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Meet Our Team

Karen Brewin House, Ed.S.

Karen Brewin House is an Educational Consultant with CORE. She holds a bachelor's degree in elementary education/special education from Mankato State University, a master's degree in psychological services from Florida International University, and an educational specialist degree in computer applications from Barry University. Mrs. House holds endorsements in English for Speakers of Other Languages (ESOL), Gifted Education, and Reading. Throughout her 35-year teaching career she has taught students with learning disabilities as well as gifted students at both the primary and secondary levels. Content areas include reading, language arts, science, and computer applications. In addition to her classroom teaching experience, Mrs. House has served in leadership roles such as Workshop Facilitator for Beginning Teachers and Teachers Seeking Gifted Endorsement and Department Chairperson.

Mrs. House has served as a reading coach in the Miami-Dade County Public School district. In this position, she provided the instructional strategies for reading teachers to assist less proficient students in improving their reading performance. Her experience in curriculum and instruction and increasing student achievement is indicative of her deep commitment to the academic success of every child.

Kay Brewton, M.S.

Kay Brewton is a Senior Educational Consultant with CORE. Kay holds a master’s degree in reading and language arts K–12 from Florida State University, a bachelor’s degree in elementary education, and endorsements in English as a second language, gifted education, and reading K–12. Kay brings to CORE an extensive and diverse teaching background. She has taught at the primary and secondary levels, and she has served as a primary literacy specialist and reading coach for both primary (K–5) and secondary (9–12) levels. Kay developed an early reading intervention program for her district to serve the needs of struggling readers, and was a district and Florida state trainer in multiple areas of reading. Kay previously served as a Florida Reading First Professional Developer and DIBELS state trainer, and she facilitated online reading endorsement courses for the nationally recognized Beacon Learning Center.

Kay’s experience with CORE spans five years, working in urban, suburban, and rural school settings. She has supported districts and school sites in 24 states and in Europe, Africa, and Mexico with research-based reading professional development, effective instructional practices, and coaching. Kay has served as a site consultant in various districts and schools, from large districts in Florida to remote schools in Alaska. Currently, she works with school districts in Alaska, Illinois, Mississippi, Pennsylvania, Virginia, and several other states. She has experience with various reading programs, including Open Court, Imagine It!, StoryTown, Reading Mastery, Corrective Reading, Language!, Bridges to Literature, and McDougal Littell Literature.

Kay has provided K–12 professional development at numerous state, district, and site-based venues for all areas of literacy instruction and reading leadership, including Response to Intervention (RtI) training and support. She has developed curriculum materials for the North Slope Borough School District Inupiat units of study, K–6. Throughout her career, Kay has worked tirelessly to build educational environments that truly foster learning. She has a special love for reading and strives to bring this passion to teachers and students to ensure their success in the classroom.

Mary Buck, M.S.

Mary Buck is a Senior Educational Consultant with CORE. She holds a master’s degree in administration from the University of Montana and a master’s degree in curriculum and instruction from Montana State University. Ms. Buck has taught mathematics in the middle grades and high school; served as a Curriculum Support Specialist for her district in the Office of Curriculum and Instruction, Division of Mathematics; and was a middle school assistant principal. Ms. Buck has a broad knowledge of core and supplemental mathematics programs, which has helped her when presenting research-based strategies to educators to improve their pedagogic approach when assisting students in the mathematics classroom.

Ms. Buck’s work with CORE has involved turnaround work with an urban high school’s administration and staff, in order to provide a rigorous, focused mathematics program for students. Along with her high school work, she has provided coaching and mentoring for five urban middle schools and a K–8 school to improve teacher methodologies and classroom strategies in providing a sound curriculum focused on problem-based learning as outlined in the mathematical practices of the Common Core State Standards. Ms. Buck has also provided numerous CORE Math Academies (K–12).

In addition to Ms. Buck’s experience with explicit mathematics instruction and professional development, she currently serves on the board of directors for the Montana Learning Center. She has also served on the board of directors for the National Council of Teachers of Mathematics and several NCTM committees. She continues to be active in local, state, and national mathematics education. Ms. Buck is deeply committed to education and believes that all children deserve high-quality instruction.

