The Mentors, Leaders, and Teachers of The Big Sky Literacy Summit 2025

Dr. Perry is the Principal of the Neurosequential Network and a Professor (Adjunct) at the School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria Australia.

Over the last thirty years, Dr. Perry has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions. His work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Dr. Perry's most recent book, What Happened to You? Conversations on Trauma, Resilience, and Healing (2021), coauthored with Oprah Winfrey, has been translated into 26 languages and has been on the New York Times Bestseller list for over 100 weeks after becoming #1 on the list in April of 2021.

Professor Maggie Snowling is Emeritus Professor of Psychology, University of Oxford, and Research Fellow, St. John’s College. She is also professionally qualified as a clinical psychologist. She is Fellow of the British Academy, Fellow of the Academy of Medical Sciences and Fellow of the Academy of Social Sciences. She served on Sir Jim Rose’s Expert Advisory Group on provision for Dyslexia (2009), was advisor to the Reception Baseline Assessment (2019) and a panel member for the Department of Education’s Reading Framework 2 (2023).  She served as President of St. John’s College, Oxford 2012-2022 and during that time was committed to the promotion of Equality, Diversity and Inclusion across the collegiate university as inaugural Chair of the Conference of Colleges Equality Forum (2018-19) and the Oxford Admissions Committee (2019-2021). She was appointed CBE for services to science and the understanding of dyslexia in 2016.

Charles Hulme is Professor of Psychology and Education in the Department of Education and William Golding Senior Research Fellow at Brasenose College. He has broad research interests in reading,
language, and memory processes and their development and is an expert on randomized controlled trials in education. He has also explored the role of wider language skills (particularly vocabulary knowledge and grammatical skills) and their influences on the development of reading comprehension.
Dr. Hulme's publications include a number of assessment materials including the Phonological Abilities Test (1997), the York Assessment of Reading for Comprehension (YARC, 2009) and Sound Linkage (2014),
as well as several books dealing with various aspects of reading development. He is the former Editor-in-Chief of the journal ‘Scientific Studies of Reading’ (2007-2009) and a former Senior Editor of the Association of Psychological Science’s flagship journal, Psychological Science (2012-2019).

Dr. Anita Archer is an educational consultant to state departments and school districts on explicit instruction and literacy.  She has presented in all 50 states, all US territories, and many countries, including Australia, New Zealand, and Canada, and has received ten awards honoring her educational contributions.  Dr. Archer has served on the faculties of three universities: the University of Washington, the University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials, including Phonics for Reading (Curriculum Associates), a three-level intervention program, REWARDS (Voyager/Sopris), a five-component literacy intervention program, and a best-selling textbook titled Explicit Instruction: Effective and Efficient Teaching (Guilford Press).

Tiffany P. Hogan, PhD, CCC-SLP is a Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions and a Research Associate at Harvard Medical School. Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language, with a focus on improving assessment and intervention in schools for neurodiverse children with Developmental Language Disorder and Dyslexia. Her advocacy for children with language, speech, and literacy differences has led her to co-found a DLD informational website: www.dldandme.org, host a podcast (www.seehearspeakpodcast.com), advise on www.readinguniverse.org, organize an annual conference on implementation science, and contribute information for articles in numerous news outlets including the New York Times, the Boston Globe, and EdWeek. Dr. Hogan is passionate about ensuring children receive evidence-based assessment and instruction, creating environments in which neurodiversity is cherished, and listening to and learning from those who work with children in schools and clinics.

Dr. Washington is a Professor in the School of Education at the University of California – Irvine (UCI). She is a Speech-Language Pathologist and is a Fellow of the American Speech Language Hearing Association. Dr. Washington directs the Learning Disabilities Research Innovation Hub funded by the National Institutes of Health, Eunice Kennedy Shriver National Institute on Child Health and Human Development. She is also director of the Dialect, Poverty and Academic Success Lab at UCI. Currently, Dr. Washington’s research is focused on the intersection of literacy, language variation, and poverty. In particular, her work focuses on understanding the role of cultural dialect in assessment, identification of reading disabilities in school-aged African American children and on disentangling the relationship between language production and comprehension on development of reading and early language skills for children growing up in poverty. 

Dr. Catts is Professor of the School of Communication Science and Disorders at Florida State University. His research interests include the early identification and prevention of reading disabilities. He is a past board member of the International Dyslexia Association and past board member and President of the Society for the Scientific Study of Reading. He has received the
Samuel T. Orton Award from the International Dyslexia Association and the Honors of the
Association from the American Speech-Language-Hearing Association for his career
contributions in each of these disciplines. His current research concerns the early identification of reading and language disabilities and the nature and assessment of reading comprehension problems.

