A Complimentary Luncheon will be available for All Attendees
Session Information
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  Presenter: Dr. Katie Egan Cunningham
Session: Fill the Gaps, Fuel the Growth: Reclaiming Word Reading Instruction in Upper Elementary, Gr. 2-8
By the time students reach upper elementary, it’s easy to assume their word reading skills are solid—but many still have gaps that hold them back. In this interactive workshop based on Shift 4 in Shifting the Balance for Upper Elementary, we’ll look at how to give students the targeted support they need. Together, we’ll unpack why older readers benefit from ongoing, explicit word reading and spelling instruction and explore routines that help fill in missing foundations. You’ll leave with practical strategies to strengthen decoding, boost confidence, and help every student tackle big, complex words—whether they’re catching up or ready to accelerate.
About Dr. Katie Egan Cunningham:
Dr. Katie Egan Cunningham supports teachers to bridge the science of reading with the joy of learning. She is a Professor and Program Director of Teacher Education at Sacred Heart University where she teaches courses in foundational literacy skills, dyslexia, children’s literature, and social and emotional learning. Katie is the author or co-author of five books for educators including Shifting the Balance: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. She has degrees from Princeton University, New York University, and Columbia University. Katie lives with her husband, two sons, and Golden Doodle in the woods of Connecticut.
Presenter: Gravity Goldberg
Session #1: Using the Body-Brain Connection to Boost Student Engagement, Gr.K-12
Discover how the body-brain connection can offer practical tools for engaging students. Learn practices that help students become more motivated, develop learning stamina, and experience more awe. Rethink practices that might actually increase anxiety and small shifts you can make that create a big difference. Session #2: Boost Comprehension with Intentional Movement, Gr. K-12
Incorporating movement into lessons can boost memory, lead to more literal comprehension, help with prediction, and support understanding of metaphorical language. Learn which types of movements help most, see lesson examples in action, and try out some strategies yourself. Learn the science and art of making comprehension a playful and powerful experience. Participants will leave with lesson ideas and frameworks to try.
About Gravity Goldberg: Gravity Goldberg is an educational consultant and author of ten books on teaching including The Body-Brain Connection, Mindsets and Moves, Teach Like Yourself, and Active Learning. During her 25 years of teaching experience she has served as a science teacher, reading specialist, third grade teacher, special educator, literacy coach, staff developer, and assistant professor. As the founding director of Gravity Goldberg, LLC she leads a team that offers side-by-side coaching and workshops that focus on teachers as decision-makers and student-led instruction. She is also an assistant visiting professor at Wesleyan University.
Presenter: Maggie Beattie Roberts
Session #1*: Foundations of Writing: Building the Skills Writers Need to Succeed, Gr. K-8
Writing is far more than putting words on a page - it is a complex cognitive task built on strong foundational skills. To write successfully, students must coordinate oral language, handwriting, spelling, and sentence construction. When these skills are inefficient, writing becomes effortful and fragile. This session focuses on the building blocks of written expression. Grounded in cognitive science and literacy research, participants will explore how foundational writing skills develop, how they interact with reading, and why automaticity matters. Educators will leave with practical, classroom-ready strategies and activities to strengthen core writing skills and support long-term growth in writers.
Session #2*: The Hidden Work of Writing: Executive Function Explained, Gr. K-8
Writing places extraordinary demands on students’ executive function skills. Every sentence requires writers to hold ideas in mind, shift thinking, regulate attention, and manage emotion - often all at once. This session explores the executive function “air traffic control system” behind writing: working memory, cognitive flexibility, and inhibitory control. Grounded in neuroscience and classroom research, participants will learn how these skills develop, why they break down, and how to support them through practical, embedded writing instruction. Educators will leave with concrete strategies to reduce cognitive overload, increase self-regulation, and help students write with greater stamina, flexibility, and confidence.
*Recommended as a pair: Attend both sessions to learn what writing skills students need, why writing is so demanding, and how to support students when it breaks down. Together, these workshops connect foundational skill instruction with the executive functioning systems that support writers across K–8.
About Maggie Beattie Roberts: Maggie Beattie Roberts began her teaching career in the heart of Chicago before moving to New York City and completing graduate studies as a Literacy Specialist at Teachers College, Columbia University. Today, she is a national literacy consultant, author, and highly sought-after professional learning facilitator. Known for her ability to build strong relationships with teachers and school leaders, Maggie thrives working side-by-side with educators. Her forthcoming books include Foundational Skills for Writing (with Melanie Meehan), a brain-based guide that helps teachers strengthen executive functions, language, and foundational writing skills like handwriting and spelling, and Unboxing the Curriculum (with Kate Roberts), which helps educators and school leaders navigate prepackaged curricula and tailor them to their students’ needs.
