Elise Kovi

Assistant Director of Outreach, Marketing, and Engagement

What I like most about my role within the Center is…

Supporting educators on their journey to teach students how to read and write.

What I believe in:

I believe books transport us to new places, encourage us to use our imaginations and have the ability to change the world. I also believe stories connect us to one another.

Previous work highlights:

I have worked on a variety of projects, but my favorite was developing customer stories. I love staying connected to audiences and building community.

Favorite book:

Let’s Pretend This Never Happened by Jenny Lawson

Fun fact:

I played travel softball growing up and like to run marathons and triathlons.

Education:

MS in Public Relations from Boston University

BA in Communication Studies from University of California, Los Angeles

June 11, 2026 Heather Rodman, Literacy Trainer

Notebooks: Helping Students Notice, Wonder, and Think on Paper

One simple but powerful way teachers can nurture students’ curiosity is through notebooks. In classrooms, notebooks are not merely places to record learning; they create space for students to collect questions, sketches, observations, discoveries, and evolving ideas.

May 20, 2026 Cindy Downend, Director

Poolside PD

Summer is the perfect time to slow down, recharge, and dive into a great book that refreshes your literacy knowledge. In this blog post, Cindy Downend shares a thoughtful collection of professional texts for literacy educators — covering early literacy, writing instruction, purposeful reading, and evidence-based teaching practices — all perfect for your summer poolside PD.

April 29, 2026 Wendy Vaulton, Associate Director for Reading Recovery & Early Interventions

Every Student Matters

There is a growing body of research on what it means to matter, to feel seen, valued, and significant, and the findings are clear: when students experience a genuine sense of mattering, they are more willing to engage, more likely to take risks, and more able to persist through challenges. They become more secure learners. They perform better. How might this translate to literacy instruction?