ELEVATE! New England 2023 - Conference Brochure

Who We Are

ELEVATE is the premiere professional development for primary Pre-K - 2nd Grade Educators. Our Selection of highly accomplished national speakers, are either currently teachers, administrators, specialists, coaches or consultants working in schools.

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

Founded in Research

Next Day Implementation

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

Vetted Speakers

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

elevate verb

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The definition says it all….and at ELEVATE, that’s what we are all about: Supporting and uplifting early childhood and elementary educators in their quest to improve instruction for the students they serve.

This conference was designed with the core objective of supporting educators who work selflessly in the classroom each day, giving their all. The ELEVATE team consists of highly experienced and award-winning educators who are currently teaching in the classroom or actively serving in schools.

We SEE you.

We know your struggles. We APPRECIATE you.

ELEVATE is here to support YOU. Our conferences will provide you with the absolute best professional development sessions offered for Pre-k to 2nd grade educators. Every ELEVATE conference will include multiple sessions on all core academic strands (including reading, writing, math, science, & social studies), as well as administrative, SEL, school culture, classroom management, and culturally responsive teaching workshops.

And what’s more important is that our support doesn’t stop there! ELEVATE is much more than a conference you attend. After joining us for an in-person professional development experience, you are invited into our ELEVATE community. This is a place where educators across the country digitally come together to provide continued support and encouragement for one another. Think of it as a social-media-based PLC. Post your questions. Request support. Share your challenges. We’ll be right there to provide long-term support. We’ve got you!

Ready to ELEVATE your classroom?

Keynotes

The Aliens Is Coming!

With Ron Clark | Keynote

During this keynote focused on the state of education in the world, Ron Clark informs the audience about data trends, test score results and an analysis of his journeys to classrooms and school districts in all 50 states. "The Aliens is Coming," is focused on the challenges we are facing in the American education system, but Ron delivers it in a way that is uplifting, inspiring and filled with hilarity! Educators will leave with concrete examples of how they can improve their teaching methods and their schools, but they will also leave feeling hope and a promise for a new tomorrow.

#HappyClassrooms

By Greg Smedley-Warren

|

Keynote

An inspirational message about the lessons our students teach us each day in the classroom. In this uplifting message, Mr. Greg will share stories from his classroom and the lessons he has learned and how they can be implemented in other classrooms. The #happyclassrooms is a way for teachers around the world to share positive experiences from their own classrooms. Mr. Greg will describe in detail the mission of this hashtag and how it relates to your teacher’s attitudes toward education and their classroom.

Keynotes

Being the Educator Your Scholars Need

With Dwayne Reed | Keynote

Filled with tons of SEL (social-emotional learning) restorative justice practices, and trauma-informed talking points, Reed will help educators re-discover their WHY of teaching, and will emphasize the importance of building and maintaining positive relationships with scholars, both in and outside of the classroom. Each participant will work through a detailed presentation guide, and will leave with dozens of practical, relationship-building strategies which can immediately be implemented in their classroom or school environment.

REIGNITE: Building Resilience In The Age Of Burnout

By Dr. Jody Carrington | Keynote

As we step back into the unfamiliar world post-pandemic, many of us are understandably witnessing what burnout looks like. Emotional exhaustion, a lack of compassion, and an experience of futility have become a common experience across the globe. Dr. Jody will eloquently and reverently walk through the process of reconnection to combat burnout and build mental resilience. Using specific strategies to shift culture, bringing hilarity and truth while reigniting purpose and productivity with this game-changing talk. Educators around the world have found both brilliance and laughter in her words and stories as she helps audiences reconnect and build resilience.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

DIY Math & Literacy Centers

By Greg Smedley-Warren | Cross Curricular

This session will inspire your creativity for your own DIY centers or workstation activities. You will learn how to elevate your center activities with everyday items. Engage your students during center time with these simple budget-friendly items!

Kick Your Day off RIGHT With Morning Meeting

By Greg Smedley-Warren | Cross Curricular

We want this to be during the day 3 breakout 7. Description: If you're looking for a tool to improve your classroom management and community, look no further than a morning meeting. I'll show you how 1020 minutes each morning can change the dynamics of your classroom and make it more like a family. You'll learn the components of morning meetings as well as ideas for greetings, activities & morning messages to use in your classroom starting tomorrow!

CLICK HERE to view the citations for this session

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Centers Management Made Simple

By Greg Smedley-Warren | Cross Curricular

Get familiar with standards-based and differentiated math and literacy centers and explore ways to effectively manage your math or literacy centers. Plus discover how center wheels and tubs help make managing and rotating centers simple for you and your students through the use of choice and voice.

Transforming the Dramatic Play Center

By Jackie Kops | Play Based

Learning

Learn how to transform the dramatic play center into different places and let students take the lead in their learning! Change it into an Ice Cream Shop, Pumpkin Patch, Campsite, Auto Shop, or a place related to your learning theme! Learn quick and easy ways to embed literacy, math, STEM, and science into their play for many themes that you can implement tomorrow! Plus, fun ways you can sneak fine motor into their play! Plan out one dramatic play transformation together.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Kinesthetic and Mulitsensory Movement in Phonics

By Jake Daggett | ELA

Are you looking for ways to amp up your phonics lessons? No matter the curriculum, join Jake as we explore ways to add kinesthetic and mulitsensory strategies to phonics instruction. Whether you are teaching in small group or whole group, these strategies and practices will help you get the most out of your instructional time as well as increase your engagement from students. Plus, we will have fun moving and grooving!

Centers with Structured Literacy

By Jake Daggett | ELA

In this session, Jake will show you how to amp up your literacy centers to reflect the latest science on structured literacy and explicit phonics.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the sion that you would like to attend!

Rebellious Read Alouds

By Vera Ahiyya | D.E.I.A.

During our session, we will work on the ways educators can encourage classroom conversations about important and culturally relevant topics using daily read-alouds as an entry point. Presenting a broad range of read-aloud lessons around current, diverse picture books that can ignite deep conversations and learning about self, others, and the world, this wise and joyful guide prepares educators to tackle "hushed topics" with young children.

Exploring Skin Color with Books and Art

By Vera Ahiyya | D.E.I.A.

Join Vera for an engaging professional development session tailored to Early Childhood Educators! Discover innovative approaches in utilizing books and art as powerful tools to foster meaningful conversations about skin color with students. Gain practical strategies and insights to promote diversity, inclusion, and empathy in the classroom while cultivating a positive learning environment for all.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Paving the Way with SEL: Creating a Systemic Approach

By Crystal Oswald | S.E.L.

