In Fall of 2020, The Learning Center (TLC) at The McGillis School opened its doors for students in grades 3 through 8 with language-based learning differences (dyslexia, dysgraphia, and dyscalculia). We embrace these students with specialized, multisensory instruction in our school-within-a-school model—the only one of its kind in Utah.
TLC students 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 McGillis grade-level peers for specialties, lunch, recess, all-school events, and class trips.
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. We maintain a diagnostic/prescriptive approach in all of our instruction, tailoring 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. TLC’s safe, nurturing, and respectful learning environment allows them to do just that!
The American Prep story began in 2002 with a small group of dedicated parents who envisioned a school for their children that would help them to flourish and be happy people, and who would grow up and support America’s democratic republic as well-informed citizens. 20 years later, we are still excited every day to see our happy students grow and achieve. American Preparatory Academy has become an award-winning public charter school, now serving over 5,000 students at six campuses in Utah.
Literacy struggles extend beyond academic achievement, significantly shaping mental health outcomes. This presentation examines how reading and literacy difficulties contribute to causal pathways leading to mental health challenges. Research highlights that these struggles are not limited to individuals with dyslexia or learning disabilities; instead, they have broader implications for all students facing literacy challenges. Moreover, students with disabilities often experience compounding risk factors that further impact their mental well-being. This session offers an understanding of the relationships between literacy and mental health, emphasizing the importance of early identification, targeted literacy intervention, and systemic support in mitigating these challenges and fostering well-being.
Over the past two decades, the consensus definition of dyslexia adopted by the International Dyslexia Association (IDA) in 2002 has shaped research, policy, and
educational practices. As our understanding of dyslexia evolves, reassessing this definition is both timely and necessary. This presentation explores some of the key themes emerging from a special issue of the Annals of Dyslexia that revisits the definition. Across these papers, consensus and points of divergence were revealed as
leading scholars shared their thoughts on the definition. The presentation will also cover the path forward being undertaken by IDA as it thoughtfully revisits the definition and evaluates if changes are needed. This discussion is crucial for educators, policymakers, and stakeholders committed to ensuring that the definition of dyslexia remains a robust tool for diagnosis, intervention, and advocacy.
Teachers play a crucial frontline role in identifying children with literacy challenges, advocating for supports, and ensuring the consistent delivery of resources. This workshop debunks myths about the IEP process and clarifies your role, while guiding you through the legal responsibilities that form the foundation of educational expectations. The presenters bring together the lived experience of parents whose children navigate dyslexia and the expertise of attorneys dedicated to impactful advocacy—working together to ensure all children thrive.
Geared toward teachers, we also welcome parents and school administrators to join.
Lean in. Explore. Engage.
The PC READS Team has been assisting parents with developing collaborative relationships with schools for over 10 years. This presentation will provide information and resources for educators to share with families to help ensure student success in developing literacy skills.
Discover how integrating morphology with vocabulary and spelling instruction creates a powerful, synergistic effect that transforms literacy learning. This presentation centers on integrating lessons using Structured Word Inquiry (SWI)—an evidence-based, inquiry-driven approach that guides students to explore the logic of English spelling through meaning, structure, and sound.
Rather than teaching isolated foundational skills, participants will learn how to use word sums and morphological matrices to deepen understanding of word structure and support orthographic mapping, the mental process described by Linnea Ehri that enables readers to store and retrieve words efficiently by connecting spelling with pronunciation and meaning. These tools connect related words and provide repeated, meaningful exposure to morphemes in varied contexts, fostering robust vocabulary development while simultaneously improving spelling and reading fluency & comprehension.
Through guided analysis, word investigations, and hands-on strategies, participants will engage with content from the book Vocabulary & Morphology Using Structured Word Inquiry, which provides practical strategies, ready-to-use word investigations, and lesson frameworks. The book is not a required resource, participants will learn from multiple sources. These resources help educators implement SWI in classrooms to promote critical thinking, long-term retention, and literacy success for all learners—including those with dyslexia and other language-based learning differences or other reading challenges.
Whether you are new to SWI or looking to deepen your instructional practice, this presentation offers a clear path toward more integrated, meaningful literacy instruction.
This session highlights how integrating mental health supports into structured literacy instruction helps students with learning disabilities thrive. Educators will gain practical strategies for addressing emotional barriers, fostering resilience, and creating classrooms where struggling readers build both skills and confidence
Join us as we introduce The Dyslexia Handbook: Guidance for Effective Literacy Instruction for General and Special Education—a newly revised resource from the Utah State Board of Education. Developed in collaboration with national experts and local educators, this handbook offers practical guidance for supporting all students who struggle with reading—not just those with a dyslexia diagnosis. Learn how effective literacy instruction in general education can help improve outcomes for every learner, including English learners and those with limited early
literacy exposure.
Discover how integrating morphology with vocabulary and spelling instruction creates a powerful, synergistic effect that transforms literacy learning. This presentation centers on integrating lessons using Structured Word Inquiry (SWI)—an evidence-based, inquiry-driven approach that guides students to explore the logic of English spelling through meaning, structure, and sound.
Rather than teaching isolated foundational skills, participants will learn how to use word sums and morphological matrices to deepen understanding of word structure and support orthographic mapping, the mental process described by Linnea Ehri that enables readers to store and retrieve words efficiently by connecting spelling with pronunciation and meaning. These tools connect related words and provide repeated, meaningful exposure to morphemes in varied contexts, fostering robust vocabulary development while simultaneously improving spelling and reading fluency & comprehension.