Ellen Burgess

Ellen Burgess is an Educational Consultant with CORE. She earned a bachelor’s degree and a master’s degree from the University of Kentucky. She holds California Administrative Credentials from the University of California. Mrs. Burgess taught primary grades and middle school math. At the district level, she served as a math mentor-teacher developing supplemental materials for a two-year algebra program used in her district. As a college preparatory mathematics regional trainer, she focused on working with teachers to help struggling students gain success in algebra I. Mrs. Burgess has been a school administrator for 13 years, working with students and teachers at the elementary, middle, and high school levels. She has worked in National Blue Ribbon and high needs suburban schools. The schools she has worked with have enjoyed significant growth in student achievement in mathematics on state tests and the California High School Exit Exam.

Mrs. Burgess has a broad knowledge of educational research, curriculum development, and best instructional methods, and she has extensive experience supporting teachers as they bring theory into practice. She is deeply committed to academic success for every student, believing that success in mathematics comes only when students construct personal knowledge by exploring, conjecturing, and thinking mathematics through problem solving. She is passionate in her love for math and the belief that all students can learn and achieve success in mathematics.

Valerie Byrnes

Valerie Byrnes is an Educational Consultant with CORE. Her passion is professional development in mathematics, with the integration of English language arts and technology. Her experiences include teaching first and sixth grades before joining a regional professional development program as a trainer. She earned a master’s degree in curriculum, teaching, and learning along with a mathematics endorsement from the University of Nevada-Reno.

She has worked extensively on the rollout and implementation of the Common Core State Standards, serving as the chairman of the professional development committee for the state of Nevada. She is also currently involved in STEM education and the Next Generation Team for the K–12 Science Framework at the state level.

Ms. Byrnes enjoys collaborating and learning with teachers. She holds a strong belief that students with a solid foundation in both mathematics and literacy will be important to paving the way forward in the twenty-first century.

Kelly Ann Caravelli, M.A.

Kelly Ann Caravelli is an Educational Consultant with CORE. She holds a master’s degree in reading from National University, special endorsements in English as a second language, and a California Administrative Credential. Ms. Caravelli has more than 20 years of experience as teacher (K–8) in both regular and ELD classrooms. In addition, she has served as a reading coach, literacy specialist, and professional development trainer at the elementary and middle school levels for Poway Unified School District. Ms. Caravelli has worked with grade-level teams across the district in disaggregating data to meet the needs of students. She also works closely with grade-level teams in designing lessons with clear learning outcomes.

Ms. Caravelli’s experience with CORE began in April 2008. She has supported urban and rural schools with scientifically based research that supports reading and coaching, and she has conducted effective instruction workshops for both teachers and administrators. As a CORE Educational Consultant, Ms. Caravelli has implemented a diverse set of strategies and methods that provide support in the areas of reading and writing. Through site visits, she helps to strengthen adopted instructional programs and develop academic language, comprehension, and knowledge in the core academic curriculum.

Ms. Caravelli’s continued interest in learning translates to a deep commitment to the success of each and every child. She strives to increase the reading abilities of all students through schoolwide reading programs and ongoing professional learning communities, with a focus on assessment and instructional practices.

Jill Carroll, M.A.

Ms. Jill Carroll is a Senior Educational Consultant with CORE. She earned a master’s degree in special education with a concentration in gifted and talented education from California State University, Los Angeles. Ms. Carroll has taught every grade K–8 in settings as varied as an Eskimo village in Alaska, a Sioux reservation in South Dakota, and the Central Valley of California. She has been an instructor for Reading Specialist Credential graduate courses through University of California, Berkeley Extension, and a guest instructor for several teacher preparation courses. Ms. Carroll has served in a variety of site, district, county, and state administrative positions, including elementary principal, director of both gifted and special education, curriculum consultant, coordinator of a federal and state categorical projects consortium, and district director of general and special education. She has served on two state advisory boards and is co-founder and past president of her local affiliate of the California Reading Association. Ms. Carroll has provided professional development in differentiating instruction to teachers in scores of districts and is a frequent speaker at seminars and conferences for teachers and parents. She co-authored a preschool literacy development program as well as an academic vocabulary program targeting strategic and intensive readers at the secondary level.

