Philip Capin, MA, is a researcher and doctoral student at The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. Philip has contributed to several large-scale research projects that test the efficacy of reading interventions for students in elementary and secondary settings. Philip is an experienced special education teacher and certified school administrator. Philip’s central research interests include empirically validated reading interventions for students of all ages and the effects of professional development on teacher effectiveness and student achievement. Before joining the Meadows Center, he served as a literacy consultant and workshop presenter providing professional development in evidence-based interventions, data-driven decisionmaking, and response to intervention.