Keynote Panel
Sessions
Schedule
CEU Information
Registration
Location
Hotels
Speaker Biographies
Join us for a day of literacy leadership capacity building.
Collaborate with colleagues as you learn strategies for creating the system-level conditions necessary for effective structured literacy implementation.
Continuing education credits available.
Keynote Panel: Leading a Shared Vision and Culture for Structured Literacy Implementation – Where we are Going and Why
The Keynote Panelists will describe their experiences developing and leading a shared vision and culture for Structured Literacy implementation from the perspective of leading an urban, suburban and rural district. They will address why Structured Literacy matters and the process of building the necessary conditions district wide for successful Structured Literacy implementation.
Panelists:
Sessions
Strand 1: Leadership Capacity Building
Session 1A: Building Leaders as Agents of Change
In this session, participants will learn from experienced principals about their journeys building capacity in their elementary schools for successful Structured Literacy implementation. The presenters will describe how they engaged in their own learning before engaging with faculty in a collaborative process to develop a culture of teaching and learning aimed at improving reading instruction using evidence based practices.
Session 1B: District Administrators can Support Principals as Literacy Leaders: A Blueprint for Success
Literacy champions are made not born! Picture the reluctant hero facing unexpected challenges on a perilous journey! This session will arm district administrators with strategic tools and a map for the road ahead to effectively support building principals, build educators’ core knowledge, and develop techniques for facilitating the Structured Literacy implementation process.
Session 1C: Practical Strategies for Leading an Effective Structured Literacy Implementation
Join us for an immersive and practical workshop focusing on strategies for successful implementation of StructuredLiteracy practices. This session will provide you with the tools and knowledge to build and sustain a robust literacy program tailored to your school’s unique needs. We will explore how to develop a vision, design curriculum, select resources, create schedules, staff for learning needs, and provide professional development. Whether you are beginning your Structured Literacy journey or looking to enhance an existing program, this session will equip you with the skills and knowledge to make a meaningful impact.
Session 1D: Structured Literacy Change Agent: Be the Literacy Leader That ALL Students Deserve!
Wow! It’s been a minute in the literacy field, let’s all take a deep breath. With the passing of historical legislation on the science of reading and structured literacy to Emily Handford’s “Sold A Story” blog, we find ourselves in a rich land of opportunity to seize the moment and be the literacy leaders that ALL students deserve to truly be on the pathway to become successful READERS. Participants in this session will engage in an overview of the science of reading and structured literacy and will also have a “front row seat” to learn about a new Principal Inspired Leadership (PIL) course for administrators that will support the vision of being a literacy change agent while addressing the legislative requirements.
Strand 2: Data Driven Decision Making
Session 2A:Leading the Way: Literacy Tools for the Journey
Leaders play a pivotal role in leading the implementation of the Science of Reading and Structured Literacy. Effective literacy analysis tools are essential for guiding this literacy leadership.
Literacy analysis tools provide leaders with concrete data and insights that enable them to make informed decisions, set priorities, and allocate resources effectively. In this session, effective leadership tools will be offered to support analysis of current literacy systems, curricula, and instructional practices to create a supportive and equitable environment for all students to develop their literacy skills.
Session 2B: Is Staffing an Issue? Develop a Highly Effective Three Tier Intervention Model Using Assessment Data Today!
School districts across the state are facing staffing shortages. Whether districts don’t have funds to hire interventionists or are unable to find highly qualified staff to fill vacant positions, districts are required to provide high quality instruction to all students. During this session, participants will hear how the Panther Valley School District in Carbon County, PA moved from a balanced literacy to a Structured Literacy approach over the course of three years with limited funding and staffing. Specific examples will be provided that show models of high quality instruction at the Tier 1, Tier 2, and Tier 3 levels. The presentation will discuss how different types of assessment data are collected and interpreted to provide targeted intervention at both Tier 2 and Tier 3. Specific focus will be placed on the walk-to-intervention model that has ALL staff in the school building providing explicit instruction aligned to the best practices in reading. This shift in instructional practices has resulted in the district increasing the percentage of students scoring at or above proficiency on a diagnostic assessment from 20% to 60% over the course of two school years.
