Embedded Files
10:15 - 11:30 Break-Out Session D
10:15 - 11:30 Break-Out Session D
D.1 | Keep Generating: Continuing the Conversation about AI in Education
(All Levels)
Troy Hicks & Andy Schoenborn
Room #140-Library
Please bring your questions and ideas from the keynote straight into this follow-up conversation. Here we can discuss some of the tools shared in the keynote in more detail, connect more directly to your classroom practice, and look at more examples of student work. You will help make this session happen, so please come prepared to interact, learn, and think about how to integrate AI into your instruction as we continue to create confident writers.
Dr. Troy Hicks is a professor of English and education at Central Michigan University, where he serves as Acting Associate Dean of the College of Education and Human Services. He also directs the Chippewa River Writing Project, a site of the National Writing Project, and collaborates with K–12 colleagues to explore how they implement newer literacies in their classrooms. Dr. Hicks speaks regularly at conferences, workshops, and webinars, and has authored, co-authored, and edited many resources including 16 books, and dozens of articles, chapters, blog posts, and other media broadly related to the teaching of literacy in our digital age.
(All Levels)
Troy Hicks & Andy Schoenborn
Room #140-Library
Please bring your questions and ideas from the keynote straight into this follow-up conversation. Here we can discuss some of the tools shared in the keynote in more detail, connect more directly to your classroom practice, and look at more examples of student work. You will help make this session happen, so please come prepared to interact, learn, and think about how to integrate AI into your instruction as we continue to create confident writers.
Dr. Troy Hicks is a professor of English and education at Central Michigan University, where he serves as Acting Associate Dean of the College of Education and Human Services. He also directs the Chippewa River Writing Project, a site of the National Writing Project, and collaborates with K–12 colleagues to explore how they implement newer literacies in their classrooms. Dr. Hicks speaks regularly at conferences, workshops, and webinars, and has authored, co-authored, and edited many resources including 16 books, and dozens of articles, chapters, blog posts, and other media broadly related to the teaching of literacy in our digital age.
Andy Schoenborn is an award-winning author and teacher in Michigan at Clare Public Schools. He focuses his work on progressive literacy methods including student-centered critical thinking, digital collaboration, and professional development. He is a past president of the Michigan Reading Association, a two-time past president of the Michigan Council of Teachers of English, and a Teacher Consultant for the Chippewa River Writing Project. His first book, co-authored with Dr. Troy Hicks, Creating Confident Writers was published in 2020. Find him on Facebook: https://www.facebook.com/andy.schoenborn or on Bluesky @aschoenborn.bsky.social.
D.2 | The Morpheme Year: Two Schools' Teacher-Led Literacy Initiatives and The Results
(Middle - Upper Levels + Support Faculty)
Andi Dubitsky & Catrina Kaiser
Room # 151
In 2024-2025, two ELA teachers in separate buildings and secondary grade levels led literacy initiatives focused on increasing reading comprehension. Scholarly literature suggests that students lack basic decoding skills, but teaching phonics to 10th graders? This would not fly. Instead, the initiative focused on teaching word parts. This session will detail the two initiatives. Attendees will receive digital access to all resources discussed.
As a teacher with as many years experience as her teenage students have been alive, Andi Dubitsky brings candor, humor, and immediately actionable instructional strategies that serve students and teachers alike. She believes lifelong learning is the fountain of youth and is always seeking new strategies and voices to enrich the lives of those with whom she works. In her free time, Andi enjoys chauffeuring, doodle-walking, reading scholarly research, and writing APA-formatted papers.
(Middle - Upper Levels + Support Faculty)
Andi Dubitsky & Catrina Kaiser
Room # 151
In 2024-2025, two ELA teachers in separate buildings and secondary grade levels led literacy initiatives focused on increasing reading comprehension. Scholarly literature suggests that students lack basic decoding skills, but teaching phonics to 10th graders? This would not fly. Instead, the initiative focused on teaching word parts. This session will detail the two initiatives. Attendees will receive digital access to all resources discussed.
As a teacher with as many years experience as her teenage students have been alive, Andi Dubitsky brings candor, humor, and immediately actionable instructional strategies that serve students and teachers alike. She believes lifelong learning is the fountain of youth and is always seeking new strategies and voices to enrich the lives of those with whom she works. In her free time, Andi enjoys chauffeuring, doodle-walking, reading scholarly research, and writing APA-formatted papers.
