Lead Scientist: Elsa Cardenas-Hagan, PhD

Dr. Elsa Cárdenas-Hagan is President of the Valley Academic Language and Education Center in Texas and a Research Associate at the University of Houston. With over 25 years of experience, she has contributed to major federally funded research focused on language and literacy development for Spanish- and English-speaking students.

A nationally recognized expert, Dr. Cárdenas-Hagan has led the development of assessments and interventions for multilingual learners and served in leadership roles with organizations including the National Joint Committee on Learning Disabilities. She is an award-winning author and recipient of multiple national honors for her contributions to literacy and learning disabilities.

Moderator: Donna Sacco, PhD

Dr. Donna Sacco brings over 20 years of experience at the national, state, and local levels in special education and English language acquisition. Her work focuses on students who are dually identified as English learners with disabilities, including appropriate identification, distinguishing language difference from disability, and developing high-quality, culturally responsive IEPs.

Dr. Sacco is also an author and editor of Exceptionality in Schools and Society and is recognized for her contributions to advancing equitable practices for multilingual learners with disabilities.

Panelists

John Hosp, PhD

Dr. John L. Hosp is a Professor of Special Education at the University of Massachusetts Amherst, specializing in Multi-Tiered System of Supports (MTSS). His research focuses on aligning assessment and instruction to improve outcomes for students with disabilities, with particular expertise in curriculum-based measurement (CBM) and evaluation.

Dr. Hosp has led and contributed to major research initiatives, including evaluation of statewide reading programs, and has secured over $10 million in research funding. He has authored more than 50 publications, including leading texts on CBM and data-based decision making, and is widely recognized for his contributions to MTSS and equitable educational practices.

Susan Ruby, PhD

Dr. Ruby is a professor in School Psychology who supports school and district teams in developing integrated MTSS frameworks with a focus on equity and alignment across academic, behavioral, and social-emotional systems. She has led and contributed to statewide MTSS and RTI initiatives in Washington since 2006, including serving on state advisory committees and supporting implementation and evaluation efforts. 

Dr. Ruby is a recognized expert in the use of RTI for identifying students with specific learning disabilities and has contributed to state policy, training, and national research on MTSS fidelity. Before joining the university, Dr. Ruby worked as a school psychologist in multiple districts serving large populations of multilingual learners.

Daniel Russel, EdD

Dr. Daniel Russell is an educator and leader with over 30 years of experience advancing culturally and linguistically responsive teaching. He began his career in Los Angeles through Teach for America and LAUSD, serving in roles including classroom teacher, instructional leader, and program specialist. His work has focused on supporting educators in implementing culturally responsive practices, PBIS, and equitable instructional systems.

Dr. Russell has led professional learning, coaching, and research efforts to strengthen culturally responsive teaching and discipline practices. His scholarship examines racial disproportionality in discipline and the implementation of PBIS through a culturally responsive lens. He is a co-author of Supporting Underserved Students: How to Make PBIS Culturally and Linguistically Responsive and continues to support schools in building equitable, student-centered systems.

Young-Suk Kim, EdD

Dr. Young-Suk Grace Kim is a professor at the University of California, Irvine and an internationally recognized researcher in language and literacy development. Her work focuses on reading comprehension, oral language, and effective instruction for multilingual learners, with additional expertise in reading fluency, dyslexia, and the relationship between reading and writing.

A former classroom teacher, Dr. Kim brings a strong commitment to bridging research and practice to improve literacy outcomes for diverse learners. Her work has been supported by major federal grants and has contributed to advancing evidence-based approaches to literacy instruction and assessment across diverse linguistic contexts.

Final Discussant: Sharon Vaughn, PhD

Dr. Sharon Vaughn is an internationally renowned researcher and the Manuel J. Justiz Endowed Chair in Education at the University of Texas at Austin, where she serves as Executive Director of The Meadows Center for Preventing Educational Risk. Her work focuses on improving outcomes for students with learning difficulties and multilingual learners through evidence-based instruction, intervention, and Multi-Tiered Systems of Support (MTSS).

Dr. Vaughn has led numerous large-scale, federally funded research initiatives examining effective literacy instruction, intensive interventions, and systems-level approaches to supporting diverse learners. Her research has significantly influenced national policy and practice related to reading, special education, and MTSS implementation.

