Ronald M. Klemp, Ed. D.

Ron Klemp began teaching reading in the junior high school in 1973. Since then he has been a reading teacher, dean of discipline, and the creator of the Secondary Practitioner Center with the Los Angeles Unified School District. He currently coordinates the secondary literacy program, the Developing Readers and Writers Course that is the secondary reading intervention in grades six through ten.

He has taught at Cal Lutheran University, National University, and has taught at California State University, Northridge, since 1986. He served as a member of the Research Committee for the National Middle School Association and was a Met Life Fellow with the Los Angeles Educational Partnership. He founded the Middle School Peace Institute in 1995 that ran at fourteen middle schools in Los Angeles and one in Mississippi.

Ron was a co-author on the Great Source Reader’s Handbook, and also on Reading and the High School Student with Judi Irvin and Doug Buehl. He currently has a new book from ASCD, Building Literacy in Social Studies, with co-authors, Bill McBride and Donna Ogle. He has presented Cooperative Literacy in conferences, and schools around the country and shares these ideas with school in Los Angeles whenever he has the opportunity.

Ron Klemp

310-559-8161

ron.klemp@3tliteracygroup.com

Sandra G. Kelly,  M.Ed. (Special Education and General Education)

Sandi Kelly has taught in public classrooms for almost thirty years.  She obtained a Masters of Education in the area of Special Education in 1975 and later returned to complete requirements for a Master of Education in the area of General Education and Reading.  Graduate and undergraduate work were completed at Auburn University, Auburn, Alabama.   During her early years, Ms. Kelly taught K-12 Special Education classes, remedial reading, general education language arts classes, world history, and creative writing.  Highlights of her tenure in the Alabama classrooms are incomplete without mention of the fact that she served as the Language Arts Department Chairperson, Textbook Selection Chairwoman, and Southern Accreditation Coordinator for her school.  Ms. Kelly also authored a National Blue Ribbon Report which won state recognition for her school.  She was named Teacher of the Year by her colleagues and administrators in 1996, and was named Area Chamber of Commerce Teacher of the Year in May, 1997. 

Ms. Kelly has done extensive work in the areas of teacher training, program evaluation and development with general and special education.  She has served nationally as an educational consultant to numerous schools and educational organizations. Ms. Kelly has served as a National Trainer for intervention curricula, and lends her expertise to administrators and teachers as a K-12 literacy intervention specialist. She owns and operates a private consulting firm, Kelly Consulting, which is based in Birmingham, Alabama.

Ms. Kelly is an associate of 3t Literacy Group  which is a consortium of nationally recognized literacy experts dedicated to the practical application of reading and school reform research for administrators and teachers.  She is also affiliated with Closing the Achievement Gap Professional Development group of Bremerton, Washington.

Ms. Kelly works extensively with the Special Services of the Department of Corrections and the Alabama Department of Education.  In this capacity, her work includes teacher training, modeling instruction with incarcerated youth, follow-up instruction, coaching and program evaluation.   Ms. Kelly’s work in assisting this department to implement and sustain effective reading intervention has been critical to their success.

Ms. Kelly’s areas of expertise include working with schools and districts on issues pertaining to instructional strategies that align with the Reading First and Reading Next critical elements, conducting hands-on workshops for all areas of the language arts, conducting program evaluations, and assisting administrators and teachers how to integrate performance workshop strategies into all content areas in real schools with real children. 

Sandi Kelly

205-369-1345

kelly_sandra@msn.com

Maureen  Spencer

Maureen Spencer obtained a Master’s degree in Communication Disorders in 1982.  She was a school speech-language pathologist for Orleans Parish for the 1982-83 school year, where she was responsible for assessment and treatment of communicatively impaired school-aged children.  She was hired by LSU Medical Center in 1983 as an Assistant Professor where she remained until 1993.  Ms. Spencer taught numerous courses in language-learning disabilities, supervised Master level students in clinical practicum and oversaw clinical operations.  In addition, she published several papers and made numerous presentations in the area of language-learning disabilities. 

