Dr. Timothy Shanahan

Member, Common Core State Standards development team for ELA, Grades K-12

Principal Investigator, National Title I Study of Implementation and Outcomes: Early Childhood Language Development

Past President, International Reading Association

Former director of reading for Chicago Public Schools

Inductee, Reading Hall of Fame 2007

Distinguished Professor of Urban Education at the University of Illinois at Chicago where he is Director of the Center for Literacy and chair of the Department of Curriculum and Instruction. Follow Dr. Shanahan’s blog at www.shanahanonliteracy.com


Dr. Douglas Fisher

]Professor of Language and Literacy Education
School of Teacher Education
San Diego State University, San Diego, CA
Co-Director, Center for Advancement of Reading
California State University Office of the Chancellor
Long Beach, CA
A prolific writer, master teacher and respected professional development expert, Dr. Fisher has until recently been the Director of Professional Development at the City Heights Educational Collaborative in San Diego. This dynamic urban education collaborative has been a model of inclusive, successful education and has improved teaching and learning each year in inner city San Diego.

Currently working on the creation of a new charter high school in San Diego, Dr. Fisher continues to write numerous articles, books and book chapters on issues of literacy, language arts, school reform, and inclusive education. He is currently an editorial board member of the Journal of Literacy Research, Journal of Adolescent and Adult Literacy, The California Reader and Remedial and Special Education. He is a sought after speaker at local, state and national conferences and has been the recipient of dozens of substantial grants for numerous projects in schools throughout California and the nation.

Some of his most recent publications include the following article and book chapters: Text Complexity: Raising Rigor in Reading (with Nancy Frey and Diane Lapp), Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school (with N. Frey, in press) The Reading Teacher; Lesson Study: An opportunity for teacher led professional development (with C. Podhorsky, 2007). In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Handbook of Teacher Education: Globalization, standards and professionalism in times of change (pp. 445-456). New York: Kluwer-Springer.


Margaret Kilgo

Founder/President, Kilgo Consulting, Inc.
Margaret spent 30 years in the Houston Independent School District as a teacher, principal, and Director of Reading/Humanities and coordinated the Houston Reading Initiative under the leadership of Dr. Rod Paige, former Secretary of Education. She founded Kilgo Consulting, Inc. in 1996 after retirement from Houston ISD.

Margaret conducts and applies unique educational research on national and state curriculum standards in English Language Arts Reading, Writing, Mathematics, Science, and Social Studies, K-12, to improve student achievement and curriculum programs in school districts throughout Texas and the United States.

The Kilgo research and workshops focus on teaching and assessing higher-level thinking and logical reasoning in alignment with state and national standards and the newly adopted Common Core State Standards so each student can reach his or her full potential in academics, standardized assessments, readiness for college, and in life.

Founder/President, Kilgo Consulting, Inc.
Member of the Melinda and Bill Gates Foundation-Funded 5-Member Think Tank led by Student Achievement Partners in New York City for development of new national 2010 Common Core State Standards (CCSS) in Reading and Writing, 2008-2010, Adopted by Governors from 48 states and released nationally March 11, 2010;
Copyrighted reading comprehension models for thinking skills invented by Margaret Kilgo are now embedded in the Common Core State Standards
Awarded over 70 Federal ID copyrights for the intellectual property rights for innovative instructional models and strategies based on the identification of specific higher-level thinking skills embedded in national and state curriculum standards and assessed on national and state standardized assessments;
Provided workshops and training seminars for teachers and administrators in more than 700 school districts and 2,000 campuses in the past 11 years


Dr. Jan Hasbrouck

Educational consultant, trainer, and researcher
Gibson Hasbrouck & Associates

Dr. Jan Hasbrouck is an educational consultant and trainer, and recently served as the Executive Director of the Washington State Reading Initiative. She worked in schools as a reading specialist for 15 years before becoming as a professor at the University of Oregon and later Texas A&M University. Dr. Hasbrouck consults with districts and state departments with a focus on improving instruction for students who struggle with reading. Dr. Hasbrouck also provides educational consulting to individual schools across the United States as well as in Mexico, Guatemala, Honduras, Jamaica, and Germany, helping teachers and administrators design and implement effective instructional programs for low-performing readers.

