Educational Services Staff
Garla Baldwin, M.A., is an Educational Services Manager with CORE. She holds a master’s degree from Ohio State University. Ms. Baldwin has 15 years experience both in the classroom and leadership roles, including K–6 multiple subject, literacy coach, and administrator of a K–6 school. While serving as a Campus Literacy Coach for Columbus Public Schools, Ms. Baldwin’s school became a model for literacy, and she was promoted to District Literacy Coach of one of the largest urban school districts in Ohio.
Melissa Becker, M.A., is an Educational Consultant with CORE. She holds a bachelor’s degree from the University of California, Los Angeles, and a master’s degree in elementary education with an emphasis in reading from Loyola Marymount University. Ms. Becker has taught for over 12 years and has taught every grade level in K–6. She developed, wrote, and taught a program called REACH in Greenwich, Connecticut, which was designed to bring underachieving minority students up to grade level in reading and math. She has served as a GATE chairperson, a reading supervisor, a mentor teacher, and a Title I coordinator, and is currently a middle school assistant principal. Reading has been her specialty for over eight years.
Ms. Becker was initially introduced to CORE eight years ago when she was a classroom teacher. That training inspired her to become more involved in understanding the complexities of how students learn to read, and three years ago she joined CORE’s team as an Educational Consultant. Since then, she has led extensive trainings in California, Idaho, Washington, and Hawaii, where she has worked with both teachers and administrators. It is her conviction that every child deserves an outstanding reading education, and it is her love for children motivates her to be a part of this exciting process.
Roseann Bohar is an Educational Consultant with CORE. She holds a master's degree in reading education from Rowan University with a minor in administration. Her elementary applications include experience in urban and suburban settings serving in the following capacities: classroom teacher for grades 1, 5, and 6; reading specialist; reading coach K–3; Regional Developer for Reading First; and DIBELS facilitator. Ms. Bohar has a broad knowledge of core and supplemental reading programs, and has worked on a variety of committees, district in-services, and curriculum development measures.
Additionally, Ms. Bohar’s background includes positions as Reading Specialist at the middle school level, adjunct positions in reading education for several community colleges, and teaching online reading endorsement classes for Florida Online Reading Professional Development (FOR-PD). Her current certifications include 1–6 elementary and K–12 reading for the state of Florida, and K–8 elementary, K–12 reading specialist, and assistant principal/supervisory for the state of New Jersey.
Sheila Borland-Sutton is an Educational Consultant with CORE. She holds a multiple-subject teaching credential and an administrative credential in the state of California, receiving her credentials and undergraduate degree from the University of California, Los Angeles. She has taught grades K–5 for the last 22 years and has worked as a mentor, a Reading/Language Arts Curriculum Leader, Language Arts Adoption Coordinator, and staff developer for her school district since 1985.
Ms. Borland-Sutton’s experience with CORE ranges over the past nine years, working in urban, suburban, and rural settings. As a full-time classroom teacher, she provides additional firsthand insights into the challenges facing teachers with new adoptions and changing regulations. Her interest in retaining a teaching position, in addition to her work with CORE, makes her uniquely qualified to relate to the day-to-day implementation questions and concerns that teachers face as they embark on a new reading/language arts adoption.
Kay Brewton, M.S., is an Educational Consultant with CORE. Kay has a master’s degree in reading and language arts K–12 from Florida State University. She also holds 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 level and secondary intensive reading classes, served as a primary (K–5) and secondary reading coach (grades 9–12), developed an early reading intervention program to serve the needs of struggling readers, and was a district and state facilitator for a variety of reading issues, strategies, and research.
Kay previously served as a Reading First Professional Developer and helped to train many of Florida’s K–3 teachers during Summer Institutes (2004–2006). She is also a DIBELS state trainer, and has assisted schools and trained teachers with implementation of this research-based progress-monitoring assessment program. Kay facilitates online reading endorsement courses for the nationally recognized Beacon Learning Center. Nationally, she has supported districts and school sites with scientifically based reading research (SBRR) workshops and coaching to implement their core reading program with fidelity and within Reading First guidelines.
