Riveting Results has assembled an advisory board to focus on growing the program and, most importantly, to continue to focus on improving students' growth in reading and writing performance.
meet our foundersI’m an entrepreneur and former McKinsey & Company consultant. Currently, I serve as President and CEO of Stainless Steel Coatings, Inc., which formulates and manufactures high-performance, anticorrosion coatings under the brand name STEEL-IT®. STEEL-IT Brand Coatings are used worldwide in diverse applications across a range of industries including machinery and food processing equipment; architecture and construction; general automotive and race cars; among others.
I have a BA from the University of Michigan and an MBA from the University of Chicago Booth School of Business.
I began working with Deborah and Arthur at their nonprofit Writers’ Express (WEX) starting in 2000, first as a member of the Board of Directors and then in a staff role as Treasurer to guide the company through the financial challenge of its sale to Wireless Generation (now known as Amplify).
I am thrilled to have the opportunity to work again with Deborah and Arthur as a member of Riveting Results’ Advisory Board where I assist in matters of business planning, organizational structure, and communication strategies to effectively gain the interest of potential investors. It’s a privilege to assist such visionary educational leaders with an amazing track record designing high-impact curricula that make it possible for all students—from those mistakenly considered limited to high achievers—to learn to read with comprehension and insight and to write nuanced, meaningful texts.
While at WEX, which focused on developing writing curricula, I became impressed by Deborah’s and Arthur’s ability to start with an approach, test it in the field, observe and study the results, and then go through multiple iterations of the methodology to continue making it simpler and easier to implement. I see them following this same rigorous approach at Riveting Results as they shift their focus to developing a practical curriculum to teach students to comprehend complex texts, an ability that those among us who have benefited from a good educational system can take for granted—so much so that we’re sometimes unaware of the deep skills we’ve acquired.
Reading and writing—the ability to understand information and express one’s own ideas clearly and persuasively—are, at their heart, about continually improving the ability to think independently. That’s why I find Riveting Results’ mission to be so critical and why I am deeply proud to be able to contribute to the organization.
Kaitlyn Greenidge's debut novel We Love You, Charlie Freeman (Algonquin Books), was one of the New York Times Critics' Top 10 Books of 2016. Her writing has appeared in the Vogue, Glamour, the Wall Street Journal, Elle, Buzzfeed, Transition Magazine, Virginia Quarterly Review, The Believer, American Short Fiction and other places. She is the recipient of fellowships from the Whiting Foundation, the National Endowment for the Arts, the Radcliffe Institute for Advanced Study, the Lewis Center for the Arts at Princeton University and the Guggenheim Foundation. She is currently Features Director at Harper’s Bazaar as well as a contributing writer for The New York Times. Her second novel, Libertie, published by Algonquin Books in 2021, was a New York Times Notable Book of 2021, also named one of the best historical fiction novels of 2021 by the same paper; was one of The Washington Post's 50 Best Books of 2021; Time Magazines 100 books to read in 2021; was nominated for an NAACP Image Award and longlisted for the Gotham Novel Prize; the Joyce Carole Oates Prize; PEN's Open Book Prize and the Aspen Literary Prize among others.
From Kaitlyn: I have been involved with literary arts education for most of my working life. One of my first jobs was as a counselor at Deb Reck and Arthur Unobskey's first writing program, then known as The Writers' Express (now, Summer Ink), an experience that inspired an interest in the importance of teaching comprehensive writing skills to all students. As an adult, I worked for ten years as a workshop leader for New York Writers' Coalition, a non-profit committed to running free writing workshops across all 5 boroughs of the city for all age groups and populations. I specialized in workshops for children, leading one of their longest running workshops at a girls' after school program called Blossom in Bedford-Stuyvesant; a summer workshop for 5 and 6 year olds in Fort Greene Park and later a workshop at the Arab American Family Foundation in Brooklyn for newly arrived Yemeni refugees aged 5-10. In addition to my teaching writing to children, I worked as a visiting professor at Syracuse University's MFA Program; Benninngton College's MFA program and New York University's undergraduate creative writing workshop, as well as Hunter College's MFA program. I also worked as a writing instructor for Sackett Street Workshops, leading writing workshops for adults with a general interest in creative writing. While doing this work, I worked under Deb Reck developing a vocabulary app for Amplify, Inc.
