Standards Work Project Staff and Coach Bios
Project Staff Bios
Co-Founder of StandardsWork and Founding Partner of Student Achievement Partners
Since 2003, Susan Pimentel has been a lead consultant, content developer, coach, and trainer for seminal Office of Vocational and Adult Education initiatives, including Adult Education Content Standards Project, Standards-in-Action: Innovations for Standards-Based Education, and Promoting College and Career-Ready Standards in Adult Basic Education. She has worked to build an infrastructure in the states (through working groups), to develop innovative tools to advance standards-based reform for adult programs, and to provide extensive training to strengthen instruction and enhance learner outcomes. She has been actively forging a stronger link among adult education, postsecondary education, and the world of work. Ms. Pimentel also served as lead writer of the Common Core State Standards for English Language Arts & Literacy and currently supports numerous curriculum, assessment, and professional development efforts to ensure full implementation in the states and jurisdictions that have adopted those standards. She is a Founding Partner of Student Achievement Partners and is a member of the board and Co-Founder of StandardsWork, working to offer customized and innovative approaches to states, communities, school districts, and schools to address standards-based education. Since 2007, Ms. Pimentel has served on the National Assessment Governing Board, an independent, bipartisan board that sets policy for the national assessment. She became vice chair of the body in November 2012. Ms. Pimentel has a BS in Early Childhood Education and a JD from Cornell University.
Mathematics Educational Consultant and Principal, Alkire Consulting
Mimi Alkire is an educational consultant and principal at Alkire Consulting in Bend, OR. Ms. Alkire was a secondary math teacher with the Portland Public Schools and Portland Community College. Since retiring from teaching in 2005, she has contributed as a consultant to such organizations as Achieve, Inc., the Council of Chief State School Officers, the Illustrative Mathematics project, New York State Education Department, and Common Core, Inc. Presently, her work with Achieve involves evaluating, and training others to evaluate, the quality of Common Core State Standards (CCSS)-aligned K-12 mathematics lessons, units, and their accompanying assessments using the EQuIP (Educators Evaluating the Quality of Instructional Products) Quality Review Rubric. In addition, Ms. Alkire helped Achieve develop and promote an online evaluation tool to rate the quality of Open Educational Resources and their alignment to college and career readiness standards. She was the Grade 9 project manager and lead writer for New York State’s CCSS curriculum writing project for Algebra I. She also serves as an assistant examiner for higher level mathematics with International Baccalaureate Americas. Ms. Alkire was part of the facilitation team for the selection and organization of Common Core State Standards for the Promoting College and Career-Ready Standards in Adult Basic Education project. She has a BA in Mathematics/Education from Northwest Nazarene University and an MAT in Mathematics/Education from Lewis & Clark College.
English Language Arts and Literacy Team Director, Student Achievement Partners, Liben Education Consulting
Meredith Liben directs English Language Arts (ELA) and literacy activities at Student Achievement Partners (SAP), offering curriculum support, assistance with standards implementation, and teacher training to various schools, districts, and education groups. Ms. Liben is an educator with wide-ranging classroom and curricular experience in grades K through college. In addition to her work with SAP, she provides a variety of consulting services related to teaching reading and standards-based education. Until recently, Ms. Liben taught reading in the content areas to teachers in technical and career centers at Vermont Technical College and English to students at a Vermont regional high school career and technical education center. She was a member of the Common Core State Standards (CCSS) ELA Working Group, one of 30 experts who worked closely with the primary writing team to craft the CCSS for ELA and literacy. She also directed the text complexity validation research study that is a critical underpinning of the CCSS reading standards. Recently, she worked with the Office of Vocational and Adult Education as a member of the task force that evaluated the CCSS for suitability and adaptation to adult learners. Ms. Liben has a BA in Classics and Government from Oberlin College, a post-BA teaching certificate from University of Massachusetts, and an MAT in Rhetoric and Teaching of English from the City University of New York.
