PRESENTERS & SESSIONS

Caitlin Deckard

Science of Reading Specialist | The Literacy Architects

Caitlin is a Science of Reading Specialist and a graduate of the University of Texas at Austin and Vanderbilt University. She has held various positions in rural and urban school districts, including elementary classroom teacher, literacy interventionist, gifted and talented teacher, RTI coordinator, strategic planning board member, and Title Services program coordinator.

Caitlin prioritizes evidence-based best practices within the MTSS framework, while making research both accessible and approachable to educators. Her belief that literacy is a civil right and a prerequisite for survival and success within our society influences her work designing professional development and social media content for The Literacy Architects.

When not working, you can find Caitlin curled up with a book and a dog, experimenting with new recipes in the kitchen, or enjoying the majesty of the San Juan mountains.

Session:
Reading Multisyllabic Words: Addressing Learning Gaps in Secondary Students with Syllable and Morphology Instruction

Dr. Antonio A. Fierro

95 Percent Group

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

Emily Freitag

Co-founder and CEO | Instruction Partners

Emily Freitag is the co-founder and CEO of Instruction Partners, a nonprofit organization that works to strengthen instructional leadership in schools, school systems, and states to ensure teachers have the support they need to improve learning experiences and learning outcomes for students—with attention to students of color, students experiencing poverty, multilingual learners, and students with disabilities. Prior to this role, she was the Assistant Commissioner of Curriculum and Instruction for the Tennessee Department of Education. In this capacity, she oversaw K-12 core academics, including standards, assessment design, instructional materials, and educator training and support. For five years before coming to Tennessee, Emily managed Teach For America’s D.C. and Connecticut Regions. She fell in love with education teaching 7th grade math in Opelousas, Louisiana. She has a Bachelor's degree in history from Yale University and a Master’s in Education Policy from Johns Hopkins University.

Dr. Brandy Gatlin-Nash

Associate Professor | School of Education, University of California, Irvine

Brandy Gatlin-Nash is an associate professor in the School of Education at University of California, Irvine. She received her Ph.D. from Florida State University where she was a fellow at the Florida Center for Reading Research. She completed postdoctoral studies at Georgia State University as a research associate and project director at the Urban Child Study Center. Her research crosses the disciplines of education, psychology, and communication sciences with a focus on diversity and on impacting positive societal change, particularly for children from disadvantaged backgrounds. Her work focuses heavily on language variation among individuals from culturally and linguistically diverse backgrounds. The majority of her work has included research on language and literacy development for Black and African American children and has also included children who identify as Latinx or Hispanic and who are bilingual. Dr. Gatlin-Nash’s research also focuses on the needs of those who face challenges in the acquisition of academic skills. As a former special education teacher, her research is driven by her prior experience working with students with learning difficulties and disabilities. This work has largely focused on exploring relations in the areas of reading and writing with the goal of providing evidence-based practices for teachers.

Dr. Octavia Gray-Essex

Senior Education Advisor | Lexia Learning

Dr. Gray-Essex is a passionate literacy advocate skilled in educational leadership, curriculum development, professional learning design, and instructional support aligned to the shifts, principles, and foundations of the Science of Reading. Now in her 20th year in education, she joined Lexia in June 2023 after 17 years of service in a Texas public school district. Her career includes a wide range of roles, including Kindergarten and 1st grade teacher, Data Analyst/Testing Coordinator, Elementary Literacy Specialist, Assistant Principal, Principal, and K–12 District Literacy Coordinator.

In her current role as Senior Education Advisor, Dr. Gray-Essex leverages her experience and commitment to equity to drive effective instructional practices that support improved outcomes for all learners. She is recognized for her ability to bridge research and practice, particularly in leading and supporting large-scale implementation of structured literacy initiatives in large urban districts.

Dr. Gray-Essex earned a bachelor's degree in Government from The University of Texas at Austin, a master's degree in Educational Leadership and Policy Studies from The University of Texas at Arlington, and a doctorate in Curriculum and Instruction from Kansas State University. She is actively involved in the field, serving on the Legislative and Policy Committee of the Literacy Research Association (LRA), and is a member of the Association of Literacy Educators and Researchers (ALER) and the International Dyslexia Association (IDA).

