About the 2019 Presenters
Doug Fisher, Ph.D., is professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He has also been an early intervention teacher and elementary school educator. Doug is the recipient of an International Reading Association’s William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, and a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design; and has authored and co-authored multiple education books, including Visible Learning for Literacy, Building Equity, and Assessment-capable Learners.
Michael Fullan, Order of Canada, Ph.D., is the former Dean of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, Michael advises policymakers and local leaders around the world. He has written several prize-winning books including Professional capital (with Andy Hargreaves) that won the Grawemeyer Award in 2015. His latest books are Coherence (with Joanne Quinn) and Deep Learning: Engage the World Change the World (with Joanne Quinn and Joanne McEachen), Nuance; and his professional autobiography Surreal Change. For the past 15 years he has served as Advisor to the Premier and Minister of Education in Ontario.
James Nottingham is the founder of Challenging Learning. His passion is in transforming the most up-to-date research into strategies that really work in the classroom. He is well known throughout Scandinavia for his work with John Hattie’s Visible Learning. Internationally, he is known for his work on challenge, progress, and the Learning Pit. His first book, Challenging Learning, has been published in five languages and received widespread critical acclaim. He authored The Learning Challenge in 2017. Currently he is writing a series of challenging learning books to share best strategies for dialogue, feedback, mindset, and questioning. Before becoming a teacher, James worked on a pig farm, in the chemical industry, for the American Red Cross, and as a teaching assistant in a school for deaf children. At university, he gained a first class honors degree in education (a major turnaround after having failed miserably at school). He then worked as a teacher and leader in primary and secondary schools in the United Kingdom before co-founding an award-winning, multi-million pound regeneration project supporting education, public, and voluntary organizations across north east England. James has been listed among the United Kingdom’s Future 500 – a definitive list of “the most forward-thinking and brightest innovators.” He has been described by Skolvärlden (the Swedish Teaching Union) as “one of the most talked about names in the world of school development.”
Joanne Quinn, MBA, is an international consultant, author, and speaker. She leads her own consulting firm focused on whole system change, capacity building, learning, and leadership. She is a co-founder and Global Director of New Pedagogies for Deep Learning, a global partnership focused on transforming learning. Joanne consults with governments, foundations, and education systems. She leads whole system change projects at the state/province, national, and global levels. Joanne has provided leadership at all levels of education as a superintendent of education, Implementation Advisor to the Ontario Ministry of Education, and Director of Continuing Education at the University of Toronto. She is past president of Learning Forward and founding president of the Ontario affiliate. Her recent books include Coherence: The Right Drivers in Action for Schools, Districts, and Systems with Michael Fullan; The Taking Guide for Building Coherence in Schools, Districts and Systems with Michael Fullan and Eleanor Adam; and Deep Learning, Engage the World Change the World, with Michael Fullan and Joanne McEachen. Joanne’s diverse leadership roles and her passion to open windows of opportunity for all, give her a unique perspective on influencing positive change. Joanne is a member of the Center for Development and Learning’s Professional Advisory Board.
Wiley Blevins, M.Ed., is an early reading specialist. He taught elementary school in both the United States and South America and was Director of Special Projects for Scholastic in New York City. Wiley has written and edited many phonics and reading materials and he is the author of Phonics from A-Z and Teaching Phonics and Word Study in the Intermediate Grades. He has also coauthored with Alice Boynton Teaching Students to Read Nonfiction, Nonfiction Passages with Graphic Organizers for Independent Practice, and the Navigating Nonfiction program. Wiiley earned his master’s degree from Harvard and he lives in New York City.
Nell K. Duke, Ed.D., is a professor in literacy, language, and culture, and in the combined program in education and psychology at the University of Michigan. Nell’s work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among others. In 2014, Nell was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association. She has also received awards from the American Educational Research Association, the International Reading Association, the National Council of Teachers of English, and the National Reading Conference. Nell is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is editor of The Research-Informed Classroom series and co-editor of the Not This, But That book series. Nell has served as author or consultant on several educational programs.
Kate Roberts is a national literacy consultant, author, and presenter. She taught reading and writing in Brooklyn, NY, and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years. Kate’s latest book, A Novel Approach, asks how we can teach whole class novels while still holding onto student centered practices like readers workshop. She is also the co-author of Falling in Love with Close Reading (with Christopher Lehman), DIY Literacy (with Maggie Beattie Roberts), and she co-wrote two Units of Study books on Literary Essay. Her work with students across the country has led to her belief that all kids can be insightful, academic thinkers when the work is demystified, broken down, and made engaging. To this end, Kate has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum.
