Have the Hard Conversations: A Team Approach for Emergent Literacy Instruction

Presenter(s)

Event Details

Topic:

instruction, literacy & inclusion

Format:

demonstration

Subject Level:

beginner

Age Span:

infant / toddler
preschool
kindergarten - grade 6
grades 7-12

Target Audience:

AT specialist
autism specialist
consultant
deaf / hard of hearing
educator
family member / caregiver
K-12 administration
occupational therapist
paraprofessional
physical therapist
special educator
speech language pathologist
teacher of the visually impaired
vision impairment specialist

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Location:

Edina

Description:

Emergent literacy instruction requires a unified, informed team—but what happens when team members aren’t on the same page? This interactive panel includes an administrator, SLP, OT, AT facilitator, special education teacher, and instructional coach, modeling real-life conversations that teams often avoid but must have. You’ll see how to navigate tough discussions with courage and care, use structured agendas to ensure every voice is heard, and build consensus around high expectations. We’ll share practical tools, communication strategies, and real case studies that show what’s possible when teams align. Leave inspired, empowered, and equipped to lead change in your school—because every student deserves access to literacy and every team can rise to that challenge together.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Identify and apply effective communication strategies to engage team members with differing beliefs about emergent literacy instruction.

• Facilitate collaborative conversations with administrators, families, and service providers that promote shared responsibility and high expectations.

• Utilize a team meeting agenda to plan and implement high-quality, comprehensive literacy instruction for students with complex needs.

Disclosures:

Tara Hanson works as an educational consultant and part-time as a District Coach for Northwest Suburban Special Education Organization. Tara does contract work for Building Wings but is not being compensated in any way for this presentation.
Kim Kulasekaran is an employee of Boston Public Schools. She has been part of the team that developed the Cognitively Demanding Task Matrix, but has not received royalties or compensation. She has used the Readtopia Curriculum, but has no financial ties to Building Wings, Inc. and has not received any compensation for this presentation. Ms. Kulasekaran has no financial ties or interests in any of the other products or tools mentioned in today’s presentation.
Sarah Wakabayashi is an employee of Boston Public Schools. She has been part of the team that developed the Cognitively Demanding Task Matri, but has not received royalties or compensation. She has used the Readtopia Curriculum, but has no financial ties to Building Wings, Inc. and has not received any compensation for this presentation. Ms. Wakabayashi has no financial ties or interests in any of the other products or tools mentioned in today’s presentation.
Employed by and receives a salary from the International Academy of Hope. Gretchen also does consulting work for Building Wings.