S4 Bonus /// After Sold a Story: Emily Hanford on What Comes Next for Literacy in Kansas

S4 Bonus /// After Sold a Story: Emily Hanford on What Comes Next for Literacy in Kansas

What happens after awareness? One month after concluding Season 4 of My Child Can’t Read: A Heartland Crisis, Jesica Glover sits down with investigative journalist Emily Hanford for a thoughtful conversation about what comes next in the national literacy conversation—and what that means for Kansas. Together, they explore: * Why reading reform is so difficult inside large systems * The ongoing gaps in teacher preparation * Why quick fixes rarely create lasting change * What states like Mississippi can teach the rest of the country * The role of parents in shaping literacy reform * Why humility, alignment, and sustained effort matter * What still concerns Emily most about the literacy crisis This episode is not a recap of Sold a Story. It’s a conversation about what comes after the awareness stage—and what it will take to continue moving forward for kids. 🎙️ About Our Guest Emily Hanford is an investigative journalist with APM Reports and creator of the podcast Sold a Story, whose reporting helped spark a national conversation about reading instruction, literacy outcomes, and the Science of Reading movement. 🔗 Mentioned in This Episode * Sold a Story [https://features.apmreports.org/sold-a-story/] by APM Reports * Planet Word Museum interview with Dr. Carey Wright [https://www.youtube.com/watch?v=fDXdsbt3KtA] * Interview featuring Reid Lyon & Margaret Goldberg [https://www.apmreports.org/episode/2025/12/09/sold-a-story-emily-hanford-live-reid-lyon-margaret-goldberg] * Mississippi Literacy-Based Promotion Act [https://mdek12.org/literacy/lbpa/?utm_source=chatgpt.com] * Science of Reading [https://www.readingrockets.org/resources/resource-library/science-reading-defining-guide?utm_source=chatgpt.com] * Structured Literacy [https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/] Dyslexia advocacy movement includes many organizations like these: Decoding Dyslexia [https://www.decodingdyslexia.net/] and International Dyslexia Foundation (IDA) [https://dyslexiaida.org/]   Resources & References: * Structured Literacy (International Dyslexia Association): https://dyslexiaida.org/structured-literacy/ [https://dyslexiaida.org/structured-literacy/] * Kansas Literacy Initiatives (KSDE): https://www.ksde.org/Agency/Division-of-Learning-Services/English-Language-Arts/Literacy [https://www.ksde.org/Agency/Division-of-Learning-Services/English-Language-Arts/Literacy] * Kansas Policy Institute: https://kansaspolicy.org/ [https://kansaspolicy.org/] * Phillips Fundamental Learning Center: https://www.funlearn.org/ [https://www.funlearn.org/] If This Episode Resonated: Sit with it. Then share this episode with someone—a parent, a teacher, a leader. And if this conversation helped you see things differently, a quick rating or review helps more people find it—and helps this message reach the people who need it most.   PODCAST MUSIC - SOUNDSTRIPE.COM [http://soundstripe.com] Marie - Help & Hope, Acreage - In My Head, Featherland - Growing Pains, Moments - Meridian Mood, Moments - Lost Love, Lost Ghosts - Celebrated Life, Matt Wigton - Year End. This podcast is produced by KB PODCASTS [https://www.kingdombringer.com/services]

