March 31 K-8 Literacy Conference 2025 (3) by NHASCD

K-8 LiteracySummit Program

Featured Speakers

Dr.Carol Tolman Dr. Tolman draws on over 25 years of experience in public school systems, including 13 years spent designing and implementing an innovative reading clinic and academic support collaborative for high school students in Keene, New Hampshire. Awarded a doctorate in educational psychology with a focus on literacy, she continues to spearhead many successful, long-term literacy initiatives nationally and internationally in her work within the United States, Australia, China, and South Africa. Carol is the author of the Perspectives articles, “Working Smarter, Not Harder: What Teachers of Reading Need to Know and Be Able to Teach,” and “The Relationship Between Teacher Knowledge and Effective RTI: When We Know Better, We Do Better.” Dr. Tolman most recently authored chapters on phonics and advanced word study in the text, “Fundamentals of Literacy Instruction and Assessment.” You may know Dr. Tolman as co-author and lead trainer of LETRS, 3rd ed., with the esteemed Dr. Louisa Moats. Along with Heidi Zollman, Dr. Tolman is copresident of The Reading League NH, proud co-sponsors of today’s event. With her many roles as wife, mother, farmer, teacher, and author, Dr. Tolman most cherishes here time here in NH. Carol’s work supporting NH literacy stakeholders is truly her ‘labor of love’ and further supports the truth in the saying, ‘There is no place like home!’ Please join me in welcoming Dr. Carol Tolman.

Dr. Marisa Ramirez Stukey is the Senior Director of Research at the Center for the Collaborative Classroom. She received her Ph.D. in Curriculum and Instruction with an emphasis in teacher education and professional learning and a Master’s Degree in Reading Education, both from the University of Florida. She is a Nationally Board Certified Teacher with over fifteen years of experience teaching in both elementary and higher education contexts, instructional coaching, and professional learning systems development. Her research interests focus on early reading instruction and designing literacy professional learning. She has consulted with numerous school districts in developing change models and collaborative professional learning structures, particularly to shift literacy instruction. Marisa is the co-author of the book Professional Learning Redefined published by Corwin Press.

Sarah Sayko, Ed.D., is a Deputy Director of the National Center on Improving Literacy (NCIL). NCIL’s mission is to provide evidencebased resources for improving reading outcomes for children with, or at risk for, literacy-related disabilities, including dyslexia. Dr. Sayko was also a technical assistance specialist with the Region 8 Comprehensive Center, assisting the Ohio and Michigan Departments of Education in their state-wide literacy initiatives. Previously, she was a literacy content specialist for the Center on Instruction and a technical assistance provider with the National Reading Technical Assistance Center (NRTAC) and its predecessor, the National Center for Reading First Technical Assistance (NCRFTA). Dr. Sayko was an elementary reading coach and literacy specialist in two public school districts and is a certified K-12 literacy specialist.

Dr. Kate McCaffery has taught in New Hampshire for 16 years as a public school elementary teacher. She also worked for 7 years in a clinical setting with K-12 students using evidence-based literacy instruction and data informed decision making. She obtained her Bachelor’s and Master’s degrees from the University of New Hampshire and has earned her Doctorate at Northeastern University. She is presently an English Language Arts Consultant, and Reading and Writing Specialist for the NH Department of Education

Dr. Pam Kastner is an educational consultant and the former state lead for literacy in Pennsylvania at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Harrisburg. Currently, Dr. Kastner is honored to serve as a contributing faculty member at Mount Saint Joseph University in the Reading Science Program where she teaches in the Graduate and Doctoral Program. She was honored as the contributing faculty member of the Year in 2023. Dr. Kastner has presented widely across the United States and Internationally. She partners with State Departments of Education and school districts throughout the nation to provide on-site technical assistance, consultation and coaching. Dr. Kastner serves on the Pennsylvania Literacy Coalition and has the honor of serving as the President of The Reading League Pennsylvania, The Reading League Journal’s Practitioner Editorial Board, and is a member of The Science of Reading: A Defining Movement coalition.

Dr. Leslie Laud, supports schools nationally with strengthening their writing instruction. She currently teaches writing in an afterschool writing program and coaches in several large districts. She holds a doctorate from Columbia University, and teaches there as well. She has led large federally funded research studies, publishes empirical studies in peer-reviewed journals and presents frequently at national conferences. She also continues to teach because that is where she finds her greatest joy. She is also a newly avid gardener.

