NH State Department of Education
UNH College of Liberal Arts, Department of Education
In collaboration with
UNH Cooperative Extension
UNH Professional Development & Training
The New Hampshire Educators’ Summer Summit is an annual event where school teams convene for three days to engage in professional development with national and local experts. Now in its sixth year, the NH Statewide Summer Summit seeks to transform education through community involvement and evidence-based reform practices. Through scholarship and mentorship in effective skills, strategies, and practices to implement with students, the Summit gives local practitioners power to transform education and provides technical assistance for sustainability. School-based teams develop and submit an innovation plan, based on gaps in performance data, as a prerequisite to attendance. Throughout the year, on-site facilitation, tri-annual reviews, and quarterly meetings to build capacity for change support implementation of activities to achieve identified outcomes.
UNH will host over 500 participants as members of New Hampshire school-based teams at the conference. Daily opportunities for keynote presentations, team meetings, and facilitator interaction are vital components of the program. Participants will choose from one of several strands in multiple breakout sessions.
The UNH Education Department is pleased to cosponsor the Summit with the NH Department. of Education. For 100 years, UNH has prepared teachers and educational leaders through research and collaborative partnerships to advance practice.
Wednesday, August 2, 2017
The keynote builds on themes presented Vollmer’s book, "School Cannot Do It Alone," proclaimed by the American School Board Journal as “One of the top ten books of the year.”
Jamie reviews his transformation from public education critic to ally by retelling the popular "Blueberry Story." He talks about his life-changing experiences working as a teacher’s aide. He discusses his discovery of "Nostesia" – the mental affliction that locks Americans in old notions of “real school.” He uses what he calls his “magic list” to expose the public’s lack of understanding of the mandates that have been placed upon America’s public schools. The audience learns how they can connect the dots and make the case that everyone in the community benefits when they support their local schools.
At each stage, Jamie employs humor, logic, and statistics to encourage teachers, support staff, administrators, and board members to build a new conversation that increases community support for their schools. He concludes with an inspiring story that makes it clear that the people working in our schools are heroes, and this is public education’s most hopeful time.
Jamie Vollmer is an award-winning advocate of public education. He has worked for the past twenty-five years to help schools and their communities remove the obstacles to student learning, both in and out of school. His goal is to uplift his audiences and praise their success while showing them that they have the power to create a community-wide climate that supports rising student achievement.
Thursday, August 3, 2017
We have within our reach what could be the greatest era of learning since the creation of the common school. However, we must act with courage, thoughtfulness, intelligence and commitment to transform the opportunities before us into rich experiences for our learners. We can no longer rely on the industrial age school design to meet this challenge. The future of today’s learners will be far different from what their parents and grandparents faced. Our challenge is to nurture in our learners the skills, knowledge and experiences necessary to prepare them for success in an era of learning and innovation. The new design must feature more flexible, personal and purposeful learning experiences. This keynote will explore the forces driving the movement, key elements of this personalized approach and how a growing number of educators, leaders and schools are transforming learning with their students.
Dr. Jim Rickabaugh serves as the Senior Advisor to the Institute for Personalized Learning, an education innovation lab dedicated to the transformation of public education. Jim formerly served as the Director of the Institute for six years and as a superintendent in several districts in Wisconsin and Minnesota. Dr. Rickabaugh was Wisconsin Superintendent of the Year in 2008 and Minnesota Superintendent of the Year in 1996. Dr. Rickabaugh is the author of "Tapping the Power of Personalized Learning: A Roadmap for School Leaders," focused on helping principals and other educational leaders to engage their staffs in designing and implementing personalized learning ecosystems.
Friday, August 4, 2017
Few phrases in education are as pervasive (and as justifiably mistrusted) as “It’s research-based.” Educators are expected to evaluate the research base of practice and products even though their training of most educators emphasizes practice, not research. In this talk Dr. Willingham will use theories of learning styles and multiple intelligences as illustrations of how research can be abused and misinterpreted, but the bulk of the talk will focus on ways that people with little background in research can evaluate the soundness of a research claim. In particular, Dr. Willingham will emphasize the ways to clarify research claims, to evaluate evidence, and to maintain a scientific mindset when you try something new.
Daniel Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is Professor of Psychology at the University of Virginia, where he has taught since 1992. He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of "Why Don't Students Like School?" "When Can You Trust the Experts?" "Raising Kids Who Read," and "The Reading Mind" (forthcoming). His writing on education has appeared in fourteen languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences.
Please arrive thirty minutes early to allow time for parking and transportation to the MUB.
Participants should anticipate walking between buildings on campus between sessions.
Download a campus walking map.
Download a map for UNH parking and accessibility.
Parking fees are included in your registration. Participants will park in Lot A which will be serviced by extended service of the Wildcat Service Connector which will operate from in front of the Visitor Center. Pick-up in front of the UNH Visitor Parking and Transit Center and drop off in front of the MUB at the Holloway/Main Street Stop.
Wildcat Connector Bus Service Hours (schedule to be provided)
Handicap parking for individuals with the handicap parking permits may park without paying a meter on the UNH Campus. Handicap spots are located at:
Individuals without a handicap permit needing accommodations should call the UNH Visitor Parking and Transit Center at 603-862-1010 to make special arrangements.