Ms. Carroll’s experience with CORE spans well over a decade, working in urban, suburban, and rural school settings. She has been the lead consultant in a number of school districts. She has coached principals and teachers in low-performing elementary, middle, and high schools, helping them to hone their skills and raise their students’ engagement and achievement. Her experience working with children of diverse ages and backgrounds translates into a deep commitment to helping every child succeed.

Aileen Chang

Aileen Chang is an Educational Consultant with CORE. She is a credentialed teacher with a master’s degree in teaching mathematics. Her thesis focused on closing the achievement gap in algebra using manipulatives. Ms. Chang has been a classroom teacher in a high-needs urban school, has served as department chair and instructional lead, and has a broad knowledge of core and supplemental secondary math intervention programs. In addition to her experience in the classroom and as a school leader, she was part of the Oakland Teaching Fellows Program and participated in the Fund for Teachers Fellowship Program on an international educational research project. Recently, she has worked in Turnaround and Transformation schools in Pueblo, Colorado, and Baltimore, Maryland, providing professional development and coaching as well as supporting the use of data to drive instruction. Ms. Chang is deeply committed to promoting educational equity.

Dan Connor, M.Ed.

Dan Connor is an Educational Consultant with CORE. He holds a master's degree in education with a specialty in reading from Sonoma State University. Dan has taught grades 7–12 as a reading specialist and in the curricular areas of English, social studies, and English-language development. He also has served as a reading coach in a direct instruction program, and he has experience implementing professional staff development. He presented a paper on teacher collaboration and research to the Association for Supervision and Curricular Development.

Dan Connor's CORE experience has been in delivering both workshops and technical assistance at the 6–12 site level. He is committed to building capacity for sustainable improvement in reading ability.

Dea Conrad-Curry, Ed.D.

Dea Conrad-Curry is an Educational Consultant with CORE. She has an Ed.D. from Illinois State University and holds two master’s degrees from Western Illinois University—one in educational administration and the other in linguistics and language. In addition to a 20-year career as a high school English teacher, Dr. Conrad-Curry worked with teacher teams in writing innovative interdisciplinary instructional units focused on teaching content and reading through the use of authentic texts. This led to invitations for district-level professional development in reading, writing, and assessment from districts around the region. Dr. Conrad-Curry has also worked as an independent Literacy Consultant and Reading Coach in persistently low-achieving schools for the last five years and has shared practical applications of research-based strategies with countless teachers through presentations associated with numerous state and national conferences, including NCTE, NRC, and IRA. Dr. Conrad-Curry’s consulting work in varied schools, rural and urban, gives her a unique understanding of the diverse challenges faced by today’s educators. Moreover, her ability to synthesize theory and research into practitioner-ready pedagogy across all content areas makes her a requested and respected colleague in the field of reading education for middle and high school students.

In addition to Dr. Conrad-Curry’s experience in supporting teachers through professional development, she has received numerous accolades for outstanding teaching, including Western Illinois University’s Outstanding Teacher Award, Lincoln College’s Outstanding Teacher Award, the John Deere Teaching Award, and multiple listings in Who’s Who in American Teachers. Dr. Conrad-Curry feels privileged to team with teachers in building effective learning environments that embrace and are embraced by students and their communities.

Patty Copeland, M.Ed.

Patty Copeland is an Educational Consultant with CORE. She has more than 30 years’ experience teaching mathematics and coaching math teachers in strategies and routines to increase student success. She is a credentialed secondary mathematics teacher, and she has a master’s degree in administration. Ms. Copeland has successfully taught algebra I, algebra II, and geometry, and has a broad knowledge of core and supplemental secondary math intervention programs. In addition, she has served as a district math and science curriculum and instruction specialist, and most recently she was a project director for the Texas Regional Collaboratives for Excellence in Mathematics and Science Teaching. Ms. Copeland is deeply committed to helping struggling students succeed in math.

Rochelle R. Davisson, B.S.

Rochelle Davisson is an Educational Consultant with CORE. She holds a bachelor’s degree in education from Western Oregon University. Ms. Davisson has taught in the Bethel School District in Eugene, Oregon, for 10 years. She has worked as a reading coach for elementary, middle, and high school teachers, and she has served as a reading program trainer for schools across the United States.

