Regina Dyson
Board Chair, Montessori for Social Justice | Community Outreach Coordinator, Oneness-Family High School

Regina Dyson is a lifelong Montessorian, educator, and advocate with over 33 years of experience in community engagement, education, and nonprofit leadership. She serves as Board Chair of Montessori for Social Justice and is the Community Outreach Coordinator at Oneness-Family High School, where her youngest child graduated.

Since beginning her Montessori journey in 1992 at an Afro-centered school in Atlanta, Regina has held diverse roles including executive director, classroom assistant, afterschool coordinator, and organizational consultant. Her work focuses on justice, equity, diversity, inclusion, and belonging (JEDIB), with a strong commitment to intergenerational coalition building, adolescent leadership, restorative justice, and parents as partners.

Regina also brings deep expertise as a project manager, developmental coach, and organizational transition specialist, and remains a fierce advocate for Montessori for all—across generations and communities.

Andrew Faulstich

After working in schools around the world, Andrew is convinced that the education status quo must be disrupted. He is the Co-Founder of Developing Education, which operates three sub-divisions: Breaking the Paradigm, First Intention, and The Enlightened Educator Project. Additionally, Andrew is the Montessori Curriculum and Pedagogy Coordinator and Humanities Guide at the Oneness-Family Montessori High School and an Affiliate Instructor of Montessori Teacher Education at the graduate level at Loyola University. He holds a Masters in International Educational Development from the University of Pennsylvania Graduate School of Education, a Bachelors in Anthropology from the University of Rochester, an AMI Montessori Adolescent Diploma, a Teaching for Equity Micro-Certification from Embracing Equity, and a certificate from the Phillips Exeter Humanities Institute.   

In this webinar, we will focus on a key component of the Montessori approach for people living with dementia: Practical Life. All too often, older adults living with dementia lose access to many of the roles and responsibilities they previously enjoyed, which impacts their sense of purpose and self-worth. It becomes essential then that care partners get to know each person deeply, so that we can discover what roles each person would enjoy and find ways for them to step back into those roles. In Montessori communities and homes, you will see people living with dementia setting the table, watering plants, sweeping the floor, preparing food, folding laundry, filling the birdfeeder, and so much more. We will discuss ways to prepare the environment and design materials that enable independence with these roles, and how to establish them as routines for people living with dementia. (Yes, people living with dementia can learn new routines with consistent practice!)  There will be lots of examples given and an opportunity to brainstorm and collaborate as a group. If you know someone living with dementia and would like to learn more, please join us!

Participants will…

• Receive a brief introduction to the Montessori philosophy of care for people living with dementia

• Understand the importance of meaningful roles in maintaining a sense of purpose and self-worth

• Brainstorm and create a list of potential roles for people living with dementia

• Learn to design dementia-friendly roles, including planning, making materials, and preparing the environment

• Learn to build routines around these roles, including introducing a new role, consistent practice, and training other care partners

• Be introduced to ways to learn more about the Montessori for Aging and Dementia movement

Margaret Jarrell

Margaret began her Montessori journey at age three at a small Montessori school in Washington, D.C. She fell in love with the Montessori Method and went on to pursue a Masters Degree in Education and her Elementary Montessori certification. Margaret was a Lower Elementary Guide for 12 years. She is now the Director of the Greenspring Center for Lifelong Learning, a non-profit organization that supports Montessori teachers, leaders, and schools.

Margaret is also an AMI Trainer in Montessori for Dementia & Aging and co-author of Montessori for Elder and Dementia Care (Second Edition) with Jennifer Brush. For Brush Development, Margaret develops curriculum, teaches workshops, and provides coaching for both Montessori educators and healthcare professionals adopting the Montessori philosophy of care.

Margaret lives in St. Petersburg, Florida with her family and daughter, a Montessori Elementary student.

The Power of Possibility offers a different path—one rooted in education as an aid to life.  This approach invites us to see differently, support differently, and uncover what is possible  when Montessori’s principles guide our inclusion, support, and intervention practices. 