Liz Cannon is currently the Director of Curriculum and Accountabiliy (K-12) in SAU 39, NH. She was the recipientof the 2022-23 Christa McAuliffe Sabbatical. During this time, she traveled throughout New Hampshire to support districts and educators in implementing evidence-based literacy practices. Liz is also the creator and owner of Literacy Leaders, NH, through which she provides literacy consulting assessment, and tutoring,, She has extensive training in structured literacy practices and is currently working toward her Ed.D. in Educational Leaership.

MARCH 31, 2025

Keynote

It’s All About Language! Refining Instructional Practices for Increased Literacy Rates

Dr. Carol Tolman

Salon ABC

8:40 AM Introductions

8:45 AM - 9:30 AM - Keynote

ROOM (Capacity)

Speaker SALON ABC (380) C Tolman

Session 1

9:40 AM10:40 AM K-2

Digging Deeper via Misspelling Analysis: Implications for Instruction

WEBSTER ROOM (120) P. Kastner

PIERCE ROOM (80) L. Laud

Unlocking the Power of Words: Integrating not Isolating Language Systems to Maximize Student Learning in the Content Areas 6-8

3-5

EvidenceBased Writing Instruction Pay Close Attention

CONCORD ROOM (60) S Sayko

Implementing Structured Literacy Practices

MERRIMACK ROOM (60) M. RamierzStukey

CAPITAL ROOM (50) L.Cannon & K. McCaffrey

Session 2

10:50 AM11:50 AM

3-5

Digging Deeper via Misspelling Analysis: Implications for Instruction 6-8

Unlocking the Power of Words: Integrating not Isolating Language Systems to Maximize Student Learning in the Content Areas: K-2

EvidenceBased Writing Instruction. Oral Language Using EvidenceBased Practices with Young Writers

Deepening the Science of Reading Through the Science of Learning for our Youngest Learners

Implementing Structured Literacy Practices 3-5

Deepening the Science of Reading Through the Science of Learning.

Implementing Structured Literacy - A Systems Approach

Session 3

1:00 PM2:00 PM

6-8

Digging Deeper via Misspelling Analysis: Implications for Instruction

Lunch 11:50 AM- 12:50 PM Pre Function Area and Salon ABC

K-2

Unlocking the Power of Words: Integrating not Isolating Language Systems to Maximize Student Learning in the Content Areas

3-5

EvidenceBased Writing Instruction Introduction to ThinkSRSD 3-5

Implementing Structured Literacy Practices

6-8

Deepening the Science of Reading Through the Science of Learning.

K-8

From Screening to Success: Effective Literacy Strategies for Supporting Students with Dyslexia

K-4 From Sounds to Sentences: Mastering Fluency in Early Readers

Session 4

2:15 PM - 3:00 PM Salon ABC

Session Descriptions

Keynote

It’s All About Language! Refining Instructional Practices for Increased Literacy Rates

This keynote session is a call to action for all stakeholders supporting NH literacy rates. Arguably the most important topic in education, Dr Tolman will review and deepen the science behind how students read and write, tying research to impactful instructional practices. A preview of each breakout session ties together the importance of teaching all layers of language, leading to accuracy and automaticity in listening, speaking, reading, and writing.

Session 1

Deepening the Science of Reading Through the Science of Learning for our Youngest Learners (K-2) with M. Ramirez - Stukey

While the science of reading tells us what is essential for building a reader, the science of learning tells us the conditions that are necessary for learning to thrive and last. Participants will engage in learning about the evidence base for the Science of Learning and connecting those principles to the components of the Reading Rope Professional readings and discussions will ground the session focused on our K-2 learners. Come to learn more about how combining the science of learning with the science of reading has the potential to meet the needs of the whole child and support the development of independent learners.

Digging Deeper via Misspelling Analysis: Implications for Instruction (K-2) with

C Tolman

Join Dr. Tolman as she discusses both the ‘why’ and the ‘how’ behind direct instruction and misspelling analysis, with a focus on the importance of teaching with deep lexical quality for all layers of language

Evidence Based Writing Instruction - Pay CLOSE Attention (6-8) with L. Laud

Learn easy to apply close reading strategies that help students make deeper meanings of trade books, classics and relevant paired texts so they can generate fresh insights when they write about them Lead discussions in ways that invigorate deep thinking, the basis of strong writing. Additionally, teach scaffolds and structures for navigating the writing process in collaborative, personalized ways, that won’t curb voice Help your students become more strategic, empowered, independent and goal-oriented writers. In this session, you will be active learners experiencing a close reading protocol in order to walk away and teach it tomorrow!

