Kirk Behnke

Kirk Behnke delivers professional development, technical assistance and cultivates learning opportunities regarding Accessible Educational Materials, accessible and assistive technologies and Universal Design for Learning within the US, Middle East, Europe and Indonesia. His passion is helping to facilitate excellence in learning for all, whether it is in a classroom or presentation room. He has developed and implemented the “Assistive Technology Applications Certificate Program (ATACP)” at California State University, Northridge (CSUN) and later adopted by University College of Dublin, Ireland. Kirk has served in many capacities at CAST. He initially was hired on as the Director of Technical Assistance for the National Accessible Educational Materials (AEM) Center, then was asked to become the Director of Professional Learning and lead a new team of UDL implementation specialists, throughout the country to develop and integrate UDL. He was then appointed as the Director of Business and Partnership Development where he supports and builds partnerships with state and other entities on UDL Implementation. He has also lead a national team to build the Universal Design for Learning Credential/Certification Initiative (UDL-CCI) and specifically in development of the district certification process. Kirk holds a Master’s degree from Temple University in Education/Special Education, a credential as an Assistive Technology Professional from the Rehabilitation and Engineering Society of North America (RESNA) and a Certificate in Assistive Technology Applications from the University College of Dublin, Ireland.

Sue Gamm, Esq.

Sue Gamm, Esq., has blended her 46 years of unique experiences as the chief specialized services officer for the Chicago Public Schools, attorney and division director for the Office for Civil Rights (US Department of Education) and special educator to become a national consultant, author, presenter, and evaluator. She and has worked in 30 states and the District of Columbia with more than 60 school districts and five state educational agencies to assess/improve instruction and support for students with low achievement and students with disabilities. She has written standard operating procedure manuals for MTSS and special education practices for more than 10 school districts, and has shared her knowledge of the IDEA, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act and related issues at more than 80 national, state, and local conferences.

Sue has also authored/co-authored numerous periodicals and publications, including: Online Guide to RTI-Based LD Identification Toolkit and Cautions When Using an RTI-Based SLD Identification Process (National Center for Learning Disabilities); Common Core State Standards and Diverse Urban Students; Using Multi-Tiered Systems of Support (Council of the Great City Schools) and Disproportionality in Special Education: Identifying Where and Why Overidentification of Students Occurs (LRP Publications). She also testified before Congressional and Illinois legislative committees and participated in the preparation of U.S. Supreme Court Amicus Curiae briefs for the Council of Great City Schools in Support of Plaintiffs in Board of Education of the City School District of the City of New York v Tom F., On Behalf of Gilbert F., A Minor Child [special education placement] and in Forest Grove School District v TA  (2007, 2009). Sue has also been recognized for her legal expertise in the area of special education through her engagement as an expert witness or consultant involving ten special education federal class action or systemic cases.

Sharyn Howell

Sharyn Howell has extensive experience in general education and special education as a teacher and administrator. She has a Bachelor of Arts degree in literature, a Bachelor of Education degree in special education, a Graduate Diploma in Educational Policy and Administrative Studies, and a Master of Education degree in program development, program evaluation and school finance. Sharyn has been a general education teacher and a special education teacher at elementary, middle, and senior high school levels in both Canada and the United States. Sharyn has been an assistant principal and principal at the school site level as well as a central office administrator in positions such as director of instruction and professional development for special education in a large urban school district. She retired as the Associate Superintendent, Special Education, Los Angeles Unified School District in June 2016. During her education career, Sharyn has advocated for consistent implementation of best practices in identification of students for special education supports and services to eliminate disproportionate identification of students based on race, ethnicity, gender, sexual orientation, English proficiency or factors related to socio-economic status. Her focus on disproportionate identification of students is also reflected in a strong commitment to inclusive education for all students and a reduction in inappropriate placement in special education programs.

