Session and Speaker Details

Parent Pathway Session: 

Dynamic Policy: What Parents and Educators Need to Know

Presented by Sunshine Moss

Federal special education policy provides a strong link between research and practice to meet the needs of children with dyslexia and other learning disabilities. Unfortunately, educators and parents alike report that common misconceptions and implementation difficulties create barriers to meeting the needs of struggling readers. In this informative presentation, Dr. Sunshine Moss will clarify key federal and state policies that govern the identification and instruction of children with dyslexia. Participants will walk away with a better understanding of both the letter and the spirit of the law and gain important insights into how teachers and parents can work together to improve the identification and instruction of children with dyslexia and other reading difficulties.
After the session, participants will be able to:
1. identify key federal and state policies that govern the identification and instruction of children with dyslexia;
2. understand the letter and the spirit of the law;
3. develop insights into improving the identification and instruction of students with dyslexia and other reading difficulties; and
4. identify ways to work together with teachers and parents to support student success.

About the Presenter:

Dr. Sunshine Moss is an educational consultant who specializes in connecting research, policy, and practice. She holds a master’s and doctoral degree in special education with a minor in research and evaluation from the University of Florida. Dr. Moss works closely with parents, educators, schools to interpret policy and implement evidence-based literacy practices. Dr. Moss has conducted statewide research on teacher knowledge of dyslexia and special education policy and has served as expert witness in litigation to protect the rights of children with learning disabilities in multiple districts within the state of Florida. As content developer for the UF Literacy Institute, Dr. Moss has assisted in the development of the UF Graduate Certificate in Dyslexia, UFLI Foundations curriculum, and the UF Dyslexia Hub. To address systemic literacy barriers, Dr. Moss co-founded the non-profit, Intersection Education, to support the education and well-being of children, families, and teachers through community partnerships that connect research, policy, and practice.

Professional Pathway Session: 

The Writing Revolution: Explicit Writing Instruction in Service of Learning

Presented by Christine Teahan and April Laing

With the focus intensifying on evidence-based reading practices, it’s crucial that writing instruction is not excluded from the conversation. When students write about what they are learning, it improves their understanding of texts, deepens their thinking about content, and builds background knowledge and vocabulary. During our session, we will provide an overview and practice with the Hochman Method, an approach to explicit writing instruction that teachers can use in every grade and in all subjects.
After the session, participants will be able to:
1. understand how to focus on evidence-based literacy practices;
2. recognize research to practice principles for teaching writing conventions;
3. understand developmental phases of writing; and
4. practice explicit writing instruction to support student success across all literacy domains.

About the Presenter:

Christine Teahan, as Co-Director of Academics at The Writing Revolution, coordinates the development and maintenance of courses and workshops that support educators with implementing the Hochman Method. Among these, she developed Advancing Thinking Through Writing in STEM, Classroom Planning & Implementation, and several webinars for TWR’s Resource Library. Christine also collaborates on various programmatic projects and provides support and services to some of TWR’s high-impact partner schools. Before joining TWR, she served as a special education teacher specializing in students with dyslexia and other language-based learning disabilities; she taught middle school English language arts, math, science, social studies, and research writing. She holds an M.A. and a B.A. in special education, both from the University of Maryland.

About the Presenter:

April Laing is a senior faculty member at The Writing Revolution, where she develops resources, delivers courses, and collaborates with high-impact partner schools. With a background in ELA and social studies, her teaching experience spans NYC’s public, private, and charter schools. She holds an MS in Childhood Education and a BA in Mass Communication.

Parent Pathway Session: 

Navigating Dyslexia Assessments: Insights to Empower Families and Teachers

Presented by Jesse Steif

This session is designed to demystify the most important aspects of the Dyslexia evaluation process for parents and educators. We’ll break down complex evaluation reports into plain language, making them accessible and understandable for all. Participants will also leave with clarity about the often confusing evaluation process used by public schools. Additionally, we’ll explore the similarities and differences between private and public evaluations, helping you make informed decisions. This session aims to provide you with the knowledge and tools to support your child’s or students’ educational journey with confidence and clarity.
After the session, participants will be able to:
1. identify key aspects of the evaluation process for children with dyslexia;
2. understand complex evaluation reports;
3. develop insights into private versus public evaluations; and
4. identify ways to support the education of a child or student.

About the Presenter:

Jesse Steif is the past president of The Reading League Florida, board member of The International Dyslexia Association- Florida Branch, and a Literacy Implementation Manager at the University of Florida’s Lastinger Center for Learning. He began his career in public education as an elementary teacher then school psychologist, conducting both public and private evaluations for language-based learning disabilities like Dyslexia. Jesse’s expertise ranges from intensive intervention and evaluation of individual students to creating systems that leverage research-based instruction for all students. He has dedicated his career to ensuring that all children maximize their literacy potential, regardless of circumstance.

Professional Pathway Session: 

Harnessing the Power of Games

Presented by Jennie Farrant

Session participants will learn how to liven up their literacy lessons with engaging activities and games for classroom, small groups, and one-on-one instruction. Participants will leave with both printed and digital templates so, they can implement their new ideas right away!
After the session, participants will be able to:
1. understand how to identify aspects of cognition and behavior that affect reading and writing development;
2. identify and explain how environmental, cultural, and social factors contribute to literacy development;
3. understand how reading disabilities vary in presentation and degree; and
4. understand how and why symptoms of reading difficulty are likely to change over time in response to development and
instruction.
5. understand and apply in practice the rationale for multisensory and multimodal language-learning experiences;
6. adapt instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning.

