October 6, 2026
Grappone Conference Center
70 Constitution Ave| Concord, NH
Join educators, literacy leaders, interventionists, coaches, and administrators from across New Hampshire for the Third Annual K–12 Literacy Summit, a full day of high-impact professional learning designed to strengthen literacy outcomes for all learners.
Hosted by the NHTLLA, this year's summit expands its focus to include both elementary and secondary literacy, providing practical strategies and evidence-based approaches that educators can implement immediately. Participants will engage in interactive sessions led by respected practitioners and experts in the fields of literacy, leadership, and instructional improvement.
Some of the included topics are:
- Deciding If You Should Implement a Program with Fidelity
- Differentiated Instruction
- Effective interventions and instructional practices
- Increase Student Engagement
- MTSS Myths, Misunderstandings, and Mistakes
- Reading-Writing Connection
- Small Groups Instruction
- Structured Literacy for Multilingual Learners
- Writing across the curriculum
Whether you work in a classroom, lead a school, coach teachers, or support literacy initiatives at the district level, this summit offers actionable ideas, meaningful networking opportunities, and resources to help move literacy achievement forward.
Who Should Attend?
The Third Annual K–12 Literacy Summit is designed for educators and leaders who are committed to improving literacy outcomes for all learners.
This summit is ideal for:
- Classroom Teachers (K–12)
- Reading Specialists and Literacy Interventionists
- Literacy Coaches and Instructional Coaches
- Special Educators
- Curriculum and Instruction Leaders
- Building Principals and Assistant Principals
- District Administrators and Central Office Leaders
- Anyone responsible for literacy instruction, leadership, or improvement efforts
Why Attend?
✔ Learn from nationally recognized literacy experts and practitioners
✔ Discover practical, classroom-ready strategies
✔ Explore innovative approaches to literacy instruction and leadership
✔ Connect with educators from across New Hampshire and beyond
✔ Leave with tools and resources you can use immediately
Included With Registration:
✅Continental Breakfast
✅ Buffet Lunch
✅ Free parking
✅ Select from 23 breakout sessions
✅ Certificate of Attendance
Conference Features
✓ 75-minute breakout sessions
✓ Choice-based learning opportunities
✓ Vendor and resource exhibits
✓ Networking opportunities with educators from across New Hampshire
✓ Continental Breakfast & Buffet Lunch included with registration
✓ Professional development certificate provided
✓
Practical strategies and resources you can implement immediately
✓ Sessions designed for educators across grades K–12
✓ Ideas and tools to support reading, writing, and disciplinary literacy across content areas
Bring a Team and Save!
Literacy improvement is most successful when educators learn and implement together. We encourage schools and districts to send teams of classroom teachers, literacy specialists, instructional coaches, interventionists, and administrators to maximize the impact of the conference and support meaningful implementation back in your schools.
Special Team Discount: Every fifth registrant is free. To qualify, all team members must be registered at the same time. To take advantage of the team discount, please contact Jan Yost at janyost@nhtlla.org before registering.
Registration Fees
Member: NHTLLA: $325
Early Bird: $299 - if registered on or before September 1, 2026
Non-Member: $375
Early Bird: $350 - if registered on or before September 1, 2026
NOTE: Seating is limited.
Featured Presenters:
Tracie A. Berry holds a Master of Education in Bilingual, English as a Second Language, and Multicultural Education from the University of Massachusetts and a Bachelor’s degree in Secondary English Education from Keene State College. She spent 16 years in urban public schools serving as a classroom educator, interventionist, Reading Specialist, Effective Educator Coach, and Instructional Coach. Tracie believes literacy is freedom for students. Her professional focus has been empowering teachers, leaders, and instructional coaches to build culturally and linguistically sustaining systems that meet the needs of all learners. Throughout her career, she has demonstrated collaborative leadership and a commitment to strong literacy practices grounded in data-driven decision-making and student equity.
Danielle Boutin has devoted her career to teaching multilingual learners in the Nashua School District. For thirteen years, she taught elementary school ELL teacher at Ledge Street Elementary School. She then worked alongside teachers for one year as a districtwide ELL coach, before transitioning into her current role as the Assistant Director of ELL which she has held for the past two years. In addition to teaching, connecting and advocating for families is a large part of Boutin's love for this field. Over the past decade, Boutin has worked to build a strong community network which she can lean on to help support students and their families.
