Carol Dissen
Co-Owner & Lead Consultant
Carol Dissen, the lead author of the Enhanced Core Reading Instruction curriculum, has extensive experience and significant contributions to the field of literacy education, showcasing a steadfast dedication to enhancing reading outcomes for students and aiding educators in implementing impactful practices. With a career spanning over 25 years, she has conducted workshops at various levels—from local schools to international sites—where she has ardently supported educators in adopting evidence-based literacy practices.
In her direct engagements with schools, teaching staff, and leadership, Carol has been instrumental in constructing robust multi-tiered systems of support. This includes the implementation of explicit and systematic Tier I and Tier II instructional systems, the intensification of interventions at Tier III, fostering effective literacy leadership, and establishing proficient data use systems. Her tenure at the University of Oregon, Center on Teaching and Learning, exceeding two decades, has been marked by active participation in literacy research grants aimed at propelling advancements in literacy education. Beyond these roles, Carol has donned various hats throughout her career, serving as a K-6 literacy coach, Title 1 reading teacher, and classroom educator, showcasing a diverse and comprehensive understanding of literacy education.
Lexie Domaradzki
Co-Owner & Lead Consultant
Lexie Domaradzki is a dedicated and accomplished educator with over 25 years of experience in the field of evidence-based literacy instruction, coaching, and professional development. As the Founder and Lead Consultant at Metis Education Consulting, she has made an indelible impact on the world of education, focusing on improving student achievement and providing support to teachers and school leaders. With an unwavering dedication to empowering educators and transforming the educational landscape, Lexie has provided support in partnership with Boston University, University of Idaho, Alaska Staff Development Network, Hawaii State Department and many districts throughout the country, playing a role in helping them implement research-based literacy strategies. Lexie’s approach to education is rooted in the belief that every student has the potential to succeed. Her coaching and professional development services are grounded in evidence-based practices, ensuring that educators have the tools and knowledge needed to deliver successful and effective literacy instruction. She excels in bridging the gap between research and practice, enabling educators to apply the latest findings in the field of literacy instruction. Under Lexie’s guidance, REACH Education Consulting has become synonymous with improvement, excellence, and results. Lexie’s unwavering commitment to education and her ability to inspire and empower educators have had a profound impact on countless schools and communities, making her a driving force in the quest for improved student achievement.
Shelby Skaanes
Co-Owner & Lead Consultant
Shelby Skaanes is a dedicated educator and seasoned consultant with three-decades of experience in the field of education. Throughout her career, Shelby has focused on providing high-quality professional development and technical assistance to schools and educational organizations across the nation. Her influence extends to prestigious institutions such as Boston University, the University of Oregon, and the National Center on Improving Literacy, where her collaborative efforts have centered on integrating research-backed and evidence-based practices to enhance educator efficacy and elevate student literacy outcomes.
Shelby has played a pivotal role in supporting literacy improvements with the Office of Superintendent of Public Instruction in Washington State, the Idaho State Department of Education, the Alaska Department of Education and Early Development, the Alaska Staff Development Network, the Hawaii Department of Education, AIR (American Institutes for Research), and Education Northwest. Her expertise has also been sought by numerous districts and schools seeking to improve their educational practices.
Shelby specializes in on-site coaching and model lessons, she empowers educators with the skills and knowledge necessary to seamlessly implement evidence-based practices. Shelby’s approach is not only strategic but also deeply rooted in a genuine passion for fostering increased student achievement through the cultivation of effective teaching methods.
Karen Shaffer
Consultant
Karen Shaffer is a consultant with Metis Education Consulting as a member of the National ECRI Team. In addition, Karen uses her twenty-five plus years of educational experience in her roles as a research scientist at Wheelock College of Education and Human Development at Boston University and as a technical assistance coach at the National Center on Improving Literacy to support various literacy projects. Her work consists of collaborating with literacy experts and university researchers to assist educators, leadership, and educational agencies to integrate current research, evidence-based practices, and professional development to improve educator efficacy and increase student literacy outcomes. Karen is a certified School Administrator (PreK – 12), Elementary Teacher (K – 6), Secondary English Language Arts teacher (7 – 12), and Secondary Social Studies teacher (7 – 12).
