Associates

Adrienne S. Dowden M.A.CV full version here

Adrienne has a Master’s degree from Xavier University in Curriculum and Instruction with an emphasis in Reading Instruction, and a Bachelor of Arts from Dillard University in Elementary and Special Education. As a reading specialist, she has worked at the national, state and local levels helping schools and districts increase their knowledge of effective reading instruction and differentiating instruction to improve students’ grade level reading ability.

Adrienne has worked with many agencies including the Southwest Educational Development Laboratory (SEDL) and the Center for Development and Learning (CDL), where she provided ongoing support and resources from scientifically based research in reading instruction, including coaching and job-embedded professional development.

In addition, Adrienne served as a special education teacher, an elementary education teacher, a Reading Facilitator and Reading Specialist for over 24 years in New Orleans Public Schools. As a Reading Coordinator and National Trainer for the American Federation of Teachers (AFT/UTNO), she coordinated the AFT Reading Project in New Orleans. She also served as a Regional Educational Program Consultant 3 for the Louisiana State Department of Education providing professional development to Reading First and non-Reading First schools for coaches, principals, and teachers.

From 2005-2006, Adrienne was the Senior Reading Specialist for the National Center for Family Literacy (NCFL) supervising the development and implementation of the USDOE Expanding the Reach Project, which included scientifically based reading research and providing content and technical assistance to Title-One, low-performing elementary schools. This project focused on meeting schools’ needs to provide effective reading instruction through working with national reading experts, technical assistance specialists, state and local education agencies, to deliver training and technical assistance for implementing evidence-based reading instruction.

Adrienne brings considerable expertise and wide-ranging experience as she joins GHA’s mission to promote excellent professional development for teachers and administrators. Her consulting and training specialties include implementing research-based practices for reading instruction and differentiating instruction to improve student achievement.

Angie R. Hanlin, M.A.CV full version here

Angie Hanlin holds a Master’s degree in Elementary Administration from William Woods University, and a Bachelor of Science in Elementary Education, with a minor in Language Arts and Literature, from Southeast Missouri State University.

Angie has 12 years of teaching experience in the elementary classroom. Currently, she is a fifth grade teacher for Matthews Elementary in the New Madrid County R-1 School District. During her teaching career, she has worked with various grade levels, written curriculum guides, and mentored new teachers. She has also served on the district’s RTI team where she found a new passion for identifying and working with low performing students. She has experience with and has helped train teachers using DIBELS, Read Naturally, and AimsWeb programs.

Angie began working with Dr. Vicki Gibson in 2009. She was selected to become part of the GHA Associate team because she is an outstanding teacher and trainer who has successfully implemented differentiating instruction, RTI, and two choice discipline in regular classrooms. She currently makes video clips for GHA in addition to offering hands-on expertise and insight regarding successful implementation of best practices in the classroom.

Laurie MounceCommunications Associate

Laurie Mounce received her Bachelor of Science degree from Texas A&M University, with an emphasis in Special Education. She completed coursework under both Dr. Gibson & Dr. Hasbrouck, and has successfully implemented many of their methodologies including differentiating instruction and two choice discipline. She has taught at the elementary level in both Katy Independent School District and Cypress Fairbanks Independent School District.

Currently, Laurie is the Communications Associate for GHA. She maintains the website, manages product distribution, and coordinates professional services between GHA associates and the educators they serve.

Ginger K. Rogers, M. ED.CV full version here

Ginger received her Master’s degree from Texas A&M University in Education, completing coursework and research directed by Dr. Jan Hasbrouck. She completed a Bachelor of Science degree from Tarleton State. Ginger specializes in reading fluency, academic assessments and interventions, differentiating instruction, and classroom management. She also provides consulting services in RTI and helping schools achieve Annual Yearly Performance (AYP).

Ginger has been providing educational services in Texas schools since 1975, including serving as a classroom teacher and instructional coach, in both general and special education pubic school classrooms. Her primary emphasis has been in special education, working with low performing students, and helping teachers provide instruction tailored to students’ strengths and needs.

Ginger co-authored an article with Dr. Hasbrouck (1999) on reading assessment and reading fluency that was published in Reading Research Instruction. She also participated as a contributing author for the development of educational software assistive for general management tasks in special education programming.

Ginger is the Chairman/Owner of JVI Management Services, a corporate professional development company that provides consulting services nationally and internationally. Each year she conducts reading clinics in San Pedro, Ambergris Caye, Belize in Central America, overseeing their summer school programs for children at risk.

Read Naturally: A strategy to increase oral reading fluency. Reading Research Instruction 39(1):27-37, Hasbrouck, J.E., Ihnot, C., and Rogers, G. 1999.