Speakers will receive parking instructions and a code to pay UNH kiosks via email.
A continental breakfast with coffee is provided each morning outside of the Granite State Room in the MUB.
Your nametag is your pass to lunch on Wednesday and Thursday in Holloway Commons Dining Hall attached to the MUB.
Holloway Commons provides a wide selection of food options and caters to all dietary restrictions.
Lunch on Friday will be a box lunch provided outside of the Granite State Room.
Dinner is on your own in Durham or you may want to explore nearby towns of Portsmouth and Dover.
We encourage you save on waste and BRING your own water bottle to fill at ELKAY filtered water dispensers throughout campus.
Download housing information and registration forms.
UNH Conferences & Catering
The University of New Hampshire is committed to creating inclusive and welcoming campuses for individuals with disability. If you require reasonable accommodation(s) to participate in the NH Educators’ Summer Summit, please contact us by July 2 to make arrangements.
Digital speaker materials will be made available online through 2Revolutions on the NH Network Platform.
Participants may sign up in advance on the NH Network Platform by contacting 2Revolutions.
Speakers should contact 2Revolutions to upload presentations and materials by June 15, 2017.
Information available soon.
Issues concerning the Wi-Fi connection should be directed to the UNH IT help desk.
UNH IT phone: 603-862-4242 or 2-4242 from a campus phone.
General network access is available to guests of the University via both wired and wireless connections. There are limitations to where wired connections are available, and not all wired connections will allow for guest access.
To register on UNH Wireless as a Guest:
An illustrated version of these instructions may be found here.
Guest users are required to abide by the University’s “Acceptable Use Policy” located in the On-Line Policy Manual.
Amy became Principal of Parker-Varney in January of 2013. Her focus has been on raising achievement for all students, closing the achievement gap, preparing graduates for college and career, and supporting educator effectiveness in innovative and transformative ways. In January of 2013, Parker-Varney was listed as a Priority School based on several years of underachievement. In May of 2015, Parker-Varney won the NH School of Excellence Award. Parker-Varney’s turnaround work has focused on Project-Based Learning, Personalized Learning for its teachers and students. Amy believes that all students will succeed to the highest levels, if we believe they can.
Rick Alleva is a UNH Cooperative Extension Field Specialist. He has a history of leadership in developing effective programs on behalf of young people and their families, including those experiencing significant challenges. He has addressed youth needs through school and afterschool activities, as well as other community partnerships. Rick is a member of the NH Afterschool Network’s Leadership Team and is a certified Master Professional through the NH Afterschool Professional Development Career System. He provides training and technical assistance on social, emotional and mindful learning and positive youth development topics. Rick is a certified Youth Mental Health First Aid instructor and trained to implement the Mindful Schools curriculum with school aged youth.
Mike Anderson is a full-time education consultant, an award-winning teacher, and an author of many books including Learning to Choose, Choosing to Learn, The First Six Weeks of School (2nd edition), and The Research-Ready Classroom. Formerly a Responsive Classroom trainer and developer, Mike now works independently with a variety of schools, both nationally and internationally, on many topics including differentiated learning, effective and respectful discipline, and blending social, emotional, and academic learning. Mike lives in Durham, NH. To learn more about Mike and his work, visit www.leadinggreatlearning.com.
Helene Anzalone is an Education Consultant II, Bureau of Special Education, NH Dept. of Education. Her responsibilities include State Performance Plan Indicator 3, State Assessment participation of students with disabilities; Compliance and Improvement Monitoring Team for public and private schools; Certified trainer, Youth Mental Health First Aid; State Bookshare contact; UDL Academy training; Special Education professional development designer and presenter to NH school district, private schools, parents and other stakeholders, Special Education Grant Reviewer, Member, NH State Equity Team; Member State Leaders of Universal Design for Learning in Education (SLUDLE), Member, New Hampshire Association of Special Education Administrators. Helene has worked as a special education director in New Hampshire and as a special education teacher in New Hampshire and Massachusetts. She has an M.Ed. in Moderate Special Needs from Northeastern University, 1984, and a BS in Elementary Education and Reading from Northeastern University, 1982.
From running homeless shelters to coordinating public health/prevention infrastructure to Donna's current position is directing the state-wide roll out of Life of an Athlete for the New Hampshire Interscholastic Athletic Association. Donna has worked to improve the world around her throughout her career. As the President of the New Hampshire Prevention Certification Board, a Rotarian, and a former member of numerous local and state-wide boards and work committees, Donna is always looking for a more collaborative and efficient way to accomplish community improvements.
Esther Asbell, recipient of the 2014 NH Outstanding Service Award, began her educational career in 1987 as the co-director of the Live and Learn Educational Center in Lee, NH. In 2010 after serving in the capacity of guidance counselor, assistant principal, and assistant superintendent in various districts in Maine and New Hampshire, Asbell moved into her current position as assistant superintendent for the Exeter Region School District.
Inspired by the power of what a collective can achieve, Suzanne Birdsall-Stone has spent the last 23 years in afterschool building connections, networks, and learning opportunities locally, statewide and nationally. She is currently a Mott Foundation “White-Riley-Peterson Fellow” with the NH Afterschool Network, Trainer and Facilitator for the National Center for Afterschool and Summer Enrichment (NCASE) and Afterschool Consultant following 14 years as the NH Department of Education’s State Director for the 21st Century Community Learning Center program. She is activated by building afterschool communities and partnerships that create relevant and invigorating opportunities for NH's youth.
