About Crafting Minds

Crafting Minds began in 2017 as a continuation of research, practice, and professional development opportunities that were offered by Dr. Orkin and her colleagues at the Tufts Center for Reading and Language Research.

Over the last five years, Crafting Minds has served over
fifty school districts in Massachusetts and across the United States
through professional development coursework.

Approximately 250 educators participate in Crafting Minds online and in-person classes annually.
Crafting Minds has collaborated with the Massachusetts Department of Elementary and Secondary Education (DESE) to provide graduate level courses on dyslexia, dyscalcuila and dysgraphia and on planning an early literacy MTSS model that supports diversity, equity and inclusion (DEI).

Additionally, members of Crafting Minds serve as
expert primary authors on the Massachusetts Dyslexia Guidelines.

Meet the Team

MELISSA ORKIN, Ph.D

DIRECTOR

Melissa Orkin is a Developmental Psychologist who specializes in learning disabilities, and achievement motivation. Dr. Orkin trained in the assessment and remediation of reading and learning disabilities with Dr. Maryanne Wolf, at the Tufts’ University Center for Reading and Language Research where she received her doctorate and served as a Program Director. She has worked as a reading teacher in the classroom, and in clinical settings. Dr. Orkin instructs on learning disabilities at Tufts University and has also lectured on reading disabilities at the Harvard Graduate School of Education. She contributes to publications on a variety of educational topics including literacy development and executive function skills, and regularly provides professional development workshops and consults with public and private schools on best literacy practices.

SARAH GANNON, M.Ed

Co-Director

Sarah Gannon has worked as a classroom teacher, reading specialist, and literacy coach for the past 18 years. Sarah bridges her knowledge of the body of research, known as the Science of Reading, to the practical application in the classroom. She brings her experience with screeners and assessments to use a data-driven approach to instruction. Her knowledge of multi-sensory methods and interventions for students struggling with aspects of reading help teachers plan targeted Tier 2 interventions to address weaknesses in decoding, fluency, and comprehension. Sarah completed her certification at the Associate Level in Orton-Gillingham in the fall of 2021. She is trained in Rave-O and has deep experience with various assessment and screening tools such as the DIBELS, supplemental inventories like the PAST, and standardized assessments like the RAN/RAS & TOWRE.

Meet the Team

MELISSA ORKIN, Ph.D

DIRECTOR

SARAH GANNON, M.Ed

PARTNER

Sarah Gannon has worked as a classroom teacher, reading specialist, and literacy coach for the past 18 years. Sarah bridges her knowledge of the body of research, known as the Science of Reading, to the practical application in the classroom. She brings her experience with screeners and assessments to use a data-driven approach to instruction. Her knowledge of multi-sensory methods and interventions for students struggling with aspects of reading help teachers plan targeted Tier 2 interventions to address weaknesses in decoding, fluency, and comprehension. Sarah will complete her certification at the Associate Level in Orton-Gillingham in the fall of 2021. She is trained in Rave-O and has deep experience with various assessment and screening tools such as the DIBELS, supplemental inventories like the PAST, and standardized assessments like the RAN/RAS & TOWRE.

ALEX OSBURN, M.S.Ed

CONSULTANT

Alex Osburn is a Principal Consultant with Crafting Minds. Alex has worked in education for over 15 years as a special education classroom teacher, reading specialist and literacy coach. Alex began her career as a reading teacher for students who had been diagnosed with dyslexia at Landmark High School. After earning her master’s degree in special education, she went on to pursue a reading specialist license, as her passion for supporting students with language based learning disabilities grew. In her most recent role as a literacy coach in the public school system, Alex worked closely with data to design instruction to meet the needs of all students through a multi-tiered system of support. She has a passion for curriculum design and loves to support staff on their journey to deliver high quality instruction to developing readers, particularly through the creation of structured literacy routines. Alex is Wilson Level 1 Certified, and holds a Wilson Dyslexia Practitioner credential. In addition to her public school experience, Alex served on the Board of Directors for the literacy nonprofit Bay State Reading Institute/Momenta, and enjoys teaching graduate level courses bridging research to practice for teachers working in grades K-5.

CAMILLE CASEY, Ed.M

CONSULTANT

Camille Casey has worked in education for seven years as a special education teacher, literacy tutor, and grade-level leader and coordinator. She began her career as an English Language Arts teacher and Orton-Gillingham tutor at the Carroll School working with children with dyslexia. After school, Camille continued her work as a private tutor, supporting students and collaborating with families to navigate their child’s dyslexia diagnosis and the IEP process. As a grade-level leader and coordinator, she collaborated with teachers to develop and align curricula and provided 1:1 support to new teachers. Motivated to help students nationwide improve their reading and writing skills, Camille earned a Master of Education with a focus on Language and Literacy from the Harvard Graduate School of Education. Camille excels in creating multi-sensory, engaging curricula that meet diverse student needs and integrate technology to enhance learning. She is equally committed to developing effective and manageable curricula for teachers, ensuring both student and teacher success.

HANNAH LIM, M.A

PROJECT MANAGER

Hannah Lim is a special education resource specialist for primary and secondary schools based in the Greater Los Angeles area. She has previously worked as both a lead/mentor teacher and an assistant director in various early childhood educational settings. During graduate school at Tufts University, she focused on attachment theory, ethnic-cultural identity development, and socio-emotional learning. In her spare time, Hannah is a content creator and writer for a non-profit that focuses on cultivating and strengthening the ethnic-cultural identity of those on the Korean Spectrum.