Eileen Truax, M.A., is a Los Angeles-based journalist who covers migration, politics and US-Mexico relations. She was born in Mexico City, where she was a political reporter and a Congress correspondent. She moved to the United States in 2004, and worked for La Opinión, the largest U.S. Spanish-Language newspaper, for seven years. Eileen’s work has been published in several media outlets in the U.S., Latin America and Spain, such as the Spanish editions of The New York Times, Newsweek and Vice; Americas Quarterly; Al Día News; and Gatopardo magazine. She is the author of three books – Dreamers: an Immigrant Generation’s Fight for their American Dream (2015), We Built the Wall: How the US keeps out asylum seekers from Mexico, Central America and Beyond ( 2018), and How does it feel to be unwanted: Stories of resistance and resilience from Mexican living in the United States (2018). She often speaks at colleges and universities about immigration and the Dreamers movement. Eileen holds a B.A. in Social Communication and an M.A. in Communication and Politics. She has been a fellow with the International Center for Journalists, the International Women Media Foundation, the Knight Digital Media Center, and the Iberoamerican Foundation for New Journalism. She has been a board member of the National Association of Hispanic Journalists (NAHJ). Eileen received the 2010 and 2015 José Martí Publishing Award from the National Association of Hispanic Publications, the Media Woman of the Year Award from the California State Legislature (2010), and an Honorary Mention from the Inter-American Press Society (2016).
Timothy D. Walker, MA, is an American teacher living in Espoo, Finland, and the author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms (2017) and the co-author of a forthcoming book, with Finnish scholar Pasi Sahlberg, about trust in education. He has written extensively about his experiences for The Atlantic, Educational Leadership, Education Week Teacher, and on his blog, Taught by Finland. Since starting his teaching career in public schools in Chelsea, Massachusetts in 2009, Tim has been a classroom teacher in grades 1-2 and 5-6 in the United States and in Helsinki and Espoo in Finland. During the 2013-2014 school year, all while teaching fifth graders, he completed his master’s degree. Today he teaches English language arts at a school in the city of Espoo. Tim is a doctoral student at the University of Helsinki where he studies the pedagogy of play. Inspired by his work in Finnish schools, he speaks internationally about the importance of play, trust, and joy in education.
Julie Washington, Ph.D., is a professor and Chair of the Department of Communication Sciences Disorders in the College of Education and Human Development at Georgia State University in Atlanta. Julie’s research program is focused on language assessment and improving academic outcomes of young African American children who speak African American English. She is the director of the Georgia Learning Disabilities Research Innovation Hub that is focused on understanding the role of cultural dialect in the identification of reading disabilities in school-aged African American children, and particularly those growing up in poverty. She is also a director of the Center for Research on the Challenges of Acquiring Language and Literacy at GSU. Julie’s research is funded by the National Institutes of Health, Eunice Kennedy Shriver National Institute on Child Health and Human Development.
Daniel Willingham, Ph.D., is currently Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of Why Don’t Students Like School?, When Can You Trust the Experts?, and Raising Kids Who Read. His writing on education has appeared in thirteen languages. Dan earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990.
Kelvin Adams, Ph.D., is the superintendent of the St. Louis Public School District since 2008. In 2014, he was recognized a one of Education Week’s 16 Leaders to Learn From. When he began his tenure as superintendent, the St. Louis district was unaccredited, over budget, and unstable. Under his leadership, the district regained accreditation, balanced its budget, gained a 50% increase in children attending early childhood classes, and increased graduation rates. Previously, Kelvin was chief of staff for the Recovery School District (RSD) in New Orleans, LA, where he successfully opened 33 RSD-direct-operated schools and 26 charter schools as part of a long-term strategic plan for building a superior school system for New Orleans following Hurricane Katrina. Prior to that, he was executive director of Human Resources for St. Louis Public Schools, Associate Dean/Interim Dean and Charter School Liaison for the College of Education for Southern University of New Orleans, a high and middle school principal, and a middle school area superintendent.
John Almarode is a staff developer who has presented locally, nationally, and internationally, including Scotland, Saudi Arabia, South Korea, Qatar, Canada, and Thailand. He has worked with thousands of teachers, dozens of school districts, and countless organizations. John actively pursues his research interests including educational neuroscience, the design and measurement of classroom environments that promote student engagement, interventions for low socioeconomic populations, college and university laboratory schools, engagement in STEM disciplines, and the translation of American education pedagogy in international schools. His work has been presented at the United States Department of Education and the Office of Science and Technology Policy at The White House.