Dr. David E. Kirkland

Dr. David E. Kirkland is the Executive Director of The NYU Metropolitan Center for Research on Equity and The Transformation of Schools. He has also been described as an activist and educator, cultural critic and author. A leading national scholar and advocate for educational justice, Dr. Kirkland hold a PhD and JD. A Detroit native, his transdisciplinary scholarship explores a variety of equity related topics: school climate and discipline; school integration and choice; culture and education; vulnerable learners; and intersections among race, gender, and education. With many groundbreaking publications to his credit, he has analyzed the cultures, languages, and texts of urban youth, using quantitative, critical literary, ethnographic, and sociolinguistic research methods to answer complex questions at the center of equity and social justice in education. Dr. Kirkland taught middle and high school for several years in Michigan. He’s also organized youth empowerment and youth mentoring programs for over a decade in major U.S. cities such as Detroit, Chicago and New York. He currently leads efforts to enhance education options for vulnerable youth throughout New York City, and beyond. Dr. Kirkland has received many awards for his research and educational advocacy work, including the 2016 AERA Division G Mid-Career Scholars Award, the 2008 AERA Division G Outstanding Dissertation Award. He was a 2009-10 Ford Foundation Postdoctoral Fellow, a 2011-12 NAEd/Spencer Foundation Postdoctoral Fellow, and is a former fellow of the National Council of Teachers of English (NCTE) Research Foundation's “Cultivating New Voices among Scholars of Color” program. In addition to several other boards, he currently serves as a trustee for the Research Foundation of the National Council of Teachers of English. A Search Past Silence: The Literacy of Black Males, the fifth book that Dr. Kirkland has authored, is a TC Press bestseller and winner of the 2015 Daniel E. Griffiths Research Award, the 2014 AESA Critics Choice Award, and the 2014 NCTE David H. Russell Award for Distinguished Research in the Teaching of English. He is also co-editor of the newly released Students Right to Their Own Language, a critical sourcebook published by Bedford/St. Martins Press. Named by Ebony magazine as one of the most brilliant scholars in the U.S., Dr. Kirkland has been a pivotal intellectual voice promoting educational justice in the U.S. and abroad.

Mollye Kiss

Mollye has worked in the field of special education for nearly three decades as a teacher and administrator at the PK-12 level. Her extensive experience includes ten years in educational leadership and administrative roles. Prior to joining PCG in 2015, Mollye worked as a Special Education Coordinator for Martin County School District where she was responsible for implementing all special education programs, including staffing, budget, curriculum, materials, facilities, child find, due process hearings, and compliance with all state and federal requirements related to special education. She previously served as the Race to the Top District Grant Coordinator, RtI/MTSS Coordinator, Special Education Program Specialist, and Transition Specialist. Mollye has experience with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). Through her experience as district liaison to community, advisory, and parent groups, Mollye has held fast to her commitment to children and families.

Sowmya Kumar

Ms. Kumar has a systemic and student-centered approach to implementing programs and services for students who are at risk for learning due to disabilities, poverty, and limited language acquisition. She has a track record of improving programs and outcomes through continuous improvement planning based on data analysis and frequent monitoring of progress. Ms. Kumar is a proponent of balancing compliance monitoring with improving outcomes for students through targeted professional development, clear and accessible operating guidelines, aligned resources and ongoing coaching, mentoring and support. She has conducted program reviews for special education, bilingual education and federal title programs at the state, regional and national levels. In her 38 year career, Ms. Kumar has served in a variety of roles in New York, New Jersey and Texas at the school, district, and regional levels. For the last seven years, she was the Assistant Superintendent of Special Education for the Houston Independent School District, the seventh largest school district in the nation, ensuring quality services for students with disabilities under Section 504 and special education. She was an Education Specialist at Region 4 Education Service Center in Houston for thirteen years where she focused on developing products and providing professional development and technical assistance around school improvement, interpreting and implementing federal laws and state policies, funding, and state and federal accountability. Prior to moving to Houston, she served as Director of Special Services in Hackettstown, New Jersey for six years, and in teaching and educational diagnostician roles in a few other school districts in New York and New Jersey. Ms. Kumar has a B.A in Chemistry from Queens College and an M.A in Special Education/Supervision and Administration from Teachers College, Columbia University.

