Summit Event

Bio: Wiley Blevins, Ed.D., studied at the Harvard Graduate School of Education and Bowling Green State University. He is an author, educational consultant, and researcher, and has taught both in the United States and South America. Wiley has written over 17 books for teachers, including A Fresh Look at Phonics, Phonics From A to Z, Differentiating Phonics Instruction for Maximum Impact, and Choosing and Using Decodable Texts. He has authored several phonics and reading programs and wrote the phonics brief by the International Literacy Association (Meeting the Challenges of Early Literacy Phonics Instruction). Wiley's current focus is on adaptive technology, differentiated professional development, and children's literature. Wiley has written over 100 children's books and is SVP and Associate Publisher at Reycraft Books, a new imprint focused on publishing books by authors and illustrators from under-represented groups.

KEYNOTE - Transitioning to Structured Literacy: A Case Study - Word Recognition Focus

The author will present his work in New York City as the largest school district in the United States transitioned to structured literacy instruction. The presentation highlights the various levels of support needed to support administrators and teachers and what factors made the biggest difference in early phonics instruction.

Maximizing the Use of Decodable Texts - Word Recognition and Language Comprehension Focus

In this session participants will explore how decodable texts can be used for far more than phonics and fluency instruction--including their potential role in building vocabulary, developing comprehension and early reading behaviors, and addressing syntax and text cohesion challenges.

Increasing Encoding (Spelling) During Phonics - Word Recognition Focus

In the session participants will explore why adding more focus on spelling during phonics lessons can increase both decoding and phonological awareness skills--including how to differentiate a wide variety of activities to meet the spelling needs of all students.

Bio: Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She earned a doctorate in reading education at the University of Virginia and spent 16 years as an associate professor at Fordham University. The author of five books, Dr. Ness serves on the Board of Directors for the International Literacy Association and is a New York state chapter founder of the Reading League. Dr. Ness has extensive experience in reading clinics, consulting with school districts, leading professional development, and advising school systems on research-based reading instruction. She is the creator of the End Book Deserts podcast, which brings awareness to the 32 million American children who lack access to books.

Building Language Comprehension through Read Alouds - Language Comprehension Focus

What is the role of read alouds in the science of reading? What does the most current research show about the linguistic, socioemotional, academic, and even physiological benefits of read alouds? Based on Dr. Ness’s 2023 book Read Alouds for All Learners, we focus on maximizing the potential of read alouds across the content areas, by exploring funds of knowledge, building expressive and receptive vocabulary, and thinking aloud to build comprehension and comprehension. Join this session to learn an explicit planning process to maximize the instructional benefits of read alouds in all content areas in K-3 classrooms.

The Role of Spelling in the Science of Reading - Word Recognition Focus

In the era of Spell Check, it may seem like explicit spelling instruction is not necessary. In fact, spelling is an essential component of word study, improving students’ reading and writing skills. In this session, we will explore the research around why spelling matters as well as dive into instructional strategies to immediately improve student spelling. Join us to understand the role of spelling in the science of reading, as well as its instructional implications.

Bio: Judi is the Trainer Relations and Learning Consultant for Tools 4 Reading. In addition, she is a national LETRS trainer, and literacy consultant, and teaches classes and speaks at conferences on topics related to the role of language in learning to read, vocabulary and oral language, instructional choices that can change and develop the reading brain, and social and emotional development and the impact of trauma on learning. Before beginning her literacy consulting work, she worked for 20 years as a special educator in Colorado. Judi is the author of 50 Nifty Activities for Reading Instruction and 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension. She is currently working on the upcoming supplemental reading series for developing readers called, Venture Town Readers, which will be published by Tools 4 Reading later this year. Judi’s second area of passion is global education for young women. She is the president of Peruvian Hearts, a non-profit organization dedicated to the education, mentorship, and development of leadership for young women in Peru. Judi believes that literacy is a social justice, equity, and inclusivity issue and this adds passion to her work with teachers and students.

The Talking Classroom - Language Comprehension Focus

Words have great power. Words can change lives. This session will focus on the impact increased academic vocabulary and positive “teacher talk” can have in the classroom. Teachers will understand how their own use of language can enhance students’ literacy development and achievement, and develop enhanced self-esteem as learners. The quality of teacher talk is critical to student learning, and if approached with intentionality, is linked to the quality of student talk.

In this interactive session we will discuss how words are learned and mapped in the brain. We will connect research about vocabulary development to simple and engaging strategies for instruction, coupled with activities that will create increased opportunities for both students and teachers, to increase their use of purposeful and powerful academic vocabulary and language that supports social and emotional learning throughout the day.

We cannot simply tell children to talk more. We need to create a climate that nurtures oral expression and supports the development of speaking and active listening for students. Teachers who understand the link between oral language and literacy achievement will be able to help children make gains that will echo in their lives for years to come.