Jill Carroll, M.A., 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, under a U.S. Department of Education fellowship. Ms. Carroll has taught reading in grades K–8 and teaches courses for UC Berkeley Extension leading to the reading specialist credential. Ms. Carroll has been an elementary principal, Director of Special Education, Director of Gifted Education, Curriculum Coordinator, and Categorical Projects Director, and most recently served a K–8 school district as Director of General and Special Education. Ms. Carroll is cofounder and past president of the Marin Reading Council, a local affiliate of the California Reading Association and International Reading Association.
Ms. Carroll’s experience with CORE spans over 10 years, working in urban, suburban, and rural school settings. She has been lead consultant in a number of school districts. Most recently Ms. Carroll has served as Reading Academy Instructor and Elementary and Secondary Leadership Trainer. Her experience working with children of all ages and backgrounds translates to a deep commitment to the success of each and every child learning to read.
Patty Carroll, M.A., is a Senior Educational Consultant with CORE. She holds a master’s degree in teaching English to speakers of other languages as well as a secondary credential in English from California State University, Los Angeles. Ms. Carroll has over 10 years of experience teaching reading, history, English, and all levels of ELD. She also was a faculty member of the Rossier School of Education at the University of Southern California as an instructor for the Language Academy.
Ms. Carroll’s experience with CORE spans three years, leading districtwide and regional trainings as well as working in urban, suburban, and rural school settings. She has been the lead consultant for implementation of reading interventions such as High Point and READ 180, and core programs including Houghton Mifflin, Holt, and Prentice Hall. Ms. Carroll served as District Implementation Advisor for the San Rafael City School district in California, Yakima School District in Washington, the Big Horn District Number 1 in Wyoming, and the San Bernardino City Unified School District in California. Her interest in second language learners translates to a deep commitment to the success of each and every child learning to read.
Sebastian Cognetta, M.A., is an Educational Consultant with CORE. He holds a master’s degree in education from California State University, San Bernardino. Sebastian has taught in elementary and secondary school settings and served as an instructional coach and administrative coach in California schools, facilitating lesson study with primary teachers. Prior to joining CORE, Sebastian served as an instructional coach for Action Learning and also wrote a system for reading comprehension. Sebastian’s expertise is in implementing state-adopted instructional materials with fidelity and using data to inform instruction. He has experience in supporting the implementation of effective coaching models in elementary, middle, and high schools.
Sebastian has experience working with urban, suburban, and rural school settings. Sebastian is fluent in Spanish and uses that knowledge along with the research on English learners to assist educators to provide scaffolds for ELL students.
Dan Connor, M.Ed., 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 is committed to building capacity for sustainable improvement in reading ability.
Finée E. Downing, M.A., taught in the public school system for over eight years 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 education specialist degree and a master’s degree in elementary education. She also holds an associate’s degree in 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.
Sharon Feinblatt, M.A., 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 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.
Dena C. Flynn is an Educational Consultant with CORE. She holds a bachelor's degree in anthropology from Arizona State University. She also holds a certificate in elementary education, K–8. Ms. Flynn has taught grades 6 and 8, serving as a reading specialist at the grade 6 level. She has had two years of training in Literacy First/Reading First reading structure, performed ongoing research on Literacy First/Reading First structure in a grade 6 classroom, and has attended as well as presented at reading workshops. Ms. Flynn has extensive experience with ESL curriculum and students.
Nancy Fritsch, M.A., 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 and a trainer/consultant for the REACH program. In addition to her work with CORE, she supervises student teachers for grades K–12 for Chapman University.
