Embedded Files
10:15 - 11:30 Break-Out Session D
10:15 - 11:30 Break-Out Session D
D.1 | Writing, Thinking, and the Brain: How Neuroscience can Improve Writing Instruction
(All Levels)
Chris Rappleye
Room #157
Recent developments in neuroscience, cognitive psychology and educational research provide insights into how to align instruction more fully with how the brain learns: Mind, Brain and Education Science. This session will demonstrate how writing instruction can best align with this research by looking more closely at the thinking stages and neural networks involved in the writing process. This session presents writing instruction as directly coaching the thinking processes involved in writing and condenses the findings described in the book Writing, Thinking and the Brain: How Neuroscience Can Improve Writing Instruction (2024, Teachers College Press).
Chris presently holds the Ethan A. H. Shepley '41 Chair of Distinguished Teaching in English and Composition and is the past recipient of the Eleanor Church Johnson Chair of Distinguished Teaching in English. He regularly presents to teachers about research on the brain and social-emotional learning. As an advisor to students in the Upper School and a mentor to fellow teachers, he builds relationships and ensures the growth of his school community.
(All Levels)
Chris Rappleye
Room #157
Recent developments in neuroscience, cognitive psychology and educational research provide insights into how to align instruction more fully with how the brain learns: Mind, Brain and Education Science. This session will demonstrate how writing instruction can best align with this research by looking more closely at the thinking stages and neural networks involved in the writing process. This session presents writing instruction as directly coaching the thinking processes involved in writing and condenses the findings described in the book Writing, Thinking and the Brain: How Neuroscience Can Improve Writing Instruction (2024, Teachers College Press).
Chris presently holds the Ethan A. H. Shepley '41 Chair of Distinguished Teaching in English and Composition and is the past recipient of the Eleanor Church Johnson Chair of Distinguished Teaching in English. He regularly presents to teachers about research on the brain and social-emotional learning. As an advisor to students in the Upper School and a mentor to fellow teachers, he builds relationships and ensures the growth of his school community.
D.2 | Research-Based Literacy Instruction can be Playful and Joyful!
(Elementary)
Leah Thomas & Amy Yarkoni
Room # 152
Imagine a Kindergarten classroom where kids groan when writing workshop ends and cheer when it’s time to learn a new phonics skill. Join two LETRS-trained kindergarten teachers who blend play, creativity, and explicit foundational skills instruction to build confident readers and writers. Learn practical ways to embed science-of-reading practices into your daily schedule while preserving joy, choice, and identity-building.
Leah Thomas, a Kindergarten teacher, is passionate about honoring student voice and identity through writing workshop and early literacy. By centering intentional identity development, foundational skills instruction, and a brave classroom community, Leah nurtures young writers as they grow in both skill and craft. Leah is a Co-Author for the Two Writing Teachers blog and a Teacher Consultant for the Gateway Writing Project.
(Elementary)
Leah Thomas & Amy Yarkoni
Room # 152
Imagine a Kindergarten classroom where kids groan when writing workshop ends and cheer when it’s time to learn a new phonics skill. Join two LETRS-trained kindergarten teachers who blend play, creativity, and explicit foundational skills instruction to build confident readers and writers. Learn practical ways to embed science-of-reading practices into your daily schedule while preserving joy, choice, and identity-building.
Leah Thomas, a Kindergarten teacher, is passionate about honoring student voice and identity through writing workshop and early literacy. By centering intentional identity development, foundational skills instruction, and a brave classroom community, Leah nurtures young writers as they grow in both skill and craft. Leah is a Co-Author for the Two Writing Teachers blog and a Teacher Consultant for the Gateway Writing Project.
Amy Yarkoni is an Kindergarten educator and mom to two young children, with fifteen years experience teaching throughout the St. Louis area. She holds certifications in Early Childhood and Elementary Education and a Master’s degree in Character Education. Amy believes in maintaining high expectations for all students and implementing a structured literacy approach grounded in strong, direct phonics instruction. She is committed to combining academic excellence with character development to help every child reach their full potential.