Session 2C: Fine-Tuning Foundational Skills: Mastering Formative Assessments for Effective Literacy Instruction
Participants will explore the effective use of foundational skills formative assessments with a focused lens on ensuring equitable access to foundational skills mastery for all students. In this session, participants will delve into strategies for seamlessly integrating formative assessment practices into their teaching routines to enhance student learning outcomes. Participants will practice how to effectively gauge student progress, tailor small group instruction, and foster a supportive learning environment that empowers all learners to excel in foundational literacy skills. Whether you’re new to formative assessments or looking to refine your current practices, this session hopes to equip you with actionable insights to elevate your planning and instructional strategies in order to positively impact student achievement.
Strand 3: Supporting Evidence Based Classroom Instruction
Session 3A: From Static to Strategic: Building a Dynamic Curriculum Cycle for Student Success
In a school setting, a curriculum cycle is not a one-time event but a continuous loop that drives improvement. This cyclical process allows educators to assess the effectiveness of the current curriculum by analyzing student learning outcomes. By identifying areas of strength and weakness, the cycle informs the development of engaging and compelling learning experiences. It ensures the curriculum stays aligned with educational standards and best practices, incorporating new knowledge, technologies, and real-world issues. This collaborative cycle fosters a sense of ownership among educators and promotes smooth transitions between grade levels. It addresses the diverse needs of learners and allows for transparency by involving stakeholders in the process. A well-defined curriculum cycle ultimately leads to improved student achievement, equipping them with the skills and knowledge to succeed in a rapidly changing world. By ensuring a dynamic and responsive curriculum, the cycle helps schools prepare students to be future-ready citizens.
Session 3B: Blueprints for Success: Building an Infrastructure for MTSS
Participants will have the opportunity to delve into the comprehensive approach undertaken by the Bristol Township School District in constructing an effective MTSS infrastructure and program. This session will spotlight the integration of tiered interventions, data-based decision-making processes, and the utilization of a collaborative team-based approach, all within the context of a Structured Literacy framework tailored specifically for elementary education.
Session 3C: Making Learning Stick: Coaching to Differentiate and Sustain Professional Learning
As leaders strive to improve student learning within complex environments, they tend to rely on traditional professional development to improve teacher practice. Research has shown that professional development alone will not result in changing teacher behaviors in the classroom (Guskey 1985, 1986, 1989; Joyce & Calhoun, 2010; Joyce and Showers, 1982; Robinson, 2023). This session will illustrate how leaders can modify competencies and motivation through differentiated and sustained professional learning and coaching to enact changes in teachers’ behaviors as well as attitudes and beliefs. We will (a) explore the Student-Focused Coaching Model (Hasbrouck & Michel, 2022) to create a differentiated and sustained professional learning plan (e.g., comprehension); and (b) model evidence- and research-based instructional practices that could be implemented to enhance student learning.
Session 3D: How Leaders can Implement a Structured Literacy Framework to Reach all Learners.
Demonstrate the efficacy of a systemic approach to Structured Literacy implementation across a K-12 system. Participants will hear how the Centennial School District worked to effectively implement evidence-based instructional strategies and resources within a Structured Literacy framework, ensuring that instruction is systematic, explicit, and multisensory to meet the diverse needs of all learners. Through insightful discussions and practical examples, attendees will gain insights into building a cohesive framework that integrates best practices in reading, writing, speaking, and listening instruction.
Schedule
|
Arrival |
8:00-9:00 |
|
Keynote |
9:00-10:30 |
|
Break |
10:30-10:45 |
|
Breakout 1 |
10:45-11:45 |
|
Lunch |
11:45-12:45 |
|
Breakout 2 |
12:50- 1:50 |
|
Breakout 3 |
1:55-2:55 |
|
Post Discussion |
CEU Information
Act 45 and Act 48 continuing education credits are both available through PaTTAN at no extra cost. You will receive detailed directions for registering for CEU’s in your Pennsylvania Literacy Leadership Summit confirmation email from IDA-PA. The deadline for registering for CEU’s is midnight on October 3rd.
If you have any questions, email Maria Toglia at mariatoglia@gmail.com.
Act 48
In order to earn Act 48 credits, participants must register in advance using the link provided in your confirmation email. Participants must complete a survey following the conference to earn credits.
Act 45
In order to earn Act 45 credits, participants must register in advance using the link provided in your confirmation email.
The focus of all activities in the Act 45 conference course is on building knowledge and skills that can be directly applied to effectively planning and implementing structured literacy in a school or district. The culminating project will involve developing an implementation plan that is consistent with PDE requirements for Comprehensive Planning.