She has authored more than 35 books and over 250 peer-reviewed publications and is widely recognized for her contributions to advancing research-to-practice in education.

Lead Scientist: Sarah Powell, PhD

Dr. Sarah R. Powell is a Professor in the College of Education at The University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk, where her research and teaching focus on mathematics learning, word‑problem solving, and data‑based decision‑making for students who learn mathematics differently.

Moderator: Nicole McKevett, PhD

Dr. Nicole McKevett is an MTSS and mathematics systems expert and MTSS Support Specialist at the Center for Applied Research and Educational Improvement (CAREI), supporting districts in building coherent, research-aligned math systems and translating evidence into sustainable practice.

Panelists

John Mighton, PhD
Dr. John Mighton is the founder of JUMP Math and an internationally recognized leader in mathematics education, known for improving student confidence and achievement through structured, evidence‑based instruction. 

Kari Heide, MSEd

Kari Heide serves as a State Math Specialist for Kansas MTSS & Alignment, and is an integral leader of the Kansas Math Project (KMP). She works side-by-side with local school districts across the state to generate more cohesive, systemic, and effective math instructional frameworks, leveraging evidence-based practice and data-based decision-making at the student, classroom, and district level. Kari helps educators navigate a highly charged pedagogical climate, providing precise training and coaching as districts evaluate impact.

Sandra Morán Pulles, PhD,

Dr. Sandra Morán Pulles is the Chief Impact Officer at ServeMinnesota. Her work centers on research, evaluation, and implementation of effective math and literacy interventions within multi-tiered systems of support (MTSS), with a focus on improving academic outcomes for all students. She brings extensive experience consulting with school and district leaders across all tiers of support, helping teams use data to drive instructional and systemic improvement. Dr. Morán Pulles is deeply committed to systems change grounded in evidence-based practices and data-informed decision making. She holds a PhD in Educational Psychology from the University of Minnesota.

Ben Solomon, PhD

Dr. Benjamin Solomon is an Associate Professor at the University at Albany, SUNY, specializing in MTSS, mathematics instruction, and data-based decision making. His research focuses on improving decision-making accuracy, progress monitoring, and instructional effectiveness, particularly in mathematics. Bridging research, policy, and practice, he works with schools and systems to strengthen implementation and improve outcomes for students through evidence-based approaches.

Final Discussant: Amanda VanDerHeyden, PhD

Dr. Amanda VanDerHeyden is a national expert in MTSS, assessment, and mathematics intervention, credited with developing academic screening models and creating SpringMath, and is known for her work in scaling data‑based decision‑making and improving system effectiveness.

Lead Scientist: Lisa McKay-Brown, PhD

Dr. Lisa McKay-Brown is Associate Dean of Diversity and Inclusion at the University of Melbourne and an internationally recognized expert in school attendance and inclusive education. With over 25 years of experience across education settings, her research focuses on improving attendance outcomes through Multi-Tiered Systems of Support, particularly for students with disabilities.

She serves on the Executive Board of the International Network for School Attendance and leads major research initiatives, including the In2School and Pathways2Participation projects, which address chronic absenteeism through integrated, cross-sector approaches. As lead scientist, Dr. McKay-Brown brings deep expertise in connecting attendance, inclusion, and system-level support to improve outcomes for all students.

Moderator: Megan Gruis

Megan Gruis is a nationally recognized educator, consultant, and systems leader with nearly 25 years of experience advancing equitable academic, social, emotional, and behavioral outcomes for all students. Her career spans roles from classroom educator to school, district and state leadership, including serving as a State PBIS Coaching & Evaluation Coordinator and Executive Director of Implementation and Tier 2 for a national MTSS organization.

Megan specializes in helping schools and districts move from fragmented initiatives to aligned, sustainable systems of support, with a focus on behavioral health, mental health, and integrated prevention within MTSS. She is the Founder and Executive Director of IgnitED! Consulting and is known for designing impactful professional learning that translates research into meaningful action.

Panelists

Chris Borgmeier, PhD

Dr. Chris Borgmeier is a Professor and Doctoral Program Director in the College of Education at Portland State University. His work focuses on supporting students with challenging behavior through MTSS, with expertise in PBIS and functional behavior assessment. He is co-author of the Basic FBA to BIP training series and co-founder of the NorthWest PBIS Network, and has provided training and consultation on behavior systems across North America and internationally.

