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Meet Our Team

Lois Luckey Treiber, M.S.

Lois Luckey Treiber is an Educational Consultant with CORE. She holds a master's degree in speech pathology from Northern Arizona University, with advanced training and a specialization in reading disabilities. Ms. Luckey Treiber is a regional trainer for Language Essentials for Teachers of Reading and Spelling (LETRS) and has helped teachers understand how their students learn to read and write and how they can use this understanding to guide instruction. She has a broad knowledge of research-based reading programs, and she has several years of experience in public schools as a speech, language, and reading specialist.

Ms. Luckey Treiber is passionate about building the bridge of information and communication between the teaching and research communities to ensure the future success of all students, which relies on their ability to become proficient readers.

Joan G. Macon

Joan G. Macon is an Educational Consultant with CORE. She holds a bachelor’s degree in elementary education and also English literature (cum laude) from the University of Redlands. She has over 60 units of postgraduate work, emphasizing language arts education. Mrs. Macon taught grades K–2 over a span of 25 years and spent 13 years in the district office of the Garden Grove Unified School District in California as a Program Facilitator in the department of K–6 Instructional Services. As such she did a great deal of staff development and led the language arts team. Since retiring from the district, she has supervised student teachers from California State Universities at Long Beach and Fullerton and presented many workshops to reading councils, CRA, and local school districts. She is also the current president of the California Reading Association.

Mrs. Macon’s experience with CORE began in the fall of 1998, and since then she has given workshops to various school districts, including many in Southern California but also in Northern California, Idaho, Virginia, and Washington. She has also done many site visits and consultations with teachers and principals. Her interest in reading and in children’s literature has been continuous, and she finds great satisfaction in assisting teachers to deepen and enrich their expertise in teaching their students.

Barry Marks, M.S.

Barry Marks is a Senior Educational Consultant with CORE. He holds a Master of Science degree in education from the University of Southern California. He served as an administrator and a regular and special education teacher during a 37-year career in public education. During his years as Director of Curriculum and Instruction in Pajaro Valley Unified School District, he worked closely with nationally recognized literacy researchers to develop and implement exemplary programs for elementary and secondary struggling readers.

Mr. Marks has served with CORE since 2004, working in urban, suburban, and rural settings. He has worked as a District Implementation Advisor for Buffalo Public Schools (New York) and Oxnard School District (California), and he has provided vocabulary, reading comprehension, and fluency workshops in eight states and Windsor, Ontario, Canada. His experience with reading programs includes Language!, Prentice Hall, and Holt. Mr. Marks has extensive experience working with districts with populations of English learners, and he is dedicated to using his background in reading research and effective classroom instruction to support teachers and administrators to implement programs that improve and sustain student achievement.

Melanie Matthews, M.A., NBCT

Melanie Matthews is an Educational Consultant with CORE. She holds a Master of Arts degree in education from the University of Michigan-Dearborn. She is also a National Board Certified Teacher holding an Early and Middle Childhood Literacy: Reading Language Arts certificate. As a reading specialist, Melanie has solid knowledge and understanding of instructional strategies in literacy/reading language arts. She has been extensively trained in reading theory, scientifically based reading research, and presentation and facilitation skills.

Having taught nine years in elementary and middle schools, Melanie also served as a lead teacher, supporting classroom teachers with curriculum implementation. As a literacy coach for the Detroit Department of Curriculum and Instruction, she provided in-class support, research-based instructional methods, resources, and districtwide professional development to K–3 teachers. She’s currently an early childhood specialist for the Office of Foundation for Early Learners.

Melanie enjoys training fellow educators and providing them with the leadership and support needed to improve student achievement while building teacher capacity.

Nancy McGivney

Nancy McGivney is a Senior Educational Consultant with CORE. She has taught for over 18 years. She has a wealth of experience working with struggling students and English learners, having taught reading intervention summer programs for years. As the assessment mentor for her district, she has led her schools in using assessment results to guide reading instruction for student progress and school improvement.