Kristin Anderson is the founder and CEO of The Brilliance Project, an organization dedicated to unleashing the expertise and capabilities that lie within every educator. Previously, she served as the director of professional learning at Corwin Press. She is a longtime student of the field, a passionate educator, and an inspirational leader. Kristin began her career as a high school English teacher for students who were kicked out of Denver Public Schools. Since then, she has worked in multiple K–12 settings in multiple instructional and administrative roles, and she has obtained advanced degrees from Sterling College, the University of Denver, and the University of Colorado. Kristin has developed professional learning programs for Edison Schools, The Leadership and Learning Center, and Corwin. She has delivered professional learning on various topics in teaching, learning, and leadership in school districts across the United States, and in Canada, London, Australia, Japan, and Zambia. She is a Visible Learning trainer for John Hattie. Over the past seven years, she has studied Visible Learning and the Science of How We Learn under John Hattie and was recognized as the U.S. delegate and speaker at the first annual International Conference on Visible Learning in Brisbane, Australia. Since then, she has spoken at each annual International Conference on Visible Learning in San Diego, London, and Washington D.C.; and at multiple National VL institutes and symposiums in North America and Australia. Kristin is the author of Data Teams Success Stories Volume 1, Real Time Decisions, and Getting Started with Rigorous Curriculum Design.
Anita Archer, Ph.D., recipient of ten Outstanding Educator awards, serves as an educational consultant to state departments, county agencies, and school districts on explicit instruction and literacy instruction. She has taught elementary and middle school students and has served on the faculties of San Diego State University, the University of Washington, and the University of Oregon. She is nationally known for her presentations and publications on instructional procedures and literacy instruction and has co-authored numerous curriculum materials with Mary Gleason including REWARDS PLUS, REWARDS Writing and Skills for School Success. Most recently, Anita wrote a textbook on explicit instruction with Charles Hughes entitled Explicit Instruction: Effective and Efficient Teaching (Guilford, 2011).
Nancy Boyles, Ph.D., is Professor Emerita at Southern Connecticut State University where she was professor of reading and Graduate Reading Program coordinator. Prior to that, she was a classroom teacher for many years. Nancy currently consults with districts and other organizations and agencies, providing workshops, modeling best practices in classrooms, and assisting with curriculum development. She is the author of two books on close reading: Closer Reading, Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension (Corwin 2014), and Lessons and Units for Closer Reading (Corwin 2015). Her book with close reading lessons and units for the primary grades will be released soon. Nancy has also written six other books: Teaching Written Response to Text, Constructing Meaning through Kid-Friendly Comprehension Strategy Instruction, Hands-On Literacy Coaching, That’s a GREAT Answer, Launching RTI Comprehension Instruction with Shared Reading, and Rethinking Small Group Instruction in the Intermediate Grades. In her spare time, Nancy enjoys spending time at her little beach house on Cape Cod.
Kelly Butler, M.Ed., is The Barksdale Reading Institute’s (BRI) managing director for policy and partnerships. She brings BRI’s research knowledge and teaching expertise to improve reading instruction in Mississippi public schools at all levels – teacher preparation, K-3 classrooms, instructional coaching, and school leadership. Kelly also develops partnerships with state and national organizations that promote evidence-based practices in early literacy instruction. Kelly spearheaded BRI’s development of The Reading Universe©, a detailed scope and sequence for training teachers on how to deliver sequential, systemic, explicit reading instruction; and the development of a Social/Emotional Literacy project for pre-K through 8th grade. She is the project coordinator for a BRI-sponsored statewide initiative to improve teacher preparation programs focused on early literacy instruction in Mississippi’s 15 public and private universities, and is lead author of Mississippi’s Statewide Study on Teacher Preparation for Early Literacy Instruction. She has active partnerships with the Governor’s Task Force on Teacher Preparation for Early Literacy Instruction, the Higher Education Literacy, and the Advisory Board of the Southeast Regional Educational Lab. Previously, Kelly was a teacher in the Greenwich, Connecticut public schools; served as special assistant to the Region IV Secretary of Health, Education, and Welfare; and worked extensively with a variety of nonprofit organizations in social service, health care, and education in the areas of program development, support, and evaluation. Kelly holds a bachelor’s degree in special education, and a master’s degree in administration, planning, and social policy from Harvard University.
Judie Caroleo is Director of Training and Development at 95 Percent Group Inc., a company that provides professional development and materials to support teachers in providing small-group intervention instruction in literacy. She has more than 20 years of experience in classroom instruction, program development, implementation, assessment, and professional development. Prior to her current position, she served as Director of Instruction at Reading ASSIST Institute for more than 10 years. Before joining Reading ASSIST, Judie played a key role in implementing research-based instruction in elementary classrooms in New Jersey, where she served as an interventionist for 10 years.
