I grew up in South Central Kansas, graduating from Conway Springs High School in 2020. After that, I attended Pittsburg State University (GO-RILLAS!) for my bachelor's degree. I graduated with Academic Honors in Spring of 2023 with a B.S.E in Elementary Education Unified with a minor in Dance. I also hold a Masters in Special Education Teaching from Pittsburg State, and a Masters in Educational Psychology from Capella University. In December 2025, I will complete my Masters in Literacy and Dyslexia from the University of Central Arkansas, and I am working towards my Doctorate in Special Education from the University of Florida.

I am certified as a Structured Literacy Classroom Teacher (C-SLCT) through the International Dyslexia Association and the Center for Effective Reading Instruction. Additionally I am in Take Flight training to become an Academic Language Therapist  through the Academic Language Therapy Association (ALTA).

In summation, I love literacy instruction and supporting all students as they become successful readers!

I am a nerd when it comes to learning, especially when it relates to reading instruction. I stay active within the Science of Reading community, attend conferences, and develop and present on various topics related to reading. Some of my interests within the field of education include:

• Supporting students with reading disabilities, including dyslexia through systematic interventions that target academic and social concerns, that can be supported in inclusive environments

• Establishing secondary frameworks that support tiered reading instruction for middle school students with needs varying from basic reading skills to literacy enrichment.

• Developing Individualized Education Programs (IEPs) that align with the corpus of research knowledge, known as the science of reading

• Implementing IEP services that are aligned to structured literacy practices, and designed to meet students’ individual needs based on data-driven instruction and the utilization of appropriate scaffolds and supports in the inclusion settings

• Integration of literacy practices in content-specific courses at the secondary level, especially vocabulary and background knowledge to build strong reading habits, and deepen the understanding of course materials for all students