Sonia Cabell, Ph.D., is the R. Keith and Patricia Duggins Sigmon Endowed Professor of Reading Education in the School of Teacher Education and core faculty in the Florida Center for Reading Research at Florida State University. Before receiving her Ph.D. at the University of Virginia, she worked as a second grade teacher and literacy coach in Oklahoma and Virginia. Dr. Cabell’s research focuses on early language and literacy instruction, with a particular interest in preventing reading difficulties in young children. She has authored over 70 publications, including peer-reviewed articles, books, and book chapters. Dr. Cabell has served as Principal Investigator or co-Principal Investigator on federally funded research projects totaling approximately $10 million dollars. She has been an advisor or consultant for a variety of organizations and state departments of education in the U.S.

Dr. Ola Ozernov-Palchik is Research Faculty at MIT’s McGovern Institute for Brain Research and at Boston University Wheelock College of Education & Human Development. She is a cognitive neuroscientist whose research focuses on the neurocognitive mechanisms underlying language and reading comprehension in both typical development and dyslexia. Dr. Ozernov-Palchik is deeply committed to translational research and advocacy that promote educational equity and improve learning outcomes for all students. She has published extensively in leading scientific journals and has received research funding from both federal agencies and private foundations. Her recent work harnesses the power of AI to develop effective, personalized, and scalable tools for literacy instruction.

Dr. Petersen is a Professor and the Maggie & Dick Scarlett Endowed Chair in Speech-Language Pathology at the University of Wyoming. His interdisciplinary research focuses on advancing the validity and reliability of dynamic assessment and structured literacy interventions for school-age children, particularly those at risk for language and reading disorders. With a background spanning speech-language pathology, education, and literacy development, Dr. Petersen is dedicated to improving equitable access to high-quality assessment and instruction for diverse populations. His robust research agenda has resulted in numerous peer-reviewed publications, invited national and international presentations, and the development of widely used assessment tools and interventions. Dr. Petersen values translational science, researcher-practitioner collaboration, and the creation of accessible resources that bridge research to real-world educational settings.

Antonio A. Fierro is the Vice President of Professional Learning and Academics with the 95 Percent group and co-author of Kid Lips, a phonetics curriculum for young children. For almost 20 years, he was a member of the national LETRS cohort of literacy consultants led by Dr. Louisa Moats. Dr. Fierro has led many initiatives nationwide to improve instruction for English learners and currently sits on the national board of The Reading League and the advisory board of LETRS 3rd edition. 

Claude Goldenberg is the Nomellini & Olivier Professor of Education, emeritus, at Stanford University. He received his A.B. in history from Princeton University and M.A. and Ph.D. from the Graduate School of Education at UCLA. He taught junior high school in San Antonio, TX, first grade in a bilingual elementary school in Los Angeles, and teacher prep at California State University, Long Beach. A native of Argentina, his areas of research and publication centered on promoting academic achievement among language minority students, particularly those from Spanish-speaking backgrounds. Goldenberg is co-author of Promoting Academic Achievement among English Learners: A Guide to the Research, co-editor of Language and Literacy Development in Bilingual Settings, and author of Successful School Change: Creating Settings for Teaching and Learning. He currently works on promoting research, policy, and practices to enhance literacy and academic development among students not yet proficient in English. Subscribe to his free Substack at claudegoldenberg.substack.com.

Dr. Lucy Hart Paulson, Ed.D., CCC-SLP, is an author and literacy specialist with a mission of bringing research to practice. She is also a speech-language pathologist with many years of experience working with educators and with young children and their families in a wide range of educational settings. In addition, Lucy was an associate professor teaching and conducting research in the areas of language and literacy development and disorders.  She provides professional development using a broad-based perspective blending areas of language and literacy together resulting in effective, appropriate, and engaging language-based literacy instruction and intervention for all children. Finally, Lucy is the co-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, 2nd Edition, a social communication skills program for young children.