Mrs. Davisson’s experience with CORE spans three years, working in urban, suburban, and rural school settings. She has supported reading and language arts implementations with a focus on providing teacher support and administrative support in the implementation of scientifically validated programs, explicit teaching techniques, and data-driven decision-making models. Mrs. Davisson has worked as an educational consultant in Alaska, California, Hawaii, Illinois, and North Dakota. In addition to providing on-site support, she has facilitated both the Elementary and Adolescent Reading Academies as well as CORE University. Her interest in providing adequate professional support for teachers translates to a deep commitment to the success of each and every child learning to read.

Manuel DeLeon, M.S.

Manuel DeLeon is an Educational Consultant with CORE. He holds a master’s degree in educational administration and leadership from National University and a bachelor’s degree in communications from the University of Texas. Mr. DeLeon has spent his teaching career in bilingual and ESL classrooms. He has served as an ESL content-area specialist as well as an administrator addressing the needs of at-risk student populations in major urban school districts. Mr. DeLeon has a broad knowledge of sheltered instruction as it pertains to reaching all students, and he is thereby able to coach others in proven, research-based teaching strategies to ensure all students succeed.

In addition to Mr. DeLeon’s experience with effective ESL strategies, he also was named ESL Teacher of the Year for high schools in his district. Mr. DeLeon is committed and passionate about English learners, and he believes that all children can learn if teachers present materials in a highly comprehensible format.

Finée E. Downing, M.A.

Finée E. Downing is a Senior Educational Consultant with CORE. She taught eight and a half years in the public school system in primary and upper elementary grades. While teaching in the public school system, Mrs. Downing worked as a reading service provider for the Department of Human Resources in Huntsville, Alabama. Mrs. Downing has an Educational Specialist degree and a master’s degree in elementary education. She also holds an AA, Administration Supervision and Reading certification. Mrs. Downing has supported and trained reading coaches and teachers with successfully implementing effective reading programs throughout her educational career.

Mrs. Downing's experience with CORE spans five years, working in urban, suburban, and rural school settings. She has been a lead consultant in the following states: Alabama, Louisiana, and South Carolina. Most recently Mrs. Downing has served as District Implementation Advisor and as the Elementary Educational Consultant for the Horry County School District. Her interest in reading translates to a deep commitment to the success of each and every child learning to read and comprehend.

Patricia Duckhorn

Patricia Duckhorn is an Educational Consultant with CORE. She has been in education for 40 years as a classroom teacher, K–8 math specialist, mathematics staff developer, and administrator. She has provided mathematics support to districts, administrators, and teachers as part of the California Mathematics Project; as a regional coordinator for a statewide K–6 math staff development program, Math Matters; and in her most recent position as director of K–12 Mathematics for the Sacramento County Office of Education. She has been involved with many statewide mathematics initiatives: framework development and delivery, CST and CAHSEE performance-level settings, and AB 1331 and AB 466/SB 472. She also served as an Instructional Materials Advisory panel facilitator for the last two mathematics adoptions. She is co-facilitator of the California Algebra Forum Leadership team, which has coordinated three successful statewide Algebra Forum meetings since its inception in 2006. Ms. Duckhorn was a staff member for the California Common Core Standards commission and helped developed tools to support the transition to those standards.

Pat Elston, M.A.

Pat Elston is an Educational Consultant with CORE. She holds a bachelor’s degree in sociology and a master’s degree in curriculum and instruction with an emphasis in language arts from California State University, Stanislaus. She has a California Elementary Education Credential, a Reading Specialist Credential, and certification to instruct English learners. Mrs. Elston worked in the California public schools for 39 years. During that time, she taught elementary students in self-contained classrooms, worked as a Title I Reading Specialist for grades K–6, taught reading intervention and ELD groups, and was a K–8 reading coach and staff developer. Mrs. Elston is a certified instructor for AB472 California reading/language arts programs and instructed levels K–6. In addition, she worked as an adjunct professor at Chapman University College teaching a course on language and literacy, served as a mentor teacher, was a support provider for beginning teachers, and was a member of the California 2009 Instructional Materials Advisory Panel.

