Embracing Literacy 2024

Recent legislation in Wyoming and other states requires the use of universal screening to identify and target students in danger of later reading difficulties. This session will start with an overview of different types of assessments. Then, we will look at the steps teams can take after universal screening, including informal diagnostic assessments, data meetings, and developing and using individual reading plans (IRPs).

Participants will be able to demonstrate knowledge of the purpose of assessments and establish or refine their plan for data driven decision making. Participants will leave with a better understanding of the Wyoming K-3 Literacy bill requirements and how those requirements can help improve student outcomes. Participants will leave with WCSD #1's IRP template to adjust and put to work in their district/school.


Questions to Consider:
1. What assessments are we currently using and what purpose do they serve?
2. How are we using Universal Screening results to increase student outcomes?
3. How can we implement or improve our systems for evaluating and discussing student data?
4. How can we use individual reading plans as part of our MTSS? 

The purpose of this presentation is to a) introduce the evidence-based key instructional features of structured literacy, b) describe the specific language targets that can be addressed in multi-tiered, explicit, systematic, sequential, cumulative, and diagnostic language instruction and intervention, c) provide an overview of general scope and sequence of structured literacy for language instruction/intervention, and d) provide participants an opportunity to practice implementing structured literacy for language.
​Presentation Link​​​
Learner Outcomes:
Participants will be introduced to evidence-based research highlighting the extent to which structured literacy for language can yield significant, large effect sizes on oral and written language outcomes. The methods used to implement multi-tiered, structured literacy for language in the research will be outlined in clear terms that can be readily applied to the classroom setting. Free resources will be shared with the participants so that they can immediately begin implementing structured literacy for language.

Goals and Outcomes:
Participants will be able to:
1. Understand a general scope and sequence for structured literacy for language instruction/intervention.
2. Identify specific language targets that can be addressed in multi-tiered, explicit, systematic, sequential, cumulative, and diagnostic language instruction.
3. Implement 10-30-minute large group and small group instruction/intervention for structured literacy for language.

What do we do when they're not so little anymore?  This session will focus on the profile of a struggling adolescent reader and how to set up a structured literacy based and emotionally sound classroom.  The importance of speaking to and supporting these fragile readers will be highlighted.  Participants will learn how to assess students, implement appropriate interventions, progress monitor students and provide what is needed to shore up decoding weaknesses.  Mastery of concepts and multisensory learning techniques will also be covered, as educators need to provide students with the opportunity to begin to "crack the code."

Attendees will walk away with a deeper understanding of how to assess and provide appropriate reading intervention to adolescent readers, how to progress monitor and use data to drive instruction, how to provide appropriate emotional support and finally to implement rich research-based instruction to provide students the opportunity to close the reading gap.

The Science of Reading is a crucial aspect of our profession. As educators, we are often bombarded with information, making it challenging to discern fact from misconception. This is especially true for Secondary Educators, who may wonder if the science is applicable to their students. This session aims to dispel the myths that pervade secondary classrooms and provide evidence-based insights into reading and the theoretical models that should guide classroom instruction.
Objectives:
Understand the myths of Secondary Literacy.
Learn what the science has revealed about literacy.  
Learn about the science of reading frameworks.
Questions to Ponder;
Which myth did you most agree with and why?
Which myth led to the most discomfort and why?
How will the new knowledge of the theoretical frameworks help you rethink your instruction and assessment?

Come delve into the practice of writing in response to reading, a critical element of a strong writing program. You will explore the Writing in Response to Reading Pathway and gain practical ideas on how to enrich student' engagement with texts, foster critical thinking, and enhance writing proficiency across K-5 standards. By incorporating the Writing in Response to Reading Pathway, teachers will have a clear understanding of where students are in the writing standards progression and what to do to support them in progressing to meeting and/or exceeding grade level standards. This session will address the systematic inclusion of writing in response to reading in daily instruction throughout the day, emphasizing the enhancement of comprehension, writing skills, and critical reflection.

Learner Outcomes

1. Develop strategies for integrating writing in response to reading across the curriculum. 
2. Understand how to scaffold writing activities to honor all developmental phases of writing.
3. Learn to provide meaningful feedback that recognizes student progress in writing skills.
4. Be equipped to set and celebrate achievable writing goals with students, promoting continuous improvement.  
5. The effectiveness of this approach will be showcased through case studies demonstrating improved reading comprehension, student engagement, and the overall quality of written responses in 1st, 2nd, 3rd, 4th, and 5th-grade classrooms as evidenced by improvement on state assessments and meeting grade-level reading, writing, and language standards.

Join us for an overview of the Lexile Reading Framework in Wyoming. This session delves into the value and utility of the Lexile Framework, including the practical application of its measures for students, educators, and families. Attendees will gain valuable insights into where to locate the measures, how to use them to track growth/progress toward college and career readiness, and how to effectively utilize the measures to drive informed classroom instruction. Participants will learn to navigate the intricacies of multiple measures and experience real-world classroom examples that demonstrate how to incorporate the Lexile Hub tools and resources to enrich teaching strategies and ultimately enhance student outcomes.

Attendees will gain insights into where to locate the Lexile measures, how to use them to track growth/progress toward college and career readiness, and how to effectively utilize the measures to drive informed classroom instruction. Participants will learn to navigate the intricacies of multiple measures and experience real-world classroom examples that demonstrate how to incorporate the Lexile Hub tools and resources to enrich teaching strategies and enhance student outcomes.

