The Joseph James Morelli Legacy Foundation supports high school and college students with dyslexia who wish to pursue a degree in a Science, Technology, Engineering or Mathematics (STEM) field. Joseph James Morelli was a young man, diagnosed with severe dyslexia as a freshman in high school, who graduated from Park City High School and was pursuing a degree in Mechanical Engineering at Montana State University, when he was tragically killed in a car accident in 2014. Our mission is to honor Joseph’s spirit. Through the awarding of scholarships, we recognize students, who like Joseph struggle with dyslexia, and empower them to believe in themselves.
Shelton is a unique organization focused on improving the education of those individuals with learning differences:
- The School
1,000 students in a day school program through a customized curriculum delivered by experienced educators with expertise in learning differences. - Evaluation Center
provides comprehensive assessments for clients (age PreK through adult) that result in a roadmap for success - Teacher Training Program
provides instructional training for educators, parents and the community who educate and interact with individuals who learn differently
Reading Horizons empowers educators to eradicate illiteracy with effective, tech-enabled foundational reading instruction that helps all students achieve reading proficiency. For 40 years, Reading Horizons has continuously aligned its simple instructional method with advancements in the science of reading. We have supported educators and students with ongoing, synergistic partnerships, serving as a trusted, innovative foundational literacy partner. Adopted by over 50,000 educators, our proven method for teaching foundational literacy prevents and remediates reading difficulties, supporting our mission to ensure students reach reading proficiency by the end of third grade. Reading momentum begins at Reading Horizons.
The McGillis School is an independent private school serving Kindergarten through 8th Grade in Salt Lake City. We are rooted in Jewish values and traditions and are open to all children. Our mission is to instill in our students a love of learning and the abilities to think critically, live ethically, and appreciate the value of each individual. In Fall of 2020, The Learning Center (TLC) at McGillis opened its doors for students in grades 2 through 8 with language-based learning differences (dyslexia, dysgraphia, and dyscalculia). We embrace these students with highly individualized, multisensory instruction in our school-within-a-school model—the only one of its kind in Utah. Within this model, we meet all of our students’ needs. They experience a grade-level homeroom class, where they receive instruction for their core academics (our ratio is between 3 and 8 students per teacher). They then integrate with the rest of their grade-level peers for specialties, lunch, recess, all-school events, and class trips. At the TLC, we strive to close the gap between academic performance and student potential. Our highly skilled teachers are trained in Orton Gillingham practices, such as Wilson, Lindamood-Bell, and Multisensory Math. They maintain a diagnostic/prescriptive approach in all of their instruction, tailoring their lessons to meet the needs of each student. We also teach our students the strategies to become independent, responsible learners. Nothing is more important to us than providing them with the skills, strategies, and independence they need to advocate for themselves and soar in future learning environments. The TLC’s safe, nurturing, and respectful learning environment allows them to do just that!
With the passage of Senate Bill 127, Early Literacy Outcomes Improvement, Utah’s educators are working together to improve student reading achievement. Over the last decade, less than 50% of students were reading on grade level by the end of grade three. To aggressively address this unacceptable outcome, the Utah legislature passed SB127 in the 2022 General Session to provide comprehensive support with expectations to improve the quality of science of reading instruction in Utah’s schools to increase student learning outcomes.
In this keynote, Dr. Julia Lindsey will share key understandings about the research informing current understandings of reading development. She will clarify the critical importance of the science of decoding for all readers as well as the role of comprehension. Then, building on this knowledge, she will help both educators and parents feel empowered to use this knowledge to support instructional change. With 10 practical, research-based tips for both educators and parents, no matter where you may be in a continuum of change, Dr. Lindsey will offer you something to consider about how you can ensure foundational reading instruction is more research-aligned.
In this breakout session, join Dr. Julia Lindsey to learn about how to rethink small group reading (centers, stations, guided reading, etc.) to better match research. Dr. Lindsey will offer you two ways to think about the utility of this time of day and a framework for evaluating the purposefulness of small group time. Then, Dr. Lindsey will discuss several research-based routines to use in small groups. You’ll leave with resources to ensure your next small group is even more purposeful for developing decoding skills.
In this session, we will discuss how a multi-tiered system of support works hand in hand with the Science of Reading. We will share what our current reality is and work together to create a plan that works for you and your classroom to support all students.
From basic to advanced phonics instruction, basic to advanced vocabulary instruction, and basic to advanced morphology instruction, Utah’s new P-12 English Language Arts Standards incorporate Science of Reading components to ensure that all students receive evidence-based instruction in reading. This session will provide a brief overview of the new standards and how they support Utah’s work and progress with the Science of Reading across grade levels.
This is a hands-on, interactive class where you’ll experience ways to spell and work on phonemic awareness using manipulatives. You’ll receive spelling lists and PA scripts that you can use in your classroom on Monday!
