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Lou Danielson

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Louis Danielson
ldanielson@air.org
202.403.5000

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Dr. Louis Danielson is a managing director for AIR. He has been involved in programs to improve results for SWD for more than three decades. Dr. Danielson leads research and development work related to assessment of SWD and serves as a senior advisor to the OSEP-funded National Center on Response to Intervention.  Dr. Danielson has held leadership roles in the OSEP and was responsible for the IDEA national activities programs. He has served in numerous research and policy roles and has been involved in major school reform activities.

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Lynn Holdheide

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Lynn Holdheide
lholdheide@air.org
202.403.5000

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Dr. Lynn Holdheide is a senior technical assistance consultant for AIR with more than 10 years of experience providing TA to state educational agencies and regional comprehensive centers. Her expertise includes response to intervention, inclusive services, evaluation of teacher effectiveness, and teacher preparation for students with at-risk characteristics and disabilities. She has served as research associate for the National Comprehensive Center for Teacher Quality (TQ) and coordinates the TQ Connection, an online resource for general and special education teacher preparation.

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Stacia Rush

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Dr. Stacia Rush
srush@air.org
202.403.5160

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Dr. Stacia Rush joined AIR as a research analyst in 2005. For the Access Center, she served as a Technical Assistance Liaison with the Mid-South Regional Resource Center (MSRRC) and assisted with developing products and presentations for the center. Dr. Rush also served as team leader on the Instructional Strategies Team for the Access Center’s Knowledge Bank and on the Information Sharing Communities Team.

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judith littman

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Judith Littman
jlittman@air.org
202.403.5000

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Judith Littman is Research Analyst at American Institutes for Research (AIR). Currently, she serves as the senior researcher for education program. In the past Judith was a part of the management team for AIR’s First Monitoring Reading Project, and organized in-house professional development for the project supervisory team. She was also spearheaded the task of developing procedures for site visits for the Reading First project. She has played active role in AIR’s Good Behavior Game Professional Development Study.

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Conley

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Dan Conley
dconley@air.org
202.403.5000

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Daniel Conley is a senior technical assistance consultant for American Institutes for Research (AIR) education program. In this capacity, he provides technical assistance to state and local education agencies, as well as institutions offering teacher preparation programs. Dan’s has provided as expertise in key areas such as collaboration amongst stakeholder, creating resources products and processes, facilitating professional development, and strategic planning, and implement effective evaluation systems for a grant-funded programs.

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No-Picture-Portrait-Md

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Dr. Laura Kuchle
lkuchle@air.org
202.403.5000

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Dr. Laura Kuchle, is an education research for the American Institutes for Research (AIR). Currently, Laura serves as a liaison for Minnesota and Missouri providing technical assistance to the National Center on Intensive Intervention (NCII). In this capacity, she provides support in the development of evaluation protocols and, procedures for the collection, analysis and report of data.  Before working at AIR, Laura serves as a psychologist in Ohio. Over the years she has established her self as an expert in applied behavior analysis, data-focused problem solving, policy and reform, and culturally responsive instructional strategies and services for English Language Learners

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OSEP LogoThis website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.