The Institute for Scaling Evidence-Based Education has a national network of certified ECRI specialists covering every region in the United States. These highly experienced K-12 educators received rigorous training from the Center on Teaching and Learning to receive certification and attend on-going training to ensure fidelity. All of our ECRI specialists possess expert knowledge of research-based instructional strategies in literacy with extensive backgrounds in facilitating successful coaching engagements.
Jackee is a certified ECRI trainer and coach and currently holds the position of the Director of Achievement for Catapult Learning. The position allows her to support student achievement by providing direct assistance to administration and teachers. Jackee provides pre-service and ongoing training to staff, while helping to monitor the implementation of core programs in the classroom. She has previous experience as a Reading Curriculum Coordinator and Lead Teacher. Jackee received her M. Ed. in Curriculum and Instruction from Indiana Wesleyan University, and her B.S. in Education from the University of Memphis.
Amy is a certified ECRI trainer and coach and has extensive experience with Literacy First. With an extensive background as both a teacher, professor, and curriculum co-coordinator, Amy brings a wealth of knowledge to participants of the sessions she delivers with Catapult Learning. Amy holds an M.Ed. in Early Childhood from Lesley University, and a B.A. in Elementary Education from the University of Wyoming.
Shelli works as a Professional Development Consultant for Catapult Learning. She is certified ECRI trainer and coach and has previous background as a Literacy Coach and Reading Specialist. Shelli has held numerous teaching positions and is certified in Elementary Education, Early Childhood, Social Studies, and Language Arts. She received her M.S. and B.S. in Education from Southwestern Oklahoma State University.
Gayla has been a valued member of the Catapult Learning team since 2001 and is a certified ECRI trainer and coach. She trains elementary district and school administrators, as well as classroom teachers, to support students in areas of Reading. Gayla creates models and lesson plans for classes with the goal of ensuring that each student shows maximum growth. Before her work with Catapult, Gayla has worked as a Curriculum Coach, Product Developer, and Teacher. She has received a B.A. in Elementary Education through Oral Roberts University.
Patricia currently serves as a Professional Development Coach for Catapult Learning. She is a certified ECRI trainer and coach and serves as a PD facilitator and an Instructional Coach. She also participates in the development of Benchmark tests and Unit Assessments. She graduated from George Mason University with an M.S. in Educational Leadership, and she received her B.S. in Education from Ohio University.
Cindy, a certified ECRI trainer and coach, holds the title of Professional Development Presenter and Instructional Coach for Catapult Learning. With this, Cindy coaches, models, and facilitates the development of best practices with teachers. She conducts planning conferences, serves students with planning needs, while organizing and disseminating quality instructional methods and materials to encourage collaboration among staff. Cindy’s background involves experience as a Director of Academic Coaching, an Educational Specialist, an Inclusion Facilitator, and a Teacher. Cindy has an M.S. degree in Special Education from Queens College, and a B.S. degree in Special and Elementary Education from Boston University.
Adam, a certified ECRI trainer and coach, has worked as a Professional Development Consultant for Catapult Learning since 2013. With this title, he provides in-school coaching and mentoring for individual teachers, while focusing on developing teacher skills and building stronger instructional teams. Adam creates professional development workshops for teachers, which provide opportunities for them to engage in guided practice. Adam brings a wide variety of experience to Catapult, with previous work experience as a Program Coordinator, Instructional Coach, Curriculum Specialist, and other numerous teaching positions. Adam received his M.S. in Library and Information Studies, and his B.S. in English Education, both from the University of Oklahoma.
Shelby is a certified ECRI trainer and coach. She is a strong addition to the ISEBE team with an extensive background in job-embedded coaching engagements, professional development design and facilitation, and almost a decade experience as Title I Reading specialist. Shelby received her M.S in Education with a focus on Technology from Walden University and her B.A. in Education from Pacific Lutheran University.
Carol Dissen supports implementation of federally funded literacy grants and technical assistance projects at the Center on Teaching and Learning at the University of Oregon. Carol’s work focuses on curriculum development, delivering professional development workshops, and providing in-building coaching and model lessons to support evidence-based practices to educators. Carol’s most recent work focuses on building strong Tier I and Tier II systems of instruction, intensification of interventions for non-responders, and building strong literacy leadership to support an effective Multi-tiered System of Support (MTSS). She is a former elementary school educator.
Hank Fien, Ph.D. Dr. Fien is an associate professor in School Psychology in the Department of Special Education and Clinical Sciences (SPECS) in the UO College of Education and director of the Center on Teaching and Learning (CTL). Dr. Fien is an expert on reading and mathematics development in young children, instructional design, and empirically validated interventions that prevent or ameliorate student academic problems. Dr. Fien is the Director of the National Center on Improving Literacy, a recent OESE/OSEP-funded national comprehensive center. Dr. Fien has been a PI and co-PI on 13 IES research grants, and on 3 National Science Foundation (NSF) grants. These total more than $45 million in external funding. He has directed several large-scale multisite, multistate efficacy trials and one of the few funded SEA/LEA IES evaluation studies. Dr. Fien has 62 publications in refereed journals and is a standing member for the IES Reading, Writing and Language review panel.
Sue Gerenstein is Vice President of Professional Development for Catapult Learning and is responsible for the overall development and implementation of the company’s professional learning solutions. Sue brings over 30 years of experience in teaching, school administration, management, professional development, marketing, and product development to this role. Before joining Catapult Learning, Sue served as the Vice President for Academic Partnerships for American Reading Company and Senior Director of Education for Foundations, Inc. Prior to these appointments, Sue was Vice President of Professional Development and Curriculum for EdisonLearning, where she oversaw the development of the products, tools, and resources associated with school design implementation. Additional roles with EdisonLearning included Vice President, Educational Services, and Director, Student Support Services. Sue has extensive experience creating and delivering professional development, which include topics related to leadership, curriculum, instruction, pedagogy, data analysis, assessment, student support, learning environment, student management, RtI, and special education compliance. Sue earned a master’s degree in Curriculum and Instruction with an emphasis in Instructional Technology from the University of Wisconsin-Madison and a bachelor’s degree in Elementary and Special Education from Northern Illinois University. She also acquired education supervisory certification from Seton Hall University.
Nationally Certified ECRI Professional Development Provider
Professional development for teachers planning on implementing ECRI in the classroom has been identified as a key component to success. We provide professional learning opportunities for interventionists, teachers, and leadership personnel through engaging workshops and job-embedded coaching to ensure students are realizing the full potential of this powerful resource