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We are very pleased to announce the amazing speaker lineup for our 2025 conference!
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Anita Archer, Ph.D. – Keynote Speaker
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| Dr. Anita Archer is an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states, all US territories, and many countries, including Australia, New Zealand, and Canada, and is the recipient of ten awards honoring her contributions to education. Dr. Archer has served on the faculties of three universities, including the University of Washington, the University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials, including Phonics for Reading (Curriculum Associates), a three-level intervention program, REWARDS (Voyager/Sopris), a five-component literacy intervention program, and a best-selling textbook titled Explicit Instruction: Effective and Efficient Teaching (Guilford Publications). |
Scroll below to read more about all of our speakers.
Breakout Session Speakers!
alphabetically by last name
Rachel Arnold, CALT, C-SLDS, IDA-RMB President |
Rachel Arnold, CALT, C-SLDS brings direct field implementation expertise as President of the International Dyslexia Association Rocky Mountain Branch (IDA RMB) and the previous Literacy Coordinator for SCBOCES (South Central Board of Cooperative Educational Services). As previous coordinator of SCBOCES’s pioneering dyslexia screening pilot program, she has directly overseen screening of approximately 500 children across multiple rural Colorado districts using evidence-based tools like EarlyBird Dyslexia Screening In Schools | Colorado General Assembly. She is currently a doctoral student at the University of Southern California in Educational Leadership with an Educational Psychology emphasis. Arnold played a key role in supporting the passage of Colorado’s historic SB25-200, the universal dyslexia screening bill that was signed into law in May 2025, requiring all Colorado schools to screen students in kindergarten through third grade for dyslexia starting in the 2027-28 school year. As a Certified Academic Language Therapist and Certified Structured Literacy Dyslexia Specialist, she provides the critical bridge between research, policy advocacy, and classroom practice. |
Toni Backstrom, VP, Strategic Initiatives |
For over two decades, Toni Backstrom has dedicated her career to advancing achievement for students and advocating for teacher expertise. Deeply committed to the Science of Reading and structured literacy, Toni has collaborated with policymakers, state and district leaders, and advocates to drive meaningful educational reforms across the US. Believing firmly that literacy is a fundamental right, she works to enhance student outcomes, recognizing that improved literacy has profound and far-reaching benefits for individuals, families, and communities. |
Nikki Baker, M.Ed |
Nikki Baker, M.Ed., is a literacy consultant who has been a classroom teacher, literacy coach, curriculum writer, and tutor for students with dyslexia. She serves as a facilitator for LETRS, Tools 4 Reading, the 95 Percent Group, and the Center for Applied Research and Education at the University of Minnesota. Nikki is a doctoral student in the Reading Science program at Mount Saint Joseph University. She is dedicated to supporting teachers in the classroom application of the Science of Reading. |
Paul Black, Ed.D |
Paul Black, Ed.D., NCSP is a nationally certified school psychologist with over 20 years of experience in educational psychology, literacy, and special education. He holds advanced degrees from Idaho State University and recently earned his doctorate from Loyola University Chicago, where his research focused on the emotional needs of students with learning disabilities. Paul has served as an adjunct professor, published in District Administration and eSchool News, and is a frequent speaker at national conferences. He now works independently, partnering with schools and families to provide psychoeducational evaluations, consultation, and training grounded in the science of reading. |
 Joey Butt, Special Education |
Joey Butt, Special Education, is a member of the Student Support Team Lead at Academy for Advanced and Creative Learning (AcademyACL), a K-8 public charter school specializing in the needs of gifted children. Joey is a rising Special Education Teacher. |
Jodi Champagne, M.S., Ed., CALT-QI |
Jodi Champagne brings over 30 years of experience in education, serving as a classroom teacher, interventionist, and currently as a member of her district’s literacy leadership team. A Certified Academic Language Therapist, Jodi plays a vital role on the district’s dyslexia assessment team, delivers targeted interventions, and co-instructs in the district’s Dyslexia Specialist Certification Program. Her work reflects a deep commitment to evidence-based literacy practices and supporting students with dyslexia through high-quality instruction and professional development. |
