2026 Utah Rural Schools Conference: Full Schedule

Welcome to URSA 2026 at Southern Utah University! All sessions will be in buildings on the upper campus (east end). Here’s the Campus Map (PDF) if needed.

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9:50am MDT

The People Puzzle: Solved with Business Chemistry

Friday July 17, 2026 9:50am - 10:50am MDT

ED 102 - Emma Eccles Jones Education Building, Room 102

Every team has a unique blend of personalities, motivators, and working styles — but too often, those differences create friction instead of fuel. Deloitte’s Business Chemistry framework offers a practical, research‑based way to understand how people think, act, and interact at work. This session gives participants an energizing look at the four Business Chemistry types — Pioneers, Guardians, Drivers, and Integrators — and shows how applying these insights can enhance collaboration, communication, and leadership effectiveness.Participants will explore how different types perceive risk, make decisions, handle conflict, and respond to change. Through hands‑on activities and real-world scenarios, they’ll learn strategies to flex their style, improve team cohesion, and bring out the best in every member of their organization.Whether you lead teams, develop people, or simply want to work better with others, this session provides tools you can implement immediately to build stronger, more adaptive, and more high‑performing teams.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: Android Tablet / Smartphone; iPad / iPhone

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: iPad / iPhone; Android Tablet / Smartphone

Speakers

Piper Riddle

Executive Director, NUES - Northeastern Utah Educational Services

Dedicated educator passionate about fostering curiosity and critical thinking in students and adults; committed to creating a dynamic learning environment that nurtures both academic growth and personal development. Learner, coach, admin, teacher, adjunct, facilitator, leader, mom... Read More →

Friday July 17, 2026 9:50am - 10:50am MDT
ED 102 - Emma Eccles Jones Education Building, Room 102 351 W. University Blvd., Cedar City, UT 84720

Instructional Coaching, Beginner - limited to no experience; no prerequisite skills required. | Leadership, Beginner - limited to no experience; no prerequisite skills required. | Professional Learning Communities (PLCs & PLNs), Beginner - limited to no experience; no prerequisite skills required. | School-based Mental & Behavioral Health, Beginner - limited to no experience; no prerequisite skills required.

Session Format 1 hour BYOD (Bring Your Own Device): Hands-On-Activities
Grade Level All Grade Levels
Audience Everyone
Subject Area Leadership, Instructional Coaching, Mental/Behavioral Health

9:50am MDT

From Policy to Practice: What Utah’s HB 393 Means for Dyslexia and Daily Classroom Instruction

Friday July 17, 2026 9:50am - 10:50am MDT

ED 215 - Emma Eccles Jones Education Building, Room 215

With increased attention on dyslexia through legislation such as HB 393, many schools will soon be strengthening screening and identification practices—but identification alone does not improve outcomes. This hands-on session focuses on what must come next: building a guaranteed, schoolwide literacy system that ensures every student, including those with dyslexia and other learning disabilities, receives effective, consistent instruction.Participants will explore how to align core instruction, intervention, and progress monitoring within an MTSS framework to create a cohesive system of support. The session will emphasize evidence-based literacy practices, including structured literacy, explicit instruction, and data-driven decision making, while also addressing how these practices strengthen Tier 1 instruction for all students.In addition, the session will connect literacy systems to broader school priorities, including grading practices, student support structures, and fostering a culture of collective responsibility for reading outcomes. Educators and administrators will engage in practical planning activities to evaluate their current systems and identify next steps to ensure that literacy instruction is not left to chance, but guaranteed for every student.Participants will leave with actionable tools, implementation ideas, and a clearer vision for how to move beyond compliance toward a sustainable, high-impact literacy system that improves outcomes for students with dyslexia and benefits all learners.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

Speakers

Paul Black

School Psychologist and Literacy Specialist, Reading Horizons

Dr. Paul Black is a nationally certified school psychologist, literacy advocate, and educational leader specializing in assessment-driven instruction, adolescent literacy, and support for students with learning differences. He is the President of PB Assessments, an organization dedicated... Read More →

Friday July 17, 2026 9:50am - 10:50am MDT
ED 215 - Emma Eccles Jones Education Building, Room 215 351 W. University Blvd., Cedar City, UT 84720

Instructional Coaching, Intermediate - basic core competency; some prerequisite skills required. | School-based Mental & Behavioral Health, Intermediate - basic core competency; some prerequisite skills required.

