Science of Reading Illinois (SoRI) is a nonprofit organization founded in 2020 by five school psychologists with a common mission: advocating for equitable literacy outcomes through evidence-based practices. SoRI is currently collaborating with other like-minded nonprofits and individuals to advance legislation around core reading instruction and professional development. Please fill out this form to stay in touch with us and receive updates about our work: Connect With Us.

Courtney is a Nationally Certified School Psychologist. She also holds an Illinois School Support Personnel Professional Educator License (PEL) in School Psychology. She received her doctorate in education in school psychology from Loyola University Chicago. She has been licensed in Illinois since 2006 and through her practice in the public schools of Chicago’s northwestern suburbs, she has gained a wealth of experience enhancing the education of children. During her practice in schools she experienced many poor reading instructional practices and the related underachievement of many students. This unfortunate state of public education is what motivated her to co-found the Science of Reading Illinois (SoRI) with four other concerned school psychologists. Her goal with SoRI is to improve reading outcomes in the state of Illinois by supporting policies and practices founded in evidence and aimed at helping all children learn to read!

Connect with Courtney at cratliff@sorillinois.com.

Jacqueline began her career as a school counselor and special education case manager for Chicago Public Schools. During her tenure, she was elected to the Local School Council (2012) and she was a member of the school’s instructional leadership team. She obtained a Masters degree in Special Education from University of Illinois at Chicago (2014) and a Masters degree in School Leadership from Concordia University with a Type 75 General Administrative (IL) certificate. She completed her Masters and Ed.S. in School Psychology from Governors State University in 2018. She previously practiced as a school psychologist in McHenry, Illinois where she was part of the McHenry District 15 Equity Committee. Jacqueline currently works as a contract school psychologist. Areas of interest within the field include providing services within the least restrictive environment, restorative behavioral practices, and advocating for evidence-based literacy practices.

Connect with Jacqueline at jtorres@sorillinois.com.

Dr. Grandziel received her doctorate in school psychology at Loyola University in Chicago, Illinois. Her research focus at Loyola was educator self-care, with specific examination of mindfulness-meditation and teacher stress. She is a bilingual school psychologist servicing a northwest suburban school district and has been practicing for 12 years. She is a strong advocate for evidence-best practices to ensure the utmost positive outcomes for students. She cofounded Science of Reading Illinois to help bring all students access to reading methodology that is backed by science and will give them the best chances of succeeding as young readers.

Connect with Victoria at vgrandziel@sorillinois.com.

Passionate about the power of public education and using data to improve student outcomes, Katie is excited to advocate for evidence-based literacy practices in Illinois.

Katie is currently a school psychologist for a special education collaborative that works with students from pre-kindergarten through transition. Previous experiences have included connecting with school teams as an external coach for Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).

Connect with Katie at kcasey@sorillinois.com.

Sean began practicing as a School Psychologist in 2008. His passions include assisting in the implementation of systems of support that equitably improve student outcomes. As an advocate for just schools, Sean has become active in the Illinois Education Association both locally and at the state level. Sean believes in the promise of the public education system within the State and Nation, which has not yet been realized. The work necessary, both individually and collectively, to fulfill this promise requires an understanding of where we are, and hope that we can become ever better at learning and teaching.

SORI's mission called Sean to advocate for literacy instruction not only at the local level, but at the state level as well. The cause for ensuring that every student is taught foundational skills in reading is necessary to improving student outcomes and advancing active citizenship.

Connect with Sean at scasey@sorillinois.com.

Dr. Madeline Berkowitz is a school psychologist, science of reading researcher, and faculty member at Middle Tennessee State University. Her research program focuses on translating science of reading research into practice. Madeline began her career as a school psychologist in Massachusetts and Illinois. During her time as a school psychologist, she noted great variations in the quality of reading instruction in general education and special education and became interested in improving literacy outcomes for all students. Madeline became a member of SORI after meeting Katie at a conference. She is excited to learn more about policy and advocate for evidenced based literacy instruction for Illinois children.