The required text for the Act 45 conference course is:
Kibbons, K., Brown, S., & Nielbing, B. (2019). Effective Universal Instruction: An Action Oriented Approach to Improve Tier 1. New York: Guilford Press.
This conference course will require one day of in person conference training (5.5 hours) and 5 hours of virtual community of practice sessions on:
- November 14, 2024- 7:00-8:00 p.m.
- January 9, 2025- 7:00-8:00 p.m.
- February 13, 2025- 7:00-8:00 p.m.
- March 13, 2025- 7:00-9:00 p.m.
Participants must also complete 15 hours of job embedded, school level assignments, and 3 hours of asynchronous, online instruction focused on implementation science. Finally, participants will complete a school/district-based learning project and deliver a 15-minute presentation in the March 2025 community of practice meeting.
Registration
$25 per person
Registration Terms:
Registrations cannot be transferred.
Cancellations prior to September 13 will result in a $15 processing fee.
Cancellations after September 13 will forfeit any reimbursement.
Location
PaTTAN Central 6340 Flank Drive, Harrisburg, PA 17112
Hotels
Home 2 Suites by Hilton: 2450 Brindle Dr., Harrisburg, PA 17110; Phone: 717-545-5300
Speaker Biographies
Rob Freil, Ed.D.
Dr. Robert S. Freil is the Assistant Superintendent for the South Western School District, Hanover PA. He has worked in Pennsylvania public education for three school systems (Littlestown Area School District, Littlestown PA Mt. Lebanon School District, Pittsburgh PA; and currently South Western School District) spanning a 26 year career where he has been a classroom teacher (9 yrs), a building principal (10 yrs), the Director of Curriculum Instruction and Assessment (6 years) and his current role as Assistant Superintendent. He loves focusing his time and energy into building leadership capacity among the people he supervises and coaches, focusing on how processes and systems strengthen the quality and efficacy of learning for students. As so much changes in education, building capacity among leaders in designing and implementing curriculum and assessments across both digital and face to face learning environments is his passion.
Outside of his time at South Western, Dr. Freil works as an adjunct faculty at McDaniel College in the Innovations of Teaching and Learning program, and previously worked in an adjunct role at Penn West University in the Administration and Secondary Education Department for their K-12 principal certification and Masters of Education program. He serves on the state level executive board of Pennsylvania Association of Supervision and Curriculum Development (PASCD), and has presented several times at state conferences for PASCD, the SAS institute, and webinars sponsored by Eduplanet21.
His educational background includes: a Bachelor’s of Arts in English Education from Westminster College, a Masters of Education in K-12 Administration from California University of PA, and a Doctorate of Education in School Leadership and Administrative and Policy Studies from the University of Pittsburgh.
Dr. Freil and his wife Carlyn have been married for 25 years and have four children – Jonah (23), Evan (21), Audra (18) and Zachary (16). They reside in Hanover PA and are active in their church and with extended family members.
Nyshawana Francis Tompson Ed.D.- “Dr. Ny”
Dr. Ny is the Chief of Curriculum and Instruction in the School District of Philadelphia. She is an accomplished educational leader with an extensive background in Evidence Based Reading Instruction, Curriculum Design, Special Education, and Culturally Responsive and Sustaining instruction. She started her career as a special education teacher, teaching students to read through evidence based practices. She is also a mother of a striving reader. She has led large scale reading improvement efforts at the school and central office level, with a demonstrated record of results.
Dr. Ny received her Bachelor of Science degree in Elementary Education from Coppin State University, and her Master of Science degree in Urban Education, with a Special Education certification from Temple University. She later completed her Doctoral Studies in Educational Leadership with a Principal, Curriculum Supervisory, and Superintendent Letter of Eligibility certifications at Saint Joseph’s University.
Dr. Ny was awarded the Overall Excellence award in the Interdisciplinary Doctorate of
Educational Leadership program at SJU. Her research covered the intersection of change theory and social capital theory in an international school system’s implementation of a large-scale educational reform effort. She was also awarded Teacher of the Year, Administrator of the Year, and Social Justice Activist through her work in the School District and community.
As an award-winning educational leader, she has demonstrated a remarkable ability to
transform educational spaces through focusing on equity and inclusion.
