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NYS RtI TAC Staff Members
Theresa M. Janczak, Ph.D.: Principal Investigator, Project Director; Western Consortium Member
Contact information: janczak@nysrti.org
Theresa M. Janczak serves as Principal Investigator and Project Director of the New York State Technical Assistance Center. She will also serve as the Western Consortium Member to two pilot schools in the western part of the state. In addition to her work with the NYS RtI TAC, Dr. Janczak is an assistant professor in the Exceptional Education Department at the State University College at Buffalo College where she teaches graduate level coursework involving single subject research methodology and effective instructional strategies for students with mild disabilities. Dr. Janczak holds K-12 certification in Special Education and School District Administration and was a former special educator for students with mild disabilities at the primary and middle school levels where she provided explicit and direct literacy instruction to children who struggled with the reading process. Her professional interests over the past twenty years have focused on effective instructional interventions with a focus on literacy for students considered at-risk or mildly disabled. In addition, Dr. Janczak implements a year-long family literacy training program for parents of kindergarten children in an inner-city urban school.
Theresa M. Janczak serves as Principal Investigator and Project Director of the New York State Technical Assistance Center. She will also serve as the Western Consortium Member to two pilot schools in the western part of the state. In addition to her work with the NYS RtI TAC, Dr. Janczak is an assistant professor in the Exceptional Education Department at the State University College at Buffalo College where she teaches graduate level coursework involving single subject research methodology and effective instructional strategies for students with mild disabilities. Dr. Janczak holds K-12 certification in Special Education and School District Administration and was a former special educator for students with mild disabilities at the primary and middle school levels where she provided explicit and direct literacy instruction to children who struggled with the reading process. Her professional interests over the past twenty years have focused on effective instructional interventions with a focus on literacy for students considered at-risk or mildly disabled. In addition, Dr. Janczak implements a year-long family literacy training program for parents of kindergarten children in an inner-city urban school.
Melissa Laun, M.S. Ed.: Assistant Director
Contact information: launmm@buffalostate.edu
Mrs. Laun is serving as the Assistant Project Director to the NYS RtI TAC. Her primary responsibilities involve overseeing the day-to-day operations of the TAC as well as development and maintenance of the TAC website. Prior to coming onboard, Mrs. Laun graduated from Daemen College with her B.S. in Education and a M.S. Ed. in Special Education from the State University of New York College at Buffalo. She holds NYS certification in both elementary and special education and will be pursuing doctoral level studies at the State University of New York at Buffalo in Spring 2011. Mrs. Laun has taught numerous years with a diverse teaching background ranging from special education, general education, and enrichment (higher-learners) in rural, urban, and suburban settings. Mrs. Laun is also a trained teacher-mentor and has mentored several new teachers over the years. Recently, Mrs. Laun taught an instructional strategies course for graduate students in the Exceptional Education Department at the State Univeristy College of New York at Buffalo. She has been an invited speaker in 2008, 2009, and 2010 at the NYS State CEC Conference.
Mrs. Laun is serving as the Assistant Project Director to the NYS RtI TAC. Her primary responsibilities involve overseeing the day-to-day operations of the TAC as well as development and maintenance of the TAC website. Prior to coming onboard, Mrs. Laun graduated from Daemen College with her B.S. in Education and a M.S. Ed. in Special Education from the State University of New York College at Buffalo. She holds NYS certification in both elementary and special education and will be pursuing doctoral level studies at the State University of New York at Buffalo in Spring 2011. Mrs. Laun has taught numerous years with a diverse teaching background ranging from special education, general education, and enrichment (higher-learners) in rural, urban, and suburban settings. Mrs. Laun is also a trained teacher-mentor and has mentored several new teachers over the years. Recently, Mrs. Laun taught an instructional strategies course for graduate students in the Exceptional Education Department at the State Univeristy College of New York at Buffalo. She has been an invited speaker in 2008, 2009, and 2010 at the NYS State CEC Conference.
