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Drive Literacy Success With Your MTSS
Tuesday, September 16, 2025 @ 1:00 pm - 2:00 pm EDT
Presented by Dr. Phelton C. Moss, Assistant Professor of Educational Leadership and Policy, Virginia Commonwealth University, and Board of Education Member, Prince George’s County Public Schools (MD); Katie Schubmehl, Director of Literacy and Humanities (PK–8), Chelsea Public Schools (MA); and Kyle Patera, Director of Learning and Development, Ignite Reading
Sponsored by Ignite Reading
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
With the new school year underway, district leaders, school leaders, and teachers alike are all focused on a critical goal: getting students reading on grade level. But building a literacy ecosystem that works—across schools, grade levels, and student needs—requires a strategic, data-driven MTSS framework.
In this interactive edWebinar, you hear from Dr. Phelton Moss, a nationally respected education leader and early literacy expert, alongside Katie Schubmehl, Director of Literacy and Humanities (PK–8) for Chelsea Public Schools. Together, they share their insights on designing literacy systems that align curricula, personnel, and instructional time to improve outcomes.
Moderated by Kyle Patera, Director of Learning and Development at Ignite Reading, this session promises to deliver early literacy strategies and MTSS frameworks that have had real-world impact. During the audience Q&A and live discussion, we explore your questions, ideas, and challenges—whether you’re refining your current MTSS or exploring new strategies. Get real-time feedback from experts who have led this work successfully at both the district and state levels.
Interested in building a literacy ecosystem that works for your district? This is your opportunity to hear what’s working, troubleshoot real-world problems, and walk away with practical strategies to move your district forward. This recorded edWebinar is of interest to K-12 teachers, school leaders, and district leaders.
About the Presenters
Dr. Phelton C. Moss is a nationally respected leader in K–12 education, widely recognized for his impact on early literacy, teacher workforce development, and education policy. With over a decade of experience as a teacher, principal, and state education leader, Dr. Moss has led transformative efforts to improve student outcomes. As Mississippi’s youngest principal, he doubled reading proficiency at a historically underperforming middle school. He later served as Bureau Director at the Mississippi Department of Education, leading statewide initiatives to address early literacy gaps and teacher shortages.
Now a tenure-track professor at Virginia Commonwealth University and an elected Board of Education member in Prince George’s County, Maryland, Dr. Moss works closely with district leaders to build research-based literacy systems aligned with the Science of Reading. His work directly supports district leaders in developing sustainable, high-impact instructional strategies that accelerate achievement and close opportunity gaps in elementary education.
Katie Schubmehl is a veteran educator with over 20 years of experience, currently serving as Director of Literacy and Humanities (PK–8) for Chelsea Public Schools in Massachusetts. She began her career as a kindergarten teacher, where she developed a passion for early literacy that led her to earn an M.Ed. in reading education from Boston University. In her leadership role, Katie oversees districtwide literacy initiatives, supports MTSS implementation, and leads professional learning grounded in the Science of Reading. Her work centers on ensuring equitable, high-impact instruction for all students. Katie also serves as clinical faculty in Boston University’s Reading Education graduate program, where she mentors future literacy specialists in applying research to practice. Her expertise spans instructional leadership, data-informed intervention design, and sustainable systems for literacy improvement.
Kyle Patera is an experienced literacy and professional development leader, currently serving as Director of Learning and Development at Ignite Reading. In this role, he designs and delivers high-impact training that equips educators with the tools and strategies needed to implement effective, evidence-based literacy instruction. Kyle brings deep expertise in early literacy, adult learning theory, and instructional coaching, with a focus on building educator capacity to drive student reading achievement.
Before joining Ignite Reading, Kyle held key roles in literacy coaching and teacher development, including Coaching Specialist at The Literacy Lab and Manager of Teacher Leadership Development at Teach For America. His work consistently centers on closing opportunity gaps through rigorous, data-informed literacy practice. Kyle is known for creating engaging professional learning experiences that translate directly into classroom success.
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
Join the Be a Literacy Hero community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.
Ignite Reading is a literacy company with a bold mission: End the reading crisis that’s gripped our nation for decades by ensuring every child in America learns to read on time (ideally by the end of first grade). Districts nationwide partner with us for the expert, personalized instruction they need to move the early literacy needle—without adding more work for teachers.
Powered by a Science of Reading-based curriculum and driven by data, our high-dosage virtual tutoring program pairs each student with a tutor educator trained to deliver evidence-based instruction. Students get daily 1:1 attention from a caring champion who helps them build the confidence and skills they need to become fluent readers. Johns Hopkins researchers call us “a scalable solution to accelerate early literacy outcomes for high-need students.” Districts say we’re what they need to turn learners into readers.