Mrs. Elston’s experience with scientifically based reading intervention programs includes facilitating the implementation of districtwide reading intervention programs. She has supported teachers with assessment, planning, forming student groups, coaching, and using data to track progress. As a teacher, reading coach, and staff trainer in reading fundamentals, Mrs. Elston has a broad knowledge of scientifically based reading instruction, core and supplemental reading intervention programs, and strategies for effective teaching.

Mrs. Elston is deeply committed to education and believes that all children can become readers and writers with high-quality instruction.

Sharon Feinblatt, M.S.

Sharon Feinblatt is an Educational Consultant with CORE. She holds a master’s degree in education from the City University of New York-Queens College with a specialty in reading education. She also holds a continuing education degree in special education from Hofstra University.

Ms. Feinblatt has taught grades K–12, and she has served as a literacy specialist, staff developer, curriculum specialist, and reading coach. Ms. Feinblatt has also been responsible for the development and implementation of school and district assessment programs. Her instructional focus plan is implemented in select schools throughout Broward County, Florida.

Ms. Feinblatt’s experience with CORE includes working with rural, urban, and suburban districts. She has presented trainings in several locations, including Alaska, Arizona, Colorado, and Illinois. Her expertise in early and adolescent literacy, executive coaching, and strong reading program implementation translates to a deep commitment to the success of each and every child learning to read.

Nancy Fritsch, M.S.

Nancy Fritsch a Senior Educational Consultant with CORE. She has worked in the field of education since 1960, 35 of those years in public school classrooms. During that time she taught several grade levels and subjects, worked as a special reading teacher, and developed and taught a core class for at-risk students in grades 7 and 8. Nancy holds a master’s degree in curriculum and instruction with an emphasis on children’s literature and reading. She has taught districtwide in-service classes and presented at various conferences, including the CSUH Literature Conference and the CRA conference. Mrs. Fritsch has also served as a Program Quality Review consultant in Alameda County, a trainer/consultant for the REACH program, and a supervisor for student teachers in grades K–12 for Chapman University. As a CORE consultant, she has worked with districts, teachers, and students throughout the United States for 12 years.

Tena E. Fulghum, Ed.S.

Tena E. Fulghum is a Senior Educational Consultant with CORE. She holds an educational specialist degree in curriculum and supervision from Augusta State University. Ms. Fulghum comes to CORE with extensive knowledge in elementary education. She was employed by the Columbia County School System for 10 years, where she served as a teacher for grades 3–5 and an Early Intervention Math/Reading Specialist. Ms. Fulghum also served as a Teacher Support Mentor, where she coached and supported new and inexperienced teachers. Additionally, Ms. Fulghum provided district-level professional development in mathematical interventions, mathematical problem solving, making mathematics meaningful, Singapore math, reading comprehension, reading in the content areas, differentiation, Response to Intervention, and formative assessment practices. Ms. Fulghum has also worked with a national publishing company to provide math/reading training to large school districts across the United States. She has presented at the National Council for Teaching Mathematics and at the Georgia Council for Teaching Mathematics annual conference. As an independent contractor, Ms. Fulghum has provided professional development and site implementation work for Fulton County Schools in Atlanta, Georgia, as well as Greene County Schools near Athens, Georgia. She is well versed in many commercial math and reading programs, including Investigations, Expressions, Saxon, Numbers World, Harcourt Math, and Prentice Hall for math, and Open Court/Imagine It! and Reading Mastery for reading.

Ms. Fulghum’s experience with CORE includes working with rural, urban, and suburban districts. She has presented trainings in several locations including Alaska, Arizona, Illinois, and South Dakota. Ms. Fulghum’s literacy site implementation work includes the Horry County School District in Myrtle Beach, South Carolina, the Mat-Su School District in Palmer, Alaska, and the Waukegan School District in Waukegan, Illinois. Ms. Fulghum’s math site implementation work includes Greasewood Springs Community School in Greasewood Springs, Arizona, and Crystal Boarding School in Crystal, New Mexico. Additionally, she has facilitated CORE University with the Mat-Su School District in Palmer, Alaska.