“Weaving the Writing Rope Through Content Areas” includes evidence-aligned writing instruction for all students, including those in grades 5-12. Adolescent Literacy includes content literacy instruction for all students taught in all subjects, and intervention instruction for students who may be struggling with increased literacy demands. Although writing is an important tool through which students learn and understand content, it is often overlooked. The primary goal of this workshop is to offer administrators a common framework, The Writing Rope, to explain the complexity of writing and to demonstrate practical ways teachers may embed more writing across content areas and grade levels.
Although there is a large body of research about literacy instruction for older students, this information has not found its way into schools. As a result, many grades 5-12 teachers have limited knowledge of effective literacy instruction. States and districts that focus on literacy tend to focus on early elementary grades. Despite several adolescent literacy research meta-analyses (Biancarosa/Snow, 2004; Heller/Greenleaf, 2007; Kamil, 2008; NIL, 2007; Graham/Hebert, 2010) most secondary educators do not integrate literacy instruction into content teaching or know why older students struggle. While it is important to ensure solid literacy skills by grade 3, there is no guarantee that skills will grow to meet the demands of upper grades.
This session will begin with an overview of research about effective adolescent writing instruction will be provided, including the recommendations in the Institute of Education Sciences report “Teaching Secondary Students to Write Effectively” (Graham et al., 2016) and in “Writing Next” (Graham et al., 2007). The complexities of writing, including the challenges and common issues students encounter in the process are discussed.
Next, the components of writing instruction based on The Writing Rope model (Sedita, 2019) are explored. First, the role of transcription and writing craft are addressed. An overview of text structure highlighting the three types of writing, paragraphs, and patterns of organization are reviewed. Then, we examine the strand of syntax and critical role sentences have in writing. Critical thinking is explored through the stages of the writing process as well as using writing, including summary writing, to learn content.
The ability to understand at the sentence level is the foundation for being able to comprehend text and to become a proficient writer. This practical session will focus on developmentally appropriate instructional strategies which may be easily used across grade levels and content areas to develop sentence sense in the elementary grades.
The research guide Teaching Elementary School Students to Be Effective Writers (Graham et al., 2021) notes the following about sentences:
“Students should learn to write strong sentences that convey their intended meaning and engage readers. Teachers should focus sentence-level instruction on sentence construction, encouraging students to consider the meaning and syntax of the sentences they develop.” (p.30)
In order to provide common background knowledge and to help participants understand the research-based writing practices which will be shared, this workshop will begin with a brief overview of The Writing Rope (Sedita, 2019) instructional framework which outlines the five components of writing skills: critical thinking, syntax, text structure, writing craft, and transcription. Next, participants will review the Not So Simple View of Writing (Beringer & Winn, 2006), which highlights several processes and skills that support writing. As most states have adopted the Common Core Literacy Standards (CCSS, 2010) or a similar version of literacy standards, connections will be made so that participants may see how the suggested instructional sentence-level practices are aligned with these standards as well as to the Knowledge and Practice Standards for Teachers of Reading (IDA, 2018).
Finally, the remainder of the session will be dedicated to sharing research-based practices for teaching “sentence basics” (e.g., two sentence parts and four kinds of sentences) as well as “developing syntactic awareness” (sentence anagram, sentence elaboration, and sentence combining). Participants will learn how these sentence strategies may also be utilized during the revision stage of the writing process to strengthen student writing. Practical examples from text will be shared as well as ideas of how to scaffold instruction to support students with varying levels of proficiency. Participants will be encouraged to think about how they may use existing content materials (e.g., core reading materials, science and social studies texts, etc.) in order to develop similar meaningful activities to boost vocabulary, comprehension, and written expression within the context of what students are currently learning. The session will end with a brief question and answer session to allow time for processing and further clarification of the content.
Applying the science of reading in the classroom–How two teachers are bridging the gap from theory to practice
“Dialogic Reading: The Science and Magic Behind Reading Aloud to Children”
Reading aloud to children is not just a delightful experience but also a cornerstone in building strong language and comprehension skills. This session will address;
The Magic of Reading Aloud: Understand why reading aloud to children is not only enchanting but also essential for language development and their cognitive and emotional growth.
The Science of Reading: Learn how Dialogic Reading fits into evidence-based practices that promote language development—the foundation of reading comprehension.
What is Dialogic Reading? An in-depth exploration of Dialogic Reading and its unique approach to engaging children in a dynamic reading experience.
Empowering Parents, Caregivers, and Teachers: Anyone can learn Dialogic Reading! Get simple, actionable tips and tricks to make the read-aloud more engaging and effective.
Examples & Resources: Walk away with practical examples and a toolkit of resources to start implementing Dialogic Read-Alouds in your setting immediately.
This session is perfect for parents, caregivers, educators, and anyone interested in the multifaceted world of early literacy. Step into the realm where magic meets science, and help transform the reading journey for the children in your life.
Participants will learn about how building number sense for students is advocacy as we engage in activities meant to support this skill in mathematics. The practices we implement in mathematics help to shape students’ identity with the mathematics they engage with daily. Learn how to build a positive mathematics identity in our classrooms to support students in the four modalities of language in mathematics.
