Friday, September 26th, 2025 – Day One

(Please note that session times and descriptions may vary slightly from what is currently posted below. If a session shown below is not available in the registration system, it is likely sold out.

Registration & Buffet Breakfast – 7:00 to 8:10 am

Welcome & Opening Remarks – 8:10 to 8:30 am

Friday Plenary Presentation

8:30 am to 10:00 am

Dr. Anita Archer

The Science of Literacy Meets the Science of Instruction

We are gathering at Reading in the Rockies, 2025, with a universal mission: to ensure that all students read and write at the highest levels possible. The Science of Literacy, the interdisciplinary body of research compiled over the last five decades, has informed educators on what to teach: oral language, phonemic awareness, decoding, encoding, orthographic mapping, fluency, vocabulary, background knowledge, comprehension, and written expression. However, this knowledge may not be enough unless implementation is powered by the Science of Instruction.

In this keynote, Dr. Archer will discuss the critical variables in instruction that optimize learning: clear lesson purposes, structured lessons including demonstration, guided practice, and checking for understanding, active participation, monitoring of responses, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results.

Break – 10:00 to 10:20 am – Visit Exhibitors (Sign up for Raffle Items) & Check out the IDA-RMB Bookstore

Friday Morning Breakout Sessions

10:20 to 11:50 am – Choose 1 of 6 Possible Sessions

Paula Moraine, M.Ed.

Executive Function Foundations for Written Expression

How does executive function impact written expression? Students delight in listening to stories, but writing stories requires a completely different experience, one that activates an entire set of skills related to our executive functions. These executive functions are referred to as executive processes, cognitive functions, and neurological skills, and we will see how they can be leveraged to support the student’s expressive language skills.
This presentation references Chapter 11 of ‘Story Frames’ (Dean, 2021), titled ‘Enhancing the Learning Experience – Coherence and Executive Functions’ (Moraine, 2021). It will lay out what students need to do to access those executive functions for written expression. The applications are suitable for classrooms, small groups, and individual teaching/tutoring settings.

Jill Lauren, M.A., Learning Specialist and Author

Bringing Decodable Text to Life with Comprehension Strategies

Meaning is at the heart of why we read. Every word, sentence, and book is crafted to convey a message. In the structured literacy world, however, decodable books are often viewed solely as tools for the application of phonics knowledge. When we ask our students to read without ensuring that they understand the purpose of reading, we do them a disservice. Castles, Rastle, and Nation (2018) describe the imbalance of phonics over comprehension as one that leads to “barking at print.” Indeed, if we’re going to support all strands of Scarborough’s Reading Rope (2001), as well as the recommendations of the National Reading Panel (2000), then we must simultaneously teach comprehension and decoding strategies – even when using decodable books.

In this session, we begin with a review of the research on comprehension for beginning readers. Drawing on the work of Dr. Amy Elleman, Dr. Hugh Catts, and Dr. Nell Duke, we consider what the research tells us about comprehension and discuss how we might apply it to early literacy instruction. We then observe four veteran teachers modeling comprehension strategies—such as sentence-level syntax and prediction activities—using high-quality decodable books from various publishers. Participants will leave the session with practical materials for teaching comprehension skills alongside decoding, using decodable books that feature a full narrative arc.

Paul Black, Ed.D

Integrating Mental Health Support into Literacy Development for Students with Learning Disabilities

The mental health needs of students with learning disabilities often intersect critically with their academic challenges, particularly in literacy. This session will explore how integrating mental health support with academic interventions can transform literacy outcomes for students with learning disabilities. Attendees will leave equipped with practical solutions to foster both academic and emotional resilience, ensuring that literacy development is supported comprehensively within their schools.

Douglas B. Petersen, Ph.D., BCS-CL; and Camryn Lettich, M.S., CCC-SLP

Revolutionizing Screening and Diagnosis of Dyslexia and DLD Using Dynamic Assessment

For over 30 years, researchers have reported promising outcomes from dynamic assessments (DA) of language and reading (e.g., Peña, 1992; Oriana et al., 2019). However, widespread adoption has been limited, largely due to the absence of standardized administration procedures and norm-referenced tools. To address these challenges, we developed the DYMOND, the first norm-referenced dynamic assessment of language and decoding designed for use as a Tier 1 screener and diagnostic tool. Over the past 15 years, we have refined its procedures and validated it using a large, nationally representative sample of diverse students in kindergarten through eighth grade. DYMOND employs brief, structured test-teach-test procedures and includes examiner modifiability ratings to measure learning potential rather than just current knowledge. Validation studies show over 90% sensitivity and 90% specificity in identifying both dyslexia and developmental language disorder (DLD), regardless of age, race, ethnicity, or English proficiency. This session will highlight DYMOND’s administration, psychometrics, and implications for early identification.