Abigail Garcia, M.A.

Abigail Garcia is an Educational Consultant with CORE. She holds a teaching credential in Secondary Education and a master’s degree in education from Loyola Marymount University. Ms. Garcia has taught English and college readiness at the high school level and served as the Professional Development and English Department Chair. She also sat on the board of directors for Animo Leadership Charter High School and served as a member of the Transitional Advisory Committee for California’s State Superintendent for Public Instruction, Tom Torlakson. Mrs. Garcia has participated as a member of the Western Association for Schools and Colleges for two consecutive years.

She was driven to the field of education after witnessing the discrepancies in the quality of education available to low-income students compared to their more affluent counterparts. She sees teaching as a catalyst to encourage and empower students in underserved communities to pursue higher education.

Donna Gibson, M.S.

Donna Gibson is an Educational Consultant with CORE. Ms. Gibson has more than 30 years of experience as a teacher, assistant principal, and professional development trainer. During her years in education, she has taught at the elementary level for 10 years, language arts and math at the middle school level for 10 years, and English at the high school level for 13 years. She holds a bachelor’s degree and a master’s degree in education from the University of Tennessee at Martin. Ms. Gibson has spent the last five years working in at-risk schools as a School Improvement Specialist, a Literacy Trainer, and a Literacy Coach. She has a broad knowledge of research-based reading strategies, which she shares with educators to improve their pedagogic approach when moving reluctant/struggling readers to independent/advanced readers.

Ms. Gibson believes that all students can learn and that all students deserve highly effective teachers.

Cris Goldy, M.Ed.

Cris Goldy is an Educational Services Manager with CORE. She is responsible for managing large client projects. She holds a Master of Education degree in special education from Central Washington University. Ms. Goldy has taught grades K–12; served as a reading consultant in Washington and Oregon; been a district federal projects director and an ESD program manager in Washington State; coordinated a state grant in Victoria, Australia; provided consultation and program facilitation at the school, district, and state levels; and presented numerous workshops and seminars at district, state, and regional events.

Ms. Goldy’s experience with CORE includes working in urban, suburban, and rural school settings. She is a lead consultant in special education and ESL/ELL workshops and is well versed in several commercial core reading programs, intervention programs, and supplemental materials. Most recently Ms. Goldy is serving as the lead and manager for a large implementation project throughout the state of Alaska, as well as working with both small and large districts throughout the country. Her interest in special needs students translates to a deep commitment to the success of each and every child learning to read.

Kristi Grande, M.Ed.

Kristi Grande is an Educational Consultant with CORE. She holds a bachelor’s degree in elementary education and a master’s degree in education with an emphasis in middle school math curriculum and instruction. Her thesis focused on increasing proportional reasoning skills in middle school math students by using multiple representations. Kristi has taught math in the middle grades; served as a curriculum support specialist/coach for her district in the Office of Curriculum and Instruction, Division of Secondary Mathematics; and was a mathematics department chair for many years. Kristi has experience working with urban, suburban, and rural schools. She has a broad knowledge of core and supplemental secondary math programs, which has helped her when presenting research-based strategies to educators to improve their pedagogic approach and mathematical understanding when assisting striving math students.

In addition to Kristi’s experience with mathematics instruction, she is also certified in brain-based learning. She uses her understanding of how the brain receives, processes, and retrieves information when giving presentations and coaching teachers. Kristi is deeply committed to making mathematics relevant, enjoyable, and attainable for all students.

Lauren Greenberg

Lauren Greenberg is a Senior Adolescent Literacy Specialist with CORE, as well as the coordinator of CORE's Adolescent Division. A magna cum laude graduate of Brown University with a degree in comparative literature, Lauren received her J.D. degree at the University of California, Berkeley, and practiced law for several years prior to teaching English and history at the middle school and high school levels for nine years.

As a CORE Educational Consultant since 1998, Lauren has trained hundreds of teachers and administrators in proven literacy techniques to help struggling readers in grades K–12. In addition to continuing with training, site visits, and project management with CORE, Lauren was a contributing writer and developer of the following CORE trainings: Prentice Hall Literature California professional development training, READ 180 training, the Adolescent Literacy Leader Institute, the Adolescent Literacy Coach Institute, and the Fluency Workshop. Lauren led a successful and much-publicized Pasadena project for a Stupski Foundation partnership, and she has most recently been the professional development lead for a federally funded IES research and development project in two districts, focusing on English learners and at-risk adolescent readers.