For the last 14 years, Ms. Spencer has been the Executive Director of Basics Plus, a private practice in New Orleans that specializes in treatment of dyslexia and other learning disabilities.  Mrs. Spencer is also a national trainer in an intervention curriculum for individuals with reading deficits. She continues to teach graduate courses in language-learning disabilities at LSU Medical Center.

Maureen Spencer

maureen.spencer@3tliteracygroup.com

Nancy Eberhardt

Nancy Chapel Eberhardt received her Masters degree at the University of Connecticut in 1973 from Dr. Isabelle Liberman. Participation in the program with Dr. Liberman laid the foundation for an orientation toward research-based literacy instruction. Nancy has also received certification as an intermediate administrator from Fordham University in 1986.

Her career in education has included roles as a special education teacher, diagnostician, mainstreaming associate, and administrator.  In these various capacities, Nancy has done extensive work in the areas of teacher training and program development with both general and special education teachers and students.  She has also done extensive work in the area of diagnostic assessment. 

Nancy’s school-based expertise in diagnostic evaluations led her to participation in the early years of the Connecticut Longitudinal Study with Drs. Bennett and Sally Shaywitz at the Yale University Medical School. This study focused on the sub-typing of learning disabilities.

During her role as district-level administrator in the Greenwich Public Schools in Greenwich, Connecticut, Nancy sought an effective intervention curriculum to meet the needs of both teachers and students. This search brought her to LANGUAGE!, a comprehensive literacy curriculum for upper elementary, middle and high school students with low literacy skills. After Nancy implemented LANGUAGE! in her district, Jane Fell Greene, the initial developer, asked her to be a trainer for the curriculum. Since that time, Nancy has had extensive involvement with the LANGUAGE! curriculum. Her involvement has included being a National Trainer for the curriculum and serving on the executive committee to train interns. Nancy was instrumental in developing extensive interactive training modules designed to help secondary teachers, who have little background in literacy instruction, acquire the necessary knowledge and skills to work with struggling readers. 

Nancy has also been a contributor to these curriculum materials in the capacity of editorial director, and coauthor of LANGUAGE! Categories.  She worked on the team to develop LANGUAGE!  2nd edition during which she coauthored the LANGUAGE! Instructional Resource Guide for Teachers. Nancy was the editorial director for the development of 3rd edition for which she coauthored Sortegories, an interactive software program used to differentiate instruction. Most recently she coauthored the LANGUAGE!, the Comprehensive Literacy Curriculum (4th edition)and LANGUAGE! Focus on English Learning for Sopris West Educational Services. Throughout all of the work with LANGUAGE!, Nancy’s goal has been to translate research in literacy into instructional practice.

Currently, Nancy works with districts and schools to implement RtI systems that focus on literacy instruction and intervention. She also provides coaching to education institutions using LANGUAGE! and brings her intimate knowledge of the curriculum to teachers and administrators. In all of her work, Nancy continues her pursuit to help all students learn to read, spell and write.

Nancy Eberhardt

Nancy Eberhardt@3tliteracygroup.com

40 Hendrie Ave.

Riverside, CT 06878

(h) 203-637-4606; (m) 203-219-7906

Sara Buckerfield, MA

Sara Buckerfield’s career in education spans nineteen years.  She spent the first twelve years teaching in a large urban school district in Northern California.  Equipped with a degree in Child Development and a credential specializing in cross cultural education from California State University, Sacramento, Sara developed extensive experience teaching in multi-cultural and multi-lingual classrooms.  She taught a wide variety of grade levels in both elementary and secondary settings and served as a mentor teacher for her district for several years.  Her last five years in the classroom were spent teaching a reading intervention curriculum to struggling readers in a middle school setting.

