Shira M. Cohen-Goldberg, Ed.M. is currently the Director of Client Services at HILL for Literacy, Inc. She received a BA from Barnard College, Columbia University in English and Education, a certificate in Program Planning, Management, Monitoring and Evaluation from Boston University and an Ed.M. in Language and Literacy from Harvard Graduate School of Education. Prior to working at the HILL, she was a Literacy Coach in Chelsea, MA. She also served as a Reading First Implementation Facilitator for the Massachusetts Department of Education, and a classroom teacher in New York City and California. Ms. Cohen-Goldberg’s interests include facilitating vocabulary development, working with English Language Learners, and the whole-school change process.

Cynthia Curtis, M.A., C.A.S. is currently the SOR Trainer of Trainers Coordinator at HILL for Literacy. She is a reading specialist and special educator with over 25 years of experience teaching (K-5, bilingual) and consulting. She received her master’s degree in education from Simmons College and a certificate of advanced studies in reading from the MGH Institute of Health Professions. During the Early Grades Literacy Grant and the Reading First Initiative, Cynthia worked in collaboration with DESE to provide professional development across Massachusetts. She has also spent over 10 years as a K-3 reading interventionist and data manager, developing efficient and effective systems and structures for literacy instruction and assessment. She is passionate about the science of reading and transforming education nationally so that all children can become proficient readers. When not immersed in education, Cynthia enjoys an active lifestyle living on the coast: open water swimming, kayaking, ultimate frisbee, and escaping to the mountains for hiking and skiing.

Cara Dellaterra is currently a facilitator at HILL for Literacy, Inc. She received a BA from Merrimack College in Elementary Education and Psychology. Currently she is serving as the Boston-based Data Collection Manager for a Goal 3 IES Grant-Enhancing Core Reading Instruction (ECRI) for the University of Oregon. Prior to working at the HILL, she was a second grade teacher in a school system with diverse needs. She has also held positions incorporating technology into education and working with high needs students.  Cara’s research interests include facilitating effective literacy instruction, working with English Language Learners, and the whole-school change process.

Diana Malkin, M.Ed., CAGS has worked in public education for over 20 years, with experience at all levels, from Kindergarten through Post-secondary settings. She earned a BA in Visual Arts from UC San Diego, an M.Ed. in Bilingual Special Education with a concentration in Learning Disabilities from the University of Texas at Austin, and an M.Ed./CAGS in School Psychology from Worcester State University. She has been a general educator, special educator, school leader, and school psychologist at various grade levels. Diana has taught graduate level courses in Literacy and Assessment. For many years, Diana led a team of educators that designed implementation models, provided PD to teachers and administrators, and monitored the implementation of schoolwide programs in special education and student support for urban, suburban, and rural school change projects across the country and in the UK. She also worked with school systems in MA, CT, and NY to design, execute, and sustain research-based models of continuous literacy improvement through a multi-tiered system of support. She is also a Nationally Certified School Psychologist. 

Cynthia Pirani-McGurl, Ph.D., NCSP is a Facilitator at HILL for Literacy and Adjunct Professor in the Special Education and Reading Specialist Programs at Fitchburg State University. Cynthia received her MA/CAGS from Assumption College and her Ph.D. from the University of Massachusetts, Amherst. Prior to, and during this time, Cynthia worked as an interventionist and school psychologist with Pre-K-8 students. For over a decade, Cynthia has served as a consultant and coach on state, district, and school initiated projects including implementing whole district/school literacy change models, using data to drive instruction, adopting instructional practices that support diverse learners, and program evaluation.

Kelly Ally received her M.Ed. from Notre Dame College. Prior to working for the HILL, she worked as a Literacy Coach and Director of Curriculum and Instruction for Momenta, a non-profit literacy partner. As a consultant, she provided ongoing professional development and support for schools across New England and New York using evidence-based instruction and data-driven decision making. She has developed and led workshops for the Department of Education in both the Reading First and Bay State Readers initiatives, as well as for the Reading Trainer’s Network. She has been trained in RTI using Core programs and Guided Reading, and has extensive experience with many supplemental and intervention programs. Her background also includes working as a middle school and elementary classroom teacher in a high needs district, a reading coach, and an adjunct professor at Middlesex Community College. At heart a classroom teacher, Kelly considers herself very fortunate to have her passion become her career.

