Institute Fellows and Researchers
Principal Investigator
Diane Pedrotty Bryant, Ph.D.
Diane is a professor of learning disabilities in the Department of Special Education at The University of Texas at Austin and a fellow in the Cissy McDaniel Parker fellowship. She received her doctorate from the University of New Mexico in 1986. Diane has taught students with learning disabilities and has served as an administrator in the Albuquerque, New Mexico, public schools. Currently, she serves as the principal investigator for the Validation of Early Mathematics Interventions Project, which is funded by the Institute of Education Sciences, and the 3-Tier Mathematics Project, which is funded by the Texas Education Agency. She has published numerous articles in refereed journals on instructional strategies for students with learning disabilities and is the co-author of three textbooks and three tests. Most recently, she has been involved in research studies involving the development of assessment measures to identify students who are at risk for early mathematics difficulties and the validation of early mathematics interventions for struggling primary-grade students (Tiers II and III).
Institute Fellows
Brian R. Bryant, Ph.D.
Brian serves as co-principal investigator for the Validation of Early Mathematics Interventions Project, which is funded by the Institute of Education Sciences, and project coordinator of the 3-Tier Mathematics Project, which is funded by the Texas Education Agency. His undergraduate and graduate degrees in elementary and special education, respectively, are from the University of Southern Maine (formerly the University of Maine at Portland-Gorham), and he obtained his doctorate from The University of Texas at Austin. He taught special education in Maine public schools for 2 years in K–8 and 1 year at the high school level. He has served as a visiting professor or as an adjunct at UT Austin, Florida Atlantic University, the University of Louisville, Pacific Lutheran University, and the University of Hawaii. His research interests are in math and reading learning disabilities, intellectual disabilities (particularly in the area of support systems), and assistive technology. He has published numerous tests, articles, books, and chapters in books.
David Chard, Ph.D.
David has served as the dean of the Annette Caldwell Simmons School of Education and Human Development since the fall of 2007. He also served as associate dean for the College of Education at the University of Oregon. He has held faculty appointments at both Boston University and The University of Texas at Austin and in the late 1990s served as associate director of the Texas Center for Reading and Language Arts at UT Austin. Dr. Chard earned a Ph.D. in special education at the University of Oregon in 1995 and a B.S. in mathematics and chemistry education from Central Michigan University in 1985. His scholarly focus has been on the role of instruction in the development of basic literacy and numeracy skills for students with learning disabilities or those at risk for school failure. Dr. Chard has co-directed a number of federally funded model demonstration projects and research studies, and he has directed or co-directed several state and regional grants and contracts that have examined the improvement of schools and student achievement through the development of teachers’ knowledge and practice. Dr. Chard has published several research articles; co-authored and contributed to multiple book chapters; and either written or co-written numerous technical reports, monographs, and training guides. A frequent presenter at national and international education conferences, he has taught courses on behavior management, special education reading and writing, learning disabilities, and special education law. To contact Dr. Chard, visit the Southern Methodist University website.
Anne Foegen, Ph.D.
Anne is an associate professor of special education in the Department of Curriculum and Instruction at Iowa State University. She received her doctorate at the University of Minnesota in 1995. She teaches undergraduate and graduate courses in assessment, instructional methods for students with learning disabilities, and mathematics methods for struggling secondary learners. Anne’s research explores the development and implementation of progress-monitoring measures in mathematics across the K–12 grade range. She has pioneered research efforts to develop and evaluate progress-monitoring measures in algebra. Anne has disseminated her work in papers published in The Journal of Special Education and Remedial and Special Education; in presentations for the National Council of Teachers of Mathematics, the Council for Exceptional Children, and the Pacific Coast Research conferences; and through collaborative consulting activities with the Iowa Department of Education and school districts in Iowa and across the nation. To contact Dr. Foegen, visit the Iowa State University website.
Leanne Ketterlin Geller, Ph.D.
Leanne is an associate professor in education policy and leadership at Southern Methodist University. Her research focuses on the development and validation of formative assessment systems in mathematics that provide instructionally relevant information to support students with diverse needs. Her work centers on using technology to provide flexible assessment systems through the integration of accommodations and principles of universal design. Leanne disseminates her research findings through publications and presentations in the areas of mathematics education, measurement and assessment, and special education. Her experience as a science teacher in public high schools and her training as a K–12 administrator inform her research. To contact Dr. Geller, visit the Southern Methodist University website.
