Technical Assistance

Sally Baggett

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Sally Baggett

First name: 

Sally

Last name: 

Baggett

Bio: 

Sally Baggett facilitates continuous quality improvement (CQI) to strengthen evidence-based early childhood home visiting programs. She brings decades of experience fostering creative collaborations to improve early childhood systems, as well as expertise in sustainability strategies, including social bond financing and healthcare financing. A primary focus of her work is the integration of early childhood home visitation services into primary health care systems to enhance services for young children and their families.  

As a member of EDC’s Home Visiting – Improvement Action Center Team (HV-ImpACT), Baggett provides training and technical assistance to federal Maternal Infant Early Childhood Home Visiting (MIECHV) awardees. HV-ImpACT is working in all 50 states, the District of Columbia, and five territories to ensure at-risk pregnant mothers and families have the resources they need to raise children who are physically, socially, and emotionally healthy and ready to learn. In addition to providing intensive support to 11 states and the District of Columbia, Baggett contributes to site visits, webinars, communities of practice, e-news, and an online collaboration portal for all MIECHV awardees.

Baggett is an accomplished presenter, and has conducted numerous trainings and webinars for parents, early childhood and primary health care providers, funders, and advocates at the state, regional, and national levels. She is a charter member of the Home Visiting Applied Research Collaborative Council, and contributed to the case study, Coordinating Comprehensive Healthcare with Home Visits for New Families.

Previously, Baggett was Director of Patient and Family Support for a federally qualified health center serving families in seven South Carolina counties. In this role, she administered a continuum of early childhood home visitation services, integrated them into primary pediatric care, and added in-home behavioral health care for mothers with elevated depression. She also guided CQI processes for the pediatric and home visitation divisions, and provided technical consultation for state and local MIECHV direct service, CQI, and evaluation providers. 

Baggett received her BA from Furman University.

 

Staff: 

Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

864-992-3674

David Jacobson

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David Jacobson

First name: 

David

Last name: 

Jacobson

Bio: 

David Jacobson works with states, districts, and communities to improve early education and care for low-income children and their families. He specializes in building effective prenatal through Grade 3 (P–3) systems with the aim of closing achievement gaps, addressing inequality, and building strong communities.

Jacobson brings extensive experience in early childhood education, school improvement, and strategic planning to his work as a senior technical assistance specialist for the Center on Enhancing Early Learning Outcomes. In this role, he supports state education agencies in leading sustained improvements in early learning opportunities and outcomes.  He represents EDC's Center for Early Learning Professionals on The Rhode Island Early Learning Council.

Currently, Jacobson is also leading a team in providing technical assistance to Rhode Island’s Supporting Kindergarten Teaching and Learning initiative. Funded by a Race to the Top-Early Learning Challenge grant, this work includes developing and piloting a system of supports to guide the implementation of the state’s KEA, including kindergarten coaching and transition planning. 

Jacobson is the author of numerous publications, including A Purple Agenda for (Early) Education,  Building P-3 State Systems: Learning from Leading States; “The Primary Years Agenda: Strategies to Guide District Action” and “Coherent Instructional Improvement and PLCs: Is It Possible to Do Both?”  He presented Opportunities for Adverse Childhood Experiences Prevention in Early Learning and Care Partnerships at the National Academies of Sciences 2017 workshop on the Neurocognitive and Psychosocial Impacts of Vioence and Trauma. Additionally, Jacobson developed and oversees the P-3 Learning Hub, a blog that analyzes P-3 developments around the country.

As a member of the Advisory Board for Boston College’s InterconnectED initiative, Jacobson is advancing efforts to develop a statewide infrastructure to integrate educational, social service, health, and mental health resources for children in Massachusetts. 

Before joining EDC, he was the Professional Excellence Director for Cambridge Education, an international organization working to improve school quality and educator effectiveness. In this capacity, he led the development of Cambridge Education’s approach to school turnaround and developed the Common Priorities approach to structuring the work of professional learning communities.

Jacobson received a BA in history from Brown University, an MA in philosophy from Brown University, and a PhD in sociology from the University of Chicago.

Staff: 

Staff Profile

Job title: 

Principal Technical Advisor

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2662

Sherrie Rudick

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Sherrie Rudick

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Sherrie

Last name: 

Rudick

Bio: 

Sherrie Rudick brings expertise in early childhood education, product development, curriculum design, project management, facilitation of adult learning, and web-based learning. She has a deep commitment to promoting young children’s school readiness and success, as well as fostering lifelong literacy and learning.