Ms. McGivney’s experience with CORE includes working in urban, suburban, and rural school settings. She has served as a site consultant for schools ranging from an inner city school in Honolulu, Hawaii, to very rural schools on other islands in Hawaii, to remote schools in Alaska. She also has served as a consultant for an Idaho school district and a rural Bureau of Indian Affairs school through initial implementation and then refinement over subsequent years. Her interest in reading improvement for English learners translates to a deep commitment to the success of each and every child learning to read.

Shawna Moran, M.S.

Shawna Moran is an Educational Consultant with CORE. She holds a Master of Science degree in elementary education, an Initial Administrative Licensure, and a Reading Specialist endorsement. Mrs. Moran's career in education began as an elementary school teacher serving in Title I and ESOL settings, and she later served as an Instructional and Reading First Coach, helping establish multitiered systems of instruction and intervention.

Mrs. Moran has gained experience with the change process, the implementation of core reading and intervention programs, teacher training and technical coaching, building and managing comprehensive assessment systems, and facilitating problem-solving and data-study meetings. In addition, she has served on the local reading council, has mentored beginning teachers, and has taught reading courses for local universities and school districts. Her current work at CORE includes helping schools and districts implement reading curriculum and interventions across tiers, comprehensive assessment systems, and research-based reading instruction, and she enjoys delivering trainings on leadership, coaching, and Response to Intervention. Her interest in effective instruction and interventions translates to a deep commitment to the success of every child learning to read.

Irwin Ozer, M.S., J.D.

Irwin Ozer is a Senior Educational Consultant with CORE. He has a master’s degree in education with a specialization in mathematics. He also has a master’s degree in television and radio and a J.D. from New York Law School. Mr. Ozer has taught elementary, middle, and high school and has been a Director of Mathematics in Richardson, Texas, and a Deputy Director of Programs for math, science, and technology in the District of Columbia Public Schools. He was a mathematics specialist for the New Jersey Department of Education, a school improvement consultant and math specialist for the Southern Regional Education Board, and an executive editor for SRA and Wright Group/McGraw-Hill.

Mr. Ozer has presented at NCTM conferences and was on the executive committee for two NCTM regional conferences. He has also presented for the New Jersey School Boards Association, the Association of Mathematics Teachers of New Jersey, and the New Jersey Education Association. He is also the owner of Math Sense Professional Development, where he creates and presents mathematics programs for school districts.

Mr. Ozer has written on cooperative learning in mathematics and assessment. He is committed to improving student achievement by getting students to talk and write about mathematics to develop their understanding.

Isabel M. Perez

Isabel M. Perez is a Senior Educational Consultant with CORE. She holds a degree in liberal studies with an English minor, has a Multiple Subject Credential, and is certified for work with English learners. Ms. Perez’s school system experience ranged from third grade teacher through middle school teacher and intervention specialist. She has worked as a consultant, providing strategy and accountability coaching to diverse school districts in California. Prior to coming to CORE, she was the literacy coach for the Montebello Unified School District, focusing on English learners and English language development.

Ms. Perez has significant background in administering and analyzing data, including DIBELS data. In addition, her experience has included supporting the implementation of SDAIE, reciprocal teaching, direct instruction and process writing, and providing collaborative planning, demonstrations, and coaching support.

Ms Perez has been with CORE since 2007. In her work with CORE, she has delivered the Response to Intervention and Instruction (RtI) Institute, Reading Coach Institute, Vocabulary Workshop, and various differentiation workshops. She also supports administrators and teachers with the implementation of research-based programs and effective instructional practices. Ms. Perez is committed to her work with schools to continually improve literacy outcomes for all students.

Michelle J. Ramey, M.A.

Michelle J. Ramey is a Senior Educational Consultant with CORE. She holds a Master of Arts degree in education with a reading emphasis from California State University at Sacramento. Mrs. Ramey has taught grades 1, 3, and 5; has served as a reading specialist, reading clinician, reading coach, and reading program consultant to administrators, coaches, and teachers in urban and rural districts throughout the state of California; and has taught postgraduate courses on the teaching of reading.

