2023 Speakers

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Ruth Allison is a Senior Faculty Specialist at the University of Maryland. She is currently working primarily as a Technical Assistance provider for the National Technical Assistance Center on Transition: the Collaborative (NTACT:C), working with Education and Vocational Rehabilitation (VR) staff at both the state and local levels. In addition, she provides technical assistance for the implementation of a System Capacity Building Initiative, designed to improve coordination of transition services and employment outcomes for students with disabilities. Prior to joining the University of Maryland, Ruth’s career focused on developing, implementing, and evaluating programs and services for both students and adults within the VR System. In this role, she worked collaboratively with partners to successfully implement system-level initiatives at the local and state level to create consistency and coordination of transition services for students with disabilities. 
 
Chris Borgmeier, Ph.D., is a Professor of Special Education at Portland State University. Dr. Borgmeier has provided training and consultation nationally and internationally on the implementation of School-wide Positive Behavior Intervention and Supports (PBIS). His research and publications focus primarily on supporting schools to implement Tier 2 and Tier 3 positive behavior support for students with persistent challenging behavior. He is co-author of the Basic FBA to BIP trainings, which have been used by schools across the world. He authored and produced the Basic FBA to BIP e-learning modules in collaboration with the Kansas Technical Assistance Systems Network (TASN). These free training modules are available at www.BasicFBA.com. Dr. Borgmeier is a co-founder and past board member of the Northwest PBIS Network, a nonprofit organization that promotes implementation of School-wide PBIS across the Pacific Northwest. Previous to his work at Portland State University, he worked as the PBIS Coordinator leading a district-wide implementation of SW-PBIS in Ravenswood City School District in East Palo Alto, California.
 
Mike Bovino is the Senior Advisor for Special Olympics PA and collaborates with a dedicated staff who support more than 360 schools throughout the state with fully inclusive Unified Champion Schools programming. This program utilizes Unified Sports, inclusive youth leadership, and whole school engagement activities to empower students, promote inclusion, and improve overall school climate. Mike has worked in the Special Olympics movement for more than 30 years, starting in the international headquarters as the first Director of Sports Marketing. Over the years, he has helped to develop new sports and inclusion programming; built enriching Unified Champion Schools partnerships with over 500 schools in two states and the District of Columbia; and, focused on organizational development, strategic planning, and numerous fundraising initiatives. He has been a global and national leader in Special Olympics Unified Sports since its inception in 1989. Unified Sports brings together individuals with and without intellectual disabilities on the same team for training and competition as equal peers and is highly successful in fostering social inclusion. In addition to Special Olympics, Mike has worked with other nonprofits over the years as a consultant and also served as Vice President for the United States Basketball League. He earned his B.A. from the University of Michigan.
 
Christopher R. Bugaj, MA, CCC‐SLP, is a founding member of the Assistive Technology Team for Loudoun County Public Schools. Chris co-hosts the Talking With Tech podcast featuring interviews and conversations about augmentative and alternative communication and has hosted The A.T.TIPSCAST; a multi‐award winning podcast featuring strategies to design educational experiences. Chris is the author of The New Assistive Tech: Make Learning Awesome for All, published by the International Society for Technology in Education (ISTE). Chris is the co-author of Inclusive Learning 365: EdTech Strategies for Every Day of the Year and The Practical (and Fun) Guide to Assistive Technology in Public Schools, both of which are also published by ISTE. Chris co-authored two chapters for a book published by Brookes Publishing titled Technology Tools for Students with Autism. Chris co‐produces and co‐authors the popular Night Light Stories podcast, which features original stories for children of all ages. Chris has presented over 550 live or digital sessions at local, regional, state, national, and international events, including TEDx.
 