Sharon Lohrmann, PhD

Sharon Lohrmann, PhD is an Assistant Professor of Pediatrics at The Boggs Center on Developmental Disabilities. She directs the NJ Positive Behavior Support in Schools initiative, a partnership with the NJ Department of Education, Office of Special Education Programs. Dr. Lohrmann works with families and professionals through training and technical assistance activities to promote the adoption of positive behavior support. She promotes statewide dissemination of resources through the www.njpbs.org website, trainings, and conference presentations. Dr. Lohrmann is actively engaged in research on the application of positive behavior support in schools and has authored a number of publications in peer-reviewed journals. She is the past Editor of Connections and serves on the Editorial Boards for the Journal of Positive Behavior Interventions and Research and Practice for Persons with Severe Disabilities. Dr. Lohrmann is the recipient of the Dr. Irwin A. Hyman Service to Children Award, she is a two time elected Board of Director for TASH www.tash.org, and member of the Northeast PBIS Regional Network Advisory group.

Mark Mautone

Mark Mautone is currently the coordinator of the Applied Behavior Analysis (ABA) program and paraprofessionals for the Hoboken Public School District. He was recognized as the 2015 New Jersey State Teacher of the Year. Mark graduated from Kean University with a Bachelor of Arts in Teacher of the Handicapped and Caldwell College with a Masters of Arts in Applied Behavior Analysis (ABA). He is currently obtaining his Master of Arts in Educational Leadership. He has taught children with diverse learning styles during his career for 20 years. In Hoboken, Mark delivers specialized instruction by using ongoing in-depth educational assessments, empirically based teaching procedures and data analysis for his students. He uses traditional materials and innovative technologies to accomplish meeting the needs of his students. As a parent of a child with special needs, Mark understands and recognizes that student success is maximal when family engagement is present. He emphasizes the importance of developing parent-teacher partnerships. Mark conducts group and one-on-one parent training as well as meetings to discuss sensitive topics that include but not limited to interventions, initial diagnosis, education plans, and IEP processes. Mark has given presentations from New York City to San Francisco on topics such as using technology in the classroom, parent-teacher relationships, curriculum, instructional strategies, school climate, culturally responsive teaching, and differentiated teaching. Mark’s contributions and accomplishments in the field of education span across a wide spectrum of domains that include the technology, general education, special education as well environments that include Universities, school districts, community organizations, and educational companies. Mark has authored articles and lent his expertise in interviews for media outlets that include NBC, WCBS 880 (NYC), Washington Post, Caucus NJ, Education Policy Center, Parenting.com, Star Ledger (NJ), SpecialNeeds.com, NJEA Review, and The Jersey Journal.

Michael Ojeda

Michael Ojeda is the Principal of the Thomas Jefferson Arts Academy, part of the Elizabeth Public Schools (NJ). He has served in this position since 2011, with prior service in the Elizabeth Public Schools as an instructional director, supervisor, vice principal, and teacher. Michael’s educational background include Bachelor of Arts degrees in History and Political Science (from Rutgers University and Kean University respectively), as well as a Masters of Arts degrees in both Special Education and Educational Administration from Kean University. Michael is currently a doctoral candidate at the NYU Steinhardt School of Culture, Education, and Human Development where his research focuses on the student experience of high school and accountability-based reform. His professional recognitions include selection as an ASCD Emerging Leader, the NYU Dingman Scholarship, the PDK R. Gerald Melton Fellowship, and the State of New Jersey Governor’s Teacher Recognition Award.

Orvyl Wilson

Orvyl Wilson began his education career in 1976, teaching History at Delsea Regional High School in Franklinville, New Jersey.  During his career he has served as teacher, vice principal, high school principal, and central office administrator  for over 40 years. 

Mr. Wilson came to the Franklin Township Public School District in 2001 and served as high school principal until June 2007.  He is still employed by the District and currently serves as the Director of School Management & Student Advocacy.  

Mr. Wilson is a strong believer in PBIS and the impact that it can have on changing the culture and climate of a school community.  He currently has oversight for the Franklin Township – K – 12  PBS initiative.