslexia, identifying common myths and misconceptions and best practices surrounding dyslexia instruction. 

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 Amy Gulley IDA CDS; CALT; M.Ed Literacy and Curriculum

Amy Gulley IDA CDS; CALT; M.Ed Literacy and Curriculum

CEO/Dyslexia Specialist, A2 Literacy Consulting and Tutoring LLC
I am the owner of A2 Literacy Consulting and Tutoring. I love to talk about anything literacy and dyslexia!Tutoring: We offer specialized one-on-one tutoring services to address the diverse needs of those we tutor. Our customized approach ensures effective and enjoyable learning experiences... Read More →
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 5

1:15pm MDT

Bridging the Gap: The Science of Reading for Secondary
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Birch
Introduction:
Secondary educators often face the challenge of supporting students who struggle with decoding and fluency, yet professional development in the Science of Reading is largely focused on elementary instruction. This session bridges that gap by providing research-based strategies tailored for middle and high school students.

Participants will clearly understand how the Science of Reading applies beyond the early grades and explore practical, age-appropriate methods for teaching decoding, fluency, and comprehension. The session will cover effective instructional approaches, adaptable interventions, and high-quality resources designed for secondary learners.

1. Understand how the Science of Reading applies to middle and high school students. 
2. Recognize the challenges faced by adolescent struggling readers and their impact on learning. 
3. Apply evidence-based decoding and fluency strategies in secondary classrooms. 
4. Utilize practical tools and resources to support older students in mastering foundational literacy skills. 
5. Support a schoolwide literacy approach by integrating structured literacy strategies across disciplines.

Objectives:
By the end of the workshop, attendees will leave with actionable strategies to implement in their classrooms, tools to assess and address literacy gaps, and a deeper understanding of how structured literacy can support struggling readers in content-area learning. Whether you are a classroom teacher, literacy coach, or administrator, this session will equip you with the knowledge and resources to enhance instruction and improve student outcomes. Conference attendees will find this session particularly valuable as it addresses a critical but often overlooked need—helping older students develop the foundational literacy skills they require for academic success.
Understand how the Science of Reading applies to middle and high school students. Recognize the challenges faced by adolescent struggling readers and their impact on learning. Apply evidence-based decoding and fluency strategies in secondary classrooms. Utilize practical tools and resources to support older students in mastering foundational literacy skills. Support a schoolwide literacy approach by integrating structured literacy strategies across disciplines.

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. Jenny French
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Birch

1:15pm MDT

Building Bridges: Creating a Family Literacy Night
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Timber
Introduction:
Family engagement plays a vital role in student success, particularly in literacy. This workshop equips educators and district administrators with the tools and plans to host their own Family Literacy Night. Using free resources from the Institute for Multi-Sensory Education (IMSE), participants will explore strategies to engage families, demonstrate structured literacy practices, and create interactive, hands-on activities. The session provides practical ideas and take-home resources to help families understand and support their child's literacy development at home. 

Objectives:
Gain actionable ideas for hosting their own Family Literacy Night, fostering meanginful school-to-home literacy connections

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
KL
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Timber

1:15pm MDT

Building Capacity for Early Literacy Leadership
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 2
Introduction:
When it comes to early literacy, we focus a lot of our time, energy, and resources on professional learning and coaching teachers, and our teachers deserve it!  However, we don't always consider the professional growth needs of our school leaders, who are key players in student literacy learning.  In this session, participants will learn the key instructional leadership practices necessary for district leaders, principals/assistant principals, and coaches to effectively support teachers in delivering research-based early literacy instruction driven by high-quality instructional materials.  Participants will hear video testimonials from school leaders who have participated in targeted early literacy leadership training, gain helpful tools & resources for literacy leadership (including free professional learning modules focused on the science of reading), and reflect on their literacy leadership practices.  The session will be presented by SchoolKit, a national professional learning partner organization that has worked with 10+ states and over 80 districts to help them increase the quality of literacy instruction.

Objectives:
Understand and reflect on specific instructional leadership moves that leaders can make to strengthen early literacy instruction. 

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 Ethan Mitnick

Ethan Mitnick

President and Founder, SchoolKit
Ethan is the President and founder of SchoolKit. He leads the 40-member SchoolKit team and provides strategic leadership and guidance for several of SchoolKit’s state and district partnerships. Ethan constantly works to ensure the close connection between SchoolKit's services and... Read More →
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 2

1:15pm MDT

From Silos to Synergy: Building a District-Wide Literacy Framework
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 3 & 4
Join us for an honest, eye-opening journey of how Converse County School District #1, in partnership with Marzano Research, transformed its approach to literacy through systematic, collaborative change. Learn how leaders tackled the challenging process of conducting an unbiased literacy audit and turned potentially uncomfortable findings into powerful catalysts for improvement. This session reveals how a diverse team of educators broke down barriers between elementary, middle, and high schools to create a unified literacy vision that serves all students - from rural areas to town centers. You'll discover how classroom teachers became the architects of a revolutionary literacy framework, ensuring buy-in and practical application across all levels. We'll share our innovative "braid" approach to continuous improvement, our commitment to data-driven decision-making through 5Ds data analysis process, and the strategic implementation of technical and adaptive change cycles. Learn about the predictable coaching systems that supported leaders throughout this transformation. Most importantly, you'll leave with practical insights into building interconnected frameworks that strengthen transitions between buildings and create a truly systemic approach to literacy. Perfect for administrators, literacy coaches, and teacher leaders ready to move beyond isolated initiatives to create lasting, district-wide impact. 