Douglas H. Clements, Ph.D., is Distinguished University Professor, Kennedy Endowed Chair in Early Childhood Learning, and Executive Director of the Marsico Institute for Early Learning at the University of Denver. Previously a kindergarten teacher for five years and a preschool teacher for one year, he has conducted research and published widely in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. His most recent interests are in creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories. He has published over 166 refereed research studies, 27 books, 100 chapters, and 300 additional works. His latest books detail research-based learning trajectories in early mathematics education, including Learning and Teaching Early Math: The Learning Trajectories Approach (Routledge). Dr. Clements has directed over 38 funded projects. Another project, just funded by the Heising-Simons Foundation and the Bill and Melinda Gates Foundation, Scalable Professional Development in Early Mathematics: The Learning and Teaching with Learning Trajectories Tool, is updating and disseminating a professional development software application empirically supported in previous projects. His contributions have led to the development of new mathematics curricula, software, teaching approaches, teacher training initiatives, and models of “scaling up” interventions. He has served on the U.S. President's National Mathematics Advisory Panel, the Common Core State Standards committee, and the National Research Council’s Committee on Early Mathematics, and is co-author of each of their reports. Additional information can be found at http://du.academia.edu/DouglasClements, http://www.researchgate.net/profile/Douglas_Clements/, and http://portfolio.du.edu/dclemen9
 
Floyd Cobb, Ph.D., has over 20 years of experience spanning the P-20 educational continuum, fifteen of which have been in leadership roles. Dr. Cobb has held roles as a classroom teacher, school leader, district curriculum leader, and a statewide policy implementer. In each role, he has held responsibilities as a key leader making educational experiences more equitable. Floyd holds a Ph.D. in curriculum and instruction from the Morgridge College of Education at the University of Denver. There, he is an adjunct faculty member and teaches courses on social inequality through the lenses of race, class, and gender. In 2017, Floyd was awarded the Ruth Murray Underhill Teaching Award for excellence in teaching, which is given to one adjunct faculty member at the university. He has published numerous articles and book chapters and is the author of the book Belonging Through a Culture of Dignity, which focuses on dignity as a key component of equity implementation.
 
Tai Collins, Ph.D., BCBA-D, is an Associate Professor and Coordinator of the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati with more than 50 peer-reviewed publications. His work centers around developing resource and time-efficient interventions, including culturally relevant, peer-mediated interventions, for Black children in urban schools.
 
Steven Constantino, Ed.D., is a leader, teacher, speaker, and best-selling author with a long and distinguished career in leadership and bringing innovation to educational and business organizations. Dr. Constantino is internationally recognized for his work in family engagement and his innovative, non-conventional, entrepreneurial, and outlier approaches to leading organizations and acquiring impressive results. His amazing keynote presentations and workshops have been featured in local, state, regional, national, and international conferences. With the gifts of storytelling, humor, and the knack for telling it like it is, Dr. Constantino is a much sought-after speaker and leadership consultant because he is the rare combination of someone who can both lead and teach others how to lead.
 
Peg Dawson, Ed.D., has over 40 years of clinical practice working with thousands of children and teens who struggle at home and in school. Often, weak executive skills are at the center of their struggles. Along with her colleague, Dr. Richard Guare, she has written numerous books on this topic for educators, mental health professionals, and parents, among them Smart but Scattered, Smart but Scattered Teens, Executive Skills in Children and Adolescents, and Coaching Students with Executive Skills Deficits. Peg is also a past president of the National Association of School Psychologists, and the International School Psychology Association, and is a recipient of NASP’s Lifetime Achievement Award.
 
Batya Elbaum, Ph.D., is a Professor in the Departments of Teaching and Learning, Psychology, and Pediatrics at the University of Miami and is the author of numerous studies related to parent engagement, interventions for students with disabilities, and outcomes of early intervention and preschool special education programs. In addition, she has served as a consultant to multiple states on the collection, analysis, and use of data for special education accountability reporting and program improvement. Over almost two decades, Dr. Elbaum has worked closely with the Pennsylvania Department of Education and PaTTAN to analyze, interpret, and disseminate results of the Pennsylvania statewide survey of parents of students receiving special education services.
 