Terry Bolduc is a fifth grade teacher at Memorial School, in Newton NH. Terry has worked as a team leader for her grade level, participates in the PACE initiative as a grade level math Content Lead for the Sanborn Regional School District, has been a Quality Performance Assessment coach and is a member of the school's Training Team within Memorial School. Terry may be followed on Twitter: @tabolduc
Sarah Bond is a teacher at Maple Street Magnet School, the first and only magnet school in the State of New Hampshire. Sarah has a Master of Science in Human Development and Family Studies with a concentration in Child Development, a B.S. in Early Childhood Education, and a B.A. in Psychology. Prior to the Magnet School, Sarah taught for two years at the UNH Child Study and Development Center, working with young children and mentoring University student interns. Most recently, Sarah has been an active member of the NHLI Innovation Studio Series and serves as a team leader for the NG2: Personalized Inclusive Education Pathways Project.
Forrest Carter Jr. is the Program Director of the Seabrook Adventure Zone in Seabrook, New Hampshire and a Masters level Educator of Physical Education and Adventure Ed. from Plymouth State University. Forrest has over 19 years of experience working with youth from Elementary, Middle, and High School levels in school, after school, and summer programming that intertwine academic, positive youth development, and experiential education. He is a Masters Level Workshop Trainer through ACROSS NH, American Red Cross 1st Aid/CPR/AED Instructor Certified, the NH Afterschool Ambassador through the Afterschool Alliance, and a Drug and Alcohol prevention educator through Project Alert.
Jessica Carver is the assistant director at the University of New Hampshire Child Study and Development Center. She completed her B.S., in Family Studies with a specialization in Child Advocacy and Family Policies, at the University of New Hampshire and her M.Ed in Early Childhood Education and Administration, at Champlain College. Jessica has been in the field for over 10 years and her previous experiences include working as a classroom teacher at a lab school, working in state government on early childhood quality initiatives, and training and educating early childhood professionals across the state. Jessica is a co-author of the NH Early Learning standards.
Donna Couture, M.Ed. is the co-chair the NH Extended Learning Opportunities Network. Ms. Couture began her career in education as a School Counselor. Currently the Program Coordinator for Extended Learning at Winnacunnet High School, Ms. Couture’s experience includes work as a State Personnel Development Grant Coordinator for NH Department of Education and an Educational Consultant for the Institute on Disability at UNH. She has presented on Extended Learning Opportunities at NH Transition Community of Practice’s annual Transition Summit, the New England Secondary Schools Consortium’s Conference on High School Redesign in Action, and the Governor’s Summit on Work-Based Learning. Ms. Couture was named the NH Extended Learning Opportunities Coordinator of the Year in 2016.
Lisa DeLacey is the Reading Supervisor at Parker Varney Elementary School. Lisa has been a NH educator for 25 years working at both the middle school and elementary school level. She holds certification in General Special Education, Elementary Education, Learning Disabilities Specialist, Technology Integrator and Reading Specialist. She joined the Parker Varney team in 2014.
Dr. Michelle A. Duda, PhD, BCBA-D, is a senior level Board Certified Behavior Analyst and the President of the innovative coaching firm, Implementation Scientists, LLC. Building from over 15 years of strong leadership and applied research experiences as both a Scientist at the University of North Carolina-Chapel Hill and Associate Director of the National Implementation Research Network, Dr. Duda has consistently demonstrated how to help teams move best and promising practices into “real world” application. As a researcher/practitioner/author, Dr. Duda is a trusted leader in the areas of positive behavior supports, implementation science and scaling-up of evidence-based practices. She applies her expertise at local, state/provincial and national levels.
Project Director, E3 Teen Fatherhood Program
Education Consultant for the New Hampshire Department of Education
Peter holds a graduate degree in the areas of Special Education and Health Services Administration from the University of Kansas and a graduate degree in School Administration and Supervision from Notre Dame College, Manchester, NH. A former elementary classroom teacher and elementary school principal for 35 years, Peter has been involved with various committees such as the New Hampshire Association of School Principal Association and an annual planning member for the Association of School Curriculum and Development (ASCD) as well as the New Hampshire State Representative for the National Association of Elementary School Principals (NAESP). Currently, Peter manages the E3 Teen Fatherhood Program. The program is a five year grant through the US Department of Health and Human Services to target teen dads between the ages of 14-24 for services in education, employment and parent engagement.
Jennifer Eccleston has been the Elementary Mathematics Coach and Mathematics Curriculum Coordinator in Amherst, NH for the past nine years. Jennifer has also taught both kindergarten and first grade. Jennifer received her BS in Mathematics from Union College and her M.Ed. Elementary from the University of Massachusetts, Boston. She has served on numerous committees as an expert in mathematics, including the National Praxis Elementary Advisory Board, the National Praxis Early-Childhood Advisory Board, both through ETS, and the Review Board for the State of NH in approving a certification program for Elementary Mathematics Specialist, through NH state universities. Jennifer currently serves on the NH PACE Committee as the Grade Three Content Lead.