Implementing Structured

Literacy

Practices (6-8) with S. Sayko:

This session explains the critical role that structured literacy instruction plays in helping children learn to read and the four key features to a Structured Literacy approach It will also give an overview of how Structured Literacy is situated within a Multi-Tiered System of Support for Reading (MTSS-R) and provide examples of how to implement Structured Literacy for foundational reading skills instruction in grades 6-8 Free resources will be shared with participants to support implementation.

Implementing Structured Literacy - A Systems Approach (K-8)

with L.

Cannon and K. McCaffery

This session is designed to equip school leaders with practical strategies for creating effective systems and structures to implement structured literacy practices within their schools. Through a combination of focus groups and collaborative discussions, participants will explore solutions to everyday challenges, including curriculum alignment, pacing, schedules, and professional development. Attendees will leave with actionable tools, resources, and a clear roadmap for developing a sustainable, evidence-based, data-driven literacy program that supports the diverse needs of all learners

Unlocking the Power of Words: Integrating not Isolating Language Systems to Maximize Student Learning in the Content Areas (3-5) with P. Kastner

Integrating word-meaning instruction within word-reading instruction offers an effective approach for students to master early literacy skills and increasingly complex content learning. This dual approach eliminates the isolation of two critical aspects of literacy instruction word recognition and language comprehension by integrating vocabulary instruction with word study in morphology. This presentation offers a brief look into the research supporting this approach and highlights how it can impact academic success in content-area classes The main focus of this session is application through a combination of engaging strategies and practical techniques. Participants will gain valuable insights and apply instructional tools that integrate word reading and word meaning to unlock the full potential of every reader Participants are encouraged to bring content area text, or content to the session to support direct application.

Session 2

Deeping the Science of Reading Through the Science of Learning (3-5) M. Ramirez Stukey. While the science of reading tells us what is essential for building a reader, the science of learning tells us the conditions that are neessary for learning to thrive and last. Participants will engage in learning about the evidence base for the Science of Learning and connecting those principles to the components of the Reading Rope, specifically for our middle school learners. Professional readings and discussions will ground the session focused on supporting our readers to more sophisticated texts and tasks, especially content area texts. Come to learn more about how combining the science of learning with the science of reading has the potential to meet the needs of the whole child and support the development of independent learners.

Digging Deeper via Misspelling Analysis: Implications for Instruction (3-5) C Tolman

Evidence Based Writing Instruction: Oral Language Building Using Evidence-based Practices with Young Writers (K-2) L. Laud

Learn an evidenced-based reading, writing and structured discussion instructional framework that is easy to learn and easy to use. This session will focus on the early grades and sentence-level writing. The overarching thinkSRSD framework offers a step-by-step guide to help students navigate reading texts and using the writing process. The subskills taught within this framework, including an emphasis on sentence construction, support the entire writing process from the planning stage of analyzing text and note-taking to sentence development, syntax, and vocabulary enrichment The hallmark of this approach (thinkSRSD+Sentences) is the focus on teaching students the social and emotional skills needed to undergird the process such as positive self-instruction, goal setting, and self-monitoring. By using these self-regulated strategies, students internalize the method and grow in writing skills to become increasingly independent writers and thinkers. These strategies can be integrated into any curriculum. You will walk away with ideas you can use tomorrow, and when you do, you will see an immediate lift in your students’ writing ability and joy when composing.

From Screening to Success: Effective Literacy Strategies for Supporting Students with Dyslexia (K-8) L. Cannon & K. McCaffrey

The session will showcase effective approaches, tools, and methods, providing educators with evidence-based strategies for implementing comprehensive, proactive interventions. Attendees will leave with practical resources and a clear framework for aligning their practices with state guidelines that help support early literacy development for all students.