This 5-session workshop introduces the Power of Possibility framework and the Keys &  Bridges model—practical tools for reimagining inclusion in Montessori environments.  Unlike traditional intervention models, which often focus on correcting behavior or  remediating “deficits,” The Power of Possibility equips educators to: 

• Recognize all behavior as communication—a message about needs, drives, and  self-construction. 

• Prepare environments that are agile, adaptive, and aligned with developmental  needs. 

• Honor each child’s unfolding process of becoming, rather than imposing a fixed  path. 

• Build inclusive systems where support is woven into the daily life of the classroom— not added on as a separate program. 

When we embrace Montessori’s vision of education as an aid to life, we see that a fully  prepared environment already holds the conditions for every child to thrive—without  parallel systems or add-ons. These environments, intentionally designed and tended,  nurture autonomy, competence, and belonging for all children, regardless of ability,  difference, or circumstance. 

Instead of importing traditional interventions into Montessori, participants will discover  how the prepared environment, the prepared adult, and the child’s own process of self construction create a timeless roadmap for meeting the needs of all learners. 

By the end of this workshop series, participants will: 

• Reframe their lens – Shift from deficit- or diagnosis-driven approaches to a  strengths-based mindset rooted in Montessori principles and the call to be an aid to  life. 

• Recognize behavior as communication – Understand that all behaviors are  messages about needs, developmental drives, and self-construction. 

• Leverage the prepared environment and prepared adult as primary  interventions – Design and adapt environments and adult practices to meet diverse  needs without parallel systems. 

• Integrate support into daily practice – Embed inclusive strategies seamlessly into  the Montessori work cycle and classroom culture. 

• Align support with developmental needs – Address attention/concentration,  engagement, integration, regulation, communication, and relationships through  Montessori’s natural structures. 

• Honor each child’s uniqueness – Create conditions for autonomy, competence,  and belonging for every child. 

• See Montessori as the model for inclusion – Recognize that when fully prepared,  Montessori environments inherently meet the needs of all learners. 

The Power of Possibility is inclusion built into Montessori—not added on. When fully  prepared, Montessori environments empower every child to be, become, and belong. 

Workshop Topic Schedule: 

Session 1 – Shifting the Lens 

Reframing inclusion and support: why we must move beyond diagnostic labels and deficit based thinking. Discover how observation, mindset, and environment form the foundation  for possibility.

Dr. Paige Krabill, Psy.D., LSP

Licensed School Psychologist | Montessori Guide | Inclusion Advocate

Dr. Paige Krabill is a licensed school psychologist with a doctorate in clinical psychology and an AMI Primary Diploma (ages 3–6). Her experience spans Montessori education, special education, child development, and both school-based and clinical interventions. She brings an integrative, relationship-centered approach to creating inclusive learning Dr. Krabill is the creator of The Power of Possibility, a Montessori-based support framework that challenges educators to view inclusion not as an add-on, but as a core value embedded in daily practice. Her work emphasizes the creation of communities of belonging where all children—including those who are neurodivergent, disabled, or have diverse developmental profiles—are seen, respected, and supported to thrive.

Grounded in Dr. Montessori’s vision of education as an aid to life—a pathway to healing, environments that foster connection, equity, and belonging justice, and human dignity.

Dr. Krabill partners with educators and leaders to move beyond deficit-based models toward strength-based, identity-affirming practices. She supports schools in dismantling barriers to access and in building inclusive systems that reflect the full spectrum of human development, ensuring every child is empowered to grow, belong, and flourish in environments that nurture their whole being. A passionate advocate for inclusive education, Dr. Krabill works to reimagine what’s possible when learning is designed with every learner in mind—where belonging is not a destination, but the starting point.

The Power of Possibility offers a different path—one rooted in education as an aid to life.  This approach invites us to see differently, support differently, and uncover what is possible  when Montessori’s principles guide our inclusion, support, and intervention practices. 