Senior Research Associate, Center for Collaborative Education
Richard is an educational leader and mixed-methods researcher with expertise in program evaluation, data management, statistics, and family science. Working at the national, state, and local level, he has lead, evaluated, and published on several projects in the realms of school improvement, family and community engagement, family-life education, employment and engagement of teen fathers, and Title I related school programming. Richard’s work is informed by his experience as a teacher and consultant within the New Hampshire Department of Education, the New York City public schools, and University of Missouri Extension. He earned a B.A. in Psychology from Columbia University, an M.A. in Social Studies Education from Teachers College, Columbia University, and a Ph.D. in Family Studies from the University of Missouri.
John Freeman currently serves as superintendent of schools for the Pittsfield, New Hampshire School District, a position that he has held for nearly nine years. The Pittsfield community has been engaged in a high school redesign project with an approach that personalizes learning for all students. The collaboration between the school and community has resulted in a design that focuses on increased academic achievement, greater student ownership for learning, 21st Century skills and social/emotional learning, changing adult roles, and community engagement. Freeman is also a school change/leadership coach, serving a range of school districts.
Walter S. Gilliam is the Director of The Edward Zigler Center in Child Development and Social Policy and Associate Professor of Child Psychiatry and Psychology at the Child Study Center, Yale School of Medicine. He is on the board of directors for the National Association of Child Care Resource and Referral Agencies (NACCRRA); a fellow at Zero to Three and the National Institute for Early Education Research (NIEER), and served as a senior advisor to the National Association for the Education of Young Children (NAEYC). Dr. Gilliam is co-recipient of the 2008 Grawemeyer Award in Education for the coauthored book A Vision for Universal Preschool Education.
Dr. Gilliam’s research involves early childhood education and intervention policy analysis (specifically how policies translate into effective services), ways to improve the quality of prekindergarten and child care services, the impact of early childhood education programs on children’s school readiness, and effective methods for reducing classroom behavior problems and reducing the incidence of preschool expulsion. His scholarly writing addresses early childhood care and education programs, school readiness, and developmental assessment of young children. Dr. Gilliam has led national analyses of state-funded prekindergarten policies and mandates, how prekindergarten programs are being implemented across the range of policy contexts, and the effectiveness of these programs at improving school readiness and educational achievement, as well as experimental and quasi-experimental studies on methods to improve early education quality.
Dr. Gilliam actively provides consultation to state and federal decision-makers. His work has been covered in major national and international news outlets for print (e.g., New York Times, Wall Street Journal, Washington Post, USA Today, etc.), radio (e.g., National Public Radio), and television (e.g., NBC Today Show, CBS The Early Show, ABC World News, CNN, FOX, etc.).
Michele Halligan-Foley, M. Ed has been in the educational field for 29 years. She earnrf her Masters of Education Degree from the University of New England, and Principal Certification from Plymouth State University. Michele worked in the Barrington School District for twenty-one years. During her time there, Michele was a Special Education Teacher, Reading Recover Teacher, Assistant Director of Student Services and Principal of the Early Childhood Learning Center. She created a number of state approved programs which included an integrated Preschool Program, a Life Skill Program (K-8), a Behavior Program (Grades 5-8), an Early Childhood Learning Center and full-day Kindergarten Program. Michele began a district-wide Mentor Program, and played an active role in the Jump Start to Literacy Program funded by the Barrington School Foundation. She received the Educational Excellence Award in 2005-2006 and has been honored for her work with Program Approval and Grant Writing. In July 2014, Michele began a new position in the Rochester School District as the “Communities for Children: Safe School/Healthy Students Grant Director.” The goal of the grant is to create integrated systems that promote the mental health wellness of students, enhance academic achievement and active family engagement, decrease substance misuse and create safe and respectful school climates. Michele’s collaboration with state and local stakeholders is fundamental when building an “Interconnected System Framework” to improve schools, building community, and change lives.
Crisis Intervention Coordinator
Emily Hayden currently works as a crisis intervention coordinator at Somersworth Middle School. She earned her Master of Arts degree in Educational Psychology at the University of Connecticut. Her professional experience includes work with inner-city youth at a Connecticut-based school offering special education programming and transitional services. She has extensive experience supporting individuals with emotional and behavioral challenges and developmental disabilities. During her graduate studies, Emily received a prestigious Interdisciplinary Fellowship in neurodevelopmental disabilities with UCONN’s Center for Excellence in Developmental Disabilities. Emily’s summer-long school efforts have focused on supporting students to discover their potential and voice through hands-on experiential learning and futures planning.
University of Massachusetts Donahue Institute Early Childhood Manager
Maureen Hickey, M.S.ECE is an EC Manager, and an EC/Infant Toddler Specialist for the University of Massachusetts Donahue Institute Head Start Training and Technical Assistance Center. She also serves as the New Hampshire Center Liaison. Ms. Hickey has over twenty-five years of experience with Head Start programs. Ms. Hickey has extensive experience in training and technical assistance, and has also worked as a Health and Disabilities Coordinator, a Parent Child Care Center Coordinator, an Early Head Start Manager, Director of Program Operations, and an Associate Director for a large Head Start and child care program.