Presenter: Dr. Kemen Holley
Session #1: Building Bridges: Foundations for Supporting Multilingual Learners in Connecticut Classrooms, Gr. K-12
Are you new to working with Multilingual Learners and are you ready to feel more confident supporting them in your literacy classroom? This session introduces key tools, LAS Links reports and the Connecticut English Language Proficiency (CELP) Standards, to help teachers design instruction that meets students where they are linguistically and academically. Dr. Kemen Holley will model how to interpret student data, set realistic language goals, and integrate language and literacy instruction seamlessly. Participants will explore practical strategies for scaffolding instruction, differentiating reading and writing tasks, and engaging families in the learning journey, all while promoting equitable access to content for multilingual learner (ML) students. Session #2: Beyond Differentiation: Advancing Literacy Instruction for Multilingual Learners Using LAS Links and CELP Standards, Gr. K-12
For educators who already use foundational multilingual learner (ML) supports, this session takes the next step, which is leveraging LAS Links data and CELP standards to design high-impact literacy instruction. Dr. Kemen Holley will guide participants through examining growth trajectories, setting targeted language objectives, and aligning literacy practices with students’ proficiency profiles. Together, we’ll analyze sample student data and explore how instructional language objectives can enhance core reading and writing instruction. Participants will also discuss strategies for advancing biliteracy and designing systems-level supports that sustain growth across grade levels.
About Dr. Kemen Holley: As the K-12 Director of World Languages and Multilingual Learners at New Canaan Public Schools, Dr. Kemen Holley is driven by her passion for education and student success. Her experiences living in Spain and Mexico, and traveling extensively, have shown her the importance of embracing diverse cultures and perspectives. With a background as a Spanish teacher, curriculum specialist, and holding a doctorate in Educational Leadership from Sacred Heart University, an M.A. in Spanish, and a B.A. in English from the University of Connecticut, Dr. Holley recognizes the value of diverse perspectives in fostering student growth. Dr. Holley is also the Seal of Biliteracy Coordinator for the Connecticut Council of Language Teachers (CT COLT) Board of Directors. She is committed to championing biliteracy, supporting multilingual learners, and advocating for all students on their educational journey.
Presenter: Dr. Dena Mortensen
Session: Scan to Plan! Scaffolding Comprehension Instruction for Complex Texts, Gr. K-8
Explore current research on using complex texts to boost reading comprehension and language development. Discover the characteristics of complex text and learn practical strategies to scaffold reading and language comprehension effectively for your students. In this interactive session, participants will receive a lesson scanner template and work collaboratively to analyze a complex text, identify its challenges, and design targeted instructional supports. Leave equipped with a tool that helps transform complex texts into powerful learning opportunities.
About Dena Mortensen: Dr. Dena Mortensen is an Assistant Professor of Literacy at Central Connecticut State University where she teaches courses on the foundations of reading, Multi-Tiered Systems of Support (MTSS), and writing instruction to undergraduate pre-service elementary teachers and graduate students pursuing advanced degrees in reading and language arts. In addition, Dr. Mortensen serves as the Director of the university's Literacy Center, overseeing reading and language arts assessment, diagnosis and intervention services provided by graduate clinicians to children in the local community - a role she finds deeply rewarding. With 24 years of experience in K-12 education, Dena has served in various roles, including the Elementary Reading and Language Arts Supervisor for Waterbury Public Schools, the district highlighted in Hopeville: How to Win the Reading Wars, a powerful documentary by Harvey Hubbell V. She has also worked as an elementary vice principal, literacy coach, reading teacher, and classroom teacher. Dr. Mortensen is committed to supporting educators in developing their students as readers.
Presenter: Dea Auray
Session: Read, Analyze, Cite: Writing with Evidence, Gr. 3-8
Students learn to “read with the author’s eyes,” analyzing text structure, genre, and purpose to strengthen their writing. Through annotation, analysis, text-dependent questions and tasks, and constructed response practice, they uncover key elements of craft and write analytically using evidence from texts. Teachers receive a practical handout with strategies to help students become confident, strategic readers and writers, ready for SBA-style assessments.
About Dea Auray: Dea Paoletta Auray is the Founder and CEO of Empowering Writers, LLC, a nationally recognized literacy organization dedicated to improving writing instruction through high-impact professional learning and classroom-ready curriculum. An educator and author, Dea co-developed the Empowering Writers approach, an innovative curriculum that has led to measurable gains in student writing performance, including improved outcomes on state and national assessments. Since 1997, Empowering Writers has been implemented in thousands of schools nationwide, supporting more than 100,000 educators across the United States and Canada through professional development, coaching, and curriculum design. Dea is the co-author of numerous instructional and professional resources, including titles published by Scholastic, and regularly presents for districts, conferences, and professional learning events, where she translates instructional challenges into practical, engaging strategies teachers can immediately use in the classroom.