Julianne Masser, PhD
Consultant
Dr. Julianne Masser is a research scientist and technical assistance provider at Boston University Wheelock College of Education & Human Development. Her expertise is in educational assessment, intervention, and multitiered systems of support. She collaborates with local and state education agencies to provide training and on-site coaching to assist with implementation of evidence-based instructional practices. Dr. Masser is both a licensed psychologist and Nationally Certified School Psychologist (NCSP). In addition to her work at BU Wheelock, she also works as a clinician/psychological evaluator at Lee Pesky Learning Center (LPLC) in Boise, ID. Previously, Dr. Masser worked for the Center on Teaching and Learning at the University of Oregon and was a SPED paraprofessional.
Jess Surles
Consultant
Jess Surles collaborates with educators and leadership to provide customized consulting with a focus on literacy (K-6). She has over 20 years of experience in delivering classroom instruction, supporting literacy initiatives, and providing coaching and technical assistance for administrators and educators. She has worked with both the University of Oregon (UO) and Boston University (BU) to improve and sustain the implementation of evidence-based literacy practices in schools and districts across the country. In her work with UO and BU, Jess has partnered with literacy experts and university researchers to integrate current research and professional learning for classroom practitioners, leadership, and educational agencies. Her recent work includes curriculum development, supporting educators in the use of effective assessment and instruction practices, and guiding elementary school leaders in building and sustaining a comprehensive school-wide reading system. Prior to her university work, Jess served as a Title I Reading Specialist, District Teacher on Special Assignment (TOSA), K-8th grade instructor of multilingual learners, and classroom teacher.
Kathy Helgeson
Consultant
Kathy Helgeson has been an educator for over 30 years. She has served as an elementary and middle school teacher, Instructional Coach, Reading/Title I specialist. She is passionate about providing the necessary training to foster teacher efficacy, working with administrators to establish a supportive culture and infrastructure, and delivering timely, ongoing support for teachers and administrators. Her goal is to work alongside staff to build a culture of data-driven, science-based reading instruction. She has the experience, knowledge and skills to relate to teachers, respond to the context of individual schools, and support administrators in a way that results in effective instruction for all, and closes the gap for struggling readers.
Kathy completed her undergraduate studies at Southern Oregon University, and earned a Masters degree in Educational Leadership, Foundations and Policies at Portland State University. She currently holds a K-9 Teaching License and a K-12 Administrative License.
Emily Putney
Consultant
Emily Putney is a Metis ECRI Consultant and a member of the National ECRI Team. For nearly 10 years she has been deeply engaged in the research and effective practices behind the Science of Reading. She has supported numerous schools and districts through ECRI training, implementation and ongoing support. Emily is passionate about educational systems that empower teachers, increase teacher efficacy, and meet the individualized needs of readers. In partnership with Boston University, Emily works closely with classroom teachers and school leadership on the delivery of evidence-based practices to transform school literacy systems and improve student outcomes. Emily is a long-time teacher, reading specialist and literacy coach. She has worked with a variety of grade levels as a classroom teacher, reading interventionist, and literacy coach. She holds a master’s degree in reading as well as an ESL endorsement.
Amanda Gundlach
Consultant
Amanda is deeply passionate about ensuring every student has the opportunity to learn to read through quality instruction. Amanda has honed her expertise in Enhanced Core Reading Instruction through teaching experiences in both a Title 1 school and a leading special education institute in Doha, Qatar. In her teaching positions, she served as a team leader, guiding effective instructional implementation and effective use of assessments to guide decision making. Her leadership contributed to improved reading outcomes, heightened student confidence, and increased student self-efficacy. Currently, Amanda works as a Research Scientist at Boston University, focusing on literacy initiatives that involve developing and testing evidence-based reading programs.
She earned her bachelor’s degree from the University of Oregon and a master’s degree in early childhood education from Pacific University.