Social Emotional Learning is not another thing on your plate, it IS the plate. Join Crystal as she helps you pave the way to create a systemic approach to SEL not only in your classrooms, but in your school, at home, and in the community. Participants will make stops along the way to learn simple building blocks that encourage SEL and reach the whole child.

By Kayla Dornfeld |

Social Studies

Learn to take your students -- no matter how young -- anywhere from outer space, to the Minnesota Zoo, to classrooms in other states and countries. Discuss ways to safely encourage virtual exploration and harness social media to connect your students with experts from all over the world. Leave this session ready to empower students to virtually “Share Their Story” and bring the world to your classroom.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Speech to Print

By Holly Ehle | Science of Reading

Join Holly as she shares what educational neuroscientists now know about how the brain functions when children learn to read and write and why it's essential for primary teachers to provide instruction that has children working from speech to print. You will leave this session with a clear understanding of why, as educators, we need to shift our instructional methods to better align with the science of reading and reconsider some of the activities we've done in the past. This session will also be jampacked with engaging activity ideas to take back to your classroom and use with your students immediately!

Pave the Way for Scientific Literacy

By Katie Mense | Science

Kids are naturally curious about the world around them. Tap into that curiosity by blending Science into your everyday instruction. In this session, Katie will show you lots of fun, hands-on ways to engage your little scientist and build their scientific understanding through authentic exploration.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

By Adam Dovico | School Culture

Building student voice and critical thinking is a skill we all want to see in our classrooms. Join Adam as he shows you how to develop a studentcentered classroom through discourse, debate, critical thinking, and speaking and listening. Participants will get to view authentic videos of these practices in action and then take an active part in practicing the foundational skills and set-up for how to immediately bring these practices back to their classroom.

When Kids Lead: Developing Student Voice Get this Dance!

By Alexia Pendleton | The Arts

Music and movement are essential to Rhythm but also to learning. This session will provide ways to make rhythm an essential part of student learning.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

From Ideas to Impact: Purposeful Literacy Centers

By Angela Griffith | Classroom Management

Literacy centers are purposeful learning environments within the classroom designed to support students in developing reading and writing skills. Join Angela as she shares all of her tips & tricks for creating, implementing, and managing purposeful literacy centers so that your students can learn and thrive!

Creating Cohesive Classroom Culture

By Derrick Carlson | Classroom Management

Learn how to create a classroom culture that honors identities organically and leverages knowledge from all the learners to build up student confidence in the classroom.

CLICK HERE to view the citations for this session

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Reimagining the Classroom Community

By Alexia Pendleton | Classroom Management

The goal of this session is to reimagine and revolutionize the traditions and norms we have always had in the classroom. It will provide practical resorative approaches to create a stronger classroom community that is built on love, support and empowerment.

CLICK HERE to view the citations for this session

Manage Their Mischief

By Katie Knight | Classroom Management

Teachers need real-world and easy to implement classroom management strategies. Come laugh and learn as Katie Knight breaks it down and gives solutions for creating a happy, self-managing, and emotionally safe classroom.

CLICK HERE to view the citations for this session

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Phonemic Awareness and Phonics Fun

By Christina DeCarbo | ELA

In this jam-packed session, Christina shares her favorite phonemic awareness and phonics activities for your small group reading lessons and whole-group instruction. Discover research-aligned activities that will help students become skilled and confident decoders. Leave with tons of tried-and-true ideas and tips to add to your structured literacy toolbox! You and your students will love these hands-on, multisensory learning experiences for phonemic awareness and phonics fun!

From Nonsense to Number Sense

By Keri Brown | Math

Let's talk about why math matters for our primary students. We will cover how we can take a child from zero awareness to full blown number sense mastery. This session is also packed with ideas and activities to take back into the classroom to implement.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Student Led Learning: Genius Hour & Project Based Learning in Action

By Kayla Dornfeld | Cross-Curricular

Have you been hearing about Genius Hour, passion projects, Project Based Learning, or Google’s 20% time in classrooms? Are you unsure how to justify this type of student-led learning or implement it? Kayla presents the research behind allowing students time during their week to study what they are passionate about and solve real world problems. From brainstorming topics to creating meaningful, student-driven presentations, learn how to create a classroom where student passions come alive.

t Starts with a Great Book!

By Deedee Wills | ELA

How do you teach emergent readers to become deep thinkers and engage in focused discussions? How do you scaffold them, support their attempts, and help them transfer their learning to new situations? It just doesn't happen...it happens with deliberate instruction. Join Deedee as she walks you through the process of planning an interactive read-aloud for deliberate instruction. It starts with a great book.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Sing, Play, Dance, and Read: Making Storytime Musical

By Katie Wonderly | Music

Picture books can serve many purposes in a classroom: mirrors to reflect students’ own experiences, windows to peek into the lives and experiences of others, and doors to enter new or imaginary worlds. In this session, Katie will be using children’s literature as a diving board into the world of music - a jumping off point to melodic and rhythmic concepts, musicians, and other musical activities.

Bilingualism, Building Brain Power!

By María Mercedes Champion | ELL

Learning another language is a difficult task that requires lots of support by families and educators. Lets answer some questions you may have about second language acquisition and the ways we can support our students and families learning another language.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Math Made Fun

By Whitney Ramirez | Math

Do you dread teaching math? Are you looking to spice up your math block? Whether you're a new teacher just starting out or a veteran teacher looking for new ideas, in this session you will learn how to take math off the page and create hands on, engaging, and standards based math lessons and centers. You will also learn tips and strategies to help you plan and organize your math block like a pro!

Writing Through the Lens of The Science of Reading

By Deedee Wills | Writing

Learn the effective writing instructional practices that are backed by brain research. You will leave with practical ideas that are aligned with IDA's structured literacy approach. Psst! AND your students will love it.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

High Priority: Data-Driven Literacy Instruction

By Angela Griffith | Data Driven Instruction

Transform your literacy instruction and unleash the power of data! Join Angela on a journey as she reveals how two educational tools can come together to create powerful learning experiences. Let's discover the possibilities! Unlock the power of leveraging this information in a meaningful way so you can reach new heights with your instructional efforts.

Putting the SOR into Practice

By Holly Ehle |

Science of Reading

Ready to take what you learned in the “Science of Reading: Speech to Print” session and put it into practice? Join Holly as she explains how you can use a Sound Wall in your classroom as a powerful resource to guide instruction and support your beginning readers and writers. Learn more about how to transition your “guided reading” groups into powerful learning circles that provide evidence-based, differentiated support for all students. Gain knowledge about how to plan classroom activities that promote orthographic mapping, including how to teach students irregularly spelled high-frequency words using the “heart word” method. Walk away from this session with a packet full of activities and resources that you can use in your classroom to bring the SOR to life in fun and engaging ways!