NYS RtI TAC Consortium Members
Amy Piper, Ed.S., NCSP.: Mid-West Consortium Member
Contact information: apiper@fcsd.wnyric.org
Amy Piper is currently the Elementary Principal at Fredonia Central Schools in Fredonia, NY where she has extensive experience implementing RtI at the elementary and secondary levels. A former Special Ed director, CSE chairperson, and school psychologist for 18 years throughout Ohio and Western New York, Amy is also a former Certified AIMSweb Trainer (CAT). She received her bachelor's in Elementary Education from State University of New York at Fredonia and her Master's and Specialist's Degree in School Psychology from Miami University (OH). Amy received her School Building Leadership (SBL) certification from SUNY Fredonia. Amy has published several articles related to CBM and RtI and is a chapter review editor for Best Practices in School Psychology--IV and Best Practices in School Psychology--V. She also serves on the board for the New York Association of School Psychologists. Amy began utilizing RtI as a school psychologist in Ohio in 1993, working with Dr. Mark Shinn at Mentor Exempted Village Schools, through the implementation of the problem-solving approach and CBM norming of over 5,000 students in reading, math, and writing. Amy has worked with many schools across the country in the implementation of RtI and formative assessment. Areas of interest include data-based decision making, secondary schools/response-to-intervention, and early intervention.
Amy Piper is currently the Elementary Principal at Fredonia Central Schools in Fredonia, NY where she has extensive experience implementing RtI at the elementary and secondary levels. A former Special Ed director, CSE chairperson, and school psychologist for 18 years throughout Ohio and Western New York, Amy is also a former Certified AIMSweb Trainer (CAT). She received her bachelor's in Elementary Education from State University of New York at Fredonia and her Master's and Specialist's Degree in School Psychology from Miami University (OH). Amy received her School Building Leadership (SBL) certification from SUNY Fredonia. Amy has published several articles related to CBM and RtI and is a chapter review editor for Best Practices in School Psychology--IV and Best Practices in School Psychology--V. She also serves on the board for the New York Association of School Psychologists. Amy began utilizing RtI as a school psychologist in Ohio in 1993, working with Dr. Mark Shinn at Mentor Exempted Village Schools, through the implementation of the problem-solving approach and CBM norming of over 5,000 students in reading, math, and writing. Amy has worked with many schools across the country in the implementation of RtI and formative assessment. Areas of interest include data-based decision making, secondary schools/response-to-intervention, and early intervention.
Seth Aldrich, Ph.D.: Mid-West Consortium Member
Contact information: sfaldrich@twcny.rr.com
Seth Aldrich, Ph.D. is a New York State licensed psychologist who is also a certified bilingual school psychologist. Seth’s practice includes his work as a school psychologist for the Homer Central School District. He also consults with other school districts concerning Response to Intervention (RTI) for academic and behavioral difficulties as well as to support English language learners. Seth is a Certified AIMSweb Trainer and provides professional development for AIMSweb, a web-based system for RTI assessment and data management to colleges and school districts across the United States. Seth also works with English language learners, as well as family court involved youth in his private practice. He has published several articles in school psychology journals, and has presented at many statewide, as well as national conferences on topics such as using assessment information to inform instruction/intervention, program evaluation, peer tutoring, school-based intervention teams, and RTI for English language learners. Seth’s most recent publication is the book: RTI for English Language Learners: Understanding, Differentiation and Support (Dude Publishing).
Seth Aldrich, Ph.D. is a New York State licensed psychologist who is also a certified bilingual school psychologist. Seth’s practice includes his work as a school psychologist for the Homer Central School District. He also consults with other school districts concerning Response to Intervention (RTI) for academic and behavioral difficulties as well as to support English language learners. Seth is a Certified AIMSweb Trainer and provides professional development for AIMSweb, a web-based system for RTI assessment and data management to colleges and school districts across the United States. Seth also works with English language learners, as well as family court involved youth in his private practice. He has published several articles in school psychology journals, and has presented at many statewide, as well as national conferences on topics such as using assessment information to inform instruction/intervention, program evaluation, peer tutoring, school-based intervention teams, and RTI for English language learners. Seth’s most recent publication is the book: RTI for English Language Learners: Understanding, Differentiation and Support (Dude Publishing).