Percy Hill is known for his engaging, active and fun workshops on a variety of educational topics from bully prevention to teaching kindness and respect to team building and problem solving challenges. Percy has received numerous awards, locally and Nationally, for his work in education; inspiring youth to reach greater potentials for self and community. Participants in his workshops always leave with a full toolbox of activities and ideas to enhance their classrooms and school communities.
Grinnell Elementary School has embraced the use of interim assessments as a tool for turn-around educational practice. The school works with the Department of Education on the implementation of innovative strategies such as the implementation of interim assessments and the use of student data for instructional goal setting.
21st CCLC Director
Maureen Jackman, is the Director of the Somersworth Youth Connection Programs, 21st Century Community Learning Centers, for the Somersworth Middle School and Somersworth Elementary Schools for the past ten years. Maureen has over 25 years’ experience working in the fields of teaching, social work and recreation, serving and working passionately with youth and families in the Somersworth community.
Director of Curriculum and Professional Development
Christine Landwehrle is the Director of Curriculum and Professional Development for SAU 39. Prior to joining SAU 39, Christine was an elementary and middle school teacher, building administrator, and curriculum supervisor in New Jersey. Christine is a three-time graduate of Rutgers University with a Master’s degree in both Elementary Education and Educational Leadership. She is a Nationally Board Certified Teacher in Early Adolescence English Language Arts and was named an Emerging Leader by ASCD in 2010.
Mary Lane is the liaison to the implementation of IDEA, regarding accessibility for all students, and to support schools and families. She also is the NH NIMAC Coordinator, working with the NH American Printing House for the Blind (APH) Ex-Officio, and various projects such as the NHAEM Center, the NH Connections Project, the Deaf Education Accessibility Initiative, and the New Hampshire Universal Design for Learning Academy. Her liaison roles within the Department of Education include her collaboration with the Bureau of Certification, the Commissioner’s Task Force on Teacher Effectiveness, the New Hampshire Ensuring Equitable Access for All Plan, the NH CEEDAR grant, and the New Hampshire Professional Standards Board. Mary earned her B.S. in elementary mathematics from Salem State University, and her M.Ed. in Special Education and Multi-Cultural Education from Lesley University.
Senior Project Coordinator
Ryan has been teaching for 11 years and most recently the past 5 years at Souhegan High School. As senior project co-coordinator for 3 years, he has implemented changes in order to improve rigor, but allow students optimal choice in their project.
Preschool Special Education Consultant
In 1988 Ruth Littlefield received her M.Ed. from Lesley College with a focus on Severe Special Needs and Autism. She holds New Hampshire Educator Certification as a Special Education Administrator as well as endorsements in the areas of Emotional and Behavioral Disabilities, Early Childhood Special Education and General Special Education. Ruth was a preschool special education teacher in the Kearsarge school district prior to becoming an Education Consultant at the NHDOE Bureau of Special Education in 1992. At the department, Ruth serves as the Preschool Special Education Coordinator and as the lead developer of the State Performance Plan (SPP) and annual performance report. In her role as Preschool Special Education Coordinator, Ruth serves on several statewide councils and committees such as the Early Childhood Advisory Council (Spark-NH), Spark NH Executive Committee, the Interagency Coordinating Council for Family-Center Early Supports and Services, The NH Pyramid Model Consortium State Leadership Team, the Inclusion Policy Task Force, and the Early Learning Standards Task Force. As the lead developer of the State Performance Plan (SPP) and annual performance report, Ruth ensures that this federal report is timely, complete and accurate. Ruth is instrumental in the development of the State Performance Plan Indicator 17: State Systemic Improvement Plan which focuses on improved social-emotional outcomes for preschool children with disabilities.
Jill Lizier is the Curriculum Coordinator at Swasey Central School in Brentwood, NH. Jill was previously a first grade teacher in Newton, NH and has developed and utilized quality performance assessments to assess competency. Jill has presented at local conferences on academic competencies and essential skills and dispositions. Jill may be followed on Twitter:@JillLizier
Associate, National Center for The Improvement of Educational Assessment
Susan Lyons, Ph.D. is an associate with the National Center for the Improvement of Educational Assessment. Dr. Lyons’ work currently centers on promoting and evaluating the quality of assessments and accountability systems. Susan is deeply involved with the New Hampshire Performance Assessment for Competency Education (PACE) project where she leads on the design and analysis to support the technical quality of the innovative assessment system. In addition to her work at the Center for Assessment, Dr. Lyons currently holds a part-time faculty appointment at Boston College where she teaches an advanced, doctoral-level statistics course. Dr. Lyons actively publishes her work and frequently presents at local and national professional conferences.
Senior Project Coordinator, Souhegan High School.
Kathy has taught high school in Wisconsin and Arizona, as well as New Hampshire. She has taught at Souhegan for the past 20 years, and has served as the Senior Project Coordinator for four years.
Executive Director, NCIEA
Scott Marion, Ph.D. is the President and Executive Director of the Center for Assessment. Dr. Marion’s current projects include designing and supporting states in implementing assessment and accountability reforms and implementing high quality, locally-designed performance-based assessments. He is a recognized national leader in designing innovative and comprehensive assessment systems to support both instructional and accountability uses. Notably, Dr. Marion has been a technical and policy lead for NH’s Performance Assessment of Competency Education (PACE) since its inception. Dr. Marion has a well-earned reputation for helping states and others navigate the tension among policy, practical, and technical demands.