Mrs. Ramey has developed and instructed numerous trainings and five-day institutes on research-based reading instruction for teachers, reading coaches, and administrators, with a strong emphasis on the significance of good first teaching, addressing the needs of diverse learners, and assessment-based early and tiered intervention. Her experience with CORE began in April 2008. She has supported the development of training programs and professional development curriculums for California and is currently conducting program-specific webinars. She has extensive experience working with districts with populations of English learners. Her passion for excellence in reading instruction translates to a deep commitment to the success of each and every child learning to read.

Candace Rice, Ed.D.

Candace Rice is an Educational Services Manager with CORE. She is responsible for training CORE staff. She holds a doctorate degree in curriculum and instruction from Argosy University in Sarasota, Florida. Dr. Rice has taught several grades at the middle and high school levels, has served as a reading/writing teacher specialist for low-performing schools in South Carolina, and has been a National Consultant for Soar to Success. In addition, she spent several years teaching adult education literacy courses.

Dr. Rice has presented numerous professional development sessions for classroom teachers, administrators, and district and state personnel. She has experience working in urban, suburban, and rural school settings. Her interest in literacy acquisition translates to a deep commitment for the success of each and every child learning to read.

Teresa M. Roeder

Teresa M. Roeder has a long and distinguished history with CORE. She worked as a full-time consultant during CORE’s developmental period, helping to create CORE’s services and products and is presently a Senior Educational Consultant. Ms. Roeder returned to her school district, San Ramon Valley in California, where she worked in the Office of Instruction and Assessment, responsible for professional staff development districtwide, curriculum development, and implementation of the K–3 Assessment Plan aligned with a standards-based reporting system; served on the District Assessment Team; was the District Inclusion Specialist; and most recently assumed a position at the high school level as a teacher of English and a Resource Specialist for students identified for participation in special education. She has served in the capacity of a Teacher Leader, Mentor Teacher, and districtwide new teacher coach and Literacy Specialist, providing professional staff development in literacy, K–8, to teachers new to the district and new to their grade level. Further, Ms. Roeder has served as an instructor in the Reading Certificate Program for the University of California, Berkeley.

Just before returning to CORE, she served as Executive Editor for LeapFrog School House and was a contributing member to a research study involved with the University of London. Ms. Roeder holds a Bachelor of Arts degree in psychology and sociology from the University of Sonoma with an Elementary Credential, a Learning Handicapped and Severely Handicapped Specialist Credential, and resource specialist’s advanced degree.

Kristi L. Santi, Ph.D.

Dr. Kristi Santi is an Educational Consultant with CORE. She holds a Ph.D. in special education from Florida State University with a specialization in the prevention of reading disabilities, a master’s degree in special education with an emphasis in collaboration, and a master’s degree in the art of teaching for secondary education.

Dr. Santi brings extensive and varied experience to CORE as a former special education teacher with teaching experience in grades K–12, a professional development specialist, and an author of assessments and intervention products. She has taught in general education settings, total inclusion classroom settings, and resource classrooms. As a professional development specialist, Dr. Santi has provided various forms of professional development to schoolteachers, administrators, lead district personnel, corporations, and university professors. Her talks have been delivered throughout the United States, Europe, and Asia. As a researcher, Dr. Santi was the co-investigator of an IERI grant that investigated the impact of mentoring/coaching on student outcomes as well as technology and assessment on student outcomes. She is the co-author of early reading benchmark (TPRI), progress monitoring assessments (TPRI, PMER, and MPLE), and bilingual intervention products. Her focus is working with teachers and school districts on data-driven instruction for improved student outcomes.

Benjamin D. Scherz, Ed.M.

Benjamin Scherz is an Educational Services Regional Manager with CORE. He holds a Master of Education degree from the Harvard Graduate School of Education, with a focus on risk and prevention. Mr. Scherz has taught grade 1, grade 5, and special education, and has served as an educational consultant. Prior to joining CORE, Mr. Scherz worked as a reading coach for grades K–6 at a grant school in a small community located in the heart of the Navajo Nation.