Rudick creates program literature, briefs, newsletters, and other materials for the Home Visiting – Improvement Action Center Team (HV-ImpACT), an EDC-led training and technical assistance initiative that is supporting Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program awardees in all 50 states, the District of Columbia, and five territories. With colleagues, Rudick is working to advance the provision of evidence-based home visiting services that ensure at-risk pregnant mothers and families have the resources they need to raise children who are physically, socially, and emotionally healthy and ready to learn. 

Previously, Rudick built the knowledge and skills of Head Start leaders through the National Center on Program Management and Fiscal Operations (PMFO), where she led a team of EDC content experts and practitioners in developing products related to effective management of Head Start organizations. Working closely with the Office of Head Start and five other national Head Start centers, she helped highlight the important role that management systems play in delivering high-quality services and improving the readiness of young children, including collaboratively developing Foundations for Excellence: Planning in Head Start.

Rudick was the lead developer of PMFO’s online interactive learning modules Data in Head Start and Early Head Start: Creating a Culture that Embraces Data and Data in Head Start and Early Head Start: Digging Into Data, and co-developed and co-presented the “Head Start Program Planning Cycle” video training module of the Management Matters series. She has written or coauthored Putting the Pro in Protégé: A Guide to Mentoring in Head Start and Early Head Start, the User’s Guide to Linking Our Voices, and the User’s Guide to Nuestro Trabajo, Nuestro Futuro. While working at Teaching Strategies, Inc., she co-authored The Creative Curriculum for Infants, Toddlers, & Twos, and The Creative Curriculum for Family Child Care. She was lead developer on Teaching Strategies’ web-based CDA training program, and has co-developed and presented numerous training sessions nationally and regionally to Head Start and early childhood education audiences throughout the country.

Before joining EDC, Rudick served as Project Manager for the Early Head Start for Family Child Care project at Zero to Three, a demonstration project related to Early Head Start and child care partnerships that was an early model for the President’s Early Head Start-Child Care Partnerships initiative. She worked at the Child Development Services program for the Department of the Army, was employed at a large migrant Head Start grantee, and, while at the American Institutes for Research, worked on Head Start federal monitoring and conducted an evaluation of the Head Start training and technical assistance system. Earlier in her career, she was an early childhood teacher, center director, and state licensing specialist.

Rudick received a BA in literature from Antioch College and completed the coursework for a master’s degree in early childhood education at Bank Street College of Education.

 

Staff: 

Staff Profile

Job title: 

Senior Training and Technical Assistance Associate

Mailing Address: 

1025 Thomas Jefferson Street, NW, Suite 700W
Washington, DC 20007

Telephone: 

202-572-3752

Joe Ippolito

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Joe Ippolito

First name: 

Joe

Last name: 

Ippolito

Bio: 

Joe Ippolito provides expertise in the design and management of large-scale initiatives focused on career education and training for diverse fields. He is deeply committed to creating pathways to STEM careers and improving outcomes for at-risk young people, including youth reentering the community from juvenile detention centers.

Ippolito engages experts in documenting the skills and knowledge that professionals need to succeed. Career-technical education institutions, workforce training programs, and colleges use the resulting “professional profiles” to design curricula, workshops, and courses. Recently, for EDC’s Oceans of Data Institute, he co-led  panels of big data experts in developing the first profiles of a Big Data-enabled Professional and Data Practitioner. Previously, he co-led the development of profiles of what “Social Technology-Enabled” and “Computational Thinking-Enabled” professionals need to know and be able to do. He is the lead author of the recent case study “Defining an Emerging Occupation: Who Is the Social Technology Enabled Professional” published by Sheffield Hallam University.

As the principal investigator for a National Science Foundation (NSF) Advanced Technological Education (ATE) research project, Ippolito is examining the extent to which best-practice social media strategies enable colleges to increase student enrollment. He is also leading an NSF-ATE project that is working with community colleges to create big-data career pathways. Previously, he supported Athens Technical College (GA) in strengthening career pathways for its students.  Ippolito has co-authored Fulfilling the Call: A Model for Unitarian Universalist Ministry in the 21st CenturyProject SMART: Local Manufacturing Industry Skill Standards, and Project SMART: Work-Based Learning in the Manufacturing Firm.

Before joining EDC, Ippolito served as Vice-President / Programs and Development for Youth Opportunities Unlimited, where he designed and managed programs to deliver comprehensive career development, job readiness, and mentoring services to middle- and high-school students. Earlier in his career, he worked as a community organizer, building interdenominational faith-based advocacy organizations in low-income communities. 