About the Presenter:

Jennie Farrant, M. Ed., has worked with dyslexic learners using the Orton-Gillingham approach for many years in both a small group and one-on-one setting. In addition to her work with students, she provides teacher training and consultation services for schools desiring to implement structured literacy in their classrooms. Jennie helped start The Bridge at The Christ School, an OGA-accredited instructional program for dyslexic students in Orlando, Florida. She is a Fellow-in-Training with the Orton Gillingham Academy (OGA) and the owner of Illuminated Learning, LLC.

Parent Pathway Session: 

Building Positive Parent-School Partnerships to Improve Outcomes for Students with Dyslexia

Presented by Lida Grillo

Dyslexia is a common learning disability that affects a significant number of students in schools worldwide. Building a strong partnership between parents and school districts is crucial for supporting children with dyslexia effectively. This presentation aims at empowering parents to foster strong parent-school collaboration by providing practical tips for communication and navigating IEP meetings.
After the session, participants will be able to:
1. identify key aspects of the evaluation process for children with dyslexia;
2. understand complex evaluation reports;
3. develop insights into private versus public evaluations; and
4. identify ways to support the education of a child or student.

About the Presenter:

Lida Grillo, M.Ed., the Elementary Coordinator for Exceptional Student Education at Volusia County Schools, has dedicated 31 years to supporting students with disabilities, including the implementation of supports and programs for dyslexia. She and her team design professional learning opportunities for administrators, parents, community members, and parents.

Facilitated Session: 

Hopeville: How to Win the Reading Wars

Facilitated by Dr. E. Judith Cohen

You will not want to miss the movie screening of Hopeville: How to Win the Reading Wars! Hopeville’s Director Harvey Hubbell V sure didn’t surf his way through school. Growing up with dyslexia, Harvey faced numerous challenges. The worst? Learning how to read! And he’s nowhere near alone. America’s reading levels have steadily been on the decline. However, there’s a solution! Implementing evidence-based reading instruction across this country is the answer. We’ve talked to scientists, educators and parents and we have evidence to show, when using the right teaching methods, we can drastically change the course of literacy in America. We can’t ignore this issue. We must win the Reading Wars and change reading instruction for generations to come.
This isn’t just a movie. It’s a movement!
After the session, participants will be able to:
1. strive to act in the best interests of struggling readers, readers with dyslexia and other reading disorders;
2. maintain the public trust by providing accurate information about currently accepted and scientifically
supported best practices in the field;
3. support just treatment of individuals with dyslexia and related learning difficulties; and
4. understand that learning to read, for most people, requires explicit instruction.

About the Facilitator:

Dr. E. Judith Cohen recently retired from the Director of Clinical Experiences where she taught literacy courses in the Special Education Program in the School of Education and Human Development, at Florida International University (FIU), Miami, Florida. Previously, she was a classroom teacher and clinician at the McGlannan School for 20+ years, where she taught students with learning disabilities, dyslexia, and related language and reading disabilities. She is an accomplished author and has presented at numerous conferences and professional development workshops, both locally and nationally. Her research focuses on research-based strategies that promote student growth in language and literacy, particularly for students with dyslexia. Selected Publications:

• Cohen, E. J., & Brady, M. P. (2011). Acquisition and generalization of word decoding in students with reading disabilities using vowel pattern analysis and children’s literature. Education and Treatment of Children, 34, (1), 81-113.
• Cheyney, W.J., & Cohen, E. J. (2007). The Wright Skills Program: Grades PreK – 3. Chicago, IL: Wright Group / McGraw-Hill.
• Cohen, E. J. (2002). Fast Track Reading, Phonics Component. Chicago, IL: Wright Group / McGraw-Hill.
• Cheyney, W. J., & Cohen, E. J. (1999). Focus on phonics: Assessment and instruction. Bothell, WA: The Wright Group.

Facilitated Session: 

The Challenges of Dyslexia: How Does It Feel? An Experience

Presented by Milaura Spelman

Individuals with dyslexia experience a constellation of symptoms that include unexpected difficulties with reading, spelling, and writing. These symptoms can make it difficult for a child to complete academic classwork and can make it difficult for an adult to complete certain work-related activities. In this session, attendees will participate in activities to understand the challenges that people with dyslexia may face. Included will be activities related to reading, writing, and spelling. Attendees will also learn evidence-based facts about dyslexia and suggestions for accommodations in the classroom.
After the session, participants will:
1. describe why reading aloud in a group is anxiety provoking for individuals with dyslexia;
2. describe why individuals with dyslexia may self-edit their writing even when they want to write more;
3. list three “myths” about dyslexia and provide evidence-based facts to refute those myths.

About the Presenter:

Milaura Spelman, MS-CCC/SLP, is a speech/language pathologist and a reading specialist, with over 20 years of experience working with children. She holds the ASHA certification and Florida licensure. She is an instructor in the Early Childhood Education program and the Communication Disorders program at the University of Central Florida. She is a Wilson Reading instructor and has completed Orton-Gillingham and Spell-Links education. These types of “Structured Literacy” methods are used for children that demonstrate reading and spelling deficits due to orthographic processing or phonological processing deficits-often our children with dyslexia.