Evidence in Action: Advancing Adolescent Literacy Through the Science of Reading

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Topics

Same Science, Different Application: The Science of Reading for Grades 4-12

• Understand which aspects of the science of reading are the same and which differ between K-3 and 4-12 literacy instruction.
• Identify what evidence-aligned literacy practices to supplement instruction in upper elementary through high school classrooms.
• Commit to one leadership action to bring a “K–12 lens” to literacy planning and professional learning.

Beyond Motivation: What’s Really Behind Adolescent Reading Gaps

• Understand the psychology of motivation, including why some common strategies often miss the mark.
• Reviewing what reading comprehension assessments can (and can’t) tell us about students’ needs, and what other tools we can use.
• Discuss evidence-based recommendations for addressing the literacy needs of secondary students.

From Identification to Instruction: Making MTSS Work for Adolescent Readers

• Explain how MTSS differs from RTI and why that shift matters for secondary implementation.
• Identify what effective Tier 1, 2, and 3 literacy instruction looks like in grades 4–12.
• Apply a tool for making MTSS more actionable and data-driven in your building.

Leading Literacy: Building a Coherent 4-12 Plan

• Understand the essential components of a strong 4–12 literacy plan (curriculum, professional learning, data, and leadership).
• Learn how to evaluate curricular materials and interventions for evidence alignment.
• Define clear next steps to communicate, monitor, and sustain a systemwide plan.