I'm a middle school teacher with 15 years of experience, including 4 years teaching 5-8 Social Studies and 11 years teaching 8th grade English. I'm a voracious reader with a love of learning and am always open to trying new things.
D.3 | Connecting the Dots: I See You, You See Me...We See Each Other
(All Levels & Positions)
Tene' ya Buchanan, M.A. Ed.
Room # 152
Connecting the Dots: I See You, You See Me...We See Each Other will help teachers foster a connection to literacy and learning through culturally diverse practices for the classroom.
Tene'ya Buchanan, M.A. Ed., is a dedicated educator with 15 years of experience and a deep passion for reading and lifelong learning. She understands the critical role of effective literacy instruction in shaping young minds and is committed to fostering a love for reading in students. With a strong belief in the transformative power of literacy, Tene'ya strives to empower learners and drive meaningful change in education.
(All Levels & Positions)
Tene' ya Buchanan, M.A. Ed.
Room # 152
Connecting the Dots: I See You, You See Me...We See Each Other will help teachers foster a connection to literacy and learning through culturally diverse practices for the classroom.
Tene'ya Buchanan, M.A. Ed., is a dedicated educator with 15 years of experience and a deep passion for reading and lifelong learning. She understands the critical role of effective literacy instruction in shaping young minds and is committed to fostering a love for reading in students. With a strong belief in the transformative power of literacy, Tene'ya strives to empower learners and drive meaningful change in education.
D.4 | Voice & Silence: Using Non-traditional Texts to Showcase the Power of Storytelling
(Middle - Upper Levels)
Andria Benmuvhar
Room # 153
When challenged on teaching works beyond canonical or traditional texts, often teachers are confronted by two r's: rigor and relevance. This presentation will highlight how middle and high school teachers can incorporate non-traditional texts, specifically graphic novels and novels-in-verse, into their curriculum while instilling rigorous analytical skills. This shift to non-traditional texts also provides an opportunity to examine the power of storytelling and how certain texts can give voice to those who are silenced. Teachers will have the opportunity to practice the analytical steps students are asked to complete with excerpts from graphic novels and novels-in-verse. They will also leave the presentation with materials to practically apply these components in their classes.
This year Andria Benmuvhar finished her 23rd year of teaching English at the high school level. The past 12 years she has taught mostly freshmen and senior English classes at Parkway West High School. She went through the Gateway Writing Project Summer Institute in 2005 and has been an active GWP TC since then, taking part in additional work and presenting at several conferences. She also serves as an Instructional Coach for teachers in their first three years of teaching in Parkway. Outside of school life she is a mom of two boys--one soon starting middle school and the other soon to be a senior in high school.
(Middle - Upper Levels)
Andria Benmuvhar
Room # 153
When challenged on teaching works beyond canonical or traditional texts, often teachers are confronted by two r's: rigor and relevance. This presentation will highlight how middle and high school teachers can incorporate non-traditional texts, specifically graphic novels and novels-in-verse, into their curriculum while instilling rigorous analytical skills. This shift to non-traditional texts also provides an opportunity to examine the power of storytelling and how certain texts can give voice to those who are silenced. Teachers will have the opportunity to practice the analytical steps students are asked to complete with excerpts from graphic novels and novels-in-verse. They will also leave the presentation with materials to practically apply these components in their classes.
This year Andria Benmuvhar finished her 23rd year of teaching English at the high school level. The past 12 years she has taught mostly freshmen and senior English classes at Parkway West High School. She went through the Gateway Writing Project Summer Institute in 2005 and has been an active GWP TC since then, taking part in additional work and presenting at several conferences. She also serves as an Instructional Coach for teachers in their first three years of teaching in Parkway. Outside of school life she is a mom of two boys--one soon starting middle school and the other soon to be a senior in high school.