Greta M. Gebhardt, M.S., is an Educational Consultant with CORE. She holds a master’s degree in education, with an emphasis in educational administration, from the University of Southern California. Ms. Gebhardt has taught in elementary grades and serves as a Reading First Coach in Montebello, California. In this role her focus has been full implementation of core reading programs, including analyzing data, facilitating grade-level collaboration sessions, and providing in-class coaching. Ms. Gebhardt has extensive experience working in schools with large English language learner populations and holds a Guided Language Acquisition Design (GLAD) certification from California.
Prior to working with CORE, Ms. Gebhardt served as a demonstration teacher in a laboratory school and provided family literacy activities. Her interest in the development of early literacy skills translates to a deep commitment to the success of each and every child learning to read.
Cris Goldy, M.Ed., is an Educational Services Manager with CORE. She holds a master’s degree in special education from Central Washington University, with an emphasis on bilingual and multicultural influences. Ms. Goldy has taught grades K–12 special, regular, and gifted education; served as a reading specialist and behavior support specialist 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 has been a lead consultant in special education and ESL/ELL workshops and is supporting SRA’s Reading Mastery, Corrective Reading, and Horizons; Harcourt’s Trophies; and Houghton Mifflin’s Nation’s Choice reading programs. Cris is currently the Educational Services Manager for CORE in Alaska, Hawaii, Washington, Oregon, Idaho, North Dakota, South Dakota, and Missouri. She is also responsible for the professional development of CORE’s Educational Consultants. Her interest in special needs students translates to a deep commitment to the success of each and every child learning to read.
Lauren Greenberg is an Adolescent Literacy Specialist with CORE. 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 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 CORE’s Fluency Workshop and the Phonics Workshop for Secondary Educators. Lauren has served as District Implementation Advisor for several clients including Pasadena and San Rafael City Schools, both in California.
Corrine M. Grens, M.A., is an Educational Consultant with CORE. She holds a master’s degree in reading from St. Xavier University. 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 courses in reading. She is also a national trainer in beginning reading instruction for the American Federation of Teachers.
Beverly A. Jagla, M.A., has been an Educational Consultant for CORE since 2003. Her involvement with CORE began in 1997, when she was instrumental in bringing CORE trainings into the Eastmont School District in Washington State. Her experience with CORE has included work in urban, suburban, and rural settings. She has done site implementation work with reading programs in Hawaii, Idaho, Washington, and Indiana. Specific trainings in reading instruction have been delivered in Washington, Oregon, California, Montana, Colorado, New York, Indiana, Mississippi, and Virginia.
Ms. Jagla holds a master’s degree in special education from Central Washington University and received her superintendent’s credentials from Seattle Pacific University in 1995. Her teaching experiences include teaching grade 1, special education (K–6), and 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 the Assistant Superintendent for Eastmont School District for 11 years working with curriculum, instruction, and professional development. She was also a visiting educator in the British Primary Schools in 1985 and has traveled to the United Kingdom many times, as well as to Russia, Egypt, Japan, India, and Nepal. Most recently she visited Kenya and Zanzibar. Visiting schools and learning about other educational systems is always a priority during these visits. She is totally committed to helping all children develop proficiency in reading and language arts skills.
Michael Kelly, M.A., is an Educational Consultant with CORE. He holds a master’s degree in educational administration from California State University, Fresno. He also holds a California Administrative Services Credential (K–12), a California Multiple Subjects Credential (K–12), and California Single Subject Credentials in English and social studies. Most recently, Mike served as a district Director of Categorical Programs, Gifted Programs and Special Education in the Atwater (CA) Elementary School District. He served as a principal in grades K–6 and 7–8 for 16 years. He also taught reading/language arts in grades 6–8 for 11 years. He has an extensive background with Open Court Reading and the literacy intervention programs Language! and Corrective Reading.
Judy A. Klein, M.A., is an Educational Consultant with CORE. She holds a master’s degree in education from the University of North Texas, with a specialization in literacy and special education. Ms. Klein has taught grades K–8 in regular and special education in suburban and urban areas. She has supported intervention programs as well as worked with ELL populations. Ms. Klein has been a reading specialist and a curriculum leader (grades 6–8), and has conducted districtwide training for proper implementation of researched-based reading programs. She has also worked on the AIR study. She has taught college-level courses in the Highly Qualified Teacher Program for middle and high school teachers.