Steve Kilgus, PhD

Dr. Steve Kilgus is a Professor in the School Psychology Program at the University of Wisconsin–Madison and a leading researcher in social, emotional, and behavioral (SEB) screening within MTSS frameworks. His work focuses on early identification, prevention, and the use of screening data to inform system-level decision making and support student outcomes.

Dr. Kilgus has received national recognition for his scholarship, including the Outstanding Dissertation Award and the Lightner Witmer Award from the American Psychological Association. He currently serves as an Associate Editor for the Journal of School Psychology and brings deep expertise in the research and application of SEB screening to his role as lead scientist for this panel.

Final Discussant: Sarah Wilkinson, PhD

Dr. Sarah Wilkinson is an Associate Professor of Special Education at the University of Southern Maine and a nationally recognized leader in Positive Behavioral Interventions and Supports (PBIS). A former history and special education teacher, her work focuses on strengthening MTSS and PBIS implementation to support student outcomes.

She serves as a PBIS consultant for the Maine Department of Education and is a member of the Board of Directors—and former President—of the Association for Positive Behavior Support (APBS). Dr. Wilkinson is also co-author of Practical Handbook of Multi-Tiered Systems of Support, Second Edition: Building Integrated Academic and Behavioral Success in Schools, contributing to the advancement of evidence-based practices in behavior and systems implementation.

Lead Scientist: Allison Gruner Gandhi, PhD
Dr. Allison Gruner Gandhi is a national leader in MTSS and special education research, overseeing large-scale initiatives focused on instructional practice, intervention, and outcomes for students with disabilities and multilingual learners. She brings deep expertise in evidence-based practices, educator preparation, and systems-level implementation.

Dr. Gandhi currently serves as deputy director for a national MTSS reading evaluation funded by the Institute of Education Sciences and previously led development of a validated rubric for integrated MTSS implementation. Her work includes leading federal research centers, state evaluations, and widely used national tools that assess the quality of screening, progress monitoring, and intervention practices.

Moderator: Tessie Rose Bailey, PhD
Dr. Tessie Rose Bailey is the Director of the PROGRESS Center and an advisor to the MTSS Center, Lead IDEA Center, and National Center on Intensive Interventions (NCII) at AIR. She is a national leader in special education and MTSS, supporting states, districts, and schools in strengthening implementation of special education law, specially designed instruction, and integrated tiered systems.

She has delivered extensive technical assistance and professional learning on IEP development, intensive intervention, and improving outcomes for students with disabilities. Dr. Bailey is co-editor of What is Necessary for Special Education to Work and has led the development of widely used national resources, including guidance documents, coaching tools, and professional learning supports.

Panelists

Kim St Martin, PhD

Kim St. Martin is a leader in advancing large-scale MTSS implementation, with a focus on building regional and district infrastructure to support effective and sustainable systems. In her role with the TA Center, she works to scale the successful use of MTSS frameworks across diverse educational contexts, ensuring alignment between policy, practice, and outcomes. She also provides literacy expertise for the Office of Special Education, supporting efforts to strengthen evidence-based instruction for all learners.

Kim brings extensive experience from both urban and rural school systems, where she has served as a teacher and school administrator. Her work centers on bridging systems-level planning with instructional practice, helping districts and schools implement coherent, data-driven approaches that improve outcomes for students.

Kellian Hughes, EdD

Dr. Kellian Hughes is the MTSS Project Lead for the Region 4 Education Service Center, supporting over 40 charter schools and 48 public school districts across Houston, Texas. In this role, he provides technical assistance to school and district leaders serving highly diverse student populations and advances statewide efforts through the Texas Education Agency’s Project TIER.

With more than 25 years in education, Dr. Hughes has served as a general and special educator, instructional specialist, and district leader. His work focuses on strengthening MTSS implementation, with expertise in access to the general curriculum, co-teaching, explicit instruction, and tiered support.

Jennifer Pierce, PhD

Dr. Jennifer D. Pierce is a senior technical assistance consultant at AIR, specializing in instructional and systems coaching, implementation science, and integrated MTSS across general and special education. She has extensive experience as a teacher, coach, and district leader, as well as an adjunct university instructor.