S4 Bonus /// What it Looks Like When it Works

What if the question isn’t whether children can learn to read— but whether we’ve built systems that actually teach them? In this episode, we step inside a real example of what happens when research, instruction, leadership, and community support are aligned. Through the story of the Phillips Fundamental Learning Center, we explore what it actually takes to move from awareness to implementation—and what becomes possible when we do. This isn’t theory. This is what it looks like when it works. And maybe more importantly—this episode asks us to sit with a harder truth: We don’t need more awareness alone. We need alignment. We need implementation. We need systems built around what we already know works. Because literacy is not a mystery. And when we choose to build for it— change doesn’t just become possible. It becomes visible. You’ll Hear: * Cece Woolf — a former classroom teacher who reveals the moment she realized something wasn’t adding up—and how understanding how children learn to read changed everything. * Dana Hensley — early PFLC board member, sharing how vision, leadership, and persistence helped transform an idea into a lasting organization. * Bunny Hill — educator and literacy advocate, illustrating both the reality of student struggle and the transformation that happens when instruction finally meets the learner. * Marietta Wetzel — parent perspective on the power of assessment, early intervention, and what happens when schools, families, and specialists work together. * Karen [Last Name] — capital campaign leader, offering insight into how belief becomes infrastructure—and the moments that helped others understand the mission. * James Franko — from the Kansas Policy Institute, offering perspective on the systemic barriers shaping literacy outcomes. * Jill Hodge — educator, trainer, and school board member, sharing what she’s seeing across districts as awareness—and change—begins to grow. * Sheree Utash — higher education and workforce leader, connecting literacy to opportunity, workforce readiness, and long-term community impact. In This Episode, We Explore: * What happens when teachers are never taught how to teach reading * The difference between student ability and instructional access * Why assessment can change not just outcomes—but identity * How alignment between schools, families, and specialists changes everything * The real work behind building sustainable solutions—not just ideas * Why literacy is not just an education issue—but a systems issue Resources & References: * Structured Literacy (International Dyslexia Association): https://dyslexiaida.org/structured-literacy/ [https://dyslexiaida.org/structured-literacy/] * Kansas Literacy Initiatives (KSDE): https://www.ksde.org/Agency/Division-of-Learning-Services/English-Language-Arts/Literacy [https://www.ksde.org/Agency/Division-of-Learning-Services/English-Language-Arts/Literacy] * Kansas Policy Institute: https://kansaspolicy.org/ [https://kansaspolicy.org/] * Phillips Fundamental Learning Center: https://www.funlearn.org/ [https://www.funlearn.org/] If This Episode Resonated: Sit with it. Then share this episode with someone—a parent, a teacher, a leader. And if this conversation helped you see things differently, a quick rating or review helps more people find it—and helps this message reach the people who need it most. PODCAST MUSIC - SOUNDSTRIPE.COM [http://soundstripe.com] Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS [https://www.kingdombringer.com/services]

S4E5 /// Who Holds the Education Power in Kansas?