50 Nifty Activities for Reading: Instruction that can change the brain and building neural pathways for skilled reading - Language Comprehension Focus

Can a teacher be a brain surgeon in their own classroom? Our instructional choices can build neural pathways in a student’s brain. These pathways create a highway in the “reading brain” that will support the development of orthographic mapping. These critical connections are what is needed for reading to become effortless.

This session will provide teachers with:

• An understanding of the “reading brain” can enhance instruction for all children
• An explanation of what is meant by orthographic mapping and how it underpins the

              development of automatic and effortless reading.

• A framework to understand why moving away from the concept of “Drill and Kill” to a more positive understanding of “Drill and Skill” can provide students with the frequent and distributed practice they need to support the development of neural networks that can lead to automaticity of reading skills.
• Exposure and engagement to multi-sensory instructional strategies they can implement easily in classrooms with which they work.

 This session will be interactive and directly applicable to classroom instruction. It will begin with a discussion of the research base and then participants will learn how to implement simple brain building activities that can support reading automaticity and leave room in the brain for comprehension, opening the door to a lifetime of reading enjoyment. The gift for reading teachers is their ability to make instructional choices that will make a meaningful difference now and in the future of the lives of their students.

Bio: Laura Stewart is an educator and organizational leader. She has served as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives around the country. Before joining 95 Percent Group, Laura was the Chief Innovation Officer with The Reading League and the Chief Academic Officer for Professional Development at Highlights for Children.

Laura presents nationally and internationally and has written for numerous organizations and publications, including co-authoring The Everything Guide to Informational Text K-2; Best Texts, Best Practices.  She hosted the podcast “Teaching, Reading, and Learning: The TRL Podcast.” Laura serves on several advisory boards and was formerly a certified LETRS (Language Essentials for Teachers of Reading and Spelling) facilitator.

Laura’s position as the Chief Academic Officer at 95 Percent Group suits her perfectly, as her passion is empowering educators to positively impact ALL students and ultimately change the course of literacy achievement in this country.

Demystifying and Developing Robust Language Comprehension - Language Comprehension Focus

This practical and lively workshop provides an interactive exploration of the Language Comprehension domain of the Science of Reading. Too often in the public discourse, the Science of Reading is negatively associated with an over-emphasis on instruction in word recognition and phonics, at the expense of robust language comprehension instruction. This session will demystify language comprehension and offer educators concrete strategies to develop students’ language comprehension using instructional practices grounded in the Science of Reading.

The Many Facets of Reading Comprehension: Where Does Strategy Instruction Fit? - Language Comprehension Focus

Reading comprehension is multifaceted, and as such requires a multifaceted instructional approach. While teaching strategies is only one aspect of that instruction, is it important? YES! The teaching of reading comprehension strategies has been shown to be effective, so what do we know about how that instruction looks? This session will address the need for brief instruction that engages students in strategic actions designed to develop monitoring skills and flexibility in navigating text in order to create that “mental model” of understanding. Specifically, we will examine:

• What leading experts have concluded about comprehension strategy instruction’s limitations and benefits: what processes, when to teach, and how;
• The gradual release approach (“I do, We do, You do”) in strategy lessons;
• The importance of utilizing Think-Alouds; and
• A model lesson in teaching inference.

Deborah Peart 

Bio: Deborah Peart is the founder and CEO of My Mathematical Mind. As an elementary educator for over 30 years, she speaks on various topics related to math identity, math content, instructional practices, and literacy connections to mathematics. Deborah recognizes that many students, educators, and parents have unaddressed math trauma and varying levels of anxiety when it comes to mathematics. Blending her training in yoga and mindfulness with mathematics instruction, Deborah advocates for a mindful approach to teaching mathematics to address math anxiety, build confidence, and support the development of positive math identities. She has dedicated her career and doctoral studies to supporting educators with innovative teaching strategies that allow students to be curious problem-solvers and see themselves as assets to the learning community. Deborah believes all children deserve joyful math experiences and the opportunity to become competent readers, writers, and mathers. 

KEYNOTE

Read. Write. Math.: Redefining Literacy in America

“I am not a reading person” is not something we typically hear people say, yet it is pretty common to hear, “I am NOT a math person!” Historically, education focused on literacy, and mathematics was reserved for the elite. Basic computation skills without deep thinking were all the laboring class would need. A singular, lackluster version of mathematics void of exploration and wonder is what the masses inherited. Unfortunately, this perception lingers, so we must re-brand mathematics by changing our language and shifting our beliefs about who is wired to do math. All students need to know they have beautiful mathematical minds and that they were meant to achieve greatness. By debunking myths of mathematics being a subject reserved for an elite group with “the math gene,” teachers are encouraged to set high expectations for all students. It is time to celebrate that we are all Readers, Writers, and Mathers!

Counting is as Easy as 1, 2, 3, Or Is It?

