CHRISTY HARRISON
C|H
937.478.4900
Email
christy.harrison@centerville.k12.oh.us
Class Website Link
OHIO LICENSURE
MIDDLE CHILDHOOD
MATH (4-9)
Supplemental License
All Coursework and Assessments
Completed for Professional License
ELEMENTARY (1-8)
5-Year Professional License
INTERVENTION SPECIALIST
(K-12) Mild/Moderate
5-Year Professional License
EDUCATION
MASTER of SCIENCE in
EDUCATION
EDUCATIONAL LEADERSHIP
University of Dayton
- Exit Study in Curriculum
BACHELOR of SCIENCE in
ELEMENTARY EDUCATION
MATHEMATICS 1-8
Wright State University
MIDDLE SCHOOL MATH & MATH INTERVENTION
PROFILE
∙ Elevating struggling students into confident, mathematical thinkers through targeted instruction, a
positive learning environment, and deep mathematical understanding ∙ Bringing math to life and
creating meaningful opportunities to experience the content ∙ Believer in the power of “Not yet…”,
and that growth comes from a sense of belonging, value, and accomplishment ∙ Setting high,
attainable goals through increasing rigor and challenge as readiness skills are mastered ∙ Believing
that all students crave success and challenge ∙ Collaborating with colleagues on instruction, student
progress, and student well-being ∙ Letting assessment and student needs guide instruction.
MATH EXPERIENCE
TOWER HEIGHTS MIDDLE SCHOOL ∙ CENTERVILLE CITY SCHOOLS
Math Support Teacher, Gen Ed Math Teacher, Math Intervention Specialist
∙Math Support [Grades 6 and 7] ∙Gen Ed Math [Grades 6, 7, 8],
∙Co-taught Math [Grades 6-8] ∙Resource Math [Grades 6 and 7]
VAN BUREN MIDDLE SCHOOL ∙ KETTERING CITY SCHOOLS
Math Teacher – Taught on interdisciplinary teams
∙Honors Algebra I [Grade 8] ∙Co-taught Math [Grades 6 and 8] as General Education Teacher
CENTERVILLE HIGH SCHOOL ∙ CENTERVILLE CITY SCHOOLS
High School Math Summer Intervention Instructor
MATH SUPPORT - STRATEGIES & EVIDENCE
Students thrived in an environment built on community, accountability, and the belief that they could
succeed. Growth mindset and brain research were key to unlocking motivation and increasing growth.
o Developed a three-part approach to maximize growth in struggling students:
1) Supported current grade-level content.
2) Increased student readiness-levels across the standards (filling in gaps).
3) Previewed grade-level content to support better comprehension in class.
EVIDENCE: Reduced the Least Restrictive Environment (LRE) of two students from resource
room to general education through math support three-part approach.
o Collaborated with math support students’ math class teachers to develop individualized
instruction and support.
o Created student accountability program to promote high expectations for learning and behavior
through positive reinforcement and self-assessment.
o Created active, hands-on math experiences to increase engagement and deep mathematical
understanding for struggling math thinkers.
o Utilized diagnostic tools and targeted instruction to assess and increase student levels.

C|H
MIDDLE SCHOOL
MATH
SCHOOL
LEADERSHIP
Math Materials Committee
Instructional Committee
Mentor Teacher for UD & Miami
District Mentor Teacher for KCS
Technology Curriculum Committee
Conflict Mgt. Grant-Writing Team
Junior Optimist Advisor
Student Council Advisor
Student-Led Recycling Program
Character Education Team
Study Buddies – Volunteer Advisor
HONORS
FOUNDERS’ AWARD for TEACHING
Kettering City Schools
PROGRAM INITIATION GRANT
Middle School Conflict Management
Kettering City Schools
TWO BLUE RIBBON REPORT FEATURES
Kettering City Schools
TEACHING - STRATEGIES & EVIDENCE
Students excelled as members of a supportive, enthusiastic learning community where mistakes are
embraced, success is celebrated, and challenge is sought. Student-centered classroom encouraged
self-advocacy and independence.
EVIDENCE: Student Feedback via "Reflecting on Math Class" Padlet
o Developed effective Unit Plans through the use of backwards planning based on Ohio
Learning Standards that include elements of Universal Design for Learning (UDL) and
elements of Visible Learning (VL) with high effect size, including teacher clarity, formative
assessment, class discussions,
EVIDENCE: Exceeded averages of both school and district scaled scores and
performance levels on the Ohio State Test – Grade 8, 2019 (Gen Ed)
o Created and curated lessons and learning activities for multiple ability-levels that engage all
students in rigor, including problem-based and inquiry-based learning, Open Middle Math,
vertical learning groups, in-class flipped learning, and peer coaching activities.
o Promoted the Ohio Standards for Mathematical Practices daily.
EVIDENCE: Student Feedback via "Perseverance" Padlet
o Engaged families in the learning process via daily Remind announcements, Google
Classroom, and “Teach the Test” activities before assessments.
EVIDENCE: Family Feedback on Teach the Test forms
o Utilized formative assessment to guide instruction during each unit, including fist-to-five,
entrance tickets, student check-ins, and emoji polls.
EVIDENCE: Remind Emoji Poll – formative self-assessment using the Remind app.
o Organized whole-grade differentiation lessons based on pre-assessment with the Math Team.
o Collaborated with staff members to create a strong, supportive teaching team for all students,
including EL and those with IEPs, 504s, behavior plans, and trauma.
o Incorporated technology that increases access to the curriculum and promotes engagement,
reflection, and excitement - Kahoot, Blind Kahoot, Padlet, Team Quizlet, Remind, Google
Classroom, classroom website
EVIDENCE: Classroom Website for Scientific Notation with links and resources for content
units to support all types of learners, students who are absent, and families.
PROFESSIONAL DEVELOPMENT
Continually seeking opportunities to connect with educators and discover new information and
innovative strategies. Some recent professional development and continuing education includes:
MATHEMATICS, PEDAGOGY, AND INTERVENTION
∙ MAP Test Training ∙ Visible Learning in the Mathematics Classroom
∙ 10 Mindframes of Visible Learning ∙ Flipping for Differentiation
∙ Singapore Math Strategies: 1-6, Grades 6-9 ∙ Teaching Students with Autism & ADHD
∙ Secondary Teaching Methods ∙ Developing and Improving Attitudes and Character
∙ Consultation & Collaboration ∙ Google Classroom, Google Forms, Google Keep
∙ Trends and Issues in Measurement (RTI) ∙ Individuals w/ Exceptionalities