For 27 years, Dr. Terrie Noland has put her energy into leadership and literacy; first as a teacher and administrator and now as a national Literacy Leader. Terrie mentors leaders about the latest research around the science of reading and the leadership characteristics to leave a lasting legacy. Terrie speaks to crowds to hear captivating stories, leadership principles, research, and best practices in literacy, which she always delivers with inspiration. Terrie is a Certified Academic Language Practitioner and has a Ph.D. in Literacy. She is Maxwell Leadership Certified and a member of the President's Advisory Council. She has experience building award-winning communities of educators to lead large in literacy as well as
professional learning experiences that drive high-leverage growth for administrators and educators.

Karen Tzanetopoulos CCC-SLP is both a speech and language pathologist and an expert in math cognition, language, and learning. She is co-author of the book How Children Learn Math: The Science of Math Learning in Research and Practice (Routledge, 2023). Karen is the recipient of three National Science Grants centered around the science of math and language. She specializes in helping children with dyslexia and math difficulty and utilizes her deep understanding of the influence of language on math learning with all her students. She also provides teacher and parent training on how to teach math in a successful and more straightforward way, including at private and public schools and districts. Karen also shares her knowledge at a variety of conferences, including IDA, IDA branches, and ASHA. Karen began her career as an SLP in a neurosurgical hospital which fostered her love for the workings of the brain.

Dr. Leslie Laud supports districts and states nationally with strengthening writing instruction. She has taught in both general and special education, and worked as a principal. She now leads research studies. She holds a doctorate from Columbia University. She has served as co-PI and lead PI on federally-funded large research studies of writing instruction, publishes empirical studies in peer-reviewed journals and presents frequently at national conferences. She currently teaches a grade 2 after-school writing club and is a newly avid gardener. 

Dr. Tolman draws on more than 25 years of experience in public school systems, including13 years spent designing and implementing an innovative reading clinic and academic support collaborative for academically challenged high school students. Awarded a doctorate in educational psychology, she spearheads many national and international long-term literacy initiatives. Coaching and Consulting in schools is a passion for Dr. Tolman, creating a bridge between research and instructional application. Most recently, Carol’s work in Alabama led to two lowest-performing schools rising to become schools with the top growth rate in the state. She has authored a variety of articles and chapters in IDA Perspectives and the “Fundamentals of Literacy Instruction and Assessment.” She is co-author and lead trainer of LETRS, 3^rd ed., with Dr. Louisa Moats. Along with Heidi Zollman, Carol is co-president of the Reading League New Hampshire chapter. She cherishes her professional relationships with educators and looks forward to learning with you all during this conference.

As an assistant professor at Marietta College, Michelle Elia helps prepare pre-service teachers to teach reading using evidence-based language and literacy practices. Elia was previously one of two Ohio Literacy Leads, a role that allowed her to train district administrators, teachers, and regional consultants across Ohio in the science of reading.   Elia is a nationally recognized literacy professional development provider, training educators in literacy instruction and assessment within an MTSS framework grounded in reading science. She serves as a school board member of her local district and president of The Reading League Ohio. A lifelong learner, Elia is pursuing her doctorate in Reading Science at Mount St. Joseph University. Michelle is passionate about ensuring all students learn to read using evidence-based literacy practices that are inclusive of all students. When she is not talking about reading, her favorite job is being a mom to three very active children.

Nancy Chapel Eberhardt is an educational consultant with extensive experience as a resource teacher, special education administrator, and professional development provider.  She has co-authored several literacy materials, including Sortegories™ with Sheryl Ferlito,  LANGUAGE! The Comprehensive Literacy Curriculum with Jane Fell Greene, and the Literacy How Professional Learning Series with Margie Gillis. She is currently a consultant with the 95 Percent Group and the Reading Universe taxonomy project.  Nancy is a strong advocate for preventing reading underachievement by supporting teachers with professional development and evidence-based resources.

Laura Stewart is an educator and organizational leader.  She has served as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives around the country.  Before joining 95 Percent Group, Laura was the Chief Innovation Officer with The Reading League and the Chief Academic Officer for Professional Development at Highlights for Children. 

 Laura presents widely and has written for numerous organizations and publications.  She wrote The Courage to Lead and co-authored The Everything Guide to Informational Text K-2; Best Texts, Best Practices. She is a contributing author to Climbing the Ladder of Reading and Writing: Meeting the Needs of ALL Learners.  Laura hosted the podcast “Teaching, Reading, and Learning: The TRL Podcast.” She serves on several advisory boards and was formerly a certified LETRS facilitator.

Laura’s position as the Chief Academic Officer at 95 Percent Group suits her perfectly, as her passion is empowering educators to positively impact ALL students and ultimately change the course of literacy achievement in this country.

