Board of Directors
Dr. Maryjane Palmer, President
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Dr. Maryjane Palmer received her BSEd from the State University of New York Fredonia and MA from San Diego State University in Speech Pathology and Audiology, and her EdD from Northern Arizona University. She was employed as a Speech-Language Pathologist, Special Education Teacher, and Reading Specialist in the California public schools for over 30 years. She has been involved with the Slingerland Literacy Institute for over 30 years as a teacher utilizing the approach in her classroom, as a Certified Instructor of Teachers for training in reading and written language, and as a coach/mentor for the Practicum class. She is also a Center for Effective Reading Instruction Verified Structured Literacy/Dyslexia Interventionist. Dr. Palmer has presented at the American Speech Hearing Association and International Dyslexia Association conventions. She resides in Indiana and continues to provide therapy for individuals with Parkinson’s, and tutoring for students with dyslexia. She plays flute in the Old Dam Community Band of Newburgh, and is learning to play jazz flute. She plays with her two dogs, and loves to cook and eat. Then she jazzercises. |
Katie Eynon, Collective Impact Coordinator
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When Katie Eynon graduated from Valparaiso University with a degree in communications, children’s literacy and dyslexia were the last thing on her mind. That all changed when her son entered kindergarten ready to learn and did not begin to pick reading up in the first semester. His teacher recommended reading him every day– a nightly ritual she and her husband started at birth– and wait to see the “magic” that happens after winter break. Well, Katie decided not to wait, had her son privately assessed and enrolled in tutoring. Many years and a lot of money later, her son was able to read on grade level. Dumbfounded by this experience, she resolved to create change for kids with dyslexia to help ensure they do not have to go through what her son endured.
Katie completed Orton-Gillingham phonological awareness, basic (with practicum), intermediate, advanced training, and Lindamood-Bell LIPS and V/V training. She is currently enrolled in LETRS. Katie works as a tutor with the Dyslexia Institute of Indiana– where she thoroughly enjoys working with kids. Serving on the IDA-IN board is another step forward for her in being a part of the change. #untileveryonecanread. |
Kimberly Lewis, Vice President |
Tamara Overpeck, Secretary
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Reading and spelling has always been difficult for Tamara. It didn’t have such a negative impact academically within the school setting, because Tamara was able to mask it by memorizing and being a hard worker. It wasn’t until her first year of college, that she saw the large skill deficits and began practicing fluency by reading one word at a time aloud, until smoothness occurred. Her best friend helped proofread her papers and when there were unfamiliar words, she’d ask how to pronounce and look up the meaning in the dictionary. Tamara knows what it feels like to have dyslexia and with determination and hard work, graduated from Saint Mary-of-the-Woods College, has earned a Master’s Degree in Educational Media Technology from Indiana State University, is Orton-Gillingham trained (40 hours in-person), participated in the OG practicum (10 hours), completed Advanced trainings, and has taught in the private and public sectors for the past 25 years. Tamara is also a mother of 4 and 2 of them have dyslexia. Tamara’s personal experiences, along with many trainings, have revolutionized her understanding of structured literacy and how to accommodate students’ area of disability so that they can grow in literacy. Tamara currently works for the District equipping and supporting teachers. |
Stacy Knoop,
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Stacy Knoop is a Literacy Specialist at CELL (The Center of Excellence in Leadership of Learning) at the University of Indianapolis. As a member of the literacy team, she supports high-quality literacy instruction and coaching for K-12 and higher ed students and educators in Indiana. Stacy’s experience includes serving as a teacher, instructional coach, and administrator in Perry Township Schools and as a senior specialist at the National Institute for Excellence in Teaching. Stacy attended IUPUI (now IU Indianapolis), where she earned a Bachelor of Science in Elementary Education and a Master of Science in Special Education. She completed administrator licensing coursework at Purdue University. Stacy holds an Indiana teacher license and principal license and a Structured Literacy™ Classroom Teacher Knowledge Certificate (C-SLCT) from the Center for Effective Reading Instruction through the International Dyslexia Association. Outside of CELL, she has also served as an adjunct faculty member in the UIndy School of Education. |
Micah Gilliam, Board Member
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Micah Gilliam is married with two children. She has been in public education for 16 years (having taught second grade for 15 of those years.) She also works for CAST (Creating Avenues for Student Transformation) in Washington County, Indiana as a tutor and in strategic partnerships. She took the Basic OG course through DII a few years back and enjoyed it so much that she became a trainer for them. Micah enjoys working with kids, especially ones struggling in reading! |
Dr. Lindan Hill, Board Member |
Lacey Ladd, Board Member |
Cassie Stratton, Board Member
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Cassie brings 23 years of teaching experience to her role. Her journey in education has led her to diverse corners of the world, including Italy, Montenegro, South Korea, and Japan. She holds a Master’s degree in Elementary Education with an endorsement in English as a New Language from Marian University. Cassie is a licensed Reading Teacher (K-12), certified as a Reading Specialist trained in Dyslexia, and is also a certified Orton-Gillingham instructor. In 2021, she established READy to R.E.A.D., a non-profit providing free, intensive literacy support to struggling readers in Brown County, Indiana. Cassie is a firm believer in literacy as a universal human right and is committed to breaking down barriers to ensure that everyone has the opportunity to learn how to read. |
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