Marci Klein, M.A., is an Educational Consultant with CORE. She holds a master’s degree in education from the University of Florida, with a specialization in reading literacy and an English as a second language endorsement. Ms. Klein brings extensive and varied experience to CORE, having served as a reading coach for a high school, a primary and upper grade teacher, a middle school reading teacher, and a district workshop facilitator on reading strategies for all new secondary teachers. Ms. Klein has broad knowledge of core and supplemental reading programs, and has helped spearhead intervention approaches in her district. In addition, Ms. Klein developed and implemented the Nova Zone K–12 Seamless Reading Curriculum, a comprehensive plan for struggling, on-level, and enriched readers, along with a systemic plan for the content areas, to be used as a National Model for Literacy (2002–2003). Ms. Klein has supported Reading First implementations in Maryland, as well as literacy implementations in New York and Wyoming. She currently is serving as District Implementation Advisor in Miami-Dade, Florida (the nation’s fourth largest school district).
Melody H. Levine, M.A., is an Educational Consultant with CORE. She holds a master’s degree in education with an emphasis in curriculum and instruction from California State University, Los Angeles, and a bachelor’s degree from the University of California, Berkeley. Ms. Levine has taught kindergarten and fourth grade, has served as a curriculum advisor, and has acted as a district English Language Development liaison for her former school.
Ms. Levine first worked with CORE as a teacher in Compton, California, and has trained in the implementation of literacy interventions. She has also facilitated parent literacy workshops and the involvement of parents in helping to make students lifelong readers. Ms. Levine’s interest in language learners and educational equity translate to a deep commitment to the success of each and every child learning to read.
Joan G. Macon is an Educational Consultant with CORE. She holds a bachelor’s degree in elementary education and also English literature (cum laude) from the University of Redlands. She has over 60 units of postgraduate work, emphasizing language arts education. Mrs. Macon taught grades K–2 over a span of 25 years and spent 13 years in the district office of the Garden Grove Unified School District in California as a Program Facilitator in the department of K–6 Instructional Services. As such she did a great deal of staff development and led the language arts team. Since retiring from the district, she has supervised student teachers from California State Universities at Long Beach and Fullerton and presented many workshops to reading councils, CRA, and local school districts.
Mrs. Macon’s experience with CORE began in the fall of 1998, and since then she has given workshops to various school districts, including many in southern California but also in northern California, Idaho, Virginia, and Washington. She has also done many site visits and consultations with teachers and principals. Her interest in reading and in children’s literature has been continuous, and she finds great satisfaction in assisting teachers to deepen and enrich their expertise in teaching their students.
Barry Marks, M.S., is a Senior Educational Consultant at CORE with 37 years of experience working with public schools as an administrator and a regular and special education teacher. Barry has an extensive background in literacy research and best practices, including significant experience with programs such as Language!, READ 180, SRA Corrective Reading, and High Point. Barry has both bachelor’s and master’s degrees from the University of Southern California.
Nancy McGivney is an Educational Consultant with CORE. She has taught for over 18 years. She has a wealth of experience working with struggling students and English language learners, having taught reading intervention summer programs for years. As the assessment mentor for her district, she has led her schools in using assessment results to guide reading instruction for student progress and school improvement.
Ms. McGivney’s experience with CORE includes working in urban, suburban, and rural school settings. She has served as a site consultant for schools ranging from an inner city school in Honolulu, Hawaii, to very rural schools on other islands in Hawaii. She also has served as a consultant for an Idaho school district and a rural Bureau of Indian Affairs school through initial implementation and then refinement over subsequent years. Recently, she has been involved in CORE’s national work with the American Institutes for Research in training and supporting reading coaches. Her interest in reading improvement for English language learners translates to a deep commitment to the success of each and every child learning to read.
