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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!
Venue: Salon 5 clear filter
Monday, June 9
 

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

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

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

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
 
Tuesday, June 10
 

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

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

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

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
 
Wednesday, June 11
 

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

10:45am 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

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

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
 
Thursday, June 12
 

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

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
 
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