Kattie Mc Kinnon has worked to promote increased access to wellness opportunities for New Hampshire youth and families through holistic approaches to recreation, health and community for the past 17 years. She has volunteered with teams and served on divers committees partnering with individuals and agencies to address identified challenges unique to their families and communities. Kattie enjoys working collaboratively with others to create productive and active learning environments through implementing creative programming that supports youth, families, and those who provide direct service to them in making healthy choices while living actively. She has run programs incorporating mindfulness, wellness and resiliency skills through challenge by choice activities, by facilitating parent/care giver support groups, and through a wide variety of activities for youth. Kattie has held multiple municipal positions including Assistant Director of Waterville Valley and Claremont Parks & Recreation Departments in addition to Site Director of 21CLCC After School Programs for Plymouth and Franklin NH. She worked with Casey Family Services creating community connections to support families in areas of mental health, financial, housing, and education, as a Rehabilitation Counselor for New Hampshire Vocational Rehabilitation, and currently works as a Project Coordinator for Project AWARE through the Office of Student Wellness.
NHAN Leadership Team Member
Kimberly Meyer, J.D., currently works as a Vice President & Business Development Officer for the Bank of New Hampshire; a mutual bank dedicated to serving the needs of NH customers, colleagues, and the community. For over six years, Kimberly was the Director of Community Operations for the Southern District YMCA where she was fortunate to serve over 500 children and families each day across 16 school age child care programs in the NH seacoast. She is passionate about improving program quality, building healthier program environments, and increasing professional opportunities in the school age child care field. She enjoys training on these topics throughout the state. Kimberly also consults on areas including nonprofit board development, corporate governance, employee relations, strategic planning, program quality improvement, and fundraising. She has a legal background and is an active member of the Michigan Bar Association. Kimberly appreciates the NH landscape by mountain biking, skiing, and hiking with her family.
MAEC is an education non-profit dedicated to increasing access to a high quality education for culturally, linguistically, and economically diverse learners. MAEC has proudly been the home of the Mid-Atlantic Equity Center since 1978. In its role as the Center, MAEC has collaborated with the U.S. Department of Education, the Office for Civil Rights, the Department of Justice, state departments of education, districts, and schools to ensure that students are treated equitably and are given access to a rigorous curriculum regardless of race, gender, national origin (English Language Learners), sexual orientation, or religious beliefs. The Center work has led us to work on issues such as the identification and placement of English Learners in supportive and appropriate instructional environments; creating positive and safe schools; increasing participation of girls and students of color in STEM, and addressing disproportionality in discipline.
Maeve Murray is the Project Manager overseeing the Fuse RI Fellowship at Highlander Institute. Before starting at the Institute, Maeve was a founding high school math and special education teacher at Village Green Virtual Charter School in downtown Providence. She has also previously worked as an education policy fellow for the RI Governor’s Office, and taught English as a Second Language and American literature through the Fulbright Bulgaria program. She lives in Providence, RI.
Rick Nannicelli has served several school districts in New Hampshire and Maine as a school leader for the past thirty years. He has been both a principal and Director of Special Education. He was named NH Middle School Principal of the Year in 1997 and has mentored aspiring principals via the Keene State College Principal Residency Network since that time. Prior to becoming a school administrator, Rick worked as a special educator with students with behavioral and emotional disabilities. He directed a private, day treatment facility serving at-risk students and adjudicated youth whereby he discovered his passion and interest in behavior management and school culture. He provides school and classroom coaching on these topics and is ever willing to share his expertise with colleagues. Currently, Rick works as an educational consultant with SERESC and is an adjunct faculty lecturer for Keene State College.
Allison Posey participates in curricular design, online course instruction, and leads professional learning programs, including the Center for Applied Special Technology (CAST) UDL Symposium. She works with educators to integrate and apply current understandings from brain research about learning into instructional practices so that all learners are able to access, integrate and become expert learners. She also coordinates the CAST free webinar series, free resources, and focuses on the central role of emotions in learning. Prior to coming to CAST, Allison was a life science teacher in high school and community college settings, teaching genetics, anatomy, physiology, biology, neuroscience, and psychology. She received a degree in Mind, Brain, and Education from Harvard Graduate School of Education where she also worked as a teaching fellow for courses such as Educational Neuroscience and Framing Scientific Research for Public Understanding. She also holds a Certificate in Fine Arts from the Maryland Institute of Art.
Stacey Purslow is the Program Coordinator for the NH Farm to School Program. She started the position in June 2009. Stacey holds a culinary degree, a BFA in photography from the Corcoran School of Art in Washington, DC, a degree in nutrition and dietetics from UNH's Thompson School. Stacey has spent many years in the food service industry, most recently with the Headstart program in Strafford County, and before that as a restaurant owner. She originally hails from New Jersey and has been living in New Hampshire for eleven years.