Mr. Scherz's extensive knowledge of core curricula and intervention reading programs enables him to support school systems in implementing effective literacy programs.

Mr. Scherz’s career as an educator spans 15 years working in urban and rural school settings, primarily with Native American children and African American children from diverse educational backgrounds. His interest in reading and literacy is the foundation for his commitment to ensure the success of each and every child learning to read.

Amy Serda-King

Amy Serda-King is an Educational Consultant with CORE. She holds a bachelor’s degree in interdisciplinary studies from Texas A&M University and a master’s degree in education from the University of Texas at San Antonio. Mrs. Serda-King has taught mathematics in the middle grades and has served as a Math Educational Specialist for Education Service Center, Region 20, which supports 51 school districts. She planned, developed, organized, and conducted staff development for K–12 math educators. Ms. Serda-King stays abreast of research-based instructional strategies through teaching an education and mathematics course at St. Mary’s University, which is designed to educate elementary education majors on the national and state standards for mathematics. She currently provides professional development to K–12 educators in the areas of sheltered instruction, building academic language, English language proficiency standards, paraprofessional state training, instructional coaching, integration of manipulatives, and technology in the mathematics classroom.

In addition to Ms. Serda-King’s experience with explicit mathematics instruction, she was nominated to be a teacher featured on a website to attract people in the profession of teaching. Ms. Serda-King is deeply committed to education and believes that all children deserve high-quality instruction.

Carol Shanahan, M.A.

Carol Shanahan is an Educational Consultant with CORE. She earned a Master of Arts degree in education from Oakland University in Rochester, Michigan, and subsequently went on to teach for 20 years in the state before relocating to Southern California. Carol also holds a Multiple Subject Teaching Credential from the state of California, along with a Reading Certificate and an ESL Endorsement from the University of California, San Diego.

Carol has served for numerous years as a classroom teacher, a reading specialist, and a literacy and assessment coordinator. She has also been an SB 472 and AB 466 trainer, as well as a literacy trainer for districts throughout the state. For the past 15 years, Carol’s work has focused largely on English learners. She is dedicated to ensuring that every student becomes a successful lifelong reader.

Ray A. Shepard, M.A.T.

Ray Shepard is CORE's Vice President and Chief Academic Officer. He leads the Educational Services group and is responsible for the day-to-day operations, training, and quality control of CORE’s educational consulting staff. Ray brings 30 years’ experience in teaching, educational publishing, and delivering professional learning services to schools across the country. He is a graduate of the University of Nebraska Teachers College, where he received an Outstanding Alumni Award, and the Harvard Graduate School of Education, which he attended on a Martin Luther King, Jr. Fellowship from the Woodrow Wilson Foundation. Ray is a member of the National Staff Development Council, the Coalition for Student Achievement, and a member of the steering committee for the Software and Information Industry Association’s Ed Tech Government Forum.

Diane Shimoda, M.S. Ed.

Diane Shimoda is a Senior Educational Consultant with CORE. She holds a Master of Science degree in education with an emphasis in reading from Pepperdine University. Ms. Shimoda has a vast and varied experiential base, having taught all grades K–6 and served as a reading specialist, a curriculum specialist, and an adjunct professor of “Reading in the 21st Century” at Chapman University. She is currently the Subject Matter Expert for the reading certificate program at the University of California, Irvine Extension. Ms. Shimoda’s expertise in working with teachers of students learning English as a second language ranges from being a CRLP (California Reading and Literature Project) trainer of “Focused Approach to Frontloading Instruction for English Language Learners” to “Systematic ELD” training. She is an SB 472 trainer and works with CORE to certify trainers. As a Project GLAD (Guided Language Acquisition Design) key trainer, she not only has provided workshop presentations on current research and methodology, but also has modeled instructional strategies for teachers with students in their classrooms.