D.3 | The Power of a Good Sentence: Leveraging Sentence Level Instruction to Increase Background Knowledge and Reading Comprehension
Handout
(Elementary - Middle)
Sommer Burkemper
Room #155
Do you have students who struggle with writing a quality sentence (even in middle school and beyond)? Paragraphs may be littered with run-on sentences, simple sentences, random punctuation, etc. Sentences are the building blocks of paragraphs, so if we expect well written paragraphs, we need to teach well written sentences. One of the major benefits of teaching sentence activities, is that we can use the writing as a vehicle for increasing vocabulary and background knowledge, which are two key components of reading comprehension. In this session, we will explore sentence strategies such as combining and expanding to improve sentence writing skills, vocabulary, and comprehension . That's a lot of bang for your buck!
Sommer is a Certified Academic Language Therapist (CALT) and Reading Specialist, with a passion for teaching students with language based learning difficulties such as Dyslexia. She is currently working toward her CALT-QI (Qualified Instructor) certification, with the goal of training more Dyslexia Therapists. She is trained in both Volume 1 and Volume 2 of LETRS and serves as a local LETRS facilitator for her school district. She loves watching the progress and confidence grow in her students each day, and adores being able to share knowledge around reading and writing instruction with fellow educators. Sommer serves as the current ALTA MO President and is eager to collaborate with others who are interested in increasing literacy gains in Missouri. Personally, she loves to read and write and is in the process of publishing her first children's book!
Handout
(Elementary - Middle)
Sommer Burkemper
Room #155
Do you have students who struggle with writing a quality sentence (even in middle school and beyond)? Paragraphs may be littered with run-on sentences, simple sentences, random punctuation, etc. Sentences are the building blocks of paragraphs, so if we expect well written paragraphs, we need to teach well written sentences. One of the major benefits of teaching sentence activities, is that we can use the writing as a vehicle for increasing vocabulary and background knowledge, which are two key components of reading comprehension. In this session, we will explore sentence strategies such as combining and expanding to improve sentence writing skills, vocabulary, and comprehension . That's a lot of bang for your buck!
Sommer is a Certified Academic Language Therapist (CALT) and Reading Specialist, with a passion for teaching students with language based learning difficulties such as Dyslexia. She is currently working toward her CALT-QI (Qualified Instructor) certification, with the goal of training more Dyslexia Therapists. She is trained in both Volume 1 and Volume 2 of LETRS and serves as a local LETRS facilitator for her school district. She loves watching the progress and confidence grow in her students each day, and adores being able to share knowledge around reading and writing instruction with fellow educators. Sommer serves as the current ALTA MO President and is eager to collaborate with others who are interested in increasing literacy gains in Missouri. Personally, she loves to read and write and is in the process of publishing her first children's book!
D.4 | Bringing Diverse Voices and Experiences into the Classroom through Primary Sources
(Middle - Upper Level)
Jen Maddock & Gwyndolyn Savens
Room # 156
Bringing diverse voices and experiences into the classroom through Primary Sources. In our contentious political climate, it can be scary to embrace diversity. This presentation evolved out of a larger two-day teacher in-service that combines Library of Congress resources and place-based experiential field-trips. This session is about the power of students interacting with primary sources and drawing their own conclusions. Teachers will learn to access primary sources from the Library of Congress website and some ways to use the sources. This session provides a framework for adding to existing units, as well as ways to structure new lessons. We were amazed by the impact of primary sources on students, and we can’t wait to share.
Jen Maddock is a teacher consultant with the Gateway Writing Project. She is a middle school teacher by trade currently supporting grant work at the University. In this role, she does professional development and creates student programming. She’s also co-created two local place-based field-trips—one at the Gateway Arch, and another, developed with Gwyndolyn through a Library of Congress grant, at the Missouri Botanical Garden. Gwyndolyn has been teaching for over two decades in grades 6-12. She currently teaches Gifted ELA at Webster Groves High School. In addition, she teaches students in the Frick Center for Civic Engagement. She recently earned a certification from the Experiential Education Academy and worked with Jen Maddock on a place-based field-trip to the Missouri Botanical Garden for the Library of Congress.