Karen McMillan, M.Ed., is an Educational Consultant with CORE. She holds a master’s degree in education from the University of Connecticut and has completed postgraduate work leading to certification in educational leadership. Additionally, she has completed all the academic strands for reading endorsement. Mrs. McMillan has over 30 years’ experience in education including positions as a classroom teacher in grades 1–8, Title I reading teacher, special education teacher, gifted education teacher, middle school language arts/reading and social studies teacher, K–12 district gifted coordinator (Connecticut), district secondary reading support specialist (Florida), and assistant principal of curriculum (Florida). She has worked in school districts in Connecticut, Kansas, Mississippi, Kentucky, Ohio, and Florida.
Mrs. McMillan has extensive experience in working with school sites to provide reading support and training. While serving as a district reading specialist in a large, urban school district, she worked with middle and high schools throughout the county to assist with the implementation of reading plans and to provide school site teacher training. In addition, Mrs. McMillan has presented workshops in reading, thinking skills, and differentiated instruction at the school, district, regional, and national levels; participated in writing district curriculum guides and supplemental materials; coauthored a secondary reading intervention program; written a summer school reading program for middle school; and implemented a districtwide thinking skills program. Mrs. McMillan also has editorial experience with a national publisher and as a consultant for a national school reform organization.
Shawna Moran, M.A., is an Educational Consultant with CORE. She holds a master’s degree in education with an emphasis on language and reading. Shawna has taught grades K–2 in an English as a second language setting and has served as a Title I reading specialist and reading coach. She has experience teaching graduate-level reading courses at her local university, has served on the local reading council, and is an experienced presenter on a variety of literacy topics, including struggling readers, assessment, and essential elements of reading.
Shawna’s involvement with and commitment to young readers spans the past 11 years. She is a lifelong learner herself, maintaining an ongoing connection to current reading research. Her work and study translates to a firm commitment to quality literacy instruction and the knowledge that each and every child is capable of success in learning to read.
Isabel M. Perez is an Educational Consultant with CORE. She holds a degree in liberal studies with an English minor, has a multiple-subject credential, and is certified for work with English language learners. Ms. Perez’s school system experience ranges from grade 3 teacher through middle school teacher and intervention specialist. She has worked as a consultant, providing strategy and accountability coaching to diverse school districts in California. Her most recent job prior to coming to CORE was as the literacy coach for the Montebello Unified School District, focusing on English language learners and English language development.
Ms. Perez has significant background in administering and analyzing data, including DIBELS data. In addition, her experience has included supporting the implementation of SDAIE, reciprocal teaching, direct instruction and process writing, and providing collaborative planning, demonstrations, and coaching support. Ms. Perez speaks Spanish fluently and is knowledgeable in several reading programs, including Spanish versions.
Tanya Peshovich is an Educational Consultant with CORE. She holds a bachelor's degree in speech communications and education from the University of Northern Colorado. She is currently working towards her master's degree in reading at the University of Colorado. Ms. Peshovich brings to CORE a wealth of experience in the area of literacy, having served as a Reading First literacy coach, a primary and upper grade teacher, a Colorado State Reading First Trainer, and a teacher for the Department of Defense Schools in Japan, where she acted as chairperson of the Staff Development Committee. In addition, Ms. Peshovich served as the literacy assessment coordinator, Open Court trainer, interventions manager, and grade-level meeting facilitator in her role as literacy coach in a Reading First school.
Ms. Peshovich’s experience with consulting spans several years working in urban, suburban, and rural school settings. She has been involved in various school initiatives focusing on student achievement, including strategies developed by Dr. Ruby Paine, the International Baccalaureate Organization, and Continuous Quality Improvement.
Candace Rice, Ed.D., is an Educational Services Manager with CORE. She holds a doctorate degree in curriculum and instruction from Argosy University in Sarasota, Florida. Dr. Rice has taught several grades at the middle and high school levels, served as a reading/writing teacher specialist for low-performing schools in South Carolina, and has been a National Consultant for Soar to Success. In addition, she spend several years teaching adult education literacy courses.