Lambers Fisher, MS, LMFT, MDiv, is a licensed marriage and family therapist, clinical supervisor, adjunct instructor, author, and national speaker on the topic of multicultural awareness and diversity. For 20 years, Lambers has counseled individuals, couples, and families from a variety of cultural backgrounds, in private practice, non-profit, as well as ministry environments. Lambers utilizes his marriage and family therapist experience to bring a positive, shame-free, empowering, and relationship-focused approach to equip helping professionals in various fields to increase their cultural self-awareness, reduce the frequency of unintentional cultural offenses, as well as repair relationships damaged by cultural offenses. Lambers’ Diversity Made Simple training has equipped over 10,000 helping professionals around the country to feel more comfortable, competent, and confident in their ability to meet a greater variety of needs for whomever they have the opportunity to serve.  For more information about Lambers’ training, visit www.DiversityMadeSimple.com
 
Sean Forbes is a hip-hop artist from Detroit, Michigan who happens to be deaf. In 2006, after graduating from the Rochester Institute of Technology, Sean co-founded the Deaf Professional Arts Network, known as D-PAN, a nonprofit organization that makes music and music culture accessible for the deaf and hard of hearing community by creating American Sign Language (ASL) interpretation music videos. D-PAN has created ASL music videos for songs by John Mayer, The White Stripes, and Eminem. The videos feature deaf and hard of hearing performers performing the songs in ASL and have been viewed by millions on YouTube. Since 2009, Sean has performed and presented in over 35 cities across the US, averaging 60-70 live music shows and motivational speeches each year at K-12 schools, universities, conventions, and conferences. His positive inspiring message of determination, persistence, and staying focused on your goals and dreams has a broad appeal that is applicable to corporate, educational, or community audiences. Sean performs his own original songs and has released an album, Perfect Imperfection. Academy Award-winning actress Marlee Matlin is featured in his music video "Let's Mambo." Sean has been featured on CNN, Fox News, ABC News, NBC News, CBS News, and Parade Magazine in an article written by award-winning author, Mitch Albom, which reached 60 million homes across the US. In 2020, Sean released his sophomore album and quickly shot to #1 on several music charts. In 2022, he was a featured performer at the Super Bowl LVI Halftime show with fellow deaf performer Warren "Wawa" Snipe and provided the American Sign Language Interpretation for Dr. Dre, Snoop Dogg, Eminem, Kendrick Lamar, Mary J Blige, and 50 Cent. Sean aims to inspire and motivate others to chase their dreams much like he did.
 
Brandy Gatlin-Nash, Ph.D., is an assistant professor in the School of Education at the University of California, Irvine. Her research crosses the disciplines of education, psychology, and communication sciences with a focus on diversity and on impacting positive societal change. Her work focuses heavily on language variation among individuals from culturally and linguistically diverse backgrounds, with much of this research examining the language and literacy skills of children who are socioeconomically disadvantaged. The majority of her work has included research on language and literacy development for Black and African-American children and has also recently included children who identify as Latinx or Hispanic and who are bilingual.
 
Heather Peshak George, Ph.D., is a Research Professor in the Department of Child and Family Studies at the University of South Florida. She co-directs the National Technical Assistance Center on PBIS, Florida’s PBIS Project, the Florida Connect model demonstration grant, and is Past President of the international Association for Positive Behavioral Support (APBS). She completed her MS in Clinical Psychology at Indiana State University and her Ph.D. in Curriculum and Instruction with an emphasis in Special Education, School Psychology, and Reading at Louisiana State University. She has nearly 30 years of experience in providing training and technical assistance in PBIS at the national and international levels and thanks her two teenagers for the daily reminders on the need to bridge the research-to-practice gap. Learn more about Dr. George at https://www.usf.edu/cbcs/cfs/faculty-staff/peshak-george-h.aspx and follow her on Twitter at @HeatherPGeorge. Resources shared may be available at www.pbis.org and www.flpbis.org.
 
Tracy Gershwin, Ph.D., BCBA-D, is a Professor at the University of Northern Colorado (UNC) where she teaches undergraduate-, masters-, and doctoral-level courses in special education. She coordinates the Intervention Specialist Applied Behavior Analysis program and frequently provides state and regional training in behavior and family-professional partnership practices. Tracy specializes in increasing family-professional partnership practices, alternative dispute resolution in special education, special education law, and interventions for children and youth with challenging behaviors. Tracy is also the Director of Research and Evaluation for the Bresnahan-Halstead Center at UNC. In addition to her work at UNC, Tracy volunteers as a mediator and restorative justice facilitator for the City of Fort Collins, Colorado. She is also a representative on the Colorado state alternative dispute resolution advisory board.
 
