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Peter Afflerbach
Dr. Peter Afflerbach is a Professor in the Reading Center, Department of Curriculum and Instruction at the University of Maryland at College Park. His research interests include literacy assessment, the alignment of reading assessment with standards for reading and the strategies that readers use to understand text. His research has been published in both theoretical and practical journals, including The Reading Teacher, Language Arts, Reading Research Quarterly, Journal of Reading Behavior, Cognition and Instruction, Elementary School Journal, Journal of Adolescent and Adult Literacy, and Educational Assessment. He is a past editor of the Reading Assessment column in The Reading Teacher, and he serves on the Editorial Advisory Boards of The Reading Teacher, Reading Research Quarterly, and Journal of Educational Psychology. He is a co-editor of the Handbook of Reading Research. Currently, he serves on the Reading Committee of the National Assessment of Educational Progress (NAEP), the Reading Framework 2009 Committee of the National Assessment of Educational Progress (NAEP) and the Reading Committee of the National Adult Literacy Survey (NALS). Dr. Afflerbach serves as a proposal reviewer for the National Science Foundation and a reviewer of curricular materials for the National Science Resource Center of the Smithsonian Institution.
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Blake Albretsen
Mr. Albretsen is a graduate of Eastern Washington University. As the EBSCOhost representative, Blake has been calling on K-12, public, state, and higher education librarians throughout the Northwest since 1989. Since most of the EBSCOhost databases are Lexiled, teachers, parents, and students can search for articles on a particular topic and at a specific Lexile range. Blake provides in-service to librarians in uses of this unique database, hosted in Oregon by OSLIS.
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Anita Archer
Dr. Anita Archer serves as an educational consultant to school districts on effective instruction, classroom management, reading and writing instruction, and design of effective literacy programs. She has taught elementary and middle school students and is the recipient of eight Outstanding Educator awards.
Dr. Archer has been a faculty member at San Diego State University, the University of Washington, and the University of Oregon. She is nationally known for her presentations and publications on instructional procedures and design. She co-authored Skills for School Success, a study skills program for elementary and middle school students, Advanced Skills for School Success, and REWARDS, a program to teach students advanced decoding and fluency skills, and REWARDS PLUS, with Dr. Mary Gleason, and Phonics for Reading. She has authored many other curriculum materials, chapters, books, and training materials.
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Ronni Mangel Ephraim
Ronni currently serves as the Chief Instructional Officer of the Los Angeles Unified School District, where, among many duties, she is responsible for the design, coordination, and implementation of K-12 instructional initiatives including English language arts, mathematics, social science, science, language acquisition, arts education, and alternate programs for students at risk. She has served as District Superintendent, Assistant Superintendent of Instruction, and Director of Elementary Reading. She currently sits on the California State Reading First Task Force, and last year was named the Local District Superintendent of the Year by the Association of California School Administrators.
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Otis Fulton, Senior Vice President for Business Development, MetaMetrics, Inc.
Otis Fulton has a broad education background, including teaching ED/LD middle-school students and university undergraduate and graduate students. He consulted with the Virginia Department of Education as a measurement specialist on the development of the Standards of Learning (SOL) assessments. For 10 years he was the director of the Developmental Skills Institute (DSI), a non-profit education research and training organization in Richmond, Virginia. Through DSI, he has worked with hundreds of school districts throughout the U.S., and was a national speaker for Phi Delta Kappa's Teaching and Learning for the 21st Century lecture series. Since 2000 he has been Senior Vice President for Business Development for MetaMetrics, Inc., the developer of the widely used Lexile Framework for Reading. Fulton received his undergraduate degree in psychology and religion from the University of Virginia. He also holds a graduate degree in neuropsychology from Virginia Commonwealth University.