As part of Dr. Ny’s goal of developing future educators and educational leaders, she serves as an adjunct Professor in Saint Joseph’s University Doctoral program where she co-developed and teaches a course on “Critical Conversations in Social Justice”. She is a member and held leadership positions in prominent service and advocacy organizations such as the Alpha Kappa Alpha Sorority Incorporated and the National Coalition of 100 Black Women, PA Chapter, and Black Women Education Alliance. Dr. Ny’s record of achievements underscores her unwavering commitment to shaping the future of public education.
Brian Ulmer, D.P.A.
Dr. Ulmer is the Superintendent of the Jersey Shore Area School District. He holds a Doctorate in Public Administration from West Chester University, a Master’s degree in Education with a Principal’s certificate and a Superintendent’s Letter of Eligibility from California University of PA, and a Bachelor’s degree in History and Spanish Education from Mansfield University.
Previous to his current role, Ulmer served other districts as: Director of Secondary Education, Assistant Principal, Spanish, English and Reading teacher at the middle and high school levels, and an Intermediate Unit Migrant Education Recruiter and Instructor.
In addition to his work at Jersey Shore, Dr.Ulmer serves as an Adjunct Instructor at West Chester University in the Advanced Educational Leadership Certificate Program, and has served on the Mansfield University Alumni Board, Williamsport/Lycoming Chamber of Commerce Board. In support of his daughter and local community, he has a seat on the North Union United Soccer Club Board of Directors and functions as the Risk Management Coordinator for the Club.
Susie Macik, ME.d
Susie Macik is the Elementary Principal for the Bentworth School District and also serves as the district’s Federal Programs Coordinator. Before coming to Bentworth in 2006, she was a principal in the West Greene School District.
Mrs. Macik has a Bachelor of Science Degree from Ohio University. She earned her Master’s of Education at Carlow College and her Superintendent Letter of Eligibility from Edinboro University. She is a member of the National Association of Elementary School Principals and the Pennsylvania Principals Association. She is a current board member for the Pennsylvania Association of Federal Program Coordinators and serves as President of the Washington County Federal Program Coordinators Association. During her time at Bentworth, Susie has been instrumental in developing a schoolwide MTSS program and in 2015, Bentworth Elementary was chosen as one of six schools in Pennsylvania to be part of the Dyslexia Pilot Program. In addition, she is on the Board of Directors for Bentworth Blessings, a local volunteer group that helps to feed, clothe, and support families in the Bentworth community. Mrs. Macik resides in Washington, PA with her husband David, has two children, Meighan and Mitchell and four wonderful grandchildren.
Ernesto Ortiz, Ed.D.
Dr. Ortiz is an energetic, dynamic, and passionate instructional leader with over 20 years of experience in public education. Ernesto is the current principal of Walt Disney Elementary School in the Pennsbury School District. A respected literacy leader across the country, Ernesto has led professional development and presented at national conferences to educational professionals and leaders looking to shift their literacy instruction to evidence-based practices. Ernesto is particularly passionate about advancing the understanding of Structured Literacy practices to ensure that all students, including those with dyslexia, have equal opportunities for literacy success. Ernesto earned his doctorate degree at Delaware Valley university in Educational Leadership/PA Superintendent Letter of Eligibility. He also holds a TESOL master’s degree from DeSales University, an Educational Leadership degree from Lehigh University, and an Elementary Education degree from Kutztown University.
Kelly Pauling, M.Ed.
Mrs.Pauling is the Assistant Superintendent at Salisbury Township School District with over 30 years of experience as a teacher, administrator, school improvement consultant, and staff development leader. Kelly previously served as the district’s Director of Teaching and Learning. Her work focuses on actualizing the district’s vision for teaching and learning, modernizing the curriculum, and oversight of federal programs.
Dana Simile, Ed.D.
Dr. Simile is the Director of Literacy for the Fox Chapel Area School District in Pittsburgh, Pennsylvania. She holds a Doctoral degree and multiple Masters degrees in the areas of general education and reading with a focus on instructional coaching. Dr. Simile has taught multiple grade levels and has coached/supervised professionals in grades K-12. She supports the idea that teacher education and empowerment are among the most important contributors to student achievement. In her current role, Dr. Simile provides professional development to district and regional educators/administrators, supports K-12 literacy curriculum efforts, and designs intervention systems that support students as they strive to become proficient readers and writers.