Tracie A. Berry holds a Master of Education (M.Ed) in Bilingual, English as a Second Language, and Multicultural Education from the University of Massachusetts .She earned a Bachelor’s degree in Secondary English Education from Keene State College in Keene, NH. She worked within the public-school setting for 16 years working as a classroom educator/ interventionist, Reading Specialist, Effective Educator Coach, and Instructional Coach. Each of these roles highlights her collaborative leadership and strategic literacy curriculum development that keeps data-driven outcomes and student equity at its focus. Tracie’s ability to seamlessly integrate current research into practical classroom applications has made her an invaluable asset in the field at the HILL for Literacy.

Marisa Davidson, M.A.T., is a facilitator for HILL for Literacy and works with schools in Massachusetts and Connecticut. Marisa has been immersed in the field of education for more than 25 years. She obtained both her B.S in Psychology and Masters of Arts in Teaching degrees from Regis College.

Marisa has certifications in Wilson Reading System and Orton Gillingham approach and has been trained in a wide variety of other reading curricula. She has a long history and knowledge of structured literacy instruction.

Marisa has worked as a Title I reading interventionist, classroom teacher and most recently as a special educator and learning disabilities specialist. She has worked extensively in a large urban school district. Marisa has a vast and comprehensive knowledge of multilingual learners and prides herself in adapting curriculum to be supportive for all students.

Adrian Dresser is a facilitator at HILL for Literacy, Inc. He received a B.A. in Elementary Education from Boston University and M.Ed. in Curriculum & Instruction: Elementary Education from George Washington University. Adrian began his career teaching 2^nd grade in Chelsea, MA. He then moved to Washington, D.C. to pursue his Master’s, while teaching 3rd grade. After completing his program, Adrian returned to the Northeast and taught grades 3 and 4 in Cambridge, MA. Adrian is passionate about high-quality instruction and utilizing research-based literacy practices to promote equitable learning outcomes. Adrian values working with teachers and districts to strengthen classroom instruction that leads to positive student learning outcomes.

Molly Dunn is a Facilitator at HILL for Literacy, Inc. She received her M.Ed in Elementary Education from Lesley University and has spent over 15 years in education. Additionally, she earned a B.S. in Marketing from Oswego State University. She has a diverse professional background with experience working in advertising, educational publishing, and teaching in the classroom. During her years in education, she has been a first and second grade classroom teacher, an interventionist, and a co-teacher in a special education classroom. Prior to coming to the HILL, Molly was a primary literacy coach. Her work as a Facilitator allows her to continue her passion for supporting both teachers in their reading instruction and students in their literacy development.

Tera B. Dunn, M.Ed., CAGS is a HILL facilitator who works primarily with our Connecticut K-3 Literacy Initiative. She has a B.A. in Communication Sciences from the University of Connecticut, an M.S. in Elementary Education from the University of Hartford, and a Sixth Year Degree in Educational Leadership from Southern Connecticut State University. Previously she’s worked as a Teacher, Literacy Interventionist, Paraeducator, and Director of Curriculum Development. She’s also the co-author of three children’s books and the accompanying interdisciplinary lessons.

Jennifer Borden Fleischmann, CAGS  is currently a Facilitator at HILL for Literacy, Inc. She received her undergraduate degree from Stonehill College and her Master’s Degree from Tufts University where she had the opportunity to work at the Center for Reading and Language Research.  She went on to earn an advanced degree in Educational Leadership.  Early in her career as an educator, she developed a passion for early intervention and prevention of reading disabilities.  She has worked as a Reading Specialist, Literacy Coordinator and Educational Consultant.  She has led teams, schools and districts in initiatives that focus on effective utilization of data, implementation of high quality reading instruction and multi-tiered systems of support.  She has worked at the state level in Massachusetts, providing professional development to teachers through BayState Readers and Reading First as well as serving on the team supporting the development of the recent Mass Literacy initiative.

