Tiffany Peltier is a Research Scientist in the Collaborative for Student Growth at NWEA. She earned her PhD in Learning Science at the University of Oklahoma and her Masters in Reading and Bachelors in Early Childhood Education from Texas A&M University.
Erin K. Washburn, Ph.D. is a Professor of Reading Education at the University of North Carolina at Charlotte where she teaches courses in Literacy Assessment and Intervention and conducts research on teacher knowledge and the use of data-based decision making for literacy instruction.
Ph.D., is a Clinical Professor and Chair of the Advanced Literacy Program at Texas A&M University where she teaches undergraduate and graduate courses in literacy and leads the Reading Specialist program.
Ramona T. Pittman, Ph.D., is an Associate professor at Texas A&M University. She has seven years of PreK-12 teaching experience in Title 1 settings, and she has over 15 years of teacher preparation experience in literacy education teaching courses, such as early literacy, literacy assessment, and dyslexia and reading differences.
PhD, is a Professor and Chair of the Department of Special Education at The University of Texas at Austin. He studies interventions and assessments for students with reading difficulties and disabilities across grade levels, with a focus on word-reading and reading comprehension. He studies interventions and assessments for students with reading difficulties and disabilities across grade levels, with a focus on word-reading and reading comprehension.
Valentina A. Contesse Ph.D. is a Clinical Assistant Professor of Special Education at the University of Florida (UF) and Assistant Director of the University of Florida Literacy Institute (UFLI). She teaches undergraduate and graduate courses in various UF teacher preparation programs and coordinates professional development for practicing teachers focused on evidence-based reading instruction.
Colby Hall is an associate professor in the School of Education and Human Development at the University of Virginia. She teaches undergraduate and graduate-level courses focused on reading instructional methods and conducts research to better understand how we can support teachers to provide reading instruction that best meets the needs of elementary and middle-school students with or at risk for literacy-learning difficulties.
Endia J. Lindo, Ph.D. is a Professor of Special Education at Texas Christian University (TCU) and core faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute. Dr. Lindo worked as a special education teacher prior to earning her Ph.D. in Special Education from Vanderbilt University. She teaches courses in instructional method and assessment and works to support the establishment, implementation and sustainability of best reading instructional and intervention practice.
Emeritus Members
Vice President for Accreditation Relations at the Higher Learning Commission
Ph.D., Professor Emerita, Department of Special Education, Southern Connecticut State University
Retired Finance and Information Technology executive from Coca-Cola. Executive Board Member and Treasurer, The Swift School, Georgia Intellectual Property Association, and United States Intellectual Property Association.
Martha “Marty” Hougen, Ph.D. is an author of reading textbooks and a consultant with state departments and teacher preparation programs, recently retired from working with teacher preparation initiatives at the university level.