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Nancy Golden
Nancy Golden is the Superintendent of Springfield Public Schools. She is a collaborative leader known for her creativity, and commitment to approaching every situation from the view of possibility. Before coming to Springfield Public Schools she was director of the administrative licensure program at the University of Oregon. Her area of specialization included collaborative leadership, creativity, instructional strategies, facilitation, and personnel evaluation. Nancy has also served as deputy superintendent in Albany School District, staff development and special education director in Eugene School District, personnel assistant in Springfield Public Schools. Nancy has loved all of her jobs but the one she loves the most, and feels is most important, is when she was a teacher in Springfield Public Schools almost 25 years ago. She has presented nationally and internationally on numerous topics including Teaching and Reaching At-risk Youth; she is the co-author for the Toolkit for High Performance Teams and the Educational Leadership Improvement Tool.
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Andrés Henríquez
Andrés Henríquez is a program officer in the education division of Carnegie Corporation of New York, where he leads the Corporation's Advancing Literacy initiative. Prior to joining the Corporation, Henríquez served as the Assistant Director for Strategic Planning, Center for Children and Technology (CCT) at the New York offices of the Education Development Center, Inc. He has also worked at the National Science Foundation (NSF) in Washington, D.C. as an Associate Program Director, responsible for monitoring the Network Infrastructure for Education and assisted with the Research in Education Policy and Practice program. He has served as a Research Coordinator at the Children's Television Workshop and as a senior research analyst at MTV Networks. Henríquez is a certified teacher and taught for five years at a public elementary school in East Harlem. He received his undergraduate degree in psychology from Hamilton College and a MA.Ed. from Teachers College, Columbia University. He is currently a Ph. D. candidate at the City University of New York's Graduate Center.
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Frank Hernandez
Frank Hernandez's first experience with ELL was as an ELL student, as he spoke only Spanish before entering school. Since graduating from Linfield College with a Masters of Education, he has spent 30 years in the public education system teaching every grade level. During a 12-year stint as an administrator, he was selected by COSA and the National Association of Secondary School Principals as the Oregon Assistant Principal of the Year. The programs he implemented led to and increase in the graduation rate for minority students. As the Regional Director for Migrant/ELL Services at the NW Regional ESD, Frank was selected for presentations at COSA, ASCD, Oregon Department of Education, the Oregon Bilingual Education State Conference, the California Association of Bilingual Education State Conference, and the Idaho Bilingual Education Conference. Mr. Hernandez is currently is the Program Advisor for the ELL Unit at the NW Regional Education Laboratory. His activities include technical assistance to the Oregon Department of Education for developing and facilitating trainings that implement the State and Federal requirements of NCLB for ELL/Bilingual students.
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Michael L. Kamil
Michael Kamil is Professor of Education at Stanford University. A member of the Psychological Studies in Education Committee, he is on the faculty of the Learning Sciences, Technology, and Design Program. He received his B. A. from Tulane University and his M.A. and Ph. D. from the University of Wisconsin. Dr. Kamil is currently Chair of the Framework Planning Committee for the 2009 National Assessment of Educational Progress for Reading, and is a member of the National Literacy Panel for Language Minority Youth, and the Advisory Board for The Alliance for Excellent Education. Recently he was named to the Carnegie Corporation Commission on Adolescent Literacy. He was a member of the National Reading Panel, the RAND Reading Study Group, and the RAND-Carnegie Adolescent Literacy Study Group. His most recent book is a co-edited volume (with Dorothy Strickland): Professional Development for Teaching Reading. He was a recipient of the Edward Fry Book Award from the National Reading Conference in 2004. He has authored and co-authored many book chapters and articles in professional journals. Dr. Kamil has been editor of Reading Research Quarterly, Journal of Reading Behavior, and The Yearbook of The National Reading Conference. He is a member of the editorial boards of Journal of Educational Psychology, Reading Research Quarterly, and Journal of Literacy Research. Dr. Kamil's research explores the effects of computer technologies on literacy and learning and the acquisition of literacy in first and second languages. Current research projects are funded by the Carnegie Corporation, the Commission for Post-Secondary Education in California, The Center for School Choice at Vanderbilt University, and the Mid-Atlantic Regional Educational Laboratory.