Katie Chhu, M. Ed. |
Katie Chhu, M. Ed., is the Associate Director of Elementary Middle School Admission Admission at Landmark School working with families and students in grades 2-8 with language-based learning disabilities. In her work in Admissions, she reviews diagnostic testing to assess students’ learning profiles and academic needs. Katie has taught study skills classes and one-on-one remedial language arts tutorials at Landmark’s High School. As the former Director of Landmark Outreach’s Online Program, she developed, taught, and coordinated dyslexia studies online courses for professional development for general and special educators. |
Caiti Daigh, Regional Director |
Caiti Daigh is a Regional Director with Really Great Reading. She holds degrees in Communications, Elementary Education, and has a masters degree in Learning and Technology. Caiti was a classroom educator for seven years, with a strong passion for standards alignment, cross content learning, integrating technology in the classroom and using data to drive instruction. She started her career at Really Great Reading with the InferCabulary team and is well versed on vocabulary acquisition, best practice vocabulary strategies, and providing professional development to help educators bring these strategies to life in their classrooms. Caiti strives to have a positive impact on educators by providing effective, engaging instruction, and giving them the functional tools to make a positive impact on students. |
Todd Daubert, M.Ed. |
Todd is a retired elementary teacher who empowered learners in Cherry Creek Schools for over thirty years. As the educational consultant for The Imagine Project he is proud to support schools who want to empower students to learn at the highest levels while managing the stress of learning and life. |
Dr. Ana Dodson, PsyD |
Ana M. Dodson, MA, PsyD, is a School Psychologist and is currently working in private practice doing therapy and assessment. She is a certified EMDR therapist for both adults and children, with a strong focus on supporting children who have experienced trauma. Ana is trained in the Neurosequential Model in Education (NME) developed by Dr. Bruce Perry, and brings this trauma-informed perspective into her work. With a background as a teacher and reading specialist, she is especially passionate about fostering healing from trauma and chronic stress within classroom settings. |
Judi Dodson, M.A. |
Judi Dodson is a former member of the IDA-RMB Board and LETRS trainer. She is currently a Consultant for Learning and Development at the 95 Percent Group. With over 20 years as a special educator in Colorado, she now consults nationally and speaks at conferences on issues around effective literacy instruction and implementation, oral language development, and the impact of trauma on learning. She is the author of 50 Nifty Activities for Reading Instruction. Additionally, Judi serves as president of Peruvian Hearts, a nonprofit supporting education and leadership for young women in Peru. She believes literacy is a social justice issue and brings that passion to her work. |
Vicki Ferrari, M.Ed. |
With 31 years of experience in the education field and 17 years in educational leadership, Ms. Ferrari had been determined and passionate to gain a deep understanding of how students learn to read so that all students succeed. She has held a district leadership role, was a school principal, an instructional coach and is currently a national leadership consultant. Due to her 26 years of being immersed in the Science of Reading and Structured Literacy Principles, she has been able to empower and create environments where educators feel safe to learn and implement the reading research. In all realms she has been successful in significantly improving student achievement in reading. She truly believes and knows that that every student can be a reader and she strives to ensure this happens in all of her educational endeavors. |
Dr. Lynne Fitzhugh |