Amy Siracusano, MS Ed., worked in public education for 25 years before becoming a national literacy consultant. Her career has included many positions: classroom teacher, learning specialist, Title I teacher, vice principal, literacy specialist for the board of education, and an adjunct professor.   She has presented nationally on various literacy topics including assessment, dyslexia, reading, and writing.  Amy is a member of Decoding Dyslexia Maryland, on the board of directors for The Reading League National, an Acadience Training Specialist, and an adjunct professor for the Advanced Reading Science program at Brooklyn College.  She is determined to support national efforts in making sure teachers are equipped with deep knowledge of language systems and teaching approaches to ensure all students leave second grade with proficient reading and writing skills.  Amy lives in Southern Maryland with her husband Joe and their two daughters:  Lucia (17) and Isabella (15).

Elizabeth Doherty, CCC-SLP, A/OGA, is a speech-language pathologist, literacy specialist, and national presenter. After over a decade in New York City Public Schools, Elizabeth established a private practice specializing in supporting students with co-occurring dyslexia and Developmental Language Disorder (DLD).  As the creator of The Reading SLP, Elizabeth has developed a course series and membership community that empowers speech pathologists to integrate literacy support into their therapy sessions by leveraging their language expertise. Currently serving as an adjunct lecturer and pursuing her doctorate at the City University of New York, her research focuses on the critical intersection between language delay and reading disability. Elizabeth resides in New York City with her husband and two daughters.

Dr. Brown is an adjunct professor at the University of Iowa (Dept of Communication Sciences & Disorders) and is a Co-Founder and Chief Academic Officer of Foundations in Learning.

Over the past 30 years, Dr. Brown has focused on optimizing student learning and facilitating access to literacy. She has devoted her career to developing tools and testing solutions that optimize language, learning and literacy development for all students. The National Institutes of Health, the US Department of Education, the National Science Foundation, and the State of Iowa have supported the work.

Brown has co-founded three companies with husband, Dr. Jerry Zimmermann (Breakthrough to Literacy, the Iowa Language and Literacy Institute, and Foundations in Learning), each organized to advance current science and create solutions to help all children learn to read.  

Craig Buscher, Ed.D. earned his doctorate at the University of Montana in 2014 following a 12-year career as an elementary teacher, special education teacher, and reading interventionist. Craig provides literacy trainings for school districts across the country in the LETRS professional development program and consults, coaches, and trains teachers in reading and writing instruction and assessment, evidence-based practices, MTSS, and special education. Central in this work is alignment of instructional and assessment practices to the science of reading. Over the last 13 years, he has taught literacy and special education courses as an adjunct professor at the University of Montana. Craig resides in Pray, MT with his wife Sue and their yellow Labrador Lizzie.

Nickie Dubbs Nelson is a first-grade teacher with over 20 years of experience in literacy education. She holds an M.S. in Curriculum and Instruction and is pursuing an Ed.S. in Reading and Language Acquisition from Bay Pay University. Nickie has served as a K–5 classroom teacher, ELST coordinator, and peer coach, with a longstanding focus on supporting struggling readers through evidence-based instruction. As a contributor to ReadingUniverse.org, she authored an intelligent sequence of decodable texts to support systematic reading instruction. In 2023, she piloted an oral language curriculum developed by OxEd, resulting in significant gains in student outcomes. Nickie now shares her experiences to help educators implement effective literacy practices. She brings a practical, research-informed perspective to her work and is passionate about sharing the challenges and triumphs of classroom instruction to improve literacy outcomes for all students.

Altheria Caldera, Ph.D., is the CEO and chief educational consultant at Caldera & Associates Educational Consulting and an adjunct lecturer at American University in Washington, D.C.  A veteran educator with over 20 years of classroom teaching experience on multiple levels, she enjoys the synchronicity of teaching and learning. She is a writer, activist, and community volunteer whose joy peaks when surrounded by children. Her work is motivated by care and compassion for humanity and hopes for a just society. Since 2022, she has served as The Reading League’s Diversity, Equity, Inclusion, and Belonging (DEIB) consultant. Dr. Caldera’s upcoming book traces the evolution of DEI, illuminates current attacks, and suggests ways to resist the opposition to DEI. Her work is deeply informed by Black feminist theory, with intersectionality being the central theoretical lens through which she has developed knowledge about oppression and justice. 