At AIR, she leads state-level coaching initiatives and national projects, including the Coaching Cadre for the National Center for Systemic Improvement, and serves as implementation lead for federally funded research on coaching. Dr. Pierce is a recognized leader in the field, contributing to national standards, authoring tools and publications, and advancing coaching practices to improve teaching, learning, and system outcomes.

Final Discussant: Dr. Chris Borgmeier
Dr. Chris Borgmeier is a Professor and Doctoral Program Director at Portland State University, specializing in supporting students with challenging behavior through MTSS. He is a nationally recognized expert in behavior systems and co-author of the Basic FBA to BIP training series, as well as developer of its widely used e-learning platform.

Dr. Borgmeier has served as a trainer and consultant across North America and internationally, advancing MTSS for behavior implementation. He previously worked as a PBIS Coordinator in California and is a co-founder of the NorthWest PBIS Network, promoting school-wide PBIS across the Pacific Northwest.

Lead Scientist: Michael Solis, PhD
Dr. Michael Solis is an Associate Professor of Special Education at the University of California, Riverside, whose work focuses on improving academic outcomes for students in grades 4–12. His research centers on evidence-based interventions in reading, vocabulary, comprehension, and mathematics, with a particular emphasis on supporting students with persistent learning needs within secondary settings.

Dr. Solis has secured over $6.6 million in federal funding to advance research on effective practices, including interventions for students with autism spectrum disorder. His scholarship includes randomized controlled trials, single-case design studies, and systematic reviews published in leading peer-reviewed journals. A former special educator, reading specialist, and literacy coach, his work is grounded in bridging research and practice—ensuring that evidence-based approaches are accessible, actionable, and impactful within MTSS frameworks.

Moderator: Krista McGowan

Krista McGowan is a middle school literacy teacher in the Nooksack Valley School District in Washington, known for her deep commitment to supporting adolescent readers through evidence-based, engaging instruction. With experience teaching in US public schools and in international school settings, she brings a broad, culturally responsive perspective to her work with diverse learners.

Krista is passionate about helping students build the literacy skills needed to access grade-level content and succeed across disciplines. Her work focuses on strengthening reading comprehension, vocabulary, and student confidence, while collaborating with colleagues to embed literacy supports within content-area instruction. She is recognized for her ability to translate research into practice and for her unwavering dedication to improving outcomes for secondary striving readers.

Panelists

Brad Mendenhall

Brad Mendenhall is the Superintendent of Evergreen Union School District in Cottonwood, California, where he has served for 28 years as a teacher, principal, and district leader. A product of the district himself, he brings a deep personal commitment to the community he now leads.

An impassioned leader of literacy improvement efforts, Brad believes leadership is the lever for change and has driven a strong focus on data, coherence, and collective efficacy to improve student outcomes. His leadership has contributed to multiple state and national recognitions, and he serves on regional boards advancing literacy across Northern California.

Carrie Townley-Flores, PhD

Dr. Carrie Townley-Flores is the Director of Research & Partnerships for the Rapid Online Assessment of Reading (ROAR) at Stanford University’s Graduate School of Education and a researcher in the Brain Development & Education Lab. Her work focuses on developing scalable, research-based literacy assessments that support accurate and equitable identification of students’ reading needs across grade levels.

Through her leadership of ROAR, Dr. Townley-Flores partners with schools, districts, and researchers to ensure that assessment tools are accessible, efficient, and aligned with the science of reading. Her work is particularly relevant for secondary systems seeking better ways to identify and support older students who continue to struggle with reading, bridging research and practice to inform stronger data-based decision making within MTSS frameworks.

Michelle Trostle

Michelle Trostle is an MTSS and literacy consultant with the Capital Area Intermediate Unit in Harrisburg, Pennsylvania, supporting K–12 systems with a strong focus on secondary literacy. With over 25 years of experience in teaching, instructional leadership, and district administration, she helps schools build coherent, evidence-based approaches to support striving readers.

Her work centers on integrating the science of reading, explicit instruction, and implementation science within MTSS frameworks. A certified Structured Literacy Dyslexia Interventionist and board member of The Reading League Pennsylvania, Michelle is known for translating research into practical strategies that strengthen instruction and improve student outcomes.

