Saturday, September 27, 2025 – Day Two

(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 & Continental Breakfast – 7:00 to 8:00 am

Welcoming Remarks – 8:00 to 8:30 am

Break – Visit Exhibitors, Sign up for Raffle Items, & Check out the IDA-RMB Bookstore – 8:30 am to 8:40 am

Saturday Morning – 1st Breakout Sessions

8:40 am to 10:10 am – Choose 1 of 7 Possible Sessions

Melody Ilk, M.A.

The Leadership Team: from Implementation through Sustainability

A highly functioning leadership team is key to the success of any literacy initiative. The team supports district and/or building administrators by monitoring and problem-solving issues as they arise from planning the literacy implementation through planning for sustainability. The team is key to driving the multi-tiered systems of support that drive the professional development and coaching, teachers need to be successful.

Brenna Westerhoff, Ed.D

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.

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.

Kathleen McCaffery, Ed.D

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.

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.

Julie Ann Klingerman, Ed.D

Explicit, Structured Teaching of Text Structure – a Powerful (and often underutilized) Key to Comprehension

A definition of comprehension is the ability to connect and integrate main ideas across text to generate an overall understanding or “gist” of what’s being read. The importance of utilizing text structure to do so becomes a powerful tool, considering that instruction in text structure facilitates that very process. The integration of text structure can be accomplished in every lesson, to build upon and complement current curriculum and materials.
The use of text structure can illuminate students’ understanding of the general overall format of the text. By doing so, students can more readily add information to the “frame” of their current reading material to reduce cognitive load and more efficiently perceive and integrate the major ideas through text to an overall understanding of that reading material.
Historically, the use of text structure to improve comprehension is a significant, yet often underutilized approach to help students integrate the big ideas across text. Participants will connect research with immediate application regarding the teaching of various text structures to scaffold students’ ability to incorporate relevant ideas and content within both narrative and expository texts.

Vicki Ferrari, M.Ed. National Literacy Leadership Consultant

Impactful and Simple Fluency Instructional Strategies For Teachers and Reading Interventionists

Fluency has been a component of reading that remains a mystery and the most misunderstood. This session will provide teachers and reading interventionists with very practical, simple strategies that are evidence-based and can be implemented easily without much preparation. Each strategy will be explained and modeled with time for participants to practice as well. Participants will leave with simple and impactful strategies that can be implemented immediately in the classroom or within small group instruction.

Break – 10:10 am to 10:25 am – Visit Exhibitors, Last Chance for Raffle Signups, & Check out the IDA-RMB Bookstore

Saturday Morning – 2nd Breakout Sessions

10:25 am to 11:55 am – Choose 1 of 6 Possible Sessions

Dr. Anita Archer

Providing Reading Interventions for Students in Grades 4-9: What Research Tells Us

Do you have intermediate and secondary students who struggle to read accurately and fluently with good comprehension?
In this session, Dr. Archer will review the evidence-based recommendations outlined in the Institute of Education Sciences Practice Guide, including:

1. Build students’ decoding skills so they can read complex multi-syllabic words,
2. Provide purposeful fluency-building activities, and
3. Utilize several research-validated comprehension practices.

Gain insights into the research on reading interventions for older struggling readers. Dr. Archer will provide practical examples for each of these recommendations.

Dr. Ana Dodson, PsyD; and Judi Dodson, MA, Consultant for Learning and Development

Speaking Through Pain: The Linguistic Effects of Trauma

How does childhood trauma shape the way we communicate? This session explores the deep and lasting impact of Adverse Childhood Experiences (ACEs) on language and social interaction. Drawing from research by Coster and Cicchetti (1993) and other experts, we will uncover how early trauma affects brain development, leading to delays in communication skills. We will also look at research that investigates the impact of school-related trauma and chronic stress in children and adolescents diagnosed with dyslexia and those who have experienced academic failure due to lack of effective instruction (Terras MM, Thompson LC, Minnis H., 2009).
Through evidence-based strategies, we’ll discuss how educators, caregivers, and other professionals can use language as a tool to create trauma-sensitive environments that support healing and communication growth. Whether you’re an educator, therapist, or advocate for children, this session will provide valuable explicit tools to better understand and support the emotional needs of children through enhanced communication, who have been affected by chronic stress and trauma.

Melody Ilk, M.A., and Sara Reeser, M.A.

Getting Beyond “Admiring” Our Student Reading Data to Deep Analyses and Instructional Alignment. The Why, What, Who, and How

Once the assessment data is collected on our students, the decision-making process begins. This session will examine how grade-level data teams use the assessment data to make data-based decisions by following models that provide a structure for the decision-making process in a multitiered system of support. The session will provide guidance, practice, and application of a dynamic data team protocol that guides teams to drill down to the root cause of student difficulties.

Holly Haycraft, M.Ed, CALT-QI/T, C-SLDS; and Cindy Kanuch, M.Ed, CALT-QI, C-SLDS

Spelling and Morphology: Teaching the Structure Behind the Words

English spelling often seems unpredictable, but there’s meaningful structure beneath the surface. This session will explore how teaching morphology—the study of roots, prefixes, and suffixes—along with teaching predictable spelling patterns can bring clarity to spelling instruction and strengthen students’ overall literacy. By shifting the focus from memorization to meaning, educators can help students decode and spell unfamiliar words with greater confidence and accuracy. Participants will examine how morphology supports vocabulary development, reading comprehension, and writing, and will leave with practical strategies for integrating word study into daily instruction across grade levels. Whether you’re an elementary teacher, literacy coach, or interventionist, this session offers tools to help students make sense of English spelling through the lens of word structure and deepen their understanding of how language works.