Susan Gentile, Ed.D.
Dr. Gentile serves as the Director of Instruction and Learning for the Quaker Valley School District. She holds a bachelor’s degree in Marketing from Penn State University, a master’s in Secondary Education from Duquesne University, and a doctorate in Educational Leadership from the University of Pittsburgh. She has worked as an elementary principal, a high school assistant principal, a secondary English language arts teacher and a writing coach. She also serves on the Executive Board of PASCD and is an Instructor for the PASCD Curriculum Leadership Academy.
Nichole Kopco
Nichole has been an Educational Consultant with the Pennsylvania Training and Technical Assistance Network (PaTTAN) in Harrisburg since April 2014. Nichole has 28 years of special education experience in public education, 23 of those years have been in a leadership capacity. Immediately before coming to PaTTAN, Nichole served as Director of Special Education for Somerset Area School District. Nichole’s credentials include Pennsylvania certifications in elementary education, special education, reading specialist certification, special education supervisor certification and she obtained her Superintendent Letter of Eligibility from Gannon University in the Fall of 2020. At PaTTAN, Nichole serves as the Central Region lead for the Special Education Law and Leadership initiatives, she is a proud member of the PaTTAN Literacy team, and she also supports IUs 8 and 9 as the PaTTAN Point of Contact (POC). Nichole is the PaTTAN state lead for Pennsylvania’s Disability Inclusive Curriculum Pilot.
Stacey Cherny
Dr. Stacey Cherny works as an Educational Consultant at PaTTAN Harrisburg, serving as the interim State Lead for Literacy. Prior to coming to PaTTAN, Dr. Cherny served as a teacher, reading specialist, principal, curriculum director and district school improvement administrator. Stacey secured her undergraduate degree from the University of Illinois and her graduate degrees from the University of Scranton, University of Shippensburg, and the University of Millersville. She holds a Pennsylvania Superintendent’s Letter of Eligibility, a K-12 Principal Certification as well as her Instructional II Certification as a Reading Specialist and Elementary Education K-6. Stacey also serves as an adjunct professor of education at Eastern University in both their undergraduate and graduate programs.
Pam Kastner, Ed.D.
Dr Kastner is an educational consultant at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Harrisburg, where she serves as the State Lead for Literacy in Pennsylvania. Dr. Kastner and the PaTTAN Literacy team provided the literacy training, technical assistance, coaching, and consultation for the school research sites for Pennsylvania’s Dyslexia pilot, extension, and expansion.
Dr. Kastner, along with the PaTTAN literacy team, leads state-wide literacy initiatives that include professional learning in the science of reading and structured literacy; onsite training, coaching, and consultation; a virtual literacy resource hub; and an international literacy conference. Dr. Kastner is honored to serve as an adjunct professor at Mount Saint Joseph University in the Reading Science Program where she teaches in the Masters’ and Doctoral Program and was honored as the Adjunct Professor of the Year in 2023.
Dr. Kastner serves on the Pennsylvania Higher Education Task Force and has the honor of serving as the President of The Reading League Pennsylvania, The Reading League Journal’s Practitioner Editorial Board, and is a member of The Science of Reading: A Defining Movement coalition.
Robert Palazzo, M.Ed.
Dr. Palazzo is the Supervisor of Curriculum, Student, and Community Services in Panther Valley School District. He previously served for 7 years as the Elementary School Principal. Palazzo holds a B.S. in Psychology, an M.S., and a Certificate of Advanced Study in School Psychology from SUNY Oswego, as well as an M.Ed. from Wilkes University in Educational Leadership.
As principal of Panther Valley Elementary School, Robert J. Palazzo has proven himself a resourceful leader dedicated to improving learning conditions for all students. When he first became principal, Dr. Palazzo noted low assessment scores among first graders and immediately set out to lobby the school to implement a full-day kindergarten program, highlighting how this would strengthen educational foundations while easing family child care burdens. In 2020-2021, Palazzo took the next step to launch a Pre-K program, the first registered childcare provider in the area, which has expanded to serve 64 students at this time. Palazzo has also worked creatively to build a new playground and innovate reading instruction at Panther Valley, even in the face of funding obstacles. While the school’s previous curriculum was not yielding significant skill growth, students are now exceeding the expected median growth between benchmark assessments on DIBELS thanks to a new literacy program implemented through grant funding. Drawing on 8 years’ previous experience as a school psychologist, Palazzo was quick to act in the wake of a tragedy in the school community and has added mentors, a school social worker, and licensed counselors to the school’s team to address mental health needs in the school community.
