Janet Miltenberger
Reading Specialist/Owner
My Story
I began my teaching career as a middle school English teacher. I loved my job but found that many of my students had poor self esteem, thought of themselves as failures, and had pretty much written off future educational prospects because they knew they were poor readers. This was heartbreaking for me. I decided to get my master's degree in reading so I could not only better serve these students, but also prevent future students from experiencing the same feelings.
After completing my coursework and receiving my Reading Specialist Certification, I was hired to create an instructional support program in an urban middle school. While I was excited to be able to put my newly acquired skills into action, I found that making instructional changes in the middle level only solved part of the problem. It became clear to me that foundational work, for both students and teachers, needed to occur in the early years. I knew that if I was going to break the cycle, it needed to start at the elementary level.
Armed with my heart for kids and my desire to fix a problem, I began my 21 year career as an elementary reading specialist. I soon learned that teaching students the way that I had learned in my schooling wasn't meeting the needs of all students. I did research and found techniques that work for ALL children. I learned about dyslexia and was trained in Orton-Gillingham, which changed the course of my teaching. I learned how to teach the English language in a way that meets the needs of ALL students. I saw great success with my most struggling readers. As I continued this practice and continued to self-study in the area of dyslexia, the number of students who were being tested and identified as learning disabled in my building was decreasing. I began incorporating intervention programs that were based on the Orton-Gillingham method into our Response to Intervention program, and we saw even greater success. I shared the knowledge that I learned with the other teachers in my building, and together we cultivated confident and successful readers.
There is a plethora of research which supports the fact that children with dyslexia can learn to read with the proper instruction. Unfortunately, there is a vacuum between the research realm and the instructional realm. Many schools do not know of and/or employ the techniques and instructional practices that work for ALL children. It is imperative to the success of the twenty percent of the population who have dyslexia that this void be filled. So, once again, fueled by my desire to fix a problem, I created Treetop Achievement.
My goals, as the owner of Treetop Achievement, are to use the knowledge that I have gained to help children achieve success in the area of reading, to help parents understand how their children learn to read, to provide guidance to parents in supporting their children's reading development, and to help teachers understand how to best meet the needs of their students.
I began my teaching career as a middle school English teacher. I loved my job but found that many of my students had poor self esteem, thought of themselves as failures, and had pretty much written off future educational prospects because they knew they were poor readers. This was heartbreaking for me. I decided to get my master's degree in reading so I could not only better serve these students, but also prevent future students from experiencing the same feelings.
After completing my coursework and receiving my Reading Specialist Certification, I was hired to create an instructional support program in an urban middle school. While I was excited to be able to put my newly acquired skills into action, I found that making instructional changes in the middle level only solved part of the problem. It became clear to me that foundational work, for both students and teachers, needed to occur in the early years. I knew that if I was going to break the cycle, it needed to start at the elementary level.
Armed with my heart for kids and my desire to fix a problem, I began my 21 year career as an elementary reading specialist. I soon learned that teaching students the way that I had learned in my schooling wasn't meeting the needs of all students. I did research and found techniques that work for ALL children. I learned about dyslexia and was trained in Orton-Gillingham, which changed the course of my teaching. I learned how to teach the English language in a way that meets the needs of ALL students. I saw great success with my most struggling readers. As I continued this practice and continued to self-study in the area of dyslexia, the number of students who were being tested and identified as learning disabled in my building was decreasing. I began incorporating intervention programs that were based on the Orton-Gillingham method into our Response to Intervention program, and we saw even greater success. I shared the knowledge that I learned with the other teachers in my building, and together we cultivated confident and successful readers.
There is a plethora of research which supports the fact that children with dyslexia can learn to read with the proper instruction. Unfortunately, there is a vacuum between the research realm and the instructional realm. Many schools do not know of and/or employ the techniques and instructional practices that work for ALL children. It is imperative to the success of the twenty percent of the population who have dyslexia that this void be filled. So, once again, fueled by my desire to fix a problem, I created Treetop Achievement.
My goals, as the owner of Treetop Achievement, are to use the knowledge that I have gained to help children achieve success in the area of reading, to help parents understand how their children learn to read, to provide guidance to parents in supporting their children's reading development, and to help teachers understand how to best meet the needs of their students.