If we know how children learn to read—why hasn’t it reached every classroom? In this episode, we examine who holds the power to shape education in Kansas—and what happens when policy, preparation, and practice aren’t aligned. From state-level decision-making to classroom reality, this conversation explores why change is complex… and what it actually takes to ensure every child receives instruction that works. This isn’t just about systems. It’s about outcomes—and what responsibility demands when proof already exists. In This Episode You'll Hear: * How the Kansas State Board of Education shapes public education—and where real authority lives * Why policy alone doesn’t guarantee classroom change, and what happens in the gap between decisions and practice * The real constraints behind funding, timelines, and implementation at the state and local level * How gaps in dyslexia recognition and support have impacted students—and why that matters beyond reading * Why alignment—not blame—is the key to meaningful accountability * What actually changes outcomes for students learning to read—and where we’ve seen it work * Voices from across the system, including: * Jeanine Phillips — Founder, Phillips Fundamental Learning Center * James Franko — Kansas Policy Institute REFERENCES & RESOURCES Research & National Context Understanding how children learn to read—and where systems have fallen short: * National Reading Panel (2000) [https://www.nichd.nih.gov/publications/pubs/nrp/smallbook] * Individuals with Disabilities Education Act (IDEA) [https://sites.ed.gov/idea/] * Reading Universe — Science of Reading Research Hub [https://readinguniverse.org/] * AACTE Teacher Preparation Initiative (2026 Proposal) [https://www.edweek.org/teaching-learning/education-groups-push-2-5-billion-plan-to-rebuild-teacher-preparation/2026/02] * Season 3, Episode 2 — Parent Advocacy 101: Fighting for Your Child’s Right to Read [https://mychildcantread.podbean.com/e/s3e2-parent-advocacy-101-%E2%80%94-fighting-for-your-child-s-right-to-read/] (For a deeper explanation of Kansas’ education governance structure) Kansas Policy & Governance How education is structured—and who holds responsibility in Kansas: * Kansas Constitution, Article 6, Section 2 — State Board of Education (General Supervision) https://www.ksrevisor.org/statutes/constitution/chapter6.html#section2 * Kansas Constitution, Article 6, Section 4 — Commissioner of Education https://www.ksrevisor.org/statutes/constitution/chapter6.html#section4 * Kansas State Board of Education — Overview https://www.ksde.org/About-Us/State-Board-of-Education * Kansas State Department of Education (KSDE) — About https://www.ksde.org/About-Us Kansas Literacy Policy & Implementation Where research meets policy—and where gaps can still occur: * Kansas House Bill 2322 (2023 — Dyslexia Legislation) [https://www.kslegislature.org/li/b2023_24/measures/hb2322/] * Kansas Blueprint for Literacy [https://www.ksde.org/Agency/Division-of-Learning-Services/Early-Literacy/Kansas-Blueprint-for-Literacy] Funding & System Structure How resources are allocated—and why alignment matters: * Kansas Special Education Funding Overview (KSDE) [https://www.ksde.org/Agency/Fiscal-and-Administrative-Services/Special-Education-Funding] * Kansas State Department of Education — School Finance & Data Central https://datacentral.ksde.org [https://datacentral.ksde.org]https://www.ksde.org/Agency/Fiscal-and-Administrative-Services/School-Finance [https://www.ksde.org/Agency/Fiscal-and-Administrative-Services/School-Finance] * National Center for Education Statistics (NCES) — Education Spending Data [https://nces.ed.gov/programs/coe/indicator/cma] These resources are here to help you better understand the systems shaping literacy in Kansas—and the role each of us can play in moving forward. 🤝 FOLLOW & SHARE If this episode helped you understand the system behind the reading crisis— share it with a parent, educator, or leader in your community. Because when more people understand how the system works… change becomes possible. SUPPORT THE WORK [https://www.funlearn.org/give]  Your support [https://www.funlearn.org/give] of the Phillips Fundamental Learning Center helps fund: * Student assessments * Evidence-based teaching resources * Teacher training grounded in the Science of Reading * Scholarships for profoundly dyslexic students to attend our school PODCAST MUSIC - SOUNDSTRIPE.COM [http://soundstripe.com] Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS [https://www.kingdombringer.com/services]

S4E4 /// Why Policy Alone Isn't Enough

What if the problem isn’t that we don’t know what works—but that everything around it is out of sync? In this episode, we explore the growing gap between policy and practice, where teacher preparation, curriculum, and classroom expectations often operate in silos. We unpack what happens when reading struggles go unidentified—and how those challenges extend far beyond the classroom, shaping behavior, confidence, and long-term outcomes. Featuring a closer look at the role of the Kansas State Board of Education, this conversation reveals the limits of policy alone—and why real change depends on alignment, not blame. Because when systems begin to work together, every child has a real chance to learn to read. In This Episode You’ll Hear: * * Reid Lyon — National Institutes of Health researcher on reading science * Rob Eagan — Advocate and policy voice on dyslexia recognition and implementation in Kansas  * Tim Odegard — Why policy without systems, time, and tools fails to translate into classroom change * Dana Hensley — The gap between understanding reading science and actually applying it in real classrooms * Sheree Utash — What it means when 60% of students arrive needing remediation—and what that reveals about earlier instruction * Savannah Ball — How reading struggles show up in the community through avoidance, confidence, and access * Judge Richard Macias — The patterns he sees in juvenile court—and how reading difficulties connect to broader life outcomes * Jeanine Phillips — Without structured literacy training instructors will never know how much impact they could have had. * Betty Arnold — Why addressing literacy requires resources, awareness, and a system prepared to meet diverse student needs Resources & References: * Kansas State Board of Education [https://www.ksde.gov/home] * Kansas Blueprint for Literacy [https://www.kansasregents.gov/about/kansas-blueprint-for-literacy/blueprint-overview] * Phillips Fundamental Learning Center [https://www.funlearn.org/](PFLC) * Sold a Story [https://features.apmreports.org/sold-a-story/] Podcast [https://features.apmreports.org/sold-a-story/]by Emily Hanford * Science of Reading research (National Reading Panel) [https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf] If this episode helped you better understand the system behind reading outcomes— * Share it with a parent, educator, or policymaker * Leave a review to help more people find this conversation * And follow the podcast so you don’t miss what comes next Because change doesn’t happen in isolation— it happens when more people understand the system… and choose to act.   In Episode 5, we go deeper into the question this episode leaves behind: 👉 Who actually holds the power to change literacy outcomes in Kansas— and what will it take to move from policy to real results? PODCAST MUSIC - SOUNDSTRIPE.COM [http://soundstripe.com] Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS [https://www.kingdombringer.com/services]