This 5-session workshop introduces the Power of Possibility framework and the Keys &  Bridges model—practical tools for reimagining inclusion in Montessori environments.  Unlike traditional intervention models, which often focus on correcting behavior or  remediating “deficits,” The Power of Possibility equips educators to: 

• Recognize all behavior as communication—a message about needs, drives, and  self-construction. 

• Prepare environments that are agile, adaptive, and aligned with developmental  needs. 

• Honor each child’s unfolding process of becoming, rather than imposing a fixed  path. 

• Build inclusive systems where support is woven into the daily life of the classroom— not added on as a separate program. 

When we embrace Montessori’s vision of education as an aid to life, we see that a fully  prepared environment already holds the conditions for every child to thrive—without  parallel systems or add-ons. These environments, intentionally designed and tended,  nurture autonomy, competence, and belonging for all children, regardless of ability,  difference, or circumstance. 

Instead of importing traditional interventions into Montessori, participants will discover  how the prepared environment, the prepared adult, and the child’s own process of self construction create a timeless roadmap for meeting the needs of all learners. 

By the end of this workshop series, participants will: 

• Reframe their lens – Shift from deficit- or diagnosis-driven approaches to a  strengths-based mindset rooted in Montessori principles and the call to be an aid to  life. 

• Recognize behavior as communication – Understand that all behaviors are  messages about needs, developmental drives, and self-construction. 

• Leverage the prepared environment and prepared adult as primary  interventions – Design and adapt environments and adult practices to meet diverse  needs without parallel systems. 

• Integrate support into daily practice – Embed inclusive strategies seamlessly into  the Montessori work cycle and classroom culture. 

• Align support with developmental needs – Address attention/concentration,  engagement, integration, regulation, communication, and relationships through  Montessori’s natural structures. 

• Honor each child’s uniqueness – Create conditions for autonomy, competence,  and belonging for every child. 

• See Montessori as the model for inclusion – Recognize that when fully prepared,  Montessori environments inherently meet the needs of all learners. 

The Power of Possibility is inclusion built into Montessori—not added on. When fully  prepared, Montessori environments empower every child to be, become, and belong. 

Workshop Topic Schedule: 

Session 2 – The Keys & Bridges Framework 

An introduction to the essential keys (core conditions that support development) and  bridges (practical pathways to connection and growth) that transform classroom practice.

Dr. Paige Krabill, Psy.D., LSP

Licensed School Psychologist | Montessori Guide | Inclusion Advocate

Dr. Paige Krabill is a licensed school psychologist with a doctorate in clinical psychology and an AMI Primary Diploma (ages 3–6). Her experience spans Montessori education, special education, child development, and both school-based and clinical interventions. She brings an integrative, relationship-centered approach to creating inclusive learning Dr. Krabill is the creator of The Power of Possibility, a Montessori-based support framework that challenges educators to view inclusion not as an add-on, but as a core value embedded in daily practice. Her work emphasizes the creation of communities of belonging where all children—including those who are neurodivergent, disabled, or have diverse developmental profiles—are seen, respected, and supported to thrive.

Grounded in Dr. Montessori’s vision of education as an aid to life—a pathway to healing, environments that foster connection, equity, and belonging justice, and human dignity.

Dr. Krabill partners with educators and leaders to move beyond deficit-based models toward strength-based, identity-affirming practices. She supports schools in dismantling barriers to access and in building inclusive systems that reflect the full spectrum of human development, ensuring every child is empowered to grow, belong, and flourish in environments that nurture their whole being. A passionate advocate for inclusive education, Dr. Krabill works to reimagine what’s possible when learning is designed with every learner in mind—where belonging is not a destination, but the starting point.

The Power of Possibility offers a different path—one rooted in education as an aid to life.  This approach invites us to see differently, support differently, and uncover what is possible  when Montessori’s principles guide our inclusion, support, and intervention practices. 

This 5-session workshop introduces the Power of Possibility framework and the Keys &  Bridges model—practical tools for reimagining inclusion in Montessori environments.  Unlike traditional intervention models, which often focus on correcting behavior or  remediating “deficits,” The Power of Possibility equips educators to: 

• Recognize all behavior as communication—a message about needs, drives, and  self-construction. 

