ELEVATE Back to the Schoolhouse Conference Guide by Elevate Your Classroom

Who We Are

At Elevate, we bring together innovative educators to nurture every child’s potential through researchinformed learning. Our interactive sessions inspire professional growth and empower educators to create engaging, inclusive classrooms where all students thrive.

Founded in Research

All ELEVATE conference sessions are based on research and/or evidence-based content and practices, and guaranteed to be presented in a way that engages attendees in hands-on activities and models instructional best-practices.

Every session you attend will provide you with lesson ideas and activity resources that you can take back to your classroom and use immediately!

Next Day Implementation

Vetted Speakers

At ELEVATE, we set the bar high! All presenters are required to support their presentation content with current research, model best-practice instructional methods, incorporate active-engagement strategies within their sessions, and provide complementary lesson plans/ activities for attendees to take back and use immediately in their classrooms.

WHYYOUSHOULD ATTENDELEVATEBACK TOTHESCHOOLHOUSE

7 practical,sessionsresearch-based + a keynote

Science of Reading meets real classroom application

Engagement strategies you can use immediately

Built-in breaks, connection time, and meet-and-greets

A unique setting that reminds us why we became teachers

Mr. Greg brings the energy, heart, and classroom- tested strategies you love. Holly brings deep expertise in early literacy and the science of reading. Together? It’s going to be powerful!

topics covered at

WEDNESDAY, JULY 22ND WEDNESDAY,JULY22ND

8:00am-9:30am Session1 10:00-11:30am Session2

11:30am-1:00pm Lunchonyourown 1:00pm-2:30pm Session3

3:00pm-4:30pm Session4

THURSDAY, JULY 23RD THURSDAY,JULY23RD

8:00am-9:30am Session5

10:00-11:30am Session6

11:30am-1:00pm Lunchonyourown 1:00pm-2:30pm Session7 2:30pm-4:00pm ClosingKeynote

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school house sessions

Research Citations

Science of Reading & English Language Arts

Aukerman,M.,&ChambersSchuldt,L.(2021).Whatmattersmost?Towardarobustandsociallyjust scienceofreading.ReadingResearchQuarterly,56,S85-S103.

Duke,N.K.,&Cartwright,K.B.(2021).Thescienceofreadingprogresses:Communicatingadvances beyondthesimpleviewofreading.ReadingResearchQuarterly,56,S25-S44.

Ehri,L.C.(2020).Thescienceoflearningtoreadwords:Acaseforsystematicphonicsinstruction.Reading researchquarterly,55,S45-S60.

Kuo,N.C.(2023).Instructingstudentswithdyslexiathroughstructuredliteracy.InternationalJournalof Education,TechnologyandScience,3(1),110-124.

Pangari-Schneller,R.(2024).Let’s/r//ē//d:UsingDecodableTextswithBeginningReaders.Essaysin Education,30(2),10.

Shanahan,T.(2020).Thescienceofreading.TheReadingTeacher,74(2),119-125.

Shanahan,T.(2020).Whatconstitutesascienceofreadinginstruction?.ReadingResearchQuarterly,55, S235-S247.

Snowling,M.J.,Hulme,C.,&Nation,K.(Eds.).(2022).Thescienceofreading:Ahandbook.JohnWiley&Sons.

Math

Bay-Williams,J.M.,&SanGiovanni,J.J.(2021).Figuringoutfluencyinmathematicsteachingandlearning, gradesK-8:Movingbeyondbasicfactsandmemorization.Corwin.

Diller,D.(2023).Mathworkstations:Independentlearningyoucancounton,k-2.Routledge.

Li,X.(2021).InvestigatingUSpreschoolteachers’mathteachingknowledgeincountingandnumbers. EarlyEducationandDevelopment,32(4),589-607.

Gilligan‐Lee,K.A.,Hawes,Z.C.,Williams,A.Y.,Farran,E.K.,&Mix,K.S.(2023).Hands‐On:Investigatingtherole ofphysicalmanipulativesinspatialtraining.ChildDevelopment,94(5),1205-1221.

Gottfried,M.,Fletcher,T.,&Comstock,M.(2023).TeachingMathematicsinKindergarten:HowDoes InstructionDifferbyClassroomAbility?.TeachersCollegeRecord,125(10),102-130.

Pellegrini,M.,Lake,C.,Neitzel,A.,&Slavin,R.E.(2021).Effectiveprogramsinelementarymathematics:A meta-analysis.AeraOpen,7,2332858420986211.