Dr. Caldera earned a Ph.D. in Curriculum Studies and a graduate certificate in Women and Gender Studies at Texas Christian University (TCU) and has published nearly two dozen peer-reviewed articles and book chapters.

Andrea Setmeyer is a nationally certified school psychologist in Indianapolis, Indiana, with more than a decade of experience in public schools. She is honored to serve as the national chapter director for The Reading League, supporting a growing network of vibrant chapter leaders throughout the country. With a heart for early childhood and the prevention of reading failure, Andrea is passionate about ensuring that every teacher is equipped with evidence on effective reading and writing instruction.

Joan Kelly is a former classroom and reading teacher. Joan spent over 10 years in the Language Diversity & Literacy Development Research Group at Harvard Graduate School of Education (HGSE). She received her B.A. from Harvard College and her Ed.M. from HGSE. She has worked to help schools embed academic language and content knowledge in classroom instruction and create rigorous settings. Joan left HGSE to design a low-cost, scalable, family/school partnership tool around reading development (Abound Parenting, PBC). Joan has 2 reasons for believing that reading-focused family engagement should be a given: children need more rich language experiences beyond the school day to read successfully and busy families need to understand reading-skill growth enough to collaborate with teachers and prioritize rich talk at home. Joan’s HGSE decade included articles published in the following journals: American Educational Research Journal, The Reading Teacher, Reading Research Quarterly, Principal Leadership.

 Joan is a mother of three adult children and lives with her husband in Needham, MA.

MaryKate DeSantis is the founder of Left Side Strong LLC. MaryKate’s experiences working in a large urban district as a special educator, reading specialist, and district wide literacy coach has shaped her passion for translational research in ensuring all children receive evidence-based

instruction. As a clinical researcher specializing in literacy and language, MaryKate has worked as a full-time faculty at MGH Institute of Health Professions in the Speech Language (SAiL) Literacy Lab and at Harvard University in the READS focusing on improving literacy outcomes at scale. MaryKate is also a clinician in the Neurology Department at Boston Children’s Hospital and Adjunct at Boston College Graduate School of Education. Left Side Strong aims to partner with communities and educators to ensure the reciprocal nature of research practice partnerships and that every child receives evidence-based instruction

Justin Browning is a national literacy consultant specializing in systems change and implementation at the district, school, and classroom level. He has been in the education field for the last 15 years. During that time, he served in a variety of roles: elementary teacher, middle grades math teacher, turn-around school instructional coach, and field implementation coordinator. He holds a Bachelor’s of Science in Elementary Education from The University of Mississippi and a Masters in Educational Leadership from Kennesaw State University.  Currently, he is the founder and lead consultant with SoR for More, an organization that partners with leaders and educators to design, align, and refine systems and structures to improve reading instruction for all students. Although Justin is no longer a classroom teacher- he can often be found modeling evidence-based practices and coaching teachers and leaders in classrooms around the country! He is passionate about building teacher and leader capacity and moving knowledge into action through thoughtful implementation. His greatest joy is investing in educators and watching their students' SoR for More! 

Brittany Brewer is a seasoned educator with over 26 years of experience in both public and private school settings, specializing in general and special education. She holds a Master’s degree in Education and is a Certified Academic Language Therapist (CALT) and Licensed Dyslexia Therapist (LDT).

Brittany has served as an Itinerant Special Education Intensive Interventionist and structured literacy trainer for Harrison County Schools, where she supported teachers and students with evidence-based literacy practices. She currently serves as a Dyslexia Therapist and Literacy Strategist at Coast Episcopal School, where she leads targeted literacy initiatives, training, provides individualized dyslexia therapy and targeted intervention in the classrooms.

In addition to her school-based work, Brittany is passionate about serving her broader community, offering dyslexia therapy to children and families seeking support. As a certified member of the John Maxwell Team, she integrates leadership development into her educational practice, helping to inspire confidence, resilience, and growth in both students and educators.

Shelby Damaskos is a dedicated speech-language pathologist based in Montana, specializing in early childhood and school-based settings. She is licensed by the Montana Board of Speech-Language Pathologists and Audiologists and holds the Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA). Shelby also serves as a board member for the Montana Speech-Language and Hearing Association (MSHA). With a deep passion for supporting young children’s communication, Shelby collaborates closely with educators, families, and caregivers to foster speech, language, and social development within everyday routines. Her work is especially focused in public schools and Head Start programs, where she helps create meaningful, engaging learning experiences that support children’s foundational communication skills. Through her ongoing commitment to early intervention and inclusive education, Shelby strives to build environments where every child has the opportunity to grow, connect, and thrive.

