Embracing Literacy 2025 Events

Introduction
Understanding dyslexia is essential for designing equitable and effective instruction. This session explores the intersection of science, lived experience, and practical classroom application. Participants will explore how the brain processes language and examine current research findings on dyslexia and other language-based learning differences. Through challenging vignettes and real-world examples, we will illuminate the unique experiences of individuals with dyslexia. By connecting neuroscience to instructional strategies, participants will be equipped to make informed decisions that support all learners, especially those with language and literacy differences.

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

1. Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
2. Identify key signs and symptoms of dyslexia and other language-based learning differences.
3. Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
4. Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
5. Make informed instructional decisions based on current research and a deeper understanding of how dyslexia impacts learning.

Credit Reflection Questions: Applying Learning to Practice

• What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
• In what ways did the presentation deepen or enhance your understanding of the topic?
• How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Introduction

Literacy success isn’t just about great instructional strategies—it’s about embedding those strategies within a cohesive and sustainable school improvement structure. In this interactive session, school and district leaders will explore how to integrate literacy initiatives into their broader improvement efforts, ensuring alignment with existing priorities, resources, and systems. We’ll discuss strategies for programmatic integration, including leveraging Title I and other federal funds (or their next iterations) to provide ongoing support for literacy work. Leaders will discuss practical tools to assess their current structures, identify opportunities for alignment, and leave with concrete next steps to sustain literacy improvements beyond WYBILT. Principals, superintendents, and other district leaders should attend this session and should expect to leave with tools to make literacy a lasting part of their schools’ success.

Session Objectives
By the end of this session, participants will be able to:

1. Evaluate how literacy initiatives can be embedded within broader school and district improvement structures for long-term sustainability.
2. Identify opportunities to align literacy priorities with existing goals, funding streams (e.g., Title I and other federal programs), and system-level supports.
3. Apply practical tools to assess current systems, determine areas for better integration, and plan next steps to sustain and scale literacy improvement efforts beyond WYBILT.

Credit Reflection Questions: Applying Learning to Practice

• What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
• In what ways did the presentation deepen or enhance your understanding of the topic?
• How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

Introduction
Understanding dyslexia is essential for designing equitable and effective instruction. This session explores the intersection of science, lived experience, and practical classroom application. Participants will explore how the brain processes language and examine current research findings on dyslexia and other language-based learning differences. Through challenging vignettes and real-world examples, we will illuminate the unique experiences of individuals with dyslexia. By connecting neuroscience to instructional strategies, participants will be equipped to make informed decisions that support all learners, especially those with language and literacy differences.

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

1. Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
2. Identify key signs and symptoms of dyslexia and other language-based learning differences.
3. Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
4. Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
5. Make informed instructional decisions based on current research and a deeper understanding of how dyslexia impacts learning.

Credit Reflection Questions: Applying Learning to Practice

• What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
• In what ways did the presentation deepen or enhance your understanding of the topic?
• How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?

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?

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?

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?

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?

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?