(Middle - Upper Level)
Jen Maddock & Gwyndolyn Savens
Room # 156
Bringing diverse voices and experiences into the classroom through Primary Sources. In our contentious political climate, it can be scary to embrace diversity. This presentation evolved out of a larger two-day teacher in-service that combines Library of Congress resources and place-based experiential field-trips. This session is about the power of students interacting with primary sources and drawing their own conclusions. Teachers will learn to access primary sources from the Library of Congress website and some ways to use the sources. This session provides a framework for adding to existing units, as well as ways to structure new lessons. We were amazed by the impact of primary sources on students, and we can’t wait to share.
Jen Maddock is a teacher consultant with the Gateway Writing Project. She is a middle school teacher by trade currently supporting grant work at the University. In this role, she does professional development and creates student programming. She’s also co-created two local place-based field-trips—one at the Gateway Arch, and another, developed with Gwyndolyn through a Library of Congress grant, at the Missouri Botanical Garden. Gwyndolyn has been teaching for over two decades in grades 6-12. She currently teaches Gifted ELA at Webster Groves High School. In addition, she teaches students in the Frick Center for Civic Engagement. She recently earned a certification from the Experiential Education Academy and worked with Jen Maddock on a place-based field-trip to the Missouri Botanical Garden for the Library of Congress.
D.5 | Dear Classmate: Teaching SEL Strategies with Literacy to Strengthen Connection, Collaboration, and Community
Handout
(Middle - Upper Level)
Dominic Pioter & Ashley Luther
Room # 153
In this hands-on session, participants will experience several SEL-grounded activities, including words of affirmation and "buddy read" letters, aimed to engage students in conversation with each other both about texts and each other. These approaches acknowledge the power of an authentic, real world audience, and every classroom offers a room full of them. Having students interact and collaborate with each other through thinking and writing opens a “real world” of possibility right in our classrooms around gratitude, connection, and the gift of shared language.
Dominic Pioter has 25 years of experience teaching high school English and nearly 20 of those have been as a Gateway Writing Project Teaching Consultant. He currently teaches sophomore English and AP Literature at Kirkwood High School. But when he is not teaching, you can find Dominic stitching together solace with poems and his extensive book collection.
Handout
(Middle - Upper Level)
Dominic Pioter & Ashley Luther
Room # 153
In this hands-on session, participants will experience several SEL-grounded activities, including words of affirmation and "buddy read" letters, aimed to engage students in conversation with each other both about texts and each other. These approaches acknowledge the power of an authentic, real world audience, and every classroom offers a room full of them. Having students interact and collaborate with each other through thinking and writing opens a “real world” of possibility right in our classrooms around gratitude, connection, and the gift of shared language.
Dominic Pioter has 25 years of experience teaching high school English and nearly 20 of those have been as a Gateway Writing Project Teaching Consultant. He currently teaches sophomore English and AP Literature at Kirkwood High School. But when he is not teaching, you can find Dominic stitching together solace with poems and his extensive book collection.
Ashley Luther is currently a high school English teacher in the Kirkwood School District. Her 15 years of teaching includes 10 years in middle school and spans grades 6 to 11. She holds a Doctorate in Education Teacher Leadership from Maryville University where she researched embedding SEL strategies within reading lessons. She holds an SEL certificate from Breathe for Change and is always looking to grow and learn from others!
12:15 - 1:30 Break-Out Session E
12:15 - 1:30 Break-Out Session E
E.1 | Do the Write Thing
(All Teachers)
Tracy Brosch
Room #155
Come to this session and give yourself the gift of some writing time! In this session, participants will experience play and place-based writing activities as well as a collection of tips, tricks, and goodies that engage writers. Leave the session, not only excited about your own writing, but excited about taking some sparks back to your teaching context.
