Community Parent Seminar Speaker & Conference Keynote
Paul J. Riccomini, Ph.D.
Dr. Paul Riccomini is an experienced classroom teacher, author, mathematician and leading special education expert who has taught mathematics to both general and special education students in inclusive settings. He is co-author of the best-selling Response to Intervention in Math (Corwin, 2009), one of the first books to address RTI in math, and Developing Number Sense through the Common Core (Corwin 2013). Currently, he is an associate professor of education at Pennsylvania State University. Dr. Riccomini brings both strong content knowledge and a focus on robust collaborative relationships to his teaching experiences with general and special educators.
His dynamic presentations focus on providing educators with research-validated practices that improve learning for all students in inclusive settings. He has published numerous research and practitioner on how to effectively teach students with and without learning disabilities. As a former middle and high school general education and special education mathematics teacher, Dr. Riccomini knows firsthand the challenges and difficulties teachers experience every day when working with struggling students in inclusive settings. Follow Dr. Riccomini on Twitter @pjr146. More information can be found https://ed.psu.edu/directory/pjr146.
Sarah R. Powell, Ph.D.
Dr. Sarah R. Powell is an Assistant Professor in the Department of Special Education. Powell is currently Principal Investigator (PI) of a four-year Institute of Education Sciences efficacy grant related to word problems and equation solving for third-grade students with mathematics difficulties. Powell is also PI of a five-year early numeracy and literacy read-alouds project funded by the T.L.L. Temple Foundation, co-PI of a National Science Foundation grant aimed at developing a science intervention for second-grade students with learning difficulties, and co-PI of an Office of Special Education Programs model demonstration grant for middle school algebra readiness. Powell's research interests include developing and testing interventions for students with mathematics difficulties, with a special emphasis on peer tutoring, word-problem solving, mathematics writing, and the symbols and vocabulary within mathematics.
Stephanie Murano, Ph.D.
Dr. Stephanie Morano is an Assistant Professor of Special Education at the University of Virginia. Stephanie began her career as a special educator in New York, then worked as a teacher-trainer for the U.S. Peace Corps in Grenada, W.I. before earning a Ph.D. in special education from Penn State. Stephanie’s research and teaching focus on effective mathematics instruction and intervention for students with disabilities.
Bradley Witzel, Ph.D.
Dr. Bradley Witzel is an award winning teacher and researcher who works as a full professor and program director of the MEd in Intervention at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher he worked in multiple settings teaching mainly math and science to high achieving students with disabilities and at-risk concerns. Dr. Witzel has authored over 50 publications, including the recently published books Rigor in the RTI and MTSS Classroom through Routledge, Teaching Elementary Mathematics to Struggling Learners through Guilford Press and the edited book Bridging the Arithmetic to Algebra Gap through the Council for Exceptional Children (CEC). In addition to his paper published works, he was selected by Vanderbilt University to develop an IRIS module on Algebra for students with math disabilities. A popular professional developer, he works with many districts and state departments delivering over 400 workshop, conference, and video presentations on intervention delivery and mathematics. Most recently, he was selected by North Carolina Department of Public Instruction to develop the state mandated training on Dyscalculia as directed by House Bill 149. He has served as a board member consulting with several states on RTI and MTSS, served as a panelist on the Institute of Education Science RTI Math Practice Guide and as an invited reviewer of the National Mathematics Advisory Panel Final Report. Most importantly, he is a father of two, husband of an educator, and son of two educators.
Ultra-brief: Dr. Bradley Witzel is a Professor and Program Director in the College of Education at Winthrop University. His main areas of research focus on empirically-validated practices with students with disabilities and at-risk concerns, particularly in the areas of mathematics and MTSS. A popular author and professional developer, he has written several books and delivered several hundred workshop, conference, and video presentations on instructional interventions. More information about Dr. Witzel may be found at http://coe.winthrop.edu/witzelb.
Ben Clarke, Ph.D.
Dr. Ben Clarke is an Associate Professor in the School Psychology Program at the University of Oregon and Associate Director of the Center on Teaching and Learning. His work is focused on the development and efficacy testing of mathematics intervention programs spanning the K-6th grade spectrum in both traditional and technology based formats through multiple grants (apx. 55 million dollars) from the Institute of Education Science, Office of Special Education Programs, and the National Science Foundation. He has published numerous articles and book chapters in the area of mathematics instruction and assessment and developing multi-tiered instructional models in the area of mathematics including the IES practice guide “Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools”. Dr. Clarke was a practicing school psychologist for three years where he led district efforts to implement multiple tier instructional models.
Marburn Academy is dedicated to serving as a local and national resource to those who educate, support and celebrate students with learning differences. Our annual conference attracts dedicated experts from around the country to share best practices that exist at the intersection of educational research and delivery of effective services.
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