Learning Objectives:
Participants will learn about key components of a district-wide literacy transformation to identify actionable steps for creating an interconnected, systematic approach to literacy instruction within their educational settings. 

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?

---------------------------------------------------------------------------------------------------------------------------------------

Dr. Andrea Gilbert - Andrea Gilbert, Ph.D., is the Assistant Superintendent of Schools at Converse County School District #1. With over thirty years in education, Andrea has also been the Wyoming Sallie Mae Teacher of the Year, a technology director, an information specialist, and a principal. She is dedicated to implementing transformative change in educational settings. She has extensive experience leading multiple schools through continuous improvement frameworks, directing large-scale technology rollouts, and developing innovative curriculum and professional learning initiatives. With a doctorate in Education, she specializes in systems improvement, technology integration, and professional development. Her mission of "Learn. Because you deserve it" drives her commitment to creating adaptable, effective solutions that serve the evolving needs of educational communities while leveraging systems thinking to drive sustainable change.

Dr. Elise Guest - As a Senior Education Improvement Specialist at Marzano Research, Elise is dedicated to making evidence-based practices accessible, meaningful, and useful to all educators. With a 30-year career in education, she is an experienced teacher, high school and elementary school administrator, district-level director, trainer, coach, evaluator, and technical assistance provider. With a doctorate in Education Methodology, Policy, and Leadership from the University of Oregon, Elise has led large-scale education initiatives, including Systems Reviews, Teacher as Researcher, and Professional Learning and Coaching. She specializes in PreK-12 literacy, Multi-Tiered Systems of Support, and School Improvement. Elise is passionate about leveraging data-informed decision-making and collaborative networks to drive meaningful, lasting improvements in education.

Mrs. Carrie Serio - Carrie Serio, EdM, is an education improvement specialist with Marzano Research and has almost two decades of experience serving in various roles in public education, emphasizing literacy instruction. In Wyoming, Serio has played a pivotal role in providing training, coaching, and technical support to districts as they work to improve MTSS systems, literacy instruction, and student outcomes. Serio has also worked with the Alaska Department of Education and Early Development DEED to establish an evaluation agenda to measure progress towards strategic literacy goals and led work with partners to develop and implement data-informed decision-making processes for statewide professional learning initiatives. In Oregon, Serio provided technical support and coaching to develop the state’s K–5 Early Literacy Framework for guiding the implementation of evidence-based literacy practices in classrooms statewide.

Mr. Justin Carr - Justin Carr brings over 25 years of dedicated service in education as a dynamic educational leader and literacy advocate. As a former English Language Arts teacher, Activities Director, Instructional Coach, and current Douglas High School principal, he has consistently championed innovative approaches to literacy development. Holding a Master's in Curriculum and Instruction, Justin has served in various pivotal roles in planning professional development, adopting curriculum, and implementing frameworks. His involvement with the San Joaquin Writing Project positioned him at the forefront of improving high school literacy instruction across California. As a curriculum specialist, Justin is committed to developing and implementing effective literacy strategies that resonate with today's diverse learners. His experience spans classroom instruction, teacher mentoring, and administrative leadership, providing a comprehensive understanding of educational systems. Justin continues to advocate for enhanced literacy instruction methods that prepare students for academic and professional success.

Mrs. Tanya Seeds - Tanya brings 25 years of dynamic educational leadership experience to her current role as an elementary principal. Her diverse background spans high school science instruction, instructional facilitation, and early childhood education, with the last 14 years dedicated to advancing early literacy initiatives. As a passionate advocate for comprehensive student support, Tanya has successfully implemented Multi-Tiered Systems of Support (MTSS), accelerated instruction programs, and innovative early childhood emotional support frameworks. Her leadership in developing effective Professional Learning Communities has strengthened collaborative approaches to student success; with her guiding principle of "Every child, every day," Tanya champions early childhood education as the foundation for academic achievement. Her expertise in creating supportive learning environments and her focus on data-driven instruction and social-emotional development demonstrate her commitment to fostering educational excellence from the earliest years of learning.  


Speakers
avatar for Dr. Andrea Gilbert

Dr. Andrea Gilbert

Assistant Superintendent, Converse #1
EG
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 3 & 4

1:15pm MDT

Multisensory Methods for Establishing the Alphabetic Principle in PreK-1
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 6
What do phonemic awareness and letter knowledge have in common? They both contribute to the development of the alphabetic principle. Children's reading development depends on their understanding of this important principle – the idea that letters and letter patterns represent the sounds of spoken language. This fundamental knowledge and integration of phonemes and graphemes prepares children for reading and spelling. Utilizing key findings from research, educators will build on this understanding and leave with practical tools aligned to structured literacy principles to embed multisensory instruction of letter names, shapes, and sounds into their daily instruction. 