Session Format 1 hour traditional lecture/audience participation
Grade Level All Grade Levels
Audience District / School Administrators, Curriculum Specialists
Subject Area Special Education, Instructional Coaching

9:50am MDT

Courtside Culture - Lessons in Leadership from Basketball's Greatest Minds

Friday July 17, 2026 9:50am - 10:50am MDT

CC Shooting Star - R. Haze Hunter Alumni Center, Shooting Star Room (100 Level)

Think there isn't anything that translates from the hardwood to the hallways? Think again. This session breaks down the leadership strategies used by basketball's greatest minds and applies them to the educational setting. You will leave with a concrete set of principles to foster safety & purpose, and transform even the most challenging classes or faculties into a cohesive, championship-level team.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

Speakers

Dani Sloan

IT Product Manager, UEN - Utah Education Network

Dr. Dani Sloan helps educators lead, research, and teach digital citizenship. She's a UEN Product Manager and Instructor at the University of Utah. She is a former Elementary Teacher and current mom to a seventh grader. Dani is passionate about preparing students for a digital world... Read More →

Friday July 17, 2026 9:50am - 10:50am MDT
CC Shooting Star - R. Haze Hunter Alumni Center, Shooting Star Room (100 Level) 351 W. University Blvd., Cedar City, UT 84720

Leadership, Beginner - limited to no experience; no prerequisite skills required. | Instructional Coaching, Beginner - limited to no experience; no prerequisite skills required.

Session Format 1 hour traditional lecture/audience participation
Grade Level Not Applicable
Audience Teachers, Library Media Specialists, Counselors or School-based Mental / Behavioral Health Professionals, District / School Administrators, EdTech Coach / Digital Teaching & Learning Specialists, Instructional Coaches, Technology Coordinators / Facilitato
Subject Area Leadership, Instructional Coaching

9:50am MDT

New Teacher Retention: The Experiences Behind Career Decisions

Friday July 17, 2026 9:50am - 10:50am MDT

SC 127 - Science Center, Room 127

Why do some new teachers remain committed to the profession while others quietly begin planning their exit within the first few years?

After 17 years in secondary leadership roles working closely with new teachers, I have seen firsthand how early professional experiences shape teachers’ confidence, sense of belonging, and long-term career decisions. When new teachers leave, schools experience a cascade of consequences that impact students, staff, school culture, and organizational stability. These challenges are often intensified in small and rural school settings.

Current Utah research often identifies broad categories associated with teacher attrition and retention, but my research focuses on the lived experiences that shape how new teachers navigate the profession. Understanding how teachers make meaning of their early experiences can help schools strengthen mentoring, induction, and leadership practices in ways that genuinely support new educators.

This session will explore practical approaches to supporting new teachers across a variety of Utah school settings. Participants will engage in discussion, share effective practices, and collaborate around ideas that help teachers feel supported, connected, and successful in their work.
In addition, participants will have the opportunity to learn about my ongoing doctoral research regarding early-career teacher experiences and may volunteer for future interview participation.
Together, we can strengthen support systems that encourage new teachers to remain and thrive in our schools.

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: iPad / iPhone; Windows Laptop

Speakers

Pamela Pedersen

Doctoral Researcher, University of Utah, Education Leadership and Policy

I bring 27 years of experience in public education, beginning as a special education teacher and later serving as a grant writer and secondary administrator in the Salt Lake City School District.

For the past 17 years, I have led in a range of school settings, including small district charter schools, alternative high schools, and large comprehensive high schools. These experiences have given me a deep understanding of the challenges and opportunities schools face across different... Read More →

Friday July 17, 2026 9:50am - 10:50am MDT
SC 127 - Science Center, Room 127 351 W. University Blvd., Cedar City, UT 84720

Leadership, Intermediate - basic core competency; some prerequisite skills required. | Instructional Coaching, Intermediate - basic core competency; some prerequisite skills required.

Session Format 1 hour traditional lecture/audience participation
Grade Level Middle School / Jr. High - grades 6 - 8, High School - grades 9 - 12
Audience Instructional Coaches, District / School Administrators, Teachers
Subject Area Leadership, Instructional Coaching

11:10am MDT

What does a balanced approach to instructional technology use look like in reality?

Friday July 17, 2026 11:10am - 12:10pm MDT

SC 127 - Science Center, Room 127

With so many varying opinions and thoughts around what is and isn't good/healthy surrounding the use of technology in the classroom, what can be done to find a realistic and viable balanced approach to classroom instruction? What are the pillars of a balanced instructional technology approach, and how can we involve our stakeholders to build common understanding and vision?

