It’s time for a 2026 IDA-GA Winter Conversation! Grab a cup of hot chocolate, relax in your favorite chair by the fire, and join us via Zoom for an informal, informative conversation. 

IDA-GA board member Janet Street will speak with principals Dr. Holly Brookins (Georgia) and Danielle Schoman (Connecticut) about their efforts to bring evidence-based Structured Literacy instruction into classrooms. We will learn about their challenges and successes and hear why they chose to do the work they do. Get ready to be inspired and to walk away with a smile!

Register here (no fee).

About Our Guests: Holly Brookins (Georgia) & Danielle Schoman (Connecticut)

Dr. Holly Brookins is an experienced school leader in Georgia with more than a decade of proven success in driving academic achievement, strengthening school culture, and fostering impactful learning communities. Dr. Brookins participated in “Through My Lens,” the Opening Session at the 2025 IDA National Conference held in Atlanta. 

During Dr. Brookins’ tenure as assistant principal at Morningside Elementary (2016–2020), Dr. Brookins spearheaded a partnership with Dyslexia Resource and Georgia ETA to train teachers in the Orton-Gillingham Approach. She also brought the Educational Advisory Foundation on board as a partner to provide tutoring for students who needed extra support. Additionally, she partnered with Made by Dyslexia, hosting a UK team that filmed Morningside educators using the Orton-Gillingham Approach in the classroom. This footage was subsequently featured on the organization’s website to promote teacher training globally.

As principal at Glennwood Elementary in City Schools of Decatur (2020–2025), Dr. Brookins led her school through the dyslexia pilot and served on the City Schools of Decatur Dyslexia Task Force. She secured grants and partnerships to train nearly 200 metro-area teachers in the 70-hour Orton-Gillingham training. Under her leadership, Glenwood Elementary earned both the Beating the Odds award and the Silver Achievement award from the Governor’s Office of Student Achievement.

Currently serving as principal of Burgess-Peterson Academy in Atlanta Public Schools, Dr. Brookins is excited to continue championing early literacy through long-standing strategic partnerships with Reading is Essential for All People (REAP) and Reading Universe. In her first semester of leadership at Burgess-Peterson Academy, the school achieved the milestone of placing first in Atlanta Public Schools for growth on the Fall-to-Winter MAP Reading assessment. This is a testament to the many years of structured literacy training and work at BPA, even prior to her arrival. She is energized and deeply committed to advancing literacy, instructional excellence, and strong community collaboration to ensure every student thrives and every student learns to read.

Danielle Schoman is a Connecticut elementary school principal with more than 17 years of experience in education across diverse school and district contexts. She is a strong advocate for evidence-based literacy instruction and believes that structured literacy grounded in the science of reading is essential to ensuring equitable outcomes for all students. Her leadership emphasizes systematic, explicit instruction that builds strong foundational reading and writing skills while also supporting students’ confidence, engagement, and sense of belonging.

In addition to her role as a school leader, Mrs. Schoman serves on multiple district teams, including the District Literacy Leadership Team, where she partners with colleagues to design and implement a literacy leadership plan that aligns instructional practices to the science of reading and strengthens coherent literacy systems across classrooms. A dedicated lifelong learner, she is committed to deepening her own understanding of literacy development and supporting educators in translating research into effective classroom practice. She has participated in the Hill for Literacy Science of Reading series, which focused on developing background knowledge across the critical components of foundational literacy instruction and integrating current research through a unique administrative lens. These educational experiences have driven decision-making around programming, assessment, and resource allocation to lead literacy change at both the school and district levels.

Mrs. Schoman is currently enrolled in the University of Connecticut’s Executive Leadership Program, where she continues to deepen her leadership practice in service of all learners. The program’s emphasis on coherent systems, positive school culture, and equity informs her intentional approach to monitoring progress and ensuring responsive supports that address the full range of students’ academic and social-emotional needs.