Institute Fellows and Researchers

Dr. Colleen Reutebuch has experience coordinating research projects and grants related to state- and federally funded professional development and technical assistance in early and secondary reading. Reutebuch served as an assistant professor of special education at Texas Tech University and as an adjunct in reading education at Texas State University, The University of Texas at Austin, and Our Lady of the Lake University. Currently, she directs projects aimed at improving academics through interventions targeting English learners. She taught grades 1–12, both general and special education, in San Antonio and Austin before moving into higher education. Her research interests include academic and reading interventions, reading difficulties and disabilities, and effective instructional practices to support all learners. She has served on the boards of the Texas Council for Learning Disabilities and Texas Council for Exceptional Children.

Stephen Ciullo is a graduate research assistant for MCPER and doctoral student in the Department of Special Education with a concentration in learning disabilities and behavior disorders. Ciullo has worked on projects for English language learners, students with learning disabilities, and response to intervention. Currently, he is an instructional support specialist for the Center for Research and Educational Achievement and Teaching of English Language Learners project. Prior to attending graduate school, he was a special education teacher for 6 years in New York and received a master’s degree in literacy from SUNY Cortland. His current research interests include interventions in content area reading for middle-grade students with learning disabilities.

Vanessa Cortez is an instructional support specialist for the Center for Research and Educational Achievement and Teaching of English Language Learners (CREATE) project. Cortez received her undergraduate degree in early childhood education and her master’s in curriculum and instruction with a reading specialization. Prior to her work at MCPER, she served for 10 years in Laredo, Texas, as a bilingual teacher, campus literacy coach, and early childhood district coordinator. Her interests include response to instruction and intervention and using data to facilitate change.

Anita Harbor is a fidelity specialist for the CREATE project. Harbor conducts observations of teachers implementing interventions and of teachers delivering typical classroom instruction. She has been a reading interventionist for elementary and middle school students, a tutor coordinator, and a project coordinator on other research teams at VGC and MCPER. She earned her bachelor of science degree in business from San Jose State University in California and her master of science degree in educational technology from Lehigh University in Bethlehem, Pennsylvania. She has 20 years of experience working with at-risk populations in the nonprofit and education fields. Her research interests include the prevention of reading difficulties through the systematic implementation of effective instructional strategies.

Audrey Leroux is a doctoral student in the Department of Educational Psychology, specializing in quantitative methods. Leroux earned her bachelor of science degree in mathematical sciences from The University of Texas at Austin. Her current research interests include multilevel modeling, meta-analytic procedures, computerized adaptive testing, and item response theory.

Christy Murray is a project manager at MCPER and currently serves as the deputy director of the Center on Instruction’s special education and response to intervention work. During her 5 years in this role, Murray has provided technical assistance to regional comprehensive centers and state departments of education, as well as developed products, publications, and professional development materials. Previously, she served as data coordinator on a longitudinal research study that examined the implementation of the 3-tier model in K–3 reading. Murray earned her master of arts degree in educational psychology from The University of Texas at Austin in 2004. Her research interests include response to intervention and effective reading instruction and intervention for struggling students. Prior to joining MCPER in 2001, she worked as an elementary school teacher, where she instructed students in both general and special education.

Rob Scordino is a doctoral student in the Instructional Technology program at The University of Texas at Austin. Scordino earned his undergraduate degree in history and master’s degree in social studies education from the University of Florida. His research interests include technology in the social studies and instructional design.