Session
Each & Every Student: Identifying and Overcoming Barriers to Literacy Excellence

Dr. Pam Kastner

Educational Consultant | Pennsylvania Training and Technical Assistance Network

Pam Kastner, Ed.D., is an educational consultant at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Harrisburg, where she serves as the State Lead Consultant for Literacy. Pam currently co-leads Pennsylvania’s Dyslexia Screening and Early Literacy Intervention Pilot Program extension and expansion for PaTTAN. In addition, she is part of a research team investigating the impact of explicit instruction in advanced phonemic awareness on student literacy outcomes. She serves on the statewide Multi-tiered System of Supports (MTSS) team working extensively in the area of literacy, effective instruction, formative assessment, and professional learning communities. She has served in several leadership capacities at the district level and served as a Pennsylvania Distinguished Educator for the Pennsylvania Department of Education. Pam is a certified Language Essentials for Teachers of Reading and Spelling (LETRS) trainer and a certified reading specialist. Pam also has the honor of serving as the President of The Reading League Pennsylvania.

Sessions:
Getting Started with Structured Literacy in Grades 3-5

Beyond the Flashcard: Foundations and Practices for Building a Large Sight Word Vocabulary for Students

Dr. Tim Odegard

Professor of Psychology, Murfree Chair of Excellence in Dyslexic Studies | Tennessee Center for the Study and Treatment of Dyslexia, Middle Tennessee State University

Tim Odegard, Ph.D., is a Professor of Psychology and the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies at Middle Tennessee State University, where he leads the Tennessee Center for the Study and Treatment of Dyslexia. He serves as Editor-in-Chief of Annals of Dyslexia and a consulting editor for the Journal of Learning Disabilities, and he previously served as an editor at large for Perspectives on Language and Literacy. A contributing author to IDA’s Knowledge and Practice Standards for Teachers of Reading, Dr. Odegard is committed to advancing literacy as a human right and supports U.S. and Canadian initiatives through service leadership. His recognitions include the Innovator Award from IMSLEC, the Luke Waits Service Award from ALTA, the Massey-Sexton Dyslexia Advocacy Award from the Tennessee IDA, the AIM Institute Founder's Award, and the Research Excellence Award from the University of Texas at Arlington. He is an honorary lifetime member of IDA in recognition of his sustained service and commitment to IDA and individuals with dyslexia.

Sandy Qualls

National Literacy Consultant | Lexia Learning

Sandy Qualls is a seasoned literacy leader with more than 25 years of experience in Tennessee public education, serving in roles at the classroom, district, and state levels. Her work has focused on early literacy, academic standards, assessment design, and professional learning grounded in the Science of Reading. She began her career as an elementary teacher and interventionist in a small rural district before joining the Tennessee Department of Education as an ELA Academic Consultant and Interventinist, supporting districts in building educator capacity around structured literacy practices.

As Coordinator of Early Literacy, Sandy led the development of Tennessee’s Grade 2 and Grades 3–5 ELA assessments. She later served as Director of the ELA TCAP, where she oversaw the development of the full suite of ELA summative assessments for Grades 2 through End-of-Course II for the Tennessee Comprehensive Assessment Program.

Before joining Lexia, Sandy served as a Professional Development Specialist in Williamson County Schools, supporting over 5,000 educators and administrators with data-informed professional learning, the implementation of high-quality instructional materials and state literacy initiatives.

In her current role as a National Literacy Consultant, Sandy partners with districts across the country to build sustainable systems for full implementation of the Science of Reading. She is recognized for her ability to bridge research and practice in ways that support improved outcomes for all students.

Sandy holds a bachelor’s degree in Elementary Education with an emphasis in English and Social Studies from Lipscomb University and a master’s degree in Educational Leadership. She remains a passionate advocate for educators and students, committed to ensuring every teacher is equipped and every student is empowered to become a confident, fluent reader.

Session:
Each & Every Student: Identifying and Overcoming Barriers to Literacy Excellence

Dr. Deborah Reed

Director & Professor | Tennessee Reading Research Center

Dr. Reed earned her Ph.D. from the University of Texas at Austin in 2010. She currently serves as the Director of the Tennessee Reading Research Center: A Reading 360 Initiative at the University of Tennessee where she is a Professor on faculty. Dr. Reed’s work has been funded by state education agencies, private foundations, and the Institute of Education Sciences. Prior to entering academia, Dr. Reed spent the first 10 years of her career as an English language arts and reading teacher as well as a preK-12 reading specialist, working primarily with students from diverse backgrounds who were exhibiting serious reading difficulties. She has been conducting research on literacy since 2006 and has provided technical assistance in numerous states since 2003.