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Learning How to Write Letters & Numbers with Tiny Treasures

By Jackie Kops | Fine Motor

Make learning letters and numbers FUN and hands-on using tiny treasures and non-traditional surfaces from your local dollar spot and dollar store! Join this session to learn tons of new strategies and activities for teaching letter and number formation using tiny treasures like mini-erasers, gems, seasonal table scatter, sensory bags, writing trays, and other fun non-traditional writing surfaces like foil.

When Kids Lead: Developing Student Voice

By Adam Dovico | School Culture

Building student voice and critical thinking is a skill we all want to see in our classrooms. Join Adam as he shows you how to develop a studentcentered classroom through discourse, debate, critical thinking, and speaking and listening. Participants will get to view authentic videos of these practices in action and then take an active part in practicing the foundational skills and set-up for how to immediately bring these practices back to their classroom.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

All DAY, Every Day FUN Meaningful Language Development Activities

By María Mercedes Champion | ELL Phonics

Phonological awareness is highly related to later success in reading and spelling. This session will teach FUN language development songs, transitions and activities to increase phonological awareness throughout your student's day.

Creating Multicultural Interdisciplinary Units

By Derrick Carlson | D.E.I.A.

Learn how to create an interconnected thread of learning through various subjects to support students conceptualization of the why behind learning.

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

Seamless and Simple STEAM

By Whitney Ramirez | STEAM

Are you looking for more ways to weave STEAM into your day? In this session, you will learn tips on how to implement hands-on learning activities that allow students to plan, build and create meaningful connections to their learning. You will also learn strategies on how to connect STEAM to literacy, social studies, and math.

Happy and Organized !

By Katie Knight | Classroom Management

Get off to a strong start with Katie's out-of-the box ideas and simple tweaks. They'll keep you happy and organized all year long! Make lesson planning easy, classroom organization a breeze, and teaching feel joyful all year. Katie shows you how and keeps you laughing the whole time!

Conference Sessions

The following breakout sessions are available at ELEVATE New England! You get to choose the session that you would like to attend!

You're Invited to a Vocabulary Party!

By Christina DeCarbo | ELA

You’re invited to a vocabulary party! In this engaging, hands-on session, Christina teaches you how to cultivate a classroom of students who love words! We’ll learn about best-practices for vocabulary instruction, and discover the importance of oral language, direct and indirect instruction, morphology, context, word play, and more! You’ll walk away with a bag of party favors that includes lessons, activities, games, and strategies that will turn your students into voracious vocabulary experts! (Please bring a box of crayons to the party!)

The First 30 Days of School

By Keri Brown | Classroom Management

With the new year in our sights, I like to plan for the next school year to keep the stress and workload of a new year to a minimum. Let's walk through my prepping time and what I focus on with my students in the first 30 days of school. Walk away with my to dos plus my checklist to help you teach routines and procedures in the first 30 days.

Known to many as "America's Educator," Ron Clark is the 2000 Disney American Teacher of the Year, a two-time New York Times Bestselling author, the subject of a television movie and the founder of the Ron Clark Academy. Ron is regularly featured on network and cable television (The Today Show, CNN and Oprah,) and was dubbed by Ms. Winfrey as her first "Phenomenal Man."

Ron Clark brings charisma, energy and devotion to the education profession. Ron pioneered innovative projects in rural North Carolina working with students in a low wealth area. His highly effective programs garnered national attention in 1995 and led to a White House invitation to be honored by the President of the United States.

Ron Clark's personality is marked by a sense of challenge and adventure. Upon watching a television piece chronicling low test scores and the lack of teachers in inner-city New York, Ron packed his car and moved to Harlem. After being warned by the principal that his class was the least disciplined group she had seen in years,

Ron prepared himself by visiting the home of each student before the first day of school. Ron Clark involved his students in projects in the city and state, and his "low achievers" soon began to excel; and by the end of the year, their scores were higher than the "gifted" classes in his district.

In 2003, Ron Clark released the New York Times Bestsellin 55" which includes his 55 expectations of students - as w young and old. Ron's second book, "The Excellent 11," was re and further captured the attention of parents, educators and students alike.

Obviously Ron Clark did not stop there. In 2006, he founded The Ron Clark Academy, an inner-city school serving students from across metro Atlanta. The nonprofit school is unique for its innovative teaching methods and curriculum based on high expectations, engaging strategies and a focus on relationships. Over 100,000 educators, teachers and administrators from around the world have visited the Academy to observe the innovative and "out-of-the-box" methods for achieving student success.

In the year 2006, The Ron Clark Story was released to critical acclaim. It was named as the Best TV Movie/Drama and was nominated for an Emmy, a Golden Globe and the Critics' Choice Award for Best Television Movie.

In 2011, Ron Clark released "The End of Molasses Classes: Getting Our Kids Unstuck--101 Extraordinary Solutions for Parents and Teachers." This New York Times Best Seller brought to light 101 innovative and classroom-tested ways for improving America's schools and leading our children to greatness.

In his most recent release, "Move Your Bus: An Extraordinary New Approach to Accelerating Success in Work and Life." This versatile best seller has attracted attention from both the world of business and education. Ron Clark applies his successful leadership principles to both worlds in this effective and accessible guidebook, perfect for anyone looking to inspire and motivate his or her team. Ron Clark currently teaches 5th and 6th grade, math and global studies, but in addition to his many duties as an educator, Ron Clark is a much sought after keynote speaker. During his presentations, he shares the uncanny adventures he and speaks of his experiences teaching in Harlem. eartwarming stories, he delivers a message relevant to of hope, dedication and the never-say-never attitude and dreams.

Howdy! I am Mr. Greg from The Ki for 16 years. I spent a year teachin now in my 13th year in Kindergarten. Kindergarten is my passion and my calling but honestly, that wasn’t how it started. When I was moved to Kindergarten (not voluntarily!) I called my mommy and cried. But on the first day, I fell in love and knew that Kindergarten is where I belonged. I have remained in Kindergarten ever since. I plan to never leave the classroom as the kids are what drive me to continue my growth as a teacher and person.

I received my bachelors degree from Indiana University and received my ELL certification from David Lipscomb University. At the beginning of my career I spent two summers teaching in Ecuador which only helped to fan the flames of my passion for teaching. In 2015 I was selected as Teacher Of The Year by my peers. I have a monthly broadcast on YouTube called Submission for Smorgie LIVE. I enjoy blogging, creating curriculum and resources for my classroom and conducting professional development sessions to help teachers around the world make their classrooms a more fun, effective and interactive place to teach.