We know what the Science of Reading is and why instruction grounded in its practices are crucial in the classroom, but what does a building look and feel like when the systems are working? What can we look for as we pop into classrooms, and how can we evaluate our current systems to ensure our teachers are set up for success?  Please join us for a session delving into schoolwide sustanability of Science of Reading, and how to identify and monitor best practices through a leader's lens.                                                        

Learner Outcomes

1. Learn how school leaders can evaluate current schoolwide systems to determine where change is needed,
2. Understand how schoolwide systems grounded in the Science of Reading can be implemented to foster sustainable literacy growth
3. Identify the “look-fors” to ensure literacy routines and practices are research-based across all classrooms

Recent research suggests that many educators know that rapid naming (RAN) predicts later reading, but many need clarification about how to use RAN data to make instructional decisions. During this session, we will learn what research has and has not uncovered about RAN. Then we will explore the implications of slow RAN for young learners, and we will dispel the myths surrounding rapid naming. Finally, we will take a journey from kindergarten to second grade with a student experiencing slow RAN and reveal the importance of the educational decisions we make for these students.

After this session, participants will be able to apply their knowledge of rapid automatized naming as part of data-driven decisions for early learners.


Questions to Consier:
1. What is RAN and what are the implications of slow RAN?
2. How can RAN inform the decisions we are making for our students?
3. What misconceptions about RAN do we need to be aware of and avoid?

This session will begin with Scarborough’s Reading Rope and the big picture of reading acquisition. It will then zoom in to the language comprehension strand of the rope. Educators will review the research that supports three big instructional shifts: daily access to complex text, a focus on building knowledge and vocabulary, and daily integration of discussion and writing grounded in evidence from text. Participants will answer questions to help them assess the extent to which their current materials support these instructional shifts, and they will learn strategies to support all learners to access complex text and ideas, regardless of their current curriculum.

Learner Outcomes
Explain three instructional shifts that support students reading and language comprehension, and the research that supports them. Articulate how the three shifts can support student engagement. Explain how the three shifts support acceleration for traditionally marginalized and/or struggling readers. Determine how their current materials/practices support them to enact the instructional shifts. Integrate the instructional shifts into their own classroom, regardless of current materials.

Learning Questions:

• Share two key takeaways around best practices in literacy instruction that you learned in this session. 
• Share one clear next step you plan to take from the learning in this session.        
• Share more about the learning that you would want or need to advance your practice in literacy instruction.

Reading, speaking and listening, and writing have a reciprocal relationship and all play into students’ development with language. This session explores this reciprocal relationship and provides teachers and coaches with research based strategies to support students with writing.  

Learner Outcomes
Explain the reciprocal relationship between reading, speaking and listening, and writing, and the overall impact of writing on students’ literacy development;   Reflect on the principles of effective discussion and writing instruction and analyze examples of what these principles look like in strong instruction;    Explore research on best practices for writing instruction;   Plan and prepare for instruction for an upcoming writing task.


Session Questions:

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

Gain an understanding of the process Pinedale High School went through to establish a highly effective Literacy Lab elective course designed to target student deficits and positively impact students who need extra support at the secondary level. The presenter will share how this tier 2 and/or tier 3 intervention course evolved from day one to its present structure, the inherent challenges of offering such a course, the selection and recruitment of students, the necessary professional development, the curricular resources and materials used, and how success is measured for individual students and the course. The intent of this session is to provide enough information so that other schools may be able to replicate this course in their own settings.

 Credit Reflection Questions:
1. List at least 2 of the instructional components of the Lit Lab class.

2. Explain the connection between the Science of Reading or Structured Literacy and the approaches of the Literacy Lab class.

3. What is one of the resources or trainings recommended for running a Lit Lab class that you are interested in?

Join us for an in-depth exploration of our district's literacy ecosystem, a carefully crafted roadmap designed to enhance literacy outcomes at every level. This presentation delves into key phases we've followed during our journey. Discover alignment within K-12 education, extending our focus to early childhood, special education, interventionists, and literacy coaches, ensuring a holistic and inclusive approach to literacy. We'll explore strategies for implementing initiatives with fidelity, emphasizing the importance of consistency in our literacy programs and coherence with district-wide literacy goals. Gain insight into our process for implementing universal screeners and progress monitoring tools to identify student needs. Learn how these insights inform and empower our administration team and coaches to make data-driven decisions. Lastly, we'll highlight our commitment to sustainable professional development. Gain insights into the ongoing training and support provided to teachers, coaches, and administrators, building their capacity to effectively implement and navigate the literacy ecosystem. Through collaborative efforts, we strive to create a community of educators dedicated to fostering literacy excellence. Come, be a part of this educational odyssey as we showcase the interplay within literacy ecosystem and the collective commitment to growing literacy skills at all district-wide levels.

Objectives
Identify key elements that constitute a district’s literacy ecosystem
Explore the sequential phases employed in enhancing literacy outcomes
Learn how data insights inform and empower the administration and teacher teams
Explore the commitment to sustainable professional development for educators, coaches, and administrators
Leave with an implementation blueprint to aid in executing a literacy ecosystem

Reflection Questions
What are some strategies for implementing initiatives with fidelity?
What is the process for implementing universal screeners and progress tools to identify student needs?
What is your plan for ongoing training and support for teachers, coaches, and administrators within your literacy ecosystem?