Montréal, QC 

Hosted by SISP student committee, McGill University

Department of Educational and Counselling Psychology

May 26 - May 27, 2020


Dr. Jessica Toste is an assistant professor in the Department of Special Education at The University of Texas at Austin and affiliated with The Meadows Center for Preventing Educational Risk. She received her PhD in educational psychology from McGill University. She teaches courses on reading instruction, learning disabilities (LD), and special education law. Her research interests are primarily related to students with LD and effective reading interventions, with a particular focus on motivation as a determinant of school success. She was named one of the 2017 “Texas 10,” nominated by UT alumni as a professor who inspired them during their time on the Forty Acres. Toste was trained in reading intervention research as a postdoctoral fellow at Vanderbilt University and as a Fulbright scholar/visiting researcher at the Florida Center for Reading Research. She has worked as an elementary school teacher and reading specialist in Montreal, Quebec, Canada.

Toste serves on the National Board of Directors of GLSEN (, and is the founder and chairperson of the GLSEN Austin Chapter. She also serves on the Board of Directors of Disability Rights Texas (DRTx), the federally designated legal protection and advocacy agency (P&A) for people with disabilities in Texas, and volunteers as a court-appointed special advocate (CASA) and guardian ad litem for children who have been abused and neglected.
You can find her online at or on Twitter at @DrToste.

Thursday May 31st, 2018

​1:00 -​ 4:00 PM

​Intensifying Interventions for Struggling Readers through Data-Based Decision Making

Students with severe and persistent reading difficulties often do not respond adequately to targeted instruction (i.e., Tier 2 supplemental instruction). These students need more intensive intervention to support improvement in reading performance. Current research has highlighted the utility of data-based decision making (DBDM) as a process to gradually intensify and individualize intervention through systematic use of student assessment data. In this session, Dr. Toste will discuss research-based methods for increasing and evaluating intensity in reading interventions when progress monitoring data indicate that the student is not responding to instruction. We will discuss: (a) the process of selecting an intensification method, (b) use of DBDM to individualize interventions to improve the match to student’s needs, and (c) current research and consideration in the application of data-based individualization in reading.

As a result of this workshop, participants will:

  1. ​Learn current evidence related to intensive interventions in reading.
  2. ​Discuss the dimensions of intervention intensity.
  3. ​Gain knowledge and skills related to the use of progress monitoring data to engage in the process of DBDM.

Jessica Toste, Ph.D.