Intervention Systems and Infrastructures: Ways Administrators Can Utilize Data to Impact Instruction for Students with Reading Challenges
In this special presentation honoring the importance of Dyslexia Awareness Month, literacy expert Melody Ilk will discuss the research on effective intervention for students with dyslexia and other reading challenges. She will share with attendees the critical nature of components needed to change outcomes for struggling readers. Ilk, who spent many years as a classroom teacher, will also provide guidance on how administrators can utilize schoolwide benchmark, progress-monitoring, and diagnostic screening assessment data to align building infrastructures, staffing, and resources to the needs of students. Attendees will learn several different models for intervention that can be implemented this school year to best impact students achieve critical reading gains—especially those who need it most.
You’ll leave the presentation with:
- A new understanding of the vast research on what makes reading interventions effective for Tier 3 students
- Knowledge of the types of assessments necessary to drive a successful Response to Intervention (RTI) model
- Strategies you can use to align intervention structures to current school data by choosing an effective delivery model for Tier 3 students
We hope you will join us!
Presenter
Melody Ilk
Melody Ilk is a national literacy consultant with numerous years of successful work in districts and schools around the country. She has a strong history of involvement in implementation of scientifically based reading practices at the local, state, and national levels. As a result, these schools have shown significant gains in reading achievement and instructional effectiveness at all tiers of instruction. Melody’s strength in working with schools is in analyzing school achievement data and culture and identifying the school systems, structures, and professional development that will best move a school forward. She has been training LETRS® (Language Essentials for Teachers of Reading and Spelling) for 15 years and is a co-author of “A Principal’s Primer for Raising Reading Achievement.”
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