This course was adapted from training materials provided by Dr. Robin Schumacher. The adaptations were made by:
Cassandra Hatfield
Cassandra Hatfield is a Senior Research Project Manager for Research in Mathematics Education at Southern Methodist University (SMU). She has worked on education research funded by international, federal, state, and corporate entities. Prior to working at SMU, she taught middle school math and supported elementary math teachers as a math specialist. She has a passion for high-quality professional development to support teachers.
Clinton E. Moore
Clinton E. Moore, Ph.D. is a research associate in the Department of Special Education at The University of Texas at Austin. He has worked on research funded by the Institute of Education Sciences, the U.S. Department of Education, and the T. L. L. Temple Foundation. Prior to becoming a researcher, he taught for over a decade in a wide range of special education settings including the Texas School for the Blind and Visually Impaired, American YouthWorks, and the Marfa and Lake Travis school districts.
Heather Miller
Heather Miller recently graduated from the University of Missouri-Columbia where she obtained a Master's degree in Education, School, and Counseling Psychology. Heather’s previous experience includes implementing and assessing high-quality literacy and math interventions in schools as well as integrating and assessing trauma-informed practices in elementary settings. Heather is currently a School Psychology intern and will soon be a licensed School Psychologist.
Emily Newland
Emily Newland is a project coordinator in the Department of Special Education at The University of Missouri-Columbia. Prior to her position at MU, she was an elementary math and science teacher. Through her involvement as a participant in research projects at MU, she developed a passion for supporting classroom teachers in implementing small group instruction.
Additionally, Graduate Research Assistants Cassandra Smith, Kyla Owens, Shelby Popkes, Quinn McCall, and Tabitha Reynolds Hoang contributed to the design, implementation, and revision of the professional development.
The Principal Investigators of the project are:
Leanne Ketterlin-Geller, Ph.D., is a professor in the department of Education Policy and Leadership at Southern Methodist University in Dallas, Texas. Dr. Ketterlin-Geller is the principal investigator for the Scalability, Capacity, and Learning Engagement (SCALE) for Fraction Face-Off Project funded by the U.S. Department of Education’s Office of Education Innovation and Research. She also serves as the principal investigator for research projects funded by the National Science Foundation, Institute of Education Sciences, and the Office of Special Education Programs. Dr. Ketterlin-Geller’s work focuses on designing and using data from classroom assessments to improve outcomes for students experiencing difficulty in mathematics. As a former high school teacher and trained K-12 administrator, she enjoys working with teachers and school leaders.
Dr. Erica Lembke is a Professor in the Department of Special Education at the University of Missouri. Prior to pursuing her doctorate, Dr. Lembke was a special education teacher and Title I reading teacher for 6 years. Her research interests include data-based decision making, assessment and intervention for students at risk and with disabilities and their teachers, and her current federally funded grants are directed towards teacher and school professional learning. She has participated as a Principal Investigator (PI) or Co-PI on close to $25.5 million in federally funded projects. Dr. Lembke provides professional learning to dozens of school districts across the state of Missouri and throughout the US, with over 200 local, state, and international presentations.
Sarah R. Powell, Ph.D. is an associate professor in the Department of Special Education at The University of Texas at Austin. Powell acts as co-principal investigator of the EIR grant that funds SCALE. Powell also works on research funded by the Office of Special Education Programs and Institute of Education Sciences. Powell was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE) in 2019. A former kindergarten teacher, Powell is excited to help teachers improve the math instruction of students experiencing math difficulty.
The Fraction Face-Off Intervention was originally developed at Vanderbilt University by:
Lynn Fuchs, Ph.D.
Robin Schumacher, Ph.D.
Amelia Malone, Ph.D.,
Doug Fuchs, Ph.D.
Fraction Face-Off Training
This course was developed as part of a grant from the US Department of Education, Education Innovation and Research Program awarded to Southern Methodist University (GRANT NO S411B210032) under the direction of Dr. Leanne Ketterlin Geller. Collaborating institutions include the University of Missouri under the leadership of Dr. Erica Lembke, the University of Texas at Austin under the leadership of Dr. Sarah Powell, and the American Institutes of Research under the leadership of Dr. Andrew Swanlund.
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