Hugh Catts, Ph.D., is director of the College of Communication and Information at Florida State University. His research interests include the early identification and prevention of language-based reading disabilities. He is currently a investigator on two projects funded by the Institute of Education Sciences. One project involves a five-year longitudinal study designed to increase our understanding of the role of language skills in reading comprehension, and knowledge on ways to effectively increase reading comprehension through systematic classroom-based instruction. The project involves a consortium of researchers from the Florida State University, University of Kansas, Ohio State University, University of Nebraska, Lancaster University (England), and Arizona State University. In the other project, Hugh and his research team are examining the effectiveness of Response to Intervention as a framework for the identification of kindergarten children at risk for reading disabilities.
Christie L. Cavanaugh, Ph.D., has been an educator for well over three decades, teaching in early childhood settings (including early intervention, early childhood special education, and child care), special education in elementary grades, and higher education at the University of Florida and now at the University of North Carolina at Greensboro. She has spent much of her career preparing future teachers and providing ongoing professional development to educators in the areas of language and literacy, with a particular focus on at-risk children and their families as well as high-need schools in various contexts. She has been an educational consultant for schools, districts, and state departments to improve reading instruction that raises expectations and outcomes, and support schools in their efforts to implement effective, research-based practices. She has also been engaged in helping teachers implement the principles of Universal Design for Learning. As a faculty member in the department of Specialized Education Services at UNCG, she teaches undergraduate and graduate students and coordinates efforts to implement a performance-based portfolio assessment for initial teaching licensure. Christie has maintained involvement with reading research centers in Texas and Florida and has written and presented nationally and internationally. She has also worked with colleagues to develop and revise statewide professional development programs and materials for elementary and special education teachers and administrators.
Peter DeWitt, Ed.D., is a former K-5 teacher (11 years) and principal (8 years). He was the 2013 School Administrators Association of New York State’s Outstanding Educator of the Year, and the 2015 Education Blogger of the Year (Academy of Education Arts & Sciences). Currently, he provides professional development on creating inclusive school environments, collaborative leadership and student engagement. Working nationally and internationally, Peter is a Visible Learning trainer for John Hattie, instructional coach for Jim Knight, and is on the board of the Teacher Voice and Aspirations International Center (TVAIC). Peter is the author and co-author of several books, which include Dignity for All: Safeguarding LGBT Students (2012), School Climate Change (ASCD), Flipping Leadership Doesn’t Mean Reinventing the Wheel (Corwin Press), and Collaborative Leadership: 6 Influences That Matter Most (Corwin Press). He is the series editor for the Connected Educator Series (Corwin Press) and the Impact Series (Corwin Press).
Linda Diamond is president and founder of the Consortium for Reaching Excellence in Education (CORE, Inc.), a PReK-12 professional learning organization focusing on literacy with an emphasis on reading, and mathematics. Linda previously served as a public school teacher, a principal, and director of instruction, staff development, and assessment for a K–12 school district. After leaving public schools, she was a senior policy analyst in an educational think tank, with an emphasis on school to career, charter schools, and school reform. Linda is co-author of CORE’s Teaching Reading Sourcebook, Assessing Reading: Multiple Measures and CORE’s Vocabulary Handbook. She is known for her work in challenging school districts with vulnerable populations.
Steve Dykstra, Ph.D., is a clinical psychologist in Milwaukee, Wisconsin, where he has worked in public sector community mental health for more than 25 years. He is a founding member of the Wisconsin Reading Coalition, and vice president of the Coalition for Reading Excellence, but he has never tutored or taught a child to read. Except for parts of one or two courses in graduate school, he has no formal training on the topic. Instead, through the course of his work and life, he has come to see the role of reading, reading struggles, and reading failure in the lives of the thousands of children he has served, as well as in their families, schools, and communities. Building on knowledge and training he sought for himself, he brings together the science of reading he has discovered, with the lessons he has learned from the children he serves, and what he knows about people to understand how we got to where we are, and how we might change that. Steve is a member of the advisory board of the International Foundation of Effective Reading Instruction.
Linda Farrell, MBA, M.Ed., is a founding partner at Readsters, where she is immersed in the world of beginning and struggling readers. Linda designs and presents workshops, writes books, and develops instructional materials for effective reading instruction. She has coauthored several publications with her business partner, Michael Hunter, including Phonics Plug-In, Phonics Blitz, Phonics Boost, and the Diagnostic Decoding Surveys. She is also a coauthor of the Teaching Reading Essentials Program Guide and Coach’s Guide (coauthored with Louisa Moats), and DIBELS: the Practical Manual. Linda was a National LETRS Trainer for seven years. Linda has been presenting workshops and giving speeches on reading instruction throughout the country since 2000. She taught junior high English and was a high school and elementary school counselor. However, it was only when Linda volunteered to teach adults to read that she understood older struggling readers’ needs for explicit phonics and phonemic awareness instruction at the most basic levels. Linda keeps her skills fresh and innovative by working with struggling readers of all ages whenever she has time.
