Dr. Stephanie Stollar

Dr. Stephanie Stollar has dedicated over 30 years to improving literacy outcomes through evidence-based practices. She believes that by supporting all educators, high achievement is possible for every student.

In 2020, Dr. Stollar founded Reading Science Academy, an online community where thousands of educators support each other to improve results in their classrooms. In addition, Dr. Stollar serves as a Board Member of the Innovations in Education Consortium, sits on the Executive Team at the Evidence Advocacy Center, and is a co-founder of a national alliance for supporting reading science in higher education.

Through her ongoing educational workshops and extensive publications, Dr. Stollar continues to build the capacity of educators and education systems worldwide so every student can be lifted through literacy.

Kelly Powell-Smith

Kelly A. Powell-Smith, Ph.D., NCSP, is a Professor in the Reading Science Program, located in the School of Education at Mount St. Joseph University. With expertise in reading development, effective instruction, assessment, and data-based decision-making within Multi-Tiered System of Supports (MTSS), she also specializes in single-case research designs.

 She actively contributes to the academic field through her work on editorial boards for prominent journals, including School Psychology Review and The Elementary School Journal. Currently, she co-leads the special education team at the Evidence Advocacy Center and serves on a workgroup for teaching single-case designs in higher education. Her research has been cited in over 216 peer-reviewed publications.

Beth Madden

Beth A. Madden is a K–5 instructional coach who supports teachers in implementing evidence-based literacy practices within a multitiered system of supports. Her experience includes classroom teaching, intervention, instructional coaching, curriculum development, and educator preparation.

Sarah Brown

Kelly A. Powell-Smith, Ph.D., NCSP, is a Professor in the Reading Science Program, located in the School of Education at Mount St. Joseph University. With expertise in reading development, effective instruction, assessment, and data-based decision-making within Multi-Tiered System of Supports (MTSS), she also specializes in single-case research designs.

 She actively contributes to the academic field through her work on editorial boards for prominent journals, including School Psychology Review and The Elementary School Journal. Currently, she co-leads the special education team at the Evidence Advocacy Center and serves on a workgroup for teaching single-case designs in higher education. Her research has been cited in over 216 peer-reviewed publications.