Dr. Rice has presented numerous professional development sessions for classroom teachers, administrators, and district and state personnel. She has experience working in urban, suburban, and rural school settings. Her interest in literacy acquisition translates to a deep commitment for the success of each and every child learning to read.
Teresa M. Roeder has a long and distinguished history with CORE. She worked as a full-time consultant during CORE’s developmental period, helping to create CORE’s services and products. Ms. Roeder returned to her school district, San Ramon Valley in California, where she worked in the Office of Instruction and Assessment, responsible for professional staff development districtwide, curriculum development, and implementation of the K–3 Assessment Plan aligned with a standards-based reporting system; served on the District Assessment Team; was the District Inclusion Specialist; and most recently assumed a position at the high school level as a teacher of English and a Resource Specialist for students identified for participation in special education. She has served in the capacity of a Teacher Leader, Mentor Teacher, and districtwide new teacher coach and Literacy Specialist, providing professional staff development in literacy, K–8, to teachers new to the district and new to their grade level. Further, Ms. Roeder has served as an instructor in the Reading Certificate Program for the University of California, Berkeley. Just before returning to CORE, she served as Executive Editor for LeapFrog School House and was a contributing member to a research study involved with the University of London. Ms. Roeder holds a bachelor’s degree in psychology and sociology from the University of Sonoma with an elementary credential, a learning handicapped and severely handicapped specialist credential, and resource specialist’s advanced degree.
Presently, Ms. Roeder manages several CORE clients and provides direct consulting services with a focus on leadership development. Her expertise is focused on special education students and comprehensive literacy instruction for K–12 students. Further, she has assisted school districts across the country in her capacity as a Senior Educational Consultant and CORE Services Manager in developing their leadership teams and literacy plans. She also serves in a leadership capacity on the Curriculum Study Commission for the state of California’s central region, assisting with the development of educational policy papers and the development and implementation of their annual fall and spring conferences that involve educators and presenters from across the country.
Denise M. Roue is an Educational Consultant with CORE. She holds a bachelor’s degree in psychology, a postbaccalaureate elementary education licensure from the University of Minnesota, and a California multiple-subject teaching credential. Ms. Roue served as literacy coach for Chipman Middle School in Alameda, California, where she provided ongoing modeling, coaching, and support for intensive, strategic, and ELD-level reading teachers. As a reform coordinator for Eden Gardens Elementary School in Hayward, California, Denise coordinated schoolwide reform efforts in literacy and served as chair of their Site Reform Team. She was also a classroom teacher for grades 1, 3, and 4.
Ms. Roue’s experience with CORE includes working in urban, suburban, and rural school settings. She is a lead consultant in supporting SRA’s REACH reading intervention program. Most recently Ms. Roue is serving as consultant for schools in Pasadena, California. Her interest in secondary reading interventions translates to a deep commitment to the success of each and every child learning to read.
Benjamin D. Scherz, Ed.M., is an Educational Consultant with CORE. He holds a master’s degree from Harvard Graduate School of Education with a focus on risk and prevention. Mr. Scherz has taught grade 1, grade 5, and special education. Most recently Mr. Scherz worked as a reading coach for grades K–6 at a grant school in a small community located in the heart of the Navajo Nation. His extensive knowledge of the core curriculums, such as Houghton Mifflin, and intervention reading programs, such as Reading Mastery, makes him an excellent consultant for helping schools improve their reading curriculum and instruction.
Mr. Scherz’s career as an educator spans 15 years, working in urban and rural school settings primarily with Native American children and African American children from diverse educational backgrounds. His interest in reading and literacy is the foundation for his commitment to ensure the success of each and every child learning to read.