Enrique “Hank” Feldman
Enrique C. Feldman is the founder and director of education for the Global Learning Foundation, a foundation that helps learners of all ages reimagine learning through organic, play-based, and research-based strategies. A two-time Grammy nominated composer and artist, Enrique is known for his innovation in combining movement and music with literacy education. These rooted-in-research, play-based, and joy-filled approaches lead to students’ increased desire to learn, to read, and to explore their own curiosity. Enrique is regarded as an inventive educator, and co-created the children’s book Sam the Ant with his co-author and daughter Sam Sierra-Feldman. As a speaker, Enrique is known for his innovative and physically active style that ignites curiosity. He cares deeply about teachers and their work with young kids, and he provides teachers with real-time tools to use in their classrooms.
Jack M. Fletcher, Ph.D., is a Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology at the University of Houston. For the past 30 years, Jack, a board-certified child neuropsychologist, has worked on issues related to child neuropsychology, including studies of children with spina bifida, traumatic brain injury, and other acquired disorders. In the area of developmental learning and attention disorders, Jack has addressed issues related to definition and classification, neurobiological correlates, and most recently, intervention. Jack directs a Learning Disability Research Center grant and a long-term study involving genetic, neuroimaging, and neuropsychological factors in spina bifida, both funded by the National Institute of Child health and Human Development. He served on the NICHD National Advisory Council, the Rand Reading Study Group, the National Research Council Committee on Scientific Principles in Education Research, and the President’s Commission on Excellence in Special Education. The author of 3 books and over 350 papers, Jack was the recipient of the Samuel T. Orton award from the International Dyslexia Association in 2003 and a co-recipient of the Albert J. Harris award from the International Reading Association in 2006. He is the Past President of the International Neuropsychological Society.
Nancy Frey, Ph.D., is a professor of Educational Leadership at San Diego State University. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. She has co-authored several books on teaching and learning with Doug Fisher, and was a co-recipient (with Doug Fisher) of NCTE’s 2004 Kate and Paul Farmer award for outstanding writing for their article, “Using Graphic Novels, Anime, and The Internet In An Urban High School,” published in NCTE’s English Journal. In 2008, she received the Early Career Achievement Award from the Literacy Research Association. Nancy teaches a variety of courses in school improvement and literacy leadership. Her favorite place to be is Health Sciences High and Middle College, where she learns from teachers and students every day.
Margie B. Gillis, Ed.D., is a research affiliate at Fairfield University and Haskins Laboratories, and a Certified Academic Language Therapist. She is also the founder and president of Literacy How, Inc. in North Haven, CT that provides professional development opportunities for teachers on how best to implement evidence-based reading practices in the classroom. Margie became interested in reading while at the University of Connecticut where she studied with Isabelle Liberman. She received her doctorate from the University of Louisville in Special Education where she began her work training teachers of reading. As president of Literacy How and as a Research Affiliate at both Fairfield University and Haskins Laboratories, she creates new opportunities to empower teaching excellence. In 2010, she founded the Anne E. Fowler Foundation to continue the work of her mentor Anne Fowler. The Foundation supports scholarships for teachers to earn their Masters or Sixth Year degree in Reading and Language Development at Fairfield University. Margie has also worked at the policy level with the CT state legislature and the Connecticut State Department of Education to pass bills that support evidence-based reading instruction and policies that support the identification and treatment of dyslexia. She is the co-founder and former president of Smart Kids with Learning Disabilities, former president of the CT Branch of the International Dyslexia Society, a board member of the Dyslexia Society of CT and New Alliance Foundation, and an executive board member of the Academic Language Therapy Association.
Deborah R. Glaser, Ed.D., (Deb) is an educational consultant and professional development provider with expertise in reading assessment and instructional methods derived from trusted research. During Deb’s ’s many years in education, she has provided classroom, dyslexia, and learning disability instruction, and served as director of education of the Lee Pesky Learning Center, in Boise, Idaho, where she oversaw the development of remedial programs for individuals with dyslexia. She has assisted universities with the development of research-based reading curricula and established training and consultation programs to support the success of state and national reading initiatives. She was advisor to Idaho’s Legislative Reading Committee and a principal author of Idaho’s reading initiative. Deb is a national trainer of Louisa Moats’ Language Essentials for Teachers of Reading and Spelling (LETRS). She consults with national policy institutes regarding quality reading instruction and teacher preparation and assists schools and districts with the implementation of scientifically based reading programs and strengthening practitioners’ collaborative efforts toward improved instruction and student reading abilities.