Project LAUNCH Local Program Director
Lara Quiroga serves as Manchester’s Program Director for Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health). LAUNCH is a federal collaborative agreement funded by SAMHSA that is pioneering new ways to promote young child wellness through various prevention and promotion strategies and working to ensure agencies work together to provide children and families a great start. Lara facilitates the building of strong partnerships leading to the replication of successful practices tried in Manchester and sustainable systems improvements that will last beyond the life of the project. Lara’s other professional experiences include serving as faculty, community outreach coordinator, child development and family resource center program manager, and Head Start and Early Head Start teacher and center director. As part of her work to improve the system serving children and families in Manchester and NH, Lara co-chairs the Spark NH Policy and Watch Me Grow Steering Committees, and participates on Pyramid Model State Leadership Team, Safe Schools/Healthy Students State Management Team, and Manchester Infant Mental Health Team. She is a Henry Morgan Award recipient in recognition of achievement in professional development and commitment to improving the quality of care and education in NH. Lara also volunteers as the Chair of the Board for the NH Children’s Trust, the state-designated agency leading the drive to eliminate child abuse and neglect.
Hannah Raiche is a youth advocate with lived experience in the mental health system who is now working in the field of youth engagement to empower other youth advocates to develop their voices and leadership skills and become equal partners in the process of systems change. Hannah is also very passionate about coaching adult allies in the area of authentic youth involvement. She has 3 years of experience advocating at the state level for youth-guided systems change and redevelopment to better ensure that all young people feel empowered and recognize their full potential for positive outcomes and a successful future. Hannah also has a year’s worth of experience serving as a collaborative member of the Youth MOVE National Member Services team and provided assistance and supporting the work of other youth advocates through identifying, creating, and disseminating resources that were needed by the youth voice field. Her duties included technical assistance to chapters across the country via resource identification and creation, webinars, teleconference calls, conferences, material resource identification and sharing, on-site visits, and strategic social media development. Hannah’s work with Youth M.O.V.E. has given her experience in understanding and managing System of Care grant deliverables related to youth engagement, provided her the opportunity to gather youth perspectives and to share and infuse this collective youth voice at state level policy and planning committees related to children’s behavioral health, and has enhanced her skills in providing formal and informal technical assistance to youth with mental health challenges.
Dr. Jim Rickabaugh serves as the Senior Advisor to the Institute for Personalized Learning, an education innovation lab dedicated to the transformation of public education. Jim formerly served as the Director of the Institute for six years and as a superintendent in several districts in Wisconsin and Minnesota. Dr. Rickabaugh was Wisconsin Superintendent of the Year in 2008 and Minnesota Superintendent of the Year in 1996. Dr. Rickabaugh is the author of Tapping the Power of Personalized Learning: A Roadmap for School Leaders, focused on helping principals and other educational leaders to engage their staffs in designing and implementing personalized learning ecosystems.
Alison Roberts is long-time NH public school leader. She currently serves as the Assistant Principal at the Strafford School where she also leads the Special Education and Data Teams and directs all professional development. In addition, Alison is an Ed.D. student at Plymouth State University where studying the Principal - Assistant Principal Mentor Partnership.
Adam Rubin is Founder & Partner with 2Revolutions. Prior to co-founding 2Revolutions in 2008, Adam spent over two decades catalyzing change through the design and launch of social enterprises across the education and community development sectors. He graduated with a B.A. in Government/Race Relations from Colby College and holds an MPA from Columbia University’s School of International and Public Affairs.
Luz Santana, co-director of the Right Question Institute; co-author of Partnering with Parents to Ask the Right Questions: A Powerful Strategy for Strengthening School- Family Partnerships (ASCD: 2016) and Make Just One Change (Harvard Education Press: 2011). In the late 1980s, as a parent of children in the Lawrence, MA public school system, she began to work with other parents as part of a drop-out prevention program. One of the founders of RQI, she is a nationally recognized educational innovator, facilitator who has designed a wide range of participatory learning curricula in many fields, including parent engagement, adult education, social services, health care, and voter engagement.
Jonathan Santos Silva is the project manager for Fuse Architect, an Institute initiative to launch 7 student-centered learning pilots at Rhode Island high schools. Jonathan is passionate about applying student-centered design thinking to build schools that work for students of all backgrounds and abilities. Prior to joining the Institute, Jonathan taught secondary math on the Pine Ridge Indian Reservation of South Dakota and then founded a blended learning high school in RI. He lives in Providence with his wife and children.
Lynn Stanley, LICSW is the Executive Director for the NH Chapter of the National Association of Social Workers. Previously, she was the Lead for the NH Afterschool Network where she promoted best practices in afterschool and advocated for meaningful afterschool policies. Lynn is a teaching lecturer for Plymouth State University, Rivier University, and Simmons School of Social Work. Lynn received her BA in Sociology from New College of Florida and her MSW from the University of New Hampshire.
Monique Temple Boudreau graduated from Salem State College in 1998 with her Bachelors in Elementary Education Studies. She later went on to get her Master’s Degree in Curriculum, Instruction and Assessment in Literacy at Lesley University in 2002. Since then Monique has continued her journey as a lifelong learner and an innovative teacher. She has been working on projects with the State of New Hampshire over the last 15 years including most recently, the NG2 project and an active member of the NHLI Innovation Studios series. She is currently a second grade teacher at Maple Street Magnet School in Rochester, the first and only magnet school in New Hampshire.