Dr. Lynne Fitzhugh brings exceptional credentials as a nationally recognized expert in dyslexia and related learning disabilities, structured linguistics, and evidence-based practices in teacher education. Dr. Fitzhugh is the Founder and President of the Colorado Literacy & Learning Center and serves as Director and Senior Lecturer of the Master of Arts in Teaching – Dyslexia Specialist Program at Colorado College. A Certified Academic Language Therapist and Qualified Instructor, Dr. Fitzhugh is a representative to the NJCLD | National Joint Committee on Learning Disabilities, where she serves as Co-Chair of the Public Policy Committee. A Past President of the Academic Language Therapy Association (ALTA), Dr. Fitzhugh has served on the boards of the International Dyslexia Association, the International Multisensory Structured Language Education Council, the Alliance for Accreditation and Certification, and the Boon Philanthropy Educational Advisory Board. Dr. Fitzhugh earned her doctorate in psychology from Southern Methodist University. Her contributions to the field have been recognized with numerous honors. |
Kimberly FitzPatrick, MAT, CALT-QI |
Kimberly FitzPatrick has dedicated over 27 years to the field of education, serving in various roles including classroom teacher, interventionist, and MTSS coordinator. She currently serves on her district’s literacy leadership team, where she contributes to the advancement of evidence-based literacy practices. As a Certified Academic Language Therapist–Qualified Instructor, Kimberly co-instructs the Dyslexia Specialist Certification Program and provides ongoing support to the district’s dyslexia assessment team. Her work reflects a deep passion and unwavering commitment to supporting students with dyslexia and ensuring literacy success for all learners. |
Michelle Freddolino, 2e Specialist |
Michelle Freddolino, 2e Specialist, is a member of the Student Support Team Lead at Academy for Advanced and Creative Learning (AcademyACL), a K-8 public charter school specializing in the needs of gifted children. Michelle has a master’s degree in Special Education as well as the Gifted and Talented Specialist endorsement. |
Holly Haycraft, M.Ed, CALT-QI/T, C-SLDS, IDA-RMB Treasurer |
Holly Haycraft, MEd, CALT-QI/T, is an IDA-RMB Executive Committee Board Member, a Certified Structured Literacy Dyslexia Specialist, a Licensed Dyslexia Therapist, member of ALTA, and a Literacy Interventionist at Kohl Elementary School in Boulder Valley School District. |
DeAnne Hunter, Ph.D. |
DeAnne Hunter, Ph.D. is an education researcher with expertise in early literacy instruction and intervention, curriculum design and educator preparation. She has taught graduate-level courses in reading instruction and language development for pre-service speech-language pathologists at Arizona State University. As a doctoral researcher, she contributed to the design and evaluation of early literacy interventions focused on support for multilingual learners. Her work centers on evidence-based practices and translational research that connects academic findings to practical implementation in educator training. She is currently an independent Research Consultant in collaboration with the Risueño Lab for Language and Literacy. |
Melody Ilk, M.A. |
Melody Ilk, M.A., Literacy Transformations, LLC, is a national literacy consultant with two decades of successful experience in schools, districts, and states around the country. She has been a LETRS facilitator since the release of the first edition in 2002 and is the lead author and facilitator for LETRS for Administrators through Lexia Learning. Melody supports several state and district roll-outs guiding schools through the construction of scientifically based literacy systems and infrastructures through the design of assessment plans, data analysis systems, differentiated tiers of instruction, and shared leadership. |
Cindy Kanuch, M.Ed, CALT-QI, C-SLDS, , IDA-RMB Secretary |
Cindy Kanuch, MEd, CALT-QI, is a member of the Colorado Dept. of Education’s Dyslexia Working Group, an IDA-RMB Executive Committee Board Member, a member of ALTA, a Certified Structured Literacy Dyslexia Specialist. She is also a Literacy Specialist for Elizabeth School District and the Founding Principal of Orton Academy. |
Lauren Kline, M.S., CCC-SLP, A/OGA |
Lauren Kline, M.S., CCC-SLP, A/OGA s a speech-language pathologist and Associate Member of the Orton-Gillingham Academy with over 10 years in private practice. She has worked extensively in language-based learning disability classrooms at the middle and high school levels and currently specializes in supporting students with dyslexia. She currently serves as Chief of Staff at Bjorem Speech® Publications, where she helps develop inclusive, evidence-based literacy and language resources for therapists, educators, and families. |
Julie Ann Klingerman, Ed.D |
Julie Klingerman, LoudonClear Literacy Consulting LLC, has worked in public education for more than 38 years. In that time, she was a classroom teacher, literacy coach, and reading specialist for primary and secondary students. After becoming a LETRS® trainer in 2011, she earned her doctorate in reading and literacy in 2016 and has been an adjunct instructor of literacy for graduate students at Liberty University and Wilson College.
