Alana Mangham
Alana Mangham, M.S., is a LETRS State Success Manager for Lexia Learning, serving the central United States region. Prior to joining the Lexia team, Alana served as the Literacy Specialist at the Center for Literacy and Learning and was a member of Louisiana’s Early Literacy Commission in 2019-2020. She remains involved in Louisiana as the Reading League Louisiana chapter’s vice president, as well as sitting on Heggerty’s national advisory board. She has taught in both New York City and Louisiana as a classroom teacher and spent seven years at the district level supporting schools in both urban and rural areas. During her time at the district level, her work as the Rapides Parish ELA curriculum specialist gained national attention and was documented by EAB in “Narrowing the Third Grade Reading Gap.” She has been an Education Week guest alongside Dr. Louisa Moats, featured on Amplify’s Science of Reading podcast, and has published an article in the May/June 2020 issue of The Reading League’s Journal. Alana has extensive experience delivering professional development to educators and leaders from every background. She studies top educational researchers and uses their wisdom to deliver meaningful learning sessions. Alana is excited to share her passion for literacy, marrying facts of science, research, and field experiences with a fun, applicable, no-nonsense approach.
Concurrent Session Description
Lions, Tigers, Bears, Data, Oh My!
Alana Mangham
(Assessment and Data, Curriculum, Coaching/ Instructional Support)
Student data tells a story but many times I felt, I didn’t have a brain, when looking through generic labels on endless reports. The foundation for student growth lies within data points. Follow the yellow brick road as we connect research, conceptual models, and practical application to understand data labels, locating the root cause to improve student outcomes. The truth is we all have the heart, brains, and courage to master data understanding.
Target Audience(s): Elementary
Education Track(s): New to the Science of Reading