Dr. Chism is the Director for the Student Achievement and School Accountability (SASA) program in the Office of Elementary and Secondary Education. SASA is responsible for administering Title I, Part A Grants to Local Educational Agencies, Title III English Acquisition State Grants, the State Agency Neglected and Delinquent program, the State Assessment Grant program, the Enhanced Assessment Grant program, and the McKinney-Vento Program for Homeless Children and Youth. SASA administers over $15.6 billion annually in federal program funds. These programs provide financial assistance to States, school districts, and schools to meet the educational needs of children who are failing, or most at risk of failing, to meet challenging academic standards established by States. Students served include at-risk children who are from low-income families, children and youth in neglected and delinquent institutions, as well as homeless children, and English Learners.

Dr. Chism has held a series of positions in the field of education as a teacher, researcher, and state administrator.  In these positions she gained a deep knowledge of what is required to close achievement gaps and cultivate culturally proficient schools. Immediately prior to joining the U.S. Department of Education she was with the Illinois State Board of Education, where she served as an Assistant Superintendent.

Ruth Ryder is the Deputy Director of the Office of Special Education Programs (OSEP), U.S. Department of Education.  OSEP has responsibility for the Individuals with Disabilities Education Act program, providing financial support to States through formula grant programs and national leadership in supporting States through technical assistance, personnel preparation, parent training, technology and State personnel development. 

Ms. Ryder has been with OSEP since 1988, most recently as the OSEP Deputy Director.  In this position, she is providing national leadership in moving special education accountability to a more results-oriented process.   In addition, she is focusing attention on ensuring that the needs of children with disabilities are addressed in the major initiatives of the Department, such as ESEA Flexibility, School Improvement Grants and Early Learning. 

Prior to joining OSEP, Ms. Ryder was a program administrator for a school district in Washington State with responsibility for an OSERS funded special education demonstration project examining integrated service delivery models for including children with disabilities in general education.  She also administered the ESEA Title 1 and Title 2 programs, State-remediation, gifted education, outcome-based education, and State-and district-wide testing programs.  Additionally, she was also a special education consulting teacher and a general education classroom teacher.