John Tapper, PhD
John was an elementary classroom teacher, math curriculum coordinator and math coach for over 20 years. His teaching experiences ranges from the two-room elementary school in Vermont where he began his career to his work at the Neighborhood School on the Lower East side of Manhattan. In the 1990s, he co-founded the nationally recognized Westminster Primary Program, an innovative non-graded public school in southern Vermont where children ages 6-10 learned together.
John completed his PhD in Teaching and Learning at New York University focusing his research on teaching methods that support struggling math learners and the effects of poverty on mathematics learning. John has provided professional development on mathematics learning throughout the U.S., Eastern Europe, and Japan. He is currently a professor of elementary education at St. Michael’s College where he prepares future teachers to teach mathematics. He is the author of Solving for Why: Understanding, Assessing, and Teaching Students who Struggle with Mathematics, K-8. He is one of the founders of the All Learners Project, an effort to make math accessible to students regardless of background or circumstance.
Sandi Stanhope worked in Franklin County for over 25 years as a primary classroom teacher, teacher leader, math interventionist and math coach. She has spent more than 15 years digging into the research around the ways in which young children develop early numeracy, additive reasoning, and their overall sense of mathematics. As a result of this focus, she became one of the lead facilitators in the development and implementation of and training for the Primary Number and Operations Assessment (PNOA), a tool used throughout Vermont and elsewhere to identify what young students know and can apply around concepts in early numeracy. In addition, in the role of a primary mathematics consultant, she provides professional development through teaching workshops and graduate level courses, such as Laying the Foundation, Building Upon the Foundation, Problem Solving: Making Sense of Mathematics, and Relational Thinking: Laying the Foundation for Algebra (just to name a few) in school districts across the state of Vermont. All of these courses support the teaching and learning of essential content, knowledge, and pedagogy for teachers and students in the area of mathematics. Sandi is also a 2010 graduate of Vermont Mathematics Initiative and a national trainer for OGAP Additive Reasoning. When she is not immersed in researching the mathematics of young children, Sandi enjoys time off with her family and traveling.
ASSISTANT CONFERENCE COORDINATOR
Pure mathematics is, in its own way, the poetry of logical ideas. ~ Albert Einstein
Michele Tapper-Racine MA has spent her career as a librarian and literature student focused on the value of words. However, the opportunity to trace the golden thread of imagination through the world of numbers and mathematics---in contrast with words and language---ignited her curiosity with a promise of untapped educational horizons and continued learning as she joined the All Learners Network. With an entrepreneurial spirit, marketing experience, and an unfailingly militant commitment to organization, Michele hopes to work toward expanding the scope of the ALN message, promoting strategies and solutions to a wider audience of struggling learners.
Natasha is a freelance web and digital media designer. She provides ongoing website maintenance, communications, and technical assistance at ALN.
Natasha also works in the Essex Westford School District as the Executive Assistant for District Operations. Prior to that she served as Communications Coordinator/Executive Assistant to the Superintendent and the Director of Curriculum in Franklin West Supervisory Union.
Christian Courtemanche (M.Ed) is a district K-4 Math Instructional Coach and curriculum leader in Chittenden East Supervisory Union. He has been in elementary and middle school education for over 15 years, both as a classroom teacher and a curriculum specialist. He is an Additive Reasoning Trainer for OGAP (the Ongoing Assessment Project), leads workshops for teams around developing computational fluency, and has taught 13 separate cohorts in the “Differentiation through Math Menu” course.
His work with the ALN focuses in facilitating courses, workshops, and district-based implementation using Main Lesson / Menu as a model for inclusion and differentiation.
Fran Huntoon has been working with middle school teachers and coaches on the All Learners Project. She is an educational consultant and works with schools and districts to improve math instruction. Fran is a former elementary and middle school teacher who taught math to all ages from kindergarten to grade 6. Along with her work with the All Learners Project, Fran is a mentor and instructor for the Vermont Mathematics Initiative, a national facilitator for the Ongoing Assessment Project, and an organizer for the statewide Ed Camps focused on Multi-Tiered Systems of Support in Math Education.
TJ Jemison is a dynamic and experienced math workshop presenter and educational consultant who works with schools and districts to improve math instruction. He has extensive experience as a Special Educator, curriculum developer, and Math Coach who has taught math to all ages from Pre-K to grade 6. Along with his work with the All Learners Project he facilitates math professional development sessions across the United States and internationally and is also a consultant with Quality Teacher Development, Math Solutions, The Math Learning Center and is a co-organizer for the Vermont statewide Ed Camps focused on Multi-Tiered Systems of Support in Math Education.
Bob Laird works for the Vermont Mathematics Initiative (VMI) at the University of Vermont, where he oversees the teaching/learning and action research strands, and serves as a lead statistics instructor. The VMI, started in 1999, is a three-year masters program for K-12 mathematics teachers with more than 500 graduates across Vermont.
Bob is also co-author of A Focus on Fractions: Bringing research to the classroom (Routledge, 2015), and A Focus on Multiplication and Division: Bringing research to the classroom (Routledge 2017).
Over the past 15 years, Bob has been involved in numerous mathematics instructional and systemic support projects both nationally and internationally. These include initiatives with Philadelphia Public Schools, Cincinnati Public Schools, the Alabama Math Science and Technology Initiative, Queen Rania Teachers’ Academy in Amman, Jordan, and the Institute for the Promotion of Teaching Science and Technology and Kenan Institute Asia in Bangkok, Thailand.
Bob was an elementary and middle school teacher for 21 years.
Ashley Marlow is a third grade teacher for Colchester School District. She is a graduate of the Vermont Mathematics Initiative (VMI) and a past member of the AOE's Elementary Math Professional Learning Team. Ashley enjoys supporting classroom teachers in using the high leverage concepts to plan interventions and math menus with differentiated activities that meet student need and interest.
Ashley is passionate that "all means all" when referring to students and their ability to learn and enjoy math and is excited to continue her work with the ALN!
Erica Moy currently works as a math specialist in Essex. Over the last fifteen years, she has taught students from preschool through middle school. Always being interested in mathematics, she has eagerly taken on math specialist and intervention roles to support both students and teachers.
After hearing about the All Learners Project two years ago, she knew she wanted to be involved and has been a member of the network since.
Erica is interested in research around strategies and instruction to support students who need more time or support to develop understanding of essential math concepts.
Erin Oliver is a math specialist for K-8 at Grand Isle School. She began her teaching career in New Orleans, Louisiana in 2007. Erin has focused on intervention because her passion is helping struggling learners build confidence and understanding. For the past 6 years, she has worked as an instructional interventionist and instructional coach in both New Orleans and Vermont. She supports teachers in analyzing student work, planning math menus, co-teaching, and providing intervention to small groups of students. For the past two years, Erin has been a part of the All Learner's Network working to change "all means all" from a hope to a reality.
Karen Reinhardt is currently a Math Research Specialist working for TeachingWorks at the University of Michigan, where she helps support both pre-service and in service teachers improve math instruction. Prior to this, she was a K-8 math coach and curriculum specialist in Chittenden East Supervisory Union.
Karen teaches a Main Lesson/Menu graduate course, facilitates All Learners groups, and is a National Trainer for OGAP (the Ongoing Assessment Project) in Additive and Multiplicative Reasoning and Fractions. Karen’s passion right now is helping teachers to support EVERY child to be a competent, confident math learner.
When she’s not working with teachers and students, Karen enjoys hiking with her family and dog and getting lost in a great book.