Implementing Structured Literacy Practices (K-2) S. Sayko

This session explains the critical role that structured literacy instruction plays in helping children learn to read and the four key features to a Structured Literacy approach. It will also give an overview of how Structured Literacy is situated within a Multi-Tiered System of Support for Reading (MTSS-R) and provide examples of how to implement Structured Literacy for foundational reading skills instruction in grades K-2. Free resources will be shared with participants to support implementation

Unlocking the Power of Words: Integrating not Isolating Language Systems to Maximize Student Learning in the Content Areas (6-8) P. Kastner

Integrating word-meaning instruction within word-reading instruction offers an effective approach for students who have mastered basic phonics skills but need additional instruction in advanced word study to understand increasingly challenging vocabulary, complex sentence structure and syntax, and to read and understand content area multisyllabic words with understanding accuracy and fluency This integrative approach to instruction eliminates a siloed approach to literacy instruction. This presentation briefly delves into the research supporting this approach and highlights how it can impact academic success in content-area classes by engaging in direct, explicit, instructional routines; discussion and discourse; and through writing. Through a combination of engaging strategies and practical techniques participants will gain valuable insights and leave the session with instructional tools to apply these comprehensive literacy practices to their own classroom practice, to unlock the full potential of every reader. Participants are encouraged to bring content area text, or content to the session to support direct application

SESSION 3

Deeping the Science of Reading Through the Science of Learning (6-8) with M. Ramirez Stukey. While the science of reading tells us what is essential for building a reader, the science of learning tells us the conditions that are necessary for learning to thrive and last. Participants will engage in learning about the evidence base for the Science of Learning and connecting those principles to the components of the Reading Rope, specifically for our middle school learners. Professional readings and discussions will ground the session focused on supporting our readers to more sophisticated texts and tasks, especially content area texts Come to learn more about how combining the science of learning with the science of reading has the potential to meet the needs of the whole child and support the development of independent learners

Digging Deeper via Misspelling Analysis: Implications for Instruction (6-8) C Tolman

Join Dr. Tolman as she discusses both the ‘why’ and the ‘how’ behind direct instruction and misspelling analysis with a focus on the importance of morphology and etymology

Evidence-Based Writing Instruction Introduction to ThinkSRSD (3-5) L. Laud

Discover easy-to-implement and time-efficient ways to revolutionize how you teach writing, all based in latest empirical studies and brain research Learn an instructional framework that helps students generate fresh insights when they write about what they learn. Lead discussions in ways that invigorate close reading and deep thinking about texts, the basis of strong writing Help your students become more strategic, independent and goal-oriented writers, and thinkers. Walk away with simple to use, practical, and powerful strategies with free resources that will help your students become more mindful, engaged and action-oriented writers

From Sounds to Sentences: Mastering Fluency in Early Readers (K-4) L. Cannon and K. McCaffrey

Fluency is often misunderstood, neglected, or improperly implemented in classrooms. It requires a balance of three key components: accuracy, automaticity, and prosody. In this session, we will explore current research on fluency, share practical activities, and provide ready-to-use materials that can be applied across Tier 1, Tier 2, and Tier 3 instruction. Participants will engage in hands-on strategies designed to build fluency in the early grades through targeted practice with sounds, words, phrases, passages, and ways to chart student progress

Implementing Structured Literacy Practices (3-5) S. Sayko

This session explains the critical role that structured literacy instruction plays in helping children learn to read and the four key features to a Structured Literacy approach It will also give an overview of how Structured Literacy is situated within a Multi-Tiered System of Support for Reading (MTSS-R) and provide examples of how to implement Structured Literacy for foundational reading skills instruction in grades 3-5 Free resources will be shared with participants to support implementation

Unlocking the Power of Words: Integrating not Isolating Language Systems to Maximize Student Learning in the Content Area (6-8)

P Kastner

Literacy in Action: Questions Answered

Salon ABC

This dynamic session is a moderated discussion with literacy experts, our presenters, as we explore strategies, challenges, and opportunities to inspire a love for reading. writing, and learning.

Throughout the day, there will be opportunities for you to submit questions both electronically and by hand During the Q&A, the,presenters from the day will answer your most pressing questions, offering insights, practical advice, and innovative ideas to help you enhance your literacy instruction. Don't miss this unique opportunity to engage directly with these thought leaders and elevate your knowledge and enhance your conference experience.

Things to Know

Photographs will be taken throughout the K-8 Literacy Summit. These will be used by NHASCD in our electronic newsletter, on our website, and on social media.

Parking: There is parking in front of the Grappone Conference Center and across the street from the Courtyard Marriott Registration will open at 8:00 AM in the Pre-Function Area of the Grappone. A Continental Breakfast and Buffet Lunch will be provided as part of your registration fee. If you have dietary restrictions, please contact Jan Yost at nhascd@nhascd org

There will be sheets with a link and QR Code to access your Certificate of Attendance as well as a link for a Feedback Survey. The survey will open at 2:45 PM There are no sign-ups for breakout sessions Please plan ahead Once a session room is filled, no one will gain entrance. The doors will be closed.