Objectives:
•   Define the alphabetic principle
•   Discuss considerations for integrating phonemic awareness and letter/sound instruction early on to promote reading •   Discuss the importance of letter name accuracy and automaticity
•   Identify iconic and non-iconic letters
•   Discuss the benefits of teaching letter formation using a continuous stroke and how explicit instruction helps                 children anchor letter names into memory 

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 Tanya Peshovich

Tanya Peshovich

Educational Consultant, Side-by-Side Educational Consulting
Tanya Peshovich is passionate about working with educators to successfully implement evidence-based literacy practices and tiered systems of support based on the Science of Reading--all to ensure children receive a high-quality, rigorous education. She holds a Master's degree in curriculum... Read More →
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 6

1:15pm MDT

Title Coming
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 1
Wednesday June 11, 2025 1:15pm - 2:15pm MDT
Salon 1

2:30pm MDT

Accelerating Progress with a Speech to Print Intervention
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 5
Introduction:
In this session, we will explore the rationale of a speech to print (S2P) approach to teaching reading while noting some important differences to many phonics programs.  We will examine the S2P advantage and provide practical examples of instructional strategies that will accelerate student progress in closing reading gaps.  

Objectives:
Explain and apply several speech to print instructional strategies to accelerate progress in the small group intervention setting.

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 Crystal Lenhart

Crystal Lenhart

Literacy Consultant, LenPo Learning
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 5

2:30pm MDT

Building Teacher Content Knowledge to Generate Buy-In Before HQIM Adoption
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 2
Introduction:
Districts nationwide are adopting new HQIM to support literacy outcomes. However, many educators are still growing their content knowledge of the reading science that provides the rationale for these changes.  This session provides a case-study of a district that sought to enhance teacher literacy content knowledge prior to the curriculum adoption process.  This session unpacks the resulting structures,  professional learning experiences, and growth in teacher knowledge, skills, and dispositions in order to support Wyoming leaders as they consider their own context. 

Objectives:
1. Understand the context, organizational structures, and professional learning experiences that were designed to support outcomes in teachers literacy knowledge and instructional practice. 
2. Articulate the lessons learned from building teachers content knowledge prior to an HQIM adoption, including what worked and what might be adapted for continuous improvement. 
3. Apply this learning to their own context in order to determine teacher content knowledge and readiness for this work. 

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 Rebecca Ward

Rebecca Ward

Associate Director, Partnership Development, Teaching & Learning Alliance
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 2

2:30pm MDT

Centralize Your MTSS with Branching Minds
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Birch
Looking to enhance your MTSS skills but unsure where to start? Discover how we transformed and optimized our district-wide MTSS processes within just one year by leveraging the innovative features of Branching Minds, a proud partner of the Wyoming Department of Education. We streamlined our approach, making it easier for educators to implement effective interventions and support systems. Join us as we share our journey, the challenges we faced, and the strategies we employed to achieve impactful results. Whether you're a seasoned educator or new to the concept of MTSS, there's something valuable for everyone in our experience. Let’s explore how you can elevate your own MTSS practices and make a difference in your district!  

Objectives:
  1. Identify Key Features: Recognize the essential features of Branching Minds that facilitate the implementation of MTSS in educational settings.
  2. Explore Data Utilization: Analyze how Branching Minds enables the collection and utilization of student data to inform decision-making processes within MTSS frameworks.
  3. Examine Intervention Strategies: Investigate the intervention strategies and tools available within Branching Minds that support tiered instruction in the MTSS model.
  4. Evaluate Collaboration Mechanisms: Assess how Branching Minds promotes collaboration among educators, specialists, and families to enhance student support and engagement.
  5. Implement Best Practices: Develop strategies for effectively implementing Branching Minds in your district to streamline MTSS processes and improve student outcomes.
  6. Monitor Progress: Learn how to use Branching Minds to monitor and assess student progress on an ongoing basis within the MTSS framework.

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 Kelsey Walker

Kelsey Walker

Secondary Literacy Coach & MTSS Coach, Goshen County School District #1
Dr. Kelsey Walker is a CERI-certified structured literacy dyslexia specialist and a secondary literacy coach and MTSS coach at Goshen County School District in Torrington, Wyoming. She earned her Ed.D. at the University of Nebraska. Kelsey is interested in interdisciplinary literacy... Read More →
avatar for Taren Hendricks

Taren Hendricks

K-5 Literacy Coach, Goshen County School District
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Birch

2:30pm MDT

Intentional Planning of Language Comprehension to Develop Proficient Readers and Writers
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 1
Introduction:
During this session, participants will dive into the understanding that comprehension is not a skill but rather an outcome. We will explore evidence-based strategies to use before, during, and after reading that support students in reading words accurately and fluently, understanding word meanings, building background knowledge, and focusing their attention on critical content. Through hands-on activities, we will practice three key strategies: Clicks and Clunks, Paragraph Shrinking, and a before-reading vocabulary strategy, while discussing how to adapt these techniques for diverse learners, including struggling readers and English learners. Attendees will leave with practical resources, templates, and actionable steps to implement these strategies and foster proficient readers and writers. Whether you're a teacher, coach, or administrator, this session will equip you with tools to drive meaningful student outcomes and bridge the gap between reading comprehension and writing proficiency.