D.5 | Arguing for Collaboration Across the Disciplines: Sharing Literacy Conference Learning with your Non-ELA Colleagues
(Middle - Upper Levels + Support Faculty)
Renee Stites Kruep & Cassandra Smith
Room # 154
How often do you sit in sessions at a literacy conference and think, “my math/science/social studies teachers need to hear this! They need to do this!”? You’re thinking that because they should–-all teachers are responsible for all students and their literacy development. Since 2018, the Linking Science, Math, and Literacy for ALL Learners (LSM&L4AL) program, funded by a National Institutes of Health Science Education Partnership Award, has worked with middle school science, math, special education, and English teachers to develop multimodal STEM text sets and implement interdisciplinary inquiry units about high-interest topics like climate change, bee pollination, the dangers of vaping, and the impact of scientists like Dr. Patricia Bath. These interdisciplinary units open up a line of collaboration with your colleagues, a chance to apply literacy skills across the content areas, and an opportunity for our students to practice and learn important skills in authentic contexts. In this session, we’ll unpack key literacy skills of reading and argumentation from the perspectives of different disciplines, share suggestions for collaboration across disciplines, and offer strategies for working with your non-ELA colleagues.
Renee Stites Kruep is an Assistant Teaching Professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri. She draws on over a decade of teaching middle and high school English as well as leading curriculum redesign and professional development. Dr. Kruep primarily teaches graduate level literacy and English courses and is also the coordinator of the online Master’s of Education in Literacy Education program. Dr. Kruep serves as a professional development consultant for Linking Science, Math, and Literacy for All Learners, a CAEP reviewer for the National Council of Teachers of English, and a reviewer for NCTE and ALAN journals. Her academic interests, publications, and conference presentations include topics such as sustaining teachers through quality professional learning, young adult literature, and growing communities of readers among teachers and adolescents.
(Middle - Upper Levels + Support Faculty)
Renee Stites Kruep & Cassandra Smith
Room # 154
How often do you sit in sessions at a literacy conference and think, “my math/science/social studies teachers need to hear this! They need to do this!”? You’re thinking that because they should–-all teachers are responsible for all students and their literacy development. Since 2018, the Linking Science, Math, and Literacy for ALL Learners (LSM&L4AL) program, funded by a National Institutes of Health Science Education Partnership Award, has worked with middle school science, math, special education, and English teachers to develop multimodal STEM text sets and implement interdisciplinary inquiry units about high-interest topics like climate change, bee pollination, the dangers of vaping, and the impact of scientists like Dr. Patricia Bath. These interdisciplinary units open up a line of collaboration with your colleagues, a chance to apply literacy skills across the content areas, and an opportunity for our students to practice and learn important skills in authentic contexts. In this session, we’ll unpack key literacy skills of reading and argumentation from the perspectives of different disciplines, share suggestions for collaboration across disciplines, and offer strategies for working with your non-ELA colleagues.
Renee Stites Kruep is an Assistant Teaching Professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri. She draws on over a decade of teaching middle and high school English as well as leading curriculum redesign and professional development. Dr. Kruep primarily teaches graduate level literacy and English courses and is also the coordinator of the online Master’s of Education in Literacy Education program. Dr. Kruep serves as a professional development consultant for Linking Science, Math, and Literacy for All Learners, a CAEP reviewer for the National Council of Teachers of English, and a reviewer for NCTE and ALAN journals. Her academic interests, publications, and conference presentations include topics such as sustaining teachers through quality professional learning, young adult literature, and growing communities of readers among teachers and adolescents.
Cassandra Smith, PhD is a postdoctoral fellow in Special Education at the University of Missouri. She has been a member of the Linking Science, Math, & Literacy for All Learners team since 2019. Her research focuses on identifying, developing, and disseminating evidence-based algebra instruction and intervention practices for secondary students with disabilities. This includes supporting pre-service and in-service teachers implement evidence-based mathematics practices.
12:15 - 1:30 Break-Out Session E
12:15 - 1:30 Break-Out Session E
E. 1 | Empowering Readers: Strength-Based Interventions to Build Self-Efficacy and Agency
(Interventionist)
Julie Paur & Jacquelyn Higgins
Room # 140-Library
How can we help students see themselves as capable, confident readers? In this interactive session, we will explore reading interventions that build self-efficacy and agency by leveraging student strengths. Participants will engage in restorative circles, experience firsthand how these practices support literacy goals, and walk away with practical tools—including goal-setting forms and strategies—to foster motivation, independence, and success for all readers.
Julie Paur is the district Literacy Coordinator for the School District of Clayton in St. Louis, MO, and serves as the Chair of the St. Louis Language Arts Regional Consortium. In her twenty-three years in education, Julie has taught in intermediate and middle grades, provided literacy interventions for K-5, mentored new teachers, coached at the building and district levels, wrote curriculum, and led professional development in literacy. She is also an adjunct instructor at Webster University, working with undergraduate and graduate students. Julie is passionate about students finding a love of literacy and becoming lifelong learners.