Susan Hall, EdD, is co-founder and president of 95 Percent Group Inc., a company that helps educators identify and address the needs of struggling readers. 95 Percent Group specializes in the use of literacy assessment data to place students in groups for tiers of intervention, as well as instructional strategies to address specific skill deficits in a MTSS framework. Susan is a nationally certified trainer of DIBELS® and LETRS®. She is author of Implementing Response to Intervention, and Jumpstart RTI, and I’ve DIBEL’d, Now What?. Susan is coauthor with Louisa Moats of three publications, Straight Talk About Reading, Parenting a Struggling Reader, and LETRS Module 7, 2nd edition.
Jan Hasbrouck, Ph.D., is an educational consultant, trainer and researcher. She served as the executive consultant to the Washington State Reading Initiative and as an advisor to the Texas Reading Initiative. Jan worked as a reading specialist and literacy coach for 15 years before becoming a professor at the University of Oregon and later Texas A&M University. She has provided educational consulting to individual schools across the United States as well as in Mexico, Peru, Guatemala, Honduras, Jamaica, and Germany, helping teachers and administrators design and implement effective assessment and instructional programs targeted to help low-performing readers. Her research in areas of reading fluency, reading assessment, coaching, and second language learners has been published in numerous professional books and journals. She is the author and coauthor of several books including The Reading Coach: A How-to Manual for Success, The Reading Coach 2: More Tools and Strategies for Student-Focused Coaches, and Educators as Physicians: Using RtI Data for Effective Decision-Making as well as several assessment tools. In 2008, she and her colleague, Vicki Gibson, partnered to form Gibson Hasbrouck & Associates, with the mission to provide high quality professional development to educators nationally and internationally.
Jennifer Hasser, M.Ed., is a nationally recognized advocate, author, and trainer in the field of reading. Her passion for education began in the high school behavior disorder classroom, where she was awarded Special Education Teacher of the Year by Georgia State University. Jennifer founded Syllables Learning Center and Kendore Learning, which is accredited by IMSLEC and IDA. She has trained more than a thousand teachers and has helped thousands of students acquire language skills. She is a regular presenter at reading and dyslexia conferences and serves as an educational consultant to schools across the nation. She has served as president of the International Dyslexia Association’s Georgia Branch and is a founding member of Decoding Dyslexia Georgia.
Karin Hess, Ph.D., is a senior associate at the National Center for Assessment and is recognized nationally for applying cognitive rigor and learning progressions in designing formative, interim, and performance assessments. She has over 30 years of deep experience in curriculum, instruction, and assessment. She has distinguished herself as a content and curriculum and assessment expert in multiple content areas and has effectively guided more than a dozen states in the development of grade level expectations and test specifications for general education and for alternate assessments for significantly cognitively disabled students. Karin facilitated Maine’s early work in graduation exhibitions and Rhode Island’s development and implementation of proficiency-based graduation requirements. Karin was a classroom teacher in New Jersey for 15 years, a district curriculum director, building principal, Title I director, and NJ state director of gifted education. She has also worked as a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the New England Common Assessment Program for ELA, math, and science; and as member of several Vermont state-level committees. With Linda Darling Hammond, she co-led development of the SBAC content specifications for assessment of the Common Core in ELA and mathematics.
Michael Hunter, M.Ed., is a founding partner of Readsters. Michael found his passion for teaching struggling readers by volunteering to teach adults to read in Washington DC. In 2001, Michael left his job as president of a concrete construction company to pursue a career helping students learn to read using the most effective methods available. Michael is co-author with his business partner, Linda Farrell, of Phonics Plug-In ONE, the Practice Packets to Fix Common Confusions, Phonics Blitz and Phonics Boost lessons, and the Diagnostic Decoding Surveys. Michael presents professional development workshops nationally and advises schools and districts on implementation of effective reading instruction. He also continues to create assessments, lessons and other materials to help beginning and struggling readers. He enjoys working with and learning from struggling readers of all ages whenever he finds time. Michael’s work has even taken him to the Republic of Gambia and Rwanda in Africa to train and advise on early reading instruction for the Global Partnership for Education.