Ray A. Shepard, M.A.T., Vice President of Educational Services for CORE, is a graduate of the University of Nebraska and is a Notable Alumni of the Nebraska’s Teacher College. He also holds a master’s degree in the arts of teaching from Harvard Graduate School of Education. He attended Harvard on a Martin L. King, Jr. fellowship from the Woodrow Wilson Foundation. Mr. Shepard is a retired Corporate Vice President for Houghton Mifflin Company, where he served as Editor-in-Chief of the School Division and Executive Director of Calabash, Houghton Mifflin’s Professional Development Division. Prior to beginning his educational publishing career, he was a middle school English teacher. During his 30-year educational publishing career, Mr. Shepard has directed the development of many widely used reading and intervention programs.
Diane Shimoda, M.S.Ed., is an Educational Consultant with CORE. She holds a master’s degree in education with an emphasis in reading from Pepperdine University. Ms. Shimoda has a vast and varied background of experience and knowledge base, having taught grades K–6 as well as having been a reading specialist and curriculum specialist. She has been an adjunct professor of “Reading in the 21st Century” at Chapman University and is currently the Subject Matter Expert for the reading certificate program at the University of California, Irvine Extension (UCI), where she has not only taught courses, but also has been the designer of both on-site curriculum for UCI and online curriculum for Capella University for this reading certificate program. In addition, she works with the California Governor’s Reading Institute, providing five-day institutes to teachers in reading/language arts.
Ms. Shimoda has expertise in working with the diverse needs of students learning English as a second language. She is a CRLP (California Reading and Literature Project) trainer of “Focused Approach to Frontloading Instruction for English Language Learners” as well as an ELAchieves/CRLP training instructor of “Focused Approach Systematic ELD.” As a Project GLAD (Guided Language Acquisition Design) key trainer, she not only has provided workshop presentations on current research and methodology, but also has modeled instructional strategies for teachers with students in their classrooms. She has been designated as one of the California State trainers for the new five-day English Learner Institute.
Kimberly Sullivan is an Educational Consultant with CORE. She holds bachelor’s degrees in political science and communications from the University of California, Davis, and a teaching credential from Dominican University. Ms. Sullivan is an elementary school teacher in Petaluma, California, and has taught grades 1, 2, 3, 5, and 6. She serves as her district’s English language development coordinator, reading curriculum leader, and gifted and talented coordinator. She frequently organizes and presents curriculum workshops in her school district.
Ms. Sullivan’s experience with CORE spans seven years, working in urban, suburban, and rural school settings. She has been lead consultant in Riverside, California. Most recently Ms. Sullivan has served as a consultant for the Ontario-Montclair school district. Her interest in district literacy reform translates to a deep commitment to the success of each and every child learning to read.
Jo Ann Sumbry, Ed.D., is an Educational Consultant with CORE. She holds a doctor of education degree in educational leadership from Nova Southeastern University, a master's degree in elementary education from Troy State University with an Alabama State Department of Education Endorsement in reading at the 6th year certification level, a 5th certification in P–12 principal/supervision, and a bachelor's degree in elementary education. Dr. Sumbry brings to CORE a variety of educational experiences at the teaching and educational leadership levels. Her teaching background includes 11 years as a self-contained elementary education teacher, where she taught reading as one of the core subjects, and 2 years as a middle school language arts and history teacher.
Kristin Taylor-Lloyd is an Educational Consultant with CORE. She holds bachelor’s degrees in English and Spanish from the University of California, Berkeley, with extensive postgraduate courses in reading literacy, curriculum development, and instructional methodology. Ms. Lloyd brings to CORE extensive and varied experiences, having served as a member of the school and district coaching teams in Pajaro Valley, California, which provided support for reading literacy and professional development in instructional practices. She has been a California public school teacher for almost 30 years, mainly in grades 4–6.
Since 1998, Ms. Lloyd has worked as an educational consultant for CORE, specializing in research-based core and intervention reading programs for K–8. In this role, Ms. Lloyd has conducted districtwide seminars regarding literacy research and instructional best practices in Oregon, Indiana, North Carolina, Wyoming, Colorado, and California. She is currently supporting Reading First implementations in Wyoming and Hawaii.