Nikki Baker, M.Ed

Word Builders: Morphology for Young Learners

The English language is morphophonemic, meaning that sound-symbol relationships and morphemes are used to facilitate reading and spelling. If early literacy instruction solely covers the connection between phonemes and graphemes, students only have half of the puzzle. In this session, the presenter will share up-to-date research on morphological awareness, the connection to oral language, and how morphology is uniquely beneficial to students with dyslexia. The participants will engage in hands-on activities that can be used in conjunction with any structured literacy program.

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.

Lunch Buffet – Synthesize the Morning’s Learning with Colleagues

11:55 am to 12:55 pm – Visit Exhibitors & IDA-RMB Bookstore – Exhibitor Raffle Winners Announced

Saturday Afternoon – Breakout Sessions

12:55 to 2:25 pm – Choose 1 of 7 possible sessions

Dr. Vicki Piquette and Dr. Emily Mulvihill

Power Pair: Why Leaders Must Champion Structured Literacy & MTSS to Meet the Needs of Diverse Learners

School leaders play a critical role in creating the conditions for effective Structured Literacy instruction—essential for students with dyslexia and other learning differences. This interactive session explores how a strong Multi-Tiered System of Supports (MTSS), grounded in the Science of Reading and aligned with the IDA National Structured Literacy framework, can accelerate literacy outcomes for all learners. Participants will examine how leadership decisions impact assessment, instruction, and intervention practices—and how well-designed systems can improve outcomes for students with diverse needs. Attendees will leave with practical leadership strategies for building teacher capacity, aligning resources, and sustaining systems-level change that supports evidence-based reading instruction and equitable student success.

Michelle Freddolino, 2e Specialist; and Joey Butt, Special Education

Can They Be Gifted? How to Support the Twice-Exceptional

What does it mean to be Twice-Exceptional? What does “gifted” mean? How do we identify students who are gifted when they have disabilities? How do we support these students in the classroom and in our buildings? Students with IEPs or 504 Plans CAN also be gifted. These students not only need interventions and accommodations that support their disabilities, but they also need access to services that support their strengths and talent areas (or areas of giftedness). While 2e students are a diverse population, there are general supports that we can put in place. How do you know and what do you do?

Vicki Ferrari, M.Ed. National Literacy Leadership Consultant

Impactful and Simple Fluency Instructional Strategies For Teachers and Reading Interventionists

Fluency has been a component of reading that remains a mystery and the most misunderstood. This session will provide teachers and reading interventionists with very practical, simple strategies that are evidence-based and can be implemented easily without much preparation. Each strategy will be explained and modeled with time for participants to practice as well. Participants will leave with simple and impactful strategies that can be implemented immediately in the classroom or within small group instruction.

Julie Ann Klingerman, Ed.D

Explicit, Structured Teaching of Text Structure – a Powerful (and often underutilized) Key to Comprehension

A definition of comprehension is the ability to connect and integrate main ideas across text to generate an overall understanding or “gist” of what’s being read. The importance of utilizing text structure to do so becomes a powerful tool, considering that instruction in text structure facilitates that very process. The integration of text structure can be accomplished in every lesson, to build upon and complement current curriculum and materials.
The use of text structure can illuminate students’ understanding of the general overall format of the text. By doing so, students can more readily add information to the “frame” of their current reading material to reduce cognitive load and more efficiently perceive and integrate the major ideas through text to an overall understanding of that reading material.
Historically, the use of text structure to improve comprehension is a significant, yet often underutilized approach to help students integrate the big ideas across text. Participants will connect research with immediate application regarding the teaching of various text structures to scaffold students’ ability to incorporate relevant ideas and content within both narrative and expository texts.

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.

Nikki Baker, M.Ed

Word Builders: Morphology for Young Learners

The English language is morphophonemic, meaning that sound-symbol relationships and morphemes are used to facilitate reading and spelling. If early literacy instruction solely covers the connection between phonemes and graphemes, students only have half of the puzzle. In this session, the presenter will share up-to-date research on morphological awareness, the connection to oral language, and how morphology is uniquely beneficial to students with dyslexia. The participants will engage in hands-on activities that can be used in conjunction with any structured literacy program.

Holly Haycraft, M.Ed, CALT-QI/T, C-SLDS; and Cindy Kanuch, M.Ed, CALT-QI, C-SLDS

Spelling and Morphology: Teaching the Structure Behind the Words

English spelling often seems unpredictable, but there’s meaningful structure beneath the surface. This session will explore how teaching morphology—the study of roots, prefixes, and suffixes—along with teaching predictable spelling patterns can bring clarity to spelling instruction and strengthen students’ overall literacy. By shifting the focus from memorization to meaning, educators can help students decode and spell unfamiliar words with greater confidence and accuracy. Participants will examine how morphology supports vocabulary development, reading comprehension, and writing, and will leave with practical strategies for integrating word study into daily instruction across grade levels. Whether you’re an elementary teacher, literacy coach, or interventionist, this session offers tools to help students make sense of English spelling through the lens of word structure and deepen their understanding of how language works.

Break – 2:25 to 2:40 pm – Visit Exhibitors & Pick Up Prizes

Saturday Afternoon – Closing Plenary

2:40 pm to 3:40 pm

Dr. Anita Archer

Reading and Writing in the Rockies: Learning is our Goal, Teaching is our Path

Reading in the Rockies has provided excellent sessions on all aspects of literacy, including oral language, decoding, orthographic mapping, fluency, comprehension, text structure, morphology, background knowledge, and writing.
Our goal is to optimize learning in these strands by all learners, including striving readers, multilingual learners, and students with learning differences.
In this Endnote, Dr. Archer will remind us that Learning is our Goal and Teaching is our Path.