Ginny Simank

Ginny Simank is IMSE’s Consultancy Success Lead and a Level 5 IMSE OG Master Instructor, partnering with district leaders and educators to strengthen evidence-based literacy systems. Her experience spans both public and private schools in Texas, including roles in K–5 special education and grades 4–8 English Language Arts and Reading.

Ginny brings particular relevance to secondary literacy through her focus on building sustainable districtwide literacy expertise and her experience as a Keys to Literacy Comprehension Coach for grades 4–12. LETRS-trained and an Acadience Reading K–6 Mentor, she is committed to helping schools translate the science of reading into practical instruction that improves outcomes for all students.

Final Discussants: Anita L. Archer, PhD & Linda Diamond, M.Ed.
Dr. Anita Archer and Linda Diamond are nationally recognized leaders in literacy and instructional practice, bringing decades of experience in research, program development, and systems-level improvement. Dr. Archer is widely known for her work in explicit instruction and as the lead author of the REWARDS program, a highly effective intervention designed to support adolescent readers in developing multisyllabic word reading, fluency, and comprehension.

Linda Diamond is best known for her influential work on literacy instruction and assessment, including Teaching Reading Sourcebook and Assessing Reading: Multiple Measures. Together, they have shaped the field through the development of practical, evidence-based approaches that translate research into classroom and system-wide practice. As final discussants, they will synthesize key insights and highlight actionable implications for strengthening literacy instruction and intervention—particularly for older, struggling readers.

Lead Scientist: Saashya Rodrigo, PhD

Dr. Saashya Rodrigo is the Associate Director of Research and Principal Researcher at the National Center for Learning Disabilities. A former special education teacher, her work focuses on bridging research, practice, and policy to improve outcomes for students with learning disabilities. She has led major national initiatives, including The State of Learning Disabilities, and is known for translating complex research into clear, actionable insights for educators, families, and policymakers.

Dr. Rodrigo earned her PhD from the University of Texas at Austin, where her research examined teacher well-being and early learning and behavioral disabilities. She brings a strong practitioner and multicultural lens to her work, grounded in the belief that supporting students begins with supporting educators.

Moderator: Maris Thompson, PhD

Dr. Maris Thompson is a Professor in the School of Education and Coordinator of the Liberal Studies Program at CSU Chico. Her work focuses on language equity, adolescent literacy, co-teaching in teacher education, and supporting first-generation students in higher education.

A former ESL teacher across diverse settings in the U.S. and internationally, Dr. Thompson brings a strong practitioner lens to her teaching and research. She has authored numerous publications and received multiple awards for excellence in teaching, course design, and equity-focused scholarship.

Panelists

Amanda Nickerson, EdD

Dr. Amanda Nickerson is a literacy expert and adjunct instructor with a focus on advancing evidence-based reading practices through MTSS. She currently serves as the Ohio K–12 Literacy Technical Assistance Specialist, supporting statewide implementation through professional learning, coaching, and system-level support. She also works as an adjunct instructor at Mount St. Joseph University and as an Education Preparation Program Partnership Specialist through the Reading League.

With experience as a classroom teacher, Title I specialist, gifted intervention specialist, and literacy consultant, Dr. Nickerson brings a comprehensive perspective to her work. Her research focuses on the intersection of MTSS, the science of reading, and gifted education, with a commitment to improving equitable literacy outcomes for all students.

Rhiannon Treat

Rhiannon Treat is an elementary school principal in Butte County, California, and former assistant principal and instructional coach. She has led schoolwide change efforts to improve literacy outcomes through the science of reading, working with staff to strengthen instruction and build a more coherent, evidence-based system.

She serves on the Governing Board of the Northern California Literacy Collaborative and has played a key role in recruiting and developing aligned staff while navigating shifts in teacher perspectives and practices. Her leadership reflects a deep understanding of how educator preparation impacts daily practice and system-level improvement.

AmyK Conley, EdD

Dr. AmyK Conley is the LSEE Program Leader and lecturer at Cal Poly Humboldt, where she teaches across elementary, secondary, and special education credential programs with a focus on literacy and educator preparation. She also serves on the California Commission on Teacher Credentialing’s Literacy Design Team and leads the TEAS speaker series for future educators.

With over 20 years of experience as a high school English teacher, Dr. Conley is deeply committed to advancing literacy, equity, and access for diverse learners. She partners with regional organizations to provide professional learning and has secured grants to expand literacy and service-learning initiatives. A first-generation college graduate, her work centers on improving literacy outcomes and translating research into practice.