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

Speakers

Tony Campbell

Director of Learning & Innovation, Washington County School District

I am the Director of the Learning & Innovation Technologies Division for the Washington County School District. I serve on the National Future Ready Schools Advisory Committee, the Utah Digital Learning Advisory Committee, & the National McGraw-Hill Literacy Advisory Committee. I... Read More →

Friday July 17, 2026 11:10am - 12:10pm MDT
SC 127 - Science Center, Room 127 351 W. University Blvd., Cedar City, UT 84720

Leadership, Beginner - limited to no experience; no prerequisite skills required. | Assessment & Data Management, Beginner - limited to no experience; no prerequisite skills required. | Instructional Coaching, Beginner - limited to no experience; no prerequisite skills required. | Other, Beginner - limited to no experience; no prerequisite skills required.

Session Format 1 hour traditional lecture/audience participation
Grade Level All Grade Levels
Audience Everyone
Subject Area Not Applicable

11:10am MDT

Bridging the Gap to Grade-Level Text in the secondary classroom marks a critical shift from "learning to read" to "reading to learn" through evidence-based, equitable instruction.

Friday July 17, 2026 11:10am - 12:10pm MDT

CC Sage Valley - R. Haze Hunter Alumni Center, Sage Valley Room (100 Level)

Bridging the Gap to Grade-Level Text in the secondary classroom marks a critical shift from "learning to read" to "reading to learn" through evidence-based, equitable instruction. In a secondary setting, the Science of Reading transcends basic phonics to focus on disciplinary literacy, ensuring every student—regardless of their current reading level—has access to the complex, grade-level text they deserve. This approach moves beyond mere theory to provide a "boots on the ground" toolkit designed to maintain rigor across all content areas, including Science, Social Studies, Math, and ELA. By scaffolding up rather than differentiating down, educators ensure they are not simplifying the curriculum, but rather amplifying the support needed to meet high academic standards.Equity through access is the heartbeat of this instructional model, rooted in the belief that every student deserves to grapple with high-quality, grade-level text. A teacher’s expertise is the most powerful variable in the classroom; essentially, how well one teaches equals how well students learn. Inspired by research-based frameworks like Lexia Aspire®, Keys to Adolescent Literacy, LETRS, and The Writing Revolution, this method fosters an equitable environment where the teacher's skill drives literacy growth. The ultimate objective is immediate implementation through quick, explicit routines that take less than five minutes of class time yet yield massive results in comprehension.The first two pillars of the Secondary Literacy Toolkit focus on word-level mastery and the transition to meaning. The Multisyllabic "Attack" provides students with a "Longer Word Strategy" through word study and morphology. This involves explicit routines like "scooping" to chunk words by vowel sounds and investigating morphology—the prefixes, suffixes, and Latin/Greek roots that act as the "Lego bricks" of language. Building on this, Fluency acts as the bridge between word recognition and comprehension. Because learning is not a spectator sport, routines such as Choral, Cloze, Echo, and Dyad reading ensure that if one student is reading, everyone is reading, leveraging peer support to master the prosody of complex text.The third pillar emphasizes Explicit Vocabulary and Knowledge Building, moving far beyond "looking up definitions" toward deep ownership of Tier 2 and Tier 3 words. Educators learn to identify "load-bearing" words essential to a text's meaning. This process highlights the reciprocity of literacy—the idea that reading and writing are two sides of the same coin. By utilizing "The Writing Revolution" techniques, such as "Because, But, So" or Sentence Expansion, students immediately apply new vocabulary through writing to cement their understanding. This ensures that the cognitive load remains on the student, fostering active participation rather than passive observation.Finally, Scaffolding Complex Text ensures that rigor is maintained without compromising accessibility. Rather than simplifying the prose, teachers amplify the support through explicit vocabulary routines that move from basic definitions to deep conceptual understanding. By breaking down complex syntax and using sentence expansion, students can digest dense academic prose that might otherwise be out of reach. This strategic planning shifts the cognitive load toward the learner, adhering to the principle that if the teacher does all the talking, the teacher does all the learning. The goal is a classroom where instruction meets the demands of the text, ensuring all students are equipped to succeed.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

Speakers

Amy Mahoney

PreK-12 Instructional Coach, NUES - Northeastern Utah Educational Services

As a NUES Region PreK-12 Instructional Coach, I am dedicated to the art of continuous learning and professional growth. I hold a Master of Education (M.Ed.) in Curriculum & Instruction with an emphasis in ESL & ESOL. My professional credentials include endorsements in Reading, Coaching... Read More →

Friday July 17, 2026 11:10am - 12:10pm MDT
CC Sage Valley - R. Haze Hunter Alumni Center, Sage Valley Room (100 Level) 351 W. University Blvd., Cedar City, UT 84720

Utah Core Curriculum, Beginner - limited to no experience; no prerequisite skills required. | Instructional Coaching, Beginner - limited to no experience; no prerequisite skills required.