The national conversation about aligning the teaching of reading with evidence-based practices has begun to take root in grades K-3. But a growing number of districts are now wondering what to do with their older students who struggle to read. The challenges they face are many: Secondary teachers generally aren’t trained in reading intervention; scheduling is more rigid; and there are far fewer interventionists, professional development providers, and curriculum resources to support teachers.
Join EdWeek journalists, school district leaders, and experts to examine this problem and discuss actionable solutions. Attendees will:
- Understand the policy landscape shaping reading in the United States
- See exclusive data on supporting struggling readers—and the resources educators say they need
- Learn what the research says about interventions with older students
- Hear the experiences of schools that have developed comprehensive plans to address the needs of older readers
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2:00pm ET
Welcome & Introduction
We'll highlight key insights from recent Education Week reporting on older students who struggle to read and how to approach the issue.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
2:10pm ET
Interactive Session: What Do We Know About Older Readers’ Challenges?
We’ll review exclusive findings from an Education Week Research Center survey on educators’ sense of how many secondary students struggle with reading and what they see as the causes. We’ll examine what kinds of supports educators have, and what they lack.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
2:20pm ET
Industry Perspective: Supporting Reading Growth in Middle and High School
Sponsor content provided by K12 Tutoring
This session reviews why adolescent reading gaps persist, what older students need to grow, and the evidence-based practices that support stronger outcomes. Leaders will gain practical insights to guide planning and targeted support.
This session reviews why adolescent reading gaps persist, what older students need to grow, and the evidence-based practices that support stronger outcomes. Leaders will gain practical insights to guide planning and targeted support.
Jennifer Moore
General Manager,
K12 Tutoring
As General Manager of K12 Tutoring, Jennifer Moore leads strategy and operations for the only online tutoring platform that requires every tutor to be an active, state-certified teacher, giving students access to hundreds of educators no matter what school they attend or where they live. Jennifer brings to K12 Tutoring extensive experience leading strategy and product development for large portfolios in the education sector. Prior to joining K12, Jennifer spent 13 years at Kaplan Test Prep in roles ranging from curriculum development to technology product management to general management of Kaplan’s pre-medical programs.
2:30pm ET
Panel Discussion: One District’s Bold Plan to Support Secondary Readers
Learn how one school district put together the pieces into a comprehensive plan for its middle school to support struggling readers—from deploying teachers to scheduling and coursework.
Sarah Schwartz is a reporter for Education Week who covers curriculum and instruction.
Kerri Harris
7th and 8th Grade Special Education Teacher,
Bow Memorial School, N.H.
Kerri and her family live in Contoocook, NH, where they relocated in 2022 from California. Kerri is in her 18th year of working in special education. Currently, she is a special education teacher and case manager for 7th & 8th grade students at Bow Memorial School, in Bow, NH. Through UC San Diego, she earned a Reading and Literacy certification and added authorization, and a MS in Curriculum and Instruction from Western Governors University.
Loralyn LaBombard
Reading Specialist,
Bow Memorial School, N.H.
Dr. LaBombard lives with her family in Concord, NH, and works as a Reading Specialist at Bow Memorial School. With 25 years of experience in special education and literacy, she has worked with schools and organizations such as the Stern Center for Language and Learning and the Wilson Language Training Corporation. In addition, she works as an adjunct professor for the Vermont Higher Education Collaborative in Vermont, teaching coursework in literacy. She earned her Ed.D. in Educational Leadership and Policy Studies from the University of Vermont, and a MA in Special Education in 2000 from Assumption College.
3:15pm ET
Industry Perspective: A Call to Reimagine How We Equip Adolescent Readers
Sponsor content provided by 95 Percent Group
Too many middle and high school students are silently falling behind, unable to access grade-level text, disengaged from learning, and unlikely to catch up without decisive action. The evidence is now unmistakable: adolescent reading challenges do not resolve on their own. They require structured, research-aligned approaches delivered with urgency and intention by all content area teachers. This session makes the case for bold action in secondary schools, highlighting what we now know works and the practices that equip older learners with the skills they need to grow.
Too many middle and high school students are silently falling behind, unable to access grade-level text, disengaged from learning, and unlikely to catch up without decisive action. The evidence is now unmistakable: adolescent reading challenges do not resolve on their own. They require structured, research-aligned approaches delivered with urgency and intention by all content area teachers. This session makes the case for bold action in secondary schools, highlighting what we now know works and the practices that equip older learners with the skills they need to grow.
Terrie Noland
Literacy Leader,
95 Percent Group
Terrie Noland, EdD, CALP, is an education leader dedicated to unlocking the potential of learners of all ages. A former educator, school leader, and nonprofit executive, she holds a doctorate in Literacy and Educational Leadership and is a certified Maxwell Leadership Coach. Dr. Noland is a dynamic speaker and heartfelt storyteller who believes great leaders cultivate success in others and strives to ignite motivation and purpose wherever she goes.
3:25pm ET
Panel Discussion: How Districts are Investing in Teacher Knowledge
Most secondary teachers don’t have extensive training in reading, and many lack appropriate materials. This session will dig into efforts to support secondary teachers so they understand what they can do to improve reading outcomes for students.
Caitlynn Peetz Stephens is a reporter for Education Week who covers special education and school district management.
Carolyn Durante
Senior Relationship Specialist and Secondary Literacy Training Facilitator,
AIM Institute
Mary Hannah Gaddis
Science of Reading Director,
Marietta City Schools in Georgia
Charles Gardner
Deputy Superintendent,
Marietta City Schools in Georgia
3:55pm ET
Interactive Session: Will Reading Policy Catch Up?
What do YOU think would help districts support secondary readers? In this interactive session, we’ll outline the state policy landscape for reading and listen to your input on this timely issue. Bring your questions–we’ll leave time for Q&A.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
4:05pm ET
Closing Thoughts & Key Takeaways
Hear the big ideas and takeaways from the event.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