Jill Jackson, M.A., is the managing director and senior educational consultant at Jackson Consulting. Previously, she has been the professional program and educational services manager at Consortium on Reading Excellence (CORE). A former classroom teacher and administrator, whether she’s in the classroom demonstrating lessons, strategizing with the superintendent, or training veteran literacy coaches, Jill’s advice and assistance is deeply rooted in the reality of school life and focused on unambiguous next steps. Jill Jackson uses her humor and in-the-trenches experiences to support educators as they navigate the central issues in implementing the Common Core and reading programs and interventions. Jill has used her experience in 30+ states and with thousands of teachers, coaches, administrators, program directors and superintendents as inspiration for her down-to-earth and fun how-to books: Get a Backbone, Principal! and Get Some Guts, Coach!
Antinea Johnson is an Early Childhood Specialist at CDL. As such, she coaches and mentors teachers in early childhood classroom settings. Antinea believes that all children deserve a nurturing and engaging environment filled with learning and laughter, and finds that providing support to those working directly with young children is the most efficient way to ensure best practices are provided to all children. Antinea is an approved Director for Type III learning centers, a certified Pre-K CLASS observer, and a Louisiana Pathways Trainer. She received a Bachelor of Arts Degree from Dillard University.
Sam Johnson grew up in Washington, D.C. Although Sam graduated from high school, reading and writing were difficult for him. Both before and after graduating, he never told anyone about his reading difficulties. He found jobs that did not require reading. However, when he saw that his twin sister, Sandra, was improving her reading at the Washington Literacy Council, he called to sign up for their reading lessons. Sam’s life became much easier when his reading and writing skills improved. He still lives in the Washington, D.C. area where he works as a master barber and hair stylist. He is married and has two grown children whom he loved reading to when they were younger. Sam is excited to share his story to help teachers understand how much students want to learn to read, how well students hide their reading problems, and how much life improves when reading becomes easy.
Sandra Johnson grew up in Washington, D.C. She attended public schools until she dropped out of school at age 16. Sandra could memorize words quite successfully, but could not read any unfamiliar words. For example, she could easily read the word ‘job’, but had no idea how to read the word ‘jab’. She was in her early 30s when she learned that letters match sounds. This was the key to Sandra’s learning to read. Sandra hid her reading disability from everyone she knew, including her large family and many friends. But her secret was out after Laura Bush asked to meet Sandra because she had learned to read as an adult. Her story became public when an article and pictures of Sandra with the President and First Lady appeared on the front page of the Washington Times. Sandra works as a coach and tutor for children at her local recreation center in Washington, D.C. She speaks nationally about literacy to teachers, parents, and students.
David A. Kilpatrick, Ph.D., is associate professor of psychology for the State University of New York, College at Cortland. He is a New York State certified school psychologist with 28 years experience in schools. He has been teaching courses in learning disabilities and educational psychology since 1994. An expert and experienced clinician who excels in reading assessment and intervention, David has conducted over 1,000 student evaluations for reading difficulties and disabilities. He the author of two books on reading: Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success.
Lucy Hart Paulson
Lucy Hart Paulson, ED.D., CCC-SLP, is a speech-language pathologist and literacy specialist with years of experience working children and their families in elementary schools, Head Start, and clinical settings. She served as an associate professor in the Communicative Sciences and Disorders Department at the University of Montana, teaching language and literacy development and challenges. She has also provided professional development for a variety of audiences across the United States and internationally. Lucy presents an inclusive and research-to-practice perspective blending areas of language and literacy, resulting in effective and engaging learning opportunities for children. Lucy is the lead author of the Language Essentials for Teachers of Reading and Spelling (LETRS) for Early Childhood Educators, (2nd Edition); Building Early Literacy and Language Skills, a resource and activity guide for young children, and for Good Talking Words, a social communication skills program for preschool and kindergarten.
Amy Poteet Poirier
Amy Poirier is an early childhood specialist at CDL. Amy has held multiple positions in the field of early childhood. Early in her career she worked as a teacher, center administrator, and a curriculum and training director. She has also worked as a program monitor, coach and trainer for several statewide programs and as an independent advisor, trainer and consultant. Additionally, Amy is an approved Child Development Associate (CDA) Professional Development Specialist and an endorsed trainer with Louisiana Pathways. Amy knows that children benefit the most from highly effective teachers, and that relevant, on-the-job coaching and mentoring support significantly increases their skills. As an early childhood specialist, she enjoys working side-by-side with early childhood professionals to provide support and thereby positively affect outcomes for young children.
Timothy Rasinski, Ph.D., is professor of literacy education at Kent State University and director of its award-winning reading clinic. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Omaha, Nebraska. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. Tim has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education, including The Fluent Reader and The Fluent Reader in Action. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. In 2010 Tim was elected to the International Reading Hall of Fame.