Jenna Gampel received her undergraduate degree from Northeastern University, and her Master’s Degree in Curriculum and Instruction with a specialization in Literacy from Lesley University in 2010. She worked as a Master Teacher in 1st, 2nd, and 4th grade at Conservatory Lab Charter School in Boston for seven years, as well as the Teacher Induction Coach and Director of Professional Development for Conservatory Lab and the Transformational Literacy Project. Jenna is passionate about the power of creating high quality work with students. Her work and classroom are featured in an Expeditionary Learning professional development video series entitled: “Inspiring Excellence: A Culture of Quality in Reading, Writing, Speaking, Listening, in the Arts, and in Science.” Her work is also featured in the book, “Transformational Literacy.” Jenna is a frequent presenter at Expeditionary Learning conferences and Harvard’s Arts and Passion Driven Learning Conferences. In 2013 and 2015, Jenna was a finalist for Expeditionary Learning’s Klingenstein Teacher award. She was also 1 of 5 finalists for Massachusetts Teacher of the Year in 2014.

Meaghan Tubridy, M.Ed. is a facilitator at HILL for Literacy. She earned her undergraduate degree at the University of Massachusetts-Amherst, and her Master’s of Special Education at American International College. Meaghan has been an educator for 15 years and launched her career as an elementary classroom teacher. She soon discovered a passion for working with inclusion students, including those who are deaf and hard of hearing, which inspired her to return to school for her master’s degree. For the last 7 years, she has worked for Somerville Public Schools as a special education teacher. In addition to her formal education, Meaghan is trained in the Science of Reading, the Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS), and is a certified Wilson Dyslexia Practitioner, W.D.P.

Stephney Gonzalez has worked with young children in preschool through third grade, advocating developmentally appropriate practice along with the importance of play in early childhood classrooms. Starting in a Westport nursery school, she went on to teach in both private and public schools in Connecticut. Her experience as a multiage teacher allowed her to hone her practice as a teacher of children, not just curriculum. She is a Connecticut certified elementary teacher who holds a Masters degree in Curriculum and Instruction from Fairfield University and a Structured Literacy Teacher (SLT). Stephney is Director of the Anne E. Fowler Fellowship at Fairfield University.

Tracey Lamothe is an educator with over 20 years of experience in classroom teaching, instructional coaching, and professional learning development and facilitation. She has worked in diverse schools and districts across Connecticut, dedicating much of her time to helping educators in classrooms, schools and districts develop efficient, effective, multi-tiered systems of behavioral and academic supports to improve outcomes for students. Tracey has a Master of Arts degree in early childhood education, CT elementary education certification, and is a Northeast Positive Behavioral Interventions and Supports Network (NEPBIS) Endorsed Trainer.

Britt Landis, Ph.D. is currently a Facilitator at HILL for Literacy, Inc. and located in the New Haven, CT area. Britt has a PhD in school psychology from the University of Oregon and a master’s in special education. She has focused her research and work on how to help children start school successfully, via effective assessment, instruction, and positive behavior practices in the early elementary years. She is particularly interested in improving practice for bilingual Spanish-English learners. Britt came to HILL after working at the University of Oregon’s Center on Teaching in Learning, where she supervised interventionists at their reading and math clinic, and supported specialists, teachers, and administrators with improving reading outcomes. Britt has also worked as a school psychologist intern, taught English as a foreign language, served as an AVID interventionist, and co-lead a youth mentorship program. Britt is originally from Wisconsin and has lived in Colorado; Oregon; Monterrey, Mexico; and Bogota, Colombia.

Kaitlin M. Leonard, Ph.D. received a BA in elementary education and special education from Providence College. She also received a Masters of Education from Fitchburg State University. Currently, she is serving as an external literacy coach for Connecticut Kindergarten through grade 3 Literacy Initiative (CK3LI). The initiative is part of the CT Education Reform that supports schools in implementing research-grounded practices to improve the reading abilities of children in kindergarten through third grade. In addition, Kaitlin served as an expert literacy coach for an IES Grant, Enhancing Core Reading Instruction, for the University of Oregon. She is presently one of the HILL trainers for the Enhanced Core Reading Instruction Workshop. Previously, Kaitlin worked as a special education teacher and classroom teacher in a school district that served as a model for RTI and the Scott Foresman Reading Street Program. She was also involved in the HILL school-wide literacy change first-hand as a teacher and witnessed the benefits. Her interests include aiding schools to implement effective core literacy programs and instruction, and facilitating a school-wide literacy change.