Russell Gersten, Ph.D.
Russell is the president of RG Research Group and executive director of Instructional Research Group in Los Alamitos, California. He is also professor emeritus in the College for Education at the University of Oregon. He received his doctorate in special education from the University of Oregon in 1978. He is a nationally recognized expert in both quantitative and qualitative research and evaluation methodologies. Russell has conducted two syntheses of intervention research on teaching mathematics to low-achieving students and students with learning disabilities. He served as an adviser for the mathematics component of the Title One evaluation in 2003. He also recently completed a research project on developing valid measures for early screening of students with mathematics disabilities and is currently pursuing research on early preventive interventions. To contact Dr. Gersten, visit the Instructional Research Group website.
Karen Karp, Ed.D.
Karen is a professor of mathematics education in the Department of Teaching and Learning in the College of Education and Human Development at the University of Louisville. Formerly an elementary teacher, Karen’s research interests include teaching mathematics to students with disabilities, gender equity and mathematics education, and integrating mathematics and children’s literature. Karen serves on several boards and committees, such as the National Council of Teachers of Mathematics Board of Directors (2008–2011), as the past president of the Association of Mathematics Teacher Educators, and on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. She has authored several articles and chapters, and the books Elementary and Middle School Mathematics: Teaching Developmentally (with Van de Walle and Bay Williams) and Feisty Females: Inspiring Girls to Think Mathematically (with Brown, Allen, and Allen). Karen has won several teaching awards, including the University of Louisville President’s Distinguished Teaching Award and the Helen Cunningham Educator Award for Excellence in the Teaching of Mathematics at the Post-Secondary Level. To contact Dr. Karp, visit the University of Louisville website.
Researchers and Assistants
Deanna Bessner
Deanna is a mathematics interventionist for the 3-Tier Mathematics Project. She conducts daily Tier III math intervention lessons, including progress monitoring, for first- and second-grade students identified as having mathematics difficulties. Deanna attended The University of Texas at Austin and has 10 years of teaching experience, specializing in long-term substitute teaching positions for grades K–8, including English as a second language (ESL). Deanna taught resource math and language arts in middle and elementary schools. Her research interests include the development of high-quality, intensive early math intervention lessons to promote number sense in young learners.
Chelsea Brewer, B.S.
Chelsea is a doctoral student in the Department of Educational Psychology with a concentration in school psychology. She earned her bachelor of science degree in psychology from the University of Miami, where she was introduced to intervention research with the Headstart program. She went on to work with youth involved with the child welfare system, both as residential staff in a group home and later as a research associate for a mental health clinic serving children and youth in foster care. Currently, her research interests include the development of screening and assessment tools for school-based intervention programs targeting children and youth at risk for involvement in the juvenile justice system. Chelsea serves as the research assistant on the assessment team for the 3-Tier Mathematics Project.
Barbara Scholer Bryant, B.A.
Barbara is the coordinator of the 3-Tier Mathematics Bilingual Intervention Pilot Project. She coaches classroom teachers who are implementing interventions and coordinates the Spanish curriculum development. She was a SERP school coordinator and interventionist, conducting daily math intervention lessons and assessments with kindergarten, first-, and second-grade at-risk students. Barbara earned her bachelor of arts degree in social work from The College of St. Benedict in Minnesota. She has Texas Teacher Certification in pre-K through 6, Bilingual, ESL, Reading Recovery, and Descubriendo La Lectura. She has 23 years of experience in education. Her research interests include the prevention of reading and math difficulties for students who are English language learners and optimizing educational outcomes for Spanish-speaking children.
Catherine Funk, M.S.
Catherine is a doctoral student in the Department of Educational Psychology with a concentration in school psychology. She earned her bachelor of arts degree in psychology at the University of Michigan. She went on to teach first grade in New York City for 2 years and earned her master’s degree in teaching from Pace University. She recently obtained a master’s degree in educational psychology from The University of Texas. Currently, her research interests include family-school connections, father involvement, and early adolescent development. Catherine serves as the curriculum development supervisor for the 3-Tier Mathematics Project.
Kathleen Hughes, M.Ed.