Amanda Tozier has been an elementary school teacher since 2003, teaching multiple grade levels spanning second to fifth grade in the Sanborn School District. She earned her B.S in Elementary Education from Keene State College in 2002 along with completing a minor in dance. Additionally, she earned a M.Ed in Creative Arts and Learning from Lesley University in 2006. Amanda has developed and utilized quality performance assessments (QPAs) to assess competency. She has presented at local conferences on academic competencies, as well as UNH at a previous summer summit. Amanda also continues to serve as a representative for developing QPAs for the state of New Hampshire's growing bank of performance based assessments for PACE. In her spare time, Amanda is typically spending time with her family or teaching yoga to toddlers to teens at a local studio.
Curriculum Director and Assistant Principal
Michael Turmelle has just completed his twenty-sixth year as an educator, the last twenty years being spent in New Hampshire high schools. For the past seven years, he has served the Sanborn Regional School District as the Curriculum Director and Assistant Principal of the high school. Prior to his tenure at Sanborn, he was employed for 13 years at the John Stark Regional School District, the last three as school principal. He has a strong interest in school redesign and assisting schools to develop academic, civic, social, and work-study practices to meet the needs of 21st century learners and citizens.
Jonathan G. Vander Els, Ed.S., is the Executive Director of the New Hampshire Learning Initiative (NHLI), a foundation created to serve as a catalyst for innovation in education in New Hampshire. NHLI supports the scaling of a fully integrated, personalized, and competency-based PreK-20 system in the state.
Jonathan was formerly the principal of Memorial Elementary School in the Sanborn Regional School District in New Hampshire. Under his leadership, Memorial Elementary School has became a nationally recognized model professional learning community and competency-based learning environment.
Jonathan has presented at numerous local, state, and national conferences on PLCs, competency-based education, teacher leadership, and assessment. He is actively involved in the New Hampshire Performance Assessment of Competency Education (PACE) initiative and leads the State of New Hampshire’s effort to integrate skills and dispositions into curriculum, instruction, and assessment.
Jonathan earned a bachelor’s degree in history, a master’s degree in elementary education, and a specialist degree in educational administration and supervision from the University of New Hampshire. He holds elementary education, principal, and superintendent certification in New Hampshire.
Jamie Vollmer is president of Vollmer, Inc., a public education advocacy firm working to increase student success by raising public support for America’s schools. Over the last twenty-eight years he has worked with educators, parents, and community leaders to remove the obstacles to student success.
Jamie is the author of the highly acclaimed book," Schools Cannot Do It Alone," proclaimed by the American School Board Journal as one of the top ten books of the year. In addition to his book and numerous articles, Mr. Vollmer has written and produced the videos, "The Ever Increasing Burden on America’s Public schools, Why Our Schools Need to Change," and "Teachers are Heroes." He is also the writer and producer of the ground-breaking video series, The Great Conversation. Jamie Vollmer has been named a Friend of Public Education in both Texas and Ohio, and he also received the Learning and Liberty award from the National School Public Relations Association for his efforts to build understanding and trust in America’s public schools.
Nancy Wells, MS RN NCSN, is the School Nursing Coordinator in the Office of Student Wellness at the NH Department of Education. Wells, a nationally certified school nurse and former clinical assistant professor at UNH, supports the areas of student wellness, mental health, alcohol and substance abuse, parental education, school health policy and staff development.
Professor of Psychology, University of Virginia
Daniel Willingham earned his B.A. from Duke University in 1983 and his Ph.D. in Cognitive Psychology from Harvard University in 1990. He is Professor of Psychology at the University of Virginia, where he has taught since 1992.
He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is the author of Why Don't Students Like School?, When Can You Trust the Experts?, Raising Kids Who Read. and The Reading Mind (forthcoming). His writing on education has appeared in fourteen languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences.
Cassie Yackley, Psy.D., has spent more than 25 years committed to understanding and effectively addressing the impact of societal oppression (and poverty) and adverse childhood experiences (including trauma) on children, caregivers/families, and systems. She believes that people are more than their symptoms, which are our body's (and mind's) way of dealing with overwhelming adversity. People do the best they can, given their circumstances. Relational safety, compassion, opportunities for reflection, and empowerment allow us to transcend traumatic experiences. Cassie has collaborated with individuals, providers, and agencies across the child-serving systems to employ this approach.
Cassie brings together recent discoveries from developmental neuroscience, attachment, and reflective practice to help audiences learn how a focus on our relationships and awareness of our reactions leads to better working environments and outcomes for both staff and the consumers they serve. Cassie’s projects have included: Partners for Change, working with NH Child Protective Services and Juvenile Justice to both actualize their commitment to trauma-informed care and more effectively coordinating efforts across systems; Safe Schools, Healthy Students, providing training in trauma-informed practices for five major NH school systems; Growing Healthy Families, developing sustainable capacity for ongoing training of NH mental health providers in Child Parent Psychotherapy one of the few evidenced-based treatments for children six and under and their caregivers; Trauma-Informed Early Childhood Services, Pre-school Technical Assistance Network, & State Systemic Improvement Plan, where she is developing a sustainable network of training and support for early-childhood care providers and pre-school teachers and staff. She has developed training and provided consultation with organizations and systems making the shift to a reflective, trauma-informed stance including NH DCYF, NH Hospital, Crotched Mountain Rehabilitative Center, and several schools and school districts. Yackley served 10 years as Director and Chief Psychologist for an APA-accredited doctoral intern program and continues to tremendously enjoy teaching and supervising growth-minded professionals.
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