For over 30 years, Jeanne Schopf, M.Ed., NBCT, C-SLDI, has been a passionate advocate for literacy and education. As a K-12 teacher, Literacy Coach, Reading Specialist, and Certified Dyslexia Interventionist, she has transformed learning experiences for students and educators. Jeanne is a dynamic leader in state and national literacy efforts, known for her expertise in literacy instruction, leadership, and systemic change.

A Certified John Maxwell speaker, trainer, and coach, Jeanne is dedicated to empowering educators and school leaders by recognizing their potential, fostering meaningful connections, and driving lasting transformation. As a dynamic professional development provider, she delivers research-based training grounded in Multi-Tiered Systems of Support (MTSS) and the Science of Reading, equipping educators with actionable strategies to enhance literacy instruction and intervention.

Jeanne’s mission is to help educators and administrators establish Pathways Towards Literacy, ensuring all students can access high-quality reading instruction. She serves as an Independent Contractor for Pathways Towards Literacy, CORE Learning, Transformative Reading Teacher Group, and 95 Percent Group, where she continues to inspire, coach, and lead the way in literacy education.

Dr. Ana Dodson, MA, PsyD, is a psychologist specializing in trauma-informed care and social-emotional learning (SEL). She is certified in EMDR therapy for adults and children and in the Neurosequential Model of Education developed by Dr. Bruce Perry. With a background as a school psychologist, teacher, and reading specialist, Ana focuses on translating research to practice transferring SEL into practical but meaningful activities for the classroom. She created the Summer Mental Health Academy for Teachers and currently consults with schools and organizations on implementing trauma-informed practices.

Judi is a Consultant for Learning and Development for the 95 Percent Group. In addition, she is a former national LETRS trainer, a national literacy consultant, teaches classes and speaks on topics related to the role of oral language in learning to read, instructional choices that can change and develop the reading brain, the role of language to reinforce foundational skill development, in addition to the impact of trauma on learning and the role of literacy to help heal. Before beginning her literacy consulting work, she worked for 20 years as a special educator in Colorado. Judi is the author of 50 Nifty Activities for Reading Instruction and 50 Nifty Activities for Speaking and Listening: for Oral Language and Comprehension. Judi’s second area of passion is global education for young women. She is the president of Peruvian Hearts, a non-profit organization dedicated to the education, mentorship, and development of leadership for young women in Peru. Judi believes that literacy is a social justice issue, and this adds passion to her work with teachers and students.

Dr. Claudia Ladd, Ed.D., NBCT, is a nationally respected educator and literacy leader with over two decades of experience across a wide range of educational contexts. Her work spans urban, suburban, rural, private, homeschool, and charter school settings—both across the United States and internationally. This broad background has given her a deep understanding of the varied challenges and opportunities within today’s education systems and has fueled her unwavering commitment to instructional excellence and literacy equity.

Dr. Ladd currently serves as the Comprehensive Literacy State Development (CLSD) Program Manager at the Wyoming Department of Education, where she leads literacy improvement efforts anchored in the science of reading. In this role, she oversees the implementation of high-quality instructional materials and practices, provides leadership development and professional learning for educators, and fosters cross-sector partnerships that support sustainable, system-wide change. Her leadership is grounded in research and implementation science, ensuring that educators are equipped with the tools and support necessary to improve literacy outcomes for all students.

She has previously contributed to statewide literacy strategy and policy as a member of state literacy teams at the Colorado and Wyoming Departments of Education. Dr. Ladd holds a Doctorate in Education and is a National Board-Certified Teacher. She also completed a Postdoctoral Certificate in School Management and Leadership from the Harvard Graduate School of Education.

Dr. Erin Pzinski is the K-12 Literacy Facilitator for Weston County School District #1 in Newcastle, Wyoming, and an adjunct professor at Marian University. She also works as a National LETRS Facilitator, supporting educators nationwide. A May 2024 graduate of the Reading Science Doctoral program at Mount St. Joseph University, Dr. Pzinski’s path was shaped by an early experience in LETRS training, where she recognized gaps in her own knowledge that impacted her ability to teach struggling readers. Motivated by this insight, she has since focused on bridging the gap between research and practice, equipping fellow educators with knowledge to support literacy development for all students.