(Interventionist)
Julie Paur & Jacquelyn Higgins
Room # 140-Library
How can we help students see themselves as capable, confident readers? In this interactive session, we will explore reading interventions that build self-efficacy and agency by leveraging student strengths. Participants will engage in restorative circles, experience firsthand how these practices support literacy goals, and walk away with practical tools—including goal-setting forms and strategies—to foster motivation, independence, and success for all readers.
Julie Paur is the district Literacy Coordinator for the School District of Clayton in St. Louis, MO, and serves as the Chair of the St. Louis Language Arts Regional Consortium. In her twenty-three years in education, Julie has taught in intermediate and middle grades, provided literacy interventions for K-5, mentored new teachers, coached at the building and district levels, wrote curriculum, and led professional development in literacy. She is also an adjunct instructor at Webster University, working with undergraduate and graduate students. Julie is passionate about students finding a love of literacy and becoming lifelong learners.
Jackie Higgins is an elementary reading specialist for the School District of Clayton in St. Louis, MO. She is passionate about knowing each student as an individual and meeting their social-emotional needs while providing targeted reading interventions. Jackie believes that connection and belonging are key to helping students grow and develop a love of reading. In her 19 years of teaching, she has taught Kindergarten through fifth grade in both classroom and intervention settings, co-taught literacy groups with the school social worker to support students’ well-being, served on literacy and equity committees, written curriculum, and led professional development in literacy.
E.2 | Moving Past the Theme Essay by Embracing Student Passion (In This New Land of AI)
(All Teachers)
Gwyndolyn Savens
Room # 151
Sick of reading 60 theme essays that all say the same thing-- but your district still requires them? Worried that students are borrowing ideas from AI? In this session, participants will walk through a synthesis experience that moves past the traditional theme essay. Participants will learn simple ways to activate a student’s interests before getting the change to exploring a sample unit.
Gwyn Savens has been teaching for over 20 years in two states, 3 schools, and grades 6-11. She currently teaches in the Gifted department at Webster Groves High School. She has been a Gateway Writing Project TC for almost 15 years and has presented at regional Writing Project conferences and NCTE. She is most excited about learning with others -- especially her students. She has been known to write some poetry and dance (just not at the same time).
(All Teachers)
Gwyndolyn Savens
Room # 151
Sick of reading 60 theme essays that all say the same thing-- but your district still requires them? Worried that students are borrowing ideas from AI? In this session, participants will walk through a synthesis experience that moves past the traditional theme essay. Participants will learn simple ways to activate a student’s interests before getting the change to exploring a sample unit.
Gwyn Savens has been teaching for over 20 years in two states, 3 schools, and grades 6-11. She currently teaches in the Gifted department at Webster Groves High School. She has been a Gateway Writing Project TC for almost 15 years and has presented at regional Writing Project conferences and NCTE. She is most excited about learning with others -- especially her students. She has been known to write some poetry and dance (just not at the same time).
E.3 | Writing Communities for All: Creating a School-Wide Writing Culture
(Elementary & Support Faculty)
Leah Thomas
Room # 152
As allotted time for writing dwindles and teachers struggle to engage reluctant writers, writing workshops that invite all writers into an affirming and exciting community beyond the classroom are critical. Participants will learn about accessible activities that promote a classroom writing community, like a take-home collaborative writer's notebook, a parent write-in, student-led minilessons, and a monthlong daily writing challenge. Next, attendees will consider how to include the entire school community. Leah leads a before-school author's club, writing contests, and mentorship across grade levels to engage every writer in her school. These initiatives amplify student voices and emphasize that children of all backgrounds and abilities are writers. Participants will leave with inspiration and ready-to-go ideas they can implement as soon as school begins.
Leah teaches 2nd grade (formerly Kindergarten) in Kirkwood and is passionate about young writers. Leah is a Co-Author at Two Writing Teachers Blog.