Dr. Klingerman is currently a LETRS professional learning facilitator and creator of nationally recognized, original presentations that focus on bridging the gap between research and practice. |
Jill Lauren, M.A. |
Jill Lauren, M.A., is a veteran learning specialist (40+ years) with an MA from Northwestern University in Learning Disabilities. Lauren has taught in both public and private settings, and conducted professional development throughout the country. She has authored two books for children and young adults that feature success stories of learning disabled and dyslexic individuals. Recently, Lauren founded Whole Phonics, with educationally sound and highly engaging decodable books at the heart of the program. Proud Orton Oak! |
Camryn Lettich, M.S., CCC-SLP |
Camryn Lettich is the International Research Lab Manager for Dr. Douglas Petersen’s Dynamic Language and Literacy Lab at Baylor University and serves as the Director of Development for Evidence‑based Practices at Language Dynamics Group. As a certified speech–language pathologist with expertise in implementation science, Camryn leads initiatives to design, validate, and standardize diagnostic tools for dyslexia and developmental language disorder. Camryn oversees the development and dissemination of structured literacy interventions, ensuring they are user-friendly, research-based, and ready for classroom implementation. Known for her strategic vision and collaborative spirit, she plays a pivotal role in translating research into practice across global educational systems. |
Kathleen McCaffery, Ed.D |
Dr. Kathleen McCaffery has taught in New Hampshire for 16 years as a public school elementary teacher and spent seven years working in a clinical setting with K-12 students, utilizing evidence-based literacy instruction and data-informed decision-making. She holds a Bachelor’s and Master’s degree from the University of New Hampshire and earned her Doctorate in Education from Northeastern University. She works as the Reading and Writing Specialist at the New Hampshire Department of Education. Additionally, she is the CEO of the educational platform My Path to Learning, which is dedicated to delivering evidence-based encoding instruction and learning supports to students and educators. |
Dr. Monica McHale- Small |
Monica McHale-Small is the Learning Disabilities Association of America’s Director of Education. Monica spent 27 years in public education as a school psychologist and in a variety of district leadership roles. She earned her doctorate and masters’ degrees from the University of Pennsylvania, Graduate School of Education. Throughout her career, Monica advocated for responsible inclusion and equity for historically underserved students. She consults with the ACLU of PA on School to Prison Pipeline issues. Monica has served on the boards of LDA, the International Dyslexia Association, the Pennsylvania Branch of IDA, and the National Association of Pupil Services Administrators. |
Janet L. Merrill, M.Ed. |
Janet L. Merrill, M.Ed. is a dedicated educational leader with over two decades of experience spanning classroom instruction, instructional coaching, and district-level leadership. She currently serves as an Elementary Literacy Coordinator in Douglas County School District, Colorado, where she supports schools in implementing evidence-based practices to improve student literacy outcomes.
She has an extensive background in teaching multiple elementary grades, developing and leading a social-emotional learning program for grades K–6, and coaching teachers and administrators at the elementary, middle, and high school levels. Her expertise includes designing and facilitating high-impact professional development, leading schoolwide and districtwide instructional initiatives, and advancing literacy through districtwide frameworks. Her leadership is grounded in data-driven instruction, educator growth, and student achievement. She holds a Master’s in Education and a Principal Licensure from Regis University. |
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Paula Moraine, M.Ed. |
Paula Moraine, M.Ed., has taught and tutored elementary grades, high school, and college students, in addition to mentoring, coaching, and educating adults in teacher training programs in the US, Germany, and Scotland. She has lectured widely both in the US and abroad, and has led interactive workshops on Education, Parenting, Teaching, and Learning Differences. Paula has served as Faculty Chair for a K-12 independent school and has participated on various non-profit boards. She is the author of ‘Helping Students Take Control of Everyday Executive Functions – The Attention Fix’ (2012), ‘Autism and Everyday Executive Functions’ (2015), and ‘Helping Teachers Take Control of Everyday Executive Functions – The Teaching Fix’ (2025). Paula is the former President of the Maryland Branch of the International Dyslexia Association (IDA) and served as the Eastern Region Representative to the Branch Council of IDA. Her private practice in Bel Air, Maryland, is The Attention Fix Educational Consulting, LLC, which provides services to students of all ages facing challenges related to Dyslexia, Dysgraphia, Dyscalculia, ADHD, Autism, and Executive Function. |