Lindsay Kemeny, MS, is an elementary school teacher, speaker, author, and podcast co-host with a passion for literacy and applying research to practice. After her son was diagnosed with dyslexia and depression, she began her deep dive into effective literacy instruction for all children. She is the author of the books, 7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure K-3 Reading Success, 7 Mighty Moves Reading Resources and Rock Your Literacy Block. She loves being in the classroom every day, teaching kids to read and write.

As an Associate Professor of Education, Dr. Sally Brown is on a mission to help both future and current teachers turn research into practice. Dr. Brown earned her MEd in Special Education from the University of Virginia and her PhD from Utah State University. When she’s not in the classroom, she’s engaged in research on teacher knowledge, evidence-based literacy instruction, and interventions to improve outcomes for all students. Dr. Brown has been a key player on the state level contributing to the Idaho Comprehensive Literacy Plan and dyslexia handbook, dyslexia legislation, and literacy standards for educators. Additionally, Dr. Brown serves as co-chair for Idaho’s Higher Education Literacy Partnership (IHELP). To sum up her passion, Dr. Brown’s mantra is the following…The greatest act we can do to improve equity in the world is to teach every child to read. And she will continue to work tirelessly towards this goal. 

Maya Valencia Goodall is a visionary education entrepreneur with over two decades of experience at the intersection of bilingual literacy, language acquisition, and educational technology. As co-creator of OL&LA (Online Language & Literacy Academy) at CORE Learning, she champions spoken language as the foundation of effective literacy instruction.

As Structured Literacy gained traction, Maya saw gaps in its implementation—especially for Multilingual Learners, English variety speakers, and students with dyslexia. She has worked to ensure Structured Literacy is applied in ways that honor how language develops in diverse classrooms.

Her expertise spans educational theory, LX design, and classroom practice, all grounded in honoring students' language backgrounds.

Before CORE, Maya co-founded Lingual Learning, a curriculum company acquired by Rosetta Stone/Lexia Learning, where she co-developed the award-winning Lexia English. The program uses speech recognition and culturally relevant avatars to immerse students in English through conversation.

Maya holds two master’s degrees—one in Education and one in Applied Linguistics—and draws personal inspiration from travel, fashion, and time with family.

Kristen Wynn’s service in the field of education spans over 19 years, marked by a steadfast commitment to ensuring equitable access for all students to effective literacy instruction, highly qualified teachers, and high-quality instructional materials. Stepping into her role as Head of the AIM Institute for Learning and Research in July 2024, Ms. Wynn now leads bold initiatives to advance and improve literacy achievement through research partnerships, effective implementation, and transformative professional learning. Her leadership builds on a distinguished career devoted to improving student outcomes and empowering educators.

Ms. Wynn’s classroom experience includes teaching 1st and 2nd grade and serving as a Kindergarten through 5th grade Intervention Specialist. She has also spent several years mentoring new teachers. At the Mississippi Department of Education (MDE), she served as a literacy coach, Regional Literacy Coordinator, Assistant State Literacy Coordinator, and as the State Literacy Director from October 2019 through July 2024. In these roles, she spearheaded efforts to improve literacy outcomes in schools and districts across Mississippi, co-creating several professional development trainings and developing key initiatives such as Mississippi’s Emerging Science of Reading School Recognition Program and Mississippi’s Literacy Leadership Network (MSLL).

During her tenure, Mississippi achieved historic gains in literacy, culminating in the state’s recognition as one of the top-performing states in the nation for 4th grade reading on the 2024 and 2022 National Assessment of Educational Progress (NAEP). Ms. Wynn has also been an active member of several influential committees and task forces, including the Mississippi Reading Licensure Task Force, the Mississippi Reading Panel, the Higher Ed Literacy Council (HELC), the Governor’s Task Force for Teacher Preparation in Early Literacy Instruction, and the advisory board for the Mississippi Campaign for Grade-Level Reading.

Jessica Hamman, MA, is the founder and CEO of Glean Education, an organization that partners with school districts and states to build teacher knowledge around the Science of Reading, Structured Literacy instruction, RTI/MTSS systems implementation, and school improvement. Jessica has worked in education for over 20 years and considers it her life's work to bridge the gap between educational research and practice in the area of literacy instruction. 

Alison Teegarden, a 20-year education veteran, currently evaluates Trauma Informed School Service projects in Northern KY through NKCES. She leverages her diverse experience—from elementary teacher to Director of Academics—to connect with educators as a thinking partner in instructional coaching and professional learning. With endorsements in Instructional Leadership and Reading Recovery, she credits PEBC’s Thinking Strategies Institute for her educational evolution and growth. Alison's global perspective, shaped by teaching experiences from Japan to Maine, fuels her passion to serve by mentoring new educators. A dedicated emotional education advocate, she champions trauma-sensitive environments, prioritizing student safety and individuality.