Suwetha,M.R.,Anitha,M.A.,&Malciya,M.S.(2025).PROMOTINGMATHEMATICALFLUENCY:AREVIEWOF STRATEGIESFORDEVELOPINGSTRONGFOUNDATIONS.ContemporaryTechniquesinMathEducation.

Research Citations

Writing

CokerJr,D.L.,Farley-Ripple,E.,Jackson,A.F.,Wen,H.,MacArthur,C.A.,&Jennings,A.S.(2016). Writinginstructioninfirstgrade:Anobservationalstudy.ReadingandWriting,29(5),793-832.

Kelly,L.,&Stead,D.(2013).EnhancingPrimaryScience:DevelopingEffectiveCross-Curricular DevelopingEffectiveCross–CurricularLinks.McGraw-HillEducation(UK).

Kerry,T.(2011).Cross-curricularteachingintheprimaryschool.Abingdon:Routledge.

Guo,Y.,Puranik,C.,Xie,Y.,Dinnesen,M.S.,&Breit,A.(2023).Anobservationalstudyofwriting instructionandpracticeinkindergartenclassrooms.LiteracyResearchandInstruction,62(2), 180-202.

Olavarria,N.(2023).MultisensoryLearningStrategies:TeacherPreparedness.Lakewood, Jersey:AcademicExcellenceCelebration.

Kirby,M.S.,Spencer,T.D.,&Chen,Y.J.I.(2021).Oralnarrativeinstructionimproveskindergarten writing.Reading&WritingQuarterly,37(6),574-591.

Schlesinger,N.W.,&Gray,S.(2017).Theimpactofmultisensoryinstructiononlearningletter namesandsounds,wordreading,andspelling.Annalsofdyslexia,67(3),219-258.

Levy,C.M.,&Ransdell,S.(2013).Thescienceofwriting:Theories,methods,individualdifferences andapplications.Routledge.

Cross-Curricular

Petersen,D.B.,Staskowski,M.,Spencer,T.D.,Foster,M.E.,&Brough,M.P.(2022).Theeffectsofa multitieredsystemoflanguagesupportonkindergartenoralandwrittenlanguage:Alargescalerandomizedcontrolledtrial.Language,Speech,andHearingServicesinSchools,53(1),4468.

Research Citations

Student Engagement

AlHussaini,M.H.,Kousar,S.,Kousar,N.,Batool,U.,&Munawar,N.(2024).ExploringEffective StrategiesforStudentEngagementandLearningOutcomesinElementaryEducation. InternationalJournalofLearningReformationinElementaryEducation,3(02),90-101.

Carter,C.P.,Reschly,A.L.,Lovelace,M.D.,Appleton,J.J.,&Thompson,D.(2012).Measuringstudent engagementamongelementarystudents:PilotoftheStudentEngagementInstrument— ElementaryVersion.SchoolPsychologyQuarterly,27(2),61.

Martins,J.,Cunha,J.,Lopes,S.,Moreira,T.,&Rosário,P.(2022).Schoolengagementinelementary school:Asystematicreviewof35yearsofresearch.Educationalpsychologyreview,34(2),793849.

O'Hayer,L.(2022).PerspectivesofKindergartenthroughSecondGradeTeachersRegarding MethodstoPromoteStudentEngagementinLearning(Doctoraldissertation,WaldenUniversity).

Classroom Management

Canter,L.(2010).Assertivediscipline:Positivebehaviormanagementfortoday'sclassroom. SolutionTreePress.

Eisenman,G.,Edwards,S.,&Cushman,C.A.(2015).Bringingrealitytoclassroommanagementin teachereducation.ProfessionalEducator,39(1),n1.

Evertson,C.M.,Emmer,E.T.,Sanford,J.P.,&Clements,B.S.(1983).Improvingclassroom management:Anexperimentinelementaryschoolclassrooms.TheElementarySchoolJournal, 84(2),173-188.

Marzano,R.J.,&Marzano,J.S.(2003).Classroommanagementthatworks:Research-based strategiesforeveryteacher.Ascd.

Stichter,J.P.,Lewis,T.J.,Whittaker,T.A.,Richter,M.,Johnson,N.W.,&Trussell,R.P.(2009).Assessing teacheruseofopportunitiestorespondandeffectiveclassroommanagementstrategies: Comparisonsamonghigh-andlow-riskelementaryschools.JournalofPositiveBehavior Interventions,11(2),68-81.