Julie provides consultation and instruction. She has a Bachelor’s degree in elementary education from the University of Vermont and a Master’s degree in special education – developmental disabilities from the University of St. Thomas in Minneapolis, Minnesota. She has extensive experience as a Special Educator and Autism Specialist designing and implementing academic instruction, proactive behavior […]
Stern Center Staff
Melissa Farrall, Ph.D., SAIF
Melissa Farrall, Ph.D., Program Manager for Evaluation, is the author of Reading Assessment: Linking Language, Literacy, and Cognition, and the co-author of All About Tests & Assessments published by Wrightslaw. Dr. Farrall was a Clinical Assistant Professor in the Department of Neurological Sciences at University of Vermont College of Medicine. She presented nationally on topics […]
Catherine Hagberg, M.Ed., Fellow/OGA
Catherine has been an educator for over 20 years serving different roles such as an elementary public school teacher, a certified reading specialist, and an Orton-Gillingham practitioner in private practice. She received her Bachelor’s Degree in Elementary Education, and then continued at Providence College in Rhode Island where she completed a Master of Education in […]
Elizabeth Keenan, M.Ed.
Elizabeth Keenan (she/her), M.Ed., Associate/OGA, is a Structured Literacy Coach for Lead to Read and provides consulting services to schools around Vermont. She holds a Special Educator (K-age 21) teaching license in Vermont, and is certified at the Associate level from the Orton-Gillingham Academy. Prior to joining the Stern Center in 2020, Elizabeth established Keenan […]
Sharon Leach, Ph. D.
Sharon Leach, Ph.D., Clinical Neuropsychologist & Psychologist – Doctorate, is licensed in Vermont and provides neuropsychological and psychological evaluations to individuals from 4 to 35 years of age. Dr. Leach has 20+ years of experience conducting evaluations for individuals with academic/learning disabilities, developmental disorders, psychological needs, and neurological issues that impact functioning, that occur as a […]