Tracy Brosch co-directs the Gateway Writing Project at the University of Missouri-St. Louis. She has spent 20+ years as an educator teaching a variety of subjects and grade levels. She joyously spreads that message that writing belongs in all processes of learning and is a vital part of the human experience.
(All Teachers)
Tracy Brosch
Room #155
Come to this session and give yourself the gift of some writing time! In this session, participants will experience play and place-based writing activities as well as a collection of tips, tricks, and goodies that engage writers. Leave the session, not only excited about your own writing, but excited about taking some sparks back to your teaching context.
Tracy Brosch co-directs the Gateway Writing Project at the University of Missouri-St. Louis. She has spent 20+ years as an educator teaching a variety of subjects and grade levels. She joyously spreads that message that writing belongs in all processes of learning and is a vital part of the human experience.
E.2 | The Next Conversation in Literacy: Talk that Builds Independent Learners
(All Teachers)
Jackie Higgins & Jeanne McQueen
Room #151
What we say to students matters, but how we say it matters even more. In this session, a fifth-grade teacher and a reading specialist unpack the language moves that build student self-efficacy. Participants will explore high-impact teacher talk & goal setting strategies that transfer ownership to students. Walk away with practical tools that will make your next conversation count.
Jackie Higgins is an elementary reading specialist for the School District of Clayton in St. Louis, MO. Jackie believes that connection and belonging are key to helping students grow and develop a love of reading. In her 20 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, and led professional development in literacy.
(All Teachers)
Jackie Higgins & Jeanne McQueen
Room #151
What we say to students matters, but how we say it matters even more. In this session, a fifth-grade teacher and a reading specialist unpack the language moves that build student self-efficacy. Participants will explore high-impact teacher talk & goal setting strategies that transfer ownership to students. Walk away with practical tools that will make your next conversation count.
Jackie Higgins is an elementary reading specialist for the School District of Clayton in St. Louis, MO. Jackie believes that connection and belonging are key to helping students grow and develop a love of reading. In her 20 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, and led professional development in literacy.
Jeanne McQueen is an elementary teacher for the School District of Clayton in St.Louis, MO. Jeanne believes that creating a safe and trusting community is essential to students growth in reading. In her 32 years of teaching she has taught preK-6th grade with a focus on reading intervention in grades 3-6. She has served on various literacy committees, mentored and coached other teachers in literacy, and has led professional development and curriculum writing around literacy and empowerment.
E.3 | From Scripted to Spark: Finding the Heart Inside the Literacy Manual
(Elementary)
Liz Crowder & Allison Antolik
Room # 152
While high-quality literacy manuals provide the essential "what" of instruction, they often leave out the "who"—the unique teacher and the curious students standing right in front of them. By taking your existing literacy curriculum and learning to effectively unpack the lessons, you can pivot from a script to building on the needs of your students, creating instructional strategies that increase student engagement.
With 26 years of experience in education, Liz Crowder currently serves as the Lower School Literacy Coordinator at MICDS. Her career includes 14 years of classroom teaching across 3rd and 7th grades, followed by 12 years as a Reading Specialist and Literacy Coach. Driven by a deep passion for student literacy growth, Liz is dedicated to fostering evidence-based practices that build confident, life-long readers. She holds an M.A. in Reading and a B.A. in History, with certifications in K–12 Reading, 1–6 Elementary Education, and 9–12 Social Science.
(Elementary)
Liz Crowder & Allison Antolik
Room # 152
While high-quality literacy manuals provide the essential "what" of instruction, they often leave out the "who"—the unique teacher and the curious students standing right in front of them. By taking your existing literacy curriculum and learning to effectively unpack the lessons, you can pivot from a script to building on the needs of your students, creating instructional strategies that increase student engagement.