Amy Van Ravensway, M.A., is an Educational Consultant with CORE. She holds a master's degree in reading and leadership from the University of Sioux Falls. Ms. Van Ravenswaay has taught reading in grades K–12, served as a reading specialist, consulted with South Dakota Department of Education, and taught preservice and in-service teachers through USF.
Ms. Van Ravensway’s experience with CORE is growing. Her interest in reading and brain research translates to a deep commitment to the success of each and every child learning to read.
Susan Van Zant, Ed.D., is an Educational Consultant with CORE. She holds a master’s degree in curriculum development from Northern Arizona University and a doctorate in educational administration from Alliant University. Dr. Van Zant taught reading in the elementary grades prior to her appointment as school principal. She served as an elementary and middle school principal for 27 years. She worked with her teachers to present a well-defined reading program, which led to increasingly high achievement scores. Three of the schools where she was principal were selected to be National Blue Ribbon Schools. In recognition for her achievements, Dr. Van Zant was chosen to be a National Distinguished Principal. She is also the recipient of a Milken Educator Award. Most recently, Dr. Van Zant has provided workshops for a major textbook publisher on implementing a reading program.
Dr. Van Zant has served as a CORE Educational Consultant since 2002. She has experience presenting CORE professional development workshops and as a site consultant. She works with educators in urban, suburban, and rural school settings throughout the United States. Her interest in reading fluency research and the development of academic vocabulary is based upon her commitment to help all children learn to read well.
Shelia R. Wells, M.A., is an Educational Consultant with CORE, Inc. She holds a master’s degree in education from Claremont Graduate University. Shelia Wells has taught elementary and middle school, and has served as a Math Matters Coach and an Open Court /Houghton Mifflin Reading Coach in California. She has also served as a BTSA Support Provider for the Compton Unified School District.
Shelia Wells has worked as a consultant throughout California, providing elementary administrators and teachers with textbook support via the AB75/AB466 trainings in rural and urban schools. Shelia’s interest in education has translated into multiple successes for students who have been empowered for life with reading skills.
Katie Wielosinski, M.Ed., is an Educational Consultant with CORE. She holds a master’s degree in education from Northern Illinois University with a specialization in bilingual education. She also has a reading endorsement and bilingual endorsement. Mrs. Wielosinski brings to CORE extensive and varied experience, having served as an elementary principal in high-poverty Title I and Reading First schools, and a primary and intermediate grade teacher. Mrs. Wielosinski has broad knowledge of core and supplemental reading programs and helped lead the implementation of intervention approaches in her Reading First school. Mrs. Wielosinski is supporting Reading First implementation in Nevada as well as providing workshop presentations.
Jill Youngren, M.A., is an Educational Consultant with CORE. She holds a master’s degree in education specializing in reading curriculum and instruction from Lesley University and a principal license from Western State College. Ms. Youngren comes to CORE with extensive experience serving as a primary and upper grade teacher, a reading specialist in middle school, a project director for Colorado Reading First, and an instructional leader in reading and assessment at the district level. Ms. Youngren has provided district professional learning in reading strategies, Response to Instruction and Intervention, professional learning communities, and common assessments for elementary through high school teachers and administrators. Ms. Youngren’s knowledge of supplemental and core reading programs has enhanced student achievement in the districts she has worked with. Ms. Youngren is also a full-time faculty member at Western State College in reading for the teacher education department.
Ms. Youngren’s experience with CORE has impacted the lives of educators in urban, suburban, and rural school settings. She has been a lead consultant in establishing alignment of support programs of language acquisition, learning disabled, gifted and talented, as well as general education. Ms. Youngren’s passion and commitment to education translates to a deep dedication to the success of each and every child learning to read. Her experience and set of skills will serve to enhance the delivery of caring and effective instruction for all educators.