Diane MacKinnon is a Facilitator at the HILL for Literacy, Inc. She received her 6th year degree in Educational Leadership from Sacred Heart University, an M.A. in Reading and Language Arts from St. Joseph University, and a B.S. in Business Management from Bentley University. She served as an Elementary School Principal in East Haven Public Schools and as a 1st and 2nd grade teacher in Regional School District #13. While a School Principal, Diane had the privilege of working closely with Facilitators at the HILL for Literacy and was witness to the powerful results of the implementation of evidence-based literacy structures and routines. Prior to her career in education, Diane worked for both large and small businesses in a variety of capacities. Her many years of experience in both business and education helped to create a deep understanding of the necessary procedures, policies, and routines to drive organizational improvement. Her areas of expertise are in creating and maintaining a positive school climate, developing methods for ongoing professional learning and growth, implementing multi-tiered systems of support, providing effective feedback for learning, and creating the necessary structures and routines for data-informed school-wide decision making.

Angela Marini, M.S.Ed., CAGS is a Facilitator at HILL for Literacy who works primarily within our Connecticut partnership schools. She received her Bachelor of Science Degree in Elementary Education from High Point University, her Master’s Degree from Southern Connecticut State University and a Sixth Year C.A.G.S in Reading and Language Development from Fairfield University through the Anne E. Fowler Fellowship.  Before joining the HILL, Angela worked as a kindergarten and first grade teacher.  She is passionate about implementing and sharing the science of reading so that all teachers are equipped with the knowledge of research-based literacy practices and so that all children learn to read. 

Kate O’Donnell is currently a facilitator at HILL for Literacy. She received her undergraduate degree and her Masters in Teaching from Mount Holyoke College. In addition, she has completed graduate work in Bilingual/Dual Language Education at the University of Massachusetts, Amherst. She is passionate about early literacy and language acquisition and had the opportunity to connect those two areas as an Advanced Teacher in a diverse school district. She has taught Kindergarten, 2nd grade, and 4th grade as both a teacher of multilingual learners and in a dual language program. Most recently, she was a literacy coach/Expert Teacher in a Dual Language school and a new teacher induction coach.

She is certified in Orton Gillingham, trained in Wilson, and has done extensive learning and presenting in the field of Systemic Functional Linguistics. She has presented at MATSOL and at the ISFC (International Systemic Functional Linguistics Conference) at Boston College around the use of SFL pedagogy to support Multilingual Learners across content areas in the general education classroom. She loves to golf, crochet, and read for pleasure as well as spend time with her husband, children, and new puppy.

Michelle O’Neil received her M.Ed in Elementary Education from Rivier University and her B.S in Business Administration from Lynn University. She has worked in various sectors of education – public, private and informal. During her years in education, she has been a Title One tutor and ED/ABA specialized paraprofessional along being 1st, 2nd,4th and 5th grade classroom teacher. Having a passion to support others during their reading journey, Michelle enjoys researching best practices of reading instruction.

Julie Pellerin-Herrera, Ed.S. is a Lead Facilitator at HILL for Literacy, Inc. She received a bachelor’s degree in psychology from University of Delaware, Master’s in Elementary Education from American International College, and Educational Specialist Degree in Language and Literacy from Simmons College. She has taught in various school settings, serving many years in the Pittsfield (MA) Public Schools. She devoted her service as a 4^th grade English Language Arts teacher, Reading Specialist, and school-wide Literacy Coach. Julie has been providing professional development to educators through nonprofits, along with serving as an adjunct professor at Massachusetts College of Liberal Arts and Bay Path University. She is dedicated to empowering teachers and leaders in implementing and sustaining evidence-based literacy practices.

Amanda Rathbun, M.S., is a Facilitator at HILL for Literacy, Inc. She received a BA from Amherst College and a Master’s in General and Special Education from the Bank Street College of Education. Beginning as a classroom teacher, Amanda moved into administration and has worked extensively with teachers and families to support students with language-based learning disabilities. A constant learner, Amanda has received extensive professional development in the science of reading, instructional best practices, and servicing students with dyslexia. Dedicated to fostering positive and productive relationships and enacting research-based best practices, Amanda’s varied experiences allow her to successfully partner with teachers and leaders.