With 26 years of experience in education, Liz Crowder currently serves as the Lower School Literacy Coordinator at MICDS. Her career includes 14 years of classroom teaching across 3rd and 7th grades, followed by 12 years as a Reading Specialist and Literacy Coach. Driven by a deep passion for student literacy growth, Liz is dedicated to fostering evidence-based practices that build confident, life-long readers. She holds an M.A. in Reading and a B.A. in History, with certifications in K–12 Reading, 1–6 Elementary Education, and 9–12 Social Science.
Allison Antolik is an educator from St. Louis who is in her 19th year in education. She has taught all grade levels from preK to eighth grade, specializing in literacy education. Allison also served as a middle school instructional coach for several years, working with teachers on instructional strategies and curriculum development. She is now back in the classroom, teaching fourth grade and finding joy in the everyday interactions she has with students.
E.4 | Using Generative AI to Create High Interest MAP Test Prep Activities
(Middle - Upper Levels)
Jason Carter
Room #156
Standardized test scores for reading are often low in public school settings, while MAP testing prep materials are sparse, ineffective and inconsistently applied. This presentation will reveal a new more consistent way to prepare students for MAP testing in a fun and engaging way all throughout the year. You will learn how AI can be used to create literary analyses for novels, informational texts and entertaining narratives, which your students can then use to answer MAP style comprehension and vocabulary questions that are automatically graded in Google Forms. In the end, we will all have some fun making some of these engaging test prep activities with a few simple prompts.
Living in St. Louis, Missouri, Jason Carter teaches middle school English and has completed several collegiate programs, including earning an MA in English and Master of Education. He is currently working toward completing a doctorate, focused on literacy in education with a special emphasis on engaging students in MAP test prep through high interest custom AI created activities. Carter is a Teacher Consultant, who is active in the Gateway Writing Project,.
(Middle - Upper Levels)
Jason Carter
Room #156
Standardized test scores for reading are often low in public school settings, while MAP testing prep materials are sparse, ineffective and inconsistently applied. This presentation will reveal a new more consistent way to prepare students for MAP testing in a fun and engaging way all throughout the year. You will learn how AI can be used to create literary analyses for novels, informational texts and entertaining narratives, which your students can then use to answer MAP style comprehension and vocabulary questions that are automatically graded in Google Forms. In the end, we will all have some fun making some of these engaging test prep activities with a few simple prompts.
Living in St. Louis, Missouri, Jason Carter teaches middle school English and has completed several collegiate programs, including earning an MA in English and Master of Education. He is currently working toward completing a doctorate, focused on literacy in education with a special emphasis on engaging students in MAP test prep through high interest custom AI created activities. Carter is a Teacher Consultant, who is active in the Gateway Writing Project,.
E.5 | Creative Writing as an Act of Love: Freedom, Voice, and the "Jazz Classroom"
(Middle - Upper Levels)
Hollie Martin
Room #157
This session explores creative writing not as an academic exercise, but as an act of love—love for language, for student voice, and for the deeply human need to be heard. In an era of increasing standardization, creative writing offers students a rare space for autonomy, authenticity, and quiet liberation.
Participants will engage in a collaborative, unconference-style experience that mirrors the very spirit of creative writing itself: flexible, responsive, and shaped by those in the room. Together, we will share practices, questions, and stories about how creative writing can open doors for students—emotionally, intellectually, and imaginatively.
Hollie has taught ELA to students in both Southern California and STL, ages 10-adult, since 2006. She holds a Masters in Creative Writing and an EdS in General Education Studies. She currently works with 9th-12th graders at Washington High School in Washington, MO teaching English 1, the Creative Writing classes, and the AP Literature course. She is also the faculty advisor of the school's Creative Writing Club. She is a published poet, essayist, singer, and songwriter. In Myers-Briggs, she is an INFJ; in Ennegram, she is a 9w1. She lives with her husband and two children on wooded property with a horse barn, but the irony? No one in her family rides horses.