Since 2003, David Pook has worked as an educational consultant, notably helping craft and edit the Common Core State Standards (CCSS), and advising numerous organizations, including the Council of Chief State School Officers, Achieve/Partnership for Assessment of Readiness for
College and Careers, and The Aspen Institute, on standards, curriculum, and professional development. Dr. Pook also has worked with several states, districts, and schools on implementation, teacher preparedness, and curriculum design around college and career readiness. In addition to his work as a consultant, Dr. Pook has been a teacher at the high school and college levels for more than 20 years. He is the history department chair at the Derryfield School in Manchester, N.H. He also teaches a variety of classes, including courses in the history of art, world architecture, and ethics at Granite State College, where he works with a range of nontraditional students. Dr. Pook has been recognized with numerous teaching awards, including the National Presidential Scholars Commendation. He received his BA in Philosophy from the University of Pennsylvania and his MA and PhD in Philosophy from Indiana University.
Educational Consultant and Principal, Aha! Inc.
Suzy Seibert is an educational consultant and principal of Aha! Inc. in Tempe, AZ. She has been involved in national and state education and evaluation projects, including the Office of Vocational and Adult Education’s Standards-in-Action project, working with Maryland, Texas, and Virginia; the Administration on Aging’s Performance Outcome Measurement Project; and the Arizona K-12 English Language Proficiency Standards. Dr. Seibert has worked with Harcourt to develop the Arizona English Language Learner Assessment (AZELLA), conducted the alignment of AZELLA to the state standards, and facilitated college and career readiness projects for Arizona’s Adult Education program. Dr. Seibert also has been project manager for many projects, including the establishment of a federally funded statewide and multiregional green energy network and green energy training program in Arizona. She is project manager for two state-level health education projects: the Health Start Program for community health workers, and the Arizona Safer Bars Alliance, working to prevent sexual assault. These projects entail oversight of curriculum development, initial training, and curricular revisions as needed. Dr. Seibert has taught English in grades 8 through 12, as well as at the community college level; she also has taught undergraduate and graduate courses in several different areas. She has permanent community college teaching certifications in Humanities and English for the Maricopa County Community College system in Arizona. Dr. Seibert has a BA in Speech and Theatre from George Washington University, an MSEd in College Student Personnel Administration, and an EdD in Higher Education Administration from Indiana University.
Barbara Van Horn
Co-Director (Retired), Institute for the Study of Adult Literacy and the Goodling Institute for Research in Family Literacy, College of Education, Pennsylvania State University
Barbara Van Horn recently retired as the Co-Director of the Institute for the Study of Adult Literacy and the Goodling Institute for Research in Family Literacy in the College of Education at Pennsylvania State University. In her 25 years at Penn State, Ms. Van Horn directed numerous state leadership initiatives for the Pennsylvania Department of Education’s Division of Adult Education in the Bureau of Postsecondary and Adult Education, designing and evaluating programs, curricula, and instructional materials for adult learners. Her most recent work included representing the Institute’s two-county Workforce Investment Act’s Title II program in Central Pennsylvania’s one-stop system and serving as faculty associate on the Division’s Career Pathways state leadership program, developing career pathway programs for adults participating in Title II programs. Through the Goodling Institute, she also engaged in research, professional development for family literacy personnel, and policy activities. Early in her career, Ms. Van Horn taught high school English and reading; developmental reading and GED preparation courses at two Maryland community colleges, and adult basic education and GED preparation courses at a community education center. In 1995, she became one of the first Literacy Information and Communication System (LINCS) discussion list moderators for the National Institute for Literacy (NIFL). From 2006 to 2011, she directed the NIFL’s (and then the Office of Vocational and Adult Education’s) LINCS Workforce Competitiveness Resource Collection and co-directed the Basic Skills Resource Collection. Most recently, she served as a panelist on the U.S. Department of Education’s Promoting College and Career-Ready Standards in Adult Basic Education project. Ms. Van Horn has a MEd in Reading from Towson State University.
