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Mary E. Little, PhD, is a professor and program coordinator in Exceptional Student Education at the University of Central Florida. Dr. Little has received in excess of $19 million in external funding for research and development from federal, state, and foundation funding agencies including the Institute for Educational Sciences (IES) and the Office of Special Education Programs (OSEP). Currently, she serves as the principal investigator for Intensive Interventions, a federally funded research and development project through OSEP. The purpose of this project is to research, develop, and prepare educators to implement interventions in reading and mathematics to improve K–12 student learning especially within diverse, urban schools. Among her numerous articles, chapters, and books, two recent publications are entitled, Response to Intervention for Teachers: Classroom Instructional Problem Solving and RTI and Mathematics: Practical Tools for Teachers in K–8 Classrooms. Her professional experiences in the K–12 schools include roles as a secondary teacher, co-teacher, program coordinator and principal. Her research interests include evidence-based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning. She teaches courses at the graduate and undergraduate levels using traditional and on-line formats, specifically in mathematics, assessment, instruction, action research, and program evaluation. Dena Slanda, PhD, is a research associate in Exceptional Student Education at the School of Teacher Education at the College of Community Innovation and Education at the University of Central Florida. Her professional interests include culturally proactive pedagogy and practices, equitable educational opportunities, inclusive practices, interdisciplinary collaboration, teacher and administrator/leadership preparation, intensive interventions, and multi-tiered systems of support. Additionally, her research is focused on the intersection of race and disability with particular attention to disproportionality of culturally and linguistically diverse students in special education. She is currently Co-Principal Investigator of Project SPEECH, a $1.25 million grant from the Office of Special Education Programs (OSEP) in the U.S. Department of Education, focused on the collaborative preparation of special education teachers and speech-language pathologists. In addition, she serves as the Program Coordinator for an OSEP funded personnel preparation grant focused on the collaborative preparation of school psychologists and special educators and is a professor in residence for a Teacher Quality Partnership grant entitled, Enhancing Quality in Teacher Preparation in Mathematics within Urban Partnerships. Dr. Slanda has conducted numerous national and state presentations focused on collaborative preparation, supporting special and general educators, multi-tiered systems of support, and equitable practices. Most recently, she co-authored the following book chapters: Dismantling Disproportionality in Special Education Through Anti-Racist Practices; Transcending culturally responsive practices: Becoming antiracist and trauma-informed; Developing special educators to work within tiered frameworks; Digital sponsorship of pre-service teacher interns during COVID-19; Reading in early childhood; Writing in early childhood; Exceptional education is special; and Merging disparate paradigms: How do evidence-based practices fit with what we know about how students learn best? Dr. Slanda is currently the president elect of the Florida Council of Exceptional Children, immediate Past President of the Florida Association of Teacher Educators, and convener of the Supporting High-Needs Population/Urban Education Special Interest Group. She also serves as the Program Coordinator of the special education track within the Curriculum and Instruction EdD program.
With current levels of proficiency in math and reading, the need for a cohesive and efficient MTSS process is paramount. Little, Slanda, and Cramer do a masterful job explaining how to improve student performance through four phases of data driven decision-making within an MTSS. Using the brilliance of teacher problem solving as action researchers, can help all students achieve in school. --Brad S. Witzel, Adelaide Worth Daniels Distinguished Professor of Education at Western Carolina University
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