Dr. Emily Mulvihill |
Dr. Emily Mulvihill is a faculty member in the School of Education at Colorado State University Pueblo. Dr. Mulvihill leads the Principal Licensure program, preparing future school leaders. She brings extensive K–12 experience to her work in higher education and is passionate about helping schools implement effective literacy instruction within strong leadership and MTSS frameworks. |
Lynni Nordheim, M.Ed. |
Lynni Nordheim, M.ED, is passionate about supporting teachers to implement evidence-based practices to dramatically improve literacy outcomes. She has worked in public education for 21 years and has served as a classroom teacher, reading interventionist, literacy coach, and district-level specialist in major urban districts in Las Vegas, Boston, and Denver. She is a Wilson Certified Dyslexia Practitioner, and sits on the Board of the Colorado Reading League as the Director of Adolescent Literacy Initiatives. Lynni’s recent work has focused on system-wide literary change at the district level, both in Denver and in Douglas County. She currently serves as the District Dyslexia Specialist in the Douglas County School District, a large school district in Colorado, where she works relentlessly to build district structures and professional learning opportunities to ensure all striving readers get the support they need, and all teachers are equipped with the knowledge and skill to provide it. Lynni is also an adjunct instructor in the School of Education at MSU Denver, and a CORE Learning Literacy Consultant. |
Douglas B. Petersen, Ph.D., BCS-CL |
Dr. Douglas Petersen is a Professor and the Vance Masteller Endowed Research Chair in Child Language Disorders at Baylor University. His interdisciplinary research focuses on advancing the validity and reliability of dynamic assessment and structured literacy interventions for school-age children, particularly those at risk for language and reading disorders. With a background spanning speech-language pathology, education, and literacy development, Dr. Petersen is dedicated to improving equitable access to high-quality assessment and instruction for diverse populations. His robust research agenda has resulted in numerous peer-reviewed publications, invited national and international presentations, and the development of widely used assessment tools and interventions. Dr. Petersen values translational science, researcher-practitioner collaboration, and the creation of accessible resources that bridge research to real-world educational settings. |
Dr. Vicki Piquette |
Dr. Vicki Piquette is a faculty member in the School of Education at Colorado State University Pueblo. Dr. Piquette serves as the Reading, Language, and Literacy professor, focusing on evidence-based literacy practices. She brings extensive K–12 experience to her work in higher education and is passionate about helping schools implement effective literacy instruction within strong leadership and MTSS frameworks. |
Sandra Rasmussen, Ph.D. |
Sandra Rasmussen, Ph.D., is a bilingual Speech-Language Pathologist and Multicultural Consultant specializing in culturally responsive practices, inclusive assessment, and support for diverse students and families. With advanced degrees in Special Education, Educational Equity and Cultural Diversity, and Speech-Language Pathology, she brings 25 years of experience to her work. |
Sara Reeser, M.A. |
Sara Reeser, M.A. is a dedicated educational leader and structured literacy consultant with extensive experience in fostering literacy and academic success. With a background as a classroom teacher, instructional coach, and Assistant Principal, Sara has developed a passion for implementing structured literacy practices to support diverse learners, increase teacher and leader efficacy, and ensure literacy success. |
Andie Ruskin, Director for Literacy |
Andie Ruskin is a seasoned education leader with over 29 years of experience and a Master’s in Educational Leadership. She began as a classroom teacher, later becoming a national trainer for Edison Schools, an educational consultant for Focal Point, and an administrator in both elementary and secondary schools. Her leadership journey includes the roles of assistant principal, principal, principal evaluator, and director. Currently as the Director for Literacy in Academy District 20, Andie leads strategic efforts to improve student outcomes, driven by her commitment to ensure all students have access to the instruction and support they need to thrive. |
Shaunda Stahl, M.Ed. |
Shaunda Stahl, M.Ed., is an expert in structured literacy, dyslexia, and multilingual learners, with extensive experience in educational consulting, university instruction, curriculum facilitation, and LETRS training. She holds an M.A. in Teaching Students with Special Needs, a B.Ed. in Elementary Education, and an endorsement in Linguistically Diverse Education. |