Objectives:
1. Understand the process of reading comprehension. 2. Identify effective instructional practices to support reading comprehension before, during, and after passage reading. 3. Practice text protocols to support comprehension (paragraph shrinking).


Speakers
avatar for Kim Penn

Kim Penn

Consultant, Side-by-Side Consulting
Kim Penn has over 18 years of educational leadership and coaching experience working at the district and state level to support classroom teachers, instructional coaches and leaders to navigate the implementation of evidence-based literacy practices into the classroom. She works virtually... Read More →
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 1

2:30pm MDT

Reigniting Educator Investment and Engagement in Professional Learning
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 6
This session will explore how integrating peer observations into a multifaceted approach to professional learning can sustain teacher engagement and foster a culture of continuous growth within school districts. Using one district's journey to enhance small group reading instruction aligned with evidence-based practices and the science of reading, we’ll demonstrate how peer observations can improve instructional efficacy, empower teachers, and drive lasting change. Through interactive activities—such as a case study discussion, insights from a district leader, building principal, literacy coach, and teacher shared via recorded video, and hands-on application to one’s own district—attendees will gain actionable strategies for implementing peer observations. Participants will also receive practical tools and a planning guide to help develop their next steps for creating sustainable, impactful professional learning that cultivates ongoing growth. This session is designed for educators and leaders seeking to strengthen their professional learning culture and maintain momentum beyond the initial stages of implementation.

Objectives:

1: Examine the characteristics, structures, and research behind peer observations as a tool for professional learning.   2: Explore how structured peer observations can improve small group reading instruction aligned with evidence-based instructional practices and the science of reading while fostering a culture of continuous growth.  
3: Investigate how administrators and coaches can design and support peer observation programs that reflect a shared vision of effective practice and are integrated into a multifaceted, ongoing approach to professional learning. 
4: Gain insights into the challenges and successes of peer observations, focusing on the goals of self-efficacy, non-evaluative feedback, and collaboration. 
5: Leave with actionable strategies to launch or refine peer observation programs in one’s own district.


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
JY
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 6

2:30pm MDT

Strengthening the Strands
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Timber
Introduction:

What does it take to truly strengthen reading outcomes? It starts with coherence. Using the reading rope as a guiding framework, this session explores how educators can unify foundational skills and knowledge-building instruction to create a comprehensive and equitable literacy approach. Participants will examine how each strand contributes to skilled reading, and how to intentionally weave them together in planning, instruction, and intervention. Grounded in research and designed for immediate application, this session offers tools and strategies to support every learner and strengthen systemwide literacy outcomes.


Learning Objectives
By the end of this session, participants will be able to:
  1. Explain the components of the reading rope and how each strand contributes to proficient reading development.
  2. Analyze the importance of coherence between foundational skills and knowledge-building instruction for equity and impact.
  3. Apply practical strategies and tools to integrate and strengthen instructional practices across the strands of reading 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
KS

Kelly Stewart

Great Minds
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Timber

2:30pm MDT

Supporting Adolescent Content Knowledge and Comprehension through Quality Vocabulary Instruction
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Aspen
Introduction:
Research in adolescent literacy clearly shows that understanding word meaning increases content knowledge and comprehension. In this session, we will introduce research-based instructional practices that teachers can use to select content-rich and critical words for focused instruction. Next, we will explore with teachers how to use teacher assessment and student self-assessment to inform instructional practices in vocabulary, including assessments at the beginning of instruction to gauge where students are, during instruction to understand how students are progressing in knowledge development, and after instruction to determine next steps for the future. Finally, and most importantly, we will provide engaging and meaningful vocabulary instructional tools for use across disciplines that are designed to develop sophisticated and flexible knowledge of key words. The format of the session will be interactive, applied, and engaging. Participants will be given resources that can easily be adapted to their own classroom settings.

Objectives:
1. Identify content-rich and critical words for focused instruction
2. Assess students’ knowledge of word meanings throughout the instructional process
3. Provide engaging and meaningful opportunities for students to learn word meanings.  