Erin D. Gilsbach, J.D., is a nationally recognized speaker on special education and school law topics, is the Executive Director of EdLaw Interactive (edlawinteractive.com), and has been practicing special education law for over 16 years. While she enjoys the challenge of special education litigation, Erin strongly believes that litigation, though sometimes necessary, is rarely in the best interests of students or schools and should only be used as a  last resort method. Based upon this philosophy, she founded EdLaw Interactive, where she provides practical school law training programs for schools, helping them avoid litigation through education and the development of legally defensible practices. A former high school English teacher, she served at the Pennsylvania Department of Education’s Office of Chief Counsel prior to entering private law practice. Voted “Rising Star Attorney” for five consecutive years and  “Distinguished Speaker of the Year” by the Missouri Council of Administrators of Special Education (MO-CASE), Erin is a member of the Board of Directors of the NSBA Counsel of School Attorneys, Past President of the PSBA Solicitor’s Association, and a frequent presenter and author for such organizations as NSBA, LRP’s National Institute, the PA Bar Institute (PBI), and the National Business Institute (NBI).  She recently published two guides for schools through LRP Publications (www.shopLRP.com) entitled Pandemics and Students With Disabilities: Practical Guidance for Providing FAPE, and Student Health Services under the IDEA and Section 504: Legal Principles, Compliance Issues, Practical Solutions – a helpful legal resource for general and special education administrators, school nurses, and educators.
 
Ross W. Greene, Ph.D., is the New York Times bestselling author of the influential books The Explosive Child, Lost at School, Lost and Found, and Raising Human Beings. He is the originator of the model of care described in those books, now called Collaborative & Proactive Solutions (CPS). Dr. Greene was on the faculty at Harvard Medical School for over 20 years and is now founding director of the nonprofit Lives in the Balance, which provides a vast array of free, web-based resources on the CPS model. He has appeared in a wide range of media, including The Oprah Show, Good Morning America, The Morning Show, National Public Radio, Mother Jones magazine, The Atlantic, The Washington Post, The Chicago Tribune, and the Boston Globe. Dr. Greene lectures and consults widely throughout the world and lives in Portland, Maine.
 
Angela Hargrave, Ed.D., has earned degrees from Grambling State University, the University of Mississippi, Union University, and the University of Memphis. Professionally, Dr. Hargrave has worked in Shelby County Schools for 27 years and currently serves as the Executive Director of the Department of Student Equity, Enrollment, and Discipline (SEED) and Federal Rights Coordinator for students. Dr. Hargrave previously served as a Special Education teacher, Coordinator, and Assistant Principal before moving to Student Services in 2006. In her role with the district, Dr. Hargrave serves to protect the rights of students and ensures that all students have access to education and an opportunity to learn. She is a member of the Shelby County Citizen’s Review Panel, Healthy Families Community Advisory Board, and Delta Sigma Theta Sorority, Inc. Dr. Hargrave also served as a Steering Committee member for the Tennessee Data and Attendance Supervisors for six years and was honored by the Tennessee Association of School Social Workers with the Friend to Children Award for her work in leading the district in ACEs Awareness, Social Emotional Learning and Trauma Informed/Responsive Schools. Throughout her career, Dr. Hargrave has been a change agent, bringing to life large-scale, innovative ideas that have changed the landscape of access to education, school choice, and student supports for diverse populations of student in rural, urban, and suburban public schools.
 
Patti Hershfeldt, Ed.D., is the Co-Director of the Center for Social Behavior Support at Old Dominion University. Patti co-chairs the APBS HS Network, which supports high schools with implementation of SW PBIS/MTSS and aims to bridge connections between fellow implementers and researchers. In addition, she has a strong professional focus on equity and student voice. Patti is a former high school special education teacher of 15 years and a mom to two daughters.
 
Stephen Hydon, Ed.D., is a Professor of Field Education at the University of Southern California, Suzanne Dworak-Peck, School of Social Work. Hydon has presented nationally and internationally in the areas of secondary traumatic stress, compassion fatigue, resilience, and wellness. He has been authored in peer-reviewed journals and interviewed by such publications as The Washington Post and the Philadelphia Inquirer. Recently, Hydon was funded to co-lead a team of experts in the fields of education and secondary trauma to create a one-of-a-kind online learning platform for educators experiencing secondary traumatic stress called STAT: www.statprogram.org. Dr. Hydon also serves as a Steering Committee Member of the National Child Traumatic Stress Network and is President of the American Council for School Social Work, a national association dedicated solely to the profession of school social work.
 