Final Discussant: Stephanie Stollar, PhD
Dr. Stephanie Stollar is a national leader in advancing MTSS to improve reading outcomes for all students. She is co-author of MTSS for Reading Improvement, Promoting Effective MTSS Implementation, and Reading Assessment Done Right, and is the creator of Reading Science Academy and co-creator of MTSS Collective.

She actively supports educator preparation through her work with STARS in Higher Education and the Evidence Advocacy Center. With experience as a school psychologist, assistant professor, and Vice President at Acadience Learning, Dr. Stollar is committed to ensuring every educator is equipped to help every student become a skilled reader.

Lead Scientist: Kathleen Ryan Jackson, PhD – National Implementation Research Network (NIRN)

Dr. Kathleen Ryan Jackson is an Implementation and Improvement Specialist with the National Implementation Research Network (NIRN), where she supports organizations in applying implementation science to drive meaningful and sustained change. With a background spanning education, human services, and systems-level leadership, her work focuses on aligning policy, practice, and improvement science to strengthen outcomes across complex systems. She is known for helping leaders translate implementation research into actionable strategies that build capacity, support fidelity, and sustain effective practices over time.

Moderator: Lori Lynass, PhD

Dr. Lori Lynass is the Founder of Advanced Behavior Supports and a nationally recognized leader in MTSS and restorative practices. She has held executive leadership roles with Sound Supports, the Northwest PBIS Network, and CharacterStrong, supporting large-scale systems change across schools and districts.

With experience spanning research, district leadership, and the classroom, her work focuses on helping systems build aligned, equitable supports that strengthen implementation and improve outcomes for all learners.

Panelists

Jenice Pizzuto

Jenice Pizzuto is a national leader in implementation science and systems change, supporting schools, districts, and states in building and sustaining effective MTSS. She is the co-author of Implement with Impact, a widely used resource that translates implementation research into practical guidance for educators.

Her work focuses on helping leaders move beyond initiative overload to create coherent systems grounded in strong leadership, coaching, and data-informed decision making. She is known for bridging research and practice to ensure evidence-based approaches are implemented with fidelity and sustained over time.

Erin A. Chaparro, PhD

Dr. Erin Chaparro is a Research Associate Professor at the University of Oregon and a nationally recognized expert in MTSS, PBIS, and systems coaching. Her work focuses on strengthening data-based decision making, improving instruction for English learners, and building sustainable professional learning systems for educators.

With experience as a school psychologist and statewide MTSS leader, Dr. Chaparro has led large-scale implementation efforts and research initiatives that have improved literacy and instructional outcomes across districts. She is known for bridging research, practice, and technology to help schools design coherent systems that support both academic and behavioral success for all students.

Final Discussant: Kim Gibbons, PhD
Dr. Kim Gibbons is the Director of the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota, where she leads research, evaluation, literacy, and MTSS initiatives in partnership with state and local education agencies. Her work focuses on building system capacity through data-based decision making, improvement science, and evidence-based instruction, including statewide efforts such as MnMTSS and the Minnesota Read Act.

With over 20 years of prior experience at the St. Croix River Education District, where she served as Executive Director and School Psychologist, Dr. Gibbons helped lead nationally recognized MTSS implementation efforts that improved literacy outcomes. A nationally sought-after consultant and author of Effective Universal Instruction, she is known for helping leaders design coherent systems that strengthen Tier 1 instruction and drive sustainable improvement.

Lead Scientist: Chris Lemons, PhD

Dr. Christopher J. Lemons is a Professor of Education at Stanford University whose work focuses on improving academic outcomes for students with intellectual, developmental, and learning disabilities in inclusive settings. His research centers on reading interventions, data-based individualization, and assessment to support effective instruction.

He serves as Senior Advisor to national centers on intensive intervention and special education and holds leadership roles in major research organizations. Dr. Lemons is the recipient of numerous honors, including the Presidential Early Career Award for Scientists and Engineers (PECASE).

Moderator: Amber Schmidt

Amber Schmidt is a nationally certified school psychologist and doctoral candidate in clinical psychology. She has extensive experience in both U.S. public and international schools, serving as a school psychologist and Director of Student Support Services, and currently works with Pathways to Inclusive Education.