Education
M.Ed.- Reading Specialist- Kutztown University
B.A.- English / Education- Cedar Crest College
M.Ed.- Reading Specialist- Kutztown University
B.A.- English / Education- Cedar Crest College
Certifications
Pennsylvania Reading Specialist
Orton-Gillingham
Sonday System Let's Play Learn
Sonday System 1
Sonday System 2
Essentials K-5
Lindamood-Bell Visualizing and Verbalizing
Pennsylvania Reading Specialist
Orton-Gillingham
Sonday System Let's Play Learn
Sonday System 1
Sonday System 2
Essentials K-5
Lindamood-Bell Visualizing and Verbalizing
Awards and Honors
Pennsylvania Teacher of the Year Finalist 2013
Ann Biddle Pullinger Award for Excellence in Education
Pennsylvania Teacher of the Year Finalist 2013
Ann Biddle Pullinger Award for Excellence in Education
Work Experience
Southern Lehigh School District- Reading Specialist
Easton Area Middle School- Instructional Support Teacher
Allentown School District- Middle School English Teacher
Southern Lehigh School District- Reading Specialist
Easton Area Middle School- Instructional Support Teacher
Allentown School District- Middle School English Teacher
Organizations
Pennsylvania Teacher Advisory Committee (PTAC) - Co-Founder
National State Teacher of the Year- PA Chapter (NSTOY-PA)- Professional Development Chair
National Network of State Teachers of the Year- (NNSTOY)- Member
International Dyslexia Association - Member
International Literacy Association- Member
Pennsylvania Teacher Advisory Committee (PTAC) - Co-Founder
National State Teacher of the Year- PA Chapter (NSTOY-PA)- Professional Development Chair
National Network of State Teachers of the Year- (NNSTOY)- Member
International Dyslexia Association - Member
International Literacy Association- Member
Linda Wentling
Reading Instructor
My Story
My career in elementary education began with an inspirational position as a first grade teacher in the Wilson School District in Easton, PA. During those early years of teaching, I was intrigued with how my students learned to read. Seeing those “Aha” moments were just as rewarding to me as they were to them. Wanting to learn more about the process of reading, I pursued my Master’s Degree in Reading while continuing to teach first and second graders. Despite having the most current information about reading (at the time), I found it challenging to reach that percentage of students who struggled with learning to read. During those years, I continued to do research and try new techniques.
After ten years of classroom experience, I made the challenging decision to take time off from my passion of teaching to raise a family. When my children reached school-age, I volunteered at the elementary school in Southern Lehigh School District where they attended. One day, the reading specialist approached me and suggested I apply for a position on their Reading Intervention Team. It was an opportunity for me to teach children who were having difficulty with reading in a small group setting. I was excited to take the position, so I could continue my learning about developing readers. Working with small groups of students was enjoyable, and I appreciated that I had the ability to focus on each student’s individual needs more easily than in the classroom setting.
After a few years, I switched to a different elementary school where I became a reading intervention teacher under the direction of Janet Miltenberger. Janet was an amazing supervisor who not only shared her love of, and passion for, reading with her students but also shared her knowledge to empower her team of teachers with a greater understanding of the early interventions needed to help children. Janet personally presented training on dyslexia and additionally, provided me with information on a local organization that offers training in the Orton-Gillingham Approach. I was eager to continue my journey for best practices in reading instruction. I began my practicum in August 2021 tutoring students and completing coursework in order to receive my Orton-Gillingham Certification. I have gained a wealth of knowledge about dyslexia as well as the best methods for meeting the needs of all learners.
I am excited to be a part of Treetop Achievement! With a love of children, years of experience teaching in both the classroom setting and reading intervention setting, tutoring one on-one, and my desire to help students, I am confident that I will do my best with each individual child and help him/her achieve success in the area of reading.
My career in elementary education began with an inspirational position as a first grade teacher in the Wilson School District in Easton, PA. During those early years of teaching, I was intrigued with how my students learned to read. Seeing those “Aha” moments were just as rewarding to me as they were to them. Wanting to learn more about the process of reading, I pursued my Master’s Degree in Reading while continuing to teach first and second graders. Despite having the most current information about reading (at the time), I found it challenging to reach that percentage of students who struggled with learning to read. During those years, I continued to do research and try new techniques.
After ten years of classroom experience, I made the challenging decision to take time off from my passion of teaching to raise a family. When my children reached school-age, I volunteered at the elementary school in Southern Lehigh School District where they attended. One day, the reading specialist approached me and suggested I apply for a position on their Reading Intervention Team. It was an opportunity for me to teach children who were having difficulty with reading in a small group setting. I was excited to take the position, so I could continue my learning about developing readers. Working with small groups of students was enjoyable, and I appreciated that I had the ability to focus on each student’s individual needs more easily than in the classroom setting.
After a few years, I switched to a different elementary school where I became a reading intervention teacher under the direction of Janet Miltenberger. Janet was an amazing supervisor who not only shared her love of, and passion for, reading with her students but also shared her knowledge to empower her team of teachers with a greater understanding of the early interventions needed to help children. Janet personally presented training on dyslexia and additionally, provided me with information on a local organization that offers training in the Orton-Gillingham Approach. I was eager to continue my journey for best practices in reading instruction. I began my practicum in August 2021 tutoring students and completing coursework in order to receive my Orton-Gillingham Certification. I have gained a wealth of knowledge about dyslexia as well as the best methods for meeting the needs of all learners.
I am excited to be a part of Treetop Achievement! With a love of children, years of experience teaching in both the classroom setting and reading intervention setting, tutoring one on-one, and my desire to help students, I am confident that I will do my best with each individual child and help him/her achieve success in the area of reading.
Education
M.Ed.- Reading - East Stroudsburg University
B.S.- Elementary Education - Bloomsburg University
Certifications/Training
Orton-Gillingham
Sonday System 1
Work Experience
Southern Lehigh School District - Instructional Assistant/Substitute Teacher
Wilson Area School District - Elementary Teacher
Organizations
International Dyslexia Association - Member
M.Ed.- Reading - East Stroudsburg University
B.S.- Elementary Education - Bloomsburg University
Certifications/Training
Orton-Gillingham
Sonday System 1
Work Experience
Southern Lehigh School District - Instructional Assistant/Substitute Teacher
Wilson Area School District - Elementary Teacher
Organizations
International Dyslexia Association - Member
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