In the area of the Science of Reading/Structured Literacy, Palazzo has focused on ensuring that explicit instruction is being used across all tiers of the MTSS model. Over the past three years there has been a focus on ensuring that there is sound and high-quality instruction for the Word Recognition strand of Scarborough’s rope and are now moving forward with exploring how to better enhance our instructional practices for the Language Comprehension strand. One of the biggest areas of focus has been the implementation of a cross-grade level Walk to Intervention Model. During this time, all teachers and staff in the building work together to support the individual needs of students. Diagnostic phonics assessments are used every 20 days to monitor student progress and put together new instructional groups based on how students respond to the intervention. Palazzo believes it is crucial that all instructional leaders be knowledgeable and have an active role in the implementation of best practices in literacy.
Jennifer Dianna, M.Ed.
With over 20 years of experience in educational leadership, teaching, and administration, I am a dedicated expert in the science of reading and an equity-focused leader. My career has been centered on improving literacy and instructional practices within diverse school environments. I hold a Masters of Education in Educational Leadership and a Principal’s Certificate from Alvernia University, as well as a K-6 Elementary teaching certificate and a Bachelor of Arts in Political Science from West Chester University.
As the Director of Curriculum and Instruction for ELA Grades K-12 in the School District of Philadelphia, I led the implementation of Science of Reading evidence based practices through Structured Literacy that resulted in our students achieving the second fastest recovery for reading proficiency in grades three through eight among all large, urban peer districts. This achievement was highlighted in the Education Recovery Scorecard released by the Harvard University Center for Education Policy Research and The Educational Opportunity Project at Stanford University.
My career is marked by a passion for evidence-based literacy practices, a commitment to equity, and a dedication to professional development for educators and leaders. I have developed a deep understanding of the challenges and opportunities within both urban and suburban school settings and continue to strive for excellence in educational leadership, always aiming to foster equitable learning outcomes for all students.
Antoine Okarma, M.Ed.
Ms. O’Karma is the Director of Curriculum & Instruction for ELA, K-5 for the School District of Philadelphia. Toni began her career as an elementary teacher for 22 years before transitioning into a role in the Office of Curriculum. Through her work in curriculum, she became a passionate advocate for science-based reading instruction and equity for all learners. In her role as Director, Ms. Okarma is leading the work in this large urban district to bring high-quality literacy instructional practices to the children of Philadelphia.
Ms. Okarma is Wilson and CERI certified and a Structured Literacy Dyslexia Interventionist. She obtained her Bachelor’s degree from Rosemont College and earned Master’s degrees from St. Joseph’s University and Holy Family University. Ms. Okarma enjoys spending time with her family and especially loves any time she can be at the beach.
Amy Coleman, M.Ed.
A seasoned educational professional with a passion for literacy and equitable literacy practices, Dr. Coleman is the Chief Academic Officer and Director of Curriculum in Bristol Township School District in Bucks County, PA. Previously, Dr. Coleman served several districts in Western PA and was the PA Assistant Principal of the Year in 2017. Before returning to PA to teach, Amy taught in Virginia and Maryland. Dr. Coleman lives in Lansdale, PA, and has two young adult children, a supportive husband, and an aging golden-doodle.
Brian Cromer, Ed.D.
Dr. Cromer is the current Director of Curriculum, Instruction, and Assessment in the South Western School District and brings a wealth of administrative experience to the role. He spent sixteen years as a K-5 elementary principal, culminating in two years as both the elementary supervisor and building principal. Over the past four years, the team of elementary administrators and teachers have diligently focused on ELA Scope and Sequence development. They have designed and built a literacy framework, utilized the UbD Design Process for curriculum development, and identified core resources to support the written curriculum. Additionally, Brian collaborates closely with a team of ten elementary reading specialists who cover four of the district’s elementary schools.
Ms. Bernadette Hannah, M.Ed.