Andrew Kieta is the Associate Director of Morningside Academy, where he trains and coaches classroom teachers, oversees curriculum and instruction with Dr. Kent Johnson, and coordinates the dissemination of the Morningside Model of Generative Instruction (MMGI). He also serves on Morningside’s Board of Directors. He received his B.A. in Public Affairs Journalism from The Ohio State University in 2007. From 2010-2014, Andrew was the director of the ASPIRE program at Haugland Learning Center in Columbus, Ohio during which he was responsible for the first successful replication of MMGI with students with autism spectrum disorders. Andrew completed an M.S. in Behavior Analysis at the University of North Texas in 2017. He examined operant variability under the mentorship of Dr. Jesús Rosales-Ruiz and continued his study of behavioral education with Dr. Traci Cihon, under whose guidance he played a significant role in applying instructional design principles to a redesign of the university’s undergraduate Behavior Analysis courses.
 
John Krownapple is an educator, author, and speaker who specializes in transformative change through professional learning and organizational development. Focused on inclusive work and learning environments, he centers belonging and dignity as the concepts that help people thrive. John has been an adjunct professor at Johns Hopkins University since 2007, and for fifteen years, he served as the coordinator of diversity, equity, and inclusion in a school district of over 50,000 students. Additionally, he has served as a classroom teacher, curriculum specialist, and professional development facilitator. John has authored articles and books, and he is the co-author of Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation.
 
Lisa Lee grew up in Georgia and currently resides in Littleton, CO. She has taught Pre-K to grade 12, focusing on gifted education for the last 21 years. Lisa is in her 36th year of teaching and is still going strong! She currently serves as a resource teacher in the Gifted and Talented department in Jefferson County, Colorado, where she has been instrumental in creating curriculum and programs for secondary gifted and talented learners. Lisa was awarded DeKalb Teacher of the Year in 2007 and was runner-up for the state award in Colorado in 2017. She is a passionate advocate for educators and students alike. Lisa is a five-time TED Talk presenter and is an international keynote speaker. She has received numerous awards throughout her career, including the opportunity to serve as a Yale National Fellow. Lisa's book, The Heart of Teaching, was published in November and can be found on Amazon. Although she has had an amazing career, Lisa feels that no award or recognition comes close to the joy and fulfillment she has received from working with the students who have come her way.
 
Mikayla's Voice
Rita Cheskiewicz, 
 Executive Director, and Sharon Jones, Program Director, will be joined by the following co-presenters:
  • Quinn is an honor student and on the cross-country team at Misericordia University,
  • Holden is the author/illustrator of “The SpOt,”  
  • Logan competes in USA Powerlifting, 
  • Quintin is a student at Canon McMillan High School, and
  • Maya attends Easton High School and Northampton Community College.
Christine Moon has been an educational consultant in the PaTTAN West office since 2017. Since coming to PaTTAN, she has worked on the following initiatives: Special Education Leadership, Special Education Law, and Inclusive Practices. In the fall of 2021, Christine became the statewide lead for Attract, Prepare, Retain (APR) – a focus on special education personnel. Prior to coming to PaTTAN, she served for 15 years as the Director of Special Services for a school in Western Pennsylvania. She has also been both an English teacher and special education teacher at the secondary level. Her background includes working with individuals who are adjudicated youth, individuals with emotional disturbance within the partial-hospitalization setting, and both general and special education students within public school systems within the states of Virginia, North Carolina, and Pennsylvania. Christine received her B.S. in Secondary Education/English from Clarion University and her M.Ed. in Special Education from Regent University. In addition, she has her Educational Supervision Certificate from the University of Pittsburgh and her Superintendent Letter of Eligibility from Edinboro University.
 
