Meet Our Team of Presenters
Perry A. Zirkel, Ph.D., J.D., LL.M.
Professor Emeritas of Education and Law, Lehigh University
Dr. Zirkel has written more than 1,500 publications on various aspects of school law, with an emphasis on legal issues in special education. He was past president of the Education Law Association and co-chair of the Pennsylvania special education appeals panel from 1990 to 2007. Publications include the CEC monograph, The Legal Meaning of Specific Learning Disability, A Digest of Supreme Court Decisions Affecting Education and Student Teaching and the Law, the two-volume reference on Section 504, and The ADA and the Schools.
Randy Sprick, Ph.D.
Director, Safe & Civil Schools
Dr. Sprick began developing programs in 1979 that would translate the massive volume of research on effective discipline and behavioral interventions into practical strategies that educators could easily adopt. He has produced numerous articles, books, and multimedia programs that assist school personnel in dealing with issues of discipline and classroom management, including CHAMPS, Discipline in the Secondary Classroom, Foundations, and the Teacher’s Encyclopedia of Behavior Management. He was the recipient of the 2007 Council for Exceptional Children (CEC) Wallin Lifetime Achievement Award.
Kimberly Gibbons, Ph.D.
Associate Director, Center for Applied Research and Educational Improvement (CARE) University of Minnesota
Dr. Gibbons is currently the Associate Director of CAREI at the University of Minnesota. CAREI partners with school districts to scale up and evaluate evidence-based practices. Prior to that she was executive director of the St. Croix River Education District, which has received national recognition for its pioneering use of RtI since 1979. She has been a director of special education, staff development coordinator, and school psychologist, and coauthored four books on RtI/MTSS.
Ronald C. Martella, Ph.D., BCBA-D, LBA
Professor of Special Education, University of Oklahoma
Dr. Martella teaches applied behavior analysis classes with a focus on behavior management approaches and research methodology. Dr. Martella has more than 30 years of experience working with individuals with disabilities and is a board certified behavior analyst at the doctoral level and licensed as a behavior analyst in the state of Oklahoma. He is an SRA McGraw-Hill author of Lesson Connections and Core Lesson Connections for Reading Mastery, Read to Achieve, and SRA FLEX Literacy.
Nancy Marchand-Martella, Ph.D., BCBA-D
Professor of Education Psychology, University of Oklahoma
Dr. Marchand-Martella teaches classes in academic remediation focusing on language arts and math interventions. She has more than 30 years of experience working with at-risk populations, and more than 180 professional publications credited to her name. She is an author of Multiple Meaning Vocabulary, Lesson Connections and Core Lesson Connections for Reading Mastery Signature Edition, and Read to Achieve, an adolescent literacy program. She is also coauthor of the digital, print, and project-based SRA FLEX Literacy. Finally, she is co-lead consultant (along with Dr. Anita Archer) of a model demonstration project designed to improve literacy for students with disabilities in grades 6–12.
Robert H. Pasternack, Ph.D.
The Honorable Robert h. Pasternack, PH.D.
The Honorable Robert H. Pasternack, Ph.D. served as Assistant Secretary for the Office of Special Education and Rehabilitative Services (OSERS) at the US Department of Education from 2001 to 2004. During his tenure, Dr Pasternack led the 2004 Reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA), and supported implementation of No Child Left Behind (NCLB). Dr. Pasternack served on the President's Commission on Excellence in Special Education, the President's Mental Health Commission, and as Chair of the Federal Interagency Coordinating Committee during his time as the Assistant Secretary. Dr. Pasternack has over 45 years of experience in public education regarding services for all students, including students with disabilities.
Mark R. Shinn, Ph.D.
Professor of School Psychology National Louis University, Chicago
Dr. Shinn is a recognized consultant to schools and state departments of education across the country (43 states) on MTSS /RTI with expertise in basic skills progress monitoring and screening K-12. He has edited 2 books on Curriculum-Based Measurement (CBM) and published almost 100 journal articles and book chapters on basic skills progress monitoring and screening. He has contributed to the development of aimsweb and the early iterations of DIBELS. He also had edited 3 books on research-based K-12 academic and behavior interventions.
W. Alan Coulter, Ph.D.
Director of Education Initiatives Louisiana State University Human Development Center
Dr. Coulter leads the T.I.E.R.S. Group that assists SEAs and LEAs to implement Multi-tiered Systems of Support (MTSS) and response to intervention (RtI), Dr. Coulter served on the President’s Commission on Excellence in Special Education in 2001–02 and was director of the National Center for Special Education Accountability Monitoring.
Jack M. Fletcher, Ph.D
ABPP (Clinical Neuropsychology)
Jack M. Fletcher is the Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology and Chair, Department of Psychology, University of Houston. For the past 35 years, Dr. Fletcher, a child neuropsychologist, has worked on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and most recently, intervention. He directs a Learning Disability Research Center funded by the NICHD. Dr. Fletcher received the Samuel T. Orton award from the International Dyslexia Association in 2003 and was a co-recipient of the Albert J. Harris award from the International Reading Association in 2006.
Marcy Stein, Ph.D.
Professor at University of Washington
Dr. Stein has published extensively in the areas of special education and general education reading and mathematics instruction, curriculum analysis, and textbook adoption. She is an author of Direct Instruction Mathematics (5th edition, Spring 2017). Dr. Stein has considerable experience consulting with teachers and administrators on improving the performance of students who are at risk for academic failure. She also has consulted with state departments of education throughout the country on how research findings can be used effectively to improve instructional practice, and with schools, districts, and states on the systematic evaluation of mathematics and literacy curriculum materials.
Bill Jenson, Ph.D.
Professor of School Psychology, University of Utah
Dr. Jenson’s research interests include autism, externalizing behavior disorders, the management of noncompliance and aggression, practical classroom behavior management, educational technology, behavioral assessment, academic interventions, and parent training. Dr. Jenson has published over 170 research articles, chapters, and book, including the Tough Kid On-Task in a Box Program, Functional Behavior Assessment of Chronic Absenteeism, and Truancy and Interventions Book, Functional Behavior Assessment of Bullying Behavior and Interventions Book, Superheroes Social Skills Training Program, Tough Kid Book, Tough Kid Tool Box: A Resource Book, Tough Kid New Teacher Survival Kit, Tough Kid Parent Training Book: Why Me?, and Tough Kid Principal’s Briefcase.