When I’m not in the classroom, blogging and doing all things teach, I enjoy spending time with my family. I live in Nashville, Tennessee with my husband (known as The Mister on my blog), our 2 yr old daughter, Adelynn and our goldendoodle, Butters.

Mr. Reed is an author, rapper, proud husband, father, and public school teacher in Chicago, IL.

In 2016, he released his viral music video, “Welcome to the 4th Grade,” which garnered millions of views, and catapulted him into an educational spotlight. Reed believes relationships mean everything in education, and that every child, no matter their race or social status, deserves a fair chance at a quality education.

His message to all is one of grace, love, and equity, and his aim is to rehumanize the learning experience for every scholar, everywhere.

Mr. Reed is in love with his wife and junior-high sweetheart, Simone’, and lives happily on the Southside of Chicago.

Dr. Jody Carrington is a renowned psychologist sought after for her expertise, energy and approach to helping people solve their most complex human-centred challenges. Jody focuses much of her work around reconnection – the key to healthy relationships and productive teams.

A speaker, author, and leader of Carrington & Company, she uses all she has been taught in her twenty-year career as a psychologist to empower everyone she connects with. Jody has worked with kids, families, business leaders, first responders, teachers, and farmers and has spoken in church basements and world-class stages; the message remains the same – our power lies in our ability to acknowledge each other first. Her approach is authentic, honest and often hilarious. She speaks passionately about resilience, mental health, leadership, burnout, grief and trauma – and how reconnection answers many of the root problems we face. Her wildly popular book, Kids These Days, was published in 2019 and has sold 150,000 copies worldwide. Jody’s message is as simple as it is complex: we are wired to do the hard things, but we were never meant to do any of this alone. With a Ph.D. in clinical psychology, working with major institutions and thriving clinical practice, she brings a depth of experience and insight that is unmatched in the industry.

Jody lives in small-town Olds, Alberta, with her husband and three children (she had three kids in 2 years to test her own resilience) and leads the amazing team at Carrington & Company.

Jack Hartmann’s Super Fun Learning Songs are all about making learning even more fun with the very best in children’s educational music. Jack’s music is research-based and teacher approved to focus on helping children learn important state, national and early childhood standards. All of Jack’s songs and videos engage children with not only great educational content, but with cool beats kids love and fun movements.

Jack Hartmann received his BA in Child Psychology from the University of Florida in Gainesville, FL and his MA degree in Clinical Psychology from Assumption College in Worcester, MA.

Jack began his career of working with autistic children at Shands Teaching Hospital in Gainesville, Florida and then he worked as a social worker with delinquent youth in St. Petersburg, Florida and in psychiatry at Emory University Hospital in Atlanta, Georgia.

Jack has presented his wonderful children’s music at teacher workshops and conferences in almost every state in the United States. He has been a keynote and workshop leader at the annual NAEYC and the National Head Start conferences, S.D.E. conferences all across the country and many local and state pre-school, kindergarten and 1st Grade conferences.

n in Alabama and is currently an educational ndergarten and first grade, but her heart is in K. She loves helping teachers navigate implementing tech and using classroom hacks to make their teaching easier.

Adam Dovico is an accomplished teacher, curriculum facilitator, principal, professor, speaker, and author. For the past two decades, he has taught students of all ages through his engaging and rigorous teaching style. He has also provided professional development for educators from around the world through his keynotes, workshops, and books. You can often find Adam standing on a table or chair dressed in one of his signature outrageous and amusing suits. He has been recognized by organizations such as the Japan Fulbright Memorial Fund, Learning for Justice, and the Atlanta Falcons for his leadership and teaching, and he continues to work for greater equity in schools through his antiracist and culturally responsive pedagogy. You can learn more about Adam's teaching and leadership online at adamdovico.com, on social media @adamdovico, or in his books: Inside the Trenches, The Limitless School, and When Kids Lead.

Derrick Carlson (he/him) is currently a second grade monolingual teacher in the suburbs of Chicago. He is in his ninth year of teaching. Derrick's a successful culturally responsive educator who has developed his skillset through Zaretta Hammond’s year long professional learning community. He has undergraduate degrees in English Literary and Cultural Studies, and French from the University of Oklahoma. Derrick earned a Master’s degree in Elementary Education from DePaul University. He is currently in a graduate literacy education program.

Whitney Ramirez is a second grade teacher in San Diego, CA. Currently in her tenth year of teaching, Whitney has taught five different grade levels, experienced a variety of school cultures, and worked with many unique teaching personalities. She loves public speaking, and even had a moment where she made it to the third audition round at American Idol (way back in 2010!) She also has two Master’s degrees, and was a D1 collegiate athlete, playing lacrosse at St. Mary’s College of CA. There are things that she learned on the field that have made her a better leader and teacher. When she’s not in my classroom, you’ll most likely find her snuggling with her mini goldendoodle Gus, reading at the beach, or grabbing a beer at a brewery (usually accompanied with a slice of pizza). Whitney loves a good happy hour, playing board games with her husband, and bingeing some Netflix or Bravo.

erentiated instruction, and early literacy. She is currently working on her Ph.D. in Reading, Language, and Literacy with a specialization in Educational Neuroscience and loves helping teachers better understand exactly how the brain learns when beginning to read and write. In the classroom, her mission is to teach EVERY child to be a proficient reader and writer, including those with dyslexia and/or other learning challenges Outside of the classroom, her mission is to help teacher and practice in fun and engaging ways. Holly educators who work so hard in the classroom forged her connection with the Kindergarten

Deedee is an experienced teacher, literacy coach, educational consultant, and international presenter with a deep background in early childhood education with over 20 years of classroom experience. Her sessions are a great way to tap into her creative, fresh ideas for creating a classroom where every kindergartener has fun and succeeds.

d grade teacher, the 2019 North Dakota Teacher of A Educator of the Year! She's an author of two bestselling education books, and was most recently named the 2022 Empowered Woman of the Year by IAOTP. Kayla is a two-time (2017 and 2018) Global Hundred honoree, recognizing her as 1 of the top 100 innovative educators in the world The New York Times named her "one of the States". She's a TED Talker who has been f and as a Young Alumni Achievement A mater, the University of North Dakota.