Ms. Hannah is a proud alumnus of the Bristol Township School District. She graduated from Temple University with a B.S. in Education and is certified as an elementary, early childhood, and special education teacher. She earned her first master’s degree from Holy Family University as a Reading Specialist and her second from Cabrini University in Educational Leadership. Throughout her career, Ms. Hannah has been dedicated to implementing innovative educational programs. She played a key role in establishing the first 1:1 technology program through the Verizon Foundation and Digital Promise in 2014. In 2017, she supervised the creation of a state-of-the-art maker-space at FDR Middle School, which was supported by Verizon Innovative Learning School. Ms. Hannah has proudly served the district for almost three decades, starting as an assistant principal at Neil Armstrong before assuming her current role as the Supervisor of the Elementary Curriculum. Outside of work, Ms. Hannah is a loving mother to her two daughters, aged 21 and 11, and enjoys spending time with their dogs, Dora and Callie. Additionally, she has been an elected member of the Middletown Township Board of Supervisors since 2021.
Ms. Jessica Festa, M.Ed., W.D.P.
Ms. Festa is a devoted literacy advocate currently serving as the Federal Grants Facilitator for the Bristol Township School District. With over two decades of experience in education, Ms. Festa has held various roles, including Instructional Coach and Learning Support Teacher. Throughout her career, Ms. Festa has demonstrated a particular passion for supporting students with reading disabilities. As a certified Dyslexia Practitioner, she has dedicated countless hours to helping students overcome reading challenges and fostering a love for learning. Ms. Festa firmly believes that every student, regardless of their zip code, deserves access to high-quality literacy education. Her efforts focus on ensuring that all children have the opportunity to excel academically and personally through literacy. When she’s not advocating for literacy, Ms. Festa enjoys spending time with her husband, Tom, and their twin 10-year-old children.
Dawn Brookhart, M.A.T., M.Ed
Dawn Brookhart is a dynamic change agent with nearly three decades of instructional and administrative experience in education, including serving in senior leadership roles in public schools and national organizations. She has a passion for aligning systems to bridge policy, research, and evidence-based practice in schools, universities, and state agencies. Through collective leadership, she believes in empowering others to improve outcomes for all students as evidenced by achievingNational Blue Ribbon School Awards, creating a Seattle Times featured reading and training academy, and designing a graduate program in reading for Delaware Valley University. She is a Co-Founder & Vice-President of the Reading League Pennsylvania and serves as an independent consultant and coach for innovative and fast-growing organizations, such as Be A Change, LLC.
Erin Landy, M.Ed.
Ms. Landy is a K-12 Instructional Coach with a focus on Literacy and Technology in Centennial School District located in Warminster, Pennsylvania. She has nineteen years of experience in education, teaching in K-6 classrooms and serving as an elementary reading specialist prior to transitioning to her coaching role. As an Instructional Coach specializing in Structured Literacy implementation, Ms. Landy thrives on empowering educators to foster foundational literacy skills in young learners. As the Centennial School District transitions to Structured Literacy Instruction in all classrooms, Ms. Landy is dedicated to equipping teachers with the tools and knowledge necessary to support students of all abilities in their journey towards proficient reading and writing. You may also find Ms. Landy during her “free time” facilitating Professional Learning courses aligned to the Science of Reading through the AIM Institute. With a passion for literacy and a commitment to evidence-based practices, Ms. Landy is driven to make a lasting impact on the educational landscape, one classroom at a time!
Anthony Gabriele, M.S.
Mr. Gabriele is currently the Assistant to the Superintendent for Teaching and Learning for the Centennial School District. Prior to this, he spent 2 years as the Acting Assistant Superintendent/Director of Learning & Innovation for the Centennial School District, 6 years as the Supervisor for Learning, Development & Professional Growth for the Garnet Valley School District, and 15 years as Senior Adjunct Faculty and the Technology Coordinator with the University of Pennsylvania’s Penn Literacy Network. Throughout his career, Mr. Gabriele has worked as a 7-12 English Language Arts teacher and a K-12 instructional staff developer, with a specific focus on integrating literacy, technology and curriculum. Mr. Gabriele also worked with the Pennsylvania Department of Education to build PA Core aligned Instructional Frameworks and, in partnership with Apple, iTunes University courses to support educators in their work with the PA Core standards. Currently, Mr. Gabriele is working with the U.S. Department of Education on the #GoOpen movement. Outside of work, Mr. Gabriele is co-owner in a real estate business, regularly hikes the Appalachian Trail, is a former lacrosse coach/junkie, and is happily married to his wife Erin, with 11 year-old twins.
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