Tanya Eckert, Ph.D.: Mid-State Consortium Member
Contact information: taeckert@syr.edu
Tanya L. Eckert is an Associate Professor in the Department of Psychology at Syracuse University and Director of Training of the School Psychology Program. Dr. Eckert’s research interests have been related to the assessment and intervention of children with academic skills problem and she has extensive experience working with teachers, schools, and school districts. She has authored or co-authored more than 80 journal articles on these topics as well as giving more than 100 national or regional conference presentations. Dr. Eckert recently served as a Co-PI on a catalyst grant from the National Science Foundation investigating childhood contexts and dispositions to learning and will be serving as a Co-PI on an Institute of Education Sciences grant from the U.S. Department of Education to establish and disseminate an optimal set of academic progress monitoring materials that can be used in elementary school settings. Currently, she serves on the Executive Boards of Division 16 (School) of the American Psychological Association and the Council for Directors of School Psychology Programs (CDSPP). Dr. Eckert is an Associate Editor of School Psychology Review and a Senior Editorial Mentor of the Journal of School Psychology. She received her doctorate in school psychology from Lehigh University in 1996.
Tanya L. Eckert is an Associate Professor in the Department of Psychology at Syracuse University and Director of Training of the School Psychology Program. Dr. Eckert’s research interests have been related to the assessment and intervention of children with academic skills problem and she has extensive experience working with teachers, schools, and school districts. She has authored or co-authored more than 80 journal articles on these topics as well as giving more than 100 national or regional conference presentations. Dr. Eckert recently served as a Co-PI on a catalyst grant from the National Science Foundation investigating childhood contexts and dispositions to learning and will be serving as a Co-PI on an Institute of Education Sciences grant from the U.S. Department of Education to establish and disseminate an optimal set of academic progress monitoring materials that can be used in elementary school settings. Currently, she serves on the Executive Boards of Division 16 (School) of the American Psychological Association and the Council for Directors of School Psychology Programs (CDSPP). Dr. Eckert is an Associate Editor of School Psychology Review and a Senior Editorial Mentor of the Journal of School Psychology. She received her doctorate in school psychology from Lehigh University in 1996.
Lori Strong, Ph.D.: East Consortium Member
Contact information: strongl@strose.edu
Lori Strong was a practicing general and special educator and reading teacher for over 35 years in the Capital Region’s public schools. She is currently a faculty member in the Literacy Program at The College of Saint Rose. She prepares literacy specialists in assessment, research, and instructional design; supervises pre-service specialists in their clinical practicum experience; and provides staff development in area schools. A member of the research team for early intervention studies included in the National Reading Panel’s report, she specializes in diagnosis of literacy problems and interventions for struggling, at-risk, and disabled readers. Dr. Strong is a member of the New York State Education Department P-12, Office of Special Education literacy workgroup. On that workgroup, she serves as the representative for higher education and is an author of the Literacy Quality Indicators recently released by New York State Education Department P-12, Office of Special Education.
Lori Strong was a practicing general and special educator and reading teacher for over 35 years in the Capital Region’s public schools. She is currently a faculty member in the Literacy Program at The College of Saint Rose. She prepares literacy specialists in assessment, research, and instructional design; supervises pre-service specialists in their clinical practicum experience; and provides staff development in area schools. A member of the research team for early intervention studies included in the National Reading Panel’s report, she specializes in diagnosis of literacy problems and interventions for struggling, at-risk, and disabled readers. Dr. Strong is a member of the New York State Education Department P-12, Office of Special Education literacy workgroup. On that workgroup, she serves as the representative for higher education and is an author of the Literacy Quality Indicators recently released by New York State Education Department P-12, Office of Special Education.
Joan Miller, Ph.D.: Mid-Hudson Consortium Member
Contact information: jmiller@msmc.edu
Dr. Joan M. Miller, a Professor of Education at Mount Saint Mary College in Newburgh, NY, has taught prospective and practicing special educators for over 30 years. She has conducted extensive professional development in urban and suburban settings, most recently as an educational coordinator for the Hudson Valley Regional School Support Center. Her current interests include strategy instruction, content enhancement to support students with learning problems in the general classroom, literacy in the content areas, and curriculum-based measurement.
Dr. Joan M. Miller, a Professor of Education at Mount Saint Mary College in Newburgh, NY, has taught prospective and practicing special educators for over 30 years. She has conducted extensive professional development in urban and suburban settings, most recently as an educational coordinator for the Hudson Valley Regional School Support Center. Her current interests include strategy instruction, content enhancement to support students with learning problems in the general classroom, literacy in the content areas, and curriculum-based measurement.
