About Us

Hank Fien, Ph.D., is the Director of Lead for Literacy (L4L) and is a Professor in the Wheelock College of Education and Human Development at Boston University (BU). He also directs the BU TEACH research center at BU. His research is focused on the areas of early reading and early mathematics interventions for diverse learners in school settings. Dr. Fien’s most recent work is focused on scaling up evidence based practices in schools and to better understand the ecological factors that support or hinder the use of evidence.

Abby Foley, M.Ed., PMP, Deputy Director of the Lead for Literacy Center, is a Senior Researcher at the American Institutes for Research (AIR). In this role, she manages and delivers research-based training and technical assistance (TA) across three Office of Special Education projects, including L4L, the National Center on Intensive Intervention (NCII), and the Collaboration for Effective Educator Effectiveness, Accountability, and Reform Center (CEEDAR Center). Her areas of expertise include literacy, special education, and multi-tiered systems of support (MTSS). Foley is a former special education teacher, and earned her master’s degree in special education from George Mason University.

Nancy J. Nelson Fien, Ph.D., is Co-Principal Investigator of the Lead for Literacy Center. She is an Assistant Professor of Special Education in Boston University’s Wheelock College of Education and Human Development. Dr. Nelson has more than a decade of experience leading federally funded research projects and providing technical assistance to state and local education agencies. Dr. Nelson’s work focuses on developing and evaluating reading and math interventions for students with or at risk for learning disabilities, the use of assessment in school settings, and the implementation of multi-tiered systems of support (MTSS). She is a nationally certified school psychologist and a former middle and high school special education teacher.

Allison Gruner Gandhi, Ed.D., Co-Principal Investigator of the Lead for Literacy Center, is a Vice President in the Human Services Program at the American Institutes for Research (AIR). Dr. Gandhi has extensive knowledge about special education policy and practice, especially around identifying and communicating about evidence-based practices to support improved outcomes for students with disabilities. Dr. Gandhi has published and presented extensively on the topic of multi-tiered systems of support (MTSS) and evidence-based practices in special education. She received her master’s degree in public policy from Georgetown University and a doctoral degree in education policy from Harvard University.

Carol Dissen is the Leader of Professional Development and Technical Assistance for the Lead for Literacy Center, and supports implementation of literacy grants and technical assistance projects at the Center on Teaching and Learning at the University of Oregon. Carol’s work focuses on curriculum development, delivering professional development workshops, and providing in-building coaching and model lessons to support evidence-based practices to educators. Carol’s most recent work focuses on building strong Tier I and Tier II systems of instruction, intensification of interventions for non-responders, and building strong literacy leadership to support an effective Multi-tiered System of Support (MTSS). She is a former elementary school educator.

Stephanie Jackson, Ph.D., Senior Advisor for the Lead for Literacy Center and Managing Research Analyst at American Institutes for Research (AIR), directs policy, technical assistance, and evaluation projects for Federal, and state policymakers. Dr. Jackson has more than 30 years of experience in a variety of educational environments, including general and special education settings, magnet schools, charter schools, and higher education. She has been recognized for her educational leadership in schools and her practical and realistic perspective to foster the learning of all students, including students with disabilities. Prior to joining AIR, Dr. Jackson worked as a general education and special education teacher, a special education administrator, an elementary school principal, and associate director of a research institute in a large, urban university.

Lisa Bates is a consultant on the Lead for Literacy Center. She has extensive experience supporting districts to build, implement, and sustain MTSS in the area of reading. She has trained numerous districts in topics such as developing solid core reading instruction, using assessments to drive instruction, intervention systems, data-based decision making, and teaming. She also coaches districts to develop the infrastructure and capacity to sustain their practices. Lisa holds a PhD in School Psychology from the University of Denver.  

Anna Ingram provides Administrative Support to the Lead for Literacy Center. Anna has a BA in English and Creative Writing from West Virginia University and has worked for the Center on Teaching and Learning at the University of Oregon as part of the administrative staff since 2004. She splits her time between Centers and the CTL Clinic which offers tutoring to elementary age students struggling with reading or math. Anna is also the parent of a child who struggles with dyslexia, and has a vested interest in evidence-based instruction for children struggling with reading.