Timothy Shanahan, Ph.D., is Distinguished Professor Emeritus at the University of Illinois at Chicago where he was Founding Director of the UIC Center for Literacy. Previously, Tim was director of reading for the Chicago Public Schools. He is author or editor of more than 200 publications including the books, Teaching with the Common Core Standards for the English Language Arts, and Early Childhood Literacy. Tim is past president of the International Literacy Association. He received a presidential appointment to serve on the Advisory Board of the National Institute for Literacy. He took a leadership role on the National Reading Panel (the third most influential education policy document according to the Editorial Projects in Education Research Center). He chaired two other federal research review panels: the National Literacy Panel for Language Minority Children and Youth, and the National Early Literacy Panel, and helped author the Common Core State Standards. He is co-principal investigator of the U.S. Department of Education’s National Title I Study of Implementation and Outcomes: Early Childhood Language Development funded by the Institute of Education Sciences. Tim received the William S. Gray Citation for Lifetime Achievement and the Albert J. Harris Award for outstanding research on reading disability from the International Reading Association (IRA). He was inducted to the Reading Hall of Fame in 2007, and is a former first-grade teacher. For more information, visit his blog: www.shanahanonliteracy.com. He is a member of the Professional Advisory Board of the Center for Development and Learning.
Libbie Sonnier-Netto, Ph.D., is CDL’s vice president of programs. Libbie’s professional focus is on improving the life chances of all children, particularly those at risk due to income, education, environment, and health. Her work at local and state levels has provided her a broad scope of experience, including delivering family support services to children and their families in community and hospital settings, establishing model assessment teams, coordinating statewide programs and pilots for children birth to five-years old, directing an early hearing detection and intervention program, and conducting longitudinal research on the association between early learning experiences and midlife outcomes. She is coauthor of multiple publications and technical reports, the Teens & Tots curriculum, and, with Sharon Ramey and Craig Ramey, the Four Diamonds/Q-STAR Checklist. Libbie completed her Ph.D. in human development at Virginia Tech under the mentorship of Drs. Sharon and Craig Ramey. She is an adjunct professor in the College of Social and Behavioral Science at Purdue University, teaching courses related to issues and trends in early childhood. Libbie is also the recipient of the Hulick Serving Spirit Fellowship Award for her commitment to supporting individuals with disabilities.
Eric Tridas, M.D., FAAP, is the Medical Director of the Tridas Center for Child Development and President of Developmental and Behavioral Pediatrics Consultants, Inc. He is a Developmental Pediatrician who specializes in the diagnosis and management of handicapping conditions including ADHD, learning differences, dyslexia, autism spectrum disorders, intellectual disabilities and other neurodevelopmental and behavioral problems. He completed his fellowship in Ambulatory Pediatrics with emphasis on Developmental Disabilities at the Children’s Hospital Medical Center in Boston. During that time he held an appointment as a Teaching Fellow at Harvard University. Dr. Tridas completed his residency in Pediatrics at the Children’s Hospital of Buffalo. He graduated from the University of Puerto Rico, School of Medicine in 1977. He is President of the International Dyslexia Association. Dr. Tridas is also the State Medical Director for Pediatric Health Choice-Prescribed Pediatric Extended Care Facilities (PPEC). He is on the board of directors of Artista’s Cafe, a non-profit organization that employs adults with autism spectrum disorders. Dr. Tridas is a founder and partner of Tridas, LLC, a software company that developed the Tridas eWriter, an application for web based structured interviews of caregivers and teacher’s that generates a customized evaluation report. He lectures nationally and internationally on topics such as dyslexia, learning disabilities, ADHD, autism spectrum disorders, executive functions and other behavioral and developmental pediatrics related subjects. Dr. Tridas edited a book for parents titled From ABC to ADHD: What Every Parent Should Know About Dyslexia and Attention Problems.
William Van Cleave
An internationally recognized consultant in structured literacy, William Van Cleave, M.A., is the Founder and President of W.V.C.ED, a company that provides professional development and effective teaching materials for instructors. He consults with districts and both private and public schools involving professional development, curriculum development and alignment, and model teaching, particularly in the areas of written expression and vocabulary instruction. With his interactive, hands-on presentation style, William has presented on effective teaching practices at conferences and schools both in the United States and abroad for over twenty years. Recent projects include providing the professional development component of a school improvement grant in Oklahoma City; participation on the RtII Writing Standards Committee for the State of Pennsylvania; development of ToT modules on writing for PaTTAN in Pennsylvania and Wichita Unified School District in Kansas; and implementation of a multi-year writing intensive for teachers in Franklin, TN. The author of three books, including Writing Matters and Everything You Want To Know & Exactly Where to Find It, as well as a number of educational tools and activities, William has served as a classroom teacher, tutor, and administrator at various points in his career.