Jackie is an enthusiastic curriculum writer and teacher trainer behind Pocket of Preschool who loves supporting educators of little learners. She is a former preschool teacher with over fourteen years of classroom teaching experience in both full-day and half-day settings. She is from Missouri where she earned a Masters and Bachelors in Early Childhood and Elementary Education from Maryville University. Her goal is to help you unleash your teaching superpowers! Jackie's passion is to inspire you with play-based activities, themed centers, and supports that nurture and challenge little learners in a caring classroom community.

eK-5 literacy coach and reading teacher for her She is trained in dyslexia and structured literacy ademy and LETRS. Her research-based sessions are packed with engaging lessons and creative tools to help students reach their greatest potential as readers, writers, and curriculum author of best-selling literacy in collaborating with educators on Instagram @m ones at home, she enjoys spending time with fa

Alexia Vidal is a Kindergarten teacher in Atlantic City, NJ and 2020-2021 Teacher of the Year. She is also a mother, wife and hip hop dance teacher/ fitness instructor. She has presented in conferences such as the Revolutionary Education Conference and Teach Your Heart Out. She is Passionate about Reimagining and Revolutionizing School Culture.

ssroom teacher with a plan! Katie loves to share her achers become consistently happy and organized while helping their young students grow in maturity and as readers and writers! Katie speaks nationally at conferences, and you can find her on social media, Teachers Pay Teachers and her blog, unde welcomes you in, and has you laughing, fee equipped to take action that makes your teach

My name is María Mercedes Champion, an early childhood teacher and consultant educated in Colombia, Spain and the USA. With over 17 years in the classroom. I love creating songs, activities, and a playful rich language environment for my students. I am passionate about sharing what I have learned and created with other educators. By sharing my classroom experience through consultations and presentations at the local and national level, I believe I can help kids start out with a strong foundation through play and the love for their first language, so their academic future will flourish.

Katie Blue Mense is a children s author, a nationally recognized speaker, and an energetic Kindergarten teacher in Southern Illinois with more than 15 years of classroom experience. She has a passion for creating fun, hands-on lessons and activities designed to meet the needs of all students. As a student who struggled through school, she truly understands that every student has different needs and learning styles. Katie is a McKendree University graduate, earning a Bachelor of Science degree in Education and later, a Master o is a boy mom and loves to spend time in the grea Grady, and Finn. She loves to share her ideas a and on social media!

Hey there! I’m Angela Griffith, the educator, author, and lifelong learner behind The Daily Alphabet. I’m here to help you create positive learning experiences in your classroom by bringing you research-based strategies and resources.

I know what it’s like to be overwhelmed with all of the latest teaching fads when all you need are resources and activities that keep your students engaged in learning. I’m passionate about literacy, and I love the entire ELA block, from whole and small group to centers and writing! I enjoy helping teachers to fall in love with their ELA block as well!

c teacher, making music with 600 of her favorite City. She graduated with her Bachelor's Degree in Vocal Music Education from Oklahoma City University and is a Kodály certified educator. She was named the 2020 Putnam City District Teacher of the Year and the 2021 Outstanding Young Music Educator for the Oklahoma Music Educators Association. Katie connects with educators and community members through social media under the username Ms. Wondery Makes Music (@mswonderlymakesmusic). She is known for innovatively sharing her journey as a young music educator, featuring favorite resources, classroom organization, lesson ideas tech tips and more. Katie believes every classroom should be a ommunity, and diversity are embraced and encouraged.

n El Paso, Texas with her wonderful mother and amazing grandparents. Vera has taught Kindergarten and first grade for the last 16 years. Her online presence is dedicated to influencing other educators by spreading her vast knowledge and love of diverse children’s books. She is the author of Rebellious Read Alouds, a professional development book for educators. She is also the author of two picture books, You Have a Voice and KINDergarten.

Jake is an Ohio native who began his teaching career in Milwaukee, WI in 2015. Having specialized in literacy and phonics instruction, Jake built a following on social media for his engaging and rhythmic phonics lessons. He is extremely passionate about structured literacy and inclusive classrooms. Jake is on his seventh year of teaching and currently teaches First Grade. On the side, Jake mentors college students at Marquette University as they work through their senior year courses in elementary literacy. He is thrilled to be back for a second t ELEVATE!

rict service coach that specializes is Social Emotional Learning. Prior to this position, she was an SEL Curriculum and Instruction specialist and a classroom teacher for 14 years. Her MA is in Literacy and loves to incorporate SEL and Literacy in the classroom. She lives outsides of Chicago, but was born and raised in Naples, Florida. Her family and friends are very important to her and in her spare time you may find her golfing or reading.

Research Citations

All

WhenKidsLead:DevelopingStudentVoicebyAdamDovico

Hess, L (2010) Student Leadership Education in Elementary Classrooms Online Submission

Shosh, J (2019) Democratizing knowledge of teaching and learning through student leadership projects Educational Action Research, 27(3), 396-413.

Shosh, J. (2019). Democratizing knowledge of teaching and learning through student leadership projects. Educational Action Research, 27(3), 396-413.

Shosh, J. (2019). Democratizing knowledge of teaching and learning through student leadership projects. Educational Action Research, 27(3), 396-413.

Wallin, D. (2003). Student leadership and democratic schools: A case study. NASSP bulletin, 87(636), 55-78.

GetThisDancebyAlexiaPendleton

Pellegrini, A D , & Galda, L (2020) The effect of brief periods of physical activity on academic performance in a primary school classroom. Journal of School Health, 90(2), 94-99.

Milne, A., Ballantyne, J., & Miller, S. (2020). The effect of classroom-based music listening on emotional well-being in primary school children. Psychology of Music, 48(2), 219-235.

Vassallo, S., Cooper, P., & Dougan, K. (2021). Movement and music interventions in early years classrooms: Impact on social skills. Education 3-13, 49(1), 21-37.

ReimaginingTheClassroomCommunitybyAlexiaPendleton

Amorim, L , Lopes, J , & Torres, A (2020) Effects of a culturally responsive teaching intervention on students’ academic achievement in primary schools Journal of Educational Psychology, 112(5), 1022-1037

DeLay, D., & Kim, M. (2020). Elementary teachers’ experiences with culturally responsive teaching: Challenges and opportunities. Urban Education, 55(9), 1219-1245.

Williams, R. J., & Cribbs, J. D. (2018). A classroom community-building intervention to promote prosocial behaviors in primary school children. Journal of Applied School Psychology, 34(4), 309-328.

Roorda, D. L., Koomen, H. M. Y., & Spilt, J. L. (2017). Teacher support in primary school: Relations with children's academic and social-emotional outcomes. Frontline Learning Research, 5(2), 21-40.

Watson, L., & Kehler, M. (2019). Collaborative learning and classroom community in a primary classroom. Learning Environments Research, 22(3), 297-313

FromIdeasToImpact:PurposefulLiteracyCentersbyAngelaGriffith

Lin, N. C., & Cheng, H. (2010). Effects of gradual release of responsibility model on language learning. Procedia - Social and Behavioral Sciences, 2(2), 1866–1870. https://doi.org/10.1016/j.sbspro.2010.03.1000.