Corrine M. Grens, M.A.

Ms. Grens is an Educational Consultant with CORE.  She holds a master’s degree in reading from St. Xavier University in Chicago. Ms. Grens has taught grades K–5 and has also served as a district reading specialist. Her duties included facilitating the implementation of a districtwide reading program, providing direct service to students, and designing and delivering staff development in reading. As an adjunct faculty member at St. Xavier University and at Benedictine University, Ms. Grens has taught graduate-level reading courses.

In her work with CORE, Ms. Grens has delivered Reading Academies; Response to Intervention and Instruction (RtI) trainings; Reading Coach Institutes; workshops in Effective Instruction, English Language Development, and Preparing Proficient Elementary Writers Through Strong  Language Foundations; as well as various differentiation and program implementation workshops. She supports schools, focusing on program implementation, vocabulary and comprehension support, and using data to inform instruction. As a CORE consultant since 2006, Ms. Grens has worked with educators in various urban and rural locations, including many Bureau of Indian Education schools. She is deeply committed to ensuring quality education for all children.

Billie Hanson-Dupree, M.S.

Billie Hanson-Dupree is an Educational Consultant with CORE. She holds a master’s degree in education from California State University, East Bay. Mrs. Hanson-Dupree taught grades K–4 in Spanish bilingual and sheltered English settings for more than 25 years. She has an extensive background in providing English language development instruction to elementary students. Mrs. Hanson-Dupree was a Reading First coach/literacy coach at an urban school district in the San Francisco Bay Area. As a coach, she had the opportunity to work with many K–6 teachers and grade-level teams to support success for struggling readers through lesson study, demonstration lessons, and the use of student data to inform instruction.

Mrs. Hanson-Dupree has provided literacy and ELD professional development to teachers throughout her career, including the implementation of the Houghton Mifflin program in school districts throughout California. Her experience at CORE includes work with National Heritage Academy schools, and providing site visits and instructional support to schools in the areas of effective instruction, program implementation, and vocabulary instruction. Mrs. Hanson-Dupree is a dedicated advocate for literacy for all children.

David Hedges, M.A.

David Hedges is an Educational Consultant with CORE. He began his educational career while serving in the United States Navy, earning the Master Training Specialist designation as a digital electronic/number systems instructor. After nine years of active duty and an honorable discharge, David returned to his hometown of Columbia, South Carolina, where he earned a Bachelor of Science degree in mathematics at the University of South Carolina, and he continued his education at San Diego State University, earning a Master of Arts degree in educational technology. David currently holds both a California Secondary Teaching Credential in mathematics and a California Administrative Credential.

David’s varied experiences as a professional in education include teacher, site program coordinator, district technology staff developer, vice principal, district and county coordinator, university guest lecturer, national AVID presenter, leadership coach, teacher coach, and educational consultant. As an educational consultant, David has adopted a collaborative, sustainable approach to supporting teaching and learning in the classroom. Understanding that experiences affect beliefs, David has been successful in facilitating purposeful opportunities for teachers to collaborate: content support, lesson study, backward design, curriculum alignment, protocols for looking at student work, and data-driven decisions.

David believes strongly that all students should be in a position of choice the day they graduate from high school, so that they are ready and prepared to pursue any career path they choose.

Erick Herrmann, M.A.

Erick Herrmann is an Educational Consultant with CORE. He holds a bachelor’s degree in Spanish, with minors in linguistics and teaching English to speakers of other languages (TESOL), and a master’s degree in teaching from Lewis & Clark College. Mr. Herrmann has taught Spanish at the high school level and Spanish literacy and English as a second language (ESL) at the elementary level, and he has served as a Title VII grant coordinator and Teacher on Special Assignment. As a CORE consultant, Mr. Herrmann has worked in Turnaround and Transformation schools in Colorado, Bureau of Indian Education schools in North Dakota, and districts in Arizona and Washington. Mr. Herrmann has a high degree of expertise in sheltered instruction and meeting the educational needs of English learners, as well as integrating academic language and literacy instruction into the content areas at all grade levels.