Experience Dyslexia™ Simulation

Ever wondered what it’s truly like to learn with dyslexia? Ready to transform your understanding of the students you support?

Step beyond wondering and into authentic understanding. This powerful, hands-on experience reveals the daily realities students with language-based learning differences navigate—from decoding text to processing instructions. You’ll gain profound insights into why students respond the way they do, replacing frustration with empathy and confusion with clarity.

More than just awareness, you’ll leave equipped with practical strategies and a renewed perspective that will help you understand the power of Structured Literacy and change how you support and connect with diverse learners.

Join us for the Experience Dyslexia™ Simulation—where empathy meets action.

Doria Sullivan, Senior Director of Implementation

Laying the Groundwork: Implementation Science for Literacy Change

Many schools and districts are investing in high-quality instructional materials (HQIM) to transform literacy outcomes but too often, these powerful tools don’t lead to lasting changes in classroom practice. Why? Because selecting the right program is only part of the solution. The other, often missing, piece is effective implementation.

This session offers a clear introduction to Implementation Science—the study of how to successfully integrate evidence-based programs and practices into real-world settings. Participants will learn why Implementation Science is the critical bridge between selecting HQIM and seeing meaningful literacy growth in classrooms. We’ll explore the foundational elements of Implementation Science, including stages of implementation, core drivers of success, and the importance of building supportive implementation teams. Attendees will leave with a stronger understanding of how to set up the conditions needed for sustainable, scalable impact. Whether you are a literacy coach, school leader, or district decision-maker, this session will help you move beyond rollout and compliance—toward implementation that leads to real results.

Lunch Buffet – Synthesize the Morning’s Learning with Colleagues

11:50am to 12:50pm – Visit Exhibitors, Sign up for Raffle Items, & Check Out the IDA-RMB Bookstore

Friday Afternoon – 1st Breakout Sessions

12:50 pm to 2:20 pm – Choose 1 of 6 Possible Sessions

Dr. Anita Archer

Everyone Does Everything – Inclusive Active Participation

Do you have students who are not attending or participating in your lessons?
In this session, Dr. Archer will present research-based procedures for actively involving ALL students in instruction, including the use of verbal responses (e.g., choral, partner, and individual), written responses (e.g., response slates and response cards), and action responses (e.g., gestures, hand signals). Procedures will be explained, demonstrated, and practiced. Examples will represent a variety of domains and grade levels.

Toni Backstrom, VP, Strategic Initiatives; and Caiti Daigh, Regional Director

Unlocking Potential: Oral Language is the Heart of Literacy

Join us as we explore the essential role of oral language in early education and its profound impact on reading and academic success. Research consistently shows that oral language is the heart of literacy—fundamental for reading, comprehension, and overall learning. To thrive, students must both understand and be understood. Yet, oral language development often receives less attention than phonics and other literacy instruction. For bilingual students, strong oral language skills are even more critical, as they must develop English fluency to access English-based curricula. We’ll examine the connection between oral language acquisition and academic achievement, exploring the effects of delayed language development on reading, educational outcomes, and student wellbeing. We’ll also share evidence-based strategies for language enrichment and intervention, equipping educators with practical tools to support all children on their path to lifelong literacy and success.

Katie Chhu, M. Ed.

Supporting Students with Language-Based Learning Differences in the Classroom

Language-Based Learning Disability (LBLD) refers to a spectrum of difficulties related to the understanding and use of spoken and written language. LBLD is a common cause of students’ academic struggles because weak language skills impede comprehension and communication, which are the basis for most school activities. In any language-based classroom, it is important that instruction targets developing and supporting
reading, writing, speaking, and listening in addition to global elements such as memory and attention. Learn more about how Language-Based Learning Disabilities can manifest in the classroom and the best ways to structure the environment and instruction for student and educator success.

Kathleen McCaffery, EdD

Encoding Matters: Strengthening Orthographic Mapping

Orthographic mapping is at the heart of skilled reading and writing, yet encoding instruction often remains an overlooked element of literacy practice. This session, Encoding Matters: Strengthening Orthographic Mapping, will explore the science and practical strategies behind effective encoding instruction. Participants will examine current research, cognitive neuroscience findings, and evidence-based literacy practices to better understand how orthographic mapping develops. The session will emphasize how explicit, systematic encoding and decoding instruction, combined with error analysis, is imperative for supporting students’ learning, particularly those with dyslexia or other reading challenges. Attendees will gain a deeper understanding of the importance of explicit encoding instruction, along with practical strategies; including the use of error analysis, that they can implement in their own settings to empower all learners to become confident, skilled readers and writers.