Through guided analysis, word investigations, and hands-on strategies, participants will engage with content from the book Vocabulary & Morphology Using Structured Word Inquiry, which provides practical strategies, ready-to-use word investigations, and lesson frameworks. The book is not a required resource, participants will learn from multiple sources. These resources help educators implement SWI in classrooms to promote critical thinking, long-term retention, and literacy success for all learners—including those with dyslexia and other language-based learning differences or other reading challenges.
Whether you are new to SWI or looking to deepen your instructional practice, this presentation offers a clear path toward more integrated, meaningful literacy instruction.
This session highlights how early diagnosis and supportive interventions for neurodiverse students—including those with dyslexia, ADHD, and autism—can preserve self-worth and prevent cycles of frustration and disengagement. Educators and parents will gain insight into system-level approaches that strengthen literacy access, foster resilience, and help every learner thrive.
This keynote explores how writing can be the most powerful pathway to inspiring a love of reading—especially for students who struggle with literacy, including those with dyslexia. By shifting the focus from reading as a challenge to writing as a creative act, educators can help students see themselves not just as consumers of stories, but as creators.
Boost vocabulary development for all students, including multilingual learners and struggling readers, with practical strategies and AI tools you can use immediately! This session explores AI-powered support for bilingualized teaching, word-building through morphological families, natural language use with collocations, and leveraging cognates. Walk away with proven techniques to bridge languages, expand word knowledge, and build confidence—empowering all learners to thrive!
This session will engage attendees with a variety of interactive learning strategies that are supported by the science of learning. These include reflection, retrieval, think-pair-share activities, hands-on peer-to-peer practice implementing instructional techniques and practice with AI. Participants will have opportunities to collaborate with each other to generate and share ideas for incorporating AI into vocabulary instruction.
Despite our best efforts, literacy growth wasn’t where we wanted it to be—so we dug deeper. By rethinking collaboration, refining interventions, and expanding extension opportunities, we built a team culture that empowered students to become more confident, capable readers.
In this interactive session, we’ll share how we shifted our approach—through data dives, coaching partnerships, and intentional attention to every strand of the reading rope. Participants will walk away with practical strategies for strengthening team dynamics, designing targeted interventions, and creating meaningful extensions that push all students forward.
Some reports project that over 70% of Gen Alpha will identify as being Neurodiverse. Whether they come with a diagnosis or not, our up and coming generations value learning in unique ways. In this session, you will learn strategies to make learning environments more generally welcoming, explore how to address individual needs, and practice some self-care techniques we can model for our students.
This interactive breakout session will introduce The Reading League Utah and its mission to ensure every child learns to read through evidence-aligned instruction. Participants will engage in guided discussions and collaborative brainstorming to surface Utah’s most pressing literacy challenges, identify professional learning priorities, and explore opportunities for statewide networking. The insights gathered will help shape chapter growth, guide future offerings, and strengthen educator-to-educator connections across the state.
Attendees will leave with practical strategies for collaboration, a clear understanding of how to connect with The Reading League Utah, and a renewed sense of purpose in advancing evidence-aligned literacy instruction. Each participant will also receive a complimentary copy of The Reading League Journal to further support their professional learning.
What if classrooms were built with neurodivergent students at the center, rather than at the margins? In this engaging session, Braxton Anderson draws on his lived experience with dyslexia, dyscalculia, and ADHD, along with his expertise in Human Resources, to show how schools can embrace accessibility and Universal Design as the foundation for learning. Educators will gain practical strategies to reduce barriers, spark creativity, and create truly neuroinclusive classrooms where every student can thrive.
Boost vocabulary development for all students, including multilingual learners and struggling readers, with practical strategies and AI tools you can use immediately! This session explores AI-powered support for bilingualized teaching, word-building through morphological families, natural language use with collocations, and leveraging cognates. Walk away with proven techniques to bridge languages, expand word knowledge, and build confidence—empowering all learners to thrive!
This session will engage attendees with a variety of interactive learning strategies that are supported by the science of learning. These include reflection, retrieval, think-pair-share activities, hands-on peer-to-peer practice implementing instructional techniques and practice with AI. Participants will have opportunities to collaborate with each other to generate and share ideas for incorporating AI into vocabulary instruction.
Despite our best efforts, literacy growth wasn’t where we wanted it to be—so we dug deeper. By rethinking collaboration, refining interventions, and expanding extension opportunities, we built a team culture that empowered students to become more confident, capable readers.
In this interactive session, we’ll share how we shifted our approach—through data dives, coaching partnerships, and intentional attention to every strand of the reading rope. Participants will walk away with practical strategies for strengthening team dynamics, designing targeted interventions, and creating meaningful extensions that push all students forward.
Some reports project that over 70% of Gen Alpha will identify as being Neurodiverse. Whether they come with a diagnosis or not, our up and coming generations value learning in unique ways. In this session, you will learn strategies to make learning environments more generally welcoming, explore how to address individual needs, and practice some self-care techniques we can model for our students.
Students with dyslexia face challenges that impact both learning and self-concept. Beyond structured literacy, intrinsic motivation is critical for sustaining progress and fostering resilience. This session explores research-based strategies to build self-efficacy, promote growth mindsets, and create supportive environments that encourage autonomy and persistence, equipping educators to strengthen both academic and emotional outcomes.