Doria Sullivan, M.Ed. |
Doria Sullivan, M.Ed., has over 20 years of experience in public education serving in a variety of educator and leadership roles. She has been a classroom teacher, special educator, literacy director, national literacy consultant, adjunct professor, and dyslexia specialist. A passionate science of reading advocate from Las Vegas, Nevada, Doria’s longstanding interest in advancing this work has compelled her to spend most of her career advancing the understanding of the science behind learning to read. Doria currently serves as the Senior Director of Implementation Management at 95 Percent Group and was also a National LETRS Professional Learning Facilitator. |
Amy Thomas, MA Ed., thinkSRSD Trainer |
Amy Thomas, M.Ed. is the Head of School for Vertical Skills Academy, a school that specializes in Dyslexia. Amy has worked in education for 31 years in a variety of roles, starting her career teaching high school literacy to students with emotional disabilities. In addition to that role, she has worked as a learning specialist, classroom teacher, instructional coach, and most recently as a literacy consultant for the Colorado Department of Education. Amy is a national trainer for thinkSRSD, an evidence-based framework for literacy. Additionally, she is a Certified CERI OG tutor.
Learning about best practices and research within literacy and collaborating about it with fellow teachers, is one of her favorite things to do. She believes that every child can become a reader and writer when high quality teachers use evidenced-based instruction. Promoting this concept is her top priority. |
Traci Thorstenson, M.Ed., CALT |
Traci Thorstenson, M.Ed., CALT, is a Certified Academic Language Therapist and an Elementary Literacy Coordinator for Douglas County School District in Colorado. She began her career as a first-grade teacher across Title I, parochial, and public school settings. She later served as a reading interventionist and instructional coach, K-6, where she designed and led professional learning to empower educators in applying evidence-based literacy practices across all instructional tiers.
Traci is skilled in crafting and leading high-impact professional development, guiding instructional initiatives across schools and the district, and building structured literacy systems that promote consistency and excellence. Her leadership is grounded in data-informed decision-making, educator capacity-building, and a commitment to improved student achievement. In her current role, she collaborates with district leaders, administrators, coaches, and educators to develop coherent, responsive systems of instruction that meet the diverse needs of all learners, including those with dyslexia and other language-based learning differences. Her work has contributed to measurable gains in student outcomes and continues to shape the district’s vision for evidence-based literacy instruction. |
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Wendy Walker-Daubert M.Ed. |
With over two decades of dedicated experience in special education within the Cherry Creek School District, Wendy brings a wealth of knowledge in supporting diverse learners, particularly those with learning disabilities. She served as a Transition Specialist, spearheading a work-based learning and career exploration program for over 500 students with disabilities across six high schools. Her extensive background includes developing specialized curricula, coordinating critical transition services, and fostering collaborations with industry professionals to create meaningful opportunities for students. Beyond her direct impact in K-12 education, Wendy is currently dedicating her expertise to mentoring preservice special education teachers with The University of Northern Colorado’s Center for Urban Education. Holding a Master’s in Learning Disability from Regis University and multiple Colorado State Teaching Licenses in Special Education, her passion for empowering students and future educators alike is evident in her comprehensive career. |
Brenna Westerhoff, Ed.D |
Dr. Brenna Westerhoff is a visionary educational leader specializing in literacy science and organizational transformation. With an Ed.D. from USC in Organizational Change and Leadership, she currently serves as Manager of Learning and Development at 95 Percent Group. Her extensive background includes serving as principal at elementary and middle school levels, where she transformed learning communities through evidence-based practices and collaborative culture. A certified literacy specialist and Science of Reading expert, Dr. Westerhoff has trained over 500 educators nationwide. She brings deep expertise in curriculum development, data-driven instruction, and creating inclusive environments where all students thrive academically and socially. |