There are many foundational skills taught in elementary grades that are necessary for long-term academic success. Counting is multifaceted, often abandoned too soon, and the foundation for additive and multiplicative reasoning. We will spend some time exploring the connections between counting and the development of mathematical reasoning and engage in math routines that can help students develop flexibility with numbers. Join me as we consider the impact a shaky foundation with counting can have on number sense and mental math strategies well into the upper elementary grades.

Readers Read. Writers Write. Mathers Math!: Let's Share Stories, NOT Problems! 

Word problems have a bad reputation and cause anxiety for many students and adults. This session will focus on bridging the gap between confidence in literacy and numeracy by exploring the use of visual models for mathematical understanding. Visual representations can help students make sense of stories and confidently tackle math concepts embedded within them. The Cognitively Guided Instruction framework supports using contexts for conceptual understanding of mathematical ideas. Giving students access to math stories they can relate to and comprehend is essential so they can solve problems and make connections through discourse. Students need to leverage the reading strategies they've already learned so the reading doesn't get in the way of the "mathing." 

Bio: "I have been teaching for 20 years. I spent a year teaching fifth grade, two years in second grade and am now in my 17th year in Kindergarten, which I have determined is my calling & my passion. I plan to never leave the classroom, as the kids drive me to continue my growth as a teacher and person. I received my bachelor's degree from Indiana University and my ELL certification from David Lipscomb University.  At the beginning of my career, I spent two summers teaching in Ecuador, and in 2015, my peers selected me as Teacher Of The Year.  When I’m not in the classroom, I enjoy blogging and doing all things teach. I also value spending time with my family. Together with my husband (known as The Mister) on our blog), I own 3 small businesses that specialize in education resources and services. My family would not be complete without our five-year-old daughter and a bernadoodle dog named Dolly."

Math Centers Made Simple:

Explore standards-based and differentiated math centers while learning effective management strategies. Discover how a center wheel and tubs can streamline the process, making it easy for you and your students through choice and voice.

Small Groups Simplified:

Simplify your workload and streamline small group instruction with this session. Discover how to seamlessly integrate your whole group math instruction into small groups, effectively reducing your planning time and workload. Gain insights into organizational tips, research-based lessons, and activities. Witness small group instruction in action through real examples from a kindergarten classroom.

Bio: Zak Champagne is the Chief Content Officer at Flynn Education. He has been involved in mathematics education for 25 years, and he believes that each and every student has important mathematical ideas and works to share his passion and love for mathematics with teachers around the country. He is also an author the award winning enVision Mathematics program published by Savvas.

Playing the Long Game: 

After 25 years as an educator, one thing that is clear to me: teaching mathematics is a long game. This session is all about building positive math identities in each and every student by understanding that a student's mathematical journey is much longer than one day, week, month, or year. We'll examine how to play the long game by learning my four core beliefs about teaching mathematics and engaging in mathematical routines and tasks that highlight these beliefs.

Centering Student Voice and Discourse

Often, math discussions are centered on one teacher and just a few students. Let's shift the focus and work to create classrooms where all voices are heard and hold value in mathematics discussions. Come play with some math ideas and learn how to ask the right questions, listen to how students really talk and listen to each other, and work to create math classrooms that honor the voice and agency of each and every student.

Bio: Dionne Aminata founded MathTrust™in 2020, after more than 20 years as an educator. MathTrust™ partners with PreK-12 math educators ready to counter the current narrative of predictable disparate achievement outcomes for Black students by using actionable, research-based methods that allow teachers to recognize Black brilliance and trust all students to engage in grade-level mathematics. daminata@mathtrusted.com

As a Lead Author at Illustrative Mathematics, Dionne led the work of embedding curricular supports for culturally responsive teachers, and successfully supported LAUSD’s curriculum implementation. As IM's Senior Director of Strategic Initiatives she oversaw market research and outreach to districts implementing IM curricula. 

Since 2022 she has advised the CCSSO Math Collaborative, a network of state math leaders dedicated to affecting change in systems and policies in order to promote mathematics as a subject for all students. In 2023, Dionne was appointed to the Board at NCSM, which has a mission to support, sustain, and inspire high quality mathematics teaching and learning by engaging and empowering math leaders.

When We See Them: Seeking Out Brilliance to Address Inequities in Math Classrooms

To truly provide all students opportunities to engage in grade-level mathematics, we must believe that all students are capable learners. Our beliefs are challenged when addressing unfinished instruction from prior years. Learn impactful instructional movs to seek out students’ mathematical brilliance, and help them meet grade-level demands. 

Interrogating the Quiet Spaces in Our Math Classrooms

Inspired by a quote from Amanda Gorman’s 2021 inauguration poem, “The Hill We Climb,” this talk encourages educators to disrupt status quo by first interrogating even the quietest forms of injustice found in our math classrooms. Dionne shares her own math experience as a “quiet” student, and makes an urgent call for teachers to recognize Black brilliance and trust all students to engage in grade-level mathematics.