English Language Arts/Literacy
Educational Consultant and Principal, Patalogos, LLC
Meesha Brown is an educational consultant and principal at Patalogos, LLC in New York, NY. Ms. Brown has worked with Achieve, Inc. on EQuIP (Educators Evaluating the Quality of Instructional Products), a Common Core State Standards (CCSS) support strategy, and advises the
American Museum of Natural History on CCSS integration. Ms. Brown’s work as a teacher, instructional coach, and administrator has involved supporting diverse learners, including English language learners, students with disabilities, and economically disadvantaged students. She was the Director of Literacy for New York City public schools and taught middle school English language arts in public schools in New York City and Midland, TX. As Director of Literacy for New York City public schools, Ms. Brown helped to pilot CCSS implementation efforts focused on cross-disciplinary literacy demands of the Common Core, created and curated resources for the New York City Common Core Library, and led CCSS adult learning sessions for instructional coaches and teachers as part of the New York City Department of Education’s Children First Initiative. She has a BA in English Literature with a specialization in Reading from the University of Texas of the Permian Basin.
Literacy and Professional Development Specialist, Student Achievement Partners
Rachel Etienne is an English language arts/literacy and professional development specialist for Student Achievement Partners. Mrs. Etienne has created and curated online curriculum resources for educators, led professional development in literacy for instructional leaders, and coordinated teams of researchers and teachers to disseminate best practices in literacy instruction. Her current work involves providing high-quality professional development services in grades K-12 to schools, districts, states, and professional organizations in order to improve teachers’ content knowledge and classroom effectiveness while implementing the Common Core State Standards (CCSS). In addition, Mrs. Etienne creates and reviews exemplar curriculum materials aligned to the CCSS. As part of the literacy team at Student Achievement Partners, Mrs. Etienne has partnered with the Council of the Great City Schools, the GE Foundation, America Achieves, and many other partners to provide comprehensive communication, support, and training in all areas of CCSS implementation including professional development, curriculum development, assessment, and publishing. Before joining Student Achievement Partners, Mrs. Etienne worked as a classroom teacher for the New York City Department of Education (NYCDOE), and served as a premier literacy coach for NYCDOE, the Archdiocese of New York, and several nationally recognized charter school organizations. Mrs. Etienne has a BS in Mathematics and Elementary Education from Eastern Michigan University.
Adult Reading and Assessment Specialist, Institute for the Study of Adult Literacy, Pennsylvania State University
Lori Forlizzi has worked in the field of adult education for more than 25 years doing teaching, research, professional development, evaluation, and curriculum development. For the past 17 years, she has worked in Pennsylvania’s statewide professional development system, supporting adult education program staff in their work in reading, assessment, and program improvement. Dr. Forlizzi has held her most recent position at the Institute since August 2011, where she teaches adult education reading classes as part of the Institute’s Career Pathways program, serves as the program’s assessment coordinator, and continues her work within the professional development system. She served as national trainer for the STudent Achievement in Reading (STAR) pilot project (2004 to 2006). She has a PhD in Educational Psychology from Penn State.
Adjunct Instructor, South Dakota State University
Jane Roy is an instructor at South Dakota State University in Brookings, SD, where she teaches graduate courses on applied linguistics for teaching English as a Second Language (ESL) and undergraduate courses on basic writing and advanced composition. Ms. Roy has 18 years of experience in education, working with low-income adults, non-native speakers of English, and first-generation college students. She has experience in program management, curriculum development, and teacher training and support regarding ESL in the U.S. and overseas. Ms. Roy’s experience includes work with the National Institute for Literacy and Center for Applied Linguistics in Washington, DC. She has developed English proficiency assessment tests and facilitated professional development workshops for state and national initiatives. She recently served as a content expert in the U.S. Department of Education’s Promoting College and Career-Ready Standards in Adult Basic Education initiative. Ms. Roy has an MAT in ESL from Georgetown University.
Subcontractor, Aha! Inc.