Ms. Shimoda was the Reading First Coordinator and Content Expert for a large Southern California elementary school district where she administered, cognitively coached, and provided support for the 23 district literacy coaches as well as provided presentations on current research to district staff members and administrators. Her commitment to the success of every child learning to read is also evidenced in the hours of volunteer time she has given to her local Orange County Reading Association, having served as president as well as other offices.

Kristin Taylor-Lloyd

Kristin Taylor-Lloyd is a Senior Educational Consultant with CORE. She holds bachelor’s degrees in English and Spanish from the University of California, Berkeley, with extensive postgraduate courses in reading literacy, curriculum development, and instructional methodology. Ms. Lloyd brings to CORE extensive and varied experiences, having served as a member of the school and district coaching teams in Pajaro Valley, California. In this position, she provided support for reading literacy and professional development in instructional practices. She has been a California public school teacher for almost 30 years, mainly in grades 4–6.

Since 1998, Ms. Lloyd has worked as an Educational Consultant for CORE, specializing in research-based core and intervention reading programs for K–8. In this role, Ms. Lloyd has conducted districtwide seminars regarding literacy research and instructional best practices in California, Colorado, Indiana, North Carolina, and Wyoming. Additionally, as a CORE literacy consultant, she has served in two coaching functions: as an executive coach to principals/leadership teams, to enhance understanding of the core reading program, data analysis and planning, and best instructional practices; and as an instructional coach to teachers where the principle tasks are to train and to model best pedagogical methods in conjunction with implementation of the reading program.

Carlos Ulloa, Ed.M.

Carlos Ulloa is a Senior Educational Consultant with CORE. He holds a bachelor’s degree in liberal studies with a Spanish emphasis from San Diego State University and a master’s degree in education from Harvard University, and he is a currently completing his doctoral work in educational leadership at the University of California, Los Angeles.

Carlos has taught K–6 in large urban, suburban, and agricultural communities in English, Spanish, and dual-immersion settings. Carlos went on to be trained as a Reading Recovery teacher and later served as assistant principal at the elementary and middle school levels and principal at the elementary level. His work also includes authoring and editing trainings and textbooks, teaching CLAD and BCLAD courses at California State University San Marcos, and helping the San Pasqual Indian Reservation develop an Even Start program. Carlos is currently the Director of Curriculum and Instruction in the San Ysidro School District.

Amy Van Ravenswaay, M.A.

Amy Van Ravenswaay is an Educational Consultant with CORE. She holds a master's degree in reading and leadership from the University of Sioux Falls in Sioux Falls, South Dakota. Ms. Van Ravenswaay has taught reading in grades K–12, served as a reading specialist, consulted with South Dakota Department of Education, and taught preservice and in-service teachers through the University of Sioux Falls.

Ms. Van Ravenswaay’s CORE experience includes working with the San Bernardino California Unified School District Literacy Initiative, National Heritage Academy charter schools, Aberdeen Washington School District, and many others. Her interest in reading and brain research translates to a deep commitment to the success of each and every child learning to read.

Susan Van Zant, Ed.D.

Susan Van Zant is a Senior Educational Consultant with CORE. She holds a Master of Arts degree in curriculum development from Northern Arizona University and a doctorate in educational administration from Alliant University in San Diego. Dr. Van Zant taught reading in the elementary grades prior to her appointment as school principal. As an elementary and middle school principal for 27 years in the Poway Unified School District, she worked with her teachers to present well-defined reading programs, which led to increasingly high achievement scores. Three of the schools where she was principal were selected to be National Blue Ribbon Schools. In recognition for her achievements, Dr. Van Zant was chosen to be a National Distinguished Principal, and she is also a Milken Educator Award recipient. Most recently, Dr. Van Zant presented workshops for a major publisher related to implementing a reading program.

Dr. Van Zant has served as a CORE Educational Consultant since 2002. She has experience presenting CORE professional development workshops and as a site consultant. She works with educators in urban, suburban, and rural school settings throughout the United States, and she has extensive experience working with districts with populations of English learners. Her interest in reading fluency research and the development of academic vocabulary is based upon her commitment to help all children learn to read well.