Ippolito received a BA in Religious Studies from Duke University and an MA in Religious Studies from the Divinity School of the University of Chicago    

 

 

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

216-386-3051

Diana Wogan

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Diana Wogan

First name: 

Diana

Last name: 

Wogan

Bio: 

Diana Wogan contributes her expertise in research, policy analysis, and school improvement to a wide range of initiatives. Working closely with key state and regional education leaders, she ensures that research and lessons learned by practitioners inform education policy to improve educational outcomes for all students.

Wogan leads a team in providing analytic technical support that ensures that research informs the day-to-day work in schools, school districts, state departments of education, and state capitals. She also contributes analytical expertise to the REL Northeast & Islands

With colleagues, Wogan provides technical support to grantees funded by the US Department of Education Investing in Innovation (i3) program. Her guidance advances i3 project leaders’ efforts to address education challenges such as turning around underperforming schools, educating English learners, and improving school culture and climate. She also provides technical support to grantees funded by the US Department of Education Teacher Incentive Fund (TIF) program, particularly around stakeholder engagement and communication.

Before joining EDC, Wogan worked with the Boston Public Schools, helping schools with a longer day to use their time effectively in support of students and teachers. Prior to that, she served as Research Director for the Joint Committee on Education in the Massachusetts state legislature, where she helped draft legislation relating to school improvement and turnaround, and bullying prevention. In addition, Wogan advised members on education policy matters. She began her career as a community organizer in New Jersey, working with college students to advocate for student debt reform, urban renewal, and public health.

Wogan received a BA in Political Science from the University of Michigan and an MA in Political Science from Northeastern University.  

 

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2462

Eileen Caruso

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Eileen Caruso

First name: 

Eileen

Last name: 

Caruso

Bio: 

Eileen Caruso has extensive experience in guiding the sound finance and operations management of non-profit and for-profit organizations. She has contributed her expertise in a diverse array of leadership roles in higher education, the performing arts, and afterschool education.

Caruso develops training programs for the National Center for Early Childhood Quality Assurance, with a focus on strengthening the business practices of child care providers across the country. She is also co-director of the Rhode Island Center for Early Learning Professionals, overseeing its administrative operations as well as developing and delivering professional development for providers in Rhode Island. 

Previously, Caruso oversaw the Fiscal Consulting Initiative for the National Center on Program Management and Fiscal Operations (PMFO). In this capacity, she led a collaborative effort with Head Start Regional Offices to provide targeted fiscal consulting support to Head Start grantees around the country. With colleagues, she also developed and presented an array of fiscal resources and materials.

For six years, Caruso has been a steering committee member of the Boston Nonprofit Finance Managers Group. Previously, she served as a board member for the Arlington Children’s Theatre and the Azuka Theatre.

Before joining EDC, Caruso was the director of finance and administration for Interaction Institute for Social Change, a nonprofit consulting company providing facilitation and training services to nonprofits and foundations around the world. She also served as the associate managing director for finance and administration for the Annenberg Center for the Performing Arts, where she established an information technology plan and led senior staff members in a strategic planning process and development of a master facilities plan.

Caruso has a BS in Business Administration from the University of Massachusetts-Amherst, an MEd from the University of Pennsylvania, and has completed coursework at Wharton School of Business.

Staff: 

Non-Staff Profile

Job title: 

Project Director II

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2327

Ruth Rouvier

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Ruth Rouvier

First name: 

Ruth

Last name: 

Rouvier

Bio: 

Ruth Rouvier’s extensive expertise in documentation, maintenance, and revitalization of endangered languages informs her work connecting children's linguistic and cultural heritage to their early learning—an approach that has been shown to have positive effects on children’s academic success and well-being.

Currently, Rouvier is designing and leading a National Science Foundation-funded workshop that will engage experts in language acquisition, early childhood development, linguistics, statistics, and public health, in examining the impact of endangered language documentation on the learning and academic success of young children. Previously, she worked with EDC's National Center on Cultural and Linguistic Responsiveness team and tribal communities to develop tools and resources, such as A Report on Tribal Language Revitalization in Head Start and Early Head Start, that support American Indian and Alaskan Native Head Start centers in planning and implementing language revitalization programs.