McVee, M., Ortlieb, E., Reichenberg, J., & Pearson, P. D. (2019). The Gradual Release of Responsibility in Literacy Research and Practice. Literacy Research, Practice and Evaluation. Volume 10. In ERIC. Emerald Publishing Limited. https://eric.ed.gov/?id=ED617570

Ehri, L. C. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning Scientific Studies of Reading, 18(1), 5–21 https://doi org/10 1080/10888438 2013 819356

Meyer, B , Haywood, N , Sachdev, D , & Faraday, S (2008) Independent Learning Literature Review Research Report DCSF-RR051 Learning and Skills Network

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ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

Research Citations

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

HighPriority:Data-DrivenLiteracyInstructionbyAngelaGriffith

Neuman, S (2016, November 16) Code Red: The Danger of Data-Driven Instruction ASCD https://www ascd org/el/articles/code-red-the-danger-of-data-driven-instruction

Gullo, D. F. (2013). Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making. Early Childhood Education Journal, 41(6), 413–421. https://doi.org/10.1007/s10643-013-0581-x.

Abbott, A. L., & Wren, D. G. (2016). Using Performance Task Data to Improve Instruction. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(1), 38–45. https://doi.org/10.1080/00098655.2016.1138924

PhonemicAwareness&PhonicsFunbyChristinaDeCarbo

Hennessy N L (2021) The reading comprehension blueprint : helping students make meaning from text Paul H Brookes Publishing - Gotlieb, R , Rhinehart, L , & Wolf, M (2022) The “Reading Brain” is Taught, Not Born: Evidence From the Evolving Neuroscience of Reading for Teachers and Society "W. https://www.thereadingleague.org/wpcontent/uploads/2022/10/The-Reading-Brain.pdf

Moats L. C. (2020). Speech to print : language essentials for teachers (Third). Paul H. Brookes Publishing. - Zgonc, Yvette. (2010). Interventions for all : phonological awareness. Peterborough, NH :Crystal Springs Books.

You'reInvitedToAVocabularyParty!byChristinaDeCarbo

Beck, I L (2013) Bringing Words to Life, Second Edition: Robust Vocabulary Instruction Guilford Publications, Incorporated

Cunningham, A E , & Stanovich, K E (1997) Early reading acquisition and its relation to reading experience and ability 10 years later Developmental Psychology, 33(6), 934-945

Fiona J. Duff & Charles Hulme (2012) The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words, Scientific Studies of Reading, 16:6, 504-525, DOI: 10.1080/10888438.2011.598199

George Georgiou, Tomohiro Inoue & Rauno Parrila (2023) Are Vocabulary and Word Reading Reciprocally Related?, Scientific Studies of Reading, 27:2, 160-168, DOI: 10.1080/10888438.2022.2123275 - Nagy, W. E., & Anderson, R. C. (1984). How Many Words Are There in Printed School English? Reading Research Quarterly, 19(3), 304.

TransformingTheDramaticPlayCenterbyJackieKops

BODROVA, E , LEONG, D , & WILDER-SMITH, A D (2023) Beyond the Art Center: How Prop Making Merges Art and MakeBelieve Play NAEYC https://www naeyc org/resources/pubs/tyc/winter2023/beyond-the-art-center Brown, V. (2016). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164-171. https://doi.org/10.1080/10632913.2016.1244780

SALINAS-GONZÁLEZ, I., ARREGUÍN, M., & ALANÍS, I. (2018). Supporting Language: Culturally Rich Dramatic Play. NAEYC. https://www.naeyc.org/resources/pubs/tyc/dec2017/supporting-language-culturally-rich-dramatic-play

LearningHowToWriteLetters&NumbersWithTinyTreasuresbyJackieKops

Fine, M (2022) Follow the Line: A kindergarten Journey from Lines to Letters Young Children, 77(3) Tortorelli, L S , Gerde, H K , Rohloff, R , & Bingham, G E (2021) Ready, set, write: Early learning standards for writing in the common core era Reading Research Quarterly, 57(2), 729-752

Research Citations

PaveTheWayForScientificLiteracybyKatieBlue-Mense

Bingham, G E , Quinn, M F , & Gerde, H K (2017) Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills Early Childhood Research Quarterly, 39, 35-46 DeJarnette, N. (2012). America's children: Providing early exposure to STEM (science, technology, engineering and math) initiatives. Education, 133(1), 77-84.

Kermani, H., & Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.

Reutzel, D. R. (2015). Early literacy research: Findings primary‐grade teachers will want to know. The Reading Teacher, 69(1), 14-24.

Tortorelli, L. S., Gerde, H. K., Rohloff, R., & Bingham, G. E. (2022). Ready, set, write: Early learning standards for writing in the Common Core era Reading Research Quarterly, 57(2), 729-752

ManageTheirMischiefbyKatieKnight

Atherley, C. (1990). The Implementation of a Positive Behaviour Management Programme in a Primary Classroom: a case study. School Organisation, 10(2-3), 213–228. https://doi.org/10.1080/0260136900100206

Poulou, M. S., Garner, P. W., & Bassett, H. H. (2021). Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social‐emotional and behavioral competence. Psychology in the Schools, 59(3). https://doi.org/10.1002/pits.22631

Happy&OrganizedbyKatieKnight

Poulou, M S , Garner, P W , & Bassett, H H (2021) Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social‐emotional and behavioral competence Psychology in the Schools, 59(3). https://doi.org/10.1002/pits.22631

Ferrari, J. R. (2020). The Negative Side of Office Clutter: Impact on Work-Related Well-Being and Job Satisfaction. North American Journal Os Psychology. http://najp.us/

Kyriacou, C. (1987). Teacher stress and burnout: an international review. Educational Research, 29(2), 146–152. https://doi.org/10.1080/0013188870290207

FromNonsenseToNumberSensebyKeriBrown

Shumway, J (410 C E ) Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 Stenhouse Publishers 480 Congress Street, Portland, Me Adamuz-Povedano, N., Fernández-Ahumada, E., García-Pérez, M. T., & Montejo-Gámez, J. (2021). Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education. Mathematics, 9(5), 518. https://doi.org/10.3390/math9050518

TheFirst30DaysofSchoolbyKeriBrown

Anderson, D. M., Mcguire, F. A., & Cory, L. (2011). The first day: it happens only once. Teaching in Higher Education, 16(3), 293–303

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All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

Research Citations

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

Bilingualism,BuildingBrainPowerbyMariaMercedesChampion

E, Bialystok (2001) Bilingualism in development: Language, literacy, and cognition Cambridge University Press 4456