Andie Ruskin, Director for Literacy; Kimberly FitzPatrick, MAT, CALT-QI; and Jodi Champagne, M.S., Ed., CALT-QI

From Struggle to Strength: District Systems and Initiatives that Empower Dyslexic Students

This presentation offers a comprehensive overview of district-wide practices designed to support students and families with dyslexia from kindergarten through 12th grade. Participants will explore effective approaches for identifying dyslexia early and implementing targeted interventions that meet students’ needs across all grade levels. The session will highlight high-impact teacher trainings that build educator capacity to deliver strong Tier 1 instruction, ensuring dyslexic learners are supported in general education settings. Additionally, the presentation will showcase how meaningful partnerships with families and the broader community contribute to a collaborative, inclusive support system for all dyslexia stakeholders. Attendees will leave with actionable insights and examples of sustainable, systemic practices that promote success for students with dyslexia across educational contexts.

Shaunda Stahl, M.Ed., Educational Consultant; and Sandra Rasmussen, Ph.D. Multicultural and Language Diversity Consultant and Bilingual Speech-Language Pathologist

Dyslexia and Multilingual Learners: The Intersection of Language, Literacy, and Accommodations

While dyslexia affects learners across all languages, its identification in Multilingual learners poses unique challenges, as language acquisition traits can obscure true reading disabilities. This presentation aims to advance equitable literacy outcomes through a three-pronged approach centered on language, literacy, and accommodations. Attendees will examine how language differences influence literacy development and distinguish between typical language learning behaviors and indicators of reading difficulties, such as dyslexia. Through the gradual release model, this session will guide participants in conducting multicultural analyses of student response patterns to inform explicit and targeted additive language and literacy instruction and accommodations. Finally, it will provide essential considerations for formal assessment and evaluation, including the interpretation of results to support non-discriminatory identification of dyslexia.

Break – 2:20 to 2:35 pm – Visit Exhibitors (Sign up for Raffle Items) & Check out the IDA-RMB Bookstore

Friday Afternoon – 2nd Breakout Sessions

2:35 pm to 4:05 pm – Choose 1 of 7 Possible Sessions

Dr. Lynne Fitzhugh, Dr. Monica McHale-Small, and Rachel Arnold, CALT, C-SLDS

The School to Prison Pipeline: What’s Reading Got to Do With It?

Students with learning disabilities are dramatically over-represented in the U.S. prison system, with research showing they are four times more likely to be expelled and twice as likely to be incarcerated compared to their peers. This presentation examines the critical connection between unidentified learning disabilities, inadequate reading instruction, and the school-to-prison pipeline that affects thousands of children annually.
Drawing from the National Joint Committee on Learning Disabilities’ position paper, we’ll explore three primary hypotheses explaining this over-representation: school failure, susceptibility factors, and differential treatment. Particular attention will be given to how intersectionality compounds these challenges, with students of color with disabilities facing disproportionate disciplinary actions and arrests.
The presentation emphasizes actionable solutions centered on the science of reading and structured literacy approaches. Discussion will focus on how universal screening, early identification, trauma-informed instruction, and evidence-based interventions have the potential to disrupt the flow of students to the school to prison pipeline before students enter the juvenile justice system. We’ll discuss the critical importance of teacher preparation in structured literacy, the role of specialized support personnel, and policy recommendations for creating more equitable educational environments.
This session provides educators, administrators, and policymakers with research-backed strategies to transform educational outcomes and prevent the criminalization of students with learning differences through high-quality, inclusive literacy instruction.

Lynni Nordheim, M.Ed.

Spotlight on Secondary: Building Structured Literacy Support for Striving Adolescent Readers

Discover how a Colorado school district is addressing adolescent literacy gaps through a pioneering model of credit-bearing structured literacy classes for middle and high school students. This session outlines the program’s development, teacher training, student placement, and program implementation. Participants will leave with a clear framework to design and launch similar initiatives in their own schools or districts, empowering striving readers with the skills they need to succeed.

DeAnne Hunter, Ph.D.