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. Leslie Rush

Dr. Leslie Rush

Wyoming Excellence Chair in Literacy Education, University of Wyoming
Leslie S. Rush is Wyoming Excellence Chair in Literacy Education and professor in the College of Education  at the University of Wyoming. Dr. Rush has received the University of Wyoming's John P. Ellbogen Meritorious Classroom Teaching Award and the Promoting Intellectual Engagement... Read More →
avatar for Todd Reynolds

Todd Reynolds

Associate Professor, University of Wyoming
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Aspen

2:30pm MDT

Turning Data into Action: Post-Screening Decision Making in Early Literacy
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 3 & 4
Participants will delve into the critical process of utilizing universal screening data to enhance literacy outcomes within a Multi-Tiered System of Support (MTSS) framework. This session will guide educators through practical data analysis and collaborative strategies. Key components will include understanding universal screening data, making data-driven decisions, leading effective data meetings, continuous progress monitoring, and instructional adjustments. By the end of this session, participants will be equipped with practical strategies to transform screening data into actionable steps, leading to improved literacy instruction and student outcomes.

Credit Reflection Questions:
  • 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. Erin Pzinski

Dr. Erin Pzinski

PZ Literacy, LLC
A Wyoming native, Dr. Erin Pzinski is the K-12 Literacy Facilitator for Weston County School District #1 in Newcastle, a National LETRS Facilitator, and a graduate of the Reading Science Doctoral program at Mount St. Joseph University.  Early in her career, Erin participated in LETRS... Read More →
Wednesday June 11, 2025 2:30pm - 3:30pm MDT
Salon 3 & 4

3:45pm MDT

Keynote Title Coming
Wednesday June 11, 2025 3:45pm - 4:45pm MDT
Main Ballroom
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 →
Wednesday June 11, 2025 3:45pm - 4:45pm MDT
Main Ballroom
 
Thursday, June 12
 

8:15am MDT

Curious, Not Conflicted: Examining Controversies in the Science of Reading
Thursday June 12, 2025 8:15am - 9:15am MDT
Main Ballroom
Introduction:

This keynote takes on a tricky truth: even in the science of reading, not all experts see eye to eye. While some ideas are well established, others are still up for debate—with passionate voices on all sides. The presentation walks through key areas of disagreement and helps teachers make sense of the noise. Instead of waiting for perfect consensus, it encourages educators to stay curious, focus on strong evidence, and make thoughtful choices that work for their students.

This keynote takes on a tricky truth: even in the science of reading, not all experts see eye to eye. While some ideas are well established, others are still up for debate—with passionate voices on all sides. The presentation walks through key areas of disagreement and helps teachers make sense of the noise. Instead of waiting for perfect consensus, it encourages educators to stay curious, focus on strong evidence, and make thoughtful choices that work for their students.

Objectives:
  • Identify key areas of agreement and disagreement among experts within the science of reading.
  • Analyze how differing viewpoints in the field influence instructional practices and decision-making.
  • Evaluate claims and recommendations by applying principles of strong research evidence and scientific reasoning.
  • Reflect on how to remain professionally curious and open-minded in a landscape where not all answers are settled.
  • Apply practical strategies for making informed, student-centered instructional choices despite ongoing debates in the field.

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
AG
Thursday June 12, 2025 8:15am - 9:15am MDT
Main Ballroom

9:30am MDT

Accelerating Progress with a Speech to Print Intervention
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 1
Introduction:
In this session, we will explore the rationale of a speech to print (S2P) approach to teaching reading while noting some important differences to many phonics programs.  We will examine the S2P advantage and provide practical examples of instructional strategies that will accelerate student progress in closing reading gaps.  

Objectives:
Explain and apply several speech to print instructional strategies to accelerate progress in the small group intervention setting.

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 Crystal Lenhart

Crystal Lenhart

Literacy Consultant, LenPo Learning
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 1

9:30am MDT

Building Bridges: Creating a Family Literacy Night
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 2
Introduction:
Family engagement plays a vital role in student success, particularly in literacy. This workshop equips educators and district administrators with the tools and plans to host their own Family Literacy Night. Using free resources from the Institute for Multi-Sensory Education (IMSE), participants will explore strategies to engage families, demonstrate structured literacy practices, and create interactive, hands-on activities. The session provides practical ideas and take-home resources to help families understand and support their child's literacy development at home. 

Objectives:
Gain actionable ideas for hosting their own Family Literacy Night, fostering meanginful school-to-home literacy connections

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
KL
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 2

9:30am MDT

Designing Integrated Lessons to Transform Secondary Literacy Interventions
Thursday June 12, 2025 9:30am - 10:30am MDT
Timber
If you have ever worked with middle or high school students with unfinished learning in reading, then you’ve likely struggled to identify evidence-based, age-appropriate, high-quality lessons or materials. This interactive session will introduce and model the key elements every secondary literacy intervention should incorporate into daily lessons and unit plans, as well as provide a step by step guide for how to create these lesson components. During the session, learners will participate in the hands-on creation of a weekly lesson plan for a literacy intervention class, and use resources to develop daily materials for students. Participants will leave with a process for developing their own curriculum moving forward, access to free resources, and the beginning of a unit to use with students that will accelerate their reading growth!

Objectives:
1. Review the key components of an evidence-based literacy intervention model for secondary students 
2. Learn the steps and processes for creating an integrated literacy intervention unit 
3. Develop and create literacy intervention lesson plans rooted in the Science of Reading 
4. Locate resources and develop “high-schoolized” materials to use with students. 