Amber specializes in designing and implementing Multi-Tiered Systems of Support (MTSS) across grade levels, with a focus on integrating academic, behavioral, and social-emotional supports. She partners with school and district leaders to build coherent systems and ensure effective, sustainable implementation that meets the needs of all learners.

Panelists

Lori Boll

Lori Boll is a leader in inclusive education and serves as Executive Director of SENIA International, a global organization dedicated to advancing inclusive practices. With over 25 years of experience in both international and U.S. schools, she has led and developed programs that support students with diverse learning needs across Asia and the United States.

Her work is deeply informed by both professional expertise and personal advocacy, following her son’s diagnosis with autism and an intellectual disability. Lori is committed to building inclusive school communities and supporting educators and leaders in creating systems that ensure all students have access to meaningful learning opportunities.

Farah Zien, PhD

Dr. Farah El Zein is an Assistant Professor at Emirates College for Advanced Education in the UAE, with over a decade of experience as a special education teacher and faculty member across the U.S., Canada, and Lebanon. Her work focuses on developing evidence-based interventions to improve academic and social outcomes for students with disabilities, including autism, in inclusive settings.

She collaborates with schools and the UAE Ministry of Education on large-scale research initiatives, including a national reading intervention study for students with ASD. Dr. El Zein serves as Associate Editor for Frontiers in Education and reviews for leading journals in special education.

Jessica Lament

Jessica Lament is an experienced educator and instructional coach with a strong background in inclusive education and early childhood. She has supported teachers across the United States, Singapore, and France, specializing in differentiated instruction, student engagement, and inclusive classroom practices.

Jessica holds degrees from Syracuse University in Special Education and Sociology and has worked across diverse school settings, from public schools to international institutions. She is passionate about helping educators design and deliver instruction that meets the needs of all learners and is currently based in Paris.

Kim Bane

Kim Bane is an international education consultant with Pathways to Inclusive Education, partnering with schools worldwide to design and implement inclusive systems that support all learners. She has worked extensively across the United States, Middle East, Africa, and Asia, supporting schools in transforming teaching, learning, and leadership practices.

Kim specializes in guiding school leaders through complex systems change, helping build inclusive cultures through strategic planning, coaching, and professional learning. Her work focuses on Universal Design for Learning, co-teaching, and tiered systems of support (MTSS) to ensure all students have access to high-quality instruction.

Final Discussant: Steve Goodman, PhD
Dr. Steve Goodman is a research specialist at the University of Connecticut and a partner with the Center on PBIS, as well as a co-investigator with the Integrated MTSS Research Network. He previously served as director of Michigan’s MTSS Technical Assistance Center.

Dr. Goodman is a recognized leader in MTSS and PBIS implementation, serving on state, national, and international advisory boards. He has authored over 65 publications and has supported educators across the U.S. and globally, including work in Japan, Singapore, Australia, the Czech Republic, and Taiwan. Through his research, consulting, and presentations, he has helped systems build and sustain effective, evidence-based practices to improve outcomes for students.

Panelists & Partnership Focus

Christie Biggerstaff – Kentucky Department of Education Partnership
Focus on statewide collaboration across the Kentucky Department of Education, districts, and regional literacy teams to implement the Read to Succeed Act, strengthening Tier 1 instruction, literacy coaching, and aligned systems to improve reading outcomes at scale.

Sandra Morán Pulles, PhD – ServeMinnesota Partnership
Focus on cross-sector collaboration to implement and scale evidence-based interventions within MTSS, leveraging data and research to improve academic outcomes statewide.

Paige Pullen, PhD – Georgia Southern University & State Policy Partnership
Focus on partnerships between higher education and state policy in South Georgia, aligning research, educator preparation, and legislation to strengthen literacy and MTSS implementation.

Sarah Wilkinson, PhD – University of Southern Maine Partnership
Focus on university–district partnerships that support MTSS, PBIS, and professional learning, translating research into sustainable school-based practices.

Farah El Zein, PhD

Dr. Farah El Zein is an Assistant Professor at Emirates College for Advanced Education in the UAE, with expertise in inclusive education and evidence-based interventions for students with disabilities, including autism. She partners with schools and the UAE Ministry of Education on large-scale research initiatives, including national reading intervention efforts, and serves as Associate Editor for Frontiers in Education.