Shea Stanfield-McGarrah, M. ED.CV full version here

Shea Stanfield-McGarrah holds a Master’s degree in Educational Administration from Emporia State University, and a Bachelor of Science in Elementary Education, with a minor in Early Childhood, from the University of Arkansas.

Currently, Shea is the Core Knowledge and Early Childhood Coordinator for the Hurst-Euless-Bedford schools, located between Dallas and Fort Worth, Texas. Her main responsibilities include planning, implementing, and evaluating instructional programs and curriculum including learning objectives, instructional strategies, and assessment techniques, for a diverse district of 21,000 students.

Shea has served in both public and private school systems in Arkansas, Missouri, Kansas, and Texas. Her extensive experience includes 11 years of teaching in grades K-5 and 12 years serving as an administrator in the roles of Assistant Principal, Principal, Curriculum Coordinator, and Adjunct Instructor. She has written and presented at various local, state, and national conferences. She regularly lends her expertise to early childhood organizations and daycare partnership programs throughout the United States.

Shea’s dynamic expertise as a presenter, teacher trainer, and field educator provides current, real world exposure and knowledge about the needs of educators in schools. She is a valuable contributor in GHA product development and professional training.

Sandra Strong, M. ED.CV full version here

Sandra received her Master’s degree in Education from Texas A&M University and her Bachelor of Science in Speech and Hearing Therapy from Texas Tech University. She completed the course requirements for certification in Speech and Hearing Therapy. She is also certified as a Master Reading Teacher and ESL instructor.

During her career that includes 27 years of teaching and consultation experiences, Sandra has provided differentiated instruction to improve the reading skills for many students struggling with challenges from dyslexia or special needs. In this role, she consulted with teachers and assisted with instructional planning, curriculum placement, and using best practices that enhance student performance.

Sandra worked for 3 years as an adjunct faculty member at Texas A&M University (TAMU) providing instruction and guidance for preservice teacher candidates earning degrees in special education. She served as a University Supervisor for Student Teachers at TAMU.

Sandra met and began working with Dr. Jan Hasbrouck, her mentor and professor from TAMU. Sandra has provided professional development nationally specializing in research-based reading instruction, coaching, dyslexia and RTI. Her educational expertise contributes to the quality of GHA’s products and trainings.

Brenda Van Gorder, M. ED.CV full version here

Brenda Van Gorder holds graduate degrees in Special Education, with an emphasis in Early Childhood, Educational Leadership and School Administration. Ms. Van Gorder presents regularly at the local, state, and national level regarding numerous issues related to early childhood and special education, including legal foundations for special education, best practices, and program compliance.

Brenda is involved in leadership capacities with numerous state and national level committees and workgroups including: Governor’s Early Childhood Advisory Board, New York Department of Education, Utah State University Early Childhood Teacher Preparation Advisory Board, and Utah State Office of Education. Brenda provides technical assistance and professional development to multiple state and district level agencies including: Mountain Plains Regional Resource Center, New York Department of Education, Utah State Office of Education Title I and Special Education Early Childhood, and Utah Education Network Early Childhood Library. Ms. Van Gorder has authored and co-authored numerous articles in professional publications specific to coaching, early childhood, and special education topics.

Currently, Ms Van Gorder is the director of a large urban public school district preschool program in Utah where nationally recognized, high quality practices are implemented under her direction. Ms. Van Gorder has served in local, district and state department of education administrative positions, and she has taught preschool through 6^th grade. Ms. Van Gorder is currently under contract with multiple states and the Bureau of Indian Education to provide state level complaint investigations. Furthermore, she teaches undergraduate, graduate and doctoral students at the University of Utah in the area of special education law.

Brenda brings exceptional expertise to GHA as an associate specializing in professional development and administrative issues related to early childhood, special education, special education law, and school administration for preschool and K-12 programs.

Vickie D. Whitfield, M. ED.CV full version here

Vickie D. Whitfield holds a Bachelor of Science degree in Elementary Education with a specialization in Mathematics and a Kindergarten endorsement. She earned her Masters Degree in Educational Administration from the University of Texas at Arlington.

Her experiences in education span over 26 years where she has served as a classroom teacher, a Lead Reading Teacher/Area Advisory Reading Teacher, Independent Consultant, and a Curriculum Development Specialist. She has provided coaching and training for classroom teachers in reading and writing instruction for several school districts. Her experiences include writing curriculum for summer school programs, as well as the Dallas ISD Reading Academy.

Vickie served on the Editorial Review Board for the Reading Teacher Journal, a journal published by the International Reading Association from 2007-2009. Vickie also served as co-editor for the Literacy Leaders Department for Reading Teacher Volume 61 and 62 (2007-08, 2008-09). She presently works as a Curriculum Development Specialist for istation, a web-based technology reading program.