• Prepare environments that are agile, adaptive, and aligned with developmental  needs. 

• Honor each child’s unfolding process of becoming, rather than imposing a fixed  path. 

• Build inclusive systems where support is woven into the daily life of the classroom— not added on as a separate program. 

When we embrace Montessori’s vision of education as an aid to life, we see that a fully  prepared environment already holds the conditions for every child to thrive—without  parallel systems or add-ons. These environments, intentionally designed and tended,  nurture autonomy, competence, and belonging for all children, regardless of ability,  difference, or circumstance. 

Instead of importing traditional interventions into Montessori, participants will discover  how the prepared environment, the prepared adult, and the child’s own process of self construction create a timeless roadmap for meeting the needs of all learners. 

By the end of this workshop series, participants will: 

• Reframe their lens – Shift from deficit- or diagnosis-driven approaches to a  strengths-based mindset rooted in Montessori principles and the call to be an aid to  life. 

• Recognize behavior as communication – Understand that all behaviors are  messages about needs, developmental drives, and self-construction. 

• Leverage the prepared environment and prepared adult as primary  interventions – Design and adapt environments and adult practices to meet diverse  needs without parallel systems. 

• Integrate support into daily practice – Embed inclusive strategies seamlessly into  the Montessori work cycle and classroom culture. 

• Align support with developmental needs – Address attention/concentration,  engagement, integration, regulation, communication, and relationships through  Montessori’s natural structures. 

• Honor each child’s uniqueness – Create conditions for autonomy, competence,  and belonging for every child. 

• See Montessori as the model for inclusion – Recognize that when fully prepared,  Montessori environments inherently meet the needs of all learners. 

The Power of Possibility is inclusion built into Montessori—not added on. When fully  prepared, Montessori environments empower every child to be, become, and belong. 

Workshop Topic Schedule: 

Session 3 – Attention & Concentration

Understanding the developmental roots of focus, what supports it, and how to respond when attention wavers—without resorting to control-based strategies.

Dr. Paige Krabill, Psy.D., LSP

Licensed School Psychologist | Montessori Guide | Inclusion Advocate

Dr. Paige Krabill is a licensed school psychologist with a doctorate in clinical psychology and an AMI Primary Diploma (ages 3–6). Her experience spans Montessori education, special education, child development, and both school-based and clinical interventions. She brings an integrative, relationship-centered approach to creating inclusive learning Dr. Krabill is the creator of The Power of Possibility, a Montessori-based support framework that challenges educators to view inclusion not as an add-on, but as a core value embedded in daily practice. Her work emphasizes the creation of communities of belonging where all children—including those who are neurodivergent, disabled, or have diverse developmental profiles—are seen, respected, and supported to thrive.

Grounded in Dr. Montessori’s vision of education as an aid to life—a pathway to healing, environments that foster connection, equity, and belonging justice, and human dignity.

Dr. Krabill partners with educators and leaders to move beyond deficit-based models toward strength-based, identity-affirming practices. She supports schools in dismantling barriers to access and in building inclusive systems that reflect the full spectrum of human development, ensuring every child is empowered to grow, belong, and flourish in environments that nurture their whole being. A passionate advocate for inclusive education, Dr. Krabill works to reimagine what’s possible when learning is designed with every learner in mind—where belonging is not a destination, but the starting point.

The Power of Possibility offers a different path—one rooted in education as an aid to life.  This approach invites us to see differently, support differently, and uncover what is possible  when Montessori’s principles guide our inclusion, support, and intervention practices. 

This 5-session workshop introduces the Power of Possibility framework and the Keys &  Bridges model—practical tools for reimagining inclusion in Montessori environments.  Unlike traditional intervention models, which often focus on correcting behavior or  remediating “deficits,” The Power of Possibility equips educators to: 

• Recognize all behavior as communication—a message about needs, drives, and  self-construction. 

