Dr. Todd Busch is an Associate Professor of Special Education at the University of St. Thomas in Minneapolis.  He has expertise in curriculum and instruction and has published multiple articles and presented at national, state, and local conferences on the topics of Curriculum-Based Measurement, student progress monitoring and RTI.

Dr. Pam Fernstrom Chaney is a Professor of Special Education at the University of North Alabama. She has over 30 years of experience in accommodating student diversity in the general education classroom and student progress monitoring.

Dr. John Hintze is a Professor of School Psychology at the University of Massachusetts. He has done extensive research in the areas of CBM, progress monitoring, and RTI.

Dr. John Hosp is an Associate Professor in the Department of Teaching and Learning at the University of Iowa. His background is in school psychology and special education. His expertise includes linking assessment and intervention, particularly the use of Curriculum-Based Measurement and Curriculum-Based Evaluation for screening and instructional planning decisions, as well as the disproportionate representation of students of color.

Dr. Michelle Hosp is a Research Associate in the College of Education at the University of Iowa. She has a background in school psychology and special education. Her research is in the areas of assessment and reading. She has published articles, a book, and conducted workshops both at the state and national level on implementing Progress Monitoring within a Problem Solving framework.

Dr. Evelyn Johnson is the Executive Director for the Lee Pesky Learning Center and is an Associate Professor of Special Education at Boise State University in Idaho. Her primary areas of expertise include RTI at secondary levels and screening. In addition to presenting at national, state and local conferences on RTI related topics, she has published numerous articles and two texts on RTI.

Dr. Devin Kearns is an assistant professor of Special Education at Boston University. He received his doctorate at Vanderbilt University in Nashville, Tennessee. Devin has worked as an elementary school teacher, a reading specialist, a literacy coach, and a research associate. He has provided professional development and done curriculum design for the University of California, Los Angeles, Vanderbilt University, and the national teacher program Teach For America. He has worked with teachers in school districts across the United States and Canada. For his doctoral work, Devin has worked on a large-scale investigation of a supplemental reading program called Peer-Assisted Learning Strategies (PALS) and a study of the cognitive causes of reading disability. Devin recently worked on a project to prevent reading difficulties in 1stgrade students, for which he and others designed the phonics instruction provided to the students.

Dr. Erica Lembke is an Associate Professor in the Department of Special Education at the University of Missouri. She has over 15 years of experience as a teacher and researcher in the field of special education. Her research interests are primarily in the areas of curriculum-based measurement and literacy interventions for students who are at-risk.

Dr. Chris Lemons is an Assistant Professor of Special Education at the University of Pittsburgh where he teaches courses in assessment, research methodology, and reading instruction. His research focuses on effective methods of teaching reading to children who struggle to learn to read including those identified as nonresponders and those with intellectual disabilities. Prior to this, he was a special education teacher for 4 years. He has conducted numerous professional development workshops and presentations for special educators and has presented research at several national conferences.

Dr. Kristen McMaster is an Associate Professor of Special Education in the Department of Educational Psychology at the University of Minnesota. She received her Ph.D. in Special Education from Vanderbilt University in 2002. Her research interests involve creating conditions for successful response to intervention of students at risk or identified as having disabilities, particularly in the areas of reading and written expression. Her research focuses on (1) promoting teachers’ use of data-based decision-making and evidence-based instruction and (2) developing individualized interventions for students for whom generally effective instruction is not sufficient.

Dr. Sarah Powell is a Research Associate in the Department of Special Education at Vanderbilt University. Her research interests include developing and implementing mathematics interventions for students with learning difficulties.

Dr. Pamela Stecker is a Professor of Special Education at Clemson University. She has over 20 years of experience helping teachers in general and special education to use progress monitoring for identifying students who are struggling and for strengthening instructional programs to improve student academic outcomes. Pam conducts research in progress monitoring and speaks regularly at national conferences and workshops.