Andrea Reade is a Facilitator at HILL for Literacy, Inc. She attended Keene State College and earned a BS in Management with a minor in English, an M.A.T. in English, as well as an M.Ed. in Curriculum and Instruction. Andrea also did her doctoral work in Leadership in Education at the University of Massachusetts Lowell with a focus on literacy leadership in secondary schools. Andrea’s career has spanned over 30 years working for and with public schools, state departments of education and federally funded national education centers. Andrea’s work has included developing state level literacy plans for the U.S. Virgin Islands and numerous state departments of education. Her expertise in adolescent literacy was used by the Center on Instruction as a content specialist as well as by the New England and Northeast Comprehensive Centers to plan and facilitate professional learning experiences in secondary literacy for state departments of education and their stakeholders in New England and NY. Andrea has also done extensive work in program evaluation working in schools and districts in NH, Colorado, and Tennessee as well as for Scholastic, Inc. Andrea supports school leaders and their staffs in developing robust systems based on data and evidence-based practices that are uniquely designed to the school and district context.

Lindsay Rodriguez, Ed.M. is currently a facilitator at HILL for Literacy, Inc. She received a Bachelor’s in psychology and Master’s in Education from Sacred Heart University as well as her Master’s in Education Administration from Endicott College. Along with working at the HILL, she is a Director of Curriculum in Western MA.  Previously, she was a principal for 4 years for a PK-6th grade school. She started her career in education as a special education paraprofessional and classroom teacher teaching both single grade classes and combined classrooms of K and 1. She is dedicated to bringing the science of reading knowledge to early grades teachers and supporting them in making sure they are using best practices. 

Emily Russin, Ed.M. is a Facilitator at HILL for Literacy, Inc. She received a BA from Gettysburg College in English and Elementary Education as well as an Ed.M. in Language and Literacy from Harvard Graduate School of Education. Emily is devoted to equity in education and has worked in public education for 25 years.  Early in her career, she taught and coached in high-poverty communities in Maryland and Washington state. For six years, Emily was part of Reading First consulting teams that developed and provided professional development at the state and national levels to state, district, and school leaders, reading coaches, and teachers. Emily served as a district literacy coordinator and Title I Director in Massachusetts for 11 years. Throughout her work, Emily has led educators by translating research to practice in such topics as the science of reading, data utilization, multi-tiered systems of support, adolescent literacy, and leadership for literacy.

Sharon Ryan, Ed.D. has worked in early education for nearly 30 years as a first-grade classroom teacher, reading specialist, PK–2 literacy and social studies curriculum coordinator, and literacy consultant. In addition to regularly facilitating professional learning within her local community as an early literacy expert, Dr. Ryan has presented statewide, nationally, and internationally. Dr. Ryan’s recent presentation at the International Dyslexia Association Conference in 2021, titled Dispelling Neuromyths and Expanding K–2 Educators’ Expertise Associated with Early Markers of Dyslexia, allowed her to share her perspectives having collaborated directly with world-renowned cognitive neuroscientists at MIT, MGH, and Harvard University. Dr. Ryan’s research interests include early markers of dyslexia, early literacy intervention, educator collective efficacy, and bridging cognitive neuroscience research with exemplary instructional literacy practices. Dr. Ryan’s dedication to perpetuating literacy within her community and the broader world is evidenced through current leadership roles in NCTE’s Standing Council Against Censorship and the Massachusetts Reading Association’s Advisory Board. Dr. Ryan was also the founding president of MRA’s local affiliate, Merrimack Valley Regional Reading Council.

Jennifer Traverso is a facilitator for HILL for literacy and a Certified Reading Specialist. She earned a M.Ed in Literacy from Endicott College. Jenn has been in education for over twenty-five years in grades K-11 as a classroom teacher, reading specialist, literacy coach, data manager and curriculum coordinator. She worked on developing the Dyslexia Guidelines as well as Reading Specialist Subject Matter Knowledge Guidelines for MA DESE. She has prepared pre-service Reading Specialists and English language learner teachers as an adjunct professor for Fitchburg State University for over a decade. Jenn is certified in Orton-Gillingham and has been trained in many multi-sensory literacy programs including Lively Letters, LiPS, LETRS modules 1-9, Visualizing and Verbalizing, Keys to Comprehension & Keys to Content Area Writing, Wilson’s Just Words and RAVE-O. In the consultant role, she has been presenting writing using the Self-Regulated Strategy Development approach, consulted for the Western Massachusetts Writing Project, and as a Massachusetts Reading First Implementation Facilitator. More recently she presented a webinar for the Department of Elementary and Secondary Education about using complex texts and training teachers in the Science of Reading.