Mr. Herrmann is deeply committed to high-quality instruction for all students, and in his presentations he models effective, engaging instructional strategies that teachers can immediately use in their classrooms.

Beverly A. Jagla, M.Ed.

Beverly A. Jagla has been a Senior Educational Consultant with CORE since 2003. She holds a Master of Education degree in special education from Central Washington University and received her Superintendent's Credentials from Seattle Pacific University in 1995. Her teaching experiences include first grade, special education (K–6), gifted and talented (1–6), and over 20 years as an adjunct professor with Central Washington University in its Teacher Education program. She was an elementary principal for 12 years in a K–5 school and an Assistant Superintendent for 11 years, working with curriculum, instruction, and professional development. Bev has also served as an Acting Superintendent.

Bev's experience with CORE has included work in urban, suburban, and rural settings. She has done site implementation work with reading programs in Hawaii, Idaho, Indiana, and Washington. She has delivered specific trainings in readinging instruction in California, Colorado, Indiana, Mississippi, Montana, New York, Oregon, Virginia, and Washington. She is totally committed to helping all children develop proficiency in reading and language arts skills.

MaryAnn Jalbert, M.Ed.

MaryAnn Jalbert is an Educational Consultant with CORE. She holds a bachelor’s degree in elementary education/education of exceptional children K–12 from the Pennsylvania State University and a master’s degree in curriculum and instruction with a K–12 reading specialist endorsement from the University of Alaska, Southeast.

Ms. Jalbert brings 34 years of diverse experience in public education to CORE. She has taught primary age students and students with disabilities in grades K–12; served as a district reading specialist, Title I math/literacy support specialist, and Title I staff development coordinator for a large urban school district in Alaska; taught mathematics workshops for elementary teachers; and was a state Reading First trainer. She currently works as a Language and Cultural Liaison trainer and teaches continuing education courses in mathematics and literacy. Her experience with CORE includes site support for K–12 school sites in rural Alaska and an urban high school, as well as presenting CORE professional development workshops.

Ms. Jalbert’s interest in instructional strategies that support culturally and linguistically diverse students translates to a deep commitment to support teachers as they analyze assessment data and plan differentiated instruction that meets the needs of all learners.

Sewellyn Kaplan, M.S.

Sewellyn Kaplan is an Educational Consultant with CORE. She obtained her bachelor’s degree from the University of California at Riverside, with a dual major in Spanish and English, and her master’s degree from California State University, East Bay, in special education. Previously she worked as a literacy coach, first in an urban high school and then for a large urban school district. She was charged with the implementation of all reading interventions in the district as well as monitoring the implementation of the Response to Intervention strategies. Ms. Kaplan also spent eight years teaching in an alternative high school setting, with a focus on reading instruction. During that period, she received numerous awards, including Teacher of the Year, the Humanitarian Award, and the Warren W. Eukel Teacher Trust Award.

In her numerous roles, Ms. Kaplan has worked closely with both teachers and students to ensure success and a love of learning that will endure a lifetime.

Michael Kelly, M.Ed.

Mr. Michael Kelly is an Educational Consultant with CORE. He holds a master’s degree in educational administration from California State University, Fresno. Mr. Kelly was a language arts/reading teacher in the Turlock Elementary School District in California for 11 years. He also served 19 years in the Atwater School District in California as an elementary and middle school principal and Director of Special Programs and Special Education.

Mr. Kelly's experience with CORE spans almost four years, working in urban, suburban, and rural school settings. He has delivered several Response to Instruction and Intervention (RtI) trainings and various literacy and assessment workshops throughout the country. He has done site implementation work in Alaska, North Dakota, South Dakota, Illinois, Missouri, and New Mexico. He has worked extensively with Bureau of Indian Education (BIE) schools throughout the western United States and in remote village schools in Alaska.

Mr. Kelly’s interest in special education, early and adolescent literacy, executive coaching, and strong reading program implementation translates to a deep commitment to the success of each and every child learning to read.

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