(Middle - Upper Levels)
Hollie Martin
Room #157
This session explores creative writing not as an academic exercise, but as an act of love—love for language, for student voice, and for the deeply human need to be heard. In an era of increasing standardization, creative writing offers students a rare space for autonomy, authenticity, and quiet liberation.
Participants will engage in a collaborative, unconference-style experience that mirrors the very spirit of creative writing itself: flexible, responsive, and shaped by those in the room. Together, we will share practices, questions, and stories about how creative writing can open doors for students—emotionally, intellectually, and imaginatively.
Hollie has taught ELA to students in both Southern California and STL, ages 10-adult, since 2006. She holds a Masters in Creative Writing and an EdS in General Education Studies. She currently works with 9th-12th graders at Washington High School in Washington, MO teaching English 1, the Creative Writing classes, and the AP Literature course. She is also the faculty advisor of the school's Creative Writing Club. She is a published poet, essayist, singer, and songwriter. In Myers-Briggs, she is an INFJ; in Ennegram, she is a 9w1. She lives with her husband and two children on wooded property with a horse barn, but the irony? No one in her family rides horses.
1:45 - 3:00 Break-Out Session F
1:45 - 3:00 Break-Out Session F
F.1 | Bearing Witness, Claiming Voice: Immigration, Identity, and the Literature of In-Between
(Middle - Upper Level)
Julie Sieber
Room #151
This session invites secondary English Language Arts teachers to reimagine how they approach literature instruction for Mexican and Central American immigrant students and children of immigrants. Grounded in the frameworks of Culturally Relevant and Sustaining Pedagogy and the concept of ""funds of knowledge,"" participants will explore how students' home languages, family histories, migration experiences, and cultural practices can serve as the foundation of rigorous literary study. This session walks educators through a model 11th-grade ELA unit that pairs high-expectation literary analysis with texts that reflect and complicate the lived realities of immigrant youth. Participants will leave with practical strategies for text selection, asset-based assessment design, multilingual scaffolding, and structuring inquiry that builds sociopolitical consciousness alongside academic skill.
Throughout my ten years in the classroom, I have primarily worked with students from low socioeconomic backgrounds, focusing on building literacy skills and promoting reading engagement at the secondary level. I am currently pursuing an EdD in Learning, Teaching and Curriculum from Mizzou. I want to bridge the gap between research and practice to help other educators address the engagement and comprehension challenges I've encountered in my own classroom.
(Middle - Upper Level)
Julie Sieber
Room #151
This session invites secondary English Language Arts teachers to reimagine how they approach literature instruction for Mexican and Central American immigrant students and children of immigrants. Grounded in the frameworks of Culturally Relevant and Sustaining Pedagogy and the concept of ""funds of knowledge,"" participants will explore how students' home languages, family histories, migration experiences, and cultural practices can serve as the foundation of rigorous literary study. This session walks educators through a model 11th-grade ELA unit that pairs high-expectation literary analysis with texts that reflect and complicate the lived realities of immigrant youth. Participants will leave with practical strategies for text selection, asset-based assessment design, multilingual scaffolding, and structuring inquiry that builds sociopolitical consciousness alongside academic skill.
Throughout my ten years in the classroom, I have primarily worked with students from low socioeconomic backgrounds, focusing on building literacy skills and promoting reading engagement at the secondary level. I am currently pursuing an EdD in Learning, Teaching and Curriculum from Mizzou. I want to bridge the gap between research and practice to help other educators address the engagement and comprehension challenges I've encountered in my own classroom.
F.2 | Transforming Literacy Through Media, Discussion, and Student Voice
(Elementary)
Dr. Arionna Raleigh
Room #155 This session explores how educators can strengthen literacy by integrating media, structured discussion, and hands-on learning. Participants will examine how video, text, and interactive tools work together to build comprehension, vocabulary, and critical thinking.