Laura C. Moran, Ph.D., is an educational consultant with PaTTAN in Harrisburg, Pennsylvania. Currently, Laura is the statewide lead for the Pennsylvania State Systemic Improvement Plan (SSIP) to increase graduation rates for students with disabilities. In addition, she is the central office lead for Pathways to Graduation (P2G), the goal of which is to increase school completion for middle school students with emotional behavioral disorders. Laura’s work also encompasses literacy, Multi-Tiered System of Supports (MTSS), and special education leadership. Laura is a certified LETRS trainer in Pennsylvania and nationwide and a national Paideia faculty member. Laura holds a doctorate degree from Indiana University of Pennsylvania in Administration and Leadership Studies for the Public Sector, and her research focused on teacher efficacy.
 
Jonté A Myers, Ph.D., is an Assistant Professor of Special Education at Georgia State University. He attained his doctoral degree from the University of Florida in 2019. His work focuses on mathematics instruction for students with mathematics difficulties (MD), such as students with and at risk for learning disabilities (LD). He recently published three meta-analyses on mathematics interventions for supporting students with MD. Two of these studies addressed interventions for increasing students' word problem-solving performance. He has also co-authored practitioner-focused articles on effective instruction for enhancing the word problem performance of students with MD. Additionally, Dr. Myers researches teacher quality and effectiveness related to mathematics outcomes for students with LD and those who demonstrate MD.
 
Loui Lord Nelson, Ph.D., is a global leader in Universal Design for Learning (UDL) implementation. A former special education teacher, she originated the role of UDL Coordinator, completed her post-doctoral fellowship at CAST, and focuses on education in low- and middle-income countries. Some of her publications include Design and Deliver: Planning and Teaching Using Universal Design for Learning, Culturally Responsive Design for English Learners: The UDL Approach, and A Tree for All: Your Coloring Book of UDL Principles and Practice plus the card game, Go Fishing with UDL. She hosts two popular podcasts: UDL in 15 Minutes and UDL Research in 15 Minutes. www.theudlapproach.com
 
Janet Peters is an independent consultant specializing in Assistive Technology (AT) implementation, Universal Design for Learning (UDL), and creating systems change through inclusive technology. Current projects include supporting statewide UDL and AT initiatives with Kansas Infinitec through the Kansas Technical Assistance System Network (TASN). She has over 25 years of experience in the field, including as the Project Director for the Center on Inclusive Technology & Education Systems (CITES), an Office of Special Education Programs (OSEP) funded project at CAST, Regional Project Coordinator for Assistive and Accessible Technology for the Great Lakes ADA Center, and Project Director of the Simon Technology Center at PACER Center, a Parent and Training Information Center. Janet is passionate about using technology and systems change to improve inclusion and learning outcomes for students with disabilities and speaks frequently at state and national conferences on inclusive technology topics.
 
Melissa Reeves, Ph.D., NCSP, LPC, is a nationally certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services. She is past President of the National Association of School Psychologists (2016-17), most recently was an Associate Professor at Winthrop University, and previously worked for the Cherry Creek School District in Colorado. Dr. Reeves has over 20 years’ experience working in public schools and a private school, in addition to providing mental health services in day and residential treatment settings. Dr. Reeves is a co-author of the PREPaRE Crisis Prevention and Intervention curriculum and travels both nationally and internationally training professionals in crisis prevention and intervention, threat and suicide assessment, trauma and post-traumatic stress disorder (PTSD), and cognitive-behavioral interventions. She is a senior consultant with Sigma Threat Management Associates, an ONTIC Company, and also a senior advisor for Safe and Sound Schools, an organization founded by two parents who lost their children in the Sandy Hook tragedy. She has authored multiple books and publications focusing on school safety, trauma, and threat assessment.
 
LaRon A. Scott, Ed.D., is an Associate Professor of Special Education and Associate Dean for Diversity, Equity, and Inclusion at the University of Virginia. He studies recruitment, preparation, and retention of historically marginalized educators, notably special education teachers, and postsecondary transition programming and outcomes for Black youth with intellectual and developmental disabilities. He also focuses on the critical implications of implicit bias in shaping the conditions for historically marginalized educators, and how historical and contemporary local, state, and federal policy shapes the treatment of minoritized special educators.
 