Alexandra (Alex) Klove Stout, MS is a facilitator at the HILL for Literacy, Inc. She received a BA from Simmons University in Psychology and Early Education and a Masters of Arts in Teaching also, from Simmons University. Prior to working at the HILL, Alex was a Literacy Coach for the Kelly Elementary School in Chelsea, MA. She began her career teaching grades 3 and 5 at the Conservatory Lab Charter School in Boston, MA grade 1 in Chelsea, MA. Alex has developed a passion for early literacy, high-quality instruction, and authentic teaching and learning. She strives to develop a love for learning in herself and those around her.  

Rebecca Stuart, MAT, Ed.S., is currently a Facilitator at HILL for Literacy. She is a certified reading specialist who holds an Education Specialist degree in Reading from Gordon College in addition to an undergraduate degree in Elementary Education and Psychology and a Master of Arts in Teaching at the elementary level. Rebecca began her career as an elementary classroom teacher which is where her passion for effective literacy instruction began. After becoming a reading specialist, Rebecca worked as a reading interventionist, Dean of Academics and K-5 Literacy Instructional Coach. She is certified in Orton-Gillingham and is a Wilson Dyslexia Practitioner. Her work throughout all tiers of instruction has strengthened her understanding of effective multi-tiered systems of support (MTSS) and its importance in bringing literacy equity to all learners. In her role as facilitator, Rebecca supports the implementation of high-quality instructional materials and MTSS in Massachusetts school districts.

Lisa Ziobron, M.A., is a HILL Facilitator who works primarily with our Connecticut K-3 Literacy Initiative. She received her Bachelor of Science Degree in Elementary Education from Central Connecticut State University and her Master of Arts Degree in Reading and Language: Elementary from University of Saint Joseph. Lisa has worked as a special educator, classroom teacher, paraprofessional, and reading interventionist. Her interests include applied behavioral analysis training with autistic children and learning new teaching strategies.

MarcyKate Connolly is the Marketing Director at HILL for Literacy. She has a B.A. from Hampshire College in Music & Literature, and a M.S. in Arts Administration from Boston University. Her past experience includes marketing roles at the Phoenix Symphony, ArtsEmerson, and the Palace Theatre, and as executive director of Opera NH. MarcyKate is also a New York Times bestselling childrens’ book author of middle grade and young adult fantasy novels. You can learn more on her website, MarcyKate.com.

Emma Donovan is the Training Logistics Coordinator at HILL for Literacy, Inc. She received a BA from the University of New Hampshire in Psychology and a Masters of Education with a focus in School Counseling at Salem State University. She started her career working as a Social Emotional Support Coach and came to the HILL in 2021.

Megan Lanoue is the HILL Online Support Manager at the HILL and manages the onboarding and continued implementation of data into HILL Online. While managing the Help Desk, Megan also provides support to state, district, and school projects. She has BA in Social Communications from the University of Massachusetts Amherst. Prior to coming to the HILL, she worked in the for-profit sector in the areas of logistics and operations management and customer support.

Bob Massicotte is a highly experienced Technical and Engineering professional with more than 25 years of experience in Software and Solutions design. He served as Director of Operations for five years and Director of Engineering at Aries Systems Corp for 13 years before taking on the role of Director of Technology at Elsevier. He was instrumental in creating the first online submission & peer review system, transforming how science is validated and then disseminated to the world. He holds certifications for Scrum, Project Management, Artificial Intelligence and Machine Learning. He is fluent in multiple programming languages and knowledgeable in many more. Bob lives in New Hampshire and Maine with his wife and two children.

Jen McAlpine is the State Partnerships & Grants Coordinator at HILL for Literacy. She holds an B.A. from Boston College and an M.S. from Suffolk University as well as certifications in SAS programming and Raiser’s Edge. Prior to joining HILL for Literacy, she spent time in data analysis and Advancement and Development program management in both the for-profit and non-profit sectors.

Since Benjamin Scherz received his M.Ed. from the Harvard Graduate School of Education he  has worked on the forefront of change in education as a classroom teacher for elementary age  students, high school age Special Education teacher and as a literacy consultant in schools across America from Alaska to  Florida and many states in between. In addition, Mr. Scherz has taught Masters level coursework at Merrimack College and Arizona State University as an adjunct faculty. Ben is passionate about education and enjoys working with teachers to build excellence in literacy instruction for all students as a way to support young people to build independence and explore their own passions. With four daughters ranging in age from elementary school to college Ben’s personal and professional experience gives him a unique perspective on teaching and learning.