Dr. Michelle Burns is a National Content Specialist at HMH with more than fifteen years of experience supporting Humanities instruction and multilingual learners. A proud product of New York City public schools, she brings deep expertise in language learning, equity, and instructional support to educators nationwide.
Dr. Katy Cortelyou worked for 20 years in Florida schools as a classroom teacher, literacy coach, reading interventionist, and professional developer. Katy earned her EdD in Curriculum and Instruction from the University of Central Florida. Her research efforts focused on the role of teacher knowledge and the teaching of primary-level at-risk readers. She also holds National Board Certification as an Early Childhood Generalist. Katy is passionate about working alongside educators to deepen professional practices that inspire student learning.
Meaghan Geisler-Tubridy, M.Ed. has more than 15 years of experience working in and alongside urban school districts. Her professional focus is helping school districts build systems and structures that meet the needs of all learners. Meaghan earned her undergraduate degree from the University of Massachusetts Amherst and a Master’s in Special Education from American International College. She began her career as an elementary classroom teacher in Lawrence Public Schools, where she earned her Sheltered English Immersion Endorsement. Her passion for supporting students with disabilities, including those who are deaf and hard of hearing, led her to pursue graduate studies and later serve as a special education teacher in Somerville Public Schools for seven years. In addition to her formal education, Meaghan is trained in the Science of Reading and the Lindamood Phoneme Sequencing Program (LiPS), and is a certified Wilson Dyslexia Practitioner (W.D.P.).
Kellee Joseph is a Curriculum & Content Manager at HMH, supporting K-5 Literacy. With 15 years of experience as an educator, including roles as a classroom teacher and interventionist, she specializes in early literacy and evidence-based instruction. Partnering with districts around the region, Kellee focuses on helping educators translate the Science of Reading into effective classroom instruction and improved student outcomes
Lisa Klein has a background that bridges classroom teaching, special education, and coaching. She is committed to strengthening literacy instruction for all students. She co-edited Keys to Early Writing and Keys to Content Writing and has contributed to numerous other Keys to Literacy resources. Her career in education began at the Landmark School, renowned for its work with children and adolescents with language-based learning disabilities. Lisa has served as a classroom teacher, special educator, and reading specialist in both urban and suburban schools, developing deep expertise in literacy instruction that continues to inform her approach to professional learning design.
Karen Kariger has taught middle school in Nashua for over two decades. As an ELL teacher of 18 years she became passionate about creating an inclusive, language-enriched classroom. Kariger has worked with diverse student populations across various grade levels, supporting learners with academic and social language acquisition while celebrating their unique cultural backgrounds.
Erin Putnam has spent the last sixteen years working in education in the Nashua, NH School District. She began her career in special education at Ledge Street Elementary School and later moved into roles as a classroom teacher, ELA coach, and ELL teacher. She now works as an ELL Coordinator. Throughout all of her roles in education, her passion for supporting multilingual learners and her dedication to literacy instruction have remained at the heart of her work.
Emily Russin, Ed.M. is a literacy consultant and facilitator with HILL for Literacy, where she partners with schools and districts to strengthen literacy outcomes through evidence-based instructional practices. With extensive experience supporting educators in grades PreK–12, Emily specializes in adolescent literacy, Multi-Tiered Systems of Support (MTSS), data-informed decision-making, and implementing sustainable systems that improve student achievement. Emily works alongside educators and leaders to build capacity for high-quality literacy instruction, helping schools develop effective practices that support all learners. She is a frequent presenter and facilitator on topics related to adolescent literacy and has collaborated with national literacy organizations to advance research-based approaches to reading instruction. Emily earned her Master of Education degree and is passionate about empowering educators with practical, research-aligned strategies that lead to meaningful and lasting improvements in student learning.
Dr.Stephanie Stollar has spent more than 30 years advancing literacy through evidence-based practices and believes every student can succeed when educators are well supported. She founded Reading Science Academy in 2020, an online community connecting thousands of educators focused on improving literacy outcomes. Dr. Stollar also serves in national leadership roles supporting reading science, educator development, and higher education initiatives.
Previously, she held leadership and faculty positions in professional learning, school psychology, MTSS consulting, and higher education. Through workshops and publications, Dr. Stollar continues to help educators and school systems strengthen literacy instruction for all learners.