Natasha Smith, NBCT, is a dedicated Learning Acceleration Specialist at NKCES in Cold Spring, Kentucky, bringing over 22 years of teaching experience to her role. Her passion lies in cultivating essential reading and writing skills in students. Having empowered countless students to find their voice and build confidence through reading and writing as a Literacy and Writing Lead, Natasha earned her National Board Certification in Early Adolescent English Language Arts as a testament to her commitment. Now, she channels her expertise to inspire and equip districts, administrators, and educators, fostering a collaborative journey to Connect, Grow, and Serve the students of Kentucky.

Katie Keown is a Literary Director at Student Achievement Partners, a nonprofit focused on improving student outcomes by ensuring all children receive equitable and essential instruction. Her work focuses on the organization’s secondary literacy initiatives. Prior to her time at SAP, she worked on the assessment team at HMH-Riverside and taught middle and high school students in Illinois and Mississippi. Katie is currently in the Reading Science doctoral program at Mount St. Joseph University, where her research interests include adolescent literacy and teacher preparation. She holds a Master’s in Reading Science from the Mount and a Bachelor’s in English from the University of Illinois. 

Jamie Thomas, a passionate advocate for childhood joy and literacy, draws from over 30 years of experience in early childhood and elementary education. A survivor of childhood trauma, she is committed to creating engaging, empowering learning experiences for children. Jamie has served in diverse roles including classroom teacher, administrator, literacy coach, and statewide leader. She’s worked with the Georgia Department of Education and the Governor’s Office of Student Achievement, helping shape literacy programs and educator preparation. With degrees in Early Childhood Education and Educational Leadership, and endorsements in Reading and Dyslexia, Jamie is known for her innovative strategies to boost literacy and support families and educators. Her work extends internationally, having taught English in Honduras and the U.S. Jamie lives on a farm in Adrian, Georgia with her fiancé, is a proud mother and grandmother, and is on a personal journey toward authenticity, guided by self-awareness, compassion, and creativity.

Darren Schlepp, Professional Development Implementation Specialist at Keys to Literacy, brings a wealth of experience to the field of literacy. With 29 years dedicated to education in Montana, including 22 as a school administrator in both Bozeman and Kalispell Public Schools, Darren has a deep understanding of the educational landscape. For the past several years, he has focused on fostering collaborative partnerships with schools and districts across the country. His work centers on the effective integration of evidence-based literacy practices at all grade levels and within all content areas. Darren is passionate about his role in supporting educators, equipping them with practical strategies and valuable tools to leverage literacy instruction for all students they work with daily, ultimately enhancing student success.

Ashley Nagel serves as the dedicated principal of Webster Elementary in Webster, Wisconsin for the past 6 years. With a master’s degree in Elementary Education, emphasizing family involvement, as well as an Educational Specialist Degree in Administrative Leadership, Ashley is a passionate advocate for literacy and leadership in education. She holds multiple licensures including Regular Education, Special Education, Principal, Curriculum & Instruction, and District Administrator.

Before stepping into her leadership role, Ashley spent 15 impactful years in education, teaching both 3rd and 5th grade general education, special education, and working in residential treatment settings with students requiring intensive support. She also provided academic tutoring to high school students in English and math, deepening her understanding of diverse learning needs and developmental stages. Her belief that literacy is the key to unlocking every student’s potential—regardless of background—has shaped her vision for Webster Elementary. She focuses on strong Tier One instructional practices, ensuring early skill gaps are identified and addressed through foundational literacy work.

Outside of school, Ashley is a proud mom to three teenage boys and shares life with her husband, Kirk. The family is completed by a lovable big black lab who has captured her heart. In her free time, Ashley enjoys reading, restoring old trucks, boating, hiking, and traveling—activities that reflect her adventurous and hands-on spirit.

Frannie is a speech-language pathologist practicing in Indianapolis, IN. She is a member of the American Speech Language Hearing Association and The Reading League Indiana. Frannie currently serves as the Speech and Language Coordinator for MSD Decatur Township. She has experience providing speech and language services in early intervention and early childhood public school settings. Frannie is passionate about supporting oral language development in early childhood for populations at higher risk for developing literacy disabilities.