Cindy Turner is a subcontractor with Aha! Inc., a consulting firm in Tempe, AZ. Currently, she is the lead facilitator and curriculum developer for two health education projects: Health Start and Sexual Violence Prevention and Education. Prior to 2010, she was a principal of Aha! Inc. with Suzy Seibert. Ms. Turner has worked on national and state education and evaluation projects, including the Administration on Aging’s Performance Outcome Measurement Project, the Arizona K-12 English Language Proficiency Standards, and, with Harcourt, the Arizona English Language Learner Assessment (AZELLA). She conducted the alignment of AZELLA to the state standards, facilitated college and career readiness projects for Arizona’s Adult Education program, and facilitated Arizona’s Early Childhood Education Standards and Assessment. Prior to 1994, she authored educational policy, curriculum, student handbooks, and instructional guides for the Kyrene School District in Tempe, AZ. Ms. Turner was a coach in the Office of Vocational and Adult Education’s Standards-in-Action project working with the states of Maryland, Texas, and Virginia. Ms. Turner has a BFA in Fine Arts with an emphasis in Commercial Design from the University of Arizona.
Consultant and Former Senior Adviser, Mathematics, Achieve, Inc.
Kaye Forgione is an educational consultant and formerly served as Senior Adviser, Mathematics with Achieve, Inc. for more than a decade. She provided mathematics content expertise and instructional leadership to a range of projects including: aligning K-12 lessons and units to the Common Core State Standards (CCSS) using the EQuIP (Educators Evaluating the Quality of Instructional Products) Quality Review Rubric and training others to use the rubric; aligning tasks for a variety of career clusters to the CCSS and teaching local educators how to develop such tasks; serving on a work team to set college and career readiness standards as a precursor to the grade-level CCSS; and leading Achieve’s work with the Organisation for Economic Co-operation and Development and the Australian Council for Educational Research to develop the Mathematics Framework for the 2012 Programme for International Student Assessment. Much of her work at Achieve focused on issues related to alignment (e.g., the degree to which the GED content specifications aligned with the CCSS and National Assessment of Educational Progress) and building the capacity of local educators to align their work with college and career readiness expectations. Prior to her work at Achieve, Dr. Forgione served in a variety of roles at the national, state, district, and classroom levels. She worked in the College of Education at the University of Texas at Austin, at the Council for Basic Education as Director of Academic Standards Programs, as a curriculum supervisor in the Christina School District in Newark, DE, and as a team leader and education associate at the Delaware Department of Education in the area of assessment. At the classroom level, she has a range of experience, having taught high school mathematics, adult education and GED courses in mathematics in U.S. Armed Forces-contracted schools, and college courses in mathematics for European military programs. She has a BA in Mathematics/Education from the University of Delaware, an MS in Systems Management from the University of Southern California, and an EdD in Educational Leadership from the University of Delaware.
Dean, Adult Education and Transition Programs, Kishwaukee College
Joanne Kantner is Dean of Adult Education and Transition Programs at Kishwaukee College in Malta, IL. Dr. Kantner has been involved in several organizational boards and working groups, including the U.S. Department of Education Adult Education Partnership, American Association for Adult and Continuing Education, Adults Learning Mathematics: International Research Forum, and the Association of Adult Literacy Professional Developers. She has been published widely and serves on the editorial boards of Adult Education Quarterly, Adult Learning, American Educational Research Journal, and Education Evaluation and Policy Analysis. Prior to becoming Dean of Adult Education,, Dr. Kantner taught developmental mathematics and coordinated special projects for Kishwaukee College, and served as director of developmental education at Joliet Junior College. Her recent work for the Office of Vocational and Adult Education includes the NAAL-PIAAC Quantitative Literacy & Numeracy Expert Panel and the Promoting College and Career-Ready Standards in Adult Basic Education projects. Dr. Kantner has a BS in Theoretical Mathematics and a MSEd and EdD in Adult and Higher Education, with a focus on Mathematics Education.
