Discover easy-to-implement and time-efficient ways to revolutionize and re-inspire how you teach writing, all based in the latest empirical studies and brain research. Writing is a force that advances learning of core knowledge, builds critical thinking, nurtures social-emotional learning, and strengthens overall mastery of all the literacy standards. This seminar will explore an instructional framework that helps students generate fresh insights when they write about what they learn. Learn how to lead discussions in ways that invigorate close reading and deep thinking about texts, the basis of strong writing. Examine ways to teach scaffolding and provide structures for navigating the writing process in collaborative, personalized ways, that won’t curb voice, but will unleash agency in students. Help your students become more strategic, independent, and goal-oriented writers. You will walk away with simple to use, practical, boots-on-the-ground powerful strategies and free resources that will help your students become more mindful, engaged, and action-oriented writers.

Check-in registration begins at 7:45am.

The workshop runs from 8:15am - 2:30pm.


Participants will be able to:

  • Describe the latest research-validated writing instruction approaches
  • Explain how students can self-regulate as they write
  • Incorporate (then remove) scaffolds that support executive functioning
  • Explore ways to monitor the impact of instruction, set goals, and personalize instruction
  • Discover how to leverage writing as a way to build core knowledge, advance critical thinking, and build social-emotional learning skills
  • Establish realistic, time efficient, and manageable ways to monitor student growth
  • Adapt these approaches to your unique teaching situations


This seminar is applicable for for K-8 teachers, reading and writing teachers, instructional coaches, special educators, psychologists, social workers, speech-language pathologists, and leaders at the school or district level.


laudLeslie Laud, EdD, supports schools nationally with strengthening their writing instruction. She holds a doctorate from Teachers College, Columbia University, and continues to adjunct teach there. In addition to teaching, she publishes empirical studies in peer-reviewed journals, consults at the district and state level, and presents frequently at national conferences. She has supported state level adoptions of writing process instructional approaches across the United States. She is the author of Releasing Writers (2018) and Using Formative Assessment to Differentiate Literacy Instruction (2012)