Outside the classroom, Sara has developed a broad base of experience in curriculum design and professional development. In 2003, Sara participated with a team of teachers, administrators, and curriculum designers in developing the Third Edition of the successful reading intervention curriculum, LANGUAGE!.  Sara has served as a national trainer and program consultant for LANGUAGE! since 2000.  During her tenure as a curriculum consultant, Sara has gained critical expertise in district and school-wide program implementation, ongoing administrator and teacher training, and data management.  

Sara currently works as an independent education consultant.  Her recent professional development has centered on the convergence of best instructional practices with effective curriculum.  In addition, Sara has presented widely on such topics as maximizing student engagement, implementing effective differentiation for all levels of student achievement, and delivering effective instruction to English Learners. 

Sara Buckerfield

916 712 4186

Sara.Buckerfield@3tliteracygroup.org

Leslie Schwarze

Leslie Peterson Schwarze served twelve years on the Novato school board, twice as board president.  Her passion for education led her to become a state level advocate for the improvement of all children’s schooling. As a result, she was appointed to the Curriculum Commission during the California standards alignment. Appointed in 2005 as Chair of the CCTC (California Commission on Teacher Credentialing), she oversaw the reauthorization of RICA (Reading Instruction Competence Assessment). 

Leslie’s involvement at the state level led to several varied experiences. She has been a member of the content review panel for the CST since 1998, and served on the panel for the standards based professional development program, AB466. As the CCTC liaison to the Committee on Accreditation, she participated in the landmark renewal of state accrediting for California.

For five years Leslie worked for Sopris West Educational Services as a governmental affairs liaison. She has presented the history of standards based reform to several key organizations, and has also helped districts and school boards understand how to use policy to further their individual long range strategic plans.

Leslie is currently working as an educational leadership consultant with an emphasis on school boards and superintendents.

Leslie Schwarze

Leslie.Schwarze@3tliteracygroup.org

Sheryl Ferlito, Ed.S.

Sheryl Ferlito joined Chippewa Valley School District as special education, high school teacher in 2005. She brought 12 years of experience teaching at the elementary level, consulting and training teachers in literacy intervention, as well as several years of experience in educational publishing. She is actively involved in her school, district and county RTI plan, specializing in response to intervention for secondary schools. As a result of attending 3t Literacy Group planning sessions:  RtI:Finding Your Best Fit, Sheryl and a team of general education high school teachers developed an RtI Operations Manual, complete with flowcharts, in order to reduce the mystery and increase the transparency of secondary RtI practices and procedures. 

Sheryl's area of expertise is teaching literacy skills to reluctant readers of all ages. She has served as a special education teacher, an intervention consultant, literacy coach, mentor teacher, National Honor Society Sponsor and department chairperson at elementary, middle and high school levels. Sheryl was named Special Education Teacher of the Year by the Parent Advisory Committee at Macomb Intermediate School District in 1996. She led a reading intervention action research project that was published by Sopris West in 2002. Sheryl earned National Trainer of the Year in 2003 for highest evaluations.

In addition to educating students and training teachers, Sheryl wrote educational material for students, professional development modules for teachers, and presentation scripts and slides for trainers. In 2003, Sheryl participated with a team of teachers, administrators, and curriculum designers including Nancy Eberhardt and Sara Buckerfield in developing the Third Edition of the successful reading intervention curriculum, LANGUAGE!.  In 2005, Sheryl was a contributing writer of LANGUAGE! Initial Trainer Handbook and Course Syllabus. She authored Sort It! (2000) and co-authored Sortegories (2005), an interactive software program used to differentiate literacy instruction.

Sheryl Ferlito is a life-longer learner. She earned her Bachelor's Degree at Eastern Michigan University in Special Education with a CI endorsement. Her Master of Arts in Teaching, with a major in Reading/Language Arts and LD endorsement, is from Oakland University.  Sheryl completed her Degree of Education Specialist in School Administration at Oakland University in 2008.

Sheryl Ferlito

586-215-0868

sheryl.ferlito@3tliteracygroup.com

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