Mathematics Specialist, Educational Opportunity Program, Marquette University; Retired Mathematics Curriculum Specialist, Milwaukee Public Schools
Henry Kranendonk is the Mathematics Specialist for the Educational Opportunity Program (EOP) at Marquette University in Milwaukee, WI. EOP is a TRIO program that provides academic support to first-generation and low-income students. Mr. Kranendonk also supervised student teachers in high school mathematics and science at Marquette University and the University of Wisconsin-Milwaukee. He has been involved in several curriculum-writing projects, including the development of statistics resources for the National Council of Teachers of Mathematics and Texas Instruments. He is currently a contributing author for the EngageNY project, a major curriculum initiative involving the Common Core State Standards. Previously, Mr. Kranendonk worked nearly 35 years for the Milwaukee Public Schools. He was the Mathematics Curriculum Specialist for the Milwaukee Public Schools from 2002 to 2008 and the Co-Principal Investigator for the Milwaukee Mathematics Partnership, a project funded by the National Science Foundation. As a high school mathematics and computer science teacher, Mr. Kranendonk conducted International Baccalaureate (IB) workshops in the United States, Europe, and Africa as a lead teacher and assistant examiner for the IB program. His publications include high school mathematics textbooks and journal articles. Mr. Kranendonk also served on the National Assessment Governing Board for four years. He recently served as a content expert in the U.S. Department of Education’s Promoting College and Career-Ready Standards in Adult Basic Education initiative. Mr. Kranendonk has a BA in Mathematics, Physics, and Education from Carroll College and an MA in Mathematics from Marquette University.
Director of Professional Development, National Council of Teachers of Mathematics
Chonda Long is the Director of Professional Development at the National Council of Teachers of Mathematics. Dr. Long oversees the development, implementation, delivery, and evaluation of professional development programs and curriculum services on the Common Core State Standards offered by the National Council of Teachers of Mathematics. This includes the Council’s Interactive Institutes and preconference workshops. Before joining the National Council of Teachers of Mathematics, Dr. Long was a high school teacher in Fairfax County Public Schools, where she taught Algebra I, Geometry, and Algebra II. She has a PhD in Education from George Mason University.
Director of Mathematics for Science, Technology, Engineering, and Mathematics (STEM) Education, and Professor of Mathematics, Applied Mathematics, and Mathematics Education, School of Mathematical and Statistical Sciences, Arizona State University
Fabio Milner is the Director of Mathematics for STEM Education and Professor of Mathematics, Applied Mathematics, and Mathematics Education in the School of Mathematical and Statistical Sciences of Arizona State University, where he is also affiliated faculty in the Mary Lou Fulton Teachers College. He has over 15 years of experience working as a consultant for K-12 and college education, beginning with a contract from UNESCO and the Buenos Aires Province Department of Education (Argentina) in 1998 for training and pedagogical improvement in the thematic areas. This consultant work was followed by working six years with the Indiana Department of Education on the development and later revision of the high school mathematics content standards, end-of-course assessments for Algebra I and Algebra II, and programs such as “Making the HS Diploma Count” and the “Core-40 Update.” Dr. Milner worked with Achieve on the American Diploma Project and in numerous other consulting positions, including the Mathematics Common Core State Standards Advisory Board, benchmarking mathematics content standards for 14 states, and the development of a multistate assessment for high school Algebra II. He also worked as a consultant for NASH, The Education Trust, the College Board, Pearson, ETS, the Dana Center, and the Emirate of Qatar. He was a member of the Mathematics Board from the National Board of Professional Teaching Standards that defined the present standards for highly qualified teachers in early adolescence and adolescence and young adulthood. Dr. Milner is currently Co-Principal Investigator on two TUES (Transforming Undergraduate Education in STEM) grants funded by the National Science Foundation, and the Mathematics Consortium Leader for the Teaching Foundations Project that created eight new mathematics courses for the elementary teacher curriculum under contract from the U.S. Department of Education. Dr. Milner has degrees of Licenciado en Ciencias Matemáticas from the University of Buenos Aires (Argentina), and an MS and a PhD in Mathematics from the University of Chicago.