Nancy Volpe, M.A.

Nancy Volpe is an Educational Consultant with CORE. She holds a Master of Arts degree from Washington University in St. Louis, Missouri, with a major in instructional process with a focus on reading. Ms. Volpe has an extensive and varied background, having served as a reading coach, a primary and middle grade teacher, a Title I Math and Reading Specialist, a Reading Recovery instructor, a district workshop facilitator, and a District Literacy Specialist. Ms. Volpe has broad knowledge of core and supplemental reading programs designed for elementary and middle school grades. She most recently has worked as a reading consultant for textbook companies and as an independent reading consultant.

In addition to developing and marketing classroom and task-timing products for classrooms, Ms. Volpe has developed her own program to promote reading and writing across the curriculum, which has received grant funding. Ms. Volpe has a deep interest in the reading process and works strives to help ensure the success of every child learning to read.

Terry Wardlow, Ed.S.

Terry Wardlow is an Educational Consultant with CORE. She holds a specialist degree in educational leadership from the University of Georgia and a master’s degree in mathematics education from Georgia Southern University. During her career in public education, Ms. Wardlow has taught high school mathematics, served as an instructional lead teacher, was an assistant and associate principal, and recently served as a district math coach and adult educator. She has provided effective professional development at the school, district, and regional levels. Various areas of mathematical education, including problem solving, use of manipulatives, differentiation, collaboration, and curriculum mapping, have been some of the professional development topics. She has presented at conferences for SREB High Schools That Work and at the American Association of School Administrators. Ms. Wardlow is also a certified trainer in Learning Focused Schools and was an evaluator for the Georgia Pay-for-Performance program. 

Ms. Wardlow is dedicated to the improvement of mathematics education as it leads to better understanding of mathematics and its applications for students.

Shelia R. Wells, M.A.

Shelia R. Wells is a Senior Educational Consultant with CORE. She holds a Master of Arts degree in education from Claremont Graduate University. Shelia has taught elementary and middle school in California. She has also served as a district coach and trainer for Math Matters, Open Court, Houghton Mifflin Reading, and the Beginning Teacher Support and Assessment (BTSA) programs.

In addition to the above experiences, Shelia has worked as a consultant throughout California, providing elementary administrators as well as teachers textbook support via the California AB75/AB466 initiative. She has extensive experience working with districts with populations of English learners.

Within CORE, Shelia has provided professional development related to teaching adolescents how to read. She has also provided professional development and trainings to administrators and teachers on delivering instruction on fluency, vocabulary, and comprehension. Currently, Shelia is supporting various urban, suburban, and rural districts as a District Implementation Advisor as well as an Executive Coach for Reading First and non-Reading First schools.

Jill Youngren, M.Ed.

Jill Youngren is an Educational Consultant with CORE. She holds a Master of Education degree specializing in reading curriculum and instruction from Lesley University and a principal license from Western State College. Ms. Youngren comes to CORE with extensive experience serving as a primary and upper grade teacher, a reading specialist in middle school, a project director for Colorado Reading First, and an instructional leader in reading and assessment at the district level. Ms. Youngren has provided district professional learning in reading strategies, Response to Instruction and Intervention, professional learning communities, and common assessments for elementary through high school teachers and administrators. Ms. Youngren’s knowledge of supplemental and core reading programs has enhanced student achievement in the districts she has worked with. Ms. Youngren is also a full-time faculty member at Western State College in reading for the teacher education department.

Ms. Youngren’s experience with CORE has impacted the lives of educators in urban, suburban, and rural school settings. She has been a lead consultant in establishing alignment of support programs of language acquisition, learning disabled, gifted and talented, as well as general education. Ms. Youngren’s passion and commitment to education translates to a deep dedication to the success of each and every child learning to read. Her experience and set of skills will serve to enhance the delivery of caring and effective instruction for all educators.

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