Reading comprehension is the foundation of all human activity and our literacy team has applied an implementation science lens to study why large numbers of children continue to struggle with this skill. We developed the knowledge acquisition and transformation (KAT) framework to address the root cause of problems experienced by children. In this session we will present how children with dyslexia can learn to comprehend all genres of text. Attendees will experience the instructional routines that promote comprehension and how teachers can embrace this powerful method in their classrooms.
Attendees will learn how to plan and deliver instruction using the KAT framework for narrative, expository, and poetry. Three texts will be presented, discussed, and model lessons will be delivered for the benefit of the attendees.
Lindsay Kemeny will share seven ways teachers can modify what they are currently doing to transform their reading instruction and ensure reading success. Each “mighty move” focuses on a critical area of foundational reading-from the most efficient ways to teach phonemic awareness and phonics to how to boost comprehension. Lindsay will briefly discuss each move and offer up a specific strategy for each one that you can implement right away.
There is extensive scientific evidence about the type of early reading instruction all students benefit from, and students with dyslexia require, to develop as proficient readers. This presentation is designed to teach parents about the “Science of Reading.” Parents will learn what scientifically-based reading instruction looks like and will see examples of these effective instructional practices being used in classrooms. In addition, parents will be taught how to recognize ineffective instructional practices and will gain insight into why these practices continue to be used despite the vast body of research that informs what early reading instruction should look like. This knowledge will support parents in advocating for research-based reading instruction in their child’s school.
In our session, we will discuss the power of building connections in the brain and how daily, systematic, and explicit instruction gives students the power to crack the reading code. Learn how to reference your sound wall throughout the day to deepen your instruction, and encourage your students to use speech to print to unlock reading.
When educators teach with a sound wall, they’re teaching each of the 44 sounds students will eventually be able to use to read and spell an enormous number of words. Sound Walls can easily become wallpaper in the the classroom if they are not used daily, they can also become amazing, research-based teaching tools that can help students on their path to becoming readers.
Though the ability to write well is a critical twenty-first century skill, only about 25% of students are proficient on nationwide tests. Writing is the most challenging task we ask student to do, but with the right instruction all students can become successful writers. Come discover tips and strategies, aligned with the science of literacy instruction and applicable throughout grade-levels and content areas, that will enable you to support your students in becoming thoughtful, skilled writers who enjoy putting pencil to paper (or fingers to keyboard).
Children with learning disabilities suffer with low self-esteem due to academic challenges, feeling labeled as slow learners and the rejection felt from their school community and peers. Self-esteem is defined as valuing one’s own self-worth. With worth misplaced and with facing constant reminders of “you can’t”, how can we be the beacon of light to spotlight their strengths? YOU are the map maker, navigator and source for helping them (and others influencers in their life) find the “treasure” of their worth….If not you, then who? If not now, when? Action and time are not variables to be wasted.
When reading and writing present challenges for school-age students, many well-meaning educators, administrators and parents engage in setting up a system of formal and informal interventions with accommodations and modifications. Understanding what all of this means for the long-term academic success of students is an important conversation. Join in a thoughtful discussion regarding an overview of IEPs and 504s, as well as understanding the impact of accommodations and modifications in preparing students for lifelong learning. The Google Slide presentation accompanying this discussion will be made available to participants.
The presenter will share tools (low-tech and high-tech) and tips for students, teachers, and parents to engage in reading effectively.
Come learn about a classwide reading fluency intervention for grades 2-8 that will raise the reading proficiency of your students. After implementing this intervention in her second-grade classroom, teacher/presenter/author Lindsay Kemeny’s class median score of 50 wcpm improved to 64 wcpm in just 2 weeks. Come learn how you can apply this intervention in your classroom and listen as Lindsay shares her tips, mistakes, and questions as she applied research to her practice. Leave with specific strategies and resources to implement this research-based intervention in your classroom.
How do you define success? When did you start to feel successful? What was the most challenging part of your education in Utah’s public schools as a student with dyslexia? Hear the answers to these questions and many more from three outstanding seniors in Utah schools!
We will help attendees understand more about the world of 504 plans and Individualized Education Plans (IEPs) for students with specific learning disabilities. We will present an overview of the relevant laws; criteria for qualifying for each type of plan; the purposes of each; parental rights; national, state, and local resources; examples; and implications for students.
Learning objectives:
Participants will be able to define a 504 plan and an Individualized education plan (IEP), how students qualify for each type of plan, the relevant laws, and purposes of each type of plan. Also, participants will be able to define the similarities and differences of each plan.
Participants will be able to better collaborate with school professionals to meet the needs of their child(ren) who may qualify for each type of plan by understanding parental rights and having a good list of resources from which to draw.
Effective literacy instruction includes oral language development, concepts of print, phonological awareness, alphabet letters and sounds, phonics, morphological analysis, spelling, fluency, vocabulary development, background knowledge, comprehension, text discussions, and writing. An ideal literacy block design includes dedicated, protected learning time on these instructional components. Come learn how to structure your daily ELA block to align with the science of reading and maximize your students’ learning.