Katherine Stahl, Ed.D.: New York City Consortium Member
Contact information: kay.stahl@nyu.edu
Katherine A. Dougherty Stahl is Assistant Professor of Literacy at New York University where she teaches graduate courses and directs the NYU Literacy Clinic. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Assessment for Reading Instruction (2nd Ed.) and Reading Research at Work: Foundations of Effective Practice. Dr. Stahl’s articles have appeared in Reading Research Quarterly, The Reading Teacher, and the Journal of Literacy Research. She is the editor for The Reading Teacher's Research into Practice feature section and the 2010 recipient of Harvard's Jeanne S. Chall Visiting Researcher Award. In addition to teaching in public elementary classrooms for over 25 years, she has extensive practice working with readers in clinical settings. These experiences led to her research interests and her ongoing collaborations with teachers.
Katherine A. Dougherty Stahl is Assistant Professor of Literacy at New York University where she teaches graduate courses and directs the NYU Literacy Clinic. Her research focuses on reading acquisition, struggling readers, and comprehension. Her books include Assessment for Reading Instruction (2nd Ed.) and Reading Research at Work: Foundations of Effective Practice. Dr. Stahl’s articles have appeared in Reading Research Quarterly, The Reading Teacher, and the Journal of Literacy Research. She is the editor for The Reading Teacher's Research into Practice feature section and the 2010 recipient of Harvard's Jeanne S. Chall Visiting Researcher Award. In addition to teaching in public elementary classrooms for over 25 years, she has extensive practice working with readers in clinical settings. These experiences led to her research interests and her ongoing collaborations with teachers.
Rose Vukovic, Ph.D.: Long Island Consortium Member
Contact information: rose.vukovic@nyu.edu
Rose Vukovic is currently an assistant professor in New York University’s Steinhardt School of Culture, Education, Human Development. Dr. Vukovic studies sources of children’s academic achievement difficulties at the child, school, and community levels in order to guide early identification, early intervention, and instructional practice for children who are at-risk for learning difficulties. Such children include those with learning disabilities, children from low socioeconomic backgrounds, children from language minority backgrounds, and children in urban schools. Dr. Vukovic’s principal research examines the early cognitive and academic indicators of math difficulties and how math difficulties develop in children. She also studies how factors at the school and community levels interact with children’s development (i.e., cognitive, physical, social development) to influence academic achievement.
Rose Vukovic is currently an assistant professor in New York University’s Steinhardt School of Culture, Education, Human Development. Dr. Vukovic studies sources of children’s academic achievement difficulties at the child, school, and community levels in order to guide early identification, early intervention, and instructional practice for children who are at-risk for learning difficulties. Such children include those with learning disabilities, children from low socioeconomic backgrounds, children from language minority backgrounds, and children in urban schools. Dr. Vukovic’s principal research examines the early cognitive and academic indicators of math difficulties and how math difficulties develop in children. She also studies how factors at the school and community levels interact with children’s development (i.e., cognitive, physical, social development) to influence academic achievement.
NYS RtI TAC Project Consultants
Contact information: samaras@buffalostate.edu
Dr. Sarita C. Samora, Professor Emeritus, Department of Exceptional Education, State University College at Buffalo received her Ph.D. in Research and Evaluation from the State University at Buffalo. She concentrated her studies in the areas of special education and language. Research for her dissertation focused on data collection with culturally and linguistically diverse exceptional learners. Dr. Samora taught bilingual and bilingual special education at the elementary school level, served as a Supervisor in the NY State Education Department, Bureau of Bilingual Education, and taught in the Exceptional Education Department at SUC at Buffalo. Dr. Samora wrote the bilingual graduate program in special education and was the Director of the Bilingual Special Education Program in the department for the past 27 years. In addition to the bilingual courses, Dr. Samora taught the research components for the department and the assessment and curriculum courses. Dr. Samora served as Department Chair for the past 9 and 1/2 years. Dr. Samora was the lead author or the NYSED Guidelines for Bilingual Special Education for both the childhood edition and the early childhood edition and is currently working on a guidance document for the Bureau of Bilingual Education that addresses RtI and English Language Learners.