Kathleen is a doctoral student in the Department of Special Education with a concentration in learning disabilities and behavior disorders. She earned her bachelor of science degree in special education: high-incidence disabilities from Northern Illinois University and her master’s of education degree in education psychology from The University of Texas at Austin. Prior to working at UT Austin, she was a special educator and special education department head in both Illinois and Central Texas. Her research interests include programs for students with behavior disorders and the reduction of at-risk behavior to decrease dropout rates. She is also interested in mathematic interventions for students with learning disabilities in middle school. Currently, Kathleen serves as project supervisor for the Validation of Early Mathematics Interventions Project, an Institute of Education Sciences (IES) grant. She supervises the IES team and provides small-group instruction to elementary students identified as being at risk of failure in mathematics.
Janine Langley, M.A. Ed.
Janine earned her master’s in curriculum and instruction and bachelor’s of science in interdisciplinary education from Austin Peay State University in Tennessee. Janine has 8 years of teaching experience and is highly qualified in science. She holds a Texas Teaching Certification in grades EC–4. Previously, she served as a reading intervention specialist for the Vaughn Gross Center. Janine is currently the progress monitoring coordinator for the Validation of Early Mathematics Interventions Project. Her research interests include effective classroom strategies for children with Asperger’s Syndrome.
Kati Morrison, M.A.
Kati is a first-year doctoral student in the Department of Educational Psychology, focusing in school psychology. She earned her bachelor of arts degree in international relations and psychology and her master of arts degree in sociology while at Stanford University. Kati received her teaching certificate through California State, Monterey Bay. She has taught second and third grades for the past 7 years in both public and independent schools. Kati is a graduate research assistant for the 3-Tier Mathematics Project.
Katey Pokorny, B.S.
Katey is a master’s student in the Department of Curriculum and Instruction with an emphasis in elementary math education. She earned bachelor of science degrees in liberal studies and education at Oregon State University. She has 1 year of experience as a middle school math teacher. Her research interests include preservice teacher training in elementary mathematics and elementary mathematics curriculum development. Katey currently serves as a graduate research assistant for the Validation of Early Mathematics Interventions Project.
Cathy Pool, B.S.
Cathy is the coordinator of the 3-Tier Mathematics Intervention Scale-Up Project. She coordinates the statewide implementation of the intervention lessons for 22 schools. She was a SERP school coordinator and interventionist, conducting daily mathematics intervention lessons and assessments with kindergarten, first-, and second-grade at-risk students. Cathy earned her bachelor of science degree from The University of Texas at Austin. She has taught for more than 20 years in elementary schools with at-risk populations. Her research interests include preventing math difficulties for at-risk students and providing mathematics intervention professional development for teachers.
Jennifer Ross, B.S.
Jennifer is a master’s student in the Department of Special Education with a concentration in learning disabilities and behavioral disorders. She earned her bachelor of science degree in sociology and criminology with a minor in child, adult, and family services at Iowa State University. She has tutored struggling students at the elementary level for 3 years and worked at a day camp for children with special needs. She is currently a graduate research assistant for the Validation of Early Mathematics Interventions Project..
Danielle SoRelle, M.P.H.
Danielle is currently working to complete her doctorate in human development and family studies through Texas Tech University. She earned a master’s degree in public health through The University of Texas School of Public Health in 2005. She has worked on a variety of research- and intervention-based studies for the last 10 years. On many of these projects, she has served as the primary project coordinator and has been involved in the research from inception to dissemination. Her research interests include the cognitive development of the body in the context of people’s lives. She has also worked for the last 4 years as both a graduate instructor at Texas Tech University and then a lecturer at The University of Texas in human development and family sciences. Through these endeavors, she has become interested in examining how and why groups of people develop a cognitive capacity for certain skills on different schedules.
Courtney Valentine, Ed.M.
Courtney is a first-year doctoral student in the Department of Educational Psychology, focusing in school psychology. She earned her bachelor of arts degree in human development and psychology from Boston College and her master of education degree in risk and prevention from Harvard Graduate School of Education. Courtney has worked with youth in a variety of settings, from group homes to schools. She has worked on several school-based prevention programs focusing on social-emotional learning and substance abuse prevention. Courtney is a graduate research assistant for the 3-Tier Mathematics Project.