About the Presenters
Ruth A. Kaminski, Ph.D.
Ruth A. Kaminski, Ph.D., is CEO/COO and Director of Research and Development for Dynamic Measurement Group and co-author of DIBELS. Dr. Kaminski’s academic background includes degrees in Speech Pathology, Early Intervention, and School Psychology. For the past 20 years she has conducted research on assessment and preventative interventions for preschool and early elementary age children. Dr. Kaminski has extensive experience providing consultation to Head Start agencies and public schools throughout Oregon and the United States. In addition, she has over 10 years’ experience as a classroom teacher and speech/language clinician with preschool age children. In 2007, Dr. Kaminski was selected as the recipient of Pennsylvania State University's Excellence in Education Award, the highest honor bestowed on an alumnus of the College of Education.
Roland H. Good, III, Ph.D.
Roland H. Good, III, Ph.D., is President and Associate Director of Research and Development for Dynamic Measurement Group and co-author of DIBELS. Dr. Good completed his undergraduate degree in Elementary and Special Education, and he has two years’ experience as a teacher in elementary general education and special education classrooms. He earned his doctorate from Pennsylvania State University in School Psychology and served two years as a school psychologist. In recognition of his contributions to the field of education, Penn State awarded Dr. Good its Excellence in Education Award in 2005. For the past 20 years, Dr. Good has led the program of research and development culminating in the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Dr. Good provides professional development DIBELS training to educators and administrators throughout the United States. He has also served on the editorial boards for School Psychology Review, School Psychology Quarterly, and the Journal of Special Education and has presented more than 100 papers at national conferences.
Stephanie A. Stollar, Ph.D.
Stephanie A. Stollar, Ph.D., is a Professional Development Specialist/Research Associate with Dynamic Measurement Group. Dr. Stollar is a nationally certified school psychologist and a 1996 graduate of the doctoral program in school psychology at the University of Cincinnati. She has worked as a school psychologist and as an assistant professor in the school psychology program at the University of South Florida. Additionally, she has 12 years experience providing professional development and consultation to school districts on the use of direct assessment measures, including DIBELS, to improve outcomes for all students.
Kelly A. Powell-Smith, Ph.D., NCSP
Kelly A. Powell-Smith, Ph.D., NCSP, is Vice President and Associate Director of Research & Development at Dynamic Measurement Group, where she conducts research on assessment and intervention related to early childhood language and literacy development. She is also a nationally certified school psychologist. Dr. Powell-Smith obtained her doctorate in school psychology from the University of Oregon in 1993. She is a former Associate Professor of School Psychology at the University of South Florida. She also was a faculty associate of the Florida Center for Reading Research (FCRR) and a consultant with the Eastern Regional Reading First Technical Assistance Center (ERFTAC). She has provided training in formative assessment and academic interventions in 20 states and Canada. Over the past 22 years, Dr. Powell-Smith has conducted research related to children with various learning and behavioral difficulties and has conducted over 195 national, state, and regional workshops and presentations.
Courtney E. Wheeler, Ph.D.
Dr. Courtney E. Wheeler, Ph.D., is a Research Scientist for Dynamic Measurement Group, where she conducts research on assessments related to mathematics and early childhood language and literacy development. Dr. Wheeler is the project director of DIBELS Math. She obtained her doctorate in school psychology from the University of Oregon in 2010. Dr. Wheeler has served as a school psychologist in rural and urban school districts and as a researcher. Additionally, she has provided formal technical assistance and training to schools on the use of Curriculum-Based Measurement and on Response-to-Intervention.
Mary I. Abbott, Ph.D.
Dr. Mary Abbott is a Senior Research Scientist at Dynamic Measurement Group. Across her 30+ years of working in the area of literacy instruction, she has been a school teacher, reading specialist, private clinician, and Research Professor at University of Kansas: Juniper Gardens Children’s Project. Dr. Abbott’s current responsibilities at DMG include leading and co-authoring two research/development teams: Preschool Early Literacy Indicators (PELI) and Content Area Reading Indicators (CARI): DIBELS 7-9. Her research interests include: literacy assessment from pre-school through adult literacy, implementation of evidence-based research strategies, and implementation of three-tier models. Mary is well-published through a collection of journal articles and book chapters. She has authored/co-authored numerous curricula, frequently presented at conferences, and has conducted well over a 100 literacy-related teacher in-service trainings.
Chantal Dufour-Martel, Ph.D.
Dr. Dufour-Martel is a native of Canada. Born in Quebec, she was schooled in eastern and western Canada. Dr. Dufour-Martel holds a bachelor’s degree in Cultural Anthropology, a master’s degree in Educational Leadership, and a doctoral degree in Special Education from the University of Oregon. She has 20 years experience teaching in Canadian and American public schools, partial and/or full immersion programs. She has been a Tier 2 early reading interventionist for grades K-5. Dr. Dufour-Martel holds a Standard Teaching License, a Bilingual ESOL Endorsement and an Administrative License with the state of Oregon. She is the principal author and co-designer of the French-language literacy measures IDAPEL. As director of IDAPEL research with Dynamic Measurement Group in Eugene Oregon, she oversees research studies with French Immersion students in Canada and the United States, and with Francophone student populations in Canada. Her primary research interests are understanding factors predicting literacy development among bilingual children and youth to inform practices for students with specific learning impairments. She is the author of Cerf-volant, a French-language reading intervention targeted for at-risk students. She has presented results of her research studies at conferences in both Canada and the United States.
In addition to these trainers, we also have the privilege of working and training with other leaders in the DIBELS field.