“The feedback has been great! Brett and his team are always on hand to answer questions, provide another point of
view, and give us another nudge in the right direction.”
“The support staff is great. (CA) They have been there to help redirect our group whenever we need it. The throw out
ideas that we can run with. They are flexible with the scheduling of how we develop the curriculum and that
makes it comfortable to work with.”
-Participants at a STEM Curriculum Development workshop – Summer 2016
In 2015-2016, led 18 1st and 2nd year math teachers through a yearlong monthly workshop series using the framework of the CCSS instructional shifts and the NCTM Principles of Math Instruction to develop critical thinking in math classrooms. 92% of participants said that the workshops were “Extremely Effective” at increasing their students mathematical ability and thinking.
Recent Speaking Events
2015 NCTM National Conference – Making Mistakes in Math Class: Building a Culture of Learning.
2015 NCTM National Conference – Establishing a Culture of Perseverance
2015 CollegeBoard’s Midwest Forum – Increasing AP Enrollment by Creating a Culture of Achievement
2014 ACT State Conference: Illinois – Building Stronger Classroom Assessments for College Readiness and Success
2015 Career Connections Conference – Community Connections in Mathematics
2015 Ohio Council of Teachers of Mathematics Conference – Community Connections in Mathematics
2015 NCTM Regional Conference – Performance Assessments – Authentic, Meaningful, and FUN!
Upcoming Speaking Events
2016 OCTM Conference – From Conceptual Understanding to Procedural Fluency: Factoring
Created a systematic, differentiated approach to aligning CCRS for maximum growth. Results were 33% (2013) and 38% (2012) increase on the ACT from freshman to junior year using the EPAS system of interim and summative assessment.
In working with 15 new teachers in Ohio over 3 months in 2014-2015 93% felt that the PDs “Built understanding of rigor in content”, 86% had “meaningful next steps to move forward in the classroom”, and 71% said “they had resources to use the next week.”
In the 2014-2015 school year we worked with the University of Chicago’s Charter School Network to implement an intensive PD on differentiated learning. The principal cited multiple instances of immediate implementation of the strategies we taught.
In 2013 we developed a Lesson Study program for the math department for internal professional development using 2 vertical teams to write and evaluate the lessons. Teachers thought it was one of the best uses of internal development time in terms of cohesion of the instruction and vertical alignment of curriculum.
Instruction – Literacy
Developed a common rubric for literacy instruction that is differentiated for grade level. This included a common annotation format for reading textbooks and article as well as scaffolding to AP and CCSS style written responses.
Used data from interim assessment to create 5 power lessons leading to act for junior students in the 6 weeks prior to taking the ACT- 45% of the students saw greater than expected growth in this time.
Created a systematic design process to creating all formative assessments that includes ACT, AP, and CCSS question formats in alignment with the curriculum system for maximized growth and exposure. Vertical teams regularly assess assessment using a rubric in department meetings for continual improvement and development.
AP Program Development
Developed a comprehensive, systematic approach for recruitment and selection for all AP courses, saw a 35% growth in enrollment in 1 year with an equal passage rate.