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Diane Lapp, EdD, is a distinguished professor of education at San Diego State University and an English teacher and literacy coach at Health Sciences High and Middle College.

David A. Sousa, EdD, is an author and international consultant. He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education.

Cate Hart Hyatt has spent more than 30 years as an educator, teaching preschool through graduate school students. She is a research associate for the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University.

Carrie Chapman, PhD, is a faculty member in the Educational Studies: K–12 and Secondary Programs Department at Minnesota State University, Mankato. She is also the College of Education co-teaching coordinator.

Carol Ann Tomlinson, EdD, is an author, a consultant, a trainer, and a presenter who works throughout the United States and abroad with teachers to develop more responsive, heterogeneous classrooms.

Carmen Emery is a consultant and principal of a K–6 dual immersion school in California. Previously, she was a classroom teacher and data systems project specialist.

Brian M. Pete comes from a family of educators—college professors, school superintendents, teachers, and teachers of teachers. He has a rich background in professional development and has worked with adult learners.

Barbara Moss, PhD, is a professor at San Diego State University, where she teaches courses at the credential and master’s levels. She has worked as a teacher at every grade level from 1 to 12 over the course of her career.

Angela Peery, EdD, is an experienced consultant who supports educators in designing curriculum, making data-driven instructional decisions, and improving student achievement.

Discover proven response to intervention strategies to enhance core instruction in grades 6–12, including differentiating instruction, engaging students, increasing success, and avoiding additional interventions.