I am a partner at the law firm of Nutter, McClennen & Fish, and am deputy chair of the firm’s Intellectual Property Department and a co-chair of the Trademarks and Brands practice. I have been practicing law, specifically intellectual property law, for over 25 years.
As a former engineer, I have always been curious about how things work and are made. When I decided to practice law, I wanted to draw upon that curiosity and find ways I could assist my clients in protecting their ideas not only as patents, trademarks, or copyrights, but also as business tools that they could use to achieve success in their careers and companies. Being an intellectual property lawyer allows me to do both.
I advise clients on all aspects of intellectual property strategy, including commercial exploitation and management of patent and trademark portfolios that maximize a company’s competitive advantage and protect its products and brands. I also advise clients in connection with the acquisition and protection of intellectual property rights in transactions, including corporate due diligence and intellectual property investigations in conjunction with acquisitions, divestitures, and mergers, secured transactions, venture financing, and public offerings. Just as intellectual property is a business tool to enhance one’s business, I believe that the Riveting Results® program architecture provides teachers with the tools they need to achieve the highest impact and growth with each student. I see the Riveting Results program as social-intellectual property being used for the benefit of others and driving measurable growth and results for the students.
I graduated from the University of Massachusetts in 1992 with a bachelor’s degree in mechanical engineering. I received my law degree from Cleveland-Marshall College of Law in 1995, and am admitted to practice law in Massachusetts and before the U.S. Court of Appeals for the Federal Circuit and the U.S. Patent and Trademark Office.
I am an economist by training: I received a BA from Oberlin College in 1962 and a PhD from MIT in 1966, both in economics. I have spent most of the 55 years since MIT on public policy issues. From 1973 to 1975 I was the Massachusetts state budget director. From 1989 to 1993, as a consultant to the Massachusetts Business Alliance for Education, I helped write—and pass through the legislature—a comprehensive reform of Massachusetts education law and finance.
As an independent consultant (1988–2005), I did a series of policy studies, including books on special education and mental retardation; studies of how the tech industry and MIT powered the growth of the Massachusetts economy; an analysis of the likely impact of the Adequate Yearly Progress requirements of No Child Left Behind. In 1995, I led a team of education and policy experts in Kazakhstan to study its education system. I was the outside evaluator for a statewide reading initiative in Alabama from 2001 to 2009. In this role I visited dozens of schools across the state, interviewed hundreds of teachers and superintendents, and analyzed the statewide database of individual student test results.
In 2005, I started the Bay State Reading Institute (BSRI), a nonprofit that worked with some 90 Massachusetts elementary schools on improving reading instruction and helping principals to become more effective instructional leaders. As CEO, I visited schools across the state, observed classroom instruction, and discussed the quality of instruction—and how to improve it—with superintendents, principals, teachers, and BSRI coaches. As an economist with extensive data experience, I also evaluated BSRI’s database of individual student test results.
I retired from BSRI (now called Momenta) in June 2019. I had met both Deborah Reck and Arthur Unobskey through my work with Momenta—Deborah was on the Momenta board and Arthur was deputy superintendent in a Momenta school district. I was very impressed with their deep understanding of good teaching, their commitment to creating pedagogy that builds on the best research on how students learn, and their understanding of the critical role of leadership and coaching in improving instruction and student performance.
While I enjoy retirement, I also want to stay involved in improving public schools. Riveting Results is an opportunity for me to continue to contribute, building on my long-term interest in educational instruction, educational leadership, and statistical analysis of student results.
