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Laura M. Driscoll is a Business Studies and Accounting teacher with the Toronto District School Board in Toronto, Ontario, Canada. Laura has extensive experience remodelling lessons. She has used these techniques to increase student engagement in her own classroom. The strategies included in this book have been beneficial in adapting mandated curriculum requirements for all students, including those at-risk and with special education needs.

Carol Corbett Burris has served as principal of South Side High School in New York's Rockville Centre School District since 2000. Prior to becoming a principal, she was a teacher at both the middle and high school level.

Delia T. Garrity was a public school educator for 37 years, serving as a math teacher, teacher of the gifted, mathematics department chairperson, curriculum supervisor, assistant principal, and assistant superintendent.

Janet C. Richards is a Professor of Literacy and Research at the University of South Florida, Tampa, where she teaches graduate courses in qualitative and transdisciplinary research, academic writing, literacy, and multicultural literature. She publishes extensively and was selected as a Lansdowne Visiting Scholar, University of Victoria, British Columbia, Canada.

Zak Kukoff is an 18-year-old social entrepreneur based in Westlake Village, California, and, at the time of this book's printing, a senior at Westlake High School. Zak is the founder of Autism Ambassadors, a nonprofit that builds friendships between students with special needs and typical students in more than 25 schools throughout the United States and abroad.

 Cindy Lawrence has been an educator for over 20 years. She has a B.S. in Elementary Education and Early Childhood from Lamar University and an M.Ed in Education with a concentration in curriculum and instruction from American Intercontinental University. 

Nick Rodriguez is the leader of the U.S. Education Delivery Institute’s K-12 practice. In this role, he is responsible for growing and maintaining a network of K-12 education leaders that are transforming the way they work to serve students.

Dr. Delano-Oriaran continues to dedicate her life to advocating for racial and all forms (social, economic, political, educational) of justice for Black, Indigenous, and People of Color (BIPOC). Her mission is to authentically engage with schools, communities, organizations, and businesses to achieve critical transformation with the goal of eliminating manifestations of racism—individual, institutional, systemic, and structural—and intersecting forms of oppression.

Maggie B. McGatha works full time with coaches, teacher leaders, and administrators as a Training Associate for Cognitive Coaching? and Adaptive Schools. At the University of Louisville, she teaches courses on coaching and supporting collaborative groups along with advanced mathematics methods courses.

Lorraine Graham, PhD, is foundation professor of Learning Intervention at The University of Melbourne. Lorraine began her career as a primary (elementary) teacher. She has written eight books and has a track record of scholarship in the areas of inclusive education and intervention research. Over the last 30 years Lorraine has worked nationally and internationally with schools and school systems to support students with learning difficulties and deliver professional learning to teachers.

Jennifer H. Robins, Ph.D., is the Director of Publications and Professional Development at the Center for Gifted Education at William & Mary and a clinical assistant professor. She teaches graduate courses in gifted education, working with teachers who are pursuing their gifted endorsement.

Suzie Boss is a writer and educational consultant who focuses on the power of teaching and learning to improve lives and transform communities.