Dr. Sarita C. Samora, Professor Emeritus, Department of Exceptional Education, State University College at Buffalo received her Ph.D. in Research and Evaluation from the State University at Buffalo. She concentrated her studies in the areas of special education and language. Research for her dissertation focused on data collection with culturally and linguistically diverse exceptional learners. Dr. Samora taught bilingual and bilingual special education at the elementary school level, served as a Supervisor in the NY State Education Department, Bureau of Bilingual Education, and taught in the Exceptional Education Department at SUC at Buffalo. Dr. Samora wrote the bilingual graduate program in special education and was the Director of the Bilingual Special Education Program in the department for the past 27 years. In addition to the bilingual courses, Dr. Samora taught the research components for the department and the assessment and curriculum courses. Dr. Samora served as Department Chair for the past 9 and 1/2 years. Dr. Samora was the lead author or the NYSED Guidelines for Bilingual Special Education for both the childhood edition and the early childhood edition and is currently working on a guidance document for the Bureau of Bilingual Education that addresses RtI and English Language Learners.
Thomas P. Komp, Principal of Boulevard Elementary School in Gloversville, NY
Contact information: mailto:tkomp@gloversvilleschools.org
Mr. Komp has been instrumental in the design and implementation of an effective core/intervention program at Boulevard Elementary, through the use of a shared leadership model and the consistent use of student data to drive instructional/program decisions. A former Committee on Preschool Special Education (CPSE)/Committee on Special Education (CSE) chairperson, Mr. Komp has been an elementary principal for 15 years--participating in writing two "Reading First" grants administered through the New York State Education Department as well as various Pre-K grants administered through State and Federal agencies. His experience and leadership has resulted in his participation in several national/state organizations to help promote the use of student data in any decision making process, including: IDEA Partnership, RTI Focus Group Panel Member, (June 2006); RTI Work Group Participant, (July 2006); New York State, RTI Focus Group Member, (September 2006); NASDSE National Conference Presenter, "Using Evidenced Based Practices to Ensure Results for All Students," (November 2006) NAESP National Conference presenter on RTI Practices, (2007,2008,2009, 2011); and RTI National Summit facilitator and planning team member, (2007). He continues to Mentor Principals from around the nation through the Leadership Network of the RTI Action Network. Mr. Komp was awarded the 2008 New York State Elementary School Principal of the Year award by the School Administrators Association of New York State (SAANYS) and the National Distinguished Principal Award in 2008 from NAESP. In 2010 he received the Bill Ellis Teacher Preparation Award from the National Center for Learning Disabilities (NCLD). Mr. Komp received a Bachelors of Science Degree in Education from the State University of New York (SUNY), College at Cortland and his Master's Degree and Certification in Educational Administration through the Massachusetts College of Liberal Arts.
Mr. Komp has been instrumental in the design and implementation of an effective core/intervention program at Boulevard Elementary, through the use of a shared leadership model and the consistent use of student data to drive instructional/program decisions. A former Committee on Preschool Special Education (CPSE)/Committee on Special Education (CSE) chairperson, Mr. Komp has been an elementary principal for 15 years--participating in writing two "Reading First" grants administered through the New York State Education Department as well as various Pre-K grants administered through State and Federal agencies. His experience and leadership has resulted in his participation in several national/state organizations to help promote the use of student data in any decision making process, including: IDEA Partnership, RTI Focus Group Panel Member, (June 2006); RTI Work Group Participant, (July 2006); New York State, RTI Focus Group Member, (September 2006); NASDSE National Conference Presenter, "Using Evidenced Based Practices to Ensure Results for All Students," (November 2006) NAESP National Conference presenter on RTI Practices, (2007,2008,2009, 2011); and RTI National Summit facilitator and planning team member, (2007). He continues to Mentor Principals from around the nation through the Leadership Network of the RTI Action Network. Mr. Komp was awarded the 2008 New York State Elementary School Principal of the Year award by the School Administrators Association of New York State (SAANYS) and the National Distinguished Principal Award in 2008 from NAESP. In 2010 he received the Bill Ellis Teacher Preparation Award from the National Center for Learning Disabilities (NCLD). Mr. Komp received a Bachelors of Science Degree in Education from the State University of New York (SUNY), College at Cortland and his Master's Degree and Certification in Educational Administration through the Massachusetts College of Liberal Arts.
NYS RtI TAC State Education Department Liaisons
Matthew Giugno
Associate, Special Education Professional Development and Support Services
Contact Information: mgiugno@mail.nysed.gov
Barbara Miller
Associate, Special Education – Policy Implementation
Contact Information: bmiller@mail.nysed.gov
Noel Granger
Associate, Special Education Professional Development and Support Services
Contact Information: ngranger@mail.nysed.gov
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