(Elementary & Support Faculty)
Leah Thomas
Room # 152
As allotted time for writing dwindles and teachers struggle to engage reluctant writers, writing workshops that invite all writers into an affirming and exciting community beyond the classroom are critical. Participants will learn about accessible activities that promote a classroom writing community, like a take-home collaborative writer's notebook, a parent write-in, student-led minilessons, and a monthlong daily writing challenge. Next, attendees will consider how to include the entire school community. Leah leads a before-school author's club, writing contests, and mentorship across grade levels to engage every writer in her school. These initiatives amplify student voices and emphasize that children of all backgrounds and abilities are writers. Participants will leave with inspiration and ready-to-go ideas they can implement as soon as school begins.
Leah teaches 2nd grade (formerly Kindergarten) in Kirkwood and is passionate about young writers. Leah is a Co-Author at Two Writing Teachers Blog.
E.4 | Not Your Mother's Book Club
(All Levels)
Danielle Schnable & Jessica Wright
Room #153
Are you tired of the same old boring book club? Unsure where to start? Need to add rigor to your reading class?
Join Danielle and Jessica for an engaging breakout session where 3rd - 8th grade teachers will learn how to ignite student passion for reading by creating a student-led book club. In this session, 6th grade ELA teachers Danielle and Jessica, who actively use book clubs in their classrooms (and whose students love them!), will share their expertise.
This interactive session will provide hands-on activities focusing on effective strategies for selecting diverse texts and facilitating dynamic discussions that encourage critical thinking. You will collaborate with the presenters to share insights and resources for cultivating a supportive book club environment. You will leave equipped with actionable tools, including reading logs, student roles, and discussion templates, ready to implement in your classroom. Get ready to ignite a passion for literature and spark a joyful journey that resonates with students and transforms them into lifelong book lovers!
Danielle Schnable is a dedicated educator with over 14 years of diverse experience as a Reading Interventionist, English Language Arts teacher, and principal. Danielle holds a degree in Elementary Education, complemented by Middle School endorsements in Reading, English Language Arts, and Social Sciences. Additionally, she earned her Master's degree in Curriculum Design and Instruction. Passionate about fostering a love for reading, Danielle has effectively utilized book clubs in her classroom for more than a decade. This approach not only promotes student engagement but also develops rigor and improves reading stamina among her students. Danielle's commitment to creating dynamic, inclusive, and collaborative learning environments has made her a respected figure in her educational community.
(All Levels)
Danielle Schnable & Jessica Wright
Room #153
Are you tired of the same old boring book club? Unsure where to start? Need to add rigor to your reading class?
Join Danielle and Jessica for an engaging breakout session where 3rd - 8th grade teachers will learn how to ignite student passion for reading by creating a student-led book club. In this session, 6th grade ELA teachers Danielle and Jessica, who actively use book clubs in their classrooms (and whose students love them!), will share their expertise.
This interactive session will provide hands-on activities focusing on effective strategies for selecting diverse texts and facilitating dynamic discussions that encourage critical thinking. You will collaborate with the presenters to share insights and resources for cultivating a supportive book club environment. You will leave equipped with actionable tools, including reading logs, student roles, and discussion templates, ready to implement in your classroom. Get ready to ignite a passion for literature and spark a joyful journey that resonates with students and transforms them into lifelong book lovers!
Danielle Schnable is a dedicated educator with over 14 years of diverse experience as a Reading Interventionist, English Language Arts teacher, and principal. Danielle holds a degree in Elementary Education, complemented by Middle School endorsements in Reading, English Language Arts, and Social Sciences. Additionally, she earned her Master's degree in Curriculum Design and Instruction. Passionate about fostering a love for reading, Danielle has effectively utilized book clubs in her classroom for more than a decade. This approach not only promotes student engagement but also develops rigor and improves reading stamina among her students. Danielle's commitment to creating dynamic, inclusive, and collaborative learning environments has made her a respected figure in her educational community.
Jessica Wright is a 6th grade Language Arts teacher with 11 years of experience. She holds a Bachelor of Science degree in Elementary Education with middle school endorsements in the areas of literature and social sciences. She recently completed a Master’s degree in Curriculum and Instruction. Engaging students in reading has always been a focus area for Jessica. She has found great success with student engagement by implementing book clubs in her classroom. Jessica feels that a key component of successful book clubs is giving students choice and including diverse literature to appeal to all students.