Presenter: Kristin Allen and Lisa Gianni
Session: From Concern to Clarity: A Case Study Approach to Dyslexia Identification and Structured Literacy Intervention, Gr. K-12
This session uses a case study of an atypical learner to guide participants through the full process of dyslexia identification, instructional, referral & eligibility processes from early concern to intervention planning. Participants will examine screening data, instructional history, and progress monitoring information to explore how educators determine when reading difficulty reflects a need for intensified structured literacy instruction and when referral to further evaluation may be warranted. Through guided analysis and discussion, presenters will connect each decision point to Connecticut’s Educator Competencies for Structured Literacy and Dyslexia, highlighting the distinct and complementary roles of general education, special education, and intervention providers. The session emphasizes practical decision-making, cross-disciplinary collaboration, and alignment between instruction, referral, and eligibility processes. Participants will leave with a clearer understanding of how to apply structured literacy principles within real-world school contexts while maintaining coherence across instructional and referral systems.
About Kristin Allen: Kristin Allen is an Associate Education Consultant in the Connecticut State Department of Education’s Office of Dyslexia and Reading Disabilities, where she supports districts and families in the identification of dyslexia and the implementation of evidence-based structured literacy practices statewide. She previously served as a PreK–12 literacy specialist and special education teacher, with extensive experience designing literacy curricula, leading professional learning, conducting evaluations, and supporting systems-level implementation of the Science of Reading. Kristin is a Certified Dyslexia Practitioner, Instructor, and Therapist, with advanced training in the Orton-Gillingham approach. She has held numerous leadership roles, including President of the International Dyslexia Association of Connecticut and board member of The Reading League Connecticut, and has been recognized for her leadership and impact in literacy, including being named a Connecticut State Teacher of the Year semifinalist and receiving the IMSLEC Innovator Award. She holds a master's degree in special education from the University of Connecticut and will begin her Doctorate in Reading Science at Mount St. Joseph University this spring, where her work will continue to focus on evidence-based literacy instruction, policy, and equitable access for students with dyslexia.
About Lisa Gianni: Lisa Gianni is an Associate Education Consultant in the Connecticut State Department of Education’s Office of Dyslexia and Reading Disabilities, where she leads statewide work focused on the design and implementation of systems that support structured literacy and dyslexia across the educator pipeline. Her work centers on translating research into practice through the development of educator competencies, professional learning frameworks, and alignment across educator preparation, induction, and in-service learning. Lisa brings more than twenty years of experience in public education, including roles as an elementary teacher, remedial reading specialist and instructional literacy coach with experience designing and leading professional learning, developing literacy unit plans and resources, and supporting colleagues through structured literacy instruction. She has led the development of Connecticut’s Educator Competencies for Structured Literacy and Dyslexia and currently supports districts and educator preparation programs in implementing evidence-aligned instructional practices with coherence and fidelity. Lisa holds a master’s degree in reading and language from University of Saint Joseph, is a National LETRS Professional Learning Facilitator and serves as President of The Reading League of Connecticut. Her work informs state policy and implementation guidance and emphasizes building sustainable systems that expand equitable access to evidence-based literacy instruction for all learners, including students with dyslexia and related reading difficulties.
 Presenter: Catherine Douthard
Session #1: Five Turns to Powerful Talk: Strengthening Language Through Read-Alouds and Daily Routines, Gr. PreK-2
Rich language conversations don’t require long lessons—just five purposeful turns. This session introduces the Strive for Five framework developed by Dr. Tricia Zucker and Dr. Sonia Cabell and demonstrates how intentional teacher talk during interactive read-alouds and everyday classroom routines can strengthen young learners’ language comprehension. Grounded in research, participants will explore why interactive read-alouds are one of the most effective contexts for oral language development and how aligning familiar routines with the Strive for Five framework increases student engagement and access to meaningful talk.
Session #2: Five Turns to Word Power: Building Vocabulary Through Strive for Five Conversations, Gr. PreK-2
Strong readers are built on strong vocabularies—and vocabulary development must begin early. This session explores how intentional vocabulary instruction, paired with Strive for Five conversations, moves students from surface-level exposure to deep word knowledge. Participants will learn how to select high-utility words, implement a clear and effective routine for systematic, direct, and explicit vocabulary instruction, and use purposeful conversation to help young learners actively process and apply new words. Special attention will be given to strategies that support multilingual learners and promote equitable access to academic language.
About Catherine Douthard: Catherine Douthard is a literacy specialist with over 30 years of experience in public education, including 25 years in Early Childhood Education (PreK–5). As a Literacy Specialist with Scholastic Education, she partners with schools nationwide, supporting early literacy instruction through research-based practices, including Strive for Five conversations.Drawing on her experience as a classroom teacher, coach, and interventionist, Catherine brings literacy to life for educators—sharing practical strategies that strengthen language, reading, and writing in PreK–2 classrooms and helping teachers transform everyday routines into meaningful opportunities for student talk and comprehension.
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