Emily Sobeck, Ph.D., is an Associate Professor of Special Education at Franciscan University. Dr. Sobeck earned her doctorate in special education in 2016 from the University of Pittsburgh and has special education teaching experience at both the elementary and secondary level. She is certified in elementary education (K-6), special education (K-12), English (7-12), principal certification, and is an Autism Specialist. Her research interests include paraeducator training and supervision, extended school year programming, teacher preparation, and behavior management. Her dissertation study, The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings, won the Outstanding Dissertation award through the Teacher Education Division within CEC in 2017 and was selected as a featured author in the Division for Research within CEC in 2019. She also received the Excellence in Scholarship award at Franciscan University in 2020. She teaches courses related to intervention and instruction for students with disabilities, classroom organization, as well as behavior management. Dr. Sobeck currently serves on the leadership team of the CEC-TED Paraeducator Special Interest Group and maintains an editorial position for several special education peer-reviewed journals.
 
Kimberly St. Martin, Ph.D., is the director of Michigan’s MTSS Technical Assistance Center and co-director of the state’s federally funded State Personnel Development Grant (SPDG). Previously, she was the co-director of a federal adolescent literacy model demonstration grant and co-principal investigator of an Institute of Education Sciences (IES) grant evaluating a state-level initiative to implement supplemental academic and behavioral interventions in an MTSS framework. Dr. St. Martin has been a panel member for the IES Practice Guide, Providing Reading Interventions for Students in Grades 4–9. Dr. St. Martin also collaborates with the National Implementation Research Network (NIRN) in the Bill & Melinda Gates Foundation Effective Implementation Cohort. She also works with the National Center on Intensive Intervention (NCII) as a Center Trainer. Dr. St. Martin is the primary author of the Reading Tiered Fidelity Inventory (R-TFI) and co-author of implementation capacity assessments for districts and Regional Educational Agencies to guide their supporting infrastructures for an MTSS framework. She has more than 22 years of experience in the field of education.
 
Marcy Stein, Ph.D., is Professor Emeritus at University of Washington Tacoma (UWT) where she was one of the founding faculty members of the School of Education. She has published extensively in the areas of both special education and general education on teacher preparation, reading and mathematics instruction, curriculum analysis, and textbook adoption. She is an author of Direct Instruction Mathematics. In 2006, she received the UWT Distinguished Scholarship Award; in 2015, she and her colleagues received the UWT Community Engagement Award.
 
Michael Stoehr is a Knowledge Development and Technical Assistance Specialist with the National Technical Assistance Center on Transition: the Collaborative (NTACT:C), the University of North Carolina Charlotte. He has worked in the special education field for the past 37 years and has extensive experience in the areas of secondary transition, assessment, job analysis, supported and customized employment, transition communities of practice, effective transition planning, interagency collaboration, transition practices for students with complex support needs, family engagement, and youth leadership and self-advocacy. 
 
Carolyn Strom, Ph.D., is a clinical professor of early literacy at NYU Steinhardt. As a former classroom teacher and reading specialist, she is passionate about bridging the divide between neuroscientific research and instructional practices. Dr. Strom has studied the course of children's reading and spelling development for the past two decades and published her work in The Reading Teacher, The Reading League Journal, and The Handbook of Learning Disabilities. She maintains an active clinical practice where she works with families who have children with dyslexia and related reading difficulties.
 
Roddy Theobald, Ph.D., is deputy director of the National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research. He received his PhD in Statistics from the University of Washington in 2015, and previously worked as a Research Assistant at the Center for Education Data and Research at the University of Washington and as a seventh-grade math teacher at Westlake Middle School in the Oakland (CA) Unified School District as a Teach for America corps member. His ongoing projects study teacher labor markets in Massachusetts, Pennsylvania, and Washington.
 
Peggy A. Yates, Ed.D., is an Assistant Professor and serves as the Director of Special Education Teacher Preparation at Alma College. With 25 years of PK-12 teaching experience, she utilizes her experiences and extensive academic training to engage teachers and paraeducators in learning. The focus of her publications, presentations, current research, and special education consulting/professional development business includes improving how paraeducators are trained for the field. She recently curated and instructed the Council for Exceptional Children online course, High Leverage Practices for Paraeducators. Peggy serves the field of education as a CAEP site evaluator in the teacher education accreditation process, and locally she serves as the treasurer for the Alma Public Schools Board of Education.