E Bialystok, FIM Craik, R Klein, M Viswanathan (2004) Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and aging 19 (2), 290

L, Wei ( 2012). Conceptual and methodological issues in bilingualism and multilingualism research. The handbook of bilingualism and multilingualism

AlldayEveryDayMeaningfulLanguageDevelopmentActivitiesbyMariaMercedesChampion

BA, Blachman (2000). Phonological awareness. psycnet.apa.org

DK, Dickinson, Julie E, Griffith (2011) How reading books fosters language development around the world Child Development Research, Volume 2012 | Article ID 602807

Suggate, S , Schaughency, E , McAnally, H & Reese, E (2018) From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development. 47, p. 8295 14 p. Research output: Contribution to journal › Article › peer-review

RebelliousReadAloudsbyVeraAhiyya

Beers, K., & Probst, E. (2017). Disrupting thinking: Why how we read matters: Why how we read matters. Scholastic. Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Choosing and Using Books for the Classroom, 6(3). Chenoweth, R (2019, September 5) Rudine Sims Bishop: “Mother” of multicultural children’s literature Osu Edu https://ehe osu edu/news/listing/rudine-sims-bishop-diverse-childrensbooks/ Duursma, E , Augustyn, M , & Zuckerman, B (2008) Reading aloud to children: The evidence Archives of Disease in Childhood, 93(7), 554–557

Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann. Gold, J., & Gibson, A. (2001). Reading aloud to build comprehension. Reading Rockets. https://www.readingrockets.org/article/reading-aloud-build-comprehension (Originally published by Northwest Education)

Hammond, Z. L. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.

Kindle, K J (2009) Vocabulary development during read-alouds: Primary practices The Reading Teacher, 63(3), 202–211 Learning for Justice (2021) Social justice standards https://www learningforjustice org/frameworks/social-justicestandards

Neumann, S B , Copple, C , & Bredekamp, S (2000) Learning to read and write: Developmentally appropriate practices for young children. National Association for the Education of Young Children.

Newton, E., Padak, N. D., & Rasinski, T. V. (2008). Evidence-based instruction in reading: A professional development guide to vocabulary. Pearson Education.

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MakeMathFunbyWhitneyRamirez

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Murata, A , & Stewart, C (2017b) Facilitating Mathematical Practices through Visual Representations Teaching Children Mathematics.

Research Citations

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

Seamless&SimpleSTEAMbyWhitneyRamirez

Honey, M , Pearson, G , & Schweingruber, A (2014) STEM integration in K-12 education: Status, prospects, and an agenda for research National Academies Press

An, S. (2020), "The impact of STEAM integration on preservice teachers' disposition and knowledge", Journal of Research in Innovative Teaching & Learning, Vol. 13 No. 1, pp. 27-42.

Student-LedLearningbyKaylaDornfeld

Andi Mcnair. (2019). A meaningful mess : a teacher’s guide to student-driven classrooms, authentic learning, student empowerment, and keeping it all together without losing your mind. Prufrock Press Inc.

McNair, A (2021) Genius Hour Routledge

Stone, W (2021) STEM Content vs a Sense of Wonder and Joy of Learning: It Shouldn’t Have to Be a Choice International Journal of the Whole Child, 6(2), p55-63 https://files eric ed gov/fulltext/EJ1328378 pdf

West, J. M., & Roberts, K. L. (2016). Caught Up in Curiosity: Genius Hour in the Kindergarten Classroom. The Reading Teacher, 70(2), 227–232. https://doi.org/10.1002/trtr.1497

BringTheWorldToYourClassroombyKaylaDornfeld

Delacruz, S. (2018). Building Digital Literacy Bridges: Connecting Cultures and Promoting Global Citizenship in Elementary Classrooms through School-Based Virtual Field Trips. TechTrends, 63(4). https://doi.org/10.1007/s11528-018-0350-1

Garcia, M B , Nadelson, L , & Yeh, A (2023) “We’re Going on a Virtual Trip!”: A Switching- Replications Experiment of 360Degree Videos as a Physical Field Trip Alternative in Primary Education Nternational Journal of Child Care and Education Policy, 17, 179–195

Han, I (2021) Immersive Virtual Field Trips and Elementary Students’ Perceptions British Journal of Educational Technology, 52(1), 179–195. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12946

SingPlayDancebyKatieWonderly

Smith, J. A. (2000). Singing and Songwriting Support Early Literacy Instruction. The Reading Teacher, 53(8), 646–649. http://www.jstor.org/stable/20204857

Montgomery, A (2012) Bridging the Advocacy Gap with Song-based Picture Books The Canadian Music Educator, 54(2), 41-44 https://www proquest com/docview/1283764798

McEwing, H E (2011) Music, Movement, and Early Literacy: A Best Practices Primer for "Gotta Move!" Children & Libraries, 9(2), 29-35 https://www proquest com/docview/884340836

CreatingMulticulturalInterdisciplinaryUnitsbyDerrickCarlson

Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press. Harris, R. (2011). Urban Classroom Culture. Education Review, 23(2).

Ihssen, B. L. (2013). Transforming classroom culture: Inclusive pedagogical practices. edited by ARLENEFALLALFAR, Estherkingston-Mann, and timseiber. New York, N.Y.: Palgrave, Macmillan, 2011. 259 pages. ISBN 978-0-230-11191. $74.44. Teaching Theology & Religion, 16 https://doi org/10 1111/teth 12088

Research Citations

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

CreatingCohesiveClassroomCulturebyDerrickCarlson

Center on the Developing Child at Harvard University (2021) Three Principles to Improve Outcomes for Children and Families, 2021 Update http://www developingchild harvard edu

Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press. Harris, R. (2011). Urban Classroom Culture. Education Review, 23(2).

Ihssen, B. L. (2013). Transforming classroom culture: Inclusive pedagogical practices. edited by ARLENEFALLALFAR, Estherkingston-Mann, and timseiber. New York, N.Y.: Palgrave, Macmillan, 2011. 259 pages. ISBN 978-0-230-11191. $74.44. Teaching Theology & Religion, 16. https://doi.org/10.1111/teth.12088

ItStartsWithAGreatBook!byDeedeeWills

Fisher, D & Frey, N (2014) Speaking and Listening in Content Area Learning The Reading Teacher, 68(1), 64–69 doi: 10 1002/trtr 1296

Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/10.3109/17549507.2014.904441

WritingThroughTheLensbyDeedeeWills

Santangelo, T., & Graham, S. (2015). A Comprehensive Meta-analysis of Handwriting Instruction. Educational Psychology Review, 28(2), 225–265. https://doi.org/10.1007/s10648-015-9335-1

Ahmed, Y , Kent, S , Cirino, P T , & Keller-Margulis, M (2021) The Not-So-Simple View of Writing in Struggling

Readers/Writers Reading & Writing Quarterly, 1–25 https://doi org/10 1080/10573569 2021 1948374

Graham, S , Macarthur, C A , & Fitzgerald, J (2019) Best practices in writing instruction (third edition) The Guilford Press

PuttingtheScienceofReadingintoPracticebyHollyEhle

Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66. doi:10.1598/RRQ.26.1.3.