My career has focused on computing technology, beginning as a product manager at Apple Computer in its early days. Over the last 30 years, I’ve focused on the development and application of technology in education in both K–12 and higher education. I was instrumental in the building of the digital education offerings and businesses from Pearson Education and its publishing subsidiaries, becoming the Executive Vice President for School Technology in 2008. In 2012 I joined Amplify Education as a Senior Vice President of Product Management, which is where I had the chance to work closely with Deborah Reck as she led the development of an innovative digital middle school ELA program.
Most recently I was the Executive Director of the MAPLE Consortium at the LearnLaunch Institute, a nonprofit partnered with the Massachusetts Department of Elementary and Secondary Education with a goal of supporting school districts attempting to use digital learning to improve educational outcomes. As the founding executive director, I led MAPLE as it grew from 12 suburban districts to over 40 districts representing a broad cross-section of Massachusetts school districts, encompassing one out of every four students enrolled in Massachusetts public schools.
Over the last decade I’ve been able to experience the pleasure of seeing disadvantaged students in all settings—rural, suburban, urban—engage with their education in a deeper and more serious way through the effective use of technology. I will always remember seeing a classroom full of immigrant students in a California Central Valley school engage enthusiastically with difficult English-language texts through the Amplify program that co-founder Deborah authored.
At Amplify I saw firsthand Deborah’s deep understanding of students’ struggles in learning to read and write. She has developed the technology to support students, especially those who are many grade levels below where they should be. I have followed Riveting Results from its early days, and have joined its advisory board to support its critically important mission and to once again see students too often used to failure in reading and writing finally succeed.
I have a BA with highest honors from Harvard University and an MBA from Stanford University. I am also on the board of directors of a nonprofit called Curious Learning, which works in Africa to bring smartphone-based language learning to young children with limited access to schools.
Salamishah Tillet received her Ph.D. in the History of American Civilization and A.M. in English from Harvard University and her M.A.T. from Brown University. She graduated Phi Beta Kappa from the University of Pennsylvania where she received her B.A. in English and Afro-American Studies. While earning her Ph.D, she taught writing with Debbie Reck and Arthur Unobskey at The Writers' Express sites, Tufts University and South Bronx Prep.
In 2010-11, she was the recipient of the Woodrow Wilson Foundation Fellow for Career Enhancement and served as a visiting fellow at the Center of African American Studies at Princeton University. In 2010, she was awarded the Edmund J. and Louise W. Kahn Award for Distinguished Teaching by an Assistant Professor at the University of Pennsylvania. In 2013-14, she was a Scholar-in-Residence at Schomburg Center for Research in Black Culture.
Her book Sites of Slavery: Citizenship and Racial Democracy in the Post-Civil Rights Imagination (Duke University Press, 2012) examines how contemporary African American artists, writers, and intellectuals remember antebellum slavery within post-Civil Rights America in order to challenge the ongoing exclusion of African Americans from America’s civic myths and to model a racially democratic future.
In 2010, she co-edited the Callaloo: A Journal of African Diaspora Arts and Letters Special Issue on Ethiopia and her work has appeared in American Literary History, American Quarterly, Callaloo, Novel, Research in African Literatures, Savoring the Salt: The Legacy of Toni Cade Bambara, Violence in the Lives of Black Women: Battered, Black, and Blue, and Women's Review of Books. She is currently working on a book on the civil rights icon Nina Simone.
Salamishah has appeared on the BBC, CNN, MSNBC, NPR, TedxWomen, and written blogs and editorials for The Atlantic, The Chicago Tribune, The Guardian, The Nation, The New York Times, The Root, and Time. In 2010, she wrote the liner notes for John Legend and The Roots’ three-time Grammy award-winning album, Wake Up!. In 2013, she published Gloria Steinem: The Kindle Singles Interview for Amazon. She is the co-founder of A Long Walk Home, Inc., a non-profit organization that uses art to end violence against girls and women.
Her research interests include American Studies, twentieth and twenty-first century African American literature, film, popular music, cultural studies, and feminist theory.
Riveting Results is Debbie's and Arthur's latest project.
After working as educators and curriculum developers for thirty years, they founded Riveting Results to create the future of ELA curriculum,
a program whose success depends only on the success of the students we serve.