• Prepare environments that are agile, adaptive, and aligned with developmental  needs. 

• Honor each child’s unfolding process of becoming, rather than imposing a fixed  path. 

• Build inclusive systems where support is woven into the daily life of the classroom— not added on as a separate program. 

When we embrace Montessori’s vision of education as an aid to life, we see that a fully  prepared environment already holds the conditions for every child to thrive—without  parallel systems or add-ons. These environments, intentionally designed and tended,  nurture autonomy, competence, and belonging for all children, regardless of ability,  difference, or circumstance. 

Instead of importing traditional interventions into Montessori, participants will discover  how the prepared environment, the prepared adult, and the child’s own process of self construction create a timeless roadmap for meeting the needs of all learners. 

By the end of this workshop series, participants will: 

• Reframe their lens – Shift from deficit- or diagnosis-driven approaches to a  strengths-based mindset rooted in Montessori principles and the call to be an aid to  life. 

• Recognize behavior as communication – Understand that all behaviors are  messages about needs, developmental drives, and self-construction. 

• Leverage the prepared environment and prepared adult as primary  interventions – Design and adapt environments and adult practices to meet diverse  needs without parallel systems. 

• Integrate support into daily practice – Embed inclusive strategies seamlessly into  the Montessori work cycle and classroom culture. 

• Align support with developmental needs – Address attention/concentration,  engagement, integration, regulation, communication, and relationships through  Montessori’s natural structures. 

• Honor each child’s uniqueness – Create conditions for autonomy, competence,  and belonging for every child. 

• See Montessori as the model for inclusion – Recognize that when fully prepared,  Montessori environments inherently meet the needs of all learners. 

The Power of Possibility is inclusion built into Montessori—not added on. When fully  prepared, Montessori environments empower every child to be, become, and belong. 

Workshop Topic Schedule: 

Session 4 – Disengagement, Dysregulation, and Communication 

Exploring how challenges in regulation and communication are invitations to connect, not  disruptions to manage. Learn how to create conditions that invite engagement and trust.

Dr. Paige Krabill, Psy.D., LSP

Licensed School Psychologist | Montessori Guide | Inclusion Advocate

Dr. Paige Krabill is a licensed school psychologist with a doctorate in clinical psychology and an AMI Primary Diploma (ages 3–6). Her experience spans Montessori education, special education, child development, and both school-based and clinical interventions. She brings an integrative, relationship-centered approach to creating inclusive learning Dr. Krabill is the creator of The Power of Possibility, a Montessori-based support framework that challenges educators to view inclusion not as an add-on, but as a core value embedded in daily practice. Her work emphasizes the creation of communities of belonging where all children—including those who are neurodivergent, disabled, or have diverse developmental profiles—are seen, respected, and supported to thrive.

Grounded in Dr. Montessori’s vision of education as an aid to life—a pathway to healing, environments that foster connection, equity, and belonging justice, and human dignity.

Dr. Krabill partners with educators and leaders to move beyond deficit-based models toward strength-based, identity-affirming practices. She supports schools in dismantling barriers to access and in building inclusive systems that reflect the full spectrum of human development, ensuring every child is empowered to grow, belong, and flourish in environments that nurture their whole being. A passionate advocate for inclusive education, Dr. Krabill works to reimagine what’s possible when learning is designed with every learner in mind—where belonging is not a destination, but the starting point.

The Power of Possibility offers a different path—one rooted in education as an aid to life.  This approach invites us to see differently, support differently, and uncover what is possible  when Montessori’s principles guide our inclusion, support, and intervention practices. 

This 5-session workshop introduces the Power of Possibility framework and the Keys &  Bridges model—practical tools for reimagining inclusion in Montessori environments.  Unlike traditional intervention models, which often focus on correcting behavior or  remediating “deficits,” The Power of Possibility equips educators to: 

• Recognize all behavior as communication—a message about needs, drives, and  self-construction. 

• Prepare environments that are agile, adaptive, and aligned with developmental  needs. 