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 Faith Howard

Faith Howard

High School Literacy Specialist, SCSD#1
I am a 6-12 Literacy Specialist for Sublette County School District #1 in Pinedale, Wyoming. I have created a Literacy Lab class that is a tier 2 & 3 intervention to shore up gaps for struggling adolescent readers in foundational reading skills. Using the Science of Reading and a... Read More →
Thursday June 12, 2025 9:30am - 10:30am MDT
Timber

9:30am MDT

Intentional Planning of Language Comprehension to Develop Proficient Readers and Writers
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 5
Introduction:
During this session, participants will dive into the understanding that comprehension is not a skill but rather an outcome. We will explore evidence-based strategies to use before, during, and after reading that support students in reading words accurately and fluently, understanding word meanings, building background knowledge, and focusing their attention on critical content. Through hands-on activities, we will practice three key strategies: Clicks and Clunks, Paragraph Shrinking, and a before-reading vocabulary strategy, while discussing how to adapt these techniques for diverse learners, including struggling readers and English learners. Attendees will leave with practical resources, templates, and actionable steps to implement these strategies and foster proficient readers and writers. Whether you're a teacher, coach, or administrator, this session will equip you with tools to drive meaningful student outcomes and bridge the gap between reading comprehension and writing proficiency.

Objectives:
1. Understand the process of reading comprehension. 2. Identify effective instructional practices to support reading comprehension before, during, and after passage reading. 3. Practice text protocols to support comprehension (paragraph shrinking).


Speakers
avatar for Kim Penn

Kim Penn

Consultant, Side-by-Side Consulting
Kim Penn has over 18 years of educational leadership and coaching experience working at the district and state level to support classroom teachers, instructional coaches and leaders to navigate the implementation of evidence-based literacy practices into the classroom. She works virtually... Read More →
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 5

9:30am MDT

Leveraging Science of Reading Leaders to Improve and Sustain Literacy Gains
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 3 & 4
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?

Speakers
avatar for Kelly Storebo

Kelly Storebo

LETRS State Success Manager - West Region, Lexia Learning
avatar for Becky Lewis
AB
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 3 & 4

9:30am MDT

The Power of Progress Monitoring: Driving Meaningful Student Growth
Thursday June 12, 2025 9:30am - 10:30am MDT
Aspen
Unlock the full potential of your MTSS with effective progress monitoring! In this engaging session, we’ll explore how data-driven progress monitoring can transform student support. Learn best practices for post-screening intervention planning and discover how technology can streamline decision-making, empowering educators with the insights they need to drive meaningful student outcomes.

Objectives 
  • Differentiate progress monitoring assessment from other types of assessment
  • Identify the placement of progress monitoring assessment within a data-based decision-making framework
  • Learn how to use progress monitoring to change student outcomes within your MTSS
 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
AD

Alisa Dorman

CEO President, Acadience
AF
Thursday June 12, 2025 9:30am - 10:30am MDT
Aspen

9:30am MDT

The Science of Writing
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 6
Join us for an insightful presentation on "The Science of Writing," where we delve into the essential principles and practices that underpin effective writing instruction. This session, hosted by Lexia, focuses on the research-backed strategies that help educators enhance literacy skills among students. Join us to unlock the potential of every student and foster a love for writing that lasts a lifetime!

Objectives:
1. Participants will explore how writing not only fosters communication but also enhances critical thinking and creativity. The presentation will cover various aspects of writing, including the writing process, effective feedback mechanisms, and the integration of writing across the curriculum.
2. Attendees will gain practical insights into utilizing Lexia's tools and resources to support differentiated writing instruction tailored to student needs. By understanding the science behind writing, educators can better equip their students with the skills needed for academic success and lifelong 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
BV
Thursday June 12, 2025 9:30am - 10:30am MDT
Salon 6

9:30am MDT

The Science of Writing: From Pedagogy to Practice
Thursday June 12, 2025 9:30am - 10:30am MDT
Aspen
Introduction
We’ve all heard about the science of reading, but what about the Science of Writing? In this session, we’ll examine research and methodology from writing expert and Savvas author, Dr. Young-Suk Kim. Participants will gain insight into the foundational writing skills that reflect best practices in a "science of writing" classroom and engage in writing routines that foster meaningful writing experiences for students of all abilities.

Objectives
Identify student writing gaps and strengths, better understand the needs of foundational writing, map student writing growth across age-appropriate levels, connect the practices of the science of reading and the science of writing.
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
BV
Thursday June 12, 2025 9:30am - 10:30am MDT
Aspen

10:45am MDT

Bringing Writing to Life: The Essential Components of Effective Writing Instruction
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 6
During this session we will unpack the research and find out how teaching writing as a separate content area provides a critical pathway for fostering effective communication skills as well as nurturing creativity and critical thinking, which are essential skills for both academic and personal success.       