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Susan Davis Lenski
Currently a Professor at Portland State University (PSU) in Oregon, Dr. Lenski has taught in public schools for 20 years, and at Illinois State University for 11 years. Her teaching experiences include working with children from kindergarten through high school. She teaches graduate reading and language arts courses at PSU. Dr. Lenski has been recognized by several organizations for her commitment to education. Among her numerous awards, Dr. Lenski was presented with the Nila Banton Smith Award from the International Reading Association; she was instrumental in her school receiving an Exemplary Reading program Award from the International Reading Association; and she was conducted into the Illinois Reading Hall of Fame. Dr. Lenski's research interests focus on strategic reading and writing and adolescent literacy. She also conducts research on preparing teacher candidates. She has conducted numerous inservice presentations in the United States, Canada, Guatemala, the Philippines, and Panama and has presented at many state and national conferences. Dr. Lenski has written over 60 articles for publication and twelve books.
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Cathy M. Roller
Cathy Roller has been Director of Research and Policy at the International Reading Association since 1998. She spearheaded a research commission that explored elementary teacher preparation for reading instruction and has recently presented the highlights Prepared to Make a Difference from the Report of the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction.
Cathy is the author or co-author of four books, two of them published by the International Reading Association: So…What's a Tutor to Do? and Variability Not Disability: Struggling Readers in a Workshop Classroom. She is the editor of Learning to Teach Reading: Setting the Research Agenda.
Ms. Roller has also worked as a professor of curriculum and instruction at the University of Iowa. She worked with the Lincoln Elementary-University of Iowa Partners in Education Program. She also directed the Summer Residential Reading Clinic while at Iowa.
In 1986, Roller taught 48 third-grade children for two months in a school in Zimbabwe. She taught short-term courses for teachers in preparation as well as co-directed Project ZIMREAD, which was a national, government-funded effort to improve the teaching and learning of English reading. She has also directed a summer reading program for severely disabled readers.
She believes that, 'commitment, collaboration and perseverance' are essential in making reading programs effective for all children.
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Timothy Shanahan
Timothy Shanahan is Professor of Urban Education at the University of Illinois at Chicago where he is Director of the UIC Center for Literacy. He was director of reading for the Chicago Public Schools, serving 437,000 children. His research focuses on the relationship of reading and writing, school improvement, the assessment of reading ability, and family literacy. Timothy Shanahan has published more than 100 research articles, chapters, and books on literacy.
Professor Shanahan is President-Elect of the International Reading Association, and he serves on the Advisory Board of the National Family Literacy Center. He has also served on the White House Assembly on Reading, and the National Reading Panel, a group convened by the National Institute of Child Health and Development by the request of Congress to evaluate research on successful methods of teaching reading. He currently chairs two other federal panels: one that is reviewing literacy research on language minority children and one on preschool and family literacy. He is author of Fluency (Harcourt Achieve) an instructional program for Grades 1-3.
Shanahan received the Albert J. Harris Award for outstanding research on reading disability from the International Reading Association, the Milton D. Jacobson Readability Research Award also from IRA, the Amoco Award for Outstanding Teaching, and the University of Delaware Presidential Citation for Outstanding Achievement. He was inducted into the Illinois Reading Council Hall of Fame in 2002. He is a former first grade teacher.
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Tony Wagner
Tony Wagner is Co-Director of the Change Leadership Group (CLG) at the Harvard Graduate School of Education. An initiative of the Bill & Melinda Gates Foundation, CLG prepares teams to be effective change leaders in schools and districts. He also consults widely to schools, districts, and foundations around the country and internationally; he is Senior Advisor to the Bill & Melinda Gates Foundation. Tony is a frequent speaker and widely published author on education issues. His books include: Making the Grade: Reinventing America's Schools, How Schools Change: Lessons from Three Communities, and the forthcoming Change Leadership: A Guidebook to Transforming Education, which will be published by Jossey Bass in the Fall of 2005. Prior to assuming his current position at Harvard, Tony was a classroom teacher for twelve years, a school principal, project director for the Public Agenda Foundation, co-founder and first executive director of Educators for Social Responsibility, and President and CEO of the Institute for Responsive Education. Tony earned an M.A.T. and an Ed.D. at the Harvard University Graduate School of Education.
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- A Model for Designing Daily Lessons