Word Reading and Spelling Intervention for Spanish-English Bilingual Children with Dyslexia

The purpose of this presentation is to increase practitioners’ understanding of how to support Spanish-English bilingual children with dyslexia. Research into effective interventions for bilingual children with dyslexia is limited (Ijalba et al., 2020; Solari et al., 2022), however there is evidence for targeting shared phonemes across languages in word-reading and spelling interventions (Kuo & Anderson, 2010; Yeong & Rickard Liow, 2010). In this presentation, attendees will learn how shared and unshared phonemes between Spanish and English may influence phonological processing and spelling development. They will also learn how structured literacy principles, such as systematic phoneme-grapheme instruction, can be adapted for Spanish-English bilingual learners. In addition, participants will learn about a pilot study that is using principles taught in this presentation to examine the effects on Spanish-English bilingual first-grade students with dyslexia. Participants will leave with specific strategies on how to support their bilingual students with dyslexia.

Brenna Westerhoff, EdD

Equity Nudges: The Science and Art of Teaching in the Age of AI

Master the art and science of teaching in the AI age with practical strategies you can use Monday morning. This hands-on workshop demonstrates how to use AI to enhance—never replace—the evidence-based practices that help all learners thrive, especially those with learning differences.

Dive deep into three core teaching practices that require both systematic structure and human responsiveness: gradual release of responsibility, explicit instruction, and instructional dialogues. For each, you’ll learn how AI can support your preparation and differentiation while you maintain the critical human elements of timing, adjustment, and connection that students with dyslexia, ADHD, and executive functioning challenges desperately need.

Participants will practice using the C.R.E.A.T.E. framework to write AI prompts that generate useful teaching materials, experience the difference between AI processing and human understanding through interactive activities, and develop “equity nudges” for their specific contexts. Based on neuroscience research and collective teacher efficacy data, this session provides immediately implementable strategies for using technology as a powerful tool while ensuring every student—regardless of zip code—receives skilled, responsive human instruction.

Janet L. Merrill, M.Ed. Elementary Literacy Coordinator, Douglas County; Traci Thorstenson, M.Ed., CALT, Elementary Literacy Coordinator, Douglas County; and Amy Thomas, MA Ed. thinnkSRSD Trainer

Beyond the Basics: Sustaining Schoolwide Implementation of thinkSRSD

Ready to move beyond awareness and into action with thinkSRSD? This session is designed for educators who already have a foundational understanding of thinkSRSD and are looking to implement it effectively across their classrooms, schools, or districts. We’ll start by examining the why—looking at IES reports and evidence-based practices—and ground our work in data.
From there, we’ll explore key implementation levers and timelines that support successful adoption of thinkSRSD, including models of implementation, PLC integration (Plan, Do, Study, Act cycles), and strategies for leadership and teacher engagement. Discover how early adopters and instructional coaches can create momentum, and examine what strong implementation looks like at every level—from single classrooms to full-district rollouts.
Participants will collaborate to identify potential barriers and brainstorm realistic solutions while considering how thinkSRSD can align with existing curriculum and leadership structures. Walk away with actionable ideas, implementation maps, and a clear vision of how to create a common language, framework, and set of practices to elevate writing instruction in your context.

Todd Daubert, M.Ed.; and Wendy Walker-Daubert, M.Ed.

Empower Your Students’ Stories With The Imagine Project

The Imagine Project’s mission is to create a world where every child and individual feels seen, heard, and empowered. Through our free 7-step writing process, we provide essential tools for self-expression, emotional well-being, and hope for a brighter future. Come learn how to apply this tool to the work you are already doing with students and help your students own their stories and set goals for their future.

Lauren Kline, M.S., CCC-SLP, A/OGA

Syllables: Types, Division, and Everything in Between

Syllables: Types, Division, and Everything in Between is a 90-minute session designed for professionals supporting literacy development in children, including educators, interventionists, and speech-language pathologists. This engaging presentation dives deep into the six syllable types—closed, open, silent e, vowel team, r-controlled, and consonant-le—and the six primary syllable division strategies: VC/CV, VCCCV, V/CV, VC/V, CLE, and V/V. Attendees will gain practical tools and insights to teach syllable types and division with clarity, supporting students in decoding, spelling, and fluency. The presentation will also emphasize the powerful role of morphology—examining how prefixes, suffixes, and base words contribute to meaning and structure in written language. Participants will learn how to integrate morphological awareness with syllable instruction to enhance vocabulary development, reading comprehension, and written expression.
This session is ideal for anyone working with readers who struggle with multisyllabic words or need more structured literacy support. Through real-world examples, hands-on strategies, and practical application ideas, you’ll walk away with evidence-based techniques to strengthen word-level reading and support lasting literacy success.