Rouvier is Vice President of the Board of Directors of the Pro-Moskitia Foundation of Nicaragua and serves on the Linguistic Society of America’s Committee on Endangered Languages and Their Preservation. She teaches courses in Linguistics at the University of California, Berkeley, conducts workshops in language documentation, presents her findings at the annual conferences of such organizations as the Linguistic Society of America, and shares her insights in publications such as The Washington Post

Rouvier is a Research Collaborator for the Smithsonian Institution's National Museum of Natural History. Before joining EDC, she was the program manager for the Smithsonian's Recovering Voices initiative. Earlier in her career, she was the language program coordinator for the Karuk Tribe.

She received a BA and MA in Linguistics from the University of California, Berkeley.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

202-265-0843

Melissa Lin

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Melissa Lin

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Melissa

Last name: 

Lin

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Melissa Lin specializes in project management, product development, conference and event administration, proposal coordination, facilitation of team collaboration, and development of administrative systems. To all of her work, she brings a deep commitment to community engagement and fostering the sharing of information and ideas.

Lin advances the mission of EDC school leadership projects that share a common focus on improving the quality of principal preparation programs to respond to the demands of today's schools and enhance learning outcomes for all students. She supports the work of the Quality Measures™ Center for Program Assessment and Technical Assistance, led by Cheryl King and funded by The Wallace Foundation.

In the National Training Provider/Graduate Principal Professional Learning Community, she is facilitating an effort to improve the quality of districts’ principal preparation and training by engaging program providers and principals in a professional learning community. In the Quality Measures (QM) Principal Pipeline Technical Assistance initiative, Lin was part of a team that is supporting the scale-up of six urban school districts’ promising leader development initiatives by guiding program improvement efforts using the QM self-assessment process.

Lin contributes her written and visual communication skills to numerous online and print products. She edited the QM tools and resources (including the QM Principal Preparation Program Self-Assessment Toolkit); developed the Exemplar Catalogue on the Quality Measures website; and managed the publication process for the Wallace-funded report, Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts.

Prior to joining EDC, Lin worked in development and fundraising for a breast cancer organization affiliated with Columbia University Medical Center and for the Alliance of Resident Theatres/New York, which supports non-profit theatre companies in New York City through funding, training, networking, and space rentals. Earlier in her career, she interned with the Greater Hartford Arts Council’s Neighborhood Studios program, where she worked closely with the Program Director over two summers to implement a five-week arts apprenticeship program for high school students and served as a liaison between program leaders, youth participants, studio and professional development instructors, and community members.

Lin graduated from the University of Connecticut with a Bachelor of Fine Arts in Printmaking.

 

 

Staff: 

Non-Staff Profile

Job title: 

Project Associate II

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2133

Wendy Rivenburgh

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Wendy Rivenburgh

First name: 

Wendy

Last name: 

Rivenburgh

Bio: 

Wendy Rivenburgh is an expert in youth media education, technical support, communications, community building, and instructional design. To all of her work, she brings a deep commitment to empowering learners, supporting the creation of original works for a social purpose, and, in particular, tapping the potential of children and youth as the next generation of leaders and innovators.

Rivenburgh manages communications for the National Center on Afterschool and Summer Enrichment (NCASE), funded by the US Department of Health and Human Services to ensure that low-income children have increased access to high-quality learning experiences.  She is responsible for strategic outreach and dissemination of materials, and serves as lead editor for NCASE products, including new and adapted print and electronic resources.

Rivenburgh previously led communications for Adobe Youth Voices (AYV), a project dedicated to working with educators and young people to apply their creative skills to solving real-world problems. The overarching goal was to increase creativity in education and equip youth media-makers to create social change through the power of digital storytelling.

In close collaboration with the Adobe Foundation, Rivenburgh developed a wide array of online and print communications that advance the AYV mission. She was the lead writer of an app about AYV, The AYV Story, which provides a moving, close-up view of the experiences of AYV youth media makers and educators. She was also the lead developer of the interactive AYV Program Guide, co-developed numerous curricular resources—including the video narrative curriculum, Moment of Truth—and was the author and editor of the AYV collection of program stories that highlights the experiences of participating youth and educators around the world.

Rivenburgh has contributed her skills to numerous other technology-infused youth development initiatives at EDC, including YouthLearn and the creation of a technology curriculum database for the National Partnership for Quality Afterschool Learning at SEDL. She is the co-author of a chapter, “Working in Afterschool,” which shares lessons learned from the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program, as well as a report on the ITEST Convening, Defining an Afterschool Research Agenda.

Before joining EDC, Rivenburgh taught English literature and writing courses at the high school and college level, and worked with young people in academic enrichment and other extracurricular activities.

Rivenburgh received her BA from Middlebury College and her MA in English from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2159

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