Educators will experience a model lesson using Nine PBS resources and analyze how literacy skills are embedded across the lesson. Participants will then design a literacy activity that includes before, during, and after learning structures.
Dr. Arionna Ralleigh is a dedicated and forward-thinking leader, overseeing educators’ activities and on-the-ground school engagement initiatives at Nine PBS, such as professional development, train-the-trainers, and hosting Edcamp. With a passion for driving educational change and innovation, she is a catalyst for transforming the field of learning. Arionna's strong background in curriculum design, instructional development, and effective leadership enables her to empower learners to thrive in the 21st century. Passionate about shaping the future of education and fostering lifelong curiosity and growth, Arionna invites fellow change-makers to connect and collaborate for impactful educational change.
(Elementary)
Dr. Arionna Raleigh
Room #155 This session explores how educators can strengthen literacy by integrating media, structured discussion, and hands-on learning. Participants will examine how video, text, and interactive tools work together to build comprehension, vocabulary, and critical thinking.
Educators will experience a model lesson using Nine PBS resources and analyze how literacy skills are embedded across the lesson. Participants will then design a literacy activity that includes before, during, and after learning structures.
Dr. Arionna Ralleigh is a dedicated and forward-thinking leader, overseeing educators’ activities and on-the-ground school engagement initiatives at Nine PBS, such as professional development, train-the-trainers, and hosting Edcamp. With a passion for driving educational change and innovation, she is a catalyst for transforming the field of learning. Arionna's strong background in curriculum design, instructional development, and effective leadership enables her to empower learners to thrive in the 21st century. Passionate about shaping the future of education and fostering lifelong curiosity and growth, Arionna invites fellow change-makers to connect and collaborate for impactful educational change.
F.3 | Sneaker Kid: Elevating Student Voice and Confidence in Literacy
(Elementary)
Dr. Sharnez Givens-Williams
Room # 152
Too many students struggle not because they lack skills, but because they lack belief in their skills. This interactive session introduces Sneaker Kid, a literacy and confidence framework that blends sneaker culture, identity expression, and social-emotional learning to strengthen reading engagement. Participants will explore practical, research-informed strategies that connect motivation, fluency, and reading identity, rooted in culturally responsive teaching and the science of reading.
Let’s empower students to step into their stories with courage. When students see themselves as capable readers, everything changes.
Dr. Sharnez Givens-Williams is a literacy leader, former reading interventionist, and author of Just Jordy Jitters. She specializes in integrating social-emotional learning with culturally relevant literacy practices that strengthen student confidence and reading identity. Her work champions young readers who deserve to feel seen, capable, and courageous.
(Elementary)
Dr. Sharnez Givens-Williams
Room # 152
Too many students struggle not because they lack skills, but because they lack belief in their skills. This interactive session introduces Sneaker Kid, a literacy and confidence framework that blends sneaker culture, identity expression, and social-emotional learning to strengthen reading engagement. Participants will explore practical, research-informed strategies that connect motivation, fluency, and reading identity, rooted in culturally responsive teaching and the science of reading.
Let’s empower students to step into their stories with courage. When students see themselves as capable readers, everything changes.
Dr. Sharnez Givens-Williams is a literacy leader, former reading interventionist, and author of Just Jordy Jitters. She specializes in integrating social-emotional learning with culturally relevant literacy practices that strengthen student confidence and reading identity. Her work champions young readers who deserve to feel seen, capable, and courageous.
F.4 | Strong People Don’t Need Strong Leaders: Empowering Scholars Through the CDF Reading Curriculum
(Elementary - Middle)
Carrie Henderson
Room # 156
“Strong people don’t need strong leaders.” Rooted in the philosophy of Ella Baker, this session explores how the Children’s Defense Fund (CDF) Freedom School reading curriculum empowers scholars to become confident, independent readers and thinkers. Designed to combat summer reading loss, the model engages scholars in culturally responsive literature, daily reading instruction, and structured dialogue that strengthens both skill and voice. Freedom School cultivates scholar agency, critical thinking, and joy in learning. Participants will leave with practical strategies to foster literacy as an act of love; building readers who lead their own learning journeys.
