Susannah Everett is a research associate with the Center for Behavioral Education & Research. Her focus is to support the research and implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in the Hartford Public Schools, with specific attention on targeted interventions. She will also work with CT State Education Resource Center and other organizations to coordinate PBIS training and on-going professional development throughout the state. Everett has been an instructor with Neag’s Dept. of Educational Psychology since 2002 and previously was a school psychologist and School-Wide Positive Behavior Support (SWPBS) coach with Ashford School. She earned her Ph.D. in clinical and school psychology and her M.Ed. in clinical and school psychology from the University of Virginia and a B.A. in history, with a concentration on psychology, from Williams College.
Nancy Gianetti is a program assistant II where she provides sponsored research and general financial management support for the Center for Behavioral Education and Research. Gianetti assists with event-planning logistics and conference arrangements, manages the grants both pre- and post-award, as well as processing student payroll and coordinating the hiring of new personnel. Prior to her new position, Gianetti worked as the executive assistant to the president of Guida’s Milk and Ice Cream. She also previously worked as the executive assistant to the commissioner at the Department of Veterans’ Affairs. Gianetti earned a bachelor’s degree in communication, with a minor in marketing, from Central Connecticut State University and holds an A to Z Grantwriting Certificate from Manchester Community College.
Tammy Kolbe is an assistant research professor with the Center for Education Policy Analysis (CEPA). Kolbe has considerable experience and expertise in education policy analysis and program evaluation, with an emphasis on analyzing education policy reforms and resource allocation at the state, district and school levels. Prior to joining CEPA, Kolbe was an assistant professor with Florida State University’s Department of Educational Leadership and Policy Studies, an AERA-IES post-doctoral (Department of Education Policy Studies at the University of Maryland, College Park), and a professional evaluator with Abt Associates, Inc. She received her Ed.D. in education leadership and policy studies from the University of Vermont, and holds a M.S. in policy analysis and program evaluation from Pennsylvania State University, and a B.A. from Kalamazoo College.
Shawn Kornegay serves on the Neag School of Education advancement team and is responsible for the planning and execution of public relations, communications and marketing activities designed to promote programs, events and services, and alumni relations for the nationally ranked school of education. Prior to joining Neag, she worked at Texas Christian University as the associate director of communications where she managed the marketing for various schools and colleges, including the school of education and department of kinesiology. Before TCU, Shawn worked at San Diego State University, where she was responsible for the Alumni Association’s communications. Shawn earned a B.S. in marketing from SDSU and an M.S. in advertising/public relations from TCU.
Kimberly LeChasseur is an assistant research professor with the Center for Education Policy Analysis at the University of Connecticut. Her current research concentrates on issues of equity and access in education, with particular attention to the school contexts provided through school choice policies and small-scale schooling reforms in urban settings. She is specifically interested in data-driven decision-making, both in schools and in other learning communities. At UConn, LeChasseur is involved in a multi-year evaluation of the CommPACT Schools Initiative, as well as a study of inter-district school choice in the Hartford region. LeChasseur received her M.Ed. and Ph.D. in urban education from Temple University and holds a B.A. from the College of the Holy Cross.
Anna Long serves as the project manager on an IES-funded Goal 2 grant (PRIME). Her primary area of research focus is implementation science in schools. Specifically, she is interested in increasing the adoption of evidence-based practices, as well as improving the treatment integrity and sustainability of those practices. Prior to joining the CBER staff at UConn, she was a postdoctoral research associate at 3-C Institute for Social Development (ISD) in Cary, N.C., where she assisted in the development and evaluation of socio-behavioral interventions and evidenced-based practices for children, parents and schools. Long received her Ph.D. in school psychology from the University of North Carolina-Chapel Hill, her B.A. from the University of Maine-Orono, and is a licensed psychologist in North Carolina and Connecticut.
Melissa Root Madaus
Melissa Root Madaus is a new assistant professor in residence hired to work with Michael Faggella-Luby in the Neag School of Education’s Department of Special Education. Root Madaus’ work primarily focuses on improving and disseminating the Indicator 14 Post-School Outcomes data for the state of Connecticut. Prior to coming to the university, Root Madaus worked at Mitchell College in New London, Conn., teaching math to students with learning, emotional and physical disabilities, along with those without disabilities. She also served as a consultant to the state of Connecticut on the STAR program, facilitating the understanding and agreement between disputing schools and families over the educational placement of students with intellectual disabilities (related to the PJ settlement in the state). Root Madaus received her Ph.D. in educational psychology with a concentration in school psychology from the University of Connecticut and holds a B.A. from the University of New Hampshire.
Anjalé Welton is an assistant research professor focusing on the educational opportunity networks of low-income students and students of color. Her research interests also include critical policy analysis, school districts’ response to demographic change, social justice leadership, post-secondary access for low-income students and students of color, conducting community-engaged research, and preparing educators to teach and lead in an increasingly diverse and complex society. Prior to UConn, Welton was coordinator of a leadership and empowerment program for urban youth, facilitator for a teacher preparation program for urban teachers and a special education teacher in both Washington, D.C., and Austin, Texas, public schools. Welton is a first-generation college graduate and has a Ph.D. in educational policy from the University of Texas at Austin, an M.A. in early childhood special education from George Washington University, and an M.A. in educational policy and leadership, specializing in higher education, from the University of Maryland, College Park.