S4E3 /// When Proof Exists: What Responsibility Demands

What does the research actually say about how children learn to read—and why hasn’t it reached every classroom? In this episode, we examine decades of reading science alongside the real experiences of teachers, parents, and students. From the National Institutes of Health to classrooms across Kansas, the evidence is clear: we know how children learn to read. So why are so many still being left behind? As national organizations call for a $2.5 billion overhaul of teacher preparation, a deeper truth emerges—this isn’t just a reading crisis. It’s a teacher preparation crisis. If we know how children learn to read… why weren’t teachers taught it? In This Episode, You’ll Hear * Dr. Reid Lyon (NIH): Decades of research showing we’ve long understood how reading develops * Neil Zoglmann (teacher): What it feels like to be trained in methods that don’t align with research * Dana Hensley (retired principal): Why teachers leave training without practical tools * Amy Nolan (professor): How literacy gaps show up in college students * Savannah Ball (Wichita Public Library): What struggling readers look like in real life * Tammi Hope (Rolph Literacy Academy): What happens when instruction finally aligns with the brain * Heather Mora (parent): How the right instruction changed her child’s life * Dr. Tim Odegard (researcher): Why preparation and classroom practice must align * Dr. Carolynn Carlson (Washburn University): What responsible teacher preparation should look like Key References & Sources Teacher Preparation & Policy * Education Week (2026): $2.5B teacher prep proposal [https://www.edweek.org/teaching-learning/education-groups-push-2-5-billion-plan-to-rebuild-teacher-preparation/2026/02] * American Association of Colleges for Teacher Education [https://aacte.org] Science of Reading * National Reading Panel (2000) [https://www.nichd.nih.gov/publications/pubs/nrp/smallbook] * Reading Universe — Ten Maxims [https://www.nichd.nih.gov/publications/pubs/nrp/smallbook] * International Dyslexia Association [https://dyslexiaida.org] National Reporting * Sold a Story [https://features.apmreports.org/sold-a-story/] — Emily Hanford  Kansas Context * Kansas State Department of Education  [https://www.ksde.org] * Kansas House Bill 2322 (2023) [https://legiscan.com/KS/bill/HB2322/2023] Follow + Share If this episode resonated with you, follow the podcast and share it with a parent, teacher, or policymaker. Because change doesn’t start in systems— it starts with awareness. PODCAST MUSIC - SOUNDSTRIPE.COM [http://soundstripe.com] Cody Martin - Innovation, LNDO - Even So, Cody Martin - Keeper of Keys, Cody Martin - Living Tapestry, Michael Briguglio - Fallen, Cody Martin - Lutra, Cody Martin - Infinitive, Caleb Etheridge - Road to Nowhere This podcast is produced by KB PODCASTS [https://www.kingdombringer.com/services]