Henrietta Fortson, The Literacy Connection
Ms. Fortson is CEO of the Literacy Connection. She was a classroom teacher, a consultant for publishing companies and is the author of researched based literacy materials primarily for developmental reading and intervention.
Ms Fortson and her team are not newcomers to the current practices recommended by research in reading, psychology, and linguistics and how to apply this research in a practical manner in the classroom. All possess extensive knowledge, skills, training and experience in the field of literacy education, and the design and implementation of classroom and school wide management plans designed to improve teaching and learning. She is a certified trainer of the Time To Teach Classroom Management System.
Ms Fortson is highly skilled in analyzing both formative and summative assessments and administering and interpreting diagnostic assessments. She helps schools design intervention programs for students needing intensive long-term interventions, and coaches and mentors new teachers in classroom management and effective methods of teaching writing; She also writes comprehensive school plans and charter petitions.
Ms Fortson is highly skilled in analyzing both formative and summative assessments and administering and interpreting diagnostic assessments. She helps schools design intervention programs for students needing intensive long-term interventions, and coaches and mentors new teachers in classroom management and effective methods of teaching writing; She also writes comprehensive school plans and charter petitions.
Carol Tucker, Literacy Dynamics
Carol Tucker, founder of Literacy Dynamics, is keenly aware of the human potential for all individuals and that each person comes here to fulfill a purpose. Along with coming here to fulfill a purpose each individual has the gifts, skills and talents within them to bring about their purpose. The problem is that most don’t recognize their skills and talents, therefore, leading unfulfilled lives and desire for something better.
Throughout her career as an educator, Ms. Tucker had become more and more aware of the human potential of her students and the teachers with whom she has worked. Learning how to recognize the traits and characteristics of each person’s natural intelligence became her passion. Therefore, she has spent many years doing research to bring this information to professional educators and parents. Her professional development is focused on Differentiated Instruction based on Learning Styles.
Ms. Tucker holds a Bachelor of Science degree in Social Science and a Masters of Science degree in School Administration from Pepperdine University. She has over 40 years of experience ranging from classroom teacher to university instructor and teacher training supervisor.
Throughout her career as an educator, Ms. Tucker had become more and more aware of the human potential of her students and the teachers with whom she has worked. Learning how to recognize the traits and characteristics of each person’s natural intelligence became her passion. Therefore, she has spent many years doing research to bring this information to professional educators and parents. Her professional development is focused on Differentiated Instruction based on Learning Styles.
Ms. Tucker holds a Bachelor of Science degree in Social Science and a Masters of Science degree in School Administration from Pepperdine University. She has over 40 years of experience ranging from classroom teacher to university instructor and teacher training supervisor.
Gayle P. Windom, Ed.D., Access to Charter School/Educational Services
Gayle P. Windom, founder of A.C.S.E.S., is dedicated to providing quality consulting services that are results oriented and quality driven. to provide technical assistance to schools and school districts. A.C.S.E.S services are focused on transforming schools’ structures and cultures. Structural must include changes in policies, programs and procedures that will result in systemic changes required to turn today's school around. In order to sustain substantive school improvement, schools must consider, address, and ultimately transform their school culture. Transforming the school's culture involves the assumptions, beliefs, expectations, and habits that are the norm of a school.
Dr. Windom has become a leading expert in the development and operation of charter schools. In keeping with the legislative intent of creating charter schools to provide market driven competition for other public schools, Dr. Windom has provided technical assistance to both charter schools and K-12 school districts in large urban areas in Southern California.
Dr. Windom received her Doctorial degree from the University of Southern California (2002) in Educational Leadership with an emphasis on Urban Education.
Dr. Windom has become a leading expert in the development and operation of charter schools. In keeping with the legislative intent of creating charter schools to provide market driven competition for other public schools, Dr. Windom has provided technical assistance to both charter schools and K-12 school districts in large urban areas in Southern California.
Dr. Windom received her Doctorial degree from the University of Southern California (2002) in Educational Leadership with an emphasis on Urban Education.