• Honor each child’s unfolding process of becoming, rather than imposing a fixed  path. 

• Build inclusive systems where support is woven into the daily life of the classroom— not added on as a separate program. 

When we embrace Montessori’s vision of education as an aid to life, we see that a fully  prepared environment already holds the conditions for every child to thrive—without  parallel systems or add-ons. These environments, intentionally designed and tended,  nurture autonomy, competence, and belonging for all children, regardless of ability,  difference, or circumstance. 

Instead of importing traditional interventions into Montessori, participants will discover  how the prepared environment, the prepared adult, and the child’s own process of self construction create a timeless roadmap for meeting the needs of all learners. 

By the end of this workshop series, participants will: 

• Reframe their lens – Shift from deficit- or diagnosis-driven approaches to a  strengths-based mindset rooted in Montessori principles and the call to be an aid to  life. 

• Recognize behavior as communication – Understand that all behaviors are  messages about needs, developmental drives, and self-construction. 

• Leverage the prepared environment and prepared adult as primary  interventions – Design and adapt environments and adult practices to meet diverse  needs without parallel systems. 

• Integrate support into daily practice – Embed inclusive strategies seamlessly into  the Montessori work cycle and classroom culture. 

• Align support with developmental needs – Address attention/concentration,  engagement, integration, regulation, communication, and relationships through  Montessori’s natural structures. 

• Honor each child’s uniqueness – Create conditions for autonomy, competence,  and belonging for every child. 

• See Montessori as the model for inclusion – Recognize that when fully prepared,  Montessori environments inherently meet the needs of all learners. 

The Power of Possibility is inclusion built into Montessori—not added on. When fully  prepared, Montessori environments empower every child to be, become, and belong. 

Workshop Topic Schedule: 

Session 5 – Relationship as the Heart of Inclusion 

Why relationship is not just a byproduct of good teaching—it’s the foundation for  autonomy, competence, and deep learning. Practical ways to strengthen connections with  and between children.

Dr. Paige Krabill, Psy.D., LSP

Licensed School Psychologist | Montessori Guide | Inclusion Advocate

Dr. Paige Krabill is a licensed school psychologist with a doctorate in clinical psychology and an AMI Primary Diploma (ages 3–6). Her experience spans Montessori education, special education, child development, and both school-based and clinical interventions. She brings an integrative, relationship-centered approach to creating inclusive learning Dr. Krabill is the creator of The Power of Possibility, a Montessori-based support framework that challenges educators to view inclusion not as an add-on, but as a core value embedded in daily practice. Her work emphasizes the creation of communities of belonging where all children—including those who are neurodivergent, disabled, or have diverse developmental profiles—are seen, respected, and supported to thrive.

Grounded in Dr. Montessori’s vision of education as an aid to life—a pathway to healing, environments that foster connection, equity, and belonging justice, and human dignity.

Dr. Krabill partners with educators and leaders to move beyond deficit-based models toward strength-based, identity-affirming practices. She supports schools in dismantling barriers to access and in building inclusive systems that reflect the full spectrum of human development, ensuring every child is empowered to grow, belong, and flourish in environments that nurture their whole being. A passionate advocate for inclusive education, Dr. Krabill works to reimagine what’s possible when learning is designed with every learner in mind—where belonging is not a destination, but the starting point.

Session 2: Phonological Awareness and Phonics:

Children with dyslexia often have particular difficulty separating the individual sounds in words. They need consistent and intentional practice with phonological awareness, which is the ability to recognize and manipulate the sounds in spoken language. Phonics, the skill of connecting those sounds to letters, builds on this foundation. This session will focus on both phonological awareness and phonics, which are essential components of reading development. We will look at how to support extended practice of these skills using the materials and lessons from your albums.

