About
The work I've done is the work I'm asking you to look at.
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For over two decades I worked in Wisconsin schools as a classroom teacher, a reading specialist, an instructional coach, and an MTSS coordinator. I've sat in every seat I'm now asking people to examine.
And for most of those years, I watched the same thing happen over and over. Smart, caring, hardworking people would pour everything they had into a student, a teacher, a program, and the problem would come back. Different year, different face, same problem.
Not because the people were wrong. Because nobody was looking at the system that kept producing the problem in the first place.
That's the work Move Toward exists to do. Not another program. Not a new framework to implement. A genuine, honest look at what's actually in the way — and a practical path to something different.
I built this because I spent over two decades earning the right to do it. And because I've never been willing to tell people things are fine when they aren't.
20+ years in Wisconsin K-12 education. Classroom teacher. Instructional coach. MTSS coordinator. Administrative license. M.Ed. in Educational Leadership.
I hold both a Wisconsin Reading License and an Administrative License. My Reading License reflects direct practitioner experience in the science of reading and structured literacy, building and running a compliant PK–3 reading system that actually produced results, not just documentation.
I have done every job I am now asking leaders to look at more honestly. That's not a credential; it's a commitment to the work.
Most importantly, I have never lost sight of the classroom. My role is serve and support those who are working directly with students because the classroom is where the good stuff lives.
How I Work
Listen & Diagnose
I find the real barrier not the presenting problem, but what's in the way. Most organizations are solving the wrong thing.
Design & Build
I create simple, practical responses tailored to your people and context. No generic programs. No binders that sit on shelves.
Coach & Transfer
I work alongside your team until the solution is theirs. The goal is never dependency on me; it's momentum that outlasts me.
Stories from the Field
A third grade team was watching literacy gaps grow and everyone could see it, but no one had created the conditions for them to talk honestly about what to do. The conversation that changed things wasn't about strategy. It was about shared responsibility. By the end, every teacher had a clear role and a genuine stake in the outcome. The plan they built together was one they actually followed.
A district had mandated a curriculum. Teachers knew it wasn't meeting student needs. The curriculum stayed, but instead of compliance without results, we worked with the district to augment what they had in ways that actually served kids. The mandate became a foundation. The teachers became the architects of what happened next.
The same students were being sent to the office. The data showed the pattern clearly, but the team believed they had no choice but to keep responding the same way. What changed wasn't the consequence system. It was permission. Permission to look beyond what felt required and design a response that actually addressed what was driving the behavior in the first place. The referrals dropped. The students stayed in class.
These are not rare stories. This is what most schools are living in right now.
If what you just read sounds like your building, let's find out what's in the way.
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