When students struggle with reading, it’s essential to provide evidence-based interventions that allow students the opportunity to practice specific literacy skills. However, there are many logistical and practical details at both the classroom and building levels that need to be considered for these practice opportunities to be successful.

• What questions to ask to identify effective reading supports for each student
• How purposeful practice within reading interventions should connect to your core curriculum and Tier 1 instruction
• How to select Tier 2 and Tier 3 reading interventions for Emerging Bilingual learners
• How to ensure students are practicing the right skills—and gaining the most from each intervention

Rachel Brown earned her PhD in school psychology and special education at the University of Massachusetts Amherst. She joined FastBridge, now part of Renaissance, in 2015, where she currently serves as a senior research consultant. Dr. Brown is also Professor of Educational and School Psychology Emerita at the University of Southern Maine. Her research focuses on effective reading instruction and assessment within a Multi-Tiered System of Support.

Alejandra Estrada-Burt, EdD, is principal of Robbinsdale Spanish Immersion School in New Hope, MN. A native Spanish speaker, Dr. Estrada-Burt previously served as an English Language Learner teacher, behavior interventionist, and assistant principal. She earned her educational doctorate from Hamline University, as well as a Master of Education in Second Languages and Cultures from the University of Minnesota.

Amy Patnoe, MS Ed, is Director of Go-to-Market Readiness at Renaissance. She brings over a decade of experience in literacy and language practices after having served as a dual language teacher, instructional coach, and district program facilitator for dual language and English learner programs in a district office. She is also a doctoral student at Vanderbilt University.