Staff Directory

Ann’s focus in the TA Center is on Literacy Instruction with an emphasis on evidence-based practices within the Science of Reading and Dyslexia. Prior to coming to the TA Center, Ann worked in Grand Ledge Public Schools as an elementary teacher, Reading Specialist and retired from the district as the Literacy Coach. Ann is excited to bring her experience and skills to our team.

Amy’s focus in the TA Center is working with District Implementation Teams to develop the capacity to implement, use, and sustain an integrated behavior and reading MTSS model. Prior to working with the TA Center, Amy worked as a classroom teacher and in the central office focusing on gifted education, mathematics, and assessment systems.

Courtney’s focus in the TA Center is working with District Implementation Teams to build their capacity to implement, use, and sustain an integrated behavior and reading MTSS model. Prior to coming to the TA Center, Courtney practiced as a school psychologist in Illinois, coaching the development and implementation of three-tiered academic and behavioral systems of support at both the district and building levels.

Jessica’s focus in the TA Center is overseeing the professional learning provided by the MiMTSS TA Center. Prior to coming to the TA Center, Jessica worked as a school psychologist, a PBIS district coach, and a state-wide TA provider within the state of Colorado. Most recently, she was the training team lead for PBIS Applications through the University of Oregon and continues to serve as a national trainer for the SWIS Suite.

Jennifer’s focus in the TA center is on content development and training in the area of literacy. Prior to working with the TA center, Jennifer worked as a special education consultant providing professional development in the areas of structured literacy and explicit instruction. Jennifer is a speech-language pathologist; she was a self-contained SLI educator teaching speech, language and literacy kindergarten through 2nd grade.

Mark’s focus in the TA Center is working as a communication liaison between MDE and MiMTSS TA Center, supporting MTSS scale-up work in the state. Another role that he supports is working with District Implementation Teams to develop their capacity to install and implement MTSS. Prior to coming to the TA Center, Mark was a State PBIS Specialist for the Georgia Department of Education and a School Social Worker/Behavioral Consultant for Berrien RESA.

Dave’s focus in the TA Center is working with District Implementation Teams to build their capacity to implement, use, and sustain an integrated behavior and reading MTSS model. Prior to coming to the TA Center, Dave held positions as a School Psychologist, Elementary Principal, Early Childhood Director, and Director of Student Services.

Anna's focus in the TA Center is internal program evaluation and research projects, the MiMTSS Data System, and supports for MTSS assessments. Anna is trained as a school psychologist and has experience providing reading intervention to early elementary learners.

Beth’s focus within the TA Center is the development of District Community Leadership Teams to install the Interconnected System Framework (ISF) within their PBIS System. Prior to coming to the TA Center, Beth worked as a school social worker and mental health worker in an inpatient setting.

Matt’s focus in the TA center is working with District Implementation Teams to develop the capacity to support the installation and implementation of MTSS. Prior to coming to the TA Center, Matt was an Assistant Professor of Special Education at Western Michigan University, a District Behavioral Consultant, and a classroom teacher.

Cheyne LeVesseur’s focus in the TA Center is on the use of data analytics to help draw insights and trends using programming and statistical models. The application of research methods and program evaluation are at the center of his work in drawing conclusions from quantitative and qualitative data. Cheyne is a trained School Psychologist and has experience providing professional learning, coaching, and teaching research methodology at the university-level.

Lara’s focus is on developing content and supporting District Implementation Teams in the installation, implementation, and sustainability of an MTSS framework. Lara is a school psychologist, an approved special education supervisor, and taught at the university level. Lara has provided professional learning to educators in the areas of reading instruction, intervention, explicit instruction, and assessment at the ISD.

Jodi works with the Administrative Assistant Unit for the TA Center. Prior to working with the TA center, she spent 23 years as a Training Administrator.