E.5 | When Every Student Can Read the Complex Text: Using Scaffolds to Build Student Knowledge, Skills, and Confidence
(All Teachers)
Cassandra Smith & Renee Stites Kruep
Room # 154
When students are unable to access a text because it’s too difficult, our instinct is to adapt the text so it’s “at their reading level.” But with the right scaffolds and support, every student can read and comprehend grade-level texts. Since 2018, the Linking Science, Math, and Literacy for ALL Learners (LSM&L4AL) program, funded by a National Institutes of Health Science Education Partnership Award, has worked with middle school science, math, special education, and English teachers to develop multimodal STEM text sets based on high-interest, grade-level complex texts. In this session, we’ll unpack text complexity, offer scaffolding suggestions for instruction, and share the success we have seen from all students when these components are in place.
Cassandra Smith, PhD is a postdoctoral fellow in Special Education at the University of Missouri. She has been a member of the Linking Science, Math, & Literacy for All Learners team since 2019. Her research focuses on identifying, developing, and disseminating evidence-based algebra instruction and intervention practices for secondary students with disabilities. This includes supporting pre-service and in-service teachers implement evidence-based mathematics practices.
(All Teachers)
Cassandra Smith & Renee Stites Kruep
Room # 154
When students are unable to access a text because it’s too difficult, our instinct is to adapt the text so it’s “at their reading level.” But with the right scaffolds and support, every student can read and comprehend grade-level texts. Since 2018, the Linking Science, Math, and Literacy for ALL Learners (LSM&L4AL) program, funded by a National Institutes of Health Science Education Partnership Award, has worked with middle school science, math, special education, and English teachers to develop multimodal STEM text sets based on high-interest, grade-level complex texts. In this session, we’ll unpack text complexity, offer scaffolding suggestions for instruction, and share the success we have seen from all students when these components are in place.
Cassandra Smith, PhD is a postdoctoral fellow in Special Education at the University of Missouri. She has been a member of the Linking Science, Math, & Literacy for All Learners team since 2019. Her research focuses on identifying, developing, and disseminating evidence-based algebra instruction and intervention practices for secondary students with disabilities. This includes supporting pre-service and in-service teachers implement evidence-based mathematics practices.
Renee Stites Kruep is an Assistant Teaching Professor in the Department of Learning, Teaching, and Curriculum at the University of Missouri. She draws on over a decade of teaching middle and high school English as well as leading curriculum redesign and professional development. Dr. Kruep primarily teaches graduate level literacy and English courses and is also the coordinator of the online Master’s of Education in Literacy Education program. Dr. Kruep serves as a professional development consultant for Linking Science, Math, and Literacy for All Learners, a CAEP reviewer for the National Council of Teachers of English, and a reviewer for NCTE and ALAN journals. Her academic interests, publications, and conference presentations include topics such as sustaining teachers through quality professional learning, young adult literature, and growing communities of readers among teachers and adolescents.
1:45 - 3:00 Break-Out Session F
1:45 - 3:00 Break-Out Session F
F.1 | Staying True to the Heart of Teaching Writing: How to Avoid Over-Scaffolding and Support Writers with Hope and Agency
(All Teachers & Support Faculty)
Jessica Ostrich, Katie Syrett, Shannon Roe, Sarah Valter
Room #140-Library
Are you ready to demystify the concept of 'scaffolding' in writing? In this session, we will explore its impact on student learning and offer strategies to avoid over-scaffolding. Dive into practical approaches that align with the essence of a writing workshop, empowering educators to foster independent writers who can apply their skills in the real world.
We are a passionate team of educators from the Lindbergh School District, dedicated to meeting the diverse needs of every student while fostering our own professional growth. Committed to innovation and lifelong learning, we are excited to share our ideas and collaborate with fellow educators.
(All Teachers & Support Faculty)
Jessica Ostrich, Katie Syrett, Shannon Roe, Sarah Valter
Room #140-Library
Are you ready to demystify the concept of 'scaffolding' in writing? In this session, we will explore its impact on student learning and offer strategies to avoid over-scaffolding. Dive into practical approaches that align with the essence of a writing workshop, empowering educators to foster independent writers who can apply their skills in the real world.
We are a passionate team of educators from the Lindbergh School District, dedicated to meeting the diverse needs of every student while fostering our own professional growth. Committed to innovation and lifelong learning, we are excited to share our ideas and collaborate with fellow educators.