Dr. Hasbrouck earned her B.A. and M.A. from the University of Oregon, her Ph.D. at Texas A&M University. Her research in areas of fluency, coaching and consultation, and second language learners has been published in numerous professional journals and books and has coauthored Differentiated Instruction: grouping for success. Dr. Hasbrouck is an active member of the International Reading Association, the Council for Exceptional Children, the National Association of School Psychologists, the Council for Learning Disabilities, and other professional organizations.


Dr. Vicki Gibson

Educational consultant and trainer, Gibson Hasbrouck & Associates

Author of Differentiated Instruction: Grouping for Success, Differentiated Instruction: Guidelines for Implementation, and Managing Behaviors to Support Differentiated Instructions

Dr. Vicki Gibson has been teaching students, training teachers, writing curriculum and directing instruction since 1975. She is the owner and director of Longmire Learning Center, Inc. (LLC), a private educational facility serving families with children ages 2-8 years. She is also co-owner of What Works With kids, a publishing company for instructional materials. Prior to opening LLC, Dr. Gibson owned two private pre-schools, taught and lectured for ten years at Texas A&M University, and spent ten years in public schools as a Kindergarten teacher, special education resource teacher, adaptive behavior specialist, and learning disability specialist. She received her B.S., M.S., and Ph.D. at Texas A&M University.

Dr. Gibson is a well-respected, national author, and speaker on early childhood curriculum design and methodology, classroom management, integrating and aligning assessment with instructional planning, and using effective instructional strategies for emerging and low-performing students. She provides consultation and conducts workshops for parent groups, child-care providers, teachers, supervisors and administrators. She authored We Can!, the comprehensive early childhood curriculum that was approved for the 2003 Pre-K adoption in Texas, which includes a classroom management video and a disciplinary program called Two Choice Discipline. She also authored a supplemental Language Arts program titled Letter Sounds & Strokes, and co-authored Road to Reading, a Reading and Collaboration Training Program for Teachers of At-Risk Readers in Grades 3-8 and Differentiated Instruction: grouping for success.


Dr. Jana Echevarria

Professor Emerita at California State University, Long Beach in the College of Education

Dr. Echevarria has teaching experience in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico where she taught and conducted research. Her UCLA doctorate earned her an award from the National Association for Bilingual Education’s Outstanding Dissertations Competition and subsequent research and publications have focused on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). Publications include the popular SIOP (Sheltered Instruction Observation Protocol) book series and over 50 books, book chapters, and journal articles. In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.


Dr. Diane August

National Institutes of Child Health and Human Development, Washington, D.C.

Principal Investigator, National Institutes of Child Health and Human Development Program Project Grant focused on the Acquisition of Literacy in Spanish-speaking ELLs

Diane August, Ph.D., is currently a Senior Research Scientist affiliated with the Center for Applied Linguistics located in Washington DC. She is the Principal Investigator for a large federally-funded study investigating the development of literacy in English-language learners, Co-Principal Investigator for a federally-funded randomized evaluation of English immersion and transitional bilingual programs, and Co-Principal Investigator at the National Research and Development Center on English language Learners. She was Staff Director for the National Literacy Panel on Language Minority Children and Youth. She has been a Senior Program Officer at the National Academy of Sciences where she was study director for the Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. Dr. August has worked as a teacher, school administrator, legislative assistant, Grants Officer for the Carnegie Corporation, and Director of Education for the Children's Defense Fund. In 1981, she received her Ph.D. in education from Stanford University, and in 1982 completed a postdoctoral fellowship in psychology also at Stanford. She has published widely in journals and books.


Dr. Donald Bear

University of Iowa

University of Nevada, Reno
Director, E.L. Cord Foundation Center for Learning and Literacy Professor, College of Education

Author of Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction and Word Their Way with Struggling Readers

Dr. Donald Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he works with children who struggle with reading and writing. The center’s work includes assessments and tutoring programs and numerous outreach Reading Buddies tutoring programs.

Dr. Bear is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. He has also been a third and fourth grade classroom teacher. Donald has taught and conducts research in programs at all levels from preschools to family learning centers. Assessments that he has developed are widely used in statewide literacy programs. He conducts workshops and consults with school districts to develop their literacy programs.

Dr. Bear’s recent studies and writings examine the synchrony of literacy development, word study with English-language learners, upper level word knowledge, and the literacy learning of preschoolers. He is a co-author of several books, including Words Their Way and Words Their Way for English Learners. Dr. Bear has also been involved in a number of grants and innovative professional development programs and is a sought after speaker on literacy issues.

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