Gina Polly Applegate is a 6-12 AMI-trained guide with over 20 years of experience working in AMI schools as both a lower el guide and upper el guide as well as an administrator. She is a Certified Structured Literacy Dyslexia Specialist (C-SLDS) through the Center for Effective Reading, an affiliate of the International Dyslexia Association as well as a Fellow-in-Training with The Orton-Gillingham Academy (FIT/OGA). She currently works at Austin Montessori School as the Director of Inclusion and Support and is an elementary consultant for AMI/USA. She became passionate about supporting children with dyslexia in Montessori after her youngest son was diagnosed with dyslexia.

Truly Integrating the Hand, Mind, Heart: Spirituality as a Fundamental Human Need

Montessori environments often focus on their student's intellectual and developmental skills. However, included in the Montessori philosophy is the concept that spirituality is a non-material fundamental need that also needs to be nurtured. Based on cursory observations, it appears that not all Montessorians focus on supporting the student's spiritual development by fostering self-awareness, empathy, and inner peace. However, there are Montessori schools that establish environments known as “retreat houses” or “atriums” that are prepared for students in the first, second and third planes to actively engage in "head, hand and heart" work that leads to an understanding and expression of personal faith.  Join us as we discuss the mystery of the interpersonal relationship between God and the student, across various planes of development and how the growth of this spiritual relationship can be assisted by prepared adults in Montessori spaces.  

Ayize Sabater (Ed.D) is a dynamic entrepreneur, educational researcher, author (Tell’n Children Our Story) and thirty-year educator. He earned degrees from Morehouse, Wesley and Morgan State. Dr. Ayize has co-founded several organizations, including an independent Black school and a D.C. Montessori Public school. Ayize has repeatedly been featured as a keynote speaker, received numerous awards, including a 2010 educational excellence award presented by First Lady Michelle Obama at the White House, and the 2025 Morehouse Alumni Education award. He launched an FM radio show (#UMustLearn), co-founded the Black Montessori Educational Fund (BMEF) and served as Executive Director of AMI/USA from 2020 to 2024. 

Session 3: Spelling, Writing, Editing

To sound out a word in order to spell it accurately, a child needs to have had practice with phonological awareness and phonics. Additionally, the need to work with PuzzleWords does not end in Children’s House. Elementary children also need much practice with high frequency, non-phonetic words both for reading and spelling. In this session, we will explore ways to support organic and independent spelling practice, guide dyslexic children in sentence expansion and later paragraph expansion, incorporate dictation across the different areas of the classroom, and help students learn to edit their own written work.

Gina Polly Applegate is a 6-12 AMI-trained guide with over 20 years of experience working in AMI schools as both a lower el guide and upper el guide as well as an administrator. She is a Certified Structured Literacy Dyslexia Specialist (C-SLDS) through the Center for Effective Reading, an affiliate of the International Dyslexia Association as well as a Fellow-in-Training with The Orton-Gillingham Academy (FIT/OGA). She currently works at Austin Montessori School as the Director of Inclusion and Support and is an elementary consultant for AMI/USA. She became passionate about supporting children with dyslexia in Montessori after her youngest son was diagnosed with dyslexia.

Session 4: Morphology and Oral Reading Fluency

With a strong phonics foundation, children can begin to decode longer words. However, multisyllabic words can be more challenging, as it becomes harder to hold all the sounds in memory while making meaning. This session explores the progression toward reading multisyllabic words and how recognizing common prefixes, roots, and suffixes can support vocabulary growth and reading comprehension. It will also address oral reading fluency, including ways to help students build accuracy and expression through repeated reading.

Gina Polly Applegate is a 6-12 AMI-trained guide with over 20 years of experience working in AMI schools as both a lower el guide and upper el guide as well as an administrator. She is a Certified Structured Literacy Dyslexia Specialist (C-SLDS) through the Center for Effective Reading, an affiliate of the International Dyslexia Association as well as a Fellow-in-Training with The Orton-Gillingham Academy (FIT/OGA). She currently works at Austin Montessori School as the Director of Inclusion and Support and is an elementary consultant for AMI/USA. She became passionate about supporting children with dyslexia in Montessori after her youngest son was diagnosed with dyslexia.