Session:
Pre-Teaching Content Area Vocabulary in Middle and High Schools

Teresa Rodriguez

Senior Manager | The New Teacher Project (TNTP)

Teresa Rodriguez is a dedicated literacy leader, doctoral student, and advocate for multilingual learners. She is currently pursuing her doctorate in Reading Science at Mount St. Joseph University, where her work focuses on bridging research and practice to improve literacy outcomes for marginalized students, particularly English learners.

Teresa has held a range of roles in education, including classroom teacher, instructional coach, and district-level literacy leader. She has designed and led professional development, coached educators and school leaders, and supported the implementation of evidence-based literacy practices across diverse school settings. Her experience spans early childhood through upper elementary, with a focus on multilingual learner support, MTSS implementation, and aligning curriculum and assessment to reading science.

She currently serves as a Senior Manager at The New Teacher Project (TNTP), where she leads work focused on early literacy and multilingual learners. Across all roles, Teresa remains committed to improving instructional quality and advancing educational equity.

Session:
Leveraging Cross-Linguistic Transfer: From Theory to Practice

Jeanne Schopf, M.Ed., NBCT, C-SLDI

Pathways Towards Literacy, CORE Learning, The Reading League, and 95 Percent Group

For over 30 years, Jeanne Schopf, has been a passionate advocate for literacy and education. As a K-12 teacher, Literacy Coach, Reading Specialist, and Certified Dyslexia Interventionist, she has transformed learning experiences for students and educators. Jeanne is a dynamic leader in state and national literacy efforts, known for her expertise in literacy instruction, leadership, and systemic change. A Certified John Maxwell speaker, trainer, and coach, Jeanne is dedicated to empowering educators and school leaders by recognizing their potential, fostering meaningful connections, and driving lasting transformation. As a dynamic professional development provider, she delivers research-based training grounded in Multi-Tiered Systems of Support (MTSS) and the Science of Reading, equipping educators with actionable strategies to enhance literacy instruction and intervention.

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

Session:
Dynamic Comprehension: What Every Secondary Teacher Needs to Know

Amy Siracusano, M.S.Ed 

National Literacy Consultant

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

Sessions:
Causes and Solutions for Students Who Are Not Fluent Readers

Developing Proficient Writers from Research to Practice: What does it really take to develop skilled writers?

Dr. Allison Slone, Ed.D., CCC-SLP

Research and Language Specialist | Institute for Multi-Sensory Education

Allison is a pediatric speech-language pathologist with experience across early intervention, preschools, public schools, private schools, and private practice. She has taught university coursework to train future educators and speech-language pathologists on topics like normal language acquisition, childhood speech and language disorders, phonics, fluency, vocabulary, and comprehension. She has worked with educators and administrators nationwide to provide professional development on Structured Literacy and the science of reading. Currently a Research and Language Specialist at the Institute for Multi-Sensory Education (IMSE), Allison is passionate about helping children have strong language and literacy foundations and ensuring teachers have the tools and knowledge to support every student’s success.

Session:
The Language and Literacy Connection: Harnessing Oral Language Strategies in the Classroom for Literacy Success

Seema Tejura

Founder & Managing Director | The Literacy Architects

Seema Tejura has over 18 years of experience leading students, teachers, and leaders towards literacy success. She has served as chief academic officer, reading director, literacy coach, and reading specialist for urban school districts in Dallas, Pittsburgh, and Washington, D.C. She founded The Literacy Architects in 2018 to bring knowledge about evidence-based reading instruction to educators across the country. 

Seema holds Masters Degrees in the Reading Specialist and Education Leadership fields and is also a certified reading specialist, Wilson® Dyslexia Practitioner, and Certified Academic Language Practitioner (CALP).

The Literacy Architects offers virtual communities of practice to support teachers, leaders, and higher education professors in implementing structured literacy routines, and has delivered PD to organizations such as the Office of the State Superintendent of Education (OSSE), District of Columbia Public Schools, the Texas Public Charter School Association, and Teach for America (TFA).

Session:
You Can't Intervene Your Way Out of a Tier 1 Problem