Carrie Henderson is the Director of Youth & Family Programming at Beyond Housing, where she leads and expands the Children’s Defense Fund Freedom School program across the St. Louis region, through Beyond Housing. With over 12 years in education, Carrie has served as a classroom teacher, program leader, administrator and community advocate committed to advancing literacy, equity, and social justice.
She is currently pursuing her Ed.D. in Educational Practice with an emphasis in Social Justice at the University of Missouri–St. Louis. Carrie is deeply passionate about creating spaces where scholars not only strengthen their reading skills but also see themselves reflected in books, leadership, and possibility. For her, literacy is an act of love and a pathway to freedom.
(Elementary - Middle)
Carrie Henderson
Room # 156
“Strong people don’t need strong leaders.” Rooted in the philosophy of Ella Baker, this session explores how the Children’s Defense Fund (CDF) Freedom School reading curriculum empowers scholars to become confident, independent readers and thinkers. Designed to combat summer reading loss, the model engages scholars in culturally responsive literature, daily reading instruction, and structured dialogue that strengthens both skill and voice. Freedom School cultivates scholar agency, critical thinking, and joy in learning. Participants will leave with practical strategies to foster literacy as an act of love; building readers who lead their own learning journeys.
Carrie Henderson is the Director of Youth & Family Programming at Beyond Housing, where she leads and expands the Children’s Defense Fund Freedom School program across the St. Louis region, through Beyond Housing. With over 12 years in education, Carrie has served as a classroom teacher, program leader, administrator and community advocate committed to advancing literacy, equity, and social justice.
She is currently pursuing her Ed.D. in Educational Practice with an emphasis in Social Justice at the University of Missouri–St. Louis. Carrie is deeply passionate about creating spaces where scholars not only strengthen their reading skills but also see themselves reflected in books, leadership, and possibility. For her, literacy is an act of love and a pathway to freedom.
F.5 | Better Together: When Teachers & Librarians Team Up
(All Teachers)
Amy Leatherberry
Room # 153
Creating a vibrant community of readers takes more than a single classroom. This session explores how teachers and librarians can work side by side as instructional partners to foster joyful, inclusive, and engaged reading communities. Participants will learn collaborative approaches, including delivering engaging book talks, curating responsive, inquiry-based text sets, designing units that expand access and choice for all readers, and much more. Grounded in real world examples, this session will highlight how collaborative partnerships can promote independence, increase student engagement, and connect learners with diverse, meaningful texts. Attendees will leave with actionable ideas and tools to strengthen partnerships and build a school-wide culture of literacy.
I began my career teaching English in Wellston through Teach for America. When the district was shuttered, I was hired at Kirkwood. In my 18 year career, I've taught a variety of grade levels and across a variety of contexts including alternative settings and Honors settings. In 2020, I moved to the library, where I continue to focus on my passion of showing young people how to use stories to make meaning.
(All Teachers)
Amy Leatherberry
Room # 153
Creating a vibrant community of readers takes more than a single classroom. This session explores how teachers and librarians can work side by side as instructional partners to foster joyful, inclusive, and engaged reading communities. Participants will learn collaborative approaches, including delivering engaging book talks, curating responsive, inquiry-based text sets, designing units that expand access and choice for all readers, and much more. Grounded in real world examples, this session will highlight how collaborative partnerships can promote independence, increase student engagement, and connect learners with diverse, meaningful texts. Attendees will leave with actionable ideas and tools to strengthen partnerships and build a school-wide culture of literacy.
I began my career teaching English in Wellston through Teach for America. When the district was shuttered, I was hired at Kirkwood. In my 18 year career, I've taught a variety of grade levels and across a variety of contexts including alternative settings and Honors settings. In 2020, I moved to the library, where I continue to focus on my passion of showing young people how to use stories to make meaning.
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