Objectives:
Understand the research of effective writing instruction; Be able to replicate ways to engage students in daily, purposeful writing for genuine audiences. Learn approaches to help students sharpen their technical writing skills and develop writing fluency and confidence.  See the value of connecting reading with writing to enhance student 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
avatar for Paula Kavalec

Paula Kavalec

Manager of Educational Partnerships, Center for the Collaborative Classroom
Paula is an 18-year educator and former school administrator. She manages educational partnerships for CO and WY for Collaborative Classroom. Paula resides in Colorado Springs with her retired army husband and has three young adult "kids." She owns a mini-Golden Doodle puppy named... Read More →
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 6

10:45am MDT

Building Capacity for Early Literacy Leadership
Thursday June 12, 2025 10:45am - 11:45am MDT
Timber
Introduction:
When it comes to early literacy, we focus a lot of our time, energy, and resources on professional learning and coaching teachers, and our teachers deserve it!  However, we don't always consider the professional growth needs of our school leaders, who are key players in student literacy learning.  In this session, participants will learn the key instructional leadership practices necessary for district leaders, principals/assistant principals, and coaches to effectively support teachers in delivering research-based early literacy instruction driven by high-quality instructional materials.  Participants will hear video testimonials from school leaders who have participated in targeted early literacy leadership training, gain helpful tools & resources for literacy leadership (including free professional learning modules focused on the science of reading), and reflect on their literacy leadership practices.  The session will be presented by SchoolKit, a national professional learning partner organization that has worked with 10+ states and over 80 districts to help them increase the quality of literacy instruction.

Objectives:
Understand and reflect on specific instructional leadership moves that leaders can make to strengthen early literacy instruction. 

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 Ethan Mitnick

Ethan Mitnick

President and Founder, SchoolKit
Ethan is the President and founder of SchoolKit. He leads the 40-member SchoolKit team and provides strategic leadership and guidance for several of SchoolKit’s state and district partnerships. Ethan constantly works to ensure the close connection between SchoolKit's services and... Read More →
Thursday June 12, 2025 10:45am - 11:45am MDT
Timber

10:45am MDT

How to Get Started with Morphology
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 5
Introduction:

If English spelling feels like a mess of rules and exceptions, this session is here to change your mind. Morphology—the study of word parts like bases, prefixes, and suffixes—reveals the logic behind spelling that phonics alone can’t explain. This isn’t just for older students or advanced readers. From the earliest grades on, morphology helps students understand why words are spelled the way they are. You’ll explore key principles, learn how to use word sums and matrices, and walk away with tools that bring meaning and structure to spelling for every grade level.

Objectives:
  • Explain the role of morphology in making sense of English spelling beyond phonics instruction.
  • Identify key morphological components, including bases, prefixes, and suffixes, and how they contribute to word meaning and structure.
  • Demonstrate how to construct and use word sums and matrices to support students' understanding of spelling patterns.
  • Recognize the value of introducing morphological instruction starting in the early grades.
  • Apply practical strategies and tools to integrate morphology into classroom instruction across all grade levels.
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
AG
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 5

10:45am MDT

Intensive Reading Intervention Training
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 2
Session Description
This session details how we used embedded, ongoing professional development for
special and general education interventionists in our school district to enhance reading
intervention instruction. We will detail the impetus and conception of the training and
how the training has supported a variety of school district employees including special
education teachers, general education interventionists, and administrators. Participants
will leave with ideas for how to incorporate an intensive reading intervention training
program for their school district.

Objectives:
Understand how phased professional development can enhance intensive reading
intervention training.

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 Taren Hendricks

Taren Hendricks

K-5 Literacy Coach, Goshen County School District
avatar for Kelsey Walker

Kelsey Walker

Secondary Literacy Coach & MTSS Coach, Goshen County School District #1
Dr. Kelsey Walker is a CERI-certified structured literacy dyslexia specialist and a secondary literacy coach and MTSS coach at Goshen County School District in Torrington, Wyoming. She earned her Ed.D. at the University of Nebraska. Kelsey is interested in interdisciplinary literacy... Read More →
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 2

10:45am MDT

Reigniting Educator Investment and Engagement in Professional Learning
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 3 & 4
This session will explore how integrating peer observations into a multifaceted approach to professional learning can sustain teacher engagement and foster a culture of continuous growth within school districts. Using one district's journey to enhance small group reading instruction aligned with evidence-based practices and the science of reading, we’ll demonstrate how peer observations can improve instructional efficacy, empower teachers, and drive lasting change. Through interactive activities—such as a case study discussion, insights from a district leader, building principal, literacy coach, and teacher shared via recorded video, and hands-on application to one’s own district—attendees will gain actionable strategies for implementing peer observations. Participants will also receive practical tools and a planning guide to help develop their next steps for creating sustainable, impactful professional learning that cultivates ongoing growth. This session is designed for educators and leaders seeking to strengthen their professional learning culture and maintain momentum beyond the initial stages of implementation.