Rhonda’s focus in the TA Center is on supporting ISD implementation of the EC-PBIS/Program-wide Pyramid Model practices. She provides professional learning and coaching to Early Childhood Leadership Teams, practitioner coaches, and behavior specialists. Previously, Rhonda worked as an Early Childhood Disability and Mental Health Manager with a large nonprofit near Detroit. She is an advocate for children and families starting their educational journey.

Michelle’s focus is to provide guidance to ISDs and district leadership for MTSS implementation. Additionally, she supports the exploration of scaling up MTSS in early childhood. Michelle was a classroom teacher, central administrator, and ISD coordinator in a large urban district.

Tami works with District Implementation Teams to develop the capacity to implement, use, and sustain an integrated behavior and reading MTSS model. Prior to the TA Center, she practiced as an outpatient mental health clinician and social worker/behavioral consultant at Genesee ISD. Tami also worked at her ISD as a coach and trainer helping school and district teams set up systems and practices to support their PBIS/MTSS infrastructure and implementation.

Melissa focuses on the Advanced Tiers and intensifying instruction/intervention supports at the TA Center. Before joining the TA Center, Melissa worked as a school psychologist, educational consultant, and university professor.

Allison’s focus in the TA Center is on content development and training in the area of positive behavior supports at Tiers 1, 2, and 3. Prior to coming to the TA Center, Allison worked as a School Psychologist, including coaching MTSS in elementary and secondary buildings.

Lisa's focus in the TA center is on content development and training in the area of literacy. Lisa is a speech-language pathologist and prior to working with the TA center, she worked as a clinician providing direct services to students as well as district-level training and professional development to staff in the areas of structured literacy instruction, differentiated and explicit instruction, and augmentative and alternative communication.

Sam's focus in the TA Center is on program evaluation, survey development, and data analysis. Prior to coming to the TA Center, Sam was a project coordinator and research associate working with a research group to develop intensive reading and comprehension interventions.

Karrah’s focus at the TA center is supporting the implementation of an integrated behavior and reading MTSS model across school and district levels. Prior to coming to the TA center, Karrah practiced as a school psychologist in Utah, supporting students with various learning needs while coordinating the implementation and improvement of tiered supports and team problem solving in the buildings she served.

Delilah provides professional development to help support the social-emotional well-being of students as a Professional Learning Specialist with a Social Emotional Behavioral and School Mental Health focus. Previously, Delilah worked as a Behavioral Health Counselor for a Child Adolescent Health Center located within an urban school setting. As a Licensed Professional Counselor, she also has experience as a community mental health provider and in child welfare.

Kate Smith's focus in the TA Center is on intensifying literacy instruction within a Multi-Tiered System of Supports framework. Prior to coming to the TA Center, Kate was a K-12 special education teacher in Oakland and Kalamazoo Counties, with her most recent objective to implement and support reading intervention instruction.

Nicole’s focus in the TA center includes the development of content focusing on secondary literacy. Prior to working with the TA Center, Nicole was a classroom teacher in an urban school district and an instructional coach at an ISD.

Kelly’s focus within the TA Center is overseeing the model demonstration and research grant projects. Prior to working with the TA Center, Kelly was a school psychologist, MTSS coordinator, reading instructional coach and an elementary classroom teacher.

Valerie’s focus in the TA Center is on content development and training in the area of behavior. Prior to coming to the TA Center, Valerie was a special educator (K-5) and teacher consultant (K-12).

Anna-Carin works with the Administrative Assistant Unit for the TA Center. Prior to coming to the TA Center, Anna-Carin worked in manufacturing as a customer service manager.

Sarah’s focus in the TA center is to support the scale-up and the successful use of an MTSS framework across the state of Michigan. Prior to working with the TA Center, Sarah was a school psychologist and PBIS Coach in the states of Oregon and Iowa.

Sheila’s focus in the TA Center is on the development of District Teams to install Interconnected System Framework (ISF). Prior to coming to the TA Center, Sheila worked at DPS(CD) as a school psychologist, special education coordinator, and behavior specialist.