Foorman, B. R., Francis, D., Fletcher, J. K., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to reading: preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55. doi:10.1037/00220663 90 1 37

Torgesen, J K , Morgan, S T , & Davis, C (1992) Effects of two types of phonological awareness training on word learning in kindergarten children Journal of Educational Psychology, 84, 364–370 doi:10 1037/0022-0663 84 3 364

Ehri, L C (2000) Learning to read and learning to spell: Two sides of a coin Topics in Language Disorders, 20, 19–36 Lonigan, C., Schatschneider, C., & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55–106). Washington, DC: National Institute for Literacy.

Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289–313). Mahwah, NJ: Erlbaum.

Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters Child Development, 69, 1524–1540

Wagner, R K , & Torgesen, J K (1987) The nature of phonological processing and its causal role in the acquisition of reading skills Psychological Bulletin, 30, 73–87

SORSpeechtoPrintbyHollyEhle

Frost, S. J., Landi, N., Mencl, W. E., Sandak, R., Fulbright, R. K., Tejada, E. T., Jacobsen, L., Grigorenko, E. L., Constable, R. T., & Pugh, K. R. (2009). Phonological awareness predicts activation patterns for print and speech. Annals of Dyslexia, 59(1), 78–97. https://doi.org/10.1007/s11881-009-0024-y

Research Citations

KinesteticandMulti-sensoryMovementinPhonicsbyJakeDaggett

Duke, Nell K , and Kelly B Cartwright “The Science of Reading Progresses: Communicating Advances beyond the Simple View of Reading ” Reading Research Quarterly, vol 56, no S1, 7 May 2021, https://doi org/10 1002/rrq 411 Lengel, Traci, and Mike Kuczala The Kinesthetic Classroom: Teaching and Learning through Movement Google Books, Corwin Press, 26 Jan. 2010, books.google.com/books?

hl=en&lr=&id=HUA4zKBlsrsC&oi=fnd&pg=PP1&dq=kinesthetic+movement+learning&ots=C3NDimz82F&sig=3M6ejUxq4OR8y2atQjW0sTcFNY#v=onepage&q=kinesthetic%20movement%20learning&f=false. Accessed 28 Mar. 2023.

Shanahan, Timothy. The National Reading Panel Report. Practical Advice for Teachers. ERIC, Learning Point Associates/North Central Regional Educational Laboratory, 1120 E Diehl Rd, 2005, eric.ed.gov/?id=ED489535.

CentersWithStructuredLiteracybyJakeDaggett

Fisher, Douglas, and Nancy Frey “Gradual Release of Responsibility Instructional Framework ” IRA E-Ssentials, 18 Oct 2013, pp 1–8, https://doi org/10 1598/e-ssentials 8037 Accessed 27 Mar 2023

Pearson, P, and Lynn Shanahan In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility 1 Subtext View Project Video Analysis, Positioning Theory View Project. 2022. Truckenmiller, Andrea J, and Brennan W Chandler. “The Reading League Journal - January/February 2023 - Reader Registration Form.” Bt.e-Ditionsbyfry.com, The Reading League Journal, 1 Jan. 23AD, bt.e-ditionsbyfry.com/publication/? m=65767&i=779747&view=articleBrowser&article id=4486720&id=24435&ver=html5. Accessed 27 Mar. 2023.

DIYMath&LiteracyCentersbyGregSmedley-Warren

Ocak, G (2010) The Effect of Learning Stations on the Level of Academic Success and Retention of Elementary School Students The New Educational Review

Patall, E A , Cooper, H , & Wynn, S R (2010) The effectiveness and relative importance of choice in the classroom Journal of Educational Psychology, 102(4), 896–915 https://doi org/10 1037/a0019545

Candice R. Stefanou, Kathleen C. Perencevich, Matthew DiCintio & Julianne C. Turner (2004) Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership, Educational Psychologist, 39:2, 97110, DOI: 10.1207/s15326985ep3902 2

KickYourDayoffRIGHTWithMorningMeetingbyGregSmedley-Warren

Dallalfar, A , Kingston-Mann, E , & R Timothy Sieber (2011) Transforming classroom culture : inclusive pedagogical practices In Palgrave Macmillan eBooks Palgrave Macmillan

Bondy, E , & Ketts, S (2001) “Like Being at the Breakfast Table”: The Power of Classroom Morning Meeting Childhood Education, 77(3), 144-149

Allen-Hughes, L. (2013). The social benefits of the morning meeting: Creating a space for social and character education in the classroom.

CentersManagementMadeSimplebyGregSmedley-Warren

Ocak, G. (2010). The Effect of Learning Stations on the Level of Academic Success and Retention of Elementary School Students. The New Educational Review.

Candice R Stefanou, Kathleen C Perencevich, Matthew DiCintio & Julianne C Turner (2004) Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership, Educational Psychologist, 39:2, 97110, DOI: 10 1207/s15326985ep3902 2

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

Research Citations

All ELEVATE conference sessions are based on research. It is one of our requirements to be a speaker for ELEVATE.

PavingtheWaywithSEL:CreatingaSystemicApproachbyCrystalOswald

Education in the Classroom The Social Benefits of the Morning Meeting 2 Acknowledgements

https://files eric ed gov/fulltext/ED541211 pdf

Buckner, L. (n.d.). Calming Spaces in Schools and Classrooms Calming Spaces in Schools and Classrooms. Retrieved July 5, 2023, from https://jurupausd.org/our-district/ps/pico/Documents/Calming-Spaces-in-Schools-andClassrooms.pdf

Dixon, K. (2022). School to Home Connections Through Literacy: SEL Book Bags School to Home Connections Through Literacy: SEL Book Bags. https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1178&context=theses CASEL. (2022). What Is the CASEL Framework? CASEL. https://casel.org/fundamentals-of-sel/what-is-the-caselframework/

Responsive Classroom (2014, January 3) Reinforcing, Reminding, and Redirecting | Responsive Classroom Responsive Classroom https://www responsiveclassroom org/reinforcing-reminding-and-redirecting/ Responsive Classroom (2013) About responsive classroom Retrieved March 14, 2013, from http://www.responsiveclassroom.org/about-responsive-classroom

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