Objectives:

1: Examine the characteristics, structures, and research behind peer observations as a tool for professional learning.   2: Explore how structured peer observations can improve small group reading instruction aligned with evidence-based instructional practices and the science of reading while fostering a culture of continuous growth.  
3: Investigate how administrators and coaches can design and support peer observation programs that reflect a shared vision of effective practice and are integrated into a multifaceted, ongoing approach to professional learning. 
4: Gain insights into the challenges and successes of peer observations, focusing on the goals of self-efficacy, non-evaluative feedback, and collaboration. 
5: Leave with actionable strategies to launch or refine peer observation programs in one’s own district.


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
JY
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 3 & 4

10:45am MDT

Stirring the pot: A recipe for content-embedded, evidence-based secondary reading interventions
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 1
This 1-hour, interactive session aims to equip educators working with secondary striving readers with the knowledge and skills needed to design evidence-based, content-embedded reading intervention instruction. The National Reading Panel report (2000) highlighted five instructional priorities for early reading instruction. While this guidance has been invaluable in guiding the teaching of reading in the primary grades, it has been less applicable to reading instruction and intervention for secondary readers. Researchers studying effective reading intervention practices for older readers have adjusted the five instructional priorities for older readers to include word study, fluency, vocabulary, comprehension, and motivation and engagement (Roberts et al., 2008; Scammacca et al., 2007). Further, cross-cutting features such as multicomponent instruction and intervention embedded within content area instruction have been associated with improved outcomes for older readers (Biancarosa & Snow, 2007; Boardman et al., 2008).
 
Objectives:
• describe the most common reading profiles of nonproficient secondary readers,
• name and define the recommended instructional priorities for secondary readers with reading disabilities,
• embed evidence-based instructional practices related to each of the priority areas within content-area instruction,
• engage with an instructional planning protocol for designing secondary reading instruction that attends to rigor, relationships, and evidence-based practices.

 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
GT
Thursday June 12, 2025 10:45am - 11:45am MDT
Salon 1

10:45am MDT

Strengthening the Strands
Thursday June 12, 2025 10:45am - 11:45am MDT
Birch
Introduction:

What does it take to truly strengthen reading outcomes? It starts with coherence. Using the reading rope as a guiding framework, this session explores how educators can unify foundational skills and knowledge-building instruction to create a comprehensive and equitable literacy approach. Participants will examine how each strand contributes to skilled reading, and how to intentionally weave them together in planning, instruction, and intervention. Grounded in research and designed for immediate application, this session offers tools and strategies to support every learner and strengthen systemwide literacy outcomes.


Learning Objectives
By the end of this session, participants will be able to:
  1. Explain the components of the reading rope and how each strand contributes to proficient reading development.
  2. Analyze the importance of coherence between foundational skills and knowledge-building instruction for equity and impact.
  3. Apply practical strategies and tools to integrate and strengthen instructional practices across the strands of reading 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
KS

Kelly Stewart

Great Minds
Thursday June 12, 2025 10:45am - 11:45am MDT
Birch

10:45am MDT

The Science of Writing: From Pedagogy to Practice
Thursday June 12, 2025 10:45am - 11:45am MDT
Aspen
Introduction:
We’ve all heard about the science of reading, but what about the Science of Writing? In this session, we’ll examine research and methodology from writing expert and Savvas author, Dr. Young-Suk Kim. Participants will gain insight into the foundational writing skills that reflect best practices in a "science of writing" classroom and engage in writing routines that foster meaningful writing experiences for students of all abilities.

Objectives:
Identify student writing gaps and strengths, better understand the needs of foundational writing, map student writing growth across age-appropriate levels, and connect the practices of the science of reading and the science of writing.

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?

Thursday June 12, 2025 10:45am - 11:45am MDT
Aspen

10:45am MDT

The Science of Writing: From Pedagogy to Practice
Thursday June 12, 2025 10:45am - 11:45am MDT
Aspen
Introduction
We’ve all heard about the science of reading, but what about the Science of Writing? In this session, we’ll examine research and methodology from writing expert and Savvas author, Dr. Young-Suk Kim. Participants will gain insight into the foundational writing skills that reflect best practices in a "science of writing" classroom and engage in writing routines that foster meaningful writing experiences for students of all abilities.

Objectives
Identify student writing gaps and strengths, better understand the needs of foundational writing, map student writing growth across age-appropriate levels, connect the practices of the science of reading and the science of writing.
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
BV
Thursday June 12, 2025 10:45am - 11:45am MDT
Aspen

12:15pm MDT

Closing Keynote
Thursday June 12, 2025 12:15pm - 1:15pm MDT
Main Ballroom
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 →
Thursday June 12, 2025 12:15pm - 1:15pm MDT
Main Ballroom
 
Share Modal

Share this link via

Or copy link

Filter sessions
Apply filters to sessions.
Monday, June 9
Tuesday, June 10
Wednesday, June 11
Thursday, June 12
Aspen
Aspen/Birch
Birch
Main Ballroom
Salon 1
Salon 1 & 2
Salon 2
Salon 3 & 4
Salon 5
Salon 6
Timber