F.2 | Inspire a Love of Literary: Create a Culture of Readers
(Middle School)
Mrs. Suzanne Whitford
Room # 151
Transform reading for all students by learning strategies to improve independent reading routines. Using ideas implemented from Book Love by Penny Kittle, discover manageable ways to track student reading, set literacy goals, and engage in student conferences that will positively ignite a love of reading and create a culture of readers. Session will include suggestions for how this can vertically align from 6th-8th grade ELA classrooms.
Suzanne Whitford is currently a 6th grade language arts teacher in the Rockwood School District, with previous experience teaching in both 5th and 8th grade. She is former middle school teacher of the year, and two time building teacher of the year, and leader of several district initiatives.
(Middle School)
Mrs. Suzanne Whitford
Room # 151
Transform reading for all students by learning strategies to improve independent reading routines. Using ideas implemented from Book Love by Penny Kittle, discover manageable ways to track student reading, set literacy goals, and engage in student conferences that will positively ignite a love of reading and create a culture of readers. Session will include suggestions for how this can vertically align from 6th-8th grade ELA classrooms.
Suzanne Whitford is currently a 6th grade language arts teacher in the Rockwood School District, with previous experience teaching in both 5th and 8th grade. She is former middle school teacher of the year, and two time building teacher of the year, and leader of several district initiatives.
F.3 | Every Teacher Is a Literacy Teacher: Practical Strategies for Daily Lessons
(All Teachers)
Matt Loomis
Room # 152
In this session, participants will be introduced to numerous structured literacy practices that can be quickly and easily implemented in all classrooms in order to develop content knowledge, facilitate critical thinking, assess student achievement, and improve reading fluency and comprehension. Attendees will have multiple opportunities for deliberate practice, meaningful collaboration, productive discussion, and active learning.
Matt Loomis is an 8th Grade Social Studies teacher at Bayless Junior High School and an experienced presenter of professional development at the district, regional, and state levels, focusing on reading and writing across the curriculum. He is dual-certified in Social Studies and English Language Arts (6-12) and believes that every teacher has the power to improve student literacy.
(All Teachers)
Matt Loomis
Room # 152
In this session, participants will be introduced to numerous structured literacy practices that can be quickly and easily implemented in all classrooms in order to develop content knowledge, facilitate critical thinking, assess student achievement, and improve reading fluency and comprehension. Attendees will have multiple opportunities for deliberate practice, meaningful collaboration, productive discussion, and active learning.
Matt Loomis is an 8th Grade Social Studies teacher at Bayless Junior High School and an experienced presenter of professional development at the district, regional, and state levels, focusing on reading and writing across the curriculum. He is dual-certified in Social Studies and English Language Arts (6-12) and believes that every teacher has the power to improve student literacy.
F.4 | AI Meets ELA
(K - 12 ELA)
Kathryn Inman & Tami Atchison
Room #153
Discover how artificial intelligence can transform your literacy instruction in this hands-on session focused on using ChatGPT. We'll explore how to create engaging Reader’s Theater scripts and standards-based ELA lesson plans using any text. Learn practical strategies for integrating AI into your classroom to boost student engagement, support differentiated instruction, and save valuable planning time—no tech expertise required!
Kathryn Inman holds a Bachelor’s degree in Elementary Education and a Master’s in Education with an emphasis in Reading. She also has a DESE Special Reading Certification. With over 10 years of classroom experience, Kathryn is passionate about literacy instruction and was honored as a finalist for the 2024 Missouri Teacher of the Year.
(K - 12 ELA)
Kathryn Inman & Tami Atchison
Room #153
Discover how artificial intelligence can transform your literacy instruction in this hands-on session focused on using ChatGPT. We'll explore how to create engaging Reader’s Theater scripts and standards-based ELA lesson plans using any text. Learn practical strategies for integrating AI into your classroom to boost student engagement, support differentiated instruction, and save valuable planning time—no tech expertise required!
Kathryn Inman holds a Bachelor’s degree in Elementary Education and a Master’s in Education with an emphasis in Reading. She also has a DESE Special Reading Certification. With over 10 years of classroom experience, Kathryn is passionate about literacy instruction and was honored as a finalist for the 2024 Missouri Teacher of the Year.
Tami Atchison holds a Bachelor’s degree in Elementary Education and a Master